Food, Cooking and Nutrition enables students to learn about, prepare and consume healthy foods, thereby providing a foundation for informed decision-making and improving dietary habits.
Food education enables learners to develop an understanding of basic nutrition, and the skills and knowledge to select appropriate foods and cooking methods to create meals. This empowers learners to make responsible, healthy, sustainable food choices for life. Food choices impact directly on the wellbeing of individuals, families and communities. Health issues and are a major concern in Tasmania and the development of nutrition awareness, food knowledge and preparation skills have been recognised as factors which can contribute to the improvement of the health of Tasmanians.
Food, Cooking and Nutrition enables students to learn about, prepare and consume healthy foods, thereby providing a foundation for informed decision-making and improving dietary habits.
On successful completion of this course, learners will be able to:
This course provides a pathway to Food and Nutrition Level 3, as well as being a pathway from Food and Cooking Essentials Level 1.
Learners may study Food, Cooking and Nutrition Level 2 alongside the Food and Hospitality Enterprise level 2 course. It has been designed to give students life skills including an understanding of current environmental issues related to Australian Food. It supports students working towards allied health, sports, community, hospitality and education focused career paths.
Learners must have access to domestic–style kitchen facilities and computers with internet access.
Providers are responsible for the collection and management of information relating to learners’ food allergies, intolerance and requirements, and the management of this in relation to maintaining their health and safety during his course.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgment is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
Learners are required to complete all units of study. Keeping Food Safe must be covered first. It is recommended Contemporary Food Applications be studied last.
Learners must have access to domestic-style kitchen facilities and comply with WHS issues for kitchen use (e.g. correct footwear).
Learners are required to prepare and taste a variety of foods throughout the course. Consideration needs to be given to learners’ dietary needs and preferences, especially on the basis of allergy, intolerance or religious, cultural and ethical factors.
|Unit 1. Keeping Food Safe
|In this Unit learners will use equipment and techniques appropriately, and apply principles of safe and hygienic food handling. They will develop organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
|Practical demonstration of food safety and hygiene skills* create posters to promote food safety and hygiene* guest speaker.
|Unit 2. Nutrients, Energy and Health
|This unit enables learners to understand, prepare and experience healthy foods, which can contribute to improving dietary habits. Learners develop an awareness of links between food and health, this includes a recognition of food allergies and intolerances and the role they play in diet and health.
|learners adapt recipes to reflect current nutrition information.* learners plan menus and recipes using the Australian Guide to Healthy Eating.* learners prepare low fat and low sugar foods, including recipes with high fibre and vegetables.
|Unit 3. Key Foods
This Unit focuses on the key food groups (listed below), understanding their properties and roles during food preparation and processing. Learners must taste a variety of different foods during this unit. Subject to consideration of learners’ dietary needs and preferences, especially on the basis of allergy, intolerance or religious, cultural and ethical factors.
|Unit 4. Influences on food choice
|This Unit builds the capacity of learners to make informed food choices.Learners will develop an awareness of the influence of social, cultural and economic factors that impact on food choice. Learners will also explore the role advertising and marketing have on individuals’ food selection.
|Unit 5. Contemporary Food Applications
|In this Unit learners will be guided to plan, conduct and communicate an investigation. This unit focusses on developing investigation skills to consider contemporary food applications. Learners are to explore an area of interest that relates to food within a contemporary situation, and to plan and complete at least two practical sessions in relation to this.
Contemporary food applications could include (but are not limited to):
PRACTICAL AND THEORETICAL REQUIREMENTS
Learners will be involved in implementing practical food preparation processes at least 50% of the allocated time. This may include the set-up, preparation and cooking, presentation and consumption of food.
To successfully complete the practical and theoretical components of this course, learners must submit a folio of work for internal assessment including:
SUMMARY OF UNIT WORK REQUIREMENTS
|Keeping Food Safe
|Nutrients, Energy and Health
|Influences on Food Choice
|Contemporary Food Application
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all. Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present students.
It will be scheduled by TASC using a risk-based approach.
The assessment for Food Cooking and Nutrition Level 2 will be based on the degree to which the learner can:
|collects, categorises and assesses information from a variety of oral, written, visual and multimodal materials
|collects and categorises information from a range of oral, written, visual and multimodal materials
|collects and categorises information from a given range of written, visual and multimodal materials
|selects and uses a variety of relevant ICT technologies to collect, categorise and analyse information
|uses a variety of relevant ICT technologies to collect and categorise information
|uses a limited range of relevant ICT technologies to collect and categorise information
|accurately records sources of information.
|records sources of information.
|records sources of information as directed.
|clearly and effectively conveys ideas and information to the intended audience
|clearly conveys ideas and information to the intended audience
|clearly conveys basic ideas and information to intended audience
|correctly uses a wide range of relevant, course- specific terms
|uses a range of course- specific terms. Usage is generally correct
|uses a limited range of course-specific terms. Usage is generally correct
|presents information using a broad range of ICT tools*
|presents information using a range of ICT tools*
|presents information using a limited range of ICT tools*
|uses communication devices** to appropriately communicate, consistently adhering to established protocols and safety procedures
|uses communication devices** to communicate adhering to established protocols and safety procedures
|uses communication devices** in accordance with established protocols and safety procedures, as directed
|correctly spells common and course-specific terms and uses grammar, punctuation and complex sentence structure to clearly convey meaning.
|correctly spells common words and most course-specific terms, and uses basic grammar, punctuation and sentence structure to convey meaning.
|correctly spells most common words and uses simple punctuation and sentence structure to convey basic meaning.
*ICT tools include computers, other digital devices, applications and programs
**’communication devices’ include mobile phones, tablets, social media and other digital technologies
|appraises, selects and uses strategies to manage activities within proposed times
|selects and uses strategies to perform tasks within proposed times
|uses strategies as directed to perform tasks within proposed times
|selects and uses appropriate equipment for food preparation tasks and justifies choices
|selects and uses appropriate equipment for food preparation tasks
|uses appropriate equipment for food preparation tasks, as directed
|plans ahead and sequentially organises food and working space
|applies appropriate methods in managing food and working space
|follows basic processes to organise food and working space as directed
|reflects, orally and in writing, on progress towards meeting goals, assesses progress and plans future actions.
|reflects, orally and in writing, on progress towards meeting goals and articulates ways in which goals can be met in the future.
|reflects, orally and in writing, on progress towards meeting goals.
|describes and follows safe practices in kitchen settings, identifies potential risks and can justify and explain safety decisions
|describes and follows safe practices in kitchen settings
|follows directions regarding basic safe practices in kitchen settings
|explains a range of food safety hygiene principles, including essential principles
|describes essential food safety hygiene principles
|identifies essential food safety hygiene principles
|selects, justifies and applies appropriate food hygiene practices
|applies appropriate food hygiene practices
|follows basic food hygiene practices as directed
|explains a range of causes and prevention of food spoilage including appropriate food storage methods.
|describes causes of food spoilage and appropriate food storage methods.
|identifies main causes of food spoilage and outlines food storage methods.
|prepares food, using an appropriate range of food preparation techniques
|prepares food, using a range of food preparation techniques
|prepares food, using a limited range of food preparation techniques
|utilises own knowledge and skills to follow and adjust recipes as necessary
|successfully follows recipes with minimal direction
|successfully follows recipes, with direction
|completes dishes, plates food and presents neatly and attractively, taking into account visual appeal, colour and contrast
|completes dishes, plates food and presents neatly (e.g. without drips and spills)
|completes dishes and plates food
|explains a wide range of appropriate food preparation methods in theoretical situations.
|describes appropriate food preparation methods in theoretical situations.
|identifies suitable food preparation methods in theoretical situations.
|describes a wide range of foods within the key food groups*
|lists and identifies a range of foods within the key food groups*
|lists and identifies a limited range of foods within key food groups*
|describes production of a range of key foods and compares and contrasts issues affecting sustainability
|identifies production methods of a range of key foods and describes associated issues affecting sustainability
|identifies origins of key foods and generalised issues affecting sustainability
|describes and compares sensory and physical characteristics of key foods before and after preparation
|identifies sensory and physical characteristics of key foods before and after preparation
|outlines sensory and physical characteristics of key foods
|describes functional properties of foods and the impact of cooking on them.
|identifies basic functional properties of foods and the impact of cooking on them.
|outlines basic changes in foods through cooking processes.
*Key Foods are as specified in Content:
Fruits, Vegetables, Legumes, Nuts
Meat, poultry, seafood and eggs
Fats, oils, salts and sugar.
|identifies nutrient content and discusses nutritional quality of a range of foods within key food groups
|identifies general nutrient content and describes nutritional quality of foods within key food groups
|outlines general nutrient content of key food groups and characteristics of unhealthy foods
|modifies recipes, menus and diets, explaining in detail how nutritional quality is improved
|modifies recipes, menus and diets to improve nutritional quality, identifying reasons for changes
|adjusts recipes, menus or diets to improve nutritional quality, as directed
|describes and discusses links between nutrition and health, including obesity.
|describes links between nutrition and health, including obesity.
|identifies links between nutrition and health, including obesity.
|investigates* and describes foods of an ethnic/religious group and a range of social and cultural factors affecting their food choice
|investigates* and describes foods of an ethnic/religious group and a limited range of social and cultural factors affecting their food choice
|investigates*, identifies and outlines foods and food culture of an ethnic/religious group
|plans and appraises menus considering a wide range of social and cultural factors
|plans and appraises menus providing justification in regards to a range of social and cultural factors
|plans menus providing limited justification in regards to general, social and cultural factors
|designs recipes and/or menus for specific events using a wide range of resources**
|designs recipes and/or menus for specific events using a range of resources**
|plans menus for specific events using a range of resources** with direction
|explores and assesses current food issues in Australia.
|describes current food issues in Australia.
|identifies a limited range current food issues in Australia.
*investigation methods may include research online, through written materials or in person
** ‘range of resources’ include, but are not limited to: time; costs; availability of equipment, facilities, ingredients, and so on.
Food, Cooking and Nutrition Level 2 (with the award of):
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings (from the internal assessment).
The minimum requirements for an award in Food, Cooking and Nutrition Level 2 are as follows:
Exceptional Achievement (EA)
6 ‘A’ ratings, 2 ‘B’ rating
High Achievement (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating
Commendable Achievement (CA)
3 ‘B’ ratings, 4 ‘C’ ratings
Satisfactory Achievement (SA)
6 ‘C’ ratings
Preliminary Achievement (PA)
4 ‘C’ ratings
A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2026.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 10 July 2017 for use from 1 January 2018. This course replaces Food, Cooking and Nutrition Level 2 (FDN215113) that expired on 31 December 2017.
Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.
Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2026, without amendments.
|allergy occurs when a person's immune system reacts to substances in the environment that are harmless for most people
|use or employ knowledge and skills in a particular situation
|make a judgement about, to rate, weigh up, to form an opinion
|essential or elementary
|an acceptance that something exists or is true
|any of a large group of organic compounds occurring in foods and living tissues and including sugars, starch, and cellulose
|any grass cultivated for the edible components of its grain
|easy to understand, fully intelligible, without ambiguity; explicit
|caramelisation occurs when carbohydrates like sugar are subjected to dry heat, causing them to brown
|Protein separates from other nutrients and turns from a liquid to a solid. This occurs after denaturation. The denatured proteins start to rejoin, forming a different structure and a solid mass.
|orderly, logical and internally consistent relation of parts
|convey information about, clearly reveal or make known
|estimate, measure or note how things are similar or dissimilar
|formed after careful thought
|different ways of cooking ingredients e.g. roasting, steaming
|relating to the ideas, customs, and social behavior of a society
|a style or method of cooking, especially as characteristic of a particular country, region, or establishment
|a habitual practice; the usual way of acting in given circumstances
|This occurs when proteins are heated. The bonds holding the helix structure of the protein break apart, causing strands to separate and unravel. If heat continues to be applied coagulation will take place.
|recount, comment on, and provide an account of characteristics or features
|meticulous, specific, precise
|construct, elaborate or expand on an opinion or idea
|showing good, informed judgement
|talk or write about a topic, taking into account different issues and ideas
|power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines
|a project undertaken or to be undertaken; a company organised for commercial purposes
|appraise, measure, examine and judge the merit, significance or value of something
|provide additional information that demonstrates understanding and reasoning; present a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation
|the indigestible parts of plant foods, such as vegetables, fruits, grains, beans and legumes
|foods that provide health benefits beyond basic nutrition due to certain physiologically active components
|starch gelatinisation is the process where starch and water are subjected to heat causing the starch granules to swell and the mixture to thicken
|graphic organizers to help organise ideas and communicate more effectively
|a condition of optimal well-being
|conditions or practices conducive to maintaining health and preventing disease, especially through cleanliness
|name, list and establish or indicate who or what something is
|explain the meaning of information or actions
|food intolerance occurs when the body has a chemical reaction to eating a particular food or drink
|the action of investigating something
|kilojoule is a unit of energy
|a group of plant foods which include beans, lentils and dried peas
|a way of life or living of a person or group
|a chemical element of which relatively large quantities are essential to the growth and health of a plant.
|the flesh of an animal
|a list of dishes available in a restaurant or a person’s diet
|a chemical element or substance required in trace amounts for the normal growth and development of living organisms
|minerals are substances found in food that your body needs for growth and health e.g. calcium, iodine
|a substance that provides nourishment essential for the maintenance of life and for growth
|nourishment or energy that is obtained from food consumed or the process of consuming the proper amount of nourishment and energy
|systematically order and arrange
|give the main features or aspects of
|wrapping from a product
|a number between 0 and 14 that indicates if a chemical is neutral, an acid or a base
|domestic fowl, such as chickens, turkeys, ducks, and geese
|a question proposed for solution
|a nutrient found in food (as meat, milk, eggs, and beans) that is made up of many amino acids joined together
|another name for legumes
|a number of different things of the same general type; breadth
|applicable and pertinent
|investigate using different sources of information
|any form of sea life regarded as food by human, including fish and shellfish
|choose in preference to another or others
|relating to the senses
|small meat products such as sausage or bacon
|technological platforms that allow people and organisations to view, create and share information, ideas, career interests, and other forms of expression via virtual communities
|able to be maintained at a certain rate or level
|a measure of warmth or coldness
|the act or process of making or becoming thick
|any of a group of organic compounds which are essential for normal growth and nutrition and are required in small quantities in the diet because they cannot be synthesized by the body
|the amount of space that a substance or object occupies, or that is enclosed within a container
|a measurement that indicates how heavy a person or object is
|Work Health and Safety
Line of Sight
|Explain and apply safe, and hygienic work practices when handling and storing food
|1, 2 & 4
|C1 E1 E2 E3, C2 E1 E2 E3 E4 E5, C4 E1 E2 E3 E4
|Unit 1 WR 1 + 2, Practical activities from Units 3, 4 & 5
|Appraise the nutritional, physical, sensory and functional properties of key foods
|1, 2, 5, 6 & 7
|C1 E1 E2 E3, C2 E1 E2 E3 E4 E5, C5 E4, C6 E1 E2 E3 E4, C7 E1
|Units 2 & 3
|Unit 2 WR 1 + 2, Unit 3 WR 1, Practical activities from Units 3, 4 & 5
|Design, make and evaluate recipes and menus for a range of contexts
|3, 5, 7 & 8
|C3 E1 E2 E3 E4, C5 E1 E2 E3 E4, C7 E2, C8 E2 E3
|Units 3, 4 & 5
|Unit 2 WR 1 + 2, Practical activities from Units 3, 4 & 5
|Prepare food both individually and collaboratively
|3, 4 & 5
|C3 E1 E2 E3 E4, C4 E1 E2, C5 E1 E2 E3 E4
|Practical activities from Units 3, 4 & 5
|Describe how environmental, cultural, economic and nutritional factors can relate to food choice
|1, 2, 6, 7 & 8
|C1 E1 E2 E3, C2 E1 E2 E3 E4 E5, C6 E2, C7 E3, C8 E1 E4
|Units 2, 4 & 5
|Unit 2 WR 1 + 2, Unit 4 WR 1