Overview - Sustainable Development Goal 12.3 | Food waste - Library Guides at Mentone Girls' Grammar School

Source: Digital montage by Black, S. (2019).

"Each year, an estimated one third of all food produced – equivalent to 1.3 billion tons worth around $1 trillion – ends up rotting in the bins of consumers and retailers, or spoiling due to poor transportation and harvesting practices." (United Nations, 2018)

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

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

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

LEVEL

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

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Around 9 million people die of hunger and hunger-related diseases every year, more than the lives taken by AIDS, malaria and tuberculosis combined... A child dies from hunger every 10 seconds Poor nutrition and hunger is responsible for the death of 3.1 million children a year. That’s nearly half of all deaths in children under the age of 5. The children die because their bodies lack basic nutrients. See also The World Counts for more details as well as information about the statistics that form the basis of this counter.

Goal 12.3 Food waste | Overview: Sustainable Development Goals

Sustainable Development Goals (Food and Agriculture Organization of the United Nations, n.d.)
Indicator 12.3.1 - Global Food Loss and Waste. SDG target 12.3 has two components, Losses and Waste that should be measured by two separate indicators.
- Sub-Indicator 12.3.1.a - Food Loss Index. The Food Loss Index (FLI) focuses on food losses that occur from production up to (and not including) the retail level. It measures the changes in percentage losses for a basket of 10 main commodities by country in comparison with a base period. The FLI will contribute to measure progress towards SDG
- Sub-Indicator 12.3.1.b - Food Waste Index: A proposal for measuring Food Waste, which comprises the retail and consumption levels is under development. UN Environment is taking the lead on this sub-indicator.
SDG Target 12.3 publications (Champions 12.3, n.d.)
Includes:
* The Business Case for Reducing Food Loss and Waste, and
* Progress Toward SDG Target 12.3
SDG 12.3 Food waste index (UN Environment, n.d.)
Building on the work from the Food Loss and Waste Accounting and Reporting Standard (FLW Standard), the Food Waste Index is currently in development at UN Environment. The FWI will measure tons of wasted food per capita, considering a mixed stream of products from processing through to consumption." (UN Environment, n.d.)

Goal 12.3 | Food waste: Articles

How to Tackle the Problem of Food Waste in Schools (Karpouzis, 2019, pp. 3–8)
"As a student, there are two environments in particular where you can tackle food waste directly. They are your home and your school. Let me share with you some websites where you can go to learn about tackling the problem of food waste." (Karpouzis, 2019, pp. 3–8)
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Reference / citation: Karpouzis (2019, pp. 3–8) or (Karpouzis, 2019, pp. 3–8))
Reference list / Bibliography: Karpouzis, F. (2019). How to Tackle the Problem of Food Waste in Schools. Nutridate, 30(3), 3–8. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=138027648&site=ehost-live&scope=site&authtype=ip,sso&custid=mggsvic
Reducing food waste - the ‘low hanging fruit’ for food system sustainability (Candy, 2017, pp. 9–13)
"The article discusses the cost and environmental impact of food waste in Australia. Topics include the greenhouse gas emissions caused by food waste and production which undermine the resilience and sustainability of the food system, the annual cost of wasted food and the need to reduce the resources used and emissions in agricultural production to ensure future food security." (Candy, 2017, pp. 9–13)
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Reference / citation: Candy (2017, pp. 9–13) or (Candy, 2017, pp. 9–13)
Reference list / Bibliography: Candy, S. (2017). Reducing Food Wastage - the “Low Hanging Fruit” for Food System Sustainability. Nutridate, 28(3), 9–13. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=124457949&site=ehost-live&scope=site&authtype=ip,sso&custid=mggsvic

Goal 12.3 | Food waste: Online resources

Food waste (FoodNavigator.com, n.d.)
News about food waste from FoodNavigator.com
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FoodNavigator is a news and analysis source for informed players in the European food industry and beyond.
National Food Waste Strategy: Halving Australia’s food waste by 2030
The National Food Waste Strategy provides a framework to support collective action towards halving Australia’s food waste by 2030. The strategy contributes toward global action on reducing food
waste by aligning with Sustainable Development Goal 12—ensure sustainable consumption and production patterns—in the United Nations Transforming our world: 2030 Agenda for Sustainable Development. It also helps give effect to Australia’s obligations under the United Nations Framework Convention on Climate Change in helping reduce greenhouse gas emissions, primarily through the diversion of food waste from landfill.

Goal 12.3 | Food waste: Videos

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"Features Mark Boulet, Research Fellow with MSDI's BehaviourWorks team. Mark is the unit co-ordinator for MSDI's "Understanding Human Behaviour to Influence Change" subject within the Master of Environment and Sustainability at Monash University. Mark is currently working on food waste prevention programs in Victoria, NSW and WA and is a part-time PhD candidate studying the relationship between household food waste and behaviour." (Monash Sustainable Development Institute, 2019)

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: Boulet (2019) or (Boulet, 2019)
Bibliography / Reference list: Boulet, M. (2019). What's your problem with food waste, Mark Boulet?, [eVideo], Monash Sustainable Development Institute. Retrieved from https://youtu.be/8ZBYDuaQm3M

Goal 12.3 | Food waste: Curriculum alignment

This Mentone Girls' Grammar School Sustainable Development Goals LibGuide supports the following Australian and Victorian curriculum outcomes.

Design and Technologies / Levels 9 and 10 / Technologies Contexts / Food and fibre production [VCDSTC057]
Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
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* examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
* investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
* comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
* investigating the interdependence of plants and animals in food and fibre production
examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
* taking account of animal welfare considerations in food and fibre production enterprises
Sustainability [ACCP]
The ongoing capacity of Earth to maintain all life.
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These national priorities have been defined by The Australian Curriculum, Assessment and Reporting Authority (ACARA). They may include local, regional or global issues.
Critical and creative thinking [Australian General Capability.4]
"Critical thinking involves recognising or developing an argument, using evidence in support of that argument, drawing reasoned conclusions, and using information to solve problems. Examples of thinking skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising. Creative thinking involves generating and applying new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome. This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition."
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)
Ethical understanding [Australian General Capability.7]
Exploring ethical issues and interactions with others, discuss ideas, and being accountable as members of a democratic community.
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)
Intercultural understanding [Australian General Capability.6]
The capacity to process or reflect on the meaning of experience is an essential element in intercultural learning. Reflecting to better understand the actions of individuals and groups in specific situations and how these are shaped by culture. Reflecting on their own responses to intercultural encounters and to identify cultural influences that may have contributed to these. Learning to ‘stand between cultures’ and mediate cultural difference.
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)