Unit+Overview

= HIP HEALTHY EATING Term one ( 9 weeks)= = = Year NINE Food studies class

The school timetable is scheduled that this class has 4 x 40min periods each week Period 1 Monday, 40mins Period 4 Tuesday 40mins Period 4&5 Friday 80mins

Purpose of the Unit:
During this unit students will explore the concept of the “design process” by creating food that is healthy as well as been enjoyable to people who suffer from obesity.

Students will get the chance to work with technology to assist making decisions, by allowing them to do real world investigations as to the implications and justifications as to why we needed to change our catering habits to the decrease problems associated with obesity. Students will be required to design and create a catering company that would suit today’s clientele. To do this, students will have to also invent new healthy dishes or modify old dishes to make them healthier and suitable but are still fun to eat. This NEW catering company will display some of their foods and justifications in an expo environment for their peers to enjoy and learn from. Representatives from the local food catering industry will be at the expo for the students to convince that their ideas, designs and food products are worth implementation in their business.

Focus:
Students will focus on the design process that is required when creating and modifying dishes that would suit set criteria of avoiding foods that have set alle rgens.

Links to Curriculum and School Priorities:
Product design and production decisions are influenced by aspects of appropriateness and by detailed specifications, constraints and standards of production People can influence decisions made about the design, development and use of technology to change the impact on people, their communities and environments at local and global levels • Characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user || • investigate and analyse specifications, standards and constraints in the development of design ideas • consult, negotiate and apply ethical principles and cultural protocols to investigate, design and make products • generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals • select resources, techniques and tools to make products that meet detailed specifications • plan, manage and refine production procedures for efficiency • make products to meet detailed specifications by manipulating or processing resources • identify, apply and justify workplace health and safety practices • evaluate the suitability of products and processes against criteria and recommend improvements • reflect on and analyse the impacts of products and processes on people, their communities and environments • reflect on learning, apply new understandings and justify future applications. || Team work and Collaboration (personal and social confidence) Allow students the opportunity to work with **Apple Ipad’s in class** (Class set) ||
 * **Identify curriculum ** ||
 * Knowledge and understanding || Ways of working ||
 * **//Technology as a human Endeavour //**
 * Technology influences and impacts on people, their communities and environments in local and global contexts **
 * //Information, materials and systems (resources) //**
 * Resources originate from different sources, exist in various forms and are manipulated to meet specifications and standards to make products. **
 * || School Priorities ||
 * || Numeracy and literacy

Assesment Items overview - Hygiene - Safe practices - Food preparation - Time management - Completion of work plan || Written, recorded into students profile as literacy and numeracy accountability || To equip students with basic techniques and skills needs to design and cook food. To assess their ability to conduct personal feedback while creating foods. || - Knowledge and understanding - Investigating and designing - Producing - Evaluating - Reflecting || Written teacher feedback and display in student profile. Completion of created peer surveys || To observe the skills and strategies that the students have developed in the completion of the design process. || - Knowledge and understanding - Investigating and designing - Producing - Evaluating - Reflecting ||
 * **<span style="color: #004494; font-family: Arial,sans-serif;">Develop assessment ** |||| **<span style="color: #720721; font-family: Arial,sans-serif;">Make judgments ** ||
 * Type of assessment || What will be assessed || Feedback || Purpose of assessment || Assessable elements ||
 * (Kitchen Skills observations and evaluations) || Professional skills in the kitchen / standard recipe and evaluations
 * (Design folio and expo task ) * || Student design folio and display for final expo display || Direct peer and teacher verbal feedback.