Unit rationale, description and aim
Competence in the critical evaluation of the impact of diet on health and the application of the principles of healthy eating to the design, safe production and evaluation of food products is highly valued in a variety of professional contexts. This unit allows students to acquire conceptual, procedural and professional levels of skills and knowledge in food design and nutrition. This unit also contributes to an accredited sequence of food technologies units that is recognised by state-based Initial Teacher Education standards authorities (NESA, VIT and QCT) and aligns with the Australian Curriculum: Design and Technologies.
In this unit, students will develop an advanced level of knowledge of nutrient metabolism throughout the lifecycle and the effects of poor nutrition on the health of individuals and communities. Contemporary diet-related issues are researched and evaluated through case studies. The aim of this unit is for students to apply theoretical knowledge and practical skills to design, prepare and present nutritious foods that meet the needs of specific groups.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Discuss historical and contemporary Aboriginal and...
Learning Outcome 01
Examine the relationship between food consumption ...
Learning Outcome 02
Examine nutrient requirements and metabolism over ...
Learning Outcome 03
Design and evaluate food solutions for user-centre...
Learning Outcome 04
Content
Metabolism
- Digestion
- Absorption
- Metabolism
- Nutrients
- Energy
- Basal metabolism
- Thermic effect of food
- Physical activity
- Energy balance
Nutrients
- Nutrient reference values
- Estimated Energy Requirement
- Estimated Average Requirement
- Recommended Dietary Intake
- Average Intake
- Upper Limit
- Macronutrients (fats, proteins and carbohydrates)
- Glycemic index
- Dietary fibre
- Micronutrients (vitamins and minerals)
- Nutrient interactions
- Vitamin C and iron
- Vitamin D and calcium
- Dietary fibre and carbohydrates
- Dietary fibre and cholesterol
- Diseases associated with deficiency and excess
- Anemia
- Osteoporosis
- Obesity
- Diabetes
- Coronary heart disease
- Hypertension
Contemporary nutrition issues
- Food consumption patterns
- Food equity
- ATSI diet and health outcomes
- Food allergy and intolerance
- Active non-nutrients
- Phytochemicals
- Probiotics
- Functional foods
Design with food
- Trends in food product development in response to consumer concerns
- Designing, planning and preparing safe and nutritious foods for specific needs
Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to Food technologies.
Assessment strategy and rationale
The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed at critical points of the student’s learning. Theoretical and conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge develops during the application of nutrition knowledge food technologies and design practices. Initially, students acquire knowledge in food nutrition by undertaking research and developing a report on key concepts introduced in the lectures and they develop skills in food product development and testing through practical workshop classes. Practical workshops provide opportunities for formative assessment which supports the assimilation of knowledge. The summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) and competencies through an examination and design project. In this unit, the method aims to assess student’s achievement of a synthesis between design theory and practice in food. Therefore, the main assessment method used is a design project which includes two components, namely design documentation and a designed and manufactured product or products. Documentation records students' design processes and includes evidence of research, ideation and critical evaluation.
A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include examinations, reports, student presentations and practical work. Assessment tasks will address all learning outcomes as well as relevant graduate attributes.
Overview of assessments
Assessment Task 1 Critical Thinking Report: Requi...
Assessment Task 1
Critical Thinking Report: Requires students to demonstrate critical thinking skills in relation to contemporary nutrition issues.
30%
Assessment Task 2. Nutrition Report: Requires stu...
Assessment Task 2.
Nutrition Report: Requires students design, prepare and evaluate meals for specific groups.
35%
Assessment Task 3 Summative Assessment: Requires ...
Assessment Task 3
Summative Assessment: Requires students to demonstrate synthesis of knowledge in food technologies and human nutrition.
35%
Learning and teaching strategy and rationale
A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of human nutrition through lectures, concepts are discussed and broadened through analysis of case studies and further informed by independent research during the development of design projects. In practical workshops students design, produce and evaluate food solutions. Food design and evaluation skills are developed through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for design, development and evaluation of food products. Students develop solutions to food design problems using design thinking and conceptual knowledge of food alongside procedural knowledge of food manufacturing technologies by means of practical food technologies projects. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to solve problems in food technologies contexts.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, videos etc.