Learning objective 

Learners will be able to define the concept of healthy snacks and identify the importance of healthy snacking for various age groups.

Connect (5 minutes) 

Complete thought shower around health and social care making a healthy snack when caring for people

HSC 7.1 Thought shower template 

discuss the importance of nutrition in maintaining good health.

Pose questions to the class: "What do you consider a healthy snack?" and "Why is snacking important?"

Introduce unit aims and objectives and assessment criteria. introduce lesson outcomes.

Activate 

A) Definition of Healthy Snacks (15 minutes):

Provide a clear definition of healthy snacks.

Break down the components of a healthy snack, emphasising nutritional value and balanced choices.

Use visual aids and examples to enhance understanding.

HSC 7.2 Introduction to healthy snacks 

HSC 7.3 - Types of healthy snacks 

B) Importance for Different Age Groups (15 minutes):

Discuss the varying nutritional needs of different age groups: young children, adolescents, adults, and older people.

Highlight the significance of healthy snacking in supporting growth, energy levels, and overall well-being.

Use real-life examples and scenarios to illustrate the importance for each age group.

Demonstrate 

1. Group Activity: Case Studies (10 minutes):

HSC 7 lesson 1 scenarios 

Divide the class into small groups.

Provide each group with a case study involving a specific age group and their nutritional needs.

Ask them to identify suitable healthy snacks for the given age group.

2. Group Discussion (5 minutes):

Each group presents their findings to the class.

Encourage discussion on the reasoning behind their snack choices and how they address the nutritional needs of the specified age group.

Consolidate (5 minutes) 

Summarise the key points discussed in the lesson.

Revisit the definition of healthy snacks and the importance for different age groups.

Emphasise the role of balanced nutrition in maintaining overall health.

Review learning objectives.

What happens next?

Assessment  

Assess understanding through class participation during the discussion and group activity.

Evaluate the completeness and accuracy of the group case studies.

Learning objectives:

Learners will be able to identify the nutritional needs of young children, adolescents, adults, and older people and understand the factors influencing dietary requirements.

Connect 

Briefly review the key concepts learned in the previous lesson about healthy snacks.

Ask students to recall the importance of healthy snacking for various age groups.

Engage with Questions (5 minutes):

Begin with questions to the class: "How do nutritional needs change as people age?" and "What factors might influence what someone should eat?"

Activate 

a) Nutritional Needs of Different Age Groups (15 minutes):

Discuss the nutritional needs of young children, adolescents, adults, and older people.

Highlight specific requirements for growth, development, and maintenance of health in each age group.

Use visual aids to represent recommended dietary allowances for different nutrients.

HSC 7.4 Nutritional needs for different age groups 

B) Factors Influencing Dietary Requirements (15 minutes):

Explore factors influencing dietary requirements such as:

Physical activity levels

Metabolism changes

Health conditions (e.g., pregnancy, chronic diseases)

Lifestyle factors (e.g., vegetarianism, cultural preferences)

HSC 7.5 factors influencing dietary requirements  

Demonstrate 

Case Studies and Group Discussion (10 minutes):

Provide case studies representing individuals from different age groups with specific dietary needs and influencing factors.

Break students into small groups to analyse the case studies.

Discuss how the identified factors impact the dietary recommendations for each case.

HSC 7 Scenarios 

Class Discussion (5 minutes):

Each group shares their findings with the class.

Encourage discussion on the diversity of nutritional needs and how external factors play a role in dietary choices.

Consolidate 

Summary and Application:

Review learning objectives:

Summarise key points about the nutritional needs of different age groups and influencing factors.

Discuss how understanding these factors is crucial for planning healthy meals.

Relate the information back to the concept of healthy snacking introduced in the previous lesson.

Introduce next lesson

Assessment 

Assess understanding through participation in the case study analysis and group discussion.

Evaluate the completeness and accuracy of the group presentations.

Monitor engagement and contributions during the class discussion.

Learning objective

Learners  will be able to identify physical health needs related to growth and fighting infection and understand how to manage allergies and lactose intolerance in food preparation.

Connect: (5 minute)

Briefly review the concepts learned about the five food groups and their proportions.

Discuss the relevance of a balanced diet to physical health needs.

Engage with Questions (5 minutes):

Ask questions such as "Why is considering physical health important in meal planning?" and "How might allergies impact food choices?"

Activate (20 minute): 

Identifying Physical Health Needs (15 minutes):

• Discuss physical health needs related to growth and fighting infection.

• Explore the role of key nutrients in supporting growth and immunity.

• Use visual aids to highlight the connection between nutrition and physical health.

HSC 7.8 Physical health needs 

Managing Allergies and Lactose Intolerance (15 minutes):

• Discuss common food allergies and lactose intolerance.

• Explain the importance of identifying and managing these conditions in food preparation.

• Provide examples of alternative ingredients for those with allergies or lactose intolerance.

HSC 7.8 Physical health needs 

Demonstrate (15 minutes) 

Present case studies or scenarios involving individuals with specific health conditions.

In small groups, students discuss how they would adapt meal plans to meet the physical health needs of these individuals.

HSC 7 Lesson 4 Scenarios  

Group Discussion (5 minutes):

Each group shares their strategies for managing allergies and lactose intolerance in food preparation.

Encourage discussion on the importance of communication and awareness in accommodating dietary restrictions.

Consolidate 

Summarise the key points about identifying physical health needs and managing allergies and lactose intolerance.

Discuss how this knowledge can be applied in everyday food preparation, considering the diverse health needs of individuals.

Asessment:

Assess understanding through participation in the group discussion and case study analysis.

Evaluate the feasibility and creativity of strategies suggested for managing allergies and lactose intolerance.

Monitor engagement during the class discussion.

learning objective:

Learners  will understand the role of food in emotional wellbeing and learn how to empower individuals by considering personal preferences and cultural needs.

Connector (5 minutes) 

Briefly review the concepts learned about physical health needs and managing allergies in food preparation.

Introduce the connection between emotional wellbeing and food choices.

Engage with Questions (5 minutes):

Ask questions such as "How does your mood affect your food choices?" and "Why is it important to consider cultural preferences in meal planning?"

Activate: 

Role of Food in Emotional Wellbeing (15 minutes):

• Discuss the psychological aspects of food choices and their impact on emotional wellbeing.

• Explore the concept of comfort food and its role in managing stress and emotions.

• Use real-life examples to illustrate the connection between food and mood.

HSC 7.9 Psychological wellbeing  

Empowering Individuals through Personal Preferences and Cultural Needs (15 minutes):

• Discuss the importance of considering personal preferences and cultural needs in empowering individuals.

• Highlight the impact of respecting and accommodating individual choices in promoting a positive relationship with food.

• Provide examples of how cultural diversity influences food choices.

HSC 7.9 Psychological wellbeing  

Demonstrate 

Case Studies and Group Discussion (10 minutes):

Present case studies or scenarios involving individuals with specific emotional and cultural considerations.

• In small groups, students discuss how they would tailor food choices to support emotional wellbeing and cultural preferences.

HSC 7.10 Emotional wellbeing and its relationship with food  

Group Discussion:

Each group shares their strategies for empowering individuals through personal preferences and cultural considerations.

• Encourage discussion on the role of empathy and open communication in promoting positive food experiences.

Consolidate 

Summarise the key points about the role of food in emotional wellbeing and the importance of cultural considerations.

Discuss how this knowledge can be applied to create inclusive and supportive food environments.

Asessment:

Assess understanding through participation in the group discussion and case study analysis.

Evaluate the feasibility and sensitivity of strategies suggested for empowering individuals through personal preferences and cultural considerations.

Monitor engagement during the class discussion.

Learning objective:

Learners will  the review "snack," identify various types of healthy snacks, understand the importance of food hygine and following recipes, by following steps and procedures for preparing a simple healthy snack.

Connect 

Recap from Previous Lesson (5 minutes) 

Briefly review the concepts learned about emotional wellbeing, cultural considerations, and empowering individuals through food choices.

Introduce the idea of translating these considerations into practical snack preparation.

Engage with Questions (5 minutes):

Ask questions such as "What makes a snack different from a meal?" and "Why is it important to follow recipes when preparing snacks?"

Introduce learning objectives 

Learners to complete feedback slip

Activate: 

Review the definition of Snacks and Their Purpose (5 minutes):

• Discuss the definition of a snack and its purpose.

• Explore the characteristics that differentiate snacks from regular meals.

• Use visual aids to highlight common snack options.

Review Various Types of Healthy snacks:

Identify various types of healthy snacks, including salads, raw vegetables with dips, sandwiches, and others.

• Discuss the nutritional benefits of each type and their suitability for different occasions.

• Show images or real examples of each type of healthy snack.

HSC 7 Lesson 6 keeping food safe 

Why Is It Important to Store Food Safely?

Encourage learners to explore bacteria and the speed in which it grows at certain temperatures.

Fridge vs Freezer

Ask learners to read the statements and decide whether they belong in the ‘fridge’ or ‘freezer’ – the statements offer advice

for food storage, relating to the storage location each statement belongs. You may wish to use the Fridge vs Freezer Activity Sheet to scaffold this task further.

HSC 7 lesson 6 Fridge vs Freezer statements  

Where in the Fridge?

Ask learners to consider where they store food in the fridge before explaining and demonstrating where certain products should

be stored. 

HSC 7.11 Where in the fridge 

Sell By, Use By, or Best Before?

In this task, encourage learners to discuss the definitions given on the whiteboard before deciding whether they are ‘sell by’,

‘use by’ or ‘best before’ definitions. 

Explain the differences and perhaps discuss with learners what implications there are for

things such as ‘sell by/use by’ dates. (Wasted food/eating spoiled food by mistake.) 

Importance of Following Recipes:

Discuss the importance of following recipes in snack preparation.

• Basic hygiene when handling food

• Highlight how recipes ensure accurate ingredient proportions, consistency, and desired outcomes.

• Emphasise the role of recipes in maintaining nutritional balance.

Demonstrate 

Recipe Demonstration and Group Activity (15 minutes):

• Demonstrate the preparation of a simple healthy snack, following a recipe.

• In groups, students will be provided with a recipe to follow and prepare the same snack.

• Encourage teamwork and adherence to the provided recipe.

Group Discussion (5 minutes):

Each group discusses their experience in following the recipe.

Emphasise the challenges faced,  the importance of teamwork, and any variations in the final products.

HSC 7.12 Star assessment 

Consolidate 

Summarise the key points about defining snacks, identifying types of healthy snacks, and the importance of following recipes.

Discuss how these skills can contribute to making informed and nutritious snack choices.

Recap previouse learning objectives

Introduce next lesson content

Asessment:

Assess understanding through participation in the recipe demonstration and group activity.

Evaluate the completeness and accuracy of the prepared snacks.

Monitor engagement during the group discussion.

learning objective:

Learners will demonstrate proper measuring and weighing techniques and understand how to ensure suitable portion sizes for healthy snacks.

Connect 

Briefly review the concepts learned about defining snacks, types of healthy snacks, and the importance of following recipes.

Discuss why proper measuring and weighing techniques are crucial in snack preparation.

Engage with Questions (5 minutes):

Ask questions such as "Why is it important to measure ingredients accurately?" and "How does portion size contribute to a balanced diet?"

Introduce learning objectives

Activate: 

Demonstrate Proper Measuring and Weighing Techniques (15 minutes):

Provide a demonstration on proper measuring and weighing techniques using common kitchen tools.

Discuss the importance of precision in measurements for consistent results and nutritional balance.

Allow students to ask questions and clarify any uncertainties.

Ensuring Suitable Portion Sizes (15 minutes):

Discuss the concept of portion control and its significance in maintaining a balanced diet.

Provide guidelines on determining suitable portion sizes for different types of snacks.

Discuss how portion sizes contribute to nutritional goals and prevent overconsumption.

Demonstrate

 Snack Preparation Activity (10 minutes):

Divide Learners into small groups.

Provide a simple recipe for a healthy snack, and students will be responsible for measuring and preparing the ingredients.

Group Discussion (5 minutes):

Each group discusses their approach to measuring and weighing ingredients and the portion sizes they aimed for.

Encourage reflection on challenges faced and lessons learned during the activity.

Consolidate 

Summarise the key points about proper measuring and weighing techniques and ensuring suitable portion sizes.

Discuss how these skills contribute to the overall healthfulness of snacks.

Recap learning objectives and introduce the next lesson

Assessment:

Assess understanding through participation in the snack preparation activity.

Evaluate the completeness and accuracy of the prepared snacks.

Monitor engagement during the group discussion.

Learning objective:

Learners will learn to use equipment and tools correctly and safely, follow procedures for dealing with spillages and accidents, use correct utensils for chopping, liquidising, and mixing, and practise proper personal and food hygiene.

Connect: 

Recap from Previous Lesson (5 minutes):

Briefly review the concepts learned about measuring and weighing ingredients and ensuring suitable portion sizes.

Emphasise the importance of safety and hygiene in the kitchen.

Engage with Questions (5 minutes):

Ask questions such as "Why is it important to practice proper safety and hygiene in the kitchen?" and "What are some potential risks when handling kitchen tools and equipment?"

Introduce learning objective

Demonstrate 

Using Equipment and Tools Correctly and Safely (10 minutes):

• Discuss the proper use of common kitchen equipment and tools.

• Emphasise safety measures when handling knives, blenders, mixers, and other appliances.

• Use visual aids to demonstrate correct usage.

Procedures for Dealing with Spillages and Accidents (5 minutes):

• Discuss the importance of prompt and effective responses to spillages and accidents.

• Provide step-by-step procedures for handling common kitchen mishaps.

• Emphasise the role of quick action in preventing further issues.

Using Correct Utensils for Chopping, Liquidising, and Mixing (10 minutes):

• Demonstrate the correct selection and use of utensils for various food preparation techniques.

• Discuss how using the right utensils enhances efficiency and safety.

• Allow students to practise using different utensils.

Activate 

Hands-On Practice:

Set up stations with various kitchen tools and utensils.

• Students rotate through stations, practising the correct use of each tool under supervision.

• Emphasise proper technique and safety measures.

Group Discussion (5 minutes):

Facilitate a brief discussion on the challenges faced during the hands-on practice.

• Encourage students to share insights and lessons learned about using tools correctly and safely.

Consolidate: 

Summarise the key points about using equipment safely, handling spillages, choosing the right utensils, and practising hygiene.

Discuss how these skills contribute to a safe and efficient kitchen environment.

review learning objectives and introduce next lesson

Asessment:

Assess understanding through participation in hands-on practice.

Evaluate the correctness and safety of tool usage during the activity.

Monitor engagement during the group discussion.

Learning objective:

Learners  will understand the importance of food presentation and learn how to arrange food to enhance visual appeal.

Connect 

Recap from Previous Lesson (5 minutes):

Briefly review the concepts learned about managing safety and food preparation techniques, emphasising the importance of hygiene.

Introduce the concept of food presentation as a crucial aspect of culinary arts.

Engage with Questions (5 minutes):

Ask questions such as "Why do you think food presentation matters?" and "How does the visual appeal of food influence our dining experience?"

Introduce learning objectives

Activate 

Importance of Food Presentation (15 minutes):

• Discuss the significance of food presentation in culinary arts.

• Explore how visual appeal enhances the overall dining experience.

• Use visual aids to showcase examples of well-presented dishes and their impact.

Arranging Food to Enhance Visual Appeal (15 minutes):

• Provide guidelines on arranging food to maximise visual appeal.

• Discuss principles such as colour balance, plate composition, and garnishing techniques.

• Demonstrate different plating styles using common ingredients.

Demonstrate:

 Hands-On Plating Activity:

Set up a plating station with a variety of ingredients.

• Students practise arranging food on plates, applying the principles discussed.

• Encourage creativity and attention to detail.

Group Discussion (5 minutes):

• Facilitate a brief discussion on the experience of the plating activity.

• Encourage students to share their insights into how visual appeal can be achieved through effective arrangement.

Consolidate - (5 mins) 

Summarise the key points about the importance of food presentation and arranging food for visual appeal.

Discuss how presentation impacts not only the aesthetics but also influences perceptions of taste.

Review learning objectives and introduce next lesson

Asessment:

Assess understanding through participation in the hands-on plating activity.

Evaluate the creativity and attention to detail in the arrangement of food.

Monitor engagement during the group discussion.

Learning objective

Learners will learn to identify sources of information for recipes, develop planning skills for special diets, allergies, preferences, and cultural considerations, find and buy ingredients on a budget, and manage resources efficiently.

Connect 

Recap from Previous Lesson (5 minutes):

Briefly review the concepts learned about the presentation of food and the importance of visual appeal.

Introduce the importance of planning and gathering information for successful culinary endeavours.

Engage with Questions (5 minutes):

Ask questions such as "Why is planning crucial in cooking?" and "How can budgeting impact your choice of ingredients?"

Introduce learning objectives

Activate 

Sources of Information for Recipes (10 minutes):

Discuss various sources of information for recipes, including cookbooks, online platforms, and personal networks:

• Emphasise the importance of reliable and diverse sources for culinary creativity.

• Provide tips on evaluating the credibility of recipes.

Planning Skills for Special Diets, Allergies, Preferences, and Cultural Considerations :

• Introduce planning skills for accommodating special diets, allergies, preferences, and cultural considerations.

• Discuss the importance of adapting recipes to meet diverse needs.

• Provide examples and scenarios for discussion.

Finding and Buying Ingredients on a Budget (:

• Discuss strategies for finding and buying ingredients on a budget.

• Emphasise the importance of smart shopping, sales, and seasonal ingredient choices.

• Share tips on creating a budget-friendly pantry.

Managing Resources Efficiently (5 minutes):

• Discuss the efficient use of resources, including minimising food waste and optimising kitchen tools.

• Emphasise sustainability practices in the culinary setting.

Demonstrate

Planning and Budgeting Exercise:

Provide students with a simple recipe.

• In pairs or small groups, students plan and budget for the recipe, considering special dietary needs, preferences, and a limited budget.

• Encourage discussion on resource management.

Group Discussion (5 minutes):

• Each group shares their planning and budgeting strategies.

• Facilitate a discussion on the challenges faced and potential solutions.

Consolidate: 

Summarise the key points about finding information, planning for diverse needs, budgeting, and managing resources efficiently.

Discuss how these skills contribute to successful and mindful cooking.

Review learning objectives and review unit content.

Assessment: 

Assess understanding through participation in the planning and budgeting exercise.

Evaluate the thoroughness and creativity in considering diverse needs in the recipe.

Monitor engagement during the group discussion

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

HSC 7 - Making a healthy snack when caring for people

Learning objective 

Learners will be able to recognise and categorise foods into the five food groups and understand the relative proportions of each group in a balanced diet.

Connect 

Review the key points about nutritional needs for different age groups and factors influencing dietary requirements.

Connect the importance of understanding these needs to the concept of balanced nutrition.

Engage with Questions (5 minutes):

Ask questions such as "Can you name the five food groups?" and "Why is it important to have a variety of foods in our diet?"

Activate 

A. Categorising Foods into the Five Food Groups 

• Introduce the five food groups: fruits, vegetables, grains, protein foods, and dairy.

• Discuss the characteristics of each group and provide examples.

• Use visual aids and real food samples to enhance understanding.

HSC 7 lesson 3 powerpoint support 

HSC 7.6  Five food types 

B.Understanding Relative Proportions:

• Explain the importance of proportionality in a balanced diet.

• Discuss the recommended proportions of each food group in a daily diet, emphasising variety and moderation.

• Utilise visual aids and infographics to illustrate the relative proportions.

HSC 7.7 Understanding relative proportions 

Demonstrate 

C. Practical Activity: Food Group Sorting :

• Provide students with samples of different foods.

• In groups, students categorise the foods into the five food groups.

• Encourage discussion within groups about the nutritional value of each food.

D. Group Discussion:

• Each group presents their sorted foods to the class.

• Discuss any discrepancies and clarify misconceptions.

• Emphasise the importance of understanding the nutritional content of foods for a balanced diet.

Consolidate 

Summarise the key concepts learned about the five food groups and their relative proportions.

Discuss how this knowledge can be applied in planning nutritious meals.

Recap learning objectives

Introduce next lesson

Assessment

Assess understanding through participation in the practical activity and group discussion.

Evaluate the accuracy of food categorization in the practical activity.

Monitor engagement during the class discussion.