Unit rationale, description and aim

This unit aims to help students obtain the practical food science knowledge, understanding, and skills required to safely develop food products. A strong foundation in food science, chemistry, and processing is essential for ensuring food safety, assessing hazards, and analysing pathogenic microbes in the food industry. This unit will assist students in developing an understanding of the diversity of food toxins, food spoilage agents and food pathogens involved in food-borne disease, along with skills in microbiological analysis and quality assurance relevant to the food industry. The unit will put into context how food production and processing techniques can bring about changes to the biological, chemical, physical and nutrient content of food and the key factors that contribute to food stability and shelf life. National and international human health policies relating to food safety regulations and surveillance will be introduced as well as issues regarding emerging food-borne pathogens and current industry and research driven topics.

2026 10

Campus offering

Find out more about study modes.

Unit offerings may be subject to minimum enrolment numbers.

Please select your preferred campus.

  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance

Prerequisites

(CHEM207 Foundations of Biochemistry OR CHEM112 Organic and Food Chemistry ) AND NUTR102 Culinary Nutrition Science

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Examine the major food/beverage toxins and food-bo...

Learning Outcome 01

Examine the major food/beverage toxins and food-borne pathogens that pose a health risk to consumers and the approaches used by food industry to monitor and eliminate these from food production process
Relevant Graduate Capabilities: GC1, GC7, GC11

Explain how to identify and prevent potential sour...

Learning Outcome 02

Explain how to identify and prevent potential sources of food contamination
Relevant Graduate Capabilities: GC1, GC7

Prepare a food safety plan and show competence in ...

Learning Outcome 03

Prepare a food safety plan and show competence in designing a Hazard Analysis Critical Control Point (HACCP) program for a food/beverage production process
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11

Critique Australian and international food/beverag...

Learning Outcome 04

Critique Australian and international food/beverage production processes and regulatory environments relating to the food chain (from producers to consumers and waste management)
Relevant Graduate Capabilities: GC1, GC3, GC7

Analyse current scientific evidence and research r...

Learning Outcome 05

Analyse current scientific evidence and research related to global and local emerging trends in food safety to promote responsible, safe and ethical advances in sustainable food production
Relevant Graduate Capabilities: GC1, GC3, GC7, GC9, GC11

Content

Topics will include: 

  • Organic and inorganic compounds in foods (colours, flavours, preservatives, trace metals, natural and synthetic toxins, other additives, fertilisers, pesticides, insecticides, fungicides, herbicides) 
  • Factors that contribute to food quality, stability and shelf life 
  • Microbial factors in food quality 
  • Food/beverage preparation, production, preservation and processing techniques that bring about changes to the biological, chemical, physical and nutritional state of food 
  • Risk analysis and management 
  • Quality auditing and improvement 
  • Food safety management systems including Hazard Analysis and Critical Control Point (HACCP) and food safety risks 
  • National and international quality management standards (e.g. Food Standards Codes), global food safety initiatives and industry schemes 
  • Current issues and research in sustainable food production in relation to food safety 

Assessment strategy and rationale

This unit employs standards-based assessment that is aligned with university requirements to support student achievement in learning outcomes and graduate attributes. Assessment tasks are designed to reflect the unit’s three-phase learning strategy, ensuring a structured and developmental approach.

Three key assessment tasks align with each phase of learning. Assessment Task 1 enables students to demonstrate their understanding of industry-relevant principles and practices in food safety regulation, compliance, and management. The unit's practical assessment (Assessment Task 2) allows students to demonstrate how hands-on components have enhanced their practical skills and ability to collect and interpret food quality data. Assessment Task 3, via a Comprehensive Food Safety Plan, enables students to demonstrate their depth and breadth of understanding of unit content and application.

Overview of assessments

To pass the unit, students must demonstrate achievement of every unit learning outcome by obtaining a minimum combined mark of 50%.

Assessment 1 - Assignment  Enables students...

Assessment 1 - Assignment 

Enables students to demonstrate their understanding of industry-relevant principles and practices in food safety regulation, compliance and management. 

Weighting

30%

Learning Outcomes LO1, LO2, LO3

Assessment 2 - Practical laboratory reports ...

Assessment 2 - Practical laboratory reports 

Enables students to demonstrate their understanding and application of principles of food safety, hazard risk assessment and quality assurance. 

Weighting

30%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Assessment 3 - Comprehensive food safety plan En...

Assessment 3 - Comprehensive food safety plan

Enables students to demonstrate their knowledge and understanding of unit content

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Learning and teaching strategy and rationale

This unit follows a structured three-phase learning strategy designed to support students’ progressive development. It begins by building foundational knowledge on producing food in a safe and compliant environment. This is followed by developing a theoretical understanding of key concepts and principles that inform skill development. The final phase focuses on applying this knowledge to practical skills. This constructively aligned approach ensures a logical and progressive learning experience, enhancing student engagement, efficiency, and achievement. 

Delivery of the unit incorporates diverse teaching methods, including active and case study-based learning, individual and group activities, cooperative learning, online learning, and reflective thinking exercises. These approaches provide students with theoretical knowledge and practical skills relevant to the food industry. 

Lectures will provide students with key concepts in applied food science, while tutorials and practical sessions will reinforce theoretical learning through hands-on application. The learning and teaching strategies will encourage students to progress into independent learners, encouraging them to take responsibility for their learning and actively participate in class activities. This approach ensures students meet the unit’s aims, learning outcomes, and graduate attributes while gaining the knowledge and skills necessary for future professional practice. 

Representative texts and references

Representative texts and references

Belitz, H., Grosch, W. and Schieberle, P. (2009) Food Chemistry. New York, NY: Springer-Verlag. 

BRC Global Standard for Food Safety. (2011). British Retail Consortium, Issue 6 (July).  

D'Mello J.P.F. (editor) (2003) Food Safety: contaminants and toxins. CABI Publishing, Wallingford  

Doyle, M.P. and Buchanan, R.L. (2013). Food Microbiology: fundamentals and frontiers. Washington, DC: American Society for Microbiology Press 

Fennema, O. R. (2017). Fennema’s food chemistry (S. Damodaran & K. L. (Kirk L. Parkin, Eds.; Fifth edition.). CRC Press. https://doi.org/10.1201/9781315372914

Food Standards Australia and New Zealand (FSANZ). 2019. Food Standards Code. Retrieved from www.foodstandards.gov.au/code/Pages/default.aspx   

Hocking, D, Arnold, G, Jensen, I, Newton, K. and Sutherland, P. (2007) Foodborne Microorganisms of Public Health Significance (6th Ed.). Australian Institute of Food Science and Technology, NSW.  

Vaclavik, V. and Christian , E.W. (2014) Essentials of Food Science (4th Ed.). New York, NY: Springer-Verlag.  

Velisek, J. (2014) The Chemistry of Food. Milton, Australia: Wiley-Blackwell. 

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs