DESIGN & TECHNOLOGIES

YEAR 7
EXPLORING FOOD
2022

Context: Food and Fibre Production

Student name:_________________________

Teacher: _____________________________

Day & Periods

WELCOME TO FOODS!
This course runs for one term and focuses on the production systems that make food and their
products.
 It involves importance of food safety and hygiene, kitchen skills and ways in which food
products evolve. Students will apply this knowledge to create healthy and delicious meals.

To ensure you get maximum value

from this course the following information is provided.

Responsibility of students:

 Be punctual to class
 Complete all set work to the best of your ability
 Follow school and classroom rules
 Listen carefully to instructions
 Leave work areas clean and tidy
 Come to class prepared to work – bring your iPad and a pen to every class

Success Criteria:

To achieve a satisfactory result in this course, you need to

 Participate in practical activities in a positive and caring manner

 Complete written assessments
 Maintain a neat workbook
 Participate in class discussions

COURSE OUTLINE
Wk LESSON 1 LESSON 2 ASSESSMENT GENERAL
CAPABILITIES
1 INTRODUCTION Practical: Fruit Salad with Literacy
Routines yoghurt
Safety and Hygiene
Difference between RAW and
Processed Food
Dem: Fruit salad with yoghurt
2 EQUIPMENT Practical: Pizza Sub Farm to fork

2
 Knife Skills Poster
Australia’s Dairy Industry
What is a food Product?
Dem: Fruit salad with yoghurt
3 MEASURING Practical: Raspberry and coconut Numeracy
Equipment muffins (measuring)
Use of the oven and cook top
Dem: Fruity Oat Muffins
4 NAIDOC CELEBRATIONS Practical: Lemon Myrtle/ Choc Ethical
(Term1&3) chip Pikelets Understanding
Where does your food come from? (NAIDOC
Bush tucker foods celebrations)
Dem: Lemon Myrtle Pikelets
5 Introduce DESIGN BRIEF Super Practical: Sausage rolls Literacy (Design
Spud Challenge (Investigating & brief)
begin designing)
Dem: Sausage Rolls

6 DESIGN BRIEF Practical: Mini Quiches Food order due

(Food order and workflow plan
DUE)
Meat Alternatives
Why are they popular?

7 Practical: DESIGN BRIEF Complete Evaluation DESIGN BRIEF

SUPER SPUD Assessment DUE

8 Types of Eggs Practical: Egg cookery Ethical

BARN LAID? (demonstrate omelette for fried Understandings
FREE RANGE or CAGED? rice)

Investigating different feeding

strategies such as grazing and
supplementary feeding, and their
effects on product quality.
9 Create a brochure to promote Practical: Fried Rice Information and
sustainable egg farming practices. communication
Technology
10 Catch up/revision Practical: Mystery box

** Extension Activity : Create a digital folio of your food journey. Use photos from home and
school cooking

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 ASSESSMENT OUTLINE

Subject: Design & Technologies Knowledge and Process and Production skills
Due Date Understanding Creating and solutions by

Context:
Food and Fibre Production

Technologies and

Investigating and

Marks Awarded

Task Weighting
Specialisation*

Producing and

and managing
Implementing

Collaborating
Evaluating
Designing
defining
society
Food
Task 1: Understanding Food Processing
Investigate a raw product from farm to fork. Week 2
10%
Task 2: Super Spud
Produce an individual Super Spud recipe. Week 7
10%
Task 3: Practical assessments
Students work independently or in groups to produce food using recipes (2 x recipes and Formative – during
Super Spud) practical lessons 30%

Fibre
Task 1a: Indigenous textile art – Knowledge and Understanding Week 3
5%
Investigate Indigenous textiles and the Aboriginal flag.
Task 1b: Indigenous textile art – Investigate and Design Week 5
10%
Design your own Macrame keyring incorporating Aboriginal symbols and flag colours.
Task 2a: Tool roll - Production Week 8
Use hand and machine sewing techniques to produce a multi-purpose tool roll. 25%
Task 2b: Tool roll - Evaluation Week 9
Independently and comprehensively evaluates Tool roll and provides a detailed 10%
reflection.
TOTAL 100%

CLASS PARTICIPATION CHECKLIST


Works to the best of their
ability
Active listening. Quality and
frequency of participation in
theory lessons
Ability to work cohesively
exhibiting appropriate social
skills.
Managing constraints
Complete workbook
Descriptors Fully Met  Partially Met  Not met  MARK
 Generally, tries their best.
 Is interested in models of excellence so that they can
improve their own work.
 Responds positively to feedback.
 Listens actively.
 Participates in class discussions.
 Participates in food and textiles lessons.
 Shows concerns for others
 Works well in a team environment
 Understands that people work differently and is willing
to help others in their learning
 Completes set work
 Hands in work on time
 Is able to work on a variety of tasks independently,
asking for support as required.
 Workbook is completed in detailed.
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 USEFUL LINKS

 Food security
 https://www.youtube.com/watch?v=bBXMn54zVHc
 http://sustainabletable.org.au/all-things-ethical-eating/#eating-animals
 https://www.todatoes.com.au/
 Milk Processing
 Cheese making

ARE YOU READY TO START YOUR FOOD JOURNEY?

Tell me how you feel? Why?

_________________________________________________________________

_________________________________________________________________

Please discuss any dietary modifications you may require with your teacher
NOW
 GLOSSARY OF TERMS
We use terminology that may be different or new to you. When you read or hear a new word, write it in your glossary
and search for the definition!

Word Definition

Agriculture

Harvest

Word bank

Flavour Texture Appearance Smell Sound

bland creamy smooth strong fizzy
bitter dry rough pungent crunch
mild crisp dry savoury crackling
sweet grainy moist sweet fragrant crisp
spicy moist sloppy burnt bubbling
salty mushy colourful fishy slurping
sour rough pale yeasty snap
tangy slimy golden meaty
tart stringy glossy sugary
hot soft curdled smoky
weak tender lumpy aromatic
fruity tough vivid
mature crumbly
strong

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IS YOUR WORK STATION READY FOR CHECKING?

  Oven and Gas cook tops turned off

 Bench clean and dry

 Stove top clean and dry

 Sink cleaned with all food removed

 Sink surrounds clean and dry

 All equipment is clean, dry and put back in the appropriate draw

 Draws are neat and tidy

 Dirty tea towels and dish cloths are in the washing basket

 Floors are swept

 Fresh linen is on the draining board

SAFETY RULES IN THE KITCHEN

Similar to the kitchen at home or a

commercial kitchen, the Home Tools and equipment, if not
Economics kitchen is a very busy handled with care, have the
place. At school there are usually potential to cause accidents 8
more cooks, sinks and stoves.
 As a class, brainstorm the top 8 rules that you think are important. Write them below.

POSSIBLE
DANGEROUS
AREAS IN
THE
KITCHEN
SPOT THE 13
SAFETY HAZARDS
IN THE KITCHEN!

EMERGENCY
PROCEDURE FOR THE COOKING ROOM
Look at the following six steps and place them in the correct order by adding a number to the box.

FOLLOW

LEAVE 9
 FIRE SAFETY
It is unlikely that a fire will start in the classroom. However it is important for everyone to know what to do if there is
a fire.

1. Where are the fire blankets located and what are they used for?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. What should you do if there is a fire?
___________________________________________________________________________________________
___________________________________________________________________________________________

KNIFE SKILLS

Let’s begin with some specific guidelines:

1. Use a larger cutting board than seems necessary for the ingredients you are using. It is harder to cut items if you
feel crowded.

2. When carrying a knife, be sure to point the tip towards the floor.

3. Always hold the food you are cutting with one

hand, while the other hand uses the knife.

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 4. The holding hand should always be shaped like a claw, with the fingers tucked under in a “C” shape.

5. The tip of the knife should always remain on the cutting board, and the cutting can be done by carefully lifting
and lowering the handle.

6. If you are working with round or wobbly objects, slice them in half (or cut off a thin piece) so that you can put
the object on their flattened side.

7. Be sure your knives are sharp.

Testing your knowledge:
1.) Describe the best method of safely dicing an onion?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2.) Explain why it is recommended to store knives in a knife block or a wall-mounted magnetic rack, rather than in
a drawer with other kitchen utensils.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3.) Outline the best way to safely wash a cook’s knife.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

EQUIPMENT IN THE KITCHEN

The proper selection and use of kitchen utensils and equipment will: Give better results, decrease the time required for
work, improve your skill while working and decrease the chance of accidents.

USE THE WORDS BELOW TO FILL IN THE TABLE

Measuring spoons
Measuring jug
Measuring cups
Vegetable knife
Tongs
Cook’s knife
Wooden Spoon
Skewer
Cooling rack
Pastry Brush
Spatula
Grater

**There will be one piece of equipment left over.

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Equipment Diagram Use in the kitchen Location
Name

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What piece of equipment is missing from the list above? What is it used for?

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

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 MEASURING
Successful food preparation and cookery will depend on your ability to accurately measure the ingredients you
need to complete a recipe.

The key to accurate measuring is to use the correct equipment.

MEASURING CUPS

Measuring cups are used to measure _____________________ ingredients.

Place the measuring cup on a level surface. Place the ingredient into the cup until it is full and tap the side with your
knife.

Level it off with the back (straight edge) of your knife.

Draw and label your measuring cups below:

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 MEASURING JUG

A measuring jug is used to measure ________________________ ingredients.

Place the measuring jug on a level surface and fill to the required mark.

Check the mark at eye level.

Take out your measuring jug and mark the measurements on the jug.

MEASURING SPOONS

Now take out your measuring spoons.

What do you think they are used for?____________________________________

Take a look at them and then label the diagram according to size. Write the quantity as well.

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 __________________________(ml)

__________________________(ml)

__________________________(ml)

__________________________(ml

OVEN USE & COOK TOP USE

1.) Recipes often ask you to pre-heat the oven before you start. Why would you need to do this?

__________________________________________________________________________________

You need to always check your recipe to see if you will need to do this. This may mean that you need to read the
entire recipe to find instructions for the oven.

2.) Oven temperature is measured in?

_______________________________________________

3.) If your oven requires a VERY HOT oven, what temperature do you need to set your
oven? (hint: look at the bottom of the page).
_____________________________________________________________________
4.) If your oven requires a MODERATE oven, what temperature do you need to set your
oven?

______________________________________________________________

5.) When should you arrange/adjust your oven shelves?

_____________________________________________________________________

6.) Why would you need to rearrange/adjust your oven shelves?

___________________________________________________________________________

__________________________________________________________________________________

7.) Cooking in an oven is called ______________________________________.

8.) I shouldn’t use a wet tea towel or cloth to remove food from the oven because
__________________________________________________________________________________

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__________________________________________________________________________________

OVEN TEMPERATURES
Slow 120 C
Moderate 180 C
Moderately Hot 200 C
Hot 220 C

OVEN USE & COOK TOP USE

How do you turn on the oven? Make a list of steps below, use diagrams to assist your answer.

How do you turn

on the stove top? Make a list of steps below, use diagrams to assist your answer.

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 EGG COOKERY

What are the different ways of cooking eggs? Name 6.

Describe the method you are going to use.

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 ANATOMY OF AN EGG
Colour and cut this image to understand the parts of an egg.

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