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Syllabuses

Cooking with our Roots: Aboriginal and Torres Strait Islander histories and cultures in the Classroom 

The TCS Indigenous Cooking workshop allows students to learn about Aboriginal and Torres Strait Islander Peoples use of food and their concept of food equity.  

As a part of this workshop students will prepare a traditional Aboriginal and Torres Strait Islander dish whilst learning about the theoretical origins of the dish and the food practices associated with food gathering, preparation and serving.   

Ultimately, this provides students with an appreciation for Aboriginal and Torres Strait Islander Peoples through the investigation of bush tucker.  

This workshop is aligned with many syllabus content:

Syllabus  

Content  

  

How the TCS workshop meets this outcome  

NSW Syllabus for the Australian Curriculum: Food Technology: Years 7-10 

investigate the use and nutritional values of bush tucker ingredients, for example: (ACTDEK044)  

  • crocodile  
  • kangaroo 
  • lilly pilly 
  • quandong 

The TCS workshop provides students with a traditional Aboriginal and Torres Strait Islander recipe and necessary ingredients to cook this meal.  

modify a recipe(s) to include bush tucker ingredients, for example: (ACTDEK046)

  • damper or biscuits with wattleseed 
  •  kangaroo stir-fry 

investigate Aboriginal and/or Torres Strait Islander cultural knowledge of food and food practices, and the protection of that knowledge, for example:  

  • cyclic occupation on Country to source nutritious foods  
  • cultural responsibilities about resource management  
  • gender-specific responsibilities  
  • the significance of Indigenous cultural and intellectual property 

Facilitated by a cook from the Aboriginal and Torres Strait Islander community, the TCS workshop integrates cultural knowledge about food practices and knowledge during the workshop, grounding the practical aspect of the workshop in Aboriginal and Torres Strait Islander knowledge.

examine a variety of food service and catering operations, for example:  

  • those by local Aboriginal Peoples 

The TCS workshop provides students with knowledge pertaining to the procurement of ingredients to the food service and catering of Aboriginal and Torres Strait Islanders

NSW Syllabus for the Australian Curriculum: Personal Development Health and Physical Education: K-10 

identify safe and positive health practices and display actions that promote health, safety and wellbeing, for example: (ACPPS006)  

  • discuss the advantages of customary diets of Aboriginal Peoples on-Country  

The TCS program highlights the health benefits of customary diets of Aboriginal Peoples which are low in energy density and rich in nutrients.  

explore health and safety influences that benefit Aboriginal and Torres Strait Islander cultures, for example:  

  • create a meal using bush tucker ingredients that take into account the cultural significance of bush food 
  • recognise the benefits of bush tucker as part of a healthy diet 
  • describe the benefits in being connected to a community to keep safe, eg guidance and advice passed on from Elders, seniors and knowledge holders  

The TCS workshop provides students with a traditional Aboriginal and Torres Strait Islander recipe and necessary ingredients to cook this meal. 

Additionally, the facilitator of Aboriginal and Torres Strait Islander background will explain the importance of these meals and ingredients and how they facilitate a connection to community. 

investigate and adopt practices that help promote and maintain health, safety and wellbeing, for example 

  • analyse the changing influences on the diets of groups within Australia, eg Aboriginal and Torres Strait Islander Peoples  

The facilitator of Aboriginal and Torres Strait Islander background explains the continuing impact of the colonisation on the changed diets of Aboriginal and Torres Strait Islander Peoples and the prevalence of health issues associated with these changes.

NSW Syllabus for the Australian curriculum: Science and Technology: K-6  

explore a range of foods obtained from plants and animals, for example 

  • customary Aboriginal and Torres Strait Islander foods  

The TCS workshop provides students with a traditional Aboriginal and Torres Strait Islander Peoples recipe, with the facilitator explaining the source and procurement of these foods from plants and animals and how these practices are grounded in traditional connection to land.

explore the plants and animals used in customary practices of Aboriginal and Torres Strait Islander Peoples 

NSW Syllabus for the Australian Curriculum: Science Years 7-10 

explore how Aboriginal and Torres Strait Islander Peoples use the night sky to make decisions about everyday activities, e.g. food gathering and ceremonies 

During the workshop, the facilitator utilises relays food gathering techniques and the ways in which this is influenced by Aboriginal and Torres Strait Islander Peoples custom

 

A Recipe for Sustainability

Across the nation, the Australian Curriculum sets cross-curriculum priorities which are designed to equip students with the knowledge and skills necessary to benefit individuals and Australia as a whole.  

One of these three cross-curriculum priorities is Sustainability. These cross-curriculum priorities are integrated into the content of state syllabuses. In the marketing material, the relevant syllabus content is stated with an explanation of how the A Recipe for Sustainability workshop is relevant to each respective content item.

Syllabus  

Content 

How the TCS workshop meets this outcome  

NSW Syllabus for the Australian Curriculum: Food Technology: Years 7-10 

investigate globalisation of food and issues relating to food security, for example: (ACTDEK044)  

  • safe food and water as a basic human right 
  • equitable accessibility 

Throughout this workshop students learn about the impact of the current unsustainable food system on food security for many in the world. 

explore the circumstances contributing to food inequity, for example: (ACTDEK040)  

  • access to clean water 
  • financial means to meet food needs 
  • knowledge of nutrition principles to enable appropriate food selection 
  • distribution issues

In creating their recipes students identify the recipe’s ingredients and their accessibility to these recipes.   

This is contrasted to the capacity of others in the Global South to procure these resources for their health.  

Ultimately, students can trace the impacts of the food system as contributing to the current food inequity across the world.  

design, produce and evaluate a food product development, for example: (ACTDEK045, ACTDEK047, ACTDEK050, ACTDEK051) an individual healthy breakfast box 

Based on the need for food security, students are required to develop their own recipe using methods which place the least pressure on the food system yet are still healthy.  

prepare food items using basic ingredients, for example: (ACTDEK045, ACTDEK049) 

  • protein-rich foods 
  • carbohydrate foods 
  • fruits and vegetables 

The workshop workbook requires students to break down recipe ingredients into food categories and identify how frequently these different food groups should be consumed throughout the day.   

NSW Syllabus for the Australian Curriculum: Personal Development Health and Physical Education: K-10 

identify safe and positive health practices and display actions that promote health, safety and wellbeing, for example: (ACPPS006)  

  • communicate the importance of personal hygiene practices, e.g. washing hands  
  • explore foods that contribute to good health and healthy eating habits   

In preparation of the meal, students are required to comply with hygiene and safe food handling practices.  

practise strategies they can use to support their own and others’ health, safety and wellbeing, for example: (ACPMP030) 

  •  identify food groups and explore how eating healthy foods and drinks can benefit health and wellbeing  
  • explore reasons for personal food choices and eating habits  
  • develop respectful relationships with peers and other people through interaction and cooperation in organised group activities  

During this workshop, students design a breakfast, lunch, dinner and snack menu and rate the menus of other students from least healthy to most healthy.  

This allows students to discuss personal reasons for food choices and identify those food groups which are not as healthy as they might have thought.  

suggest and apply strategies that help to create a healthy, safe and active environment for themselves and others, for example:  

  • take action to plan, promote and adopt healthy food and drink choices that support sustainable practices at home and at school, e.g. healthy cooking 

Based on the need for food security, students are required to develop their own recipe using methods which place the least pressure on the food system yet are still healthy. 

This will allow students to identify how they will implement these practices at home and school.  

NSW Syllabus for the Australian curriculum: Science and Technology: K-6 

recognise that plants and animals can be used as food, or materials (fibres) for clothing and shelter (ACTDEK003) 

In an analysis of the food system, students will recognise the process through which plants and animals are used as food from growth to consumption.  

identify some plants and animals that are grown and used for food production (ACTDEK003) SysT 

The individual ingredient items allow students to identify the sources of those ingredients  

explore the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating (ACTDEK003) SysT 

In preparation of the meals, students are guided by the facilitator on the safe and hygienic handling of food  

investigate food technologies and techniques used to produce healthy food, for example: SciT  

  • peeling and segmenting/slicing fruits and vegetables  
  • follow a recipe step by step  
  • measure and mix dry ingredients 

In this workshop, students prepare foods according to a recipe, using measured ingredients and using kitchen tools to prepare food.  

NSW Syllabus for the Australian Curriculum: Science Years 7-10 

identify an issue that could affect the functioning of the human body, eg eating food that has not been prepared or stored appropriately, eating a balanced diet, maintaining oral hygiene or protecting the skin from sun damage 

The workbook provides students with the capacity to identify potential health risks associated with improper preparation of meals or lack of hygiene.   

investigate ways to maintain a healthy body 

The workshop allows students to identify healthy food and the impact the benefits these foods provide the body.  

Students are also taught the risks associated with unsatisfactory food handling and hygiene standards.  

 

 

“The preservation of our traditions relies heavily on the culinary education of our youth” – Bashar Krayem

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