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Food Science and Technology 2012/30888 A presentation for teachers implementing the revised syllabus 2013-14 2012.

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Presentation on theme: "Food Science and Technology 2012/30888 A presentation for teachers implementing the revised syllabus 2013-14 2012."— Presentation transcript:

1 Food Science and Technology 2012/30888 A presentation for teachers implementing the revised syllabus

2 Food Science and Technology A presentation for teachers implementing the revised syllabus /30888

3 Presentation objectives That 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 /30888

4 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

5 For examination in 2013 The 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 /30888

6 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

7 The Rationale 2012/30888

8 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

9 Course contexts Stage 1: the three contexts remain Stage 2 and Stage 3: no contexts 2012/30888

10 Course content Content areas 2012 syllabus2014 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

11 Syllabus 2014 content Current syllabusRevised syllabus economic and environmental aspects of purchasing local foods economic and environmental considerations when purchasing locally produced foods o food availability o cost o food miles o packaging o waste Unit 1A 2012/30888

12 Syllabus 2014 content Current syllabusRevised syllabus classification and use of natural and processed foods variety of ways that food is produced and processed o primary food production o primary food processing techniques o secondary food processing techniques Unit 1C 2012/30888

13 Syllabus 2014 content Current syllabusRevised 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 body o anaemia o osteoporosis o malnutrition the effect of over-consumption of nutrients in the body o obesity o hypertension o cardiovascular disease o Type 2 diabetes Unit 2A 2012/30888

14 Syllabus 2014 content Current syllabusRevised 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

15 Syllabus 2014 content Current syllabusRevised 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

16 Syllabus 2014 content Current syllabusRevised 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

17 The e.g. and the i.e. Current syllabusRevised 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 Pyramid o 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 food o use of acids, alkalis or yeast o heating o cooling o exposure to air o manipulating 2012/30888

18 Course unit description 2012/30888

19 Assessment table (weightings) Assessment type Stage 1 current Stage 1 revised Stage 2 current Stage 2 revised Stage 3 current Stage 3 revised Investigation %no change %no change %no change Production % % % % % % Response %no change % % % % 2012/30888

20 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 /30888

21 Examination design briefs Exam section Stage 2Stage 3 CurrentRevised 2014CurrentRevised 2014 Section One Multiple Choice 20% of the total examination 20 questions Suggested working time: 30 minutes 20% of the total examination 20 questions Suggested working time: 20 minutes 15% of the total examination 15 questions Suggested working time: 25 minutes 20% of the total examination 20 questions Suggested working time: 20 minutes Section Two Short answer 50% of the total examination 6-8 questions Suggested working time: 90 minutes 60% of the total examination 6-8 questions Suggested working time: 100 minutes 40% of the total examination 6-8 questions Suggested working time: 70 minutes 60% of the total examination 6-8 questions Suggested working time: 100 minutes Section Three Extended answer 15% of the total examination One question Suggested working time: 30 minutes 20% of the total examination Two questions from a choice of three Suggested working time: 60 minutes 20% of the total examination One question Suggested working time: 40 minutes 20% of the total examination Two questions from a choice of three Suggested 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

22 Grade descriptions 2012/30888

23 For examination 2014 The revised syllabus is available on the SCSA website at: Check the footnote reads: Food Science and Technology: Accredited March 2008 (updated June 2012) For examination /30888

24 Which syllabus to teach in 2013? YearStage/unit/ context Syllabus footnoteWACE examination 2013PA PB Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2014 No examination 20131A H/N/P 1B H/N/P 1C H/N/P 1D 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 A 2B Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2014 intend to study 3A, 3B in A H/N/P 2B H/N/P Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2013 Examination candidate A H/N/P 3B H/N/P Food Science and Technology, Accredited March 2008 (updated June 2012) For examination 2013 Examination candidate /30888

25 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 /30888

26 Conclusion Acknowledgements Contact: Jennifer Wheatley or Thank you 2012/30888


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