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Mentone Girls' Grammar School | Kerferd Library

Food and Society: Overview

Year 9 Design and Technologies | Food and Society

Source: Digital montage by S Black.

Referencing Notice Don't forget to cite and reference your sources. For help see the Junior School or Senior School referencing guides, and / or CiteMaker.
Resource Key

When accessing content use the numbers below to guide you:

LEVEL

Brief, basic information laid out in an easy-to-read format. May use informal language. (Includes most news articles)

LEVEL

Provides additional background information and further reading. Introduces some subject-specific language.

Level 3 resourceLEVEL

Lengthy, detailed information. Frequently uses technical/subject-specific language. (Includes most analytical articles)

General Capabilities
Enduring Understandings

Students will understand that food is an essential part of everyone's life and encompasses the how, what and why we eat. Students will learn the origins of food, how food is produced, manufactured and distributed throughout the local, national and global environment; and through activities, students will propose design and test sustainable and ethical ideas and solutions.

Essential Questions
  • What and how are indigenous foods integrated into the indigenous and non-indigenous diet?
  • What socio-economic, cultural and religious influences are related to food? 
  • How can food be used to celebrate diversity of cultures and people? 
  • How can new and traditional food materials be used to help solve global food security?
  • Construct design briefs that are complex and challenging and help solve food design challenges.

Food and Society | Introduction

Level 1 resource"Unlike traditional tourism, ecotourism promotes environmentally responsible travel, with visitors leaving their surroundings undisturbed." (Britannica, n.d.) Ses also the following: 

Level 2 resource

Level 2 resourceFilm and videoUsing YouTube on campus help and instructionsTo view this video on campus remember to first login to your school Google account using your mConnect username and password. Click here for more help on using YouTube on campus.

World Tourism Organization (UNWTO) - The ‘Tourism for SDGs platform’(www.tourism4sdgs.org ) - developed by UNWTO with the support of the State Secretariat for Economic Affairs of Switzerland – is aimed at policy makers, international organizations, academia, donors, companies and all tourism stakeholders and encourages them to engage in SDG implementation strategies. The platform’s three main features, Learn, Share and Act, are also calls for action, conversation and collaboration towards a sustainable tourism sector. #Tourism4SDGs.

Source

When using this video don't forget to cite and reference your sources. For more information and help see the Kerferd Library referencing guide and / or CiteMaker.
In text reference / citation: UNWTO (2018) or (UNWTO, 2018)
Bibliography / Reference list: UNWTO (2018). Tourism for SDGS Platform – Introduction video, [eVideo]. United Nations World Tourism Organisation, Retrieved from https://youtu.be/y6OnwsOwHIw

Food and Society | General eBooks

Level 1 resourceeBooks

Level 2 resource

Level 3 resource

Food and Society | Curriculum Alignment

Level 1Victorian Curriculum and Assessment Authority

Technologies and Society
  • Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved. [VCDSTS054]
  • Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions." [VCDSTS055]
Technologies Contexts
  • Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating. [VCDSTC058]
  • Investigate and make judgements on how the characteristics and properties of [food, components, tools and equipment can be combined to create designed solutions. [VCDSTC059]
Creating Designed Solutions
  • Investigating - Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas [VCDSCD060]
  • Generating - Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication [VCDSCD061]
  • Producing - Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions [VCDSCD062]
  • Evaluating - Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability [VCDSCD063]
  • Planning and managing - Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes [VCDSCD064]

See also

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