It should be noted that depending on the English literacy/numeracy level of the participants nominal delivery hours hours could vary greatly
Participants will have the opportunity, if applicable, to undertake literacy extension Units directly related to this Unit of Competence
Explanations and perspectives given by participants are grounded in:
unique cultural knowledge and values and are cognisant of the cultural diverse background of participants
Wherever possible locally available foods including bush tucker to be incorporated into meals and recipes
Participants must be made aware of Health and Safety issues in all situations and demonstrate safe working practices at all times.
If participants do not hold a current First Aid CeI1ificate then they must be instructed
on the appropriate action in case of cuts and burns prior to commencing this Unit of Competence.
The facilitator must do all possible to ensure a safe working environment given that these environments may vary considerably depending on the situation and communities.

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
Documentation to be collected includes
poster, to be used for display in the community incorporating:
the food pyramid
drawn stick figures, three to represent each special group
pictures of the types of food essential for each group ie eat a little, eat more and eat plenty .
oral short answer questions accompanying practical demonstrations of skills
case study: various scenarios showing how fats, sugars and salt affect the health of an individual.
multi-choice questions - written/pictorial
List ways of improving the cooking methods used in a specific menu
Resource Folder, in section titled 'Healthy Foods,'containing
two recipes suitable for each special group,
five healthy one pot recipes

Assessment requires evidence of the following processes to be provided
Observation of the following activities:
demonstration of skills:
the storage of a variety of food whislt adhering to food hygiene guidelines
cooking a nutrituos meal for a person/s in a spoecial group
making some 'fun' health foods for children and distributing the food amongst children at a school, child care or kindergarten. Food could be fruit juice ice blocks, muesli bars, muffins, damper, traditional 'treat' food, fresh fruit. All food must be presented in an attractive way.
preparation of a healthy family meal eg barbecue, or a one pot meal using appropriate food hygiene.

Interdependant Assessment of Units
There are no pre-requisite Units for this Unit of Competence

Required knowledge and skills
local community socio-cultural environment
local community physical environment
local communication protocols and practices
local community health issues associated with diet and nutrition
'bush' food
food values
food-related diseases in Aboriginal people
foods for Special Groups (recipes)
food handling and storage
cooking techniques
safety techniques applicable to food preparation and cooking
identification of low budget nutirious foods
basic food measurement skills

Resource Implications
Participants must have access to foods that have range of storage requirements
A variety of pamphlets, magazines, drawing equipment
Access to cooking facilities, equipment and appropriate ingredients.
Suggested resources for facilitator
Werner D. Bower B - Helping Health Workers to Learn The Heperian Foundation. P.G.Box 1692 Palo Alto. CA 94302. USA.
Jocelyn Burt (1989) Bush Cooking in Style Houghton, Mifflan : Australia (or similar camp oven cook book)
Isaacs J. (1987) Aboriginal Food and Herbal Medicines. Weldon Publishers. 372 Eastern Valley Way. Willoughby NSW 2068. Australia.
Carter A. and Bell S (1988): Food in Focus - nutrition education program for health educators. John Wiley and Sons.
Nutrition Team and Aboriginal Health Promotion Team (1994) - "A guide to conducting successful nutrition education activities for Aboriginal people. Health Department of Western Australia.
Low T.M. (1991) Bush Tucker Angus and Robertson, Sydney.
Suggested Resources for participants:
Jocelyn Burt (1989) Bush Cooking in Style. Houghton, Mifflan : Australia
Community Health Learning Guide
Videos:
Diabetes: How to prevent it - Australia VHS (16 mins) : Health: Department of WA.
The Healthy Pyramid model- Austr2lia VHS (25 mins 1986) Australia Nutrition Foundation, Victoria College, Home Economics Department.

Assessment Context
This Unit is to be assessed in a classroom and Aboriginal community environment. Assessment should be flexible, use an integratred approach and require minimal English numeracy/literacy skills
Practical demonstration of skills should accompanied by short questions

Consistency of performance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplementary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.