This survival game scenarios workbook provides three scenarios - plane crash, yacht fire and stranded on the moon. Students need to work in groups to reach decisions on things such as what are the most important things needed for survival, who should be eligible for the lifeboat and of the undamaged items salvaged - which is the most important to keep and how will it help. Students must reach decisions collectively. There is a debrief extension to enhance student’s understanding of decision making skills and their role in the groups they are members in. This task works well as an end of term filler, in conjunction with STEM lessons or as a challenge task. Answers are supplied.

The functional properties of food describes how ingredients behave during preparation and cooking; and how the finished product is affected in terms of how it looks, tastes and feels. This Functional Properties of Food task consists of a match-up activity where students are required to match the term to its definition (cut and laminate for re-use or provide copies to students to take home), and an extension worksheet where students are required to include the definition but add examples of the functional property as well as the factors that affect it. This extension worksheet is a great optional activity for those more advanced students or can be used as a homework task. This task is a great revision activity to determine how well students are understanding the content covered in class or used for revision in the lead up to exams and assessments. Answers are included.

This Kitchen Equipment BINGO set of cards is a great start of the term, end of the term and all round revision activity to help reinforce kitchen terminology. It comes with a Bingo Caller Card (print 2 copies!) and 18 different student playing cards. Laminate for re-use.

Sometimes students just don’t understand the importance of washing their hands to stop bacterial transfer and cross-contamination when cooking. This hand hygiene experiment is a great way to physically show them the outcomes. It only takes a couple of pieces of bread, some Ziploc/sealable bags, time and of course, the observation sheet!

Food is one of the key aspects to understanding culture. It helps us identify where we are from and why and how we eat the foods we do. Today there are so many multicultural societies and foods that we have access to that have their origins in historical and traditional cultures. This can be contributed to cuisines borrowing traditional ingredients and methods from other cultures and incorporating them into our modern meals. This task provides students with a list of traditional foods and ingredients categorised into staple & grains, fruit & vegetables, meat & proteins, spices & herbs, and beverages consumed by the AZTECs, Ancient Egyptians, Ancient Greeks and Ancient Roman peoples. Students select a range of items to create a 3 course meal that they would want to eat if they were transported back to that particular era. There is also a short video clip associated with each culture to help students understand the type and styles of food eaten. Students then need to justify why they chose the particular foods/ingredients they’ve put into their 3 course meal, explain how the style of food differs from ours nowadays as well as identify which of the foods/ingredients they would or could incorporate into their daily diets. This is a great filler task for the end of a lesson or used as a homework task. Students can be tasked with creating a 3 course meal for each of the historical societies OR given the choice to select and complete a 3 course meal on one of the historical societies.

One of the most important aspects of working in any kitchen is being on the lookout for and reducing the possibility of hazards. This comprehension task takes an article from an Australian news website about yet another Melbourne Food Manufacturer/Restaurant failing in their duties to keep a worker safe and asks students to describe how the incident occurred, explain the employee and employer responsibilities when it comes to risks and discuss the consequences. This is a great homework task after a safety lesson or as part of a casual/relief lesson.

A major factor in any Vocational Education Training (VET) Hospitality course is the practical cooking component and the necessity to match appropriate recipes, skills and techniques to the Units of Competency covered throughout the course. This is a tried and tested Hospitality cookery recipe book with well over 120 recipes matched to units for the full Hospitality Kitchen Operations training package. Each recipe provides: a list of techniques covered portions clean up checklist recommended garnishes workflow templates Recipes are designed for one to two students maximum to ensure each member of the class is attempting each of the skills and techniques required. The introduction of the recipe book also supplies: a recommended way ‘Set Up Your Workstation’ diagram information on measuring oven temperature conversions description on the most effective way to clean and sanitise benchtops precision cuts and practice template meat doneness as well as the contents pages which lists each recipe and the techniques covered The back of the recipe book provides: Hospitality MasterChef Challenge lesson MasterChef score sheet Practical course feedback survey

Sometimes understanding the task words / HSC key terms in questions and knowing exactly what is required to answer the question can be a tricky thing for students to grasp. This task uses confectionery, chocolate and/or lollies (images or actual products) to demonstrate this. There are two components - an individual/pair task and a class task. You have the choice to use one or both tasks to develop their understanding of the terms. For the individual/pair task, provide students with a small chocolate bar each and use it to answer each of the questions, such as DESCRIBE the taste of the chocolate bar. Stimulus material incorporating the definitions of each task word, example ingredient lists, the process of making chocolate, descriptive sensory words and an article on the health implications of chocolate are provided to assist students with the more in depth questions that require additional research/knowledge. For the class task, use and display the images on each slide of the PowerPoint presentation to complete the tasks, such as IDENTIFY this item and PROPOSE the introduction of this confectionery at the school canteen. There is a confectionery list and an estimated price list if you would prefer to use the actual products for this component. Task Words/HSC Key Terms include: identify define describe explain discuss propose justify outline compare evaluate account recommend analyse

Needing a great festive end of the term/end of the year (depending on which hemisphere you are in!) Christmas cooking practical? This is a tried and true, family tested recipe that works perfectly for a decorated Gingerbread House to take pride of place on the Christmas table. Included in this file is the gingerbread recipe and the templates for a MINI Gingerbread House, COSY Gingerbread Cottage and a LARGE Gingerbread House. Keep the cooked gingerbread pieces in an airtight container for several days if needing to separate the practical into two or more sessions. The best way for students to use these templates is to trace them onto baking paper before cutting them out in the gingerbread, or, print a class set and laminate them for use year after year.

Sometimes understanding the task words / HSC key terms in questions and knowing exactly what is required to answer the question can be a tricky thing for students to grasp. This task uses images of different sports to demonstrate to students the differences in the task words. Each slide of the PowerPoint has a different sport image and different task word for students to write an answer to. For example ‘OUTLINE the fitness requirements to compete in this sport at Olympic level’ accompanied with the image of a swimmer. Task words increase in difficulty with the level of information required throughout the PPT. Display the presentation to class and work through it as a class, or print and provide as a handout to each student. This can be a great task to introduce task words to students or as a revision activity to ensure students are grasping the concepts. Task Words/HSC Key Terms include: identify define describe explain discuss propose justify outline compare evaluate account recommend analyse

Have you seen an uptake of students consuming energy drinks as their main form of everyday beverage? The energy drink market has seen unprecedented growth over the last 10 years and their popularity is continuing to grow, especially in our youth and adolescents. While there may be some positives to consuming the occasional energy drink, there are many short and long term health effects including addiction, anxiety, dehydration, fertility and heart issues. This poster provides an easy to read outline of some of the most major impacts energy drinks have on the human body. It includes the definition of an energy drink (in case your students like to argue why their energy drink isn’t an energy drink or isn’t bad for them!) as well as a QR code students can scan to view a cool, short, free YouTube video on ‘What if you only drank energy drinks?’ by the team from AsapScience whose aim is to make science make sense. The inspiration behind the creation of this poster came when one of my 15 year old students had a full-on meltdown and screamed it was the only thing she has to drink today and I was stopping her from hydrating (conveniently forgetting the cool filtered bubblers outside and the fact she’d just come in from break) because I asked her to tip her (just opened) large can of V down the sink because energy drinks are banned at our school (which she already knew!). For our students to live long and happy lives, we need to help them understand the importance of looking after their bodies (including what they put into it), and minimising their intake of energy drinks is one aspect we can help educate them on.

In the Stage 5 Australian/NSW curriculum, Child Studies explores the broad range of social, environmental, genetic and cultural factors that influence prenatal development and a child’s sense of wellbeing and belonging between 0 and 8 years of age. The Play and the Developing Child unit within the Child Studies subject has students investigating and experiencing different types of play-based learning which contribute to the positive development of children. They assess a range of play choices, environments and activities in terms of learning, suitability, sustainability and safety. This is a complete unit of work and includes: a Teaching & Learning Program outlining the outcomes students aim to achieve, teaching and learning activities matched to the student workbook and including all website links and YouTube video links used, resources needed as well as space for teacher registration Student Workbook which provides all the learning materials identified within the teaching program Differentiated Extension Task for students who are more advanced in the subject (could also be used as a homework task) Assessment Task to provide the teacher with a summative mark and evaluation of student learning at the end of the unit. This assessment task has students create a presentation on their favourite childhood toy. There is also a Life Skills assessment task for Support students who are not capable of attempting components of the mainstream assessment task. This task has students produce ‘rules’ for a range of games they could play with children in an early childhood setting Assessment Task Register so teachers know which students have been given the assessment task and who was away/need to catch up *The Teaching & Learning Program, Assessment Tasks and Assessment Task Register are provided in an editable MS Word/Google Docs format *The Student Workbook and Differentiated Assessment Task is provided in PDF format These resources are provided in a zipped folder. To access them, you will need to unzip the folder once it has been downloaded to your computer.

One of the most important aspects of working in any kitchen is knowing how to reduce waste because not only does it help the profit margin but it also helps the environment. This comprehension task takes an article from a Hospitality industry magazine and demonstrates how several Australian pioneering chefs are leading the way for reducing food waste in their restaurants. This task will help students develop their understanding of the Source and Use Information on the Hospitality Industry unit of competency. This is a great homework task after a sustainability lesson or as part of a casual/relief lesson.

Time management can be a tricky thing for Hospitality students to understand and develop. Practising and writing workflows is one way. This task provides another way that gets students really thinking about each step in the recipe. Students are provided with three recipes, each portioned to one person, and the methods for each divided up on a separate page. Students need to read through each recipe and work out the order they would need to do each step for the three methods in order to be able to prepare, cook and present the entree, main and dessert at the same time. The recipes and individual steps can be laminated for re-use by the class/student later in the course or used with another cohort. Students can also be provided print outs of the recipes and each divided method to cut and paste onto a blank piece of paper in the order they think it should be. The recipes are simple enough that they can be used in a practical lesson or two to really allow students to know if they’ve got all their steps in the correct order or if they’ve made a mistake somewhere!

What is Military, Business Casual and Bohemian style clothing? What was the fashion like in the 1920’s, 60’s and early 2000’s? This worksheet provides students with a range of 6 clothing styles and 12 consecutive decades to research. Students are provided with a link to a specific website that discusses the identifying features, essential items, fabrics used, fabric care instructions and popular colours and accessories of each clothing style and decade identified on the worksheet. Students need to locate the appropriate information and rewrite it into their own words on the worksheet. This is a great filler lesson.

Along with hygiene, cleanliness and preventing cross-contamination when working in the kitchen; another essential aspect for students to understand is the danger zone and how long high-risk foods can be out safely in this temperature range before bacteria multiply to high enough levels for form a food poisoning risk. This pack contains 3 important Food Safety posters, displaying the following concepts: The Temperature Danger Zone - the specific temperatures that form the highest risk, where to keep hot foods hot and cold foods cold, and what happens to the bacteria in each temperature zone The 2hr 4hr Rule - showing how long potentially high-risk foods can be out of their appropriate storage conditions and in the danger zone, and what needs to happen with the food at each stage The Rate of Bacteria Replication and Growth - bacteria multiply every 20minutes! This poster shows students how many bacteria there would be every 20minutes until 4hrs and then after 6hrs, 9hrs and 12hrs. It shows the number if there was only one teeny tiny bacteria and if there was 1000 bacteria in our food before it was left out in the danger zone. This poster will get students thinking ‘I wonder how many bacteria are actually in my food before I start cooking with it…’ These posters can be laminated and displayed around the classroom or kitchen; or provided to students to assist with revision or developing an understanding of these important food safety concepts. A student who understands the importance of keeping food out of the danger zone is one who will keep their customers safe when working in the commercial kitchen.

Students struggling to know what they want to do when they finish school? Do they know what they want to do but just aren’t sure about how to get there? Or how to improve their subject knowledge to get the best marks needed for their University or College application? This workbook breaks down the final school year (or any year!) into easy to manage steps including: Setting your yearly goal Planning your study schedule Removing all distractions Getting ahead at school Writing ‘to-do’ lists Learning the all important ‘task words’ Breaking down questions further Tips to revising content Each step provides students with a brief explanation of its importance, reasoning behind why to implement and then provides a FOR YOU TO DO task to get students seeing exactly where they are and what they need to do to achieve top results. Dotted throughout the workbook is inspirational quotes related to the content and FOR YOU TO DO tasks.

Needing a great festive end of the term/end of the year Christmas cooking practical? This is a tried and true Gingerbread recipe that incorporates the lemon myrtle bush spice and works perfectly for this decorated Gingerbread AUSTRALIAN BUSH SHACK to take pride of place on the Christmas share table. Included in this file is the bush spice gingerbread recipe and the templates for the bush shack. Keep the cooked gingerbread pieces in an airtight container for several days if needing to separate the practical into two or more sessions. The best way for students to use these templates is to trace them onto baking paper before cutting them out in the gingerbread, or, print a class set and laminate them for use year after year. This Bush Shack is also a great addition to a cultural food unit and can be decorated in a more Aussie traditional, less festive way to fit in if needed.

In the Stage 5 Australian/NSW curriculum, Child Studies explores the broad range of social, environmental, genetic and cultural factors that influence prenatal development and a child’s sense of wellbeing and belonging between 0 and 8 years of age. The Conception to Birth unit within the Child Studies subject has students developing their understanding of the processes associated with reproduction, conception and birth. They examine each stage of pregnancy, and the support available to mothers as they experience physical and emotional changes when preparing for birth. Students also explore ways in which different cultures prepare for the birth of a child. This is a complete unit of work and includes: a Teaching & Learning Program outlining the outcomes students aim to achieve, teaching and learning activities matched to the student workbook and including all website links and YouTube video links used, resources needed as well as space for teacher registration Student Workbook which provides all the learning materials identified within the teaching program Differentiated Extension Task for students who are more advanced in the subject (could also be used as a homework task) Assessment Task to provide the teacher with a summative mark and evaluation of student learning at the end of the unit. This assessment task is a quiz. Answers are provided. Assessment Task Register so teachers know which students have been given the assessment task and who was away/need to catch up *The Teaching & Learning Program, Assessment Task and Assessment Task Register are provided in an editable MS Word/Google Docs format *The Student Workbook and Differentiated Assessment Task is provided in PDF format These resources are provided in a zipped folder. To access them, you will need to unzip the folder once it has been downloaded to your computer.

Customer complaints are very much a part of working in the Tourism and Hospitality Industry. There is no way of preventing the odd complaint, but what can be avoided for both parties is the anguish in dealing with it. These worksheets provide essential information to students on WHY it is important to resolve customer complaints quickly and efficiently. It describes the HOW through the Seven Step Complaint Handling method in poster and flow chart format and provides a wide range of scenarios for students to role-play and determine the best course of action to resolve the problems presented in each situation.