Book Food - 2022

2021
Term 1
Term 1 - Food
This term students will be looking at Cereals and their importance in our diet and how the
use of Cereals in our food have change due to our diverse culture in Australia. Students will
also looking at the importance of Safety in the Kitchen to prevent Food Poisoning.
Course Outline:
Assessment Guide:
For each term students will be required to complete a practical and theoretical component of
this course. The weightings of these assessments are outlined below:
Theory Activities (15%):
In Class and Homework Tasks 15%

from booklet
Practical Activities (25%):
Practical Tasks - Food Presentation 15%

- Hygiene/Clean up Skills 10%
Assessments (30%):
- Assignment 1:
Pizza 30%
Test (30%):
- Part 1: Safety and Preventing Food Poisoning
- Part 2: Measuring and Terminology
Any lessons missed throughout the term will need to be completed and any theory booklets
lost will need to be replaced by the student. Activities and Assignments will be marked
according to the material they contain, presentation and originality. They are due at the
beginning of the class on the due date. If there are no classes that day they must be
handed in by 3:00pm to the Home Economics Office
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YEAR 9
A Grade Excellent understanding of weights & measures Confident understanding of basic cookery concepts
Limited use of initiative throughout planning, practical & reflective Astute use of cookery equipment
processes. Understands the expectations of practical clean up
Some understanding of basic cookery terminology Completes practicals within allocated lesson time
Confident in use of hygiene procedures Exhibits excellent team work shills
Good understanding of safe management procedures
B Grade Good understanding of weights & measures Confident understanding of basic cookery concepts
Some use of initiative throughout planning, practical & reflective Good use of cookery equipment
processes. Good understanding the expectations of practical clean up
Limited understanding of basic cookery terminology Mostly completes practicals within allocated lesson time
Sometimes uses hygiene procedures Exhibits good teamwork skills
C Grade Some understanding of weights & measures Some understanding of basic cookery concepts
Limited use of initiative throughout planning, practical & reflective Some use of cookery equipment
processes. Some understanding of the expectations of practical clean up
No understanding of basic cookery terminology Sometimes completes practicals within allocated lesson time
Rarely uses hygiene procedures Sometimes works well with others
Some understanding of safe management procedures
D Grade Limited understanding of weights & measures Limited understanding of basic cookery concepts
Limited use of initiative throughout planning, practical & reflective Limited use of cookery equipment
processes. Attempts to understand the expectations of practical clean up
No understanding of basic cookery terminology Rarely practicals within allocated lesson time
Rarely uses hygiene procedures Rarely works well with others
Limited understanding of safe management procedures
E Grade Made no effort to complete task in class.

No understanding of hygiene procedures
Does not work well with others
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Cereals
Most Australians consume less than half the recommended quantity of wholegrain foods, and too
much refined grain (cereal) food. At least two thirds of grain foods eaten should be wholegrain.
What is in the Grains (cereals) group?
Cereals, which are the edible grains or seeds of grasses, have been important as a source of
food throughout the world since the earliest origins of humankind.
Wheat, rice, barley, oats, rye and maize (corn) are all cereals that are processed in some sort
of way for us to eat. Wheat covers more of the earth’s surface than any other grain crop, and it
is the staple grain food for much of the earth’s population. However, specific varieties of
cereals are cultivated in each of the world’s soil of specific areas. Due to their wide availability,
cereals are the staple foods of many regions, and are often eaten several times a day.
Grains (cereal) foods can be broken up into four main groups.

The main sub-groups are:
Breads
Breakfast Cereals
Grains
Other Products
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What exactly is a wholegrain cereal?
Wholegrain cereals contain the three layers of the grain. Wholegrain cereals contain more fibre,
vitamins, minerals and antioxidants than refined cereal foods such as white bread, because many of
the important nutrients occur in the outer layer of the grain which is lost during processing.
Wholegrain foods are particularly important in vegetarian diets as a source of iron and zinc.
Wholemeal foods are made from wholegrains which have been crushed to a finer texture.
Nutritionally, wholegrain and wholemeal foods are very similar. Choosing wholegrain varieties is
best.
Tips for choosing wholegrain (cereals) include:
• Look for words like ‘wholegrain’ or ‘wholemeal’.

• Some ‘multigrain’ breads are made with white flour and various whole grains added.
• ‘Wholemeal wholegrain’ bread is made with wholemeal flour plus whole grains and has more
fibre and nutrients than wholemeal, wholegrain or white breads.
What exactly is a refined grain cereal?
Refined grains (for example, white flour), have had the bran and germ layers removed. In doing this
most of the fibre and many of the vitamins, minerals and phytochemicals are lost. Some fibre and
vitamins and minerals can be added back (such as in white bread) but these are not necessarily grain
derived and the full benefit may be lost. More importantly, the phytochemicals (which are linked to
significant health benefits) which have been removed in refined grains cannot be added back.
Refined grains, such as white flour are nearly always used in processed foods, such as cakes and
biscuits. These types of grain foods are not recommended as they are considered a discretionary
food choice because of their relatively large amounts of added fats and added sugars and/or added
salt.
How much should I eat from the Grain (cereal) group?
Consuming at least 4-6 serves of grain (cereal) foods per day is recommended for Australian adults,
while the amount recommended for children and adolescents depends on their age and sex. More
information can be gathered on specifics on the Eat for Health website.
The serve sizes used in the Australian Dietary Guidelines are not necessarily as big as the portion
you may put on a plate or in a bowl. For example a serve of bread is 1 slice, not 2 which you would
use to make a sandwich.
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A serve of grain (cereal) foods is 500kJ which is:
• 1 slice (40g) bread

• ½ medium (40g) roll or flat bread
• ½ cup (75-120g) cooked rice, pasta, noodles, barley, buckwheat, semolina, polenta, bulgur or
quinoa
• ½ cup (120g) cooked porridge
• ²/³ cup (30g) wheat cereal flakes
• ¼ cup (30g) muesli
• 3 (35g) crispbreads
• 1 (60g) crumpet
• 1 small (35g) English muffin or scone
*Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties
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Health benefits of grain foods
The nutrients provided by grains include carbohydrates/starch (energy), protein, fibre and a wide
range of vitamins and minerals including the B vitamins folate, thiamin, riboflavin, niacin, iron, vitamin
E, zinc, magnesium and phosphorus.
Cereals and wholegrain foods can reduce the risk of developing certain diseases including coronary
heart disease, colon cancer, diabetes and diverticular disease. The high fibre in wholegrain cereals
also assist in the maintenance of the digestive system and can help prevent constipation.
High fibre foods, such as wholegrain breads and cereals, can also be an effective part of any weight
loss program. They take longer to digest and create a feeling of fullness, which discourages
overeating. Whole grains are also naturally low in saturated fat and contain beneficial
polyunsaturated fatty acids.
Sources used:
www.betterhealth.vic.gov.au
www.eatforhealth.gov.au
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The Kernel of a Wheat
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The 3 parts to a wheat kernel
1) The BRAN is the hard outer covering of the wheat kernel, high in fiber & nutrients.
2) The GERM is the nutrient-rich embryo that will sprout and grow into a new wheat
plant.
3) The ENDOSPERM is the biggest part (83%), the "insides" of the kernel - mostly
starch.
WHITE FLOUR
is made from the endosperm only
= NOT a whole grain
WHOLE WHEAT FLOUR
combines all 3 parts of the wheat berry
= a whole grain
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Sustainability Research
1) What is the definition of sustainability?
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2) How much water does it take to produce a crop that will yield 1kg worth of rice?
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3) How much water does it take to produce a crop that will yield 1kg worth of wheat?
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3) Is growing rice and wheat sustainable for Australia? Why/Why not?
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Food Poisoning
Cross Contamination
Food poisoning is an illness caused by eating food that has been contaminated with
harmful bacteria. It can occur when bacteria is transferred onto food, often
unknowingly, because of poor personal hygiene or poor food handling. One of the most
common causes of food poisoning is the cross contamination of food. This occurs
when harmful bacteria from uncooked food are transferred to food that has been
cooked or prepared. For example, if raw chicken was cut on a chopping board, and
then salad ingredients were cut on the same board without washing, harmful bacteria
could be transferred. Using coloured chopping boards or washing chopping boards
with hot soapy water between cutting the raw chicken and vegetables would prevent
the transfer of bacteria.
The Danger Zone
It is very important to keep hot food hot

(above 60 °C) and cold food cold (below 5
°C) so that it is out of the temperature range
in which bacteria thrive. Between 5 °C and
60 °C is described as the danger zone
because in this temperature range, one
bacterium can multiply into approximately 17
million bacteria within eight hours. As well as
the correct temperature, bacteria that cause
food poisoning also need a food supply, a
low-acid environment, time to grow, oxygen
and a moist environment. A good way to
remember the basics of preventing food
poisoning is the acronym FAT TOM 
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Two-hour/four-hour rule
Use the two-hour/four-hour guide below to work out what action you should take to
avoid food poisoning if potentially hazardous food is held at temperatures in the danger
zone.
Potentially Hazardous Food
• raw meats, cooked meats and food containing meat, such as casseroles, curries,
lasagne and meat pies
• dairy products and foods containing dairy products, such as milk, cream, custard
and dairy-based desserts
• seafood (excluding live seafood) and food containing seafood, such as seafood
salad
• processed fruits and vegetables, such as prepared salads and ready-to-eat fruit
packs
• cooked rice and pasta
• processed foods containing eggs, beans, nuts or other protein-rich food, such as
quiche and soya bean products
• foods that contain any of the above foods, such as sandwiches, rice salads and
pasta salads.
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Measurements Guide
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Measuring Guide (metric)
___ Cup = _______ ml or ______ g
___ Cup = _______ ml or ______ g
___ Cup = _______ ml or ______ g
___ Cup = _______ ml or ______ g
___ Cup = _______ ml or ______ g
___ teaspoon = _______ ml or ______ g
___teaspoon = _______ ml or ______ g
___ teaspoon = _______ ml or ______ g
___ Tablespoon = _______ ml or ______ g
** These measurements will vary depending on the food and are a rough guide only **
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Measurement Questions:
1. How much water will the measuring jug on page 8 have if you poured out ½ of it?
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2. How many millilitres of water is equal to 1 ¼ cup of water?
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3. What cups would you use to measure 3/4 cup?
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4. How many ¼ teaspoons are in a teaspoon?
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5. 750 millilitres of water is equivalent to how many cups of water?
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6. What measuring equipment would be the most efficient way to measure out 40ml of honey for a recipe?
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7. Two-fourths cup of water is how many millilitres?
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8. How many teaspoons in a tablespoon?
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Nutrition
&
You
FOOD AND ME
People, like plants, come in a variety of shapes and
sizes. To grow and remain healthy, plants need food,
water, clean air and sunshine. People also need
nutritious foods as well as plenty of water, fresh air,
exercise and sunshine to maintain good health.
Every day, you eat a variety of foods at various times,
and often in many different places. The reason you eat
may be because you are hungry, because you always
eat something at a particular time of the day, or
because you are at a social occasion at which food is
being served.
WHAT IS FOOD?
Food is any substance that we eat or drink that provides the body with chemical substances called
nutrients. Nutrients from the food we eat are used to produce energy. They also enable us to grow and
repair body tissue. All the food we eat comes from two sources: either plants or animals. Throughout the
world, a wide variety of plants are eaten as food, including cereals, vegetables, fruits, nuts and legumes.
Animals that provide us with meat or dairy products include cattle, sheep, pigs, goats, kangaroos, rabbits,
crocodiles, deer, and wild birds. Chickens, ducks, and turkeys also provide eggs in addition to
meat. Because plants and animals provide a range of different nutrients, health experts recommend that
you include food from both sources as part of a healthy diet.
NUTRIENTS IN FOOD
The main nutrients found in food are protein,
carbohydrates (including dietary fibre), fats,
vitamins, and minerals. The table below gives
information about the different kinds of nutrients
and their roles in the body.
During digestion, these nutrients are broken
down into tiny molecules that are absorbed into
the bloodstream and then into the cells of the
body.
The water that is in the food we eat or drink

is also absorbed into the bloodstream to provide the body with the essential fluid its cells need to function.
Each type of food is made up of a different combination of nutrients, meaning each food looks, tastes, and
feels different.
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Nutrient What the nutrient does in the body Where the nutrient is found
Protein • Part of all cells in the body • Animal foods such as meat,
• Needed for growth milk and dairy foods, fish and
• Helps to repair body cells after injury eggs
and allows the immune system to • Plant foods such as nuts,
produce antibodies to fight illness legumes and wholegrain
cereals
Carbohydrates • Source of energy for all cells in the • Plant foods such as cereals
(including dietary body (bread, rice, pasta, noodles,
fibre) • Keep essential systems operating (for dry biscuits), vegetables, fruit
example, the heart beating to pump and legumes
blood) • Sugars in foods such as
• Enable muscles to work so that we can cakes, biscuits, confectionary,
move around desserts and soft drinks
• Dietary fibre is not absorbed during
digestion. It improves the health of the
digestive system by adding bulk to the
faeces
• Concentrated source of energy
Fats • Provide the body with almost twice as • Animal foods such as meat,
much energy per gram as poultry, cheese, cream and
carbohydrates or protein butter
• Contain essential fatty acids that ore • Plant foods such as
needed in body cells and systems margarine, olive oil, canola
• Omega-3 fatty acids enable the brain oil, peanut oil and avocado
and nervous system to develop and • Omega-3 fatty acids in fish
function properly and prevent heart
disease
Vitamins • Essential to the functioning of body • Fat-soluble vitamins: fish and

systems, such as creating new cells for vegetable oils; milk and
growth and repair, producing energy, cheese; eggs; and nuts and
and absorbing other nutrients butter
• Vitamins A, D, E and Kore fat soluble • Vitamin A: spinach; carrots;
• The B group vitamins ore water-soluble broccoli; milk; cantaloupe;
and include thiamine, niacin and and salmon
riboflavin. They help the body to-utilise • B group vitamins: wholegrain
energy cereals; green, leafy
• Folate is a B-group vitamin that is vegetables; legumes and
essential for normal cell division during fortified breakfast cereals
pregnancy • Vitamin C: oranges; kiwifruit;
• Vitamin A is necessary for healthy skin dried apricots; capsicum;
and eyes, and for the formation of parsley; and broccoli
bones • Calcium: dairy foods
• Calcium, in conjunction with
phosphorus, is essential for the
formation of bones and teeth
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Minerals • Calcium helps to prevent the • Iron: red meat; lentils; green,
development of osteoporosis leafy vegetables; and dried
• Balance fluids in the body apricots
• Iron helps to form haemoglobin in the • Potassium: bananas;
blood and assists in energy production potatoes; and spinach
• Magnesium: nuts; wholegrain
cereals; and green, leafy
vegetables
• Zinc: wholegrain cereals; lean
meat; and eggs
WATER
Water is an important substance that you need to keep your
body healthy. Water is a major component of every cell in
the body- approximately 70 per cent of your body is
composed of water. Water is also important in assisting in
the digestion of other nutrients, as well as in helping in the
removal of waste products from your body.
You lose water from your body every day through perspiration, tears, urine, and faeces, as well as from the
lungs when you breathe out. Therefore, you should drink at least six to eight glasses of water daily to
replace the water you lose in these ways. Water is found in most foods, but is especially high in fruits and
vegetables, as well as in milk and other liquids such as fruit juices.
If you do not drink enough water or other fluids, your body gives you signals to let you know that you need
to drink more to prevent dehydration. One of these signals is urine colour- a dark or yellow colour means
that the urine is too concentrated and that you need to drink more fluid. Light-coloured or clear urine means
that your body is hydrated, and your fluid intake is adequate.
Drinking lots of tap water is also important because in many countries, tap water contains fluoride, which
helps to reduce the incidence of dental cavities.
In recent years, there has been a significant increase in the popularity of drinking bottled water, and
dentists have seen evidence of a large increase in the number of children who have tooth decay.
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Questions 1/2:
1. Define ‘food’.
2. What are the two main sources of food? Give three examples of food from each source.
3. Explain why the appearance, aroma, flavour and texture of an apple is different from that of
an orange.
4. Why is it important to include protein in your diet? Give two examples of protein from animal sources
and two examples of protein from plant sources.
5. Outline two main functions of carbohydrates in the body.
6. Explain why fats are said to be a concentrated source of energy.
7. Why is it important to include omega-3 fatty acids in the diet?
8. Explain why you need to include both vitamins and minerals in your daily food intake.
9. What are the three main uses of water in the body? List four of the best food sources of water.
10. Describe how you can tell if you are not drinking enough water.
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DIGESTION
The digestive system begins in the mouth and
finishes at the anus. When you eat an apple or a
ham and cheese sandwich, your teeth begin the
process of digestion by grinding up the food. The
saliva in your mouth contains the enzyme amylase,
which begins to break down the carbohydrates in
the food into sugars. When you swallow the food, it
is pushed down the oesophagus through a series of
muscular contractions called peristalsis. As the food
enters your stomach, it passes through a sphincter,
or valve, that stops it from going back up into the
oesophagus. The muscles in the wall of your
stomach churn and mix the food with acid and
enzymes to break down the food into a thick liquid.
From your stomach, the food passes

through the small intestine, which is like a
long tube about six metres long that is
loosely coiled in your abdomen. The first
section of the small intestine is called the
duodenum. In the duodenum, more
digestive juices are added to the food
from the pancreas and liver. These
enzymes break down the food into even
smaller particles. As the food moves
through the rest of your small intestine, its
nutrients are absorbed through the villi, or
the finger-like projections that line the wall
of the intestine...
Any waste material that is not absorbed in
your small intestine is moved into the
large intestine,
or bowel. Here, any water is removed,
and the waste material, called faeces, is
then stored in the rectum before it is
passed out of the body through the anus.
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AUSTRALIAN GUIDE TO HEALTHY EATING
‘eat most’
The foods that take up more of the surface area at the top of the Australian Guide to Healthy Eating chart
all come from plant sources and can be placed in the ‘eat most’ of category. Food in this group include
cereals and cereal products, breads, legumes, nuts and vegetables. You should eat these foods most
because they provide your body with its main sources of carbohydrates for energy. Approximately 55 per
cent of your energy needs should come from these foods. Choose high-fibre, low-fat, low-sugar, low-salt
breakfast cereals.
Breads, cereals, rice, pasta and

noodles
• Provide carbohydrates for energy
• Wholemeal breads and cereals
provide dietary fibre, iron and
vitamin B
• Contain small amounts of
incomplete protein
• Low in fat
Vegetables
• Contain 70 to 97 per cent water
• High in dietary fibre
• Fruit contains only a small amount of starch, which changes to sugar as fruit ripens
• Low in kilojoules
• Contain no fat (except for avocados, olives and garlic)
• Good sources of a wide variety of vitamins and minerals
Nuts and legumes

• Soybeans contain complete protein; nuts and lentils contain incomplete protein
• Nuts are a good source of B group vitamins
Legumes are rich in carbohydrates and fibre, but low in fat and cholesterol
• Nuts are high in fat
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‘eat moderately’
The Australian Guide to Healthy Eating’s 'eat moderately' foods or the foods that take up the least of the
surface areas at the bottom of the chart mainly come from animal sources; they include meat, fish, poultry,
eggs, milk, cheese, and yoghurt. These foods should be eaten in moderate amounts to provide the protein
and minerals (especially calcium and iron) that are necessary for the growth and repair of body tissue.
These nutrients are especially important during adolescence when young people are growing rapidly.
Foods from animal sources contain high levels of saturated fat and cholesterol, so select lean cuts of meat,
serve poultry without the skin and select low-fat products where possible.
The only food that is not classed as derivative of an animal source and is in the ‘eat moderately’ category is
fruit. The reason for this is that when fruit is not eaten in moderation it can lead to weight gain, and high
blood sugar levels, as fruit is rich in carbohydrates and sugar.
Fruits
• Contains only a small amount of starch, which changes
to sugar as fruit ripens
• Contain 70 to 97 per cent water
• Low in kilojoules
• Contain no fat
• Wide variety of vitamins and minerals, but dried fruit has
more sugar, fibre, vitamins, and minerals than fresh fruit
Lean meat, fish, poultry, and eggs

• Foods from animals are the best sources of complete protein
• Meat is a good source of vitamin B, zinc and potassium
• Red meat is one of the best sources of iron
• Fish is an excellent source of omega-3 fatty acids
Milk, yoghurt and cheese

• High in protein and one of the best sources of calcium Contain vitamin D and phosphorus, which
help the body to utilise calcium
• Milk is 87 per cent water
• Milk is an important source of vitamin A
• The carbohydrate in milk is lactose, which some people are unable to digest
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‘use and consume in small amounts’
According to the Australian Guide to Healthy Eating, foods that are high in fat, sugar and salt should only
be eaten in small amounts. This group of foods includes butter, margarine, oil, cream, sugar, and salt.
Takeaway and snack foods are often high in fat, salt, and sugar. Salt is used in the manufacturing of many
snack foods and processed foods, such as potato chips and salami, so only eat these foods occasionally.
Some processed foods, such as breakfast cereals, are high in sugar, so it is important to read labels
carefully.
Butter, margarine, and oils

• High in fat
• Animal products such as butter and cream contain
saturated fat, which is linked to obesity, heart disease
and some cancers, so only eat these products in
small amounts
• Margarine and oils are made from plants such as olives,
canola, and sunflower seeds.
• They contain either monounsaturated or polyunsaturated
fat, and so are better for health
• Approximately 20 per cent of our daily energy needs
should come from fat from vegetable sources, and only
10 per cent from animal sources
• Snack foods that are high in fat, such as fried foods,
potato chips, pastries, cakes, biscuits and chocolate,
should only be eaten occasionally
Sugar and salt

• Sugar is found in sweet foods such as honey, jams,
confectionery, ice-cream and carbonated drinks
• A can of soft drink contains approximately 14 teaspoons
of sugar
• Health concerns such as tooth decay and weight gain can
result from eating too many sweet foods
• High-salt diets are linked to high blood pressure and strokes
• Salt is used in the manufacture of many snack foods and
processed foods, such as potato chips and salami,
so only eat these foods occasionally
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Test your knowledge:
Answer by circling True or False on the following 20 questions to test your knowledge and understanding of
nutrition.
1. Wholegrain cereals are a good source of vitamin B. T F
2. Plant foods such as breads, cereals and pasta are good sources of energy because they T F
are high in fat.
3. Iron is important in the body because it assists in building healthy blood and producing T F
energy.
4. We should gain most of our energy from plant foods. T F
5. Broccoli, dried apricots and kiwifruit are all very good sources of vitamin C. T F
6. Vegetables are made up of 20 per cent water. T F
7. The main use of sugar by the body is to help to build and repair new tissue. T F
8. Calcium and phosphorus work together to build strong bones and teeth. T F
9. Legumes, nuts, lean meat, and fish are all found in the 'eat most' or most shaded section of T F
the Australian Guide to Healthy Eating.
10. Magnesium, zinc, and calcium are all types of vitamins. T F
11. Fruit is low in sugar and dietary fibre. T F
12. Legumes are a good substitute for meat as they contain large amounts of complete protein. T F
13. Meat contains only small amounts of cholesterol. T F
14. We should eat fish on a regular basis because it contains high amounts of omega 3, which T F
is needed for the brain to function properly.
15. It is important to include lean meat in the diet because it contains lots of protein and iron. T F
16. Vitamin D helps the body to absorb calcium. T F
17. Fat is important in the body because it contains essential fatty acids, which are needed to T F
build all body cells.
18. We should get 30 per cent of our energy needs from fat from animal sources. T F
19. One of the main causes of stroke is eating too many foods that are high in salt. T F
20. Canned soft drinks are good substitutes for water because they only contain small amounts T F
of sugar.
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How did you score? Check your answers with your class teacher.
Results:
20 Congratulations - what a star! You have learnt lots about the nutrients in food.
17-19 A fantastic effort! Check the answers you did not get correct so that you get a perfect result
next time.
14-16 A very good try. You have obviously learnt a lot about the nutrients needed for good health.
11-13 You have learnt quite a lot about nutrition, but there is still a lot more to understand so that
you can optimise your health.
8-10 You will need to work hard to learn more about the nutrients needed for a healthy diet and a
healthy body.
5-7 You should re-check the information on the nutrients in food so that you are able to do better
next time.
Less You have a lot of work to do to learn about the nutrients needed for a healthy diet and for
than 5 good health.
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Questions 2/2:
11. Explain the first step in the process of digestion.
12. Describe what happens to food when it enters the stomach.
13. Why is the small intestine an important part of the digestive process? What happens to food once it
reaches the large intestine?
14. Explain three reasons why you should include nuts and legumes in your diet.
15. Why should we eat some foods from the ‘eat moderately’ sections/least highlighted sections of the
Australian Guide to Healthy Eating chart each day?
16. Which nutrients would you find in a glass of milk?
17. Why are butter, margarine and sugar meant to be eaten only in small amounts?
18. Explain why fats from plant sources are considered to be better for your health than those from
animal sources.
19. Enter your details on the Eat for Health website to calculate the number of serves you should be
consuming per day from each of the 5 five food groups plus the ‘use and consume in small
amounts.’
Record your results.
https://www.eatforhealth.gov.au/webform/average-recommended-number-serves-calculator
20. Write a meal plan for one day (Breakfast, Lunch, Dinner and Snacks) according to the results you
have found through the serves per day calculator for your age.
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Temple Christian College
Year 9 Home Economics Task Sheet
Name: Care Group:
Australian Curriculum:
General Literacy Numeracy ICT Critical & Ethical Personal Intercultural

Capability Creative Understanding & Social Understanding
Thinking
Cross – Aboriginal & Torres Asia & Australia’s engagement Sustainability

Curricular Strait Islander with Asia
Priority Histories & Cultures
Task Title: Pizza
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Pizza is a common part of our Australian diet, while there are the old “favourites” there
are also limitless flavour combinations that can be adapted. For this task, you are to
create a healthy pizza using the Australian Guide to Healthy Eating which will be shared
Task
Description: and eaten by you and a Year 9 student from the other Home Ec class at recess or
lunchtime on a given date. You will need to be mindful of the time and ensure that you set
the table and create a sign/small information sheet about your pizza and its ingredients.
1. Individually you will need to design a healthy thin crust pizza that has at least 4 different toppings
and cost out the design. An Action Plan will be created for this task on the included sheet outlining
the decision making process and the issues that may arise. A Work Flow Plan will also be made for
the task to ensure the pizza will be made in the allocated time and Food Order will need to state the
2. ingredients necessary for purchase.
3. Practical Application will include you making your designed pizza and also prepare a pizza to be
served to a guest on a given lunch time or recess.
4. An Individual Reflection will be created in order to reflect on the overall process, the successes and
recommended improvements in collaboration with your feedback cards. You will also need to take
photos of your pizza, and your overall table presentation.
33 | P a g e
1. Action Plan
Individually you will need to:
• Write a Collaborative Action Plan with a maximum word count of 250 words and must include images or
sketches of what your predicted pizza and table setting will look like.
• Identify and discuss the factors relating specifically to solving this task, including:
 demonstrating your ability to confidently interpret recipes
 demonstrating food safety and hygiene skills
 actively striving for quality food presentation outcomes
• State and justify the decision(s) made for the pizza, which includes a thin crust, 4 ingredients and how it
represents the Australian Guide to Healthy Eating
• Outline the implementation strategies for the practical, which include:
 Table Presentation – how will you present your table?
 Nutritional Panel – use FSANZ to create nutritional panel with the breakdown of ingredients
and nutrition of your pizza.
 Menu Card/Info Card - with your pizza name and ingredients and Nutrition Panel
 Feedback Cards – what will you put on them in order to get the best responses to help you with
your Reflection?
 Food Order – ingredients you will need Mrs Chang to purchase and your cost for your pizza.
 Work Flow Plan – the order of things you will do to create your pizza and set up for your lunch
 Recipe for your pizza (you may choose to use the pizza base recipe for the Margherita Pizza)
– you must write up a recipe for you to follow.
2. Practical Application
Practical Application will include you making your designed pizza and also prepare a pizza to be served
to a guest on a given lunch time or recess.
3. Reflection
• Write a 250 word Individual Reflection on the process, including photos of your pizza and table setting.
• How effectively you used your time.
• Justify and describe:
 the decision making process made before and during the practical and the results.
 management skills put in place both before and during the practical.
 conclusions formed about the practical outcome and possible improvements for the future, this
includes your guests feedback about the food.
34 | P a g e
Name: Grade Grade:
Band:
Part 1  Action Plan
 Recipe
 Food Order/Budget
/20
 Work Flow Plan
Part 2  Pizza Practical
 Table Presentation
/20
 Feedback Cards
 Menu/Info Card and Nutritional

Panel
Part 3  Reflection
/10
TOTAL MARK: /50
35 | P a g e
Fill in the below food order for your exam – remove it and give it to your teacher:
Food Order
Name: Year/Group:
Day/Date/Lesson Required:
Menu/Recipe (please attach):
Quantity Pantry/Grocery $ Quantity Dairy $
Quantity Meat/Poultry/Fish
Quantity Fruit/Vegetables
Additional Equipment:
 Pizza Tray
 Pizza Cutter
36 | P a g e
37 | P a g e
WORK FLOW PLAN
Name: _______________________________________ Prac Date: __________________
Time: Ingredients and Instructions Utensils Needed (if not already in

(incl amount): kitchen):
38 | P a g e
Term 2 - Food
This term students will be investigating the nutrition in our foods, seasonal eating and the importance of a
balanced diet in light of the looking at how various cultures have influenced Australian Cuisine as we know
it. Students will also be looking at various knife skills and different pastries.
Course Outline:
Assessment Guide:
For each term students will be required to complete a practical and theoretical component of this course.
The weightings of these assessments are outlined below:

from booklet

Assessments (45%):
- Assignment 1:
Where does my food come from? 15%
- Assignment 2:
Cultural Parcel 30%
Any lessons missed throughout the term will need to be completed and any theory booklets lost will need to
be replaced by the student. Activities and Assignments will be marked according to the material they
contain, presentation and originality. They are due at the beginning of the class on the due date. If there
are no classes that day they must be handed in by 3:00pm to the Home Economics Office.
39 | P a g e
Planning Practical Application Reflection
A General use of initiative throughout General use of initiative throughout practical General use of initiative throughout
planning processes. processes. reflective processes.
Excellent ability to order requirements Logical use of cookery terminology Able to identify strengths &
for practicals Competent use of hygiene procedures weaknesses and discuss.
Orders extra equipment for practical Competent understanding of Safe Ability to suggest improvements for
Considers presentation during planning management procedures the task.
Food order is completed effectively Astute understanding of basic cookery Demonstrates honest reflection.
Recipe is reduced according to the concepts Demonstrates understanding of
needs of the practical Independent use of cookery equipment budgeting issues
Work Flow Plan demonstrates an Demonstrates an ability to manage time well. Clear links to the capabilities
excellent understanding of the task Exhibits excellent team work skills established and discussed
requirements Ability to present dishes at Year 9 standard
B Some use of initiative throughout Some use of initiative throughout practical Some use of initiative throughout
planning processes. processes. reflective processes.
Some ability to order requirements for Limited understanding of cookery terminology Some identification strengths &
practicals Sometimes uses hygiene procedures weaknesses and discuss.
Orders extra equipment for practical Good understanding of safe management Some suggested improvements for
Some consideration for presentation procedures the task.
during planning Confident understanding of basic cookery Demonstrates honest reflection.
Food order is mostly completed concepts Some understanding of budgeting
effectively Good use of cookery equipment issues
Recipe is not reduced according to the Mostly completes practicals within allocated Some links to the capabilities
needs of the practical lesson time established and discussed
Work Flow Plan demonstrates some Exhibits good teamwork skills
understanding of the task requirements
C Limited use of initiative throughout Lacks initiative throughout practical processes. Limited use of initiative throughout
planning processes. Struggles to interpret recipe terminology reflective processes.
Some ability to order requirements for Attempts to hygiene procedures Limited identification strengths &
practicals Limited understanding of safe management weaknesses and discuss.
Limited consideration for presentation procedures Limited suggested improvements for
during planning Limited understanding of basic cookery the task.
Food order is completed but concepts No understanding of budgeting
understanding of food items is limited Limited use of cookery equipment issues
Recipe is not reduced according to the Barely completes practicals within allocated Limited links to the capabilities
needs of the practical lesson time established and discussed
Work Flow Plan demonstrates limited Exhibits some teamwork skills
understanding of the task requirements
D Guidance needed throughout planning Guidance needed throughout practical Guidance needed throughout
processes. processes. reflective processes.
Struggles to order requirements for Unable to interpret recipe terminology Guidance needed to identify
practicals No understanding of hygiene procedures strengths & weaknesses
No consideration given for presentation No understanding of safe management Guidance needed to make
during planning procedures improvements for the task.
Food order is not completed No understanding of basic cookery concepts No understanding of budgeting
Recipe is not reduced according to the Struggles to use of cookery equipment issues
needs of the practical Practical not completed within allocated lesson No links to the capabilities
Work Flow Plan is not attempted time established and discussed
Exhibits no teamwork skills
E Made no effort to complete task in class. No understanding of hygiene procedures No reflection considered
No food order submitted Does not work well with others
No Work Flow Plan completed
No recipes identified
40 | P a g e
Assignment 1:
Where Does My Food Come
From?
Part A:
Work in groups to prepare a presentation on a culture of your choice. Each group should choose
a different cultural cuisine to investigate. Presentations should contain no more than 10 slides,
and include the following:
ACPPS089 & ACPPS092
General Literacy Numeracy ICT Critical Ethical Personal Intercultural
Capability & Understanding & Social Understanding
Creative
Thinking
Title slide with the group names and your chosen culture
Map – showing position and size in relation to other countries then a close up to show
the country itself
Influences on food available and eating for example, Geography (is it coastal or desert),
religion, history, customs
Mention the staple grain and typical traditional foods of your cuisine.
A typical day’s eating plan with traditional dishes
Food for KEY celebrations
The influence of this culture on Australian cuisine
Include plenty of food pictures and minimal words to support your presentation. Use notes to talk
about each slide.
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Part B:
Write a reflection on the task using these three guiding questions (200 words).
What was the role of each group member; what slides did each member complete?
If you were to make any changes to your PowerPoint or Oral Presentation, what would
they be?
How did your presentation meet the requirements of the task?
Criteria for assessment:

1. Knowledge and understanding evident in research
2. Communication of ideas through the presentation
3. Ability to interest or involve class peers
4. Completion of task on time
My group members: __________________________________________________

Cuisine: ____________________________
Due date: ___________________________
42 | P a g e
Name: Grade Grade:
Band:
Part A – Investigation
ICA3 - Effective application of literacy and numeracy skills,
including clear and consistent use of appropriate terminology. /5
• Grammar & Spelling

• Referencing & Bibliography
Part A – Problem Solving

P1 - Identification and discussion of a range of factors involved in
problem-solving. /10
• Planning on who will focus on each slide.

P3 - Justification of decisions about problem-solving strategies.
• Decision making evident
Part A – Collaboration
C1 - Application of personal and social skills to establish and /10
maintain respectful relationships and promote safety, fair play
and inclusivity
C2 - Exhibits teamwork skills in practical activities
Part A – Practical Application
PA2
Selection and use of appropriate technology for practical activities. /15
PA3
Application of knowledge and practical skills.
PA5
Effective resource and time management skills
Part C – Reflection
R1 - Reflection on the processes and outcomes of practical and /10
group activities, including their own performance.
• Productivity of the group; did each group member contribute
equally?
• Changes suggested
R2 - Evaluate strategies and resources to manage changes
TOTAL /50
43 | P a g e
PERFORMANCE STANDARDS
ICA1 A Quote with strong links to the culture

Investigation of contemporary issues related Pictures included that are relevant to the topic
to the subject. Bibliography shows higher order thinking skills
ICA2 Excellent understanding of capabilities
Identification and use of a variety of primary Discussion of issues demonstrates clear processes planned
and/or secondary sources, with appropriate Excellent understanding of time management needs
acknowledgment.
ICA3
Effective application of literacy and
numeracy skills, including clear and
consistent use of appropriate terminology. B Pictures included that are relevant to the topic & bibliography included
Good understanding of capabilities
Discussion of issues demonstrates clear processes planned
Good understanding of time management needs
Investigation & Analysis
C Quote included although limited links to topic

Some pictures included that are relevant to the topic
Bibliography not included
Some understanding of capabilities
Some evidence of planning
Some level of understanding of time management needs
D No criteria included
Limited understanding of capabilities
Limited level of understanding of time management needs
E Assignment not attempted

Made no effort to complete task in class.
P1 A Considers outcome & presentation during planning

Identification and discussion of a range of Evidence of initiative and problem solving skills throughout lessons
factors involved in problem-solving. Challenges abilities throughout the lesson processes
P2
Appropriate decision-making about
problem-solving and implementation B Some consideration of outcome & presentation during planning
strategies. Limited evidence of initiative and problem solving skills throughout lessons
P3
Problem Solving
Justification of decisions about problem-

solving strategies.
C Limited evidence of initiative and problem solving skills throughout lesson
D Requires guidance throughout planning processes.

Limited consideration of presentation during planning
E Made no effort to complete task in class.
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PA1 A Demonstrates ability to work on the task
Use of initiative in the development and Excellent use of initiative throughout the task
implementation of safe management
practices.
PA2
Selection and use of appropriate technology
for practical activities. B Demonstrates ability to start task independently
PA3 Good use of initiative throughout the task
Application of knowledge and practical
Practical Application
skills.
PA4
Safely produce effective designed solutions
for the intended purpose. C Required limited guidance to commence task during lessons
PA5 Struggles with team work when required
Effective resource and time management
skills
D Required limited guidance to commence lessons

Did not work as a team player
C1 A Demonstrates good team work when required

Application of personal and social skills to Excellent sharing of responsibilities throughout the lessons
establish and maintain respectful Works together to complete the task
relationships and promote safety,
B Demonstrates good team work when required
Collaboration
fair play and inclusivity

C2 Some sharing of responsibilities throughout the lessons
Exhibits teamwork skills in practical Works together to complete the task
activities C Relies on others for guidance throughout the lessons
Limited sharing of responsibilities throughout the lessons
D Relies heavily on the help of others to complete the lessons
Independent of partner
E Made no effort to complete task in class
R1 A Excellent use of initiative throughout reflective processes.

Reflection on the processes and outcomes Able to identify strengths & weaknesses and discuss.
of practical and group activities, including Ability to suggest improvements for the task.
their own performance. Demonstrates honest reflection.
R2 Clear links to the capabilities established and discussed
Evaluate strategies and resources to Outcomes clearly matches planned design
manage changes
R3 B General use of initiative throughout reflective processes.
Reflection on contemporary issues related Able to identify strengths & weaknesses.
to the subject Ability to suggest improvements for the task.
Demonstrates honest reflection.
Clear links to the capabilities established
Outcomes mostly matches planned design
Reflection
C Limited use of initiative throughout reflective processes.

Limited ability to identify strengths & weaknesses.
Some suggested improvements for the task.
Limited honest reflection.
Limited links to the capabilities established
Outcomes match some of the planned design
D Requires guidance throughout reflective processes.

Limited strengths & weaknesses identified
Limited suggested improvements for the task.
No links to the capabilities established
Task incomplete.
E No reflection considered
45 | P a g e
Knife Skills
Label the below picture with the parts of a knife:
Here are some words that

might be helpful:
1. Bolster
2. Butt
3. Edge
4. Heel
5. Point
6. Spine
7. Tang
8. Tip
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Knife Skills Review:
After watching a segment of Knife Skills,

answer the following questions
SAFETY KNIFE SKILLS
1. How can you keep your cutting board from slipping on the countertop?
Damp paper towl
2. What is the proper way to hold a cook’s knife?
Your hand should be on the blade and the handle.
3. What is the difference between a sharpening steel and a honing steel?
Sharpening steel is used to sharpen the knife. Honing steel is used to keep it sharp
EQUIPMENT KNIFE TYPES
1. What are the three types of knives that are most important to have in your kitchen?
Cooks knife, serrated knife, utility knife
2. What foods are serrated knives used to cut?
Food that is hard on the outside and soft on the inside
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3. If you only have one knife in your kitchen, which knife does Chef Marshall recommend?
Cooks knife
CUTTING METHODS FOR FRUITS & VEGETABLES
1. Define the following terms:

Slice: Cut into thin pieces or setions
Dice: to cut into cubes
Chop: to cut in irregular pieces
2. How is a “slice” different from a “draw”?
Slice is in a rocking motion, Draw is when you pull it towards you
3. What should your non-knife hand look like?
Fingers tucked in
4. How can you quickly remove the peel from a kiwifruit?
Cut the ends off the kiwi slice and run it parallel to the cutting board.
CUTTING METHODS FOR MEAT
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1. How do you skin a whole fish filet?
Get underneath the skin and inch your way while tugging the skin.
2. Why might you cut your roast into steaks or cut a whole chicken into pieces?
For saving money.
USING THE BLENDER AND FOOD PROCESSOR
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1. When might you choose to use a food processor instead of a knife?
quick way of cutting veggies
2. What blades come with a food processor? What kind of cuts can these blades make?
Chopping and slicing blade- slicing blade can slice or shred chopping blade can mince or
chop.
3. What is the difference between a blender and a food processor?
Blender- used for soft foods or liquids
Food processor- can do all sorts of things to hard foods or soft foods
https://online.clickview.com.au/libraries/categories/3708533/videos/3717708/knife-skills
Define the various knife cuts in the table:
50 | P a g e
Slice
Julienne
Brunoise
Dice
Mince
Chop
Cube
Chiffonade
The cuts slice, julienne, brunoise, dice, mince, chop, cube and chiffonade have been completed by
__________________________ on the ________________________
Teacher signature ______________________
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Assignment 2:
Cultural Parcel
Description:
Much of the Food and Hospitality Industry in Australia is based around the residents of Australia and the
countless different cultural backgrounds and indigenous heritage.
ACPPS089 & ACPPS092
Thinking
Part A – Investigation and Planning

Interview an adult over 25 years of age regarding their cultural heritage. Write a report regarding the
culture chosen and the aspects listed:
Culture Chosen:
National Spice Palette:
National Dish
Entrée 1. 2. 3.
Main Course 1. 2. 3.
Dessert 1. 2. 3.
Beverage 1. 2 3.
Present this table in a document (350-400 words) {ACPPS089}
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Part B – Practical Application
Using the chosen culture, develop a Cultural Parcel that must include at least 3 vegetables and a protein,
as well as spices and flavours that reflect your chosen culture. Prepare and present the parcel in class as a
class assessment task. Write a food order with costing and a work flow plan {ACPPS092}.
Part C - Reflection
Write a reflection on the task using the assigned proforma (350 – 400 words).
Fill in the below food order for your exam – remove it and give it to your teacher – be sure to reduce any
recipes by at least HALF.
53 | P a g e
Name: Grade Grade:
Band:
Part A – Investigation
ICA3 - Effective application of literacy and numeracy skills,
including clear and consistent use of appropriate terminology. /5
• Grammar & Spelling

• Referencing & Bibliography
Part A – Problem Solving

P1 - Identification and discussion of a range of factors involved in
problem-solving. /5
• Planning of the parcel and the work flow plan will eliminate
problems.
P2 - Appropriate decision-making about problem-solving and
implementation strategies.
• Strategies suggested
• Work flow plan meets criteria
P3 - Justification of decisions about problem-solving strategies.
• Decision making evident

PA1 - Use of initiative in the development and implementation of /30
safe management practices.
PA4 - Safely produce effective designed solutions for the intended
purpose.
PA5 - Effective resource and time management skills
(See practical assessment sheet)
Part C – Reflection
R1 - Reflection on the processes and outcomes of practical and /10
group activities, including their own performance.
• Strengths & Weaknesses considered
• Changes suggested
R2 - Evaluate strategies and resources to manage changes
TOTAL /50
PERFORMANCE STANDARDS
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ICA1 A Excellent choice of recipes included
Investigation of contemporary issues related Nutritional Information about recipe & survey results included and discussed
to the subject. Demonstrates excellent understanding of hygiene concepts
ICA2 Quote with strong links to nutrition
Identification and use of a variety of primary Pictures included that are relevant to the topic
and/or secondary sources, with appropriate Bibliography shows higher order thinking skills
acknowledgment. Excellent understanding of capabilities
ICA3 Discussion of issues demonstrates clear processes planned
Effective application of literacy and Excellent understanding of time management needs
numeracy skills, including clear and
consistent use of appropriate terminology. B Good choice of recipes & quote included
Some nutritional Information about recipe and survey results included
Demonstrates some understanding of hygiene concepts
Pictures included that are relevant to the topic & bibliography included
Good understanding of capabilities
Discussion of issues demonstrates clear processes planned
Good understanding of time management needs
Investigation & Analysis
C Recipes, nutritional Information & survey Results included

Quote included although limited links to topic
Some pictures included that are relevant to the topic
Bibliography not included
Some understanding of capabilities
Some evidence of planning
Some level of understanding of time management needs
D No criteria included
Limited understanding of capabilities
Limited level of understanding of time management needs
E Assignment not attempted

Made no effort to complete task in class.
P1 A Evidence of misen place skills demonstrated during planning

Identification and discussion of a range of Considers outcome & presentation during planning
factors involved in problem-solving. Evidence of initiative and problem solving skills throughout lessons
P2 Challenges abilities throughout the lesson processes
Appropriate decision-making about
problem-solving and implementation B Evidence of misen place skills demonstrated during planning
strategies. Some consideration of outcome & presentation during planning
P3 Limited evidence of initiative and problem solving skills throughout lessons
Problem Solving
Justification of decisions about problem-

solving strategies.
C Limited evidence of misen place skills demonstrated during planning
Limited evidence of initiative and problem solving skills throughout lesson
D Requires guidance throughout planning processes.

Limited consideration of presentation during planning

No action plan submitted
PA1 A Demonstrates ability to start practical independently

Practic
Use of initiative in the development and Follows CAYG, WHS processes & hygiene rules
implementation of safe management Uses appropriate skills & equipment in practical
al
practices. Excellent use of initiative throughout the task

PA2 Leaves lessons on time with kitchen area sanitised
55 | P a g e
Selection and use of appropriate technology B Demonstrates ability to start practical independently
for practical activities. Follows CAYG, WHS processes & hygiene rules
PA3 Uses appropriate skills & equipment in practical
Application of knowledge and practical Good use of initiative throughout the task
skills. Leaves lessons on time with dishes completed
PA4
Safely produce effective designed solutions C Required limited guidance to commence practical lessons
for the intended purpose. Limited understanding of WHS processes & hygiene rules
PA5 Uses some skills & equipment in practical
Effective resource and time management Struggles with team work when required
skills Leaves lessons late but with wishes completed
D Required limited guidance to commence practical lessons

No understanding of WHS & hygiene processes
Struggles to understand what equipment is needed in practical lessons
Bench area not tidied throughout the lesson
Has to return to complete dishes
C1 A Demonstrates good team work when required

Application of personal and social skills to Excellent sharing of responsibilities throughout the practical lesson
establish and maintain respectful Works together to keep bench tidy and clean
relationships and promote safety,
B Demonstrates good team work when required
Collaboration
fair play and inclusivity

C2 Some sharing of responsibilities throughout the practical lesson
Exhibits teamwork skills in practical Works together to keep bench tidy and clean
activities C Relies on others for guidance throughout the practical
Limited sharing of responsibilities throughout the practical lesson
D Relies heavily on the help of others to complete the lessons
Independent of partner
E Made no effort to complete task in class
R1 A Excellent use of initiative throughout reflective processes.

Reflection on the processes and outcomes Able to identify strengths & weaknesses and discuss.
of practical and group activities, including Ability to suggest improvements for the task.
their own performance. Demonstrates honest reflection.
R2 Clear links to the capabilities established and discussed
Evaluate strategies and resources to Outcomes clearly matches planned design
manage changes
R3 B General use of initiative throughout reflective processes.
Reflection on contemporary issues related Able to identify strengths & weaknesses.
to the subject Ability to suggest improvements for the task.
Demonstrates honest reflection.
Clear links to the capabilities established
Outcomes mostly matches planned design
Reflection
C Limited use of initiative throughout reflective processes.

Limited ability to identify strengths & weaknesses.
Some suggested improvements for the task.
Limited honest reflection.
Limited links to the capabilities established
Outcomes match some of the planned design
D Requires guidance throughout reflective processes.

Limited strengths & weaknesses identified
Limited suggested improvements for the task.
No links to the capabilities established
Task incomplete.
E No reflection considered
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For the cultural parcel the following considerations have been taken:
Shape: ____________________________________________
Pastry: ____________________________________________
Protein: ____________________________________________
Vegetable 1: ________________________________________
Vegetable 2: ________________________________________
Vegetable 3: ________________________________________
Vegetable 4: ________________________________________
Herbs: _____________________________________________
Spices: ____________________________________________
Garnish: ____________________________________________
Presentation will be on: ______________________________
Draw an image of your parcel, be sure to draw it as it would be plated and garnished.
57 | P a g e
Food Order
Name: Year/Group:
$ Dairy
Quantity Pantry/Grocery Quantity $
Meat/Poultry/Fish
Quantity
Fruit/Vegetables
Quantity
58 | P a g e
WORK FLOW PLAN
Name: _______________________________Practical Date: ______________________
Time Instructions and Ingredients Utensils Needed (if not already in kitchen):
(5 minute intervals): (incl amount):
59 | P a g e
Reflection Proforma (350-400 words)
The aim of the task was to … “develop a Cultural Parcel that must include at least 3
vegetables and a protein, as well as spices and flavours that reflect your chosen culture.
Prepare and present the parcel in class as a class assessment task. Write a food order with
costing and a work flow plan” (Temple Christian College, 2019)
Links to planning ...(evaluates the decisions contained in the planning or opinions developed
in the research task)
I dealt with the first issue of hygiene & safety by …
I dealt with the second issue of time management by …
I dealt with the third issue presentation by …
Image of the creation of your parcel Image of the final product
Cultural diversity was considered by ….
Some of the strengths and weaknesses throughout the task were …
If the task were to be repeated suggested changes would include …
The total cost of the cultural parcel was $ …
Overall I think that the task …

How well did I think the task went overall? Was the task successful at meeting the task
description?
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Term 4 - Food
This term students will be looking at a variety of desserts and how to problem solve when issues arise in
baking.
Course Outline:
Assessment Guide:
For each term students will be required to complete a practical and theoretical component of
this course. The weightings of these assessments are outlined below:

from booklet

Assessments (40%):
- Assignment 1:
Christmas Biscuits 40%
Any lessons missed throughout the term will need to be completed and any theory booklets
lost will need to be replaced by the student. Activities and Assignments will be marked
according to the material they contain, presentation and originality. They are due at the
beginning of the class on the due date. If there are no classes that day they must be
handed in by 3:00pm to the Home Economics Office.
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YEAR 9

Introduction to Cakes Questions
Baking is a combination of _______________ and ______________. It’s a lot like science.

Baking a cake gives the same ___________________ when the same ingredients and amounts are used,
under the same __________________, following the same ______________.
In the Food and Hospitality Industry recipes are always calculated by ________________ – mg, g, kg, etc.
Due to the _____________________ of different ingredients using weights helps to avoid calculation
problems.
Fill in the blanks in the table below:
Yields 1 x 11cm Yields 1 x 22cm Yields 2 x 22cm Yields 3 x 22cm

Round Cake Round Cake Round Cakes Round Cakes
0.250kg Butter 0.750kg Butter
0.075kg Caster Sugar 0.150kg Caster Sugar
0.030kg Vanilla
Essence
2 eggs 3 eggs 9 eggs
0.625kg SR Flour 1.250kg SR Flour
0.140kg Milk 0.420kg Milk
Using the information sheet given, answer the following questions:
How can you make a light and fluffy cake (2 marks)? __________________________________________
_____________________________________________________________________________________
What important step must you remember when beating (2 marks)? _______________________________
_____________________________________________________________________________________
What are the 3 ways to tell if a cake is cooked (3 marks)?
(a) _______________________________________________________________________________
(b) _______________________________________________________________________________
(c) _______________________________________________________________________________
Why is it important to set the timer on the oven (2 marks)? ______________________________________
_____________________________________________________________________________________
Why is sifting important (2 marks)? ________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Methods used in cake making
________________________________ method
The ___________________________ is rubbed into the flour with the fingertips to make the mixture
resembles _________________________ . Most cakes made by this method tend to be drier and only last
3 – 4 days.
________________________________ method
_________________________________ is creamed with the ________________ until the mixture
resembles _________________________. This may be done with a _______________________,
_______________, ________________________________ or _________________________.
Cakes made by this method generally contain a higher proportion of butter or margarine and have a richer
flavour. They last for up to 1 week.
________________________________ method
The _________________________________ and _____________________ are beaten until thick and
then the dry ingredients are carefully folded in. This method produces a light textured cake and depends
on the amount of air incorporated. These cakes are generally sponges and last for 1 – 2 days.
________________________________ method
Some of the ingredients including _____________________________ are _________________________
and other moist ingredients are added. Then dry ingredients are added last and mixed well. Cakes made
by this method usually have a close texture and will stay moist if kept in a air tight container for up to 1
week.
________________________________ method
This method has one or two steps, with all or most of the ingredients placed in a bowl and mixed together.
These cakes are usually coarser and they often become dry within 3 – 4 days or a little longer if they
contain vegetables.
64 | P a g e
Common Cake Ingredients
_______________________
Cake _____________________ are fine in texture with a low gluten content giving a soft texture. Mixtures
with cream of tartar must be baked immediately, but those with phosphate aerators can stand before
baking without deteriorating. The amount of liquid absorbed by flour may vary.
________________________________________
The ______________________ used in cakes is often referred to as ________________________.
__________________________________ may be used interchangeably. Oil gives a coarser texture and
should only be used if specifically called for in the recipe.
_________________________
These vary in __________________. In cake making, _____________________ blends readily. Brown
sugar may be used to vary the flavour and colour.
____________________
These should be fresh. The size of the ____________________ may affect the result.
___________________
Usually fresh __________________ is used. Reconstituted ________________________________ may
be substituted.
Cake Problems
1. My cake has
_______________________________________.
This
happens when
a/ there's too much _________________________________
b/ the cake tin's too __________________
c/ the oven temperature is too __________________.
2. My cake has ______________________________________
The cake hasn't been cooked for __________ enough. When you
check the cake before taking it out of the oven, a skewer should
come out clean and the cake should _________ the same in the
middle as it does around the edges. The cake should also be just
__________ away from the sides of the tin.
65 | P a g e
3. My cake is __________________________________________________________________________
This happens when the cake tin is too _______ or the wrong ______________ is used.
4. My cake is _________________________________
______________________________________________
This could be because

a/ the cake didn't go into the _________ as soon as the mixture was
finished
b/ the oven wasn't __________ enough when the cake went in.
5. My cake has ________________________________
There are three main reasons for this:

a/ the oven door has been ___________________ before the cake has set
b/ the cake didn't go in the ____________ as soon as the mixture was ready
c/ there's too much ___________________________.
6. The sides of my cake are ______________________________________
One problem, lots of possible reasons:

a/ too much __________ has been used to grease the tin
b/ the cake tin's not _________________________________
c/ the oven's too __________
d/ the cake's been left in the oven for too ______________
e/ it contains a _______________ not suitable for baking.
7. I can't get _____________________________________
Make sure your baking tin is well ______________. You can't go wrong with baking paper on the
____________ and around the ______________ of your tin. Use a smear of ___________ or spray on the
inside of the tin to stick the paper in place. Don’t use _____________________________ but canola spray
being much better for this.
66 | P a g e
8. My cake is _________________________________.
This could be because
a/ the cake mixture hasn't had enough _____________ beaten into it
b/ the ____________ were added too ___________________ and __________________
c/ there's not enough ______________________________
d/ the mixture has been over ____________________
9. My cake has _____________________________________________

The cake tin is too _________________. It's always best to use the tin size
stated in the recipe. If you don't, avoid filling the tin more than __________ full
and adjust cooking ____________ accordingly. This could also happen if too
much _________________________ is used.
10. My cake is _________________________________________

This happens when the cake tin is too _______________. If cooking a cake with ________________ in it,
sprinkle about 1 cm of ____________ water over the top prior to putting it into the oven, this stops the top
layer of fruit from burning.
67 | P a g e
Introduction to Cookies
Cookies come in all ________________________________________________.

Gooey, chewy, crisp, filled, frosted, chunky, chocolatey, spicy and everything in
between. Given the infinite number of possibilities when it comes to cookies, there
is quite a lot of __________________ in ___________________.
There are, however, a few general principles, tips and tricks that can come in
handy when starting out baking cookies.
Tips and Tricks

Oven temperature
Ovens are also often hotter at the _______ than the ______________, so placing your baking trays
in the _______________ of the oven is often recommended. In order to manage quality control it is
easier to only bake _______ __________ of cookies at a time, placing them on the middle rack to
facilitate a more even bake between cookies.
Don’t overwork the dough

________________ mixing will overwork the ____________ in the flour, making your dough more
_______________ and resulting in tough, firm cookies. Cookie dough does not need to be kneaded
like bread dough. ___________ bring your dough together after the addition of the flour and once
you have a ___________________ mass, it’s ready.
Flour is your best friend

Flour all _____________ that your dough will have contact with to prevent your dough from
becoming a _________ _______. Your bench top, baking sheets, hands, spoons and rolling pin can
all benefit from ‘a little bit of flour.’ When making cookies that require cookie cutters, dip the cutter
in the flour between cutting out every cookie shape to __________________ those clean lines. It is
also helpful to lightly flour a spatula to ________________ easy transfer of cookie shapes from
your bench to baking tray.
Chill before baking

Place your cookies in the ____________ for a couple of minutes prior to baking. Baking slightly
chilled cookie dough prevents the cookies from _____________ too much during the baking
process, it is especially helpful if you are making cookies that involve cutting ____________
shapes from rolled dough.
68 | P a g e
Baking time
Cookies generally require a __________ baking time, and therefore a very small window of
opportunity exists in which the perfect _________________ of your cookie will be achieved. A
minute or two shorter or longer in the oven can be the difference between the perfect cookie and
______________ dough or a ____________ mess. Remember that your cookie will often
______________ up a little more after removing them from the oven, so if you want a cookie with a
tender interior, they should be ever so slightly underdone. Test one cookie on the tray by touching
it gently with your finger. If it feels just firm but leaves a slight _____________________, it is
usually done.
Storing cookies
Keep cookies crisp by storing them in an _________________ container. Avoid placing anything
else in the same container that has ________________ and will soften your cookies and shorten
their lifespan ___________________________________________________________________
______________________________________________________________________________.
Trouble shooting
My cookies are hard and tough
The cookies may either be __________________, or much more commonly the dough has been
overworked after the addition of flour. Be gentle with your dough after adding the flour to prevent
__________________ ______________ ______________________ and elasticity of your dough.
My cookies have a burnt base

Your oven _______________ may be too hot, or you may be placing your baking tray in a hot
section of the oven. Try turning the heat down and experimenting with different sections of your
oven (the top is often the hottest). Ensuring the use of baking paper on your baking trays also
helps to _______________ burnt bases.
My cookies oozed butter

If the butter and sugar have not been ______ ______________, this can result in an unevenly
baked cookie with oily, _____________ ____________. Ensure the butter and sugar are well
creamed prior to adding flour to the mixture.
69 | P a g e
Assignment 4.1: Christmas Biscuits
.
Individually student are to design and create 5 Christmas biscuits that can be given as a gift to a friend
or family member to have with tea or coffee for the festive season. The biscuits should be visually
appealing and showcase creativity to represent Christmas.
The recipe and decoration process must be completed over two double lessons.
.

Thinking
Cross – Aboriginal & Torres Asia & Australia’s engagement with Sustainability
Curricular Strait Islander Histories Asia
Priority & Cultures
Part A - Planning
Students will need to write an Action Plan for this task outlining the decision making process, and the
issues that may arise. A Work Flow Plan and Food Order with Costing will also need to be created to
ensure the planned task is achievable and meets the criteria.
Students will make their biscuits and present it to the teacher to mark at the end of the second
double lesson. The biscuits must be presented in the packaging with the nutritional
panel/ingredients list.
Part C - Reflection
Students will write a reflection report of 300 words will need to be completed after the task on
the enclosed proforma.
70 | P a g e
Name: Grade Grade:
Band:
Part A  Action Plan
 Food Order/Costing
 Work Flow Plan

/15
Part B  Ingredients and Nutrition Panel
 Packaging
/25
 Practical
Part C  Reflection
/10
TOTAL MARK: /50
71 | P a g e
YEAR 9

72 | P a g e
Action Plan Proforma
(250 – 300 words)
The aim of the task is to … “ design and create 5 Christmas biscuits that can be given as a
gift to a friend or family member to have with tea or coffee for the festive season. The biscuits
should be visually appealing and showcase creativity to represent Christmas. (Temple
Christian College, 2019)
The Capability(s) that this task links to are Personal Development & Learning.
Personal Development and learning by…
The decision is to make (describe what your biscuits will look like, you may
choose to add a sketch or photos from the internet, you may also want to include
your packaging ideas)
Hygiene & safety practises will be dealt with by ...
Time managements will be dealt with by…
The planning will follow the below timeline:
Assignment: Item: Date to be completed:
PART A - PLANNING ACTION PLAN

FOOD ORDER
WORK FLOW PLAN
PART B - PRACTICAL BISCUITS

PACKAGING
NUTRITIONAL PANEL
PART C – REFLECTION REFLECTION REPORT
BIBLIOGRAPHY
73 | P a g e
LEAVE THIS PAGE BLANK
Fill in the below food order for your exam – remove it and give it to your teacher:
Food Order
Name: Year/Group:
Menu/Recipe (please attach):
Quantity Pantry/Grocery $ Quantity Dairy $
Quantity Meat/Poultry/Fish
Quantity Fruit/Vegetables
 Baking Tray
 Cookie Cutter
76 | P a g e
WORK FLOW PLAN
Name: _______________________________________ Prac Date: __________________
Time (5 minute Ingredients (incl Instruction: Utensils Needed (if not

intervals): amount): already in kitchen):
77 | P a g e
78 | P a g e
Reflection Proforma
(250 - 300 words)
The aim of the task was to … “design and create 5 Christmas biscuits that can be given as a
gift to a friend or family member to have with tea or coffee for the festive season. The biscuits
should be visually appealing and showcase creativity to represent Christmas. (Temple Christian
College, 2019)
Links to planning ...

(evaluates the decisions contained in the action plan or opinions developed in the research task)
I dealt with the first issue of hygiene & safety by …
I dealt with the second issue of time management by …
I dealt with the third issue presentation by …
Some of the strengths throughout the task were …
Some of the weaknesses throughout the task were …
The choice of (the kind of cookies/biscuits you made)…. met the aim because ...
If the task were to be repeated suggested changes would include …
Overall I think that the task …

How well did I think the task went overall? Was the task successful at meeting the aim or goal?
(100 words)
79 | P a g e
80 | P a g e

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2021

Theory Activities (15%):

In Class and Homework Tasks 15%

Practical Activities (25%):

Practical Tasks - Food Presentation 15%

E Grade Made no effort to complete task in class.

What is in the Grains (cereals) group?

Grains (cereal) foods can be broken up into four main groups.

Tips for choosing wholegrain (cereals) include:

• Look for words like ‘wholegrain’ or ‘wholemeal’.

What exactly is a refined grain cereal?

How much should I eat from the Grain (cereal) group?

• 1 slice (40g) bread

is made from the endosperm only

= NOT a whole grain

WHOLE WHEAT FLOUR

combines all 3 parts of the wheat berry

1) What is the definition of sustainability?

3) Is growing rice and wheat sustainable for Australia? Why/Why not?

The Danger Zone

It is very important to keep hot food hot

Potentially Hazardous Food

___ Cup = _______ ml or ______ g

___ Cup = _______ ml or ______ g

___ Cup = _______ ml or ______ g

___ Cup = _______ ml or ______ g

___ Cup = _______ ml or ______ g

___ teaspoon = _______ ml or ______ g

___teaspoon = _______ ml or ______ g

___ teaspoon = _______ ml or ______ g

___ Tablespoon = _______ ml or ______ g

2. How many millilitres of water is equal to 1 ¼ cup of water?

3. What cups would you use to measure 3/4 cup?

4. How many ¼ teaspoons are in a teaspoon?

5. 750 millilitres of water is equivalent to how many cups of water?

7. Two-fourths cup of water is how many millilitres?

8. How many teaspoons in a tablespoon?

The water that is in the food we eat or drink

Vitamins • Essential to the functioning of body • Fat-soluble vitamins: fish and

and two examples of protein from plant sources.

5. Outline two main functions of carbohydrates in the body.

6. Explain why fats are said to be a concentrated source of energy.

7. Why is it important to include omega-3 fatty acids in the diet?

From your stomach, the food passes

Breads, cereals, rice, pasta and

Nuts and legumes

Lean meat, fish, poultry, and eggs

Milk, yoghurt and cheese

Butter, margarine, and oils

Sugar and salt

6. Vegetables are made up of 20 per cent water. T F

the Australian Guide to Healthy Eating.

10. Magnesium, zinc, and calcium are all types of vitamins. T F

11. Fruit is low in sugar and dietary fibre. T F

13. Meat contains only small amounts of cholesterol. T F

16. Vitamin D helps the body to absorb calcium. T F

12. Describe what happens to food when it enters the stomach.

reaches the large intestine?

Australian Guide to Healthy Eating chart each day?

16. Which nutrients would you find in a glass of milk?

Record your results.

General Literacy Numeracy ICT Critical & Ethical Personal Intercultural

Cross – Aboriginal & Torres Asia & Australia’s engagement Sustainability

Part 1  Action Plan

_ Cup = _ ml or __ g

_ Cup = _ ml or __ g

_ Cup = _ ml or __ g

_ Cup = _ ml or __ g

_ Cup = _ ml or __ g

_ teaspoon = _ ml or __ g

_teaspoon = _ ml or __ g

_ teaspoon = _ ml or __ g

_ Tablespoon = _ ml or __ g

__ on the