ARC :: Additional Information

Years 9-10
Food Technology
Activities
World Food Availability and Distribution
Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 58 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range:	A student in this range:
8-10 (High)	produces an accurate labelled diagram which clearly and creatively communicates the distribution of the world's food supplies between developed and developing countries explains how the relationship between food availability and distribution, technological developments and societal factors impacts on food equity identifies and discusses a range of circumstances that impact on the individual's access to food and resulting food habits uses correct terminology, demonstrating an extensive understanding of food technology and related issues
4-7 (Satisfactory)	produces a labelled diagram which communicates the distribution of the world's food supplies between developed and developing countries describes how the relationship between food availability and distribution, technological developments and societal factors impacts on food equity identifies and describes circumstances that impact on the individual's access to food and resulting food habits uses terminology indicating a sound understanding of food technology and related issues
1-3 (Progressing)	produces a simple diagram with minimal labelling which communicates the division of the world's food supplies identifies, with guidance, how the relationship between food availability and distribution, technological developments and societal factors impacts on food equity lists some circumstances that impact on the individual's access to food uses limited terminology indicating a developing understanding of food technology and related issues.

Feedback

Written comments will inform students about such things as:

the clarity and accuracy of their labelled diagram and its ability to communicate food inequity between developed and developing countries
their explanations and discussion of the relationship between food availability and distribution, technological developments and societal factors, and how this impacts on food equity
the level and depth of understanding reflected in their discussion of circumstances that impact on the individual's access to food
their use of terminology and how this contributes to the quality of their written responses.

A class discussion could follow which helps students further understand the circumstances that contribute to food inequity. Focus questions may be directed to students to encourage reflection of their reactions to the Activity. These may include 'How do you feel as part of the have/have-nots group?', 'How much control do the have/have-nots have over their situation?', 'Do these inequity circumstances occur on the local level?'. An understanding of these issues will help students plan, prepare and present food solutions for specific food purposes further on in this unit.

Future directions

This Activity helps students understand food equity issues and food availability and distribution across the world. Students will continue to explore issues of food availability and distribution in developing countries and consider the impact of malnutrition on individuals and communities. Students will also explore food equity issues within Australia, listen to guest speakers from a local aid organisation and identify groups that may experience food inequity within the local community.