To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the…

To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the development of a design brief, evaluation criteria and a design plan. This document is a framework for the development of the SAT. It provides a step-by-step approach to completing all of the components of the task so that you are able to complete all of the assessment criteria to the highest level. The task is more manageable if you type all your documents as you go. This will save a lot of time and make it easier to incorporate corrections from your draft.

When setting up a new folder for your SAT on your computer, separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document. This will enable you to ensure that the footnoting in this document is sequential. REMEMBER TO SAVE YOUR WORK IN MORE THAN ONE PLACE AND TO BACK-UP YOUR WORK EACH TIME YOU WORK ON THE TASK. As you undertake research, remember to record all sources of information you have used and footnote any material that is directly cited or copied.

Start you bibliography as soon as you begin your work on the SAT. More information about citing reference and writing your bibliography will appear later in the booklet. It is always helpful to proof read your draft to pick up mistakes 4 Unit 3 / 4 Food and Technology SAT 2012 Criteria for Assessment Unit 3: Food preparation, processing and food controls Area of study 3: Developing a design plan Outcome 3: Develop a design brief, evaluation criteria and a design plan for the development of a food product. Unit 4: Food product development and emerging tends Area of study 1: Implementing a design plan

Outcome 1: Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities. Criteria 1: Design Brief and Evaluation Criteria Criteria 3. Skill in developing a design brief and evaluation criteria ? Skill in developing a design brief including context and specifications (considerations and constraints) ? Skill in developing relevant evaluation criteria that relate to the design brief context and specifications.

Very High Comprehensive, coherent and relevant information is provided in a very well structured design brief with a clear and thorough description of the context. The specifications in the design brief (considerations and constrains) are very clearly identified. A range of very clearly expressed, relevant evaluation criteria reflect all the information contained in the design brief context and specifications. 5 Design Brief: ? clearly defines the context, aims and intentions of a new product? includes specifications – considerations and constraints – that need to be taken into account when making decisions in relation to the design of the new product ?

Must be a problem that the student will attempt to solve ? must be developed and written by the student (not by the teacher) ? must allow students to demonstrate key knowledge and skills. There is no word limit on the length of the design brief. The VCAA has a PowerPoint presentation ‘In the beginning – Developing an effective School-assessed

Task design brief’ available at www.vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Example: www. vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young.

Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday.

I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water. On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend. Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted!

The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! 6.

IDENTIFY a theme, event or context. WHO: Who has asked you to prepare the product? This might be an individual or a representative of an organisation. Remember to outline or describe some background information about who the product is being prepared for to inform the reader. WHY: Why is the product needed? Discuss the reason or purpose the product needs to be prepared. 7 WHAT: What needs to be prepared? This should be a simple outline or general statement about the product. WHEN: When the product is to be prepared by or served or available.

WHERE: Where the product is to be served, displayed or used. 8 Developing your brief Once you have established your ideas, use the 5 W’s chart to write your detailed design brief. Remember to use complete sentences and paragraph format. These five components will form one or two paragraphs of the design brief. Scope of the task – this information must also be included as a part of your design brief: – A range of 4-6 food items – Use at least 4 different complex processes in the production work to produces high quality food

9 Specifications & Criteria for Evaluation You now need to use the information in your design brief to develop the criteria for evaluation. The first step is to identify the specifications (constraints and considerations) in your design brief. 1.

On your design brief underline or highlight the specifications. Alternately you could make a list of the specifications. It is important that these are clearly identified. Specifications are the issues or barriers that have been identified in the brief. They will need to be addressed when working through the design process. ‘Considerations’ are flexible restrictions – issues or aspects that need to be taken into account when planning a product. ‘Constraints’ are restrictions, over which the designer has little control, that affect the development of the product. 2. Using the specifications identified, develop approximately 5 to 6 relevant evaluation criteria questions.

If you have a lot of specification you might want to combine more that one specification into a question. a. Must be relevant/related to your design brief. b. Must be written before the product or the food items are made c. Should be a set of open-ended questions that need more than yes or no as an answer d. Need to be well-written and clearly expressed 3. These questions will be used to evaluate the set of food items as a single product rather than individual items once you have completed your production work. Students should write clear and in depth responses to evaluation questions. These responses form part of the evaluation component of the task after all the food items have been made. 10 Example: www. vcaa. vic. edu.

au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young. Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’.

My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water.

On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend.

Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! Research.

Criteria for Evaluation – 1. Have I been able to prepare a range of food items suitable for a casual dinner on Friday and breakfast and lunch on Saturday? 2. Was I able to produce some savoury and sweet snack items suitable to take to the beach? 3. Did the range of food items include a special dessert to share for dinner on Saturday night? 4. Will the food be appealing to young males and will it be filling enough to satisfy ‘healthy’ appetites? 5. Was all of the food able to be prepared several weeks in advance and did it have good keeping qualities? 6. Did I use a variety of complex processes in the preparation of the products to produce high quality products?

Constraint: food items for dinner on Friday, and breakfast and lunch on Saturday Consideration: types of food for brecky, lunch and dinner Constraint: sweet snacks to take on the beach Consideration: the type of sweet snacks Constraint: dessert to share at dinner that looks spectacular Consideration: the type of dessert Constraint: food needs to look appealing and satisfy ‘healthy’ appetites Constraint: food will need to be prepared several weeks in advance and have good keeping qualities Constraint: products of high quality Consideration: use a variety of complex processes 11 Criteria 2:

Design Plan Criteria 3. Skill in completing research relevant to the design brief, developing ideas, and documenting decisions. ? Skill in completing a range of research relevant to the specifications in the design brief. ? Skill in exploring ideas for possible food items in response to the design brief. ? Skill in selection and justification of the decision made for the set of four to six food items (the product) Very High Comprehensive range of relevant research related to the specification in the design brief. Very detailed exploration and creative formulation of a wide range of ideas in the selection of the set of food items (The product).

Highly detailed documentation of thought processes and thorough justification of decision making related to the suitability of selected food items, and detailed reasons why some have be en rejected. 12 Research and exploration – After writing your design brief you will need to ask yourself the following question: What information do you need to know about your theme or idea to help guide your food ideas and final selection?

You will need to explore a range of ideas or alternatives in order to make informed decisions about what food items you would like to produce to solve the problem outlined in your design brief. There needs to be creativity in the selection of food items and decisions made in order to solve the problem set out in the brief.

This information must be directly related to the specifications in the design brief and should be no more than approximately one to two A3 pages. You will need to use a range of primary and secondary sources. When exploring ideas in order to make decisions students should make use of: – Existing solutions e. g. recipe books Guiding information from people, internet recipes, books, magazines, television etc Primary and secondary sources of information o Primary sources include: ? Visiting a supermarket or fresh food market to observe particular varieties of produce ?

Interviewing a grower at a farmer’s market ? Interviewing a person with expert food knowledge ? A visit to a restaurant to sample new foods o Secondary sources include: ? Books ? Magazines? Websites ? Journal articles It is very important that students acknowledge all sources of information using a recognized reference system with footnotes and a bibliography. 13 Example brainstorming ideas You must footnote all of the resources you have used to gather this information.

Remember to write the information from your secondary research in your own words and do not include downloads or screen dumps from websites. Prepare a diagram to outline useful information about components or characteristics of the food items that will guide your recipe search and meet the needs of the design brief. You should include 4-5 ideas for each food item.

This is not a recipe search but a way of documenting some of your thought processes after you have started your research. This may be a simple, hand-drawn map mind map to capture your initial thought or it can be produced using a software package such as Inspiration or Mindmanager. 14 Selection of recipe ideas Now you must research possible recipe ideas based on the information in your mind map. You will need to have at least three (3) possible ideas for each food item that must also meet the specifications in the design brief. Your selection of the food items MUST be creative and of a Year 12 standard. You will need to make decisions about which products will be most appropriate.

It will be helpful to consider the following points before you make your final decision: – You need to prepare a minimum of four and a maximum of six items – Make sure you have the food preparation skills required to prepare each food item to a high quality. – Be creative with the selection of food items – consider interesting combinations of ingredients, as well as the presentation of each item.

– Try to be objective in selecting products and don’t just choose food items because they are ones you are familiar with or are special favourites – Make sure that some food preservation techniques are included in the selection of products. – You must also use a range of complex processes in the production processes as well as a variety of cooking techniques. Food solutions 3 & 4 – Third Edition 2010, pg172.

Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: 15 – Design Ideas – Recipe Ideas Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: Recipe Name: 16 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 2: Recipe Name: Recipe Name: Recipe Name: 17 Reference Complex Process Cooking Technique /

Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 3: Recipe Name: Recipe Name: Recipe Name: 18 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 4: Recipe Name: Recipe Name: Recipe Name: 19 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 5: Recipe Name: Recipe Name: Recipe Name: 20 The following will record your final selection of food items that will make up your product for production.

Hint: use your criteria for evaluation as a way of making decisions about which food items to select as part of your final product. Food Item Specification Complex Process Cooking Method Preservation Technique Item 1: Item 2: Item 3: Item 4: Item 5: Item 6: 21 Justification of selected food items – You must justify each of the food items you have selected individually. – The justification for each food item should be approximately 100 to 150 words in length.

– Your discussion should outline how the item meets the specifications in the design brief and may include some or all of the following: o identification of the product o how the product relates to the theme o how the product will meet the other specifications/needs of the brief o identification of any complex process that will be used to prepare the food item o identification and description of cooking methods o if applicable, discussion of the preservation techniques to be used for this item o a discussion of the creativity of the food item o an explanation of why each of the other two recipe ideas were not selected. 22 Criteria 6:

Overall production timeline, individual food item production plans and production work Criteria 6. Skill in development, organization and implementation of planning for production. ? Skill in developing an overall production timeline.

? Skill in developing individual production plans for each food items to be made. ? Skill in organisation and implementation of the overall production timeline and individual food item production plans to complete the food items. Very High Completing of a cohesive, carefully considered sequence and clearly presented overall production timeline. Development of a very detailed individual production plans for each food items to be made. A very high level of organisation demonstrated throughout the completion of the food items. * Food orders, production plans all submitted by due dated.

* Need to include presentation in any planning documentation. 23 Overall Production Plan The next step in the development of your design plan is to prepare an overall production timeline showing how you will prepare all of the 4 to 6 items you selected in the time you have available. This will help you to organize the sequence in which you will produce each of the chosen food items. It should take into account the length of time each food item takes to prepare along with other commitments Individual work plans will be prepared later.

The type of information you will need to include on your overall production timeline is: – The date each food item will be produced – Any preparation which needs to be done prior to preparing the food item such as soaking dried fruit for jam, marinating of meat, selecting jars for preserved products, collecting props for photography.

-Note any other important school or personal commitments you will have during this period which will have an impact on you over this time. – 24 March 2013 SUN MON TUES WED THUR FRI 31 SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Notes: 25 April 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 15 Notes: May 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 15 Notes: 27 June 2013 SUN MON.

 

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