Reason For Learning
Australia has a varied and abundant food supply, and food and cooking have become prominent in digital media
and publishing. Globally, many people do not have access to a secure and varied food supply and many Australians,
amid a variety of influences, consume food and beverage products that may harm their health. This study examines
the background to this abundance and explores reasons for our food choices.
VCE Food Studies is designed to build the capacities of students to make informed food choices. Students
develop their understanding of food while acquiring skills that enable them to take greater ownership of their food
decisions and eating patterns. This study complements and supports further training and employment opportunities
in the fields of home economics, food technology, food manufacturing and hospitality.
Learning Intention
This study enables students to:
develop as informed, discerning and capable food citizens
build practical food skills in the planning, preparation, evaluation and enjoyment of food, including the principles
and practices that ensure the safety of food
apply principles of nutrition, food science and sensory evaluation to food planning and preparation
extend understanding of food origins, cultures, customs and behaviours
understand global and local systems of food production, distribution and governanc
develop awareness of a diverse range of influences on food choice
research and discuss issues relating to economic, environmental and ethical dimensions of our food system
analyse and draw evidence-based conclusions in response to food information, food advertising and current
food trends
Unit 1: Food origins
This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of
food through time and across the world. In Area of Study 1 students explore how humanity has historically sourced
its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living
and global trade in food. Students consider the origins and significance of food through inquiry into particular
food-producing regions of the world.
In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement
and how food patterns have changed since, particularly through the influence of food production, processing and
manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity
today and reflect on the concept of an Australian cuisine.
They consider the influence of technology and globalisation on food patterns. Throughout this unit students
complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others.
Area of Study 1
Food around the world
In this area of study students explore the origins and cultural roles of food, from early civilisations through to today’s
industrialised and global world. Through an overview of the earliest food production regions and systems, students
gain an understanding of the natural resources, climatic influences and social circumstances that have led to global
variety in food commodities, cuisines and cultures with a focus on one selected region other than Australia. The
practical component explores the use of ingredients available today that were used in earlier cultures. It also provides
opportunities for students to extend and share their research into the world’s earliest food-producing regions, and
to demonstrate adaptations of selected food from earlier cuisines.
Outcome 1
On completion of this unit the student should be able to identify and explain major factors in the development of a
globalised food supply, and demonstrate adaptations of selected food from earlier cuisines through practical activities.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.
Key knowledge
•
the factors influencing the emergence of different food systems, food products and food practices around the
world
•
the historical development of food systems, food cultures and distinctive cuisines, with a focus on one selected
region other than Australia
•
the factors that facilitated the early development of agricultural food systems, including those that enabled the
cultivation of wild plants and the domestication of animals for farming
•
hunter-gatherer food systems and how they differ from and are similar to early agricultural food systems,
including the types of foods available, the potential advantages for communities, and the challenges in terms
of feeding human populations
•
patterns in the global spread of food production and the growth of trade in food commodities such as grains,
tea, coffee, chocolate, salt, spices and sugar
•
the affect of industrialisation, technology and globalisation on food availability, production and consumption.
Unit 1: Food origins
VCE Food Studies 2017–2021
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Key skills
•
explain factors that have influenced the emergence of distinctive food cultures and cuisines throughout the world
•
research the development of food production and food customs in one selected region other than Australia,
and demonstrate the practical use of ingredients from this region
•
compare attributes and challenges of hunter-gatherer and agricultural food systems
•
research and explain key historical factors and developments in global food production systems
•
identify foods that can be traced back to early cultures and demonstrate contemporary uses and recipes
through practical activities
•
apply principles of safe and hygienic food handling practices in a range of practical activities
•
demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking and
presentation of food.
Area of Study 2
Food in Australia
In this area of study students focus on the history and culture of food in Australia. They look at indigenous food prior
to European settlement and the attempts of the first non-indigenous settlers to establish a secure and sustainable
food supply. Students consider the development of food production, processing and manufacturing industries
and conduct a critical inquiry into how Australian food producers and consumers today have been influenced by
immigration and other cultural factors. Students conduct research into foods and food preparation techniques
introduced by immigrants over time and consider the resurgence in interest in indigenous food practices, while
reflecting on whether Australia has developed a distinctive cuisine of its own. The practical component complements
the study of ingredients indigenous to Australia and provides students with opportunities to extend and share their
research into a selected cuisine brought by migrants.
Outcome 2
On completion of this unit the student should be able to describe patterns of change in Australia’s food industries
and cultures, and use foods indigenous to Australia and those introduced through migration in the preparation of
food products.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.
Key knowledge
•
the characteristics of food production and consumption among indigenous Australians prior to European
settlement, including the range of foods and flavourings available; tools and technology used; human and
natural resources required; and specialist knowledge and practices
•
the challenges encountered by the first non-indigenous settlers in striving to establish a secure and sustainable
food supply
•
the factors influencing the development of food production, processing and manufacturing industries across
Australia
•
patterns of migration to Australia and the influence of immigrants on Australian food tastes and consumption
•
the characteristics of a selected cuisine of influence in Australia, including typical ingredients and meals;
flavours and other sensory properties; methods of preparation and serving, including safe handling practices;
and associated customs and celebrations
•
trends in food practices and food subcultures in contemporary Australia, such as emerging food movements
and changing social behaviours relating to food
•
key points of debate on whether Australia has its own distinctive cuisine.
Unit 1: Food origins
VCE Food Studies 2017–2021
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Key skills
•
identify foods and flavourings indigenous to Australia and demonstrate contemporary culinary uses
•
explain influences in the development of Australian food production, processing and manufacturing industries
•
identify historical patterns of Australian immigration and discuss effects on the nation’s food tastes and behaviours
•
describe a cuisine brought by immigrants to Australia and demonstrate typical preparation and serving methods
through practical activities
•
summarise and analyse current trends in food practices and food subcultures in Australia
•
construct a point of view about the development of a distinctive Australian cuisine
•
use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and
demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food
in a range of practical activities.
Assessment
The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of
outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that
provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes.
The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for
course design and the development of learning activities and assessment tasks. Assessment must be a part of
the regular teaching and learning program and should be completed mainly in class and within a limited timeframe.
All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in
Units 1 and 2 are a matter for school decision.
For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the
areas of study in the unit.
The assessment for Outcome 1 is:
•
a range of practical activities, with records that reflect on two of the practical activities that use ingredients
found in earlier cultures. Records can include production plans and evaluations of products or analysis of
dietary intake.
In addition, at least one task for the assessment of Outcome 1 should be selected from the following:
•
a short written report: media analysis, research inquiry, historical timeline, comparative food-testing analysis or
product evaluation
•
an oral presentation
•
a practical demonstration
•
a video or podcast.
The assessment for Outcome 2 is:
•
a range of practical activities, with records that reflect on two of the practical activities that use ingredients
indigenous to Australia and/or ingredients introduced through migration. Records can include production plans
and evaluations of products or analysis of dietary intake.
In addition, at least one task for the assessment of Outcome 2 should be selected from the following:
•
a short written report: media analysis, research inquiry, historical timeline, comparative food-testing analysis or
product evaluation
•
an oral presentation
•
a practical demonstration
•
a video or podcast.
Where teachers allow students to choose between tasks they must ensure that the tasks they set are of
comparable scope and demand.
Unit 1: Food origins
VCE Food Studies 2017–2021
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Unit 2: Food makers
In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial
food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as
both a comparison and complement to commercial production. Students gain insight into the significance of food
industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that
meets the needs of consumers.
Students use practical skills and knowledge to produce foods and consider a range of evaluation measures
to compare their foods to commercial products. They consider the effective provision and preparation of food in
the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In
demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs
and circumstances. They consider the possible extension of their role as small-scale food producers by exploring
potential entrepreneurial opportunities
.
Area of Study 1
Food industries
In this area of study students focus on commercial food production in Australia, encompassing primary production
and food processing and manufacturing, and the retail and food service sectors. Students apply an inquiry approach,
with emphasis on the ever-changing and dynamic nature of our food industries and their ongoing importance to
Australia’s economy. Students investigate the characteristics of the various food industries and identify current and
future challenges and opportunities. They consider the influences on food industries, and in turn how they influence
people. Students investigate new food product development and innovation, and the processes in place to ensure
a safe food supply. Students undertake a practical component, creating new food products using design briefs, and
applying commercial principles such as research, design, product testing, production, evaluation and marketing.
Outcome 1
On completion of this unit the student should be able to describe Australia’s major food industries, analyse
relationships between food suppliers and consumers, discuss measures in place to ensure a safe food supply and
design a brief and a food product that demonstrates the application of commercial principles.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.
Key knowledge
•
components of the Aus
t
ralian food system
•
overview of current economic trends, issues and influences in Australian food industry sectors including farm
and fisheries food production; retail food and beverage sales; and food exports and imports
•
key elements of primary production of food in Australia, including the leading agricultural and horticultural
industries, and major food-growing regions and products (for local and export markets)
•
the characteristics of leading food processing and manufacturing industries in Australia
•
the roles of the food service sector and major food retailers in Australia
•
the influence of consumer demand on the food supply, including the role of media, activism and consumer
rights organisations
•
the steps in the process of developing new food products using design briefs: research, design, innovation,
product testing, production, evaluation and marketing
•
overview of the governance and regulation behind the setting and maintaining of food standards and ensuring
a safe food supply
Unit 2: Food makers
VCE Food Studies 2017–2021
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•
the structure and purpose of the Food Standards Code, including use of food additives and food labelling
regulations
•
characteristics and efficacy of food industry safety programs currently in place to reduce the risks of food
contamination.
Key skills
•
identify major sectors and explain current developments in the Australian food system
•
describe Australia’s leading industries in primary food production, processing and manufacturing
•
analyse opportunities and challenges within the Australian food service and food retailing industries
•
analyse the influence of consumers on food industries
•
explain and apply the process of developing new food products using design briefs
•
explain the reasons for Australia’s governance and regulation of food standards and food safety
•
discuss food industry programs that prevent and address food contamination risks
•
use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and
demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food
in a range of practical activities.
Area of Study 2
Food in the home
In this area of study students further explore food production, focusing on domestic and small-scale food production.
Students compare similar products prepared in different settings and evaluate them using a range of measures.
They consider the influences on the effective provision and preparation of food in the home. Their practical skills
are extended through designing and adapting recipes, encompassing a range of dietary requirements commonly
encountered by the food service sector and within families. Students propose and test ideas for applying their food
skills to entrepreneurial projects that potentially may move their products from a domestic or small-scale setting
to a commercial context.
Outcome 2
On completion of this unit the student should be able to compare and evaluate similar foods prepared in different
settings, explain the influences on effective food provision and preparation in the home, and design and create a
food product that illustrates potential adaptation in a commercial context.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.
Key knowledge
•
the principles and practices for the sensory evaluation of food products
•
sensory, physiological, economic and social considerations in the comparison of particular meals and dishes
prepared in commercial and domestic or small-scale settings
•
influences on effective planning, management and decision making in the provision and preparation of food
in the home, including resources such as time and money, and values such as health and environmental
sustainability
•
the considerations in the design and adaptation of recipes to suit individuals, households and other groups
with differing dietary requirements due to factors such as lifespan stage, activity level, personal food tastes and
preferences, medical, cultural and ethical food restrictions, and food intolerances and allergies
Key Vocabulary Terms