Explore Food and Nutrition at accredited Level 3. Course level is distinct from the school year in which you study it.
Confirm your cohort: The official TASC course page retrieved 8 November 2026 states the course is current for 2026 and records Version 2b, accreditation renewed from 1 January 2026 with no stated expiry. Re-checked 11 November 2026: the page still says current for 2026, and Food and Nutrition is not among the 15 courses TASC lists as accredited for delivery from 2027 (replacement courses) or the four Stage 2 review courses, so nothing shows it being replaced. No TASC page yet states which courses are current for 2027, so this stays likely rather than verified.
What will I learn?
Nutrition
Unit 1 · NutritionDietary and Data Analysis
Unit 2 · Dietary and Data AnalysisFood Sociology
Unit 3 · Food SociologyHealth Promotion
Unit 4 · Health PromotionGlobal Food Issues
Unit 5 · Global Food IssuesEnergy balance, basal metabolism and interpreting energy data
Accredited course guide — check versionDistinguish basal metabolism from total expenditure, calculate energy with consistent units, and interpret energy balance over a stated interval. Energy density, nutrient density and BMI describe different quantities; none alone determines a person’s nutritional health.
Carbohydrates, fibre and explaining food substitutions
Accredited course guide — check versionClassify sugars and starch accurately, explain the different mechanisms of dietary fibres, and compare realistic portions. Energy quantity, glycaemic response and overall nutritional quality are different considerations when evaluating carbohydrate foods.
Dietary fats, essential fatty acids and blood lipoproteins
Accredited course guide — check versionDistinguish fatty-acid structures, essential fatty acids and lipoprotein transport. Evaluate the specific replacement and realistic portion: changing fat type, reducing total fat and reducing total energy are related but different actions.
Protein functions, essential amino acids and complementary sources
Accredited course guide — check versionProtein supports many functions beyond muscle. Evaluate essential amino-acid supply, digestibility, realistic portions and the whole dietary pattern. Complementary foods can address relative amino-acid limitations without requiring one rigid meal formula.
Folate and vitamin D: functions, sources and life-stage interpretation
Accredited course guide — check versionFolate supports cell division and early development; vitamin D supports calcium and phosphate regulation and skeletal mineralisation. Verify food composition, age group, reference category and units, and distinguish dietary contribution from a clinical assessment of nutrient status.
Minerals in oxygen transport, bone, thyroid and fluid regulation
Accredited course guide — check versionLink iron, calcium, iodine, sodium and potassium to their distinct physiological roles, then analyse sources, bioavailability, life-stage NRVs and label units. Fortification and population targets guide interpretation; they do not justify personal diagnosis, supplement advice or conclusions from one recorded day.
Water balance, non-nutrient compounds and safe food handling
Accredited course guide — check versionWater supports transport, reactions and temperature regulation, but needs and hydration evidence vary. Non-nutrients can affect physiology without becoming essential nutrients. Food safety requires hazard-specific hygiene and cumulative time-temperature control; smell, appearance and intention do not verify safety.
Using NRVs, nutrient density and food-label data responsibly
Accredited course guide — check versionChoose the NRV that answers the question, match age, sex, life stage and units, and treat short records as uncertain evidence. Energy density, nutrient density, per-serving data and per-100-gram data use different denominators. A sound recommendation shows its calculation, mechanism, trade-offs and review measure.
Dietary patterns, chronic-disease risk and proportionate prevention
Accredited course guide — check versionExplain chronic-disease risk through interacting dietary, biological and social influences. Interpret cardiovascular, diabetes and body-weight evidence with mechanisms and limits, calculate rates using the right denominator, and design prevention that addresses both behaviour and food environments without personal diagnosis or blame.
Designing ethical nutrition research and interpreting dietary evidence
Accredited course guide — check versionMatch the research question to an ethical design and a dietary method whose errors are understood. Protect people across collection, storage and reporting; separate validity, reliability, bias and confounding; preserve transparent raw data; and limit recommendations to what the method and results can support.
Comparing nutritional requirements across the life course
Accredited course guide — check versionLife-stage analysis links physiological reason, current reference value, observed intake and feasible modification. It uses the correct denominator, distinguishes screening from diagnosis, and respects practical and clinical limits.
Using the ADGs, AGHE and NRVs to analyse and modify food patterns
Accredited course guide — check versionDiet analysis standardises the record, applies the correct Australian tool, quantifies important gaps or excesses, and proposes feasible modifications. It states denominators, retains strengths, and evaluates uncertainty and trade-offs.
How body signals, senses, beliefs and habits shape food selection
Accredited course guide — check versionFood selection reflects body signals, sensory evidence, safety needs, values, beliefs, attitudes, experience, habits, emotions and self-concept. Analysis should connect the strongest case evidence to a feasible and ethical response.
Culture, community, markets and the development of Australian food patterns
Accredited course guide — check versionFood choice develops within culture, history, work, relationships, regulation, marketing and material resources. Strong analysis avoids stereotypes, identifies interacting constraints, assigns responsibility proportionately and evaluates real access and outcomes.
Using Tasmania's health-promotion framework to plan and evaluate action
Accredited course guide — check versionWorking in Health Promoting Ways applies partnerships, engagement, evidence, equity, supportive environments and systems change to Tasmanian practice. Campaigns need a causal logic, matched measures and honest process, impact, outcome and equity evaluation.
Using food labels and evaluating nutrition marketing
Accredited course guide — check versionFood-label analysis separates legal information from marketing, matches denominators, checks claims and recognises audience access. The NIP, ingredient statement and Health Star Rating answer different questions and must be interpreted within the whole diet.
Food security, supply chains and interventions in Australia and developing countries
Accredited course guide — check versionFood security depends on four connected dimensions and the distribution systems that link supply to households. Effective interventions in Australia and developing countries combine strategies, measure equitable outcomes and address immediate need alongside durable causes.
Evaluating sustainable food systems from farm to household
Accredited course guide — check versionSustainable food systems protect ecological resources while remaining nutritious, equitable and viable. Evaluation follows impacts through the chain, preserves functional units and compares at least three multi-strategy interventions with trade-offs and measured outcomes.
Assessing innovation, regulation and trade-offs in future food systems
Accredited course guide — check versionEmerging technologies require specific, conditional evaluation of mechanism, evidence, regulation, life-cycle effects, nutrition, access and control. Their value depends on context and governance rather than novelty alone.
Planning, conducting and communicating a defensible food-and-nutrition investigation
Accredited course guide — check versionAn evidence-based investigation aligns question, design, ethics, analysis and communication. It documents sources and calculations, distinguishes association from causation, and limits conclusions to the population, measures and time actually studied.
How will I be assessed?
School arrangements: TASC course assessment applies to the accredited course and level, whether you take it in Year 11 or Year 12. Check criteria, work requirements and any external assessment in the course document, plus your provider’s internal assessment outline.
Needs verification: Accredited course guide (Current Food and Nutrition Level 3 course version 2b, renewed January 2026; EAS Version 1.2 February 2022 linked June 2026; all five specification pages visually verified.): 135 numeric marks in A, B and D plus separate alpha ratings. Section C has no numeric marks. Fifteen questions offered, fourteen answered; never label this an official 180-mark paper. Eight internal and five external ratings. Criterion 2 ratings from C and D contribute equally; no percentage exam weighting is specified. Confirm the syllabus and assessment schedule for your own completion year.
Progression and companion subjects
No complete companion or exclusion review is attached to this profile. Check the official course-entry conditions, language eligibility and your school’s sequence before enrolling. Links between resource hubs show related learning; they do not establish a compulsory prerequisite.
Will I find it hard?
Difficulty depends on your experience, interests, teaching and assessment. These are our reflection prompts, not an official difficulty rating.
- Try applying a concept to a real situation, rather than only remembering definitions.
- Check the balance of written explanation, analysis and practical work for this exact course.
Does it scale up or down?
TASC awards and scaled TE scores are distinct. The old requirement for three final-year results was removed from 2025.
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Scaling is not a measure of difficulty or a guaranteed bonus. Prioritise content you can engage with and required subjects for courses you are considering.
Try a little of the subject
Nutrition
The body needs energy for every process, from keeping the heart beating to running a cross-country race. In Australia food energy is measured in kilojoules (kJ). Only four food components supply energy: carbohydrate (about 17 kJ/g), protein (about 17 kJ/g), fat (about 37 kJ/g) and alcohol (about 29 kJ/g). Dietary fibre provides only a little, because it is not digested in the small intestine and is only partly fermented by gut bacteria. Vitamins, minerals and water supply no energy, even though they are essential. Fat is the most energy-dense macronutrient, which is why small amounts of oil, butter or fried coatings add many kilojoules. Total daily energy expenditure has three components. Basal Metabolic Rate (BMR) is the energy used to keep the body alive at complete rest: breathing, circulation, maintaining body temperature and cell repair. For most people it is the largest component. Physical activity is the most variable component and the one a person can change most easily. The thermic effect of food (about 5–10% of daily energy use) is the energy used to digest, absorb and process food. Adolescents also need energy for growth, and pregnancy and breastfeeding raise requirements further. Factors that raise BMR include greater body size and lean muscle mass, higher levels of thyroid hormones and pregnancy; growth in children and adolescents adds a further energy cost. BMR tends to fall with age as lean mass declines, and it is usually lower in females because, on average, they carry less lean tissue. Eating too few kilojoules also encourages the body to slow its metabolism, which works against crash dieting. Energy balance compares energy intake with energy expenditure. When they are equal, body weight stays stable. A positive balance (intake greater than expenditure
Original practice question: A snack contains 5 g protein, 20 g carbohydrate and 10 g fat. What is its approximate energy content?
Show the worked answer
C
This is ATARMAxxing’s original sample learning material. It is not an official assessment task or a prediction of your school’s workload.
Explore the resources
Open the Food and Nutrition (Level 3) subject hub and free preview
Core subject information and planning are free. Full study resources are optional.
Sources, versions and verification dates
Profile source metadata last checked: 2026-11-08. A source check is not an endorsement by the authority or confirmation that a future course version is unchanged.
- TASC course page and course document: Food and Nutrition Level 3 (FDN315118) — TASC; 2026-11-08. Published version FDN315118; 2018 onwards; Version 2b (accreditation renewed without amendment from 1 January 2026, minor administrative updates); page states the course is current for 2026. Confirm applicability to your cohort.
- ATARMAxxing Current Food and Nutrition Level 3 course version 2b, renewed January 2026; EAS Version 1.2 February 2022 linked June 2026; all five specification pages visually verified. guide — ATARMAxxing; 2026-09-09. Original existing study guide, not an independent official verification or a forecast of a future syllabus.
- Food and Nutrition FDN315118 — Level 3 — TASC; 2026-11-12. Official source snapshot; Course span 2018 onwards. Check accreditation and school delivery for your cohort.