Food and Nutrition

Food and Nutrition provides learners with a background to study food and health related university courses. It also assists learners to identify and undertake careers in food-related industries along with developing knowledge and skills to enhance their own health and wellbeing.  The course responds to community concerns about increasing levels of diet-related conditions by providing learners with the knowledge and skills to make informed choices. The course provides learners with an understanding of human nutrient requirements and how these are met through diet. Learners develop their understanding of diet analysis to enable them to modify diets according to Recommended Dietary Intakes and Food Selection Models. Major macronutrients of carbohydrates, lipids and proteins; energy use by the human body, and control of energy balance are studied along with the importance of micronutrients, non-nutrients and water balance. Major nutrition-related conditions that affect the health of many Australians are studied including, obesity, cardiovascular disease, type 2 diabetes and some diet related cancers.

Learners will analyse influences on food choice and the effects on dietary behaviour and health. Nutrition promotion including designing, planning and evaluating nutrition promotion programs, in a variety of settings (e.g. children and families, workplaces and food labelling) will assist learners to understand factors that drive consumers to eat certain foods.

Food issues related to nutrition and the market place are raised, investigated and debated. Learners critically inquire into the environmental impacts of current food production practices. This knowledge enables learners to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers.

Learners will focus a component of their learning in an area of specific interest or in an area related to a vocational pathway by undertaking an independent project. Learners are encouraged to link their learning to community and vocational settings to enrich their insights into possible personal pathways.

Food and Nutrition provides a broad study of food issues which have ongoing relevance to individuals and community, health and wellbeing. The knowledge, skills and attitudes gained during the course will have applications in, and benefits for, academic, vocational and general life experiences.

Food and allied health sectors represent a robust and expanding sector of the local, national and global employment markets. This course connects with work, vocational education and training and university pathways in this sector.

On successful completion of this course, learners will be able to:

1. apply an understanding of nutrition, food and health to enable diet, menu and recipe analysis and modification
2. analyse the influences and interrelationships between factors affecting food choice of individuals and groups
3. use knowledge of food to analyse the nutritional and aesthetic quality of food and food products
4. design and carry out research projects by collecting, analysing, and applying valid research methodologies to food related issues
5. analyse the impact of current and emerging food production, processing and marketing techniques on the environment, food supply and health
6. address specific food needs by integrating knowledge and skills related to food, nutrition and food choice
7. locate and critically analyse food and nutrition related information
8. design and evaluate nutrition promotion strategies
9. demonstrate skills in managing and organising resources to complete tasks within agreed timeframes
10. explore vocational opportunities and potential pathways in food and nutrition related areas.

Food and Nutrition Level 3 complements senior secondary courses in Health Studies, Sports Science, Biology and other Sciences, depending on learners’ pathways.

Tertiary pathways in the Health Sciences, Dietetics, Nutrition, Environmental Health and Community Health are provided. Education, especially in Design and Technology and Health and Physical areas, is also a possible pathway.

Further vocational pathways include Hospitality, Fitness, Recreation, Retail, Children’s Services and Food Enterprise as learners can value-add to their training package. Learners will gain insights into the scientific principles regarding functional properties of food and the opportunity to apply nutrition knowledge in menu planning and recipe modification.

Learners must have access to:

• information communications technology, newspapers, magazines and broadcasts on current food issues

• people engaged in food and health related industries is also required (e.g. via email, interview, excursions, observations)

• domestic-style kitchen facilities (if provider plans practical delivery tasks/assessment requiring such facilities).

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

Learners must complete all five (5) units of study:

• Nutrition
• Diet Analysis
• Food Choice
• Health Promotion
• Food Issues.

The course is to be delivered in an integrated manner using current and relevant food-related issues to complement the content below. Unit topics/sub-topics may be delivered as purely theoretical studies or as studies contextualised within practical activities.

Learners must complete all five (5) units of study. It is recommended that the first 3 units are studied prior to Units 4 & 5:

1. Nutrition
2. Diet Analysis
3. Food Choice
4. Health Promotion
5. Food Issues.

UNIT 1: NUTRITION – IDENTIFY RELATIONSHIPS BETWEEN FOOD AND HEALTH (SUGGESTED 35% OF DELIVERY TIME)

Food Nutrients

Learners will develop understanding of the types, functions, sources and consequences of imbalances of nutrients and non-nutrients in food which contribute to health.

1. Macronutrients – Types, functions, sources, consequences of imbalances:
   • Protein (complete & incomplete)
   • Lipids/Fats (saturated, monounsaturated & polyunsaturated) and trans
     Essential fatty acids Omega 3 and 6
     Relationship between dietary fat and blood cholesterol levels including HDLs, LDLs
   • Carbohydrates (mono/disaccharides and polysaccharides including fibre) Glycaemic Index
   • Water.
2. Micronutrients
   • Vitamins – classification and awareness of generalised roles (e.g. interrelationships)
     Focus on Folate, Vitamin D (sources, functions and deficiencies)
   • Minerals – overview and sources
     Focus on Iron, Calcium, Sodium, Potassium and Iodine  (sources, functions and imbalances).
3. Non-Nutrients
   • phytoestrogens, antioxidants and probiotics.
4. Nutrition Terms
   • Nutrient Density/Energy Density
   • Nutrient Reference Values – RDI, EAR, AI, EER, UL.
5. Food handling to retain maximum nutritive value.

Energy

1. Identify sources of energy and examine factors which influence energy balance
   • Sources
   • Overview of requirements and recommended proportions as % of total energy from macronutrients
   • Energy balance
     • Balanced eating plans versus diets
     • Basal Metabolic Rate (BMR) and factors affecting
   • Maintaining healthy weight range
     • Assessment of healthy weight using Body Mass Index, Measure Up.

Diet-related conditions and dietary implications

1. Emphasis on heart disease, diabetes Type 2, overweight and obesity
   • Definitions
   • Recent Australian Statistics
   • Dietary factors that increase risk
   • Prevention Strategies.

UNIT 2: DIET ANALYSIS (SUGGESTED 15% OF DELIVERY TIME)

Learners will interpret dietary analysis data and identify nutrient requirements at different stages of the lifecycle and for different levels of health and activity.

1. Interpret Dietary Analysis Data
   • Identify nutrient requirements at different stages of the lifecycle and for different levels of health and activit
   • Compare the nutritional requirements of individuals with different needs
   • Analyse diets, menus and recipes and make appropriate modifications to improve them using Nutrient Reference Values & Food Selection Tools as listed below (#2).
2. Apply Nutrient Reference Values & Food Selection Tools to diet and recipe modification
   • Recommended Dietary Intakes
   • Food Selection Tools
     • Australian Dietary Guidelines
     • Australian Guide to Healthy Eating
   • Modify Recipes and develop menus for individual requirements.

UNIT 3: FOOD CHOICE (SUGGESTED 15% OF DELIVERY TIME)

Learners will develop an understanding of how various factors influence the selection of food for individuals and groups.

1. Physiological Factors – NB: Nutritional Requirements are covered in the Nutrition and Diet Analysis Unit
   • Appetite Hunger and Satiety
   • Sensory Reactions to food – Appearance – colour, shape, turgor
     • Flavour
     • Aroma
   • Food Sensitivities – Allergies and intolerances.
2. Psychological Influences
   • Values
   • Beliefs
   • Attitudes and Experiences
   • Habits
   • Emotions
   • Self Concept.
3. Social Influences
   • Culture and Tradition
   • Lifestyle
   • Social Interactions.
4. Economic Influences
   • Cost
   • Marketplace
   • Resources
   • Occupations and finances.

UNIT 4: HEALTH PROMOTION (SUGGESTED 10% OF DELIVERY TIME)

Learners will develop understand about how Nutrition promotion strategies influence the health of individuals and groups.

1. Nutrition Promotion – Who is responsible for the promotion of good health?
   • Government Role
   • Food Industry
   • Communities
   • Schools
   • Media and Marketing Trends
   • Not-for-profit Health Promotion organisations – AIHWB, NHMRC, Eatwell Australia, Heart Foundation, Diabetes Australia, Nutrition Foundation
   • Evaluate at least one promotion strategy in detail (e.g. Advertising Campaigns such as “measure Up”, Canteen Nutrition Policies, school policies)
   • Designing nutrition promotion campaigns.
2. Food legislation: who makes it?
   • Federal food laws
   • Food Labels and labelling laws.

UNIT 5: FOOD ISSUES (SUGGESTED 25% OF DELIVERY TIME)

This Unit introduces learners to a range of food-focussed issues. Many of these issues link to the NUTRITION, DIET ANALYSIS, FOOD CHOICE and HEALTH PROMOTION units and may be integrated with the delivery and assessment of these Units’ content.

UNIT 5.A – COMPULSORY TOPICS (Suggested 20 hours delivery)

1. Food Security

• Definition
• Statistics – global, national (e.g. population, food supply)
• Barriers and risk factors for food security
• Components of food security
• Groups of people most ‘at risk’ of food insecurity in developing countries and Australia
• Strategies to help reduce the incidence of food insecurity in developing countries and Australia:
  • Technology
  • Education
  • Government policy
  • Aid
  • Sustainable food systems.

Learners will analyse interventions, programs or initiatives that are designed to address food insecurity. Examples will be drawn from both a developing country and Australia. Each example will involve more than one of the strategies listed above.

2. Ecological Sustainability

• Definition
• The food system (primary, secondary, tertiary, consumer practices)
• Relevant statistics in relation to the food system
• Barriers to sustainable food systems
• Strategies:
  • Technology
  • Education
  • Government policy
  • Sustainable food systems.

Learners will analyse interventions, programs or initiatives that are designed to address the ecological sustainability of food systems. At least three examples will be analysed. Each example will involve more than one of the strategies listed above.

UNIT 5.B – ELECTIVE TOPIC (Suggested 10 hours delivery)

Select one of the following:

1. Food Innovation
2. Food Processing and Packaging
3. Development of the “Australian Diet”.

1. Food Innovation – new food products and functional foods

• Reasons for development of new products
  • Consumer demands – convenience, special dietary needs, income, lifestyle
• Definitions of functional foods – nutritionally modified
• Analysis or development of new and/or functional food product.

2. Food Processing and Packaging

• Why process food?
• Food Preservation
  • cause of food spoilage
  • growth of microorganism
  • Principles of preservation
  • Preservation processes
• Packaging
  • purposes
  • materials
  • innovations
• Analysis or development of processed/preserved food and/or packaging.

3. Development of the “Australian Diet”

• foods native to Australia
  • traditional aboriginal foods
  • Australian indigenous foods today
• global migration of cultural groups
  • colonial food production
  • migrant groups – choose 2 from:
    • United Kingdom, Italy, China, Greece, Asia, Lebanon, India
• Analysis or development of a native and/or food that reflects a cultural influence.

Learners must design and use at least one survey instrument to collect food and nutrition data that they will analyse, and which will form the basis for a written report. It is recommended that this requirement be met as part of the studies undertaken in either Unit 4 or Unit 5. Note: see Criterion 1, standard elements 2, 3 & 4.

The use of survey instruments to collect data on food and nutrition issues constitutes scientific research involving humans. The study must take full account of relevant principles and guidelines related to ethical conduct in human research.

Human research is research conducted with or about people, or their data or tissue. It has contributed enormously to human good. Much human research carries little risk and in Australia the vast majority of human research has been carried out in a safe and ethically responsible manner. But human research can involve significant risks and it is possible for things to go wrong. Sometimes risks are realised despite the best of intentions and care in planning and practice. Sometimes they are realised because of technical error or ethical insensitivity, neglect or disregard.

Learners must gain approval from the teacher – on behalf of the provider – prior to undertaking the collection of data using their survey instrument. Records will be made of the relevant ethical conduct in human research principles and guidelines, the actions taken to address these, and the teacher’s approval (or rejection/modification) of the proposed survey instrument.

Useful resources on principles and guidelines related to ethical conduct in human research include:

• National Statement on Ethical Conduct in Human Research (2007)

• UTAS ‘About Human Research Ethics’.

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.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards for achievement specified in the course and the standards demonstrated by learners

• community confidence in the integrity and meaning of the qualifications.

Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

The assessment for Food and Nutrition Level 3 will be based on the degree to which the learner can:

• 1. research, analyse and evaluate information from a variety of sources
• 2. communicate ideas and information in a variety of forms*
• 3. plan, organise and complete activities both independently and collaboratively
• 4. demonstrate knowledge and understanding of the relationship between nutrition, food and health*
• 5. analyse and evaluate diets using Nutrient Reference Values and recognised food selection tools*
• 6. demonstrate knowledge and understanding of factors affecting food choice *
• 7. apply the principles of nutrition and food choice to health promotion
• 8. demonstrate knowledge and understanding of food related issues*

* = denotes criteria that are both internally and externally assessed

Food and Nutrition Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 13 ratings (8 from the internal assessment, 5 from the external assessment).

The minimum requirements for an award in Food and Nutrition Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’, 3 ‘B’ ratings (4 ‘A’, 1 ‘B’ from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’, 5 ‘B’, 3 ‘C’ ratings (2 ‘A’, 2 ‘B’, 1 ‘C’ from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
7 ‘B’, 5 ‘C’ ratings (2 ‘B’, 2 ‘C’ from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (3 ‘C’ from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner 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.

Version 1 – Accredited version 14 November 2012. This course replaces Food and Nutrition 3 (FDN315108).

Version 1.a – Minor amendment approved on 12 February 2014 (CEO BN2/14): clarification of topics and sub-topics in Unit 5.A 1 & 2, and minor amendments to some standard elements in criterion 8.