ACTIVITY FOCUS: YEAR/LENGTH:

Issues and Influences in the Australian Food industry Year 11/ 90 minutes
AOS OUTCOME: Describe Australia’s major food industries, analyse relationships between food suppliers and consumers, discuss measures in place to
ensure a safe food supply and design a brief and a food product that demonstrates the application of commercial principles.
KEY KNOWLEDGE: KEY SKILLS:
Overview of current economic trends, issues and influences in Australian food Describe Australia’s leading industries in primary food production,
industry sectors including farm and fisheries food production; retail food and processing and manufacturing
beverage sales; and food exports and imports
PART & LEARNING AND TEACHING ACTIVITY ASSESSMENT AND FEEDBACK RESOURCES/
TIMING EQUIPMENT
Introduction Administrative and management matters:
5 minutes • welcome the class & mark the roll
• Introduce the topic
Activity 1 • Introduce activity 1
20 minutes
ACTIVITY 1: Concept Map Activity 1 will compass both diagnostic and Activity 1 Resources
Part A - 10 informal assessment. Fact File
minutes Part A Activity PDF
• Activity 1 will act as a small Laptop
Part B - 10 Provide students with the worksheet for activity 1. How they diagnostic assessment tool, inquiring Stationary
minutes interact with it is their choice, either online or printed out into students prior knowledge on the Work Books
resource. instruct them to create a concept map on Australian topic. this will help shown in on Craft equipment
Primary food industry following the instruction on the sheet. what areas need the most
(see PDF Primary food production concept map for activity improvement and build a knowledge
instructions) base on where different students in
the class are at.
After 10 minutes stop the class for a small brainstorm. Question • Informal assessment will also be
the students about what areas and information they put down, as used throughout the activity. This
well as any areas they are unsure about. will be the first-time students will be
accessing the fact file and other
Part B resources. It is important that they
are able to successfully navigate
Provide students with the factfile and other extending resources through the extended resources, in a
on the topic. Allow them to continue creating the concept map, way that best caters for their learning
but now with the proper information. When providing students needs. This can be assessed by
 with their factfile, give them the option of digital or printed simple questioning at the end of the
copies. This will be an individual task used to build students’ activity, and one on one
knowledge in the topic, and to be used as a reference point conversations throughout the task.
throughout this unit and in their ongoing vce food studies.
• Ongoing oral feedback should be
Concept mapping design is up for student choice, possible given throughout the activity.
sources could be the example handout, creating a poster or a
hand drawn map. Students are also available to use concept
mapping software such as Webspiration Classroom, Mind42,
MindMeister, Bubbl.us, or FreeMind to develop their concept
map or to create an infographic they could use Canva or
Piktochart.

ADDITIONAL TEACHERS NOTES:

When presenting this activity provide the activity design in
multiple ways for example online pdf, handout resource and
whiteboard example.
This will not be a submitted piece of work, but make sure
students use it as a meaningful piece for future reference and
information.

Body Transitions and explanations:

• A class discussion will be conducted at the completion
40-50 min of the first activity (Mind Map) in order to further
*teacher discretion highlight specific points that are covered throughout the
based on lesson sequence.
progression and • Further establish an understanding for students regarding
explanation of the the fact file.
tasks. • Introduce activity 2
*Activity 4 is not • Handout activity worksheet (information station) and
a must do activity refer students to website with activity links/explanation.
- can be done at
home if required. ACTIVITY 2: Information station Activity 2 will compass both diagnostic and Activity 2 Resources
Using the concept maps and resources found within the fact file. informal assessment Fact File
Students will be required to develop (in pairs) a presentation Activity PDF
• Assessment of the task will be
that describes key primary food production. Laptop
(see PDF Primary food production for activity instructions). conducted both formally and Stationary
Students can choose one of the following ways to present their informally. Formal assessment will Work Books
findings. allow teachers to access their students
work through google drive/classroom

• PowerPoint to ensure that students are on the right

• Report path.
• Providing feedback for students if
• Website
• Handwritten document required.
• Informal assessment will be conducted
• Padlet
• other based on teacher consent through the student engagement with
the content and the activity. in addition

*Note: this will be an ongoing activity that will be continually to having the ability to explain key

added to throughout the sequence of lessons and continually

added to in order to form as a basis for the SAC. aspects when reflecting at the end of
This activity will focus on establishing an understanding of a the lesson.
specific Primary food industry and their food production
process.

ADDITIONAL TEACHERS NOTES:

• by the completion of the sequence of lessons students
will have a gradable portfolio to contribute to the S/N
mark for the AOS outcome

Transitions and explanations:

• Hand out student worksheets (See Jigsaw PDF)
Activity 3 will compass both diagnostic and
Resources Activity 3
ACTIVITY 3: informal assessment
Jigsaw activity - Issues and influences in Australian food • Ongoing feedback will be supplied to Fact File
industries (See Jigsaw PDF [3.0]) students throughout the process of the Activity PDF
Students will be given a worksheet that will require them to activity. Laptop
learn two issues and influences that directly impact on the Stationary
Australian food industry. • Informal assessment will also be used Work Books
• Students will be split up into four groups and given one throughout the activity. This will be the
natural disaster that impacts the food industry and one first-time students will be accessing the
human influence on food production. fact file and other resources
• Using the resource within the fact file students will fill • ongoing feedback will be supplied to
out their tables (in their own words). students throughout the process of the
activity.
 Once students have filled out the two topics, they will be
required to relocate into another group containing students who
have differing topics. The task is for students to apply their
newly gather knowledge in order to teach other students and
answer questions.

ADDITIONAL TEACHERS NOTES:

• Ensure that students are resynthesized content into their
own words rather than simply copying and pasting
content onto the template.
• Encourage students to ask questions regarding each topic
(and recording the answers on the reverse side of the
page).
Conclusion ACTIVITY 4: Extension Activity (time) • Informal assessment will also be Activity 4 Resources
• Students are to refer back to activity 2 (information used throughout the activity. This Fact File
(15 - 20 min) station) will be the first-time students will be Activity PDF
*depending on • Using their extended knowledge on the primary industry accessing the fact file and other Laptop
student key trends and issues (activity 3), students will now be resources Stationary
progression given a chance to add too and further develop their • ongoing feedback will be supplied to Work Books
through the first presentation students throughout the process of
three activities. the activity.
ADDITIONAL TEACHERS NOTES: • Formal assessment for the activity
*Teacher • The purpose of further adding content to the will be conducted at the completion
discretion ‘information station’ resource should demonstrate to of the lesson sequence, prior to the
SAC.
 students the importance and value of completing this
portfolio
Closing statement:
• Class discussion regarding the lesson that has just been
conducted: asking open-ended questions of students in
order to create discussion of the topics addressed and
establishing how the learning relates to the KK and KS
of the AOS.
• Remind students that they should be accessing the
resource in their own time in order to be prepared for
future classroom activities in addition to further
completing the portfolio task.