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T A S M A N I A N Food and Nut r i t ion

Q U A L I F I C A T I O N S

A U T H O R I T Y

FDN315108 - TQA Level 3, 15 size value.



THE COURSE DOCUMENTThis document contains the following sections:

LEARNING STATEMENT....................................................................................................................................................................1

RATIONALE.........................................................................................................................................................................................2

Pathways..............................................................................................................................................................................2

Resources............................................................................................................................................................................2

COURSE SIZE AND COMPLEXITY..........................................................................................................................................................................2

COURSE DESCRIPTION....................................................................................................................................................................3

LEARNING OUTCOMES.....................................................................................................................................................................3

COURSE CONTENT............................................................................................................................................................................4

ASSESSMENT.....................................................................................................................................................................................8

Quality Assurance Processes..............................................................................................................................................8

External assessment requirements for food and nutrition TQA level 3.................................................................................8

Course Criteria.....................................................................................................................................................................9

Standards: Food and Nutrition TQA 3................................................................................................................................10

Standards: Nutrition and Food choice & Food quality and processing TQA 2....................................................................18

Qualifications Available......................................................................................................................................................24

Award Requirements..........................................................................................................................................................24

COURSE EVALUATION....................................................................................................................................................................25

COURSE DEVELOPER.....................................................................................................................................................................25

ACCREDITATION..............................................................................................................................................................................25

VERSION HISTORY...........................................................................................................................................................................25

LEARNING STATEMENTThe Health and Wellbeing learning area provides students with opportunities to develop their understanding of the place of activity, sport, recreation and fitness in their present life, further education, workplace and in the wider community. By undertaking courses within the Health and Wellbeing learning area students will develop overall health, fitness, self esteem and a sense of identity in individuals and communities.

The Health and Wellbeing learning area provides a variety of courses covering social, psychological and physical development. Health and Wellbeing involves students in physical activity and knowledge based subjects which promote immediate as well as life-long health benefits. Students will acquire an understanding of human functioning and physical activity, skills in communication and investigation and the ability to apply theory to practical situations.

© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA Period of Accreditation: 1/1/2008– 31/12/2012Version 3 Date of Publishing: 18 May 2023

Food and Nutrition TQA Level 3, Nutrition and Food Choice & Food Quality and Processing TQA Level 2

RATIONALE Food and allied health sectors represent a robust and expanding sector of the local, national and global employment markets. This course connects with work, further vocational education and training and university pathways in this sector.

The Food and Nutrition course framework is a part of the Health and Wellbeing learning area. It also relates to the Science and Technology area.

It complements senior secondary courses in Hospitality, Health Studies, Sports Science and other Sciences depending on students’ pathways.

PATHWAYSTertiary pathways in the Health Sciences, Dietetics, Nutrition, Environmental Health and Community Health are provided when this subject is combined with science subjects. Teaching, especially in the Design Teaching and Human Movement areas, is also a possible pathway.

The supply and consumption of food are significant economic activities, with vast resources being expended across domestic, commercial and industrial settings. Further vocational pathways include Hospitality, Recreation, Retail, Children’s Services and Food Enterprise as students can value-add to their training package with insights into the scientific principles regarding functional properties of food and food safety regulations combined with the ability to apply nutrition knowledge in menu planning and recipe modification.

The Food and Nutrition course framework relates to the Science and Technology area and also has strong links with the Health and Wellbeing area.

It complements senior secondary courses in Hospitality, Health Studies, Sports Science and other Sciences depending on students’ pathways.

RESOURCESAs students are required to complete practical food preparation activities, access to at least a domestic-style kitchen is required.

COURSE SIZE AND COMPLEXITYFood and Nutrition is a framework consisting of three courses:

Food and Nutrition FDN315108 TQA level 3, 15 size value

Food Quality and Processing FDN205108 TQA level 2, 5 size value

Nutrition and Food Choice FDN205208 TQA level 2, 5 size value

At TQA level 3 the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. It is an approximate match to current Tasmanian Certificate of Education (TCE) level 5 courses and VET competencies at this level are often those characteristic of an AQF Certificate III.

At TQA level 2 the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. TQA level 2 is an approximate match to current Tasmanian Certificate of Education (TCE) level 3/4 courses and VET competencies at this level are often those characteristic of an AQF Certificate II.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2008– 31/12/2012Version 3 Date of Publishing: 18 May 2023

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COURSE DESCRIPTIONFood and Nutrition provides a broad study of the food issues which have ongoing relevance to individual and community, health and wellbeing. The knowledge, skills and attitudes gained during the course will have applications in, and benefits for, both vocational and general life experiences.

The courses aim to develop an understanding of the links between food, food processing, nutrition, health and wellbeing. The courses respond to community concerns about increasing levels of diet-related conditions by providing students with the knowledge and skills to make informed choices when selecting, storing, purchasing, preparing and consuming foods that will contribute to a healthy lifestyle.

Contemporary food issues related to nutrition and the market place are raised, investigated and debated. Students critically inquire into the global economic, social and environmental impacts of current food production practices. This knowledge enables students to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers.

Students have opportunity to focus their learning in an area related to their vocational pathway through a choice of three learning contexts. Nutrition and Health Promotion, Hospitality and Food Enterprise options provide opportunities for students to develop their food-related interests and creativity and apply their conceptual understanding through the design and production of food-related systems, services and products. Students are encouraged to link their learning to community and vocational settings to enrich their insights into possible personal pathways.

LEARNING OUTCOMESThrough the study of Food and Nutrition framework courses, students will:

understand the relationship between nutrition, food and health to enable informed food choices

understand the factors affecting food choice of individuals and groups

safely select, handle, prepare and store foods to maintain quality

apply a knowledge of the functional and sensory aspects of food to maximise nutritional and aesthetic quality in practical situations

develop awareness of the types and impacts of food processing and marketing

gain an awareness of the impact of current and emerging food production, processing and marketing techniques on the environment and food supply

address specific food needs by integrating knowledge and skills related to safety, function, social and aesthetic aspects of foods

locate and critically analyse information

develop skills in managing and organising resources in both practical and research based activities to complete tasks within agreed timeframes

gain insights into vocational opportunities and potential pathways in food and nutrition related areas.



COURSE CONTENT

OVERVIEW OF COMPONENTS IN THE COURSE

Unit Overview TQA Level3

TQA Level2

Nutritionand

Food Choice

Nutrition 35 hours

Food Selection 15 hours

Externally assessed in exam

50 hour unit

Food Quality

and Processing

Food Quality 25 hours

Food Technology Production and Processing 25 hours

50 hour unit

Environmental issues and innovation in food development 20 hours

Food in Context Practical applications: (eg product development, menus, programs)

Select one of the following options: Health Promotion Hospitality Food Enterprise

30 hours

Externally assessed in

an integrated structured

assessment task


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COURSE DESCRIPTION AND LEARNING OUTCOMES UNIT LEARNING OUTCOMES

Nut

ritio

n an

d Fo

od C

hoic

e

Nutrition 30 hours Food nutrients Eating for optimum nutrition Contemporary Food Issues

Diet and health in Australia Influences on nutritional status

Food Selection 20 hours Factors affecting food selection

Understand the sources, roles of, and types of nutrients and other components in food which contribute to health

Identify sources of energy and examine factors which influence energy balance Identify relationships between food and health Understand and apply knowledge about food and nutrition to food selection, preparation, processing

and consumption choices Explain how various factors influence the selection of food for individuals and groups A

lso

avai

labl

e at

Le

vel 2

5 s

ize

valu

e

Food

Qua

lity

and

Proc

essi

ng

Food Quality 25 hours Safe storage, preparation and presentation of food Sensory characteristics of food Functional properties of food

Food Technology and Processing Preservation 25 hours Packaging and labelling Impact of food processing technologies Food product development

Understand and apply a knowledge of the factors affecting food quality Discern and describe the sensory and aesthetic qualities of a range of foods Apply a knowledge of the functional properties and characteristics of key foods when preparing foods Understand causes of food spoilage and how these relate to storage and preservation decisions Awareness of food safety procedures in commercial and domestic settings Awareness of a range of methods of food processing and the ability to critically analyse the impact on

nutritional and aesthetic quality Awareness of factors affecting food product development A

lso

avai

labl

e at

Lev

el

25

size

val

ue

Envi

ronm

ent

&

Inno

vatio

n

Environmental issues and innovation in food production, processing and marketing 20 hours

Innovation in food product development Food, environmental and health sustainability factors

Awareness of current and emerging methods of food production, processing, packaging and marketing and how these affect the environment and food supply

Food

in

Con

text

Practical application 30 hours(eg product development, menus, programs) Select one of the following options:

Nutrition and Health Promotion Hospitality Food Enterprise

Integrate learning from the Nutrition and Food Choice and Food Quality and Processing units in an area which relates to possible pathway or personal interest

Produce food, menus or programs which involve designing, implementing and evaluating solutions to food situations

Awareness of vocational opportunities and potential pathways in food and nutrition related context

Gen

eric

C

apab

ilitie

s Information literacy (ongoing development)

Management of self and resources

Locate and critically analyse information Communicate information Manage and organise resources in both practical and research based activities to complete tasks within

agreed timeframes

All

Uni

ts


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UNIT CONTENT

NUTRITION AND FOOD CHOICE - 50 HOUR UNIT

Nutrition (35 hours)

Nutrients

o macronutrients – types, functions, sources, consequences of excess and deficiency

o micronutrients – classification and overview of sources and function

o food handling to retain maximum nutritive value

Energy

o sources

o overview of requirements and recommended proportions from macronutrients

o maintaining healthy weight range

Diet related diseases and dietary implications

Contemporary nutrition and health issues in Australia

Application of food and nutrition knowledge to food selection, preparation, processing and consumption choices

o Diet analysis, menu planning, evaluation in relation to dietary recommendations

Food Selection (15 hours) Factors affecting food selection:

o physiological

o social

o psychological

o economic

FOOD QUALITY AND PROCESSING - 50 HOUR UNIT

Food Quality (25 hours)

Food safety, hygiene and preventative practices

o food hygiene practices

o types of contamination – physical, chemical, microbial

o conditions required for microbial growth

o food poisoning bacteria

Functional properties of food

o sensory characteristics of food

o natural components of key foods: nutrients, enzymes, pigments

o functions of natural components in food preparation and processing in “key foods”

(refer to Teaching and Learning Guide for details)


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Food Technology and Processing (25 hours)

Cooking methods – classification

o effects on nutritive and sensory quality of foods

o types of foods suited to each method

Preservation

o causes of food spoilage

o principles and techniques of food preservation

o additives in food manufacturing

Food packaging, marketing and labelling

Factors influencing food product development

ENVIRONMENT AND INNOVATION - 20 HOUR UNIT

Environmental issues and innovation in food production, processing and marketing

Innovation in food product development

o food, environmental and health sustainability factors of functional foods

o technological changes Impact of current and emerging methods of food production, processing, packaging and marketing

on the environment and food supply

o food production methods

o food distribution and retailing

o packaging

o gene technology

FOOD IN CONTEXT - 30 HOUR UNIT

Practical application of learning from the Nutrition and Food Choice, Food Quality and Processing or Environment and Innovation units in an area which relates to a possible pathway or personal interest.

Students can select one or a combination of the following options:

Nutrition and Health Promotion

Could include;

oAnalysis or design of a product, program or diet aimed at particular target group or

community need

Hospitality

Could include;

o Design a signature dish for a restaurant

o Design a menu for a food outlet

o Design a food safety plan for a commercial food outlet

Food Enterprise

Could include;

o Create a food item suitable for sale

o Identify a gap in the market and develop a product to fill this niche


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The project will be submitted for external assessment. Guidelines and ideas for the project are contained in the Teaching and Learning Guide.

ASSESSMENTCriterion-based assessment is a form of assessment which identifies the extent of student achievement at an appropriate end-point of study. Assessment in the classroom is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting should focus on what both teacher and student understand to reflect end-point achievement.

The primary audience for assessment and reporting is the student and the teacher, but may also include parents when appropriate.The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.

A ‘z’ notation is to be used where a student provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by the Tasmanian Qualifications Authority to ensure provider validity and comparability of standards across all awards. Further information on quality assurance processes, as well as on assessment, is available in the TQA Senior Secondary Handbook or on the website at http://www.tqa.tas.gov.au

Internal assessment of all assessment criteria will be made by the school. Schools will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.

The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*) in TQA courses that include an external assessment regime. The ratings obtained from the external assessments will be used in addition to those provided from the school to determine the final award.

QUALITY ASSURANCE PROCESSES

The following processes will be facilitated by the TQA to ensure there is:

a match between the standards for achievement specified in the course and the standards demonstrated by students; and

community confidence in the integrity and meaning of the qualifications.

TQA 2 Food Quality and Processing FDN205108

TQA 2 Nutrition and Food Choice FDN205208

Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.

Where the TQA identifies sufficient potential for concern about the integrity or validity of a provider’s award decisions it will undertake an investigation. After such an investigation is completed, the TQA may take action under Section 33 of the Tasmanian Qualifications Authority Act (2003) as it considers appropriate, including but not limited to:

• giving the school/college a direction in relation to the provision or assessment of the course (section 33 (2))

• refusing to accept results for this course from the provider (section 33 (4)).

TQA 3 Food and Nutrition FDN315108

Processes – the Authority gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

EXTERNAL ASSESSMENT REQUIREMENTS FOR FOOD AND NUTRITION TQA LEVEL 3

The following criteria will be externally assessed: 2, 3, 4 and 8.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2008 – 31/12/2012Version 3 Date of Publishing: 18 May 2023

http://www.tqa.tas.gov.au/

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Further information regarding external assessment processes and requirements is given in TQA issued Assessment Guidelines.


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COURSE CRITERIA The assessment for Food and Nutrition TQA level 3 will be based on the degree to which a student can:

1. locate, analyse and convey relevant information

2. *design, plan, implement and evaluate solutions to food related situations

3. *understand the relationship between nutrition, food and health

4. *understand factors affecting food choice

5. apply knowledge and skills in maintaining food quality in relation to food safety, nutrition and aesthetics

6. understand the effects of food processing and technology

7. demonstrate a knowledge of the factors affecting the sustainability of current and emerging methods of food production, processing, packaging and marketing

8. *apply and integrate food-related principles in response to specific needs and contexts

* denotes criteria that are externally assessed.

The assessment for Nutrition and Food Choice FDN205208 will be based on the degree to which a student can:


2. design, plan, implement and evaluate solutions to food related situations

3. understand the relationship between nutrition, food and health

4. understand factors affecting food choice.

The assessment for Food Quality and Processing FDN205108 will be based on the degree to which a student can:


2. design, plan, implement and evaluate solutions to food related situations

5. apply knowledge and skills in maintaining food quality in relation to food safety, nutrition and aesthetics

6. understand the effects of food processing and technology on food quality

NOTE: The 3rd and 4th criteria assessed in Food Quality and Processing are numbered ‘5’ and ‘6’ respectively in order to maintain a common criterion numbering system for the Food and Nutrition framework.


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CRITERION 1Locate, analyse and convey relevant information

‘C’ RATING ‘B’ RATING ‘A’ RATING

With a high degree of independence, a student can:

use a range of appropriate resources to collect and analyse most key aspects of information

identify valid sources of information, integrate most information into responses and use appropriate conventions in referencing sources

convey information and ideas in a range of forms with adjustments made for different contexts and audiences in a clear manner and including key detail.


locate and use a wide range of appropriate resources to analyse information

identify valid sources of information, integrate key information into responses and accurately use appropriate conventions in referencing sources

convey information and ideas in a range of forms appropriate to context and audience in a clear, well structured manner and including most details.


locate and use a wide range of appropriate resources to critically analyse information

identify valid sources of information, fully integrate all key information into responses and accurately use appropriate conventions in referencing sources

convey information and ideas in a broad range of forms appropriate to context and audience in a clear, well structured and detailed manner.

STANDARDS

FOOD AND NUTRITION TQA LEVEL 3


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CRITERION 2Design, plan, implement and evaluate solutions to food related situations



identify most of the range of factors, issues and concepts which relate to food problems and integrate most of this knowledge into solutions

use reflective thinking skills at most stages during the design process and implementation phase to evaluate solutions and monitor own progress

plan and organise to usually complete tasks within agreed timelines.


identify the range of factors, issues and concepts which relate to food problems and integrate this knowledge into appropriate solutions

usually use reflective thinking skills in an ongoing manner during the design process and implementation phase to evaluate solutions and monitor own progress

plan and organise to complete tasks within agreed timelines.


identify the range of factors, issues and concepts which relate to food problems and fully integrate this knowledge into appropriate solutions

use reflective thinking skills in an effective manner during the design process and implementation phase to effectively evaluate solutions and monitor own progress

plan and organise to consistently and fully complete tasks within agreed timelines.


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CRITERION 3Understand the relationship between nutrition, food and health


A student can:

demonstrate an understanding of nutrients, energy and the effects of imbalances

demonstrate an understanding of current nutritional recommendations and usually apply these, providing some justification for choices

analyse foods using nutritional knowledge and make appropriate suggestions for changes

suggest the likely consequences of a range of dietary practices.

A student can:

demonstrate a sound understanding of nutrients, energy and the effects of imbalances

demonstrate a sound understanding of current nutritional recommendations and consistently apply these, providing justification for choices

analyse foods using nutritional knowledge, detailing and justifying appropriate suggestions for changes

accurately suggest the likely consequences of a range of dietary practices.

A student can:

demonstrate a broad understanding of nutrients, energy and the effects of imbalances

demonstrate a broad understanding of current nutritional recommendations and consistently and appropriately apply these, providing detailed justification for choices

critically analyse foods using nutritional knowledge detailing and fully justifying appropriate suggestions for changes

accurately suggest the likely consequences of a broad range of dietary practices.


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CRITERION 4Understand factors affecting food choice


A student can:

analyse the factors and some of the inter-relationships influencing the choice of foods for individuals and groups

provide a range of appropriate examples of the factors which impact on choice of foods

apply an understanding of factors affecting food choice to provide appropriate responses to food problems.

A student can:

critically analyse the inter-relationships of a range of factors influencing the choice of foods for individuals and groups

provide a range of detailed and appropriate examples of the factors which impact on choice of foods

apply an understanding of factors affecting food choice to provide appropriate responses to a range of food problems.

A student can:

critically analyse the inter-relationships of a broad range of factors influencing the choice of foods for individuals and groups

provide a broad range of detailed and appropriate examples of the factors which impact on choice of foods

apply a broad and detailed understanding of factors affecting food choice to provide appropriate responses to a range of food problems.


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CRITERION 5Apply knowledge and skills in maintaining food quality in relation to food safety, nutrition and aesthetics


A student can:

describe most of the factors which affect food safety, nutritive value and aesthetic quality in key foods

demonstrate an understanding of most of the appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods

apply knowledge and skills in practical food activities through mostly appropriate choices of processes and techniques.

A student can:

describe the range of factors which affect food safety, nutritive value and aesthetic quality in key foods

demonstrate an understanding of appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods

apply sound knowledge and skills in practical food activities through appropriate choices of processes and techniques.

A student can:

describe in detail the range of factors which affect food safety, nutritive value and aesthetic quality in key foods

demonstrate a comprehensive understanding of appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods

apply comprehensive knowledge and skills in practical food activities through appropriate choices of processes and techniques.


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CRITERION 6Understand the effects of food processing and technology on food quality


A student can:

identify most of the causes of food spoilage and provide appropriate explanations about how these relate to storage and preservation decisions for most foods

outline food safety practices in commercial and domestic settings, identifying most key points

understand the main methods of food processing and evaluate their impact on nutritional and aesthetic quality

identify most of the factors affecting food product development.

A student can:

identify the causes of food spoilage and provide appropriate explanations about how these relate to storage and preservation decisions for a range of foods

outline food safety practices in commercial and domestic settings, identifying key points

understand a range of methods of food processing and analyse their impact on nutritional and aesthetic quality

identify a range of factors affecting food product development.

A student can:

identify the range of causes of food spoilage and provide appropriate explanations about how these relate to storage and preservation decisions for a wide range of foods

outline food safety practices in commercial and domestic settings in a detailed and effective manner

understand a broad range of methods of food processing and critically analyse their impact on nutritional and aesthetic quality

identify and explain a wide range of factors affecting food product development.


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CRITERION 7Demonstrate a knowledge of the factors affecting the sustainability of current and emerging methods of food production, processing, packaging and marketing


A student can:

evaluate the features of current and emerging methods of food production, processing, packaging and marketing in relation to how they affect the environment and food supply

consider ethical, environmental and health factors in discussions about the sustainability of innovations.

A student can:

analyse some of the current and emerging methods of food production, processing, packaging and marketing in relation to how they affect the environment and food supply

evaluate ethical, environmental and health factors in discussions about the sustainability of innovations.

A student can:

critically analyse a range of the current and emerging methods of food production, processing, packaging and marketing in relation to how they affect the environment and food supply

analyse ethical, environmental and health factors in discussions about the sustainability of innovations.


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CRITERION 8Apply and integrate food- related principles* in response to specific needs and contexts


A student can:

identify areas for investigation relating to the chosen context and undertake research, consultation and / or experimentation using a range of resources

demonstrate an understanding of most of the relevant concepts and principles with appropriate explanations

generate and evaluate possible options to inform most aspects of solution(s)

document most relevant aspects of the process, key learning and product in a clear manner.

A student can:

identify the main areas for investigation relating to the chosen context and undertake research, consultation and / or experimentation using a range of relevant resources

demonstrate a sound understanding of most of the relevant concepts, principles and some inter-relationships with appropriate and detailed explanations

generate and analyse possible options to refine solution(s)

document relevant aspects of the process, key learning and product in a clear manner.

A student can:

identify relevant and appropriate areas for investigation relating to the chosen context and undertake research, consultation and / or experimentation using a wide range of relevant resources

demonstrate a strong understanding of the relevant concepts and principles with appropriate and detailed explanations

generate and critically analyse a range of possible options to effectively refine solution(s)

document all relevant aspects of the process, key learning and product in a clear and accurate manner.

* Principles which relate to the particular topic and context which could include a combination of nutritional, functional, aesthetic, safety, environmental

and social principles.


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STANDARDS

NUTRITION AND FOOD CHOICE TQA LEVEL 2 AND FOOD QUALITY AND PROCESSING TQA LEVEL 2

CRITERION 1Locate, analyse and convey relevant information


With occasional guidance and minimal assistance, a student can:

use resources to collect some relevant information

With limited assistance, a student can:

identify sources of information, integrate some of the relevant key information into responses and attempt to reference sources

convey information in a range of forms with some awareness of context and audience, and including some details.

With minimal assistance, a student can:

use appropriate resources to collect and analyse some key aspects of information


identify sources of information, integrate most of the key information into responses and usually use appropriate conventions in referencing sources

convey information and ideas in a range of forms with knowledge of context and audience, and including most key details.


use a range of appropriate resources to collect and analyse key aspects of information


identify valid sources of information, integrate in detail the key information into responses and use appropriate conventions in referencing sources

convey information and ideas in a range of forms with adjustments made for context and audience, and including key details.


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NUTRITION AND FOOD CHOICE TQA LEVEL 2 AND FOOD QUALITY AND PROCESSING TQA LEVEL 2

CRITERION 2Design, plan, implement and evaluate solutions to food related situations



identify some of the factors, issues and concepts which relate to food problems and partially relate this knowledge to solutions.

With minimal assistance and prompting, a student can:

use reflective thinking practices during the design process and implementation phase to evaluate solutions and monitor own progress.

With assistance, a student can:

plan and organise to complete tasks.


identify most of the factors, issues and concepts which relate to food problems and relate some of this knowledge to solutions

sometimes use reflective thinking skills during the design process and implementation phase to evaluate solutions and monitor own progress.

A student can:

plan and organise to complete tasks.


identify most of the factors, issues and concepts which relate to food problems and integrate most of this knowledge into solutions

use reflective thinking skills during the design process and implementation phase to evaluate solutions and monitor own progress.

A student can:

plan and organise to complete tasks mostly within agreed timelines.


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NUTRITION AND FOOD CHOICE TQA LEVEL 2

CRITERION 3Understand the relationship between nutrition, food and health


With limited assistance and minimal guidance, a student can:

demonstrate an understanding of most of the nutrients, energy and some of the effects of imbalances

demonstrate an understanding of most current nutritional recommendations and apply these, providing justification for choices.


consider and evaluate foods using nutritional knowledge and make appropriate suggestions for changes

suggest the likely consequences of most specified dietary practices.

A student can:

demonstrate a basic understanding of nutrients, energy and some of the effects of imbalances

demonstrate a basic understanding of most current nutritional recommendations and sometimes apply these, providing justification for choices

consider and evaluate foods using nutritional knowledge and usually make appropriate suggestions for changes

suggest the likely consequences of some specified dietary practices.

A student can:

demonstrate an understanding of nutrients, energy and most of the effects of imbalances

demonstrate an understanding of most current nutritional recommendations and usually apply these, providing justification for choices

analyse foods using nutritional knowledge and usually make appropriate suggestions for changes.

suggest the likely consequences of most specified dietary practices.


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NUTRITION AND FOOD CHOICE TQA LEVEL 2

CRITERION 4Understand factors affecting food choice



identify factors influencing the choice of foods for individuals and groups and describe some of the inter-relationships

provide appropriate examples of the factors which impact on choice of foods

apply a knowledge of factors affecting food choice to provide appropriate responses to food problems.

A student can:

identify most of the factors influencing the choice of foods for individuals and groups and describe some of the inter-relationships

provide appropriate examples of most of the factors which impact on choice of foods

apply a knowledge of factors affecting food choice to provide some appropriate responses to food problems.

A student can:

identify the factors influencing the choice of foods for individuals and groups and describe some of the inter-relationships

provide a range of appropriate examples of most of the factors which impact on choice of foods

apply a knowledge of factors affecting food choice to provide appropriate responses to food problems.


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FOOD QUALITY AND PROCESSING TQA LEVEL 2

CRITERION 5Apply knowledge and skills in maintaining food quality in relation to food safety, nutrition and aesthetics


A student can:

describe a limited range of the factors which affect food safety, nutritive value and aesthetic quality in most key foods.


demonstrate a knowledge of most of the appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods.

With some assistance, a student can:

apply basic knowledge and skills in practical food activities through mostly appropriate choices of processes and techniques.

A student can:

describe some of the factors which affect food safety, nutritive value and aesthetic quality in most key foods

demonstrate a basic knowledge of the appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods.

With occasional guidance, a student can:


A student can:

describe the factors which affect food safety, nutritive value and aesthetic quality in most key foods

demonstrate a knowledge of most of the appropriate handling, storage and processing methods to maintain food safety, nutritive value and aesthetic features for key foods



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FOOD QUALITY AND PROCESSING TQA LEVEL 2

CRITERION 6Understand the effects of food processing and technology on food quality



identify most of the causes of food spoilage and provide some explanations about how these relate to storage and preservation decisions for most foods

outline most of the appropriate features of food safety practices in commercial and domestic settings

identify a range of methods of food processing and describe their impacts on nutritional and aesthetic quality

identify some of the factors affecting food product development.

A student can:

identify most of the causes of food spoilage and provide some explanations about how these relate to storage and preservation decisions for some foods

outline some of the appropriate features of food safety practices in commercial and domestic settings

identify a range of methods of food processing and describe their impact on nutritional and aesthetic quality

identify a limited range of factors affecting food product development.

A student can:

identify most of causes of food spoilage and provide explanations about how these relate to storage and preservation decisions for most foods

outline most of the appropriate features of food safety practices in commercial and domestic settings

understand the main methods of food processing and analyse their impact on nutritional and aesthetic quality

identify some of the factors affecting food product development.


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QUALIFICATIONS AVAILABLE

Food and Nutrition (with the award of):

PRELIMINARY ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

HIGH ACHIEVEMENT

EXCEPTIONAL ACHIEVEMENT

Nutrition and Food Choice (with the award of):




HIGH ACHIEVEMENT


Food Quality and Processing (with the award of):




HIGH ACHIEVEMENT


AWARD REQUIREMENTS

Food and Nutrition TQA level 3

The final award will be determined by the Tasmanian Qualifications Authority from the 12 ratings (8 ratings from the internal assessment and 4 ratings from the external assessment).

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)

10 ‘A’, 2 ‘B’ ratings (3 ‘A’, 1 ‘B’ from external assessment).

HIGH ACHIEVEMENT (HA)

4 ‘A’, 5 ‘B’, 3 ‘C’ ratings (1 ‘A’, and 3 ‘B’ from external assessment).

COMMENDABLE ACHIEVEMENT (CA)

6 ‘B’, 5 ‘C’ ratings (2 ‘B’, 2 ‘C’ from external assessment).

SATISFACTORY ACHIEVEMENT (SA)

10 ‘C’ ratings (2 ‘C’ from external assessment).

PRELIMINARY ACHIEVEMENT (PA)

6 ‘C’ ratings.

A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.


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Nutrition and Food Choice TQA level 2 AND Food Quality and Processing TQA level 2

The final award will for these courses will be determined by the Tasmanian Qualifications Authority from the 4 ratings.

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)

3 ‘A’ ratings and 1 ‘B’ rating

HIGH ACHIEVEMENT (HA)

2 ‘A’, 2 ‘B’ ratings

COMMENDABLE ACHIEVEMENT (CA)

2 ‘B’, 2 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)

3 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)

2 ‘C’ ratings.

A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

COURSE EVALUATIONFormal evaluations of the course will be undertaken during the second and fourth years of accreditation. An evaluation report will be provided to the TQA.

The evaluations will focus on identifying any issues with regards to:

the match between the standards for achievement specified in the course and the standards demonstrated by students;

community confidence in the integrity and meaning of the qualifications; and access, delivery and resources;

and, if appropriate, make recommendations regarding changes to the course.

COURSE DEVELOPERDepartment of Education, Tasmania.

ACCREDITATIONThe accreditation period for this course is from 1 January 2008 to 31 December 2012.

VERSION HISTORY

Version 1 – Accredited Version (4 October 2007).

Version 1.a – Clarification of Course Size and Complexity (6 March 2008).

Version 2 – New quality assurance regime as per the Authority’s decision on 1 October 2008 (28 November 2008).

Version 3 – Change to TQA level 2 courses’ quality assurance methodology (21 June 2011).


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VERSION CONTROLThis document is a Word version of the course. It is not a TQA controlled version. The current PDF version of the course on the TQA website is the definitive one.


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