2012/30888

Food Science and Technology

A presentation for teachers implementing the revised syllabus 2013-14

2012

2012/30888

Food Science and Technology

A presentation for teachers implementing the revised syllabus 2013-14

2012

2012/30888

Presentation objectivesThat teachers are aware of:• revisions made to the current syllabus• the syllabus for teaching and for examination in 2013 • the syllabus for teaching and for examination in 2014

2012/30888

The current syllabus

The June 2012 up date to the current syllabus:• includes the SCSA badge• are generic changes, across all WACE courses.

The course content remains the same.

2012/30888

For examination in 2013The current syllabus will be examined, for

Stage 2 and Stage 3 exam candidates; • the course content• the three contexts for Stage 1, 2 and 3• the assessment types and weightings• the examination design brief and • the grade descriptions will remain the

same for 2013

2012/30888

The revised syllabus

• 2013: Stage 1 and Stage 2 implemented (for students who intend to study 3A/3B in 2014)

• 2014: Stage 1, 2 and 3 - full implementation

2012/30888

The Rationale

2012/30888

Course outcomes

The four course outcomes have not changed:• Outcome 1: Understanding food• Outcome 2: Developing food opportunities• Outcome 3: Working in food environments• Outcome 4: Understanding food in society

2012/30888

Course contexts

• Stage 1: the three contexts remain• Stage 2 and Stage 3: no contexts

2012/30888

Course contentContent areas

2012 syllabus 2014 Revised syllabus

Nature of food Food as a commodity Properties of food Nutrition

Food as a commodity Properties of food Nutrition

Processing food

Technology process Skills with food Food practices and

processing

Food skills, practice and processes

Food in society

Issues, trends and innovation

Laws and regulations Consumer and

enterprise relationships

Food influences, issues and trends

Laws and regulations

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus

• economic and environmental aspects of purchasing local foods

• economic and environmental considerations when purchasing locally produced foodso food availabilityo costo ‘food miles’o packagingo waste

Unit 1A

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus

• classification and use of natural and processed foods

• variety of ways that food is produced and processedo primary food production o primary food processing

techniques o secondary food processing

techniques

Unit 1C

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus• the function of nutrients in the

body and the effect of under or over consumption

• function of macronutrients, micronutrients and water in the body

• relationship between diet, genetics and lifestyle

• the effect of under-consumption of nutrients in the bodyo anaemiao osteoporosiso malnutrition

• the effect of over-consumption of nutrients in the bodyo obesityo hypertensiono cardiovascular diseaseo Type 2 diabetes

Unit 2A

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus

• Occupational Safety and Health (OSH) requirements i.e. appropriate clothing and footwear, safe food handling procedures, personal hygiene and safety procedures

• Occupational Safety and Health (OSH) Act 1984 o rights and responsibilities of

employers and employees in food environments

Unit 2B

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus

• strategies to maximise the management of issues, opportunities and resources

(Content deleted)

• production of food products, services or systems to meet the needs, beliefs and values of target market groups and clients

(Content deleted, concepts incorporated in another organiser)

• impact of unequal distribution of safe quality food resources that reflects the needs and wants of target market groups.

• food diversity and effect of unequal distribution of safe, quality food across Australia

Unit 3A

2012/30888

Syllabus 2014 content

Current syllabus Revised syllabus

• societal issues and trends associated with the supply of safe quality foods to meet community needs that drive the development of targeted innovative and sustainable solutions to meet broader global food requirements

• factors that influence the supply and equity of food distribution globally • trade relationships• government policies• natural disasters

Unit 3B

2012/30888

The ‘e.g.’ and the ‘i.e.’ Current syllabus Revised syllabus

• food selection models to meet the nutrient requirements of adolescents e.g. Healthy Living Pyramid, The Australian Guide to Healthy Eating

• features of food selection models o Healthy Living Pyramido The Australian Guide to

Healthy Eating o Australian Dietary Guidelines

• the effect of processing techniques on macronutrients (protein, fats, carbohydrate) i.e. use of acids, heating, cooling, aerating and manipulating

• effect of processing techniques on macronutrient and micronutrient content in foodo use of acids, alkalis or yeasto heatingo coolingo exposure to airo manipulating

2012/30888

Course unit description

2012/30888

Assessment table (weightings)

Assessment type

Stage 1 current

Stage 1 revised

Stage 2 current

Stage 2 revised

Stage 3 current

Stage 3 revised

Investigation 20 - 30% no change 30 - 40% no change 30 - 40% no change

Production 50 - 70% 50 - 60% 40 - 50% 30 - 40% 40 - 50% 20 - 30%

Response 10 - 20% no change 10 - 30% 30 - 40% 10 - 30% 40 - 50%

2012/30888

Assessment table (assessment type descriptions)

Investigation:Research work in which students plan, conduct and communicate an investigation. This may be one or two smaller negotiated investigations. Complexity and depth will be appropriate to stage.Investigation of Food Science and Technology issues, application of processes and/or systems to food-related practices. They use a variety of investigative approaches to individually and/or collaboratively explore primary and secondary sources, collect and interpret primary resources and produce secondary resources, conducting their own investigations, testing, analysing, evaluating and communicating findings. Types of evidence may include: practical investigations, observation checklists, evaluation tools (self or peer), presentation software, PowerPoint, video, audio and other written evidence tools, such as investigation plans, results, reports and validations or journal reflections.Best suited to the collection of evidence on student achievement of Outcomes 1, 2 and 4.

2012/30888

Examination design briefsExam

section

Stage 2 Stage 3

Current Revised 2014 Current Revised 2014

Section One

Multiple Choice

20% of the total examination20 questionsSuggested working time: 30 minutes

20% of the total examination20 questionsSuggested working time: 20 minutes

15% of the total examination15 questionsSuggested working time: 25 minutes

20% of the total examination20 questionsSuggested working time: 20 minutes

Section Two

Short answer

50% of the total examination6-8 questions Suggested working time: 90 minutes

60% of the total examination6-8 questionsSuggested working time: 100 minutes

40% of the total examination6-8 questionsSuggested working time: 70 minutes

60% of the total examination6-8 questionsSuggested working time: 100 minutes

Section Three

Extended answer

15% of the total examination One question Suggested working time: 30 minutes

20% of the total examinationTwo questions from a choice of threeSuggested working time: 60 minutes

20% of the total examination One question Suggested working time: 40 minutes

20% of the total examinationTwo questions from a choice of threeSuggested working time: 60 minutes

Section Four

Context-specific extended answer

15% of the total examination One question from a choice of six (two per context)Suggested working time: 30 minutes

Section Four removed

25% of the total examination One question from a choice of six (two per context)Suggested working time: 45 minutes

Section Four removed

2012/30888

Grade descriptions

2012/30888

For examination 2014

• The revised syllabus is available on the SCSA website at: www.scsa.wa.edu.au

• Check the footnote reads: Food Science and Technology: Accredited March 2008 (updated June 2012) For examination 2014

2012/30888

Which syllabus to teach in 2013?Year Stage/

unit/context

Syllabus footnote WACE examination

2013 PAPB

Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2014

No examination

2013 1A H/N/P1B H/N/P1C H/N/P1D H/N/P

Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2014

No examination OR intend to study 2A, 2B in 2014

2013 2A 2B

Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2014

intend to study 3A, 3B in 2014

2013 2A H/N/P2B H/N/P

Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2013

Examination candidate 2013

2013 3A H/N/P3B H/N/P

Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2013

Examination candidate 2013

2012/30888

Support material and workshops • sample unit packages• Guide to Grades• glossary• assessment item bank• resource list

Also:• workshops for Stage 1 and Stage 2• workshop for Stage 2 and Stage 3

2012/30888

Conclusion

• Acknowledgements • Contact:

Jennifer Wheatley 9273 6335 or jennifer.wheatley@scsa.wa.edu.au

Thank you