Loretta Gazzera 17995069

CONTEMPORARY
TEACHER
LEADERSHIP
Assignment 1

Abstract:
This report focuses on the modification and improvement of the stage 4, year 8 Technology
Mandatory unit: Promotional Food Design at Blacktown Girls High School. The targeted
areas of improvement primarily include literacy and numeracy as the school is made up of
students who predominately have a language background other than English (LBOTE). As
well as this, development of critical thinking skills, personal and social capabilities and the
inclusion of relevant information and communication technologies (ICT) have been updated
and applied. Furthermore, the unit has been restructured and sequenced following the
Understanding by Design framework (UbD) to ensure learning is connected and relevant for
all students.

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CONTENTS PAGE

Executive Summary……………………………………………………………………………………3

Objective and Context………………………………………………………………………....3

Goals…………………………………………………………………………………………….4

Recommendations……………………………………………………………………………..5

Background Information……………………………………………………………………………….6

Section I – Comparative Table………………………………………………………………………..7

Section II – Recommendations……………………………………………………………………….9

Section III – Reconstruction of Teaching Unit……………………………………………………...11

Concept Map…………………………………………………………………………………..11

Scope and Sequence…………………………………………………………………………12

Unit Outline…………………………………………………………………………………….14

Assessment Task and Marking Criteria…………………………………………………….28

Reference List…………………………………………………………………………………………31

Appendix – Original Unit Documentation…………………………………………………………..32

Concept Map…………………………………………………………………………………..32

Scope and Sequence…………………………………………………………………………33

Unit Outline…………………………………………………………………………………….34

Assessment Task and Marking Criteria…………………………………………………….44

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EXECUTIVE SUMMARY
Objective and Context:
This report has been designed for the TAS faculty, focusing on the Technology Mandatory unit
outline for stage 4, year 8. The objective is to address concerns including literacy, numeracy,
critical and creative thinking, personal and social capabilities, information and communication
technologies (ICT) while utilising the Understanding by Design (UbD) framework in the
Promotional Food Design unit.

Blacktown Girls High School is a semi-selective school located in Western Sydney and has a
population of 742 females (Australian Curriculum, Assessment and Reporting Authority, 2017).
The population of the school is diverse containing 83 % of students who have a language
background other than English (LBOTE) and 2 % identifying as an Aboriginal and Torres Strait
Islander (ACARA, 2017). Moreover, the socioeconomic status of parents and guardians whose
children attend the school are mostly in the bottom quarter (33 %), this is significantly different
compared to the Australian distribution (25 %) (ACARA, 2017).

Figure 1: Student enrolment and distribution (ACARA, 2017)

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Goals:
The goals this report highlights include:

1. Improving and addressing literacy and numeracy concerns among all students by
implementing strategies targeted within these areas.

2. Develop students critical and creative thinking skills by shifting from a teacher-centred
approach to a student-centred approach through inquiry-based learning.

3. Utilise and incorporate effective ICT resources within the classroom to support student
learning.

4. Improve the learning sequence in the unit outline by following the UbD framework in order
for students to make relevant connections to their learning.

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Recommendations:
The recommendations in this report focuses primarily and relate to the goals listed above. The
recommendations will address the concerns primarily in literacy and numeracy. As Blacktown Girls
High School has a high percentage of LBOTE students, support is essential in these vital
curriculum areas. Coupled with this are recommendations supported by literature with the use of
inquiry-based learning to improve critical and creative thinking skills. Effective use of ICT
resources and adopting the UbD framework to integrate and construct the Promotional Food
Design unit outline are also highly suggested and recommended.

1. Implementing scaffolds and explicit instruction for literacy and numeracy components will
ensure students of various abilities are supported in their learning.

2. Implementing inquiry-based learning to the formative assessment task by allowing students

to critically and creatively think of a food product of their choosing.

3. Integrating relevant and effective use of ICT in the classroom to increase engagement,
motivation and participation through the application and interactions of videos and SMART
Boards.

4. Improve the sequencing of the unit outline through UbD to ensure learning is streamlined to
achieve understanding of threshold concepts by allowing students to draw relationships and
recognise the relevance of the big ideas.

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BACKGROUND INFORMATION
While teaching the Promotional Food Design unit at Blacktown Girls High School as part of the
second professional practice, it was evident that concerns of the unit outline existed. These
concerns included the overall structure and sequencing of the unit outline as well as general
capabilities such as literacy, numeracy, critical and creative thinking, personal and social
capabilities and ICT. While some aspects of the general capabilities within the unit outline were
strong including critical thinking and personal and social capabilities, recommendations were still
suggested to improve these aspects as well as the other components. Part of the unit was taught
in week 3 of term 2 to year 8 students who had rotated from Wood Technology. The students in
that class came from culturally diverse backgrounds where majority had a language background
other than English. It was clear that significant attention had lacked concerning the development of
literacy and numeracy skills regarding LBOTE students. This was evident as there were no
support scaffolds for either literacy or numeracy to explicitly teach the skills concerned. Following
from this, there was limited ICT components within the unit outline, therefore, recommendations to
support the inclusion of this component were included in the modified unit. The sequence of the
unit was confusing to students as learning was not connected to the assessment task. To rectify
this, the structure and sequence of the modified unit outline follows the UbD framework where it
identifies the desired results for the students, implements this within the assessment task and
structures the learning around the desired results.

A unit outline was the only documentation given whilst on profession practice. A concept map and
scope and sequence were not issued.

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SECTION I COMPARATIVE TABLE

Strengths of the Concerns of the
Area of Suggested Changes to counteract
area of area of Research support for the changes suggested.
consideration concerns
consideration consideration
No scaffolding and Provide scaffolding in the form of Scaffolds in the form of graphic organisers to achieve academic
modelling to students modelling and graphic organisers for success and differentiates learning.
Persuasive text
Literacy for persuasive text the persuasive text and for higher
and evaluation. order thinking verb (evaluation). Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The
effects of scaffolding in the classroom and student independent
working time in relation to student achievement, task effort and
appreciation of support. Instr Sci, 1(43), 615-641. doi:
10.1007/s11251-015-9351-z
Blooms taxonomy
higher order thinking Lack of differentiation McCoy, S. (2012). Scaffolding for justice in the writing about
verb (evaluate) literature. CEA Critic, 3(79), 316-323. Retrieved from
https://muse.jhu.edu/article/678897/pdf

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard

University Press
Provide scaffolds in the form of
No scaffolding for Scaffolding in the form of modelling, collaborating and guiding
Recipe interpretation modelling, collaboration, guiding for
recipe costing achieves academic success and differentiates learning.
Numeracy example
Measuring in Alibali, M. (2013). Does visual scaffolding facilitate students’
Lack of differentiation
practicals mathematics learning? Evidence from early algebra. Retrieved
Time management in from: http://ies.ed.gov/funding/grantsearch/details.asp?ID=54
practicals and theory
lessons Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard
Recipe costing University Press
Students design their
Students are limited Inquiry-based learning style promotes critical and creative
Critical and own packaging for Choice should be given to students
to a cookie for final thinking for 21st century learners. It allows students to have
Creative Thinking their food product in of what they want to make.
recipe responsibility over their learning which increases motivation.
the final assessment
Alternatively, students should be
Students develop Ramnarain, U.D. (2014). Teacher’ perceptions of inquiry-based
given the opportunity to choose any
their own food learning in urban, suburban, township and rural high schools:
food product they want to make for
product The context-specificity of science curriculum implementation in
the assessment task.

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South Africa. Teaching and Teacher Education, 1(38), 65-75.

doi: doi.org/10.1016/j.tate.2013.11.003

Establishing roles in the assessment Establishing roles in group work improves overall learning,
Group work within No establishment of
Personal and task allows students to take reduced amount of time spent on task within groups.
practicals roles within groups
Social Capabilities responsibility for certain criteria
Coggeshall, B. (2010). Assigning individual roles and its effect
Play to the strengths of the
Group work for final on the cooperative learning setting (PhD thesis). Retrieved from
individuals in the group by allocating
assessment task https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1098&conte
a role that will best suit them
xt=mathcs_etd_masters
ICT videos which combines forms of narrative engage students
Students are
more than traditional teaching such as textbooks.
required to use
Utilising more engaging ICT
Microsoft Publisher Outdated uses of
components such as videos instead Willmot, P., Bramhall, M., Radley, K. (2012). Using digital video
for the persuasive resources
of textbooks. reporting to inspire and engage students. Retrieved from
writing Magazine
https://www.raeng.org.uk/publications/other/using-digital-video-
article task
reporting
ICT
SMART Boards improves engagement, efficient lessons,
increases teacher-learner interaction.
The use of smartboards is another
interactive technology to increase
Mohammed, A. (2016). The importance of using smart boards in
engagement and motivation for
teaching small EFL classes: A case study of college of
students.
preparatory year programs, International Journal on Studies in
English Language and Literature, 4(5), 9-17. doi: 10.2041/2347
Sequence of the
Persuasive text for original unit plan
Understanding by promotional material does not allow the
Outlining the assessment task first
Design for their final students to make the
students will be able to apply the
assessment is connection with
concepts they learn to the
practiced within unit concepts to the
assessment task.
for their final bigger picture which
Three stages of backwards design including’ identify desired
assessment. is simulated through
results, determine assessment evidence and planning learning
the assessment task.
experiences and instruction
Numeracy skills that
are presented in the
Students will understand the McTighe, J., & Wiggins, G. (2012). Understanding by design
unit outline are No practice of writing
relevance of what they are learning framework, Alexandria, USA.
assessed in the final evaluations during
and can make connections with real
task students are the unit.
world scenarios.
required to
undertake.
Throughout the unit allow students to
practice writing evaluations to get
feedback.
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SECTION III RECOMMENDATIONS

The original Promotional Food Design unit outline lacked in information and did not include a
concept map nor scope and sequence. As these were not included it posed a challenge for
teachers and students to understand the progression of learning throughout the unit and hindered
the opportunity to develop threshold concepts and academic outcomes. The inclusion of a concept
map and scope and sequence are essential for direction and provides clear time frames for
teaching and learning. As a result, the Promotional Food Design unit outline is improved with a
particular focus on literacy, numeracy, critical and creative thinking, personal and social
capabilities and ICT.

The restructure of the unit utilises the UbD framework to establish clear goals and to assure they
are achieved through backwards mapping. Furthermore, the UbD framework encourages
understanding and learning transfer through teaching and assessing. As a result, it encourages a
student-centred approach by giving the opportunity to students to exceed the zone of proximal
development (ZPD) to be successful independently (Vygotsky, 1978). This means the unit outline
highlights the relevancy of student learning as they are able to understand that the knowledge and
skills learnt are necessary and will be applied to the final assessment task (McTighe & Wiggins,
2012). As well as the final assessment task, formative informal assessment has been integrated
throughout the unit so students can practice the skills before being assessed on them. By
including this, can demonstrate areas which need to be scaffolded for students and can help to
reflect on teacher practice. Consequently, this will develop the students’ knowledge and skills and
allow them an equitable chance at success in the final assessment task.

Following from this is the importance of developing threshold concepts in Technology Mandatory.
The original unit outline did not have significant evidence of developing threshold concepts thus,
modifications were made to include the concept. As Blacktown Girls High School has a significant
proportion of students who have a language background other than English, particular attention is
placed on developing literacy and numeracy skills. To support students, scaffolding in the form of
graphic organisers are recommended to achieve academic success in literacy (Pol, Volman, Oort,
& Beishuizen, 2015). The original unit outline integrated a high-level Blooms Taxonomy verb
(evaluate) in the final assessment as an attempt to develop literacy skills. However, there was no
explicit teaching or practice throughout the unit of how to correctly expand on this verb. Scaffolding
in the form of graphic organisers breakdown the verbs into smaller components which are easier
to understand and guarantees the student is answering all components of the verb (McCoy, 2012).
Likewise, scaffolding for numeracy is implemented into the modified unit outline to allow for
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differentiation. This can be implemented in the form of modelling, collaboration and guiding by the
teacher. Scaffolding directly relates to Vygotsky’s (1978) theory of ZPD because it is a support
mechanism that effectively assists students to perform tasks such as the one explained above. As
the student becomes more capable of the task the scaffold or support is gradually removed. This
has shown to greatly improve literacy and numeracy skills of LBOTE students (Alibali, 2013; Pol et
al., 2015).

Developing critical and creative thinking in students is necessary for 21st century learners. The
original unit outline lacked in this aspect in the final assessment task. The modified unit outline
promotes inquiry-based learning as it enables students to become responsible for their own
learning by taking ownership over the task (Ramnarain, 2014). Students can choose their own
food product to make in the final assessment task to be suitable as a gift. This inquiry-based
learning style motivates the students in to completing the task to the best of their abilities. The task
incorporates collaboration between team members promoting personal and social capabilities.
However, explicit teaching of how to perform effectively in group situations needs to be addressed.
This can be achieved by establishing roles within the group which is found to increase the
efficiency of the task (Coggeshall, 2010). As well as this, it puts responsibility on the students and
supports participation within the group (Coggeshall, 2010). Furthermore, establishing roles in can
showcase strengths of individuals in the group thus, individuals would take on the particular roles
they showed the characteristics to represent well (Coggeshall, 2010).

ICT is a useful resource when used effectively in the classroom. The original unit outline uses ICT
as part of formative assessment when making the magazine article using Microsoft Publisher.
However, outdated resources were implemented in the unit outline through the use of textbooks
and worksheets (Willmot, Bramhall & Radley, 2012). Updated and relevant resources including
short YouTube videos can create a narrative story for the students which increases their
engagement (Willmot et al., 2012). SMART Boards can also be used to help students understand
concepts better as they are more engaged while increasing teacher-student interactions
(Mohammed, 2016). It also increases student motivation and develops deeper learning of the
content and is sought to be efficient and meaningful learning (Mohammed, 2016).

In conclusion, these recommendations will enhance student learning and success within the
Promotional Food Design unit. The recommendations aim to address the concerns in the areas of
consideration including literacy, numeracy, critical and creative thinking, personal and social
capabilities and ICT by structing the unit around the framework of UbD. Furthermore, the
recommendations are linked to achieve the goals listed above on page 4.

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SECTION III RECONSTRUCTION OF TEACHING UNIT

Concept Map:
This concept map was not provided by Blacktown Girls High School

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Scope and Sequence:

The scope and sequence was not provided by Blacktown Girls High School

BLACKTOWN GIRLS HIGH SCHOOL Year 8 Science 2018 |

Stage 5 | 2018
Year 8 Technology Mandatory 2018

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week 11
Promotional Food Design
7 lessons per fortnight
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
4.1.2 describes factors influencing design in the areas of study Built Environments, Products, and Information and Communications
4.2.1 generates and communicates creative design ideas and solutions
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects
4.5.1 applies management processes to successfully complete design projects
4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources
4.6.1 applies appropriate evaluation techniques throughout each design project

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Wood Technology
7 lessons a fortnight
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
4.4.1 explains the impact of innovation and emerging technologies on society and the environment
4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications
4.2.1 generates and communicates creative design ideas and solutions
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects
4.6.1 applies appropriate evaluation techniques throughout each design project
4.5.1 applies management processes to successfully complete design projects
4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project

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Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Interior Design
7 lessons a fortnight
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to
design projects
4.1.1 applies design processes that responds to needs and opportunities in each design project
4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life
4.2.1 generates and communicates creative design ideas and solutions
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with
competence in the development of design projects
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each
design project

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Digital Media
7 lessons a fortnight

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10

4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects
4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project
4.6.1 applies appropriate evaluation techniques throughout each design project

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Blacktown Girls High School- TECHNOLOGY MANDATORY PROGRAM 2018 Year 8: Promotional and Food Design Duration: 13 weeks
Area of Study Program Description Outcomes Assessed
-Information and The main focus of this unit is for students to explore the purpose of food packaging, marketing and -Knowledge and understanding of design processes,
Communication the labelling of food products for the retail industry and for the consumer. As part of this program design theory and the work of designers
-Promotional Design students will be required to survey a chosen target market. Using the surveyed data the students -Skills in research, experimentation and
- Media Technology will write a report on the results and respond to the needs of the surveyed market by producing a communication within design projects
-Food Technology packaged food product for their final assessment practical. Prior to this practical students will -The responsible selection and safe use of materials,
engage in four set pracs and one trial prac where they will practice labelling and packaging biscuits. tools and techniques within projects
To facilitate student understanding of the rules surrounding food laws and packaging a range of -The creation of quality design solutions and
lessons in which the students will learn about FSANZ’ legislated labelling requirements, the physical management to successful completion
characteristics and purposes of food and packaging, recipe costing and the marketing of a food -The evaluation of design activities
product will be taught to the students. To meet the promotional requirements of producing a
packaged food gift, students will engage in publisher tasks to create logo designs, packaging and
labelling and magazine spreads. As part of the IT focus within this program students will have the
opportunity to engage in drawing, painting, scanning, storing, internet usage, desktop publishing,
web design, using scanners, digital cameras and video and animation.
Literacy Numeracy Cross Curriculum Content Focus

LC – VK2 FA1 ICT – Desktop publishing, draw/paint, printing, scanning, digital cameras
LC – AW 8 FA2 Work, Employment & Enterprise – Working in groups, creating, packaging and marketing
FA3 food gift
FA4 Difference and Diversity – Responding to target market needs, working with others
Literacy – Magazine report, promotional items, Literacy continuum
Numeracy – Recipe interpretation, measuring, time management, recipe costing
QT21 8 Ways Blooms Resources Available
Human Resource Community links Evaluation Technology by Design - A. Wesley, Hi Tech Food
Global Citizen Symbols and images Technology for years 7&8 – J. Rochford, Hi Tech Information Technology
E-Learner Learning maps
Deconstruct re-construct
Non-verbal learning
Land links
Story Sharing
Teacher name: Class: Rotation number:

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Reporting Syllabus Outcome Learn about Learn to T/L Strategy Assessment Reg.
Time

Outcome

4.5.1 applies management • resource availability including • identify resource Issue design brief Flow chart and
processes to successfully - time availability and apply evaluation to be
complete design projects - money realistic limitations to Discuss assessment task completed and
- materials, tools and techniques each design project including design brief, submitted at end of
1 lesson

- human resources including skills target market and Flow unit

and expertise
- other resources
• management techniques including
action, time and budget planning
• develop and apply chart requirements
action, time and budget
plans in design projects

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4.2.2 selects, analyses, presents • experimentation and testing of • apply the results of Target Market interview Worksheet
and applies research and design ideas experimentation to research  Conducting
Knowledge and experimentation from a variety designing and making market research
understanding of of sources • relationship of experimentation to when developing each In their food teams of 2 – and analysis for
design processes, success criteria design project 4 each team must choose your food gift idea
design theory and • research methods • identify, interpret and a target market to conduct
the work of - needs analysis evaluate data from a research. Students have
designers - surveys and interviews variety of sources the option to choose a
- searching techniques including use • use effective research food of their liking but
of the internet methods to identify restricted to 60 min time
needs and opportunities frame.
and locate information
relevant to the Teacher guide students
development of each through the ‘conducting
design project market research for your
• identify solutions to food gift idea using
other similar needs and scaffolds provided.
opportunities
3 lesson

• use the internet when Students in their small

researching business venture team
Students are encouraged must prepare 5 food
to use Excel to interpret related Qs relevant to
data their target market.

Students are to establish

roles within their group in
order to complete the
assessment task.

Students are to conduct

interviews, then bring
responses to class to
prepare an individual
market research report.
Scaffolds provided.
Can be hand written

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Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

4.1.2 • factors affecting design • examine factors Labelling Laws

describes factors influencing - function affecting design in the Video on packaging
design in the areas of study Built - aesthetics areas of study of Built requirements and labelling
Environments, Products, and - human form Environments, Products, laws Later- preparation
Information and - scale and Information and https://www.youtube.com of appropriate
Communications - ergonomics Communications /watch?time_continue=24 labeling and
The creation of - ethical • describe the factors 8&v=_2P-25C_6_o packaging for final
quality design - environmental affecting design in the Discussion after video- product
2 lessons

solutions and - legislation including OHS development of each reinforcing the labelling
management to - cost design project requirements. ANZAC biscuit
successful - socio-cultural - Students provided with packaging
completion - resource availability Pre-prepared net for
- physical and material properties packaging and labeling to
- safety colour in and make for
ANZAC biscuits. Teacher
to collect for distribution
in dem.

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4.6.2 identifies and explains • ethical and responsible design • identify social Environmental Issues
Knowledge and ethical, social, environmental • environmental and sustainability considerations relevant
understanding of and sustainability considerations considerations to each design project Discussion - Recycling,
design processes, related to design projects • be responsible and Responsibilities of
design theory and ethical in the decisions manufacturers, Packaging
the work of made in the
designers development and Samples of biodegradable
production of each bags in folder
design project
• explain the Students research the
2 lessons

responsibilities of importance of sustainable

designers and recyclable products.
They are required to
research types of
recyclable and sustainable
packaging they can use for
their assessment task.

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

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4.3.1 applies a broad range of
contemporary and appropriate
tools, materials and techniques
with competence in the
development of design projects
The responsible
selection and safe
2 lessons
• Materials – characteristics and • identify common Teacher demonstration of
properties of foods appropriate to a properties of food within Anzac Biscuits.
design project each of the food groups - Workflow for two
• Tools – specific tools related to students with timing and
food technologies • select and correctly steps completed
• Tools – the functions and correct use a variety of
and safe use of a variety of appropriate food Discuss kitchen
contemporary food utensils and utensils and appliances procedures, hygiene and
appliances used for to prepare quality food safety (revision from yr 7), Safety Test on
- cutting items for a design food styling and Kahoot
- measuring project. photography.

use of materials, - preparation, processing and • modify recipe toppings

tools and cooking • select and use
techniques within • Tools – recipes including the techniques appropriate
projects format and abbreviations commonly for the purposes of a
used. design project:
• Techniques - specific techniques i.e.
used in . Follow safety, kitchen
- food preparation management systems,
- food processing cleaning up procedures
- cooking food . Use kitchen equipment
• Techniques – presenting food for safely
visual appeal

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4.3.1 applies a broad range of Practical 1 – Anzac Practical Food

contemporary and appropriate biscuits (pairs) preparation lessons
The responsible tools, materials and techniques Put the biscuits in the box
selection and safe with competence in the made to take home. Will
use of materials, development of design projects also need their own
tools and container.
techniques within
projects Photo taken of biscuits to
1 lesson

use in ICT Publisher

magazine article practice
task

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

4.1.2 • factors affecting design • examine factors Costing Anzac biscuits

describes factors influencing - function affecting design in the Use worksheets to Later – costing of
design in the areas of study Built - aesthetics areas of study of Built complete costing on Anzac final product
Environments, Products, and - human form Environments, Products, recipe. There are
Information and - scale and Information and differentiated versions for
Knowledge and
Communications - ergonomics Communications students who need
understanding of
- ethical • describe the factors support.
design processes,
- environmental affecting design in the Students are provided
1 lesson

design theory and

- legislation including OHS development of each with a scaffold to evaluate
the work of
- cost design project how they worked as part
designers
- socio-cultural of the pair and how the
- resource availability pair worked overall in the
The evaluation of
- physical and material properties prac.
design activities
- safety Can use smartboard to
work through costing
sheet with students.

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4.3.1 applies a broad range of • Materials – characteristics and • identify common Option 2 – Chocolate chip
contemporary and appropriate properties of foods appropriate to a properties of food within cookies in pairs
tools, materials and techniques design project each of the food groups Incomplete label
with competence in the • Tools – specific tools related to photocopied on to paper
development of design projects food technologies • select and correctly for students to complete
• Tools – the functions and correct use a variety of and colour in after dem,
and safe use of a variety of appropriate food then glue on to the lid of a
contemporary food utensils and utensils and appliances foil container (1 per
appliances used for to prepare quality food student). Take home some
- cutting items for a design form of packaging
- measuring project. Students are provided
- preparation, processing and • modify recipe topping with a scaffold to evaluate
cooking • select and use how they worked as part Practical food
Skills in research,
• Tools – recipes including the techniques appropriate of the pair and how the preparation lessons
experimentation
format and abbreviations commonly for the purposes of a pair worked overall in the
and
used. design project: prac.
communication
• Techniques - specific techniques i.e.
within design
used in . Follow safety, kitchen Extension option
projects
- food preparation management systems, Costing activity where
4 lessons

- food processing cleaning up procedures students have to cost

- cooking food . Use kitchen equipment multiple quantities of the
• Techniques – presenting food for safely biscuits
The responsible
visual appeal There are differentiated
selection and safe
versions for students who
use of materials,
need support
tools and
Can use smartboard to
techniques within
work through costing
projects
sheet with students.

Option 3 – Welsh Cakes

Students in pairs design

their own label on to a
proforma on paper, then
glue on to a paper bag
before the prac. lesson.
Students take home using
paper bag
Students are provided
with a scaffold to evaluate

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 Loretta Gazzera 17995069

how they worked as part

of the pair and how the
pair worked overall in the
prac.

Option 4 - Stained Glass

biscuits

Blank label photocopied

on to paper for students to
complete and colour in
after dem, then glue on to
the Cellophane packaging
Students are provided
with a scaffold to evaluate
how they worked as part
of the pair and how the
pair worked overall in the
prac.

Option 5 – Palmiers

Blank label photocopied

on to paper for students to
complete and colour in
after dem, then glue on to
paper bag
Students are provided
with a scaffold to evaluate
how they worked as part
of the pair and how the
pair worked overall in the
prac.

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

22
Loretta Gazzera 17995069

4.3.1 applies a broad range of INFORMATION TECHNOLOGY Microsoft publisher Anzac

contemporary and appropriate Materials Biscuit Magazine article
tools, materials and techniques  the internet as a source of Select and use software practice task Later - magazine
information for specific purposes in a
The creation of with competence in the article for food
Tools design project
quality design development of design projects  software - draw and paint, word Use 'Food Ideas’ gift
solutions and processing, databases Select and correctly use magazines to stimulate
management to  the function, selection and the appropriate tools of discussion on layout and
correct use of a range input and information technology
successful content of a food article.
output tools including for a design project
completion  printer
 scanner Select and use Use the following
 storage devices techniques appropriate resources to assist
Techniques for the purposes of a
students to prepare a
 information processes design project
draft of the content
 collecting
 organising Use a variety of methods - ‘writing a magazine
 analysing article’
to generate creative
 storage and retrieval - ‘planning a feature
2 lessons

design ideas for each article’

4.2.1 generates and
communicates creative design
ideas and solutions
 processing
 displaying design project - ‘model of a feature
Communicate article’
• communication methods suitable information appropriate
for specific audiences including Teachers explicitly model
to specified audiences
- users and clients to students what a
- technical experts persuasive text entails.
In pairs, students choose
one out of the three pracs
to complete a persuasive
magazine article using the
Microsoft publisher.
Students should use the
scaffold for how to write a
persuasive text to assist
them.

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Loretta Gazzera 17995069

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

4.5.1 applies management
processes to successfully
complete design projects
1 lesson
• resource availability including • identify resource Using information from Implementation
- time availability and apply market research find and
- money realistic limitations to ideas for recipe documentation
- materials, tools and techniques each design project in flow chart
- human resources including skills Submit food order for trial

The evaluation of
and expertise • develop and apply practical
design activities
- other resources action, time and budget
plans in design projects
• management techniques including
action, time and budget planning

4.3.1 applies a broad range of
contemporary and appropriate
Skills in research, tools, materials and techniques
experimentation with competence in the
2 lessons
• Materials – characteristics and
properties of foods appropriate to a
design project
• Tools – specific tools related to
select and use Trial practical (optional) Practical food
techniques appropriate Each team can trial 1 preparation
for the purposes of a
recipe, and take a photo to lessons
design project:
use on the food label.

and development of design projects food technologies

communication Post lesson discussion:
within design recipe modificatio0ns,
projects costing, potion size,
packaging and labelling
requirements etc.

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Loretta Gazzera 17995069

4.3.1 applies a broad range of Materials Select and justify the use Promotional material – I.C.T. Publisher
contemporary and appropriate  the internet as a source of of correct file formats in teams are to produce tasks – ICT skills
information a design project
tools, materials and techniques suitable promotional  Promotional
Tools Select and use software
with competence in the material for their gift idea. material e.g.
 software - draw and paint, word for specific purposes in a
Magazine
The creation of development of design projects processing, databases design project They may to produce the
article
quality design  the function, selection and Select and correctly use following items using Flyer
correct use of a range input and the appropriate tools of
solutions and Microsoft publisher Brochure
output tools including information technology
management to  printer  Magazine article
4 lessons

for a design project etc

successful  scanner Select and use  1 page flyer
completion  storage devices techniques appropriate  Stationary
Techniques for the purposes of a  Magnet design
 information processes design project
 collecting
 organising
 analysing
 storage and retrieval

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome

4.2.1 generates and • communication methods including • use a variety of Create label and packaging Final product
The creation of communicates creative design - drawings, sketches and models methods to generate for final product and
quality design ideas and solutions - written reports creative design ideas for packaging/label
solutions and - oral presentations each design project (extension – to scale)
1 lesson

management to - digital presentations

successful • communication methods suitable • communicate
completion for specific audiences including information appropriate
- users and clients to specified audiences
- technical experts
- Peers

25
Loretta Gazzera 17995069
4.5.1 applies management
processes to successfully
complete design projects
1 lesson
The evaluation of
design activities
The creation of 4.3.1 applies a broad range of
quality design contemporary and appropriate
2 Lessons
solutions and tools, materials and techniques
management to with competence in the
successful development of design projects
completion
4.6.1 applies appropriate
evaluation techniques
throughout each design project
(Extension) 2 lessons
The evaluation of 4.6.2 identifies and explains
design activities ethical, social, environmental
and sustainability considerations
related to design projects
• resource availability including • identify resource Prepare individual
- time availability and apply workflow for final
- money realistic limitations to practical. Workflow /
- materials, tools and techniques each design project costing
- human resources including skills Complete food order for
and expertise • develop and apply final practical.
• management techniques including action, time and budget
action, time and budget planning plans in design projects Cost final practical
• Materials – characteristics and select and use Prepare packaging and Final package /
properties of foods appropriate to a techniques appropriate labeling. promotional
for the purposes of a
design project Final practical material /
design project:
• Tools – specific tools related to Present for marking product
food technologies
• developing criteria for success as a • evaluate prior to, Team evaluation of small
tool for assessing design during and at business venture using
development and production completion of each workflow sheet
• ongoing evaluation of design ideas design solution
and decisions MI evaluation task
• final evaluation considering • identify ethical, social, (Extension work)
- design process used and environmental and
- design solutions sustainability
- reflection on learning considerations
• be responsible and
• ethical and responsible design ethical in the decisions
• environmental and sustainability made in the
considerations development and
production of each
design project
• explain the
responsibilities of
designers
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Loretta Gazzera 17995069

Key:

Literacy
Numeracy
ICT
Critical and creative thinking
Personal and social
capabilities
Other

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Loretta Gazzera 17995069

Assessment Task & Marking Criteria:

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Loretta Gazzera 17995069
Marking Criteria Promotional and Food Design
Report Outcome Assessment Outstanding
Market research task
Knowledge and Market research task completed with questions
that reflect target market and
understanding of design
analysis of each of 5
processes, design theory
questions fully completed.
and the work of Conclusion demonstrates
designers understanding of implications
of results
Independently & accurately
follows recipes without need
All food practical for assistance, uses
equipment appropriately with
Skills in research, lessons with
high level of skill, & produces
experimentation and packaging trials + final
highly aesthetic products.
communication within food practical Different types of packaging
design projects attempted. Food order for
final product done on time.
Final product produced to an
outstanding highly appealing
standard
Safety test 85% + in safety test
The responsible
selection and safe use of
Safe working Never has to be reminded
materials, tools and
procedures in class of safe work practices
techniques within
projects
Independently produces food
Package /promotional packaging of an outstanding
material quality which is highly
The creation of quality functional and aesthetically
pleasing in all aspects and
design solutions and
Prepares at least two highly
management to informative promotional
successful completion materials: flyer/label
brochure/business card and
magazine article
Detailed and correct
The evaluation of design
Flow Chart information provided on
activities
individual’s contribution to
High
Market research task
completed with questions that
reflect target market and
analysis of each of 5 questions
fully completed. Conclusion
shows some understanding of
implications of results.
Accurately follows recipe with
need for minimal assistance,
uses equipment appropriately
with high level of skill, &
produces aesthetic products.
Different types of packaging
attempted. Food order for
final product done on time.
Final produced produced to a
high standard
70%-84% in safety test
May have needed one or
two reminders of safe work
practices
Independently produces food
packaging of a high quality
which is highly functional and
aesthetically pleasing in most
aspects and prepares at least
one highly informative
promotional material:
flyer/label brochure/business
card and magazine article
Correct information
provided on individual’s
contribution to group task.
Sound Basic Limited
Market research task Market research task Limited to no attempt
mostly completed with attempted completed at market research
questions that reflect with questions that reflect task. May have
target market and target market and analysis required significance
analysis of at least 3 of at least 2 questions. assistance to
questions completed. May have required complete
Some evidence of assistance to complete
conclusion
Follows recipes with Incomplete tasks. Attempts to use
need for some Assistance required in equipment &/or few
assistance, and uses appropriate use of practical tasks
equipment appropriately equipment. Recipe and attempted. Recipe
to produce completed Food order for final and Food order for
products. Food order for product is not chosen or final product is not
final product may not be completed within the chosen or completed.
completed within the required time frame. Final Final product not
required time frame. product not complete in completed or
Final product produced timeframe or needed significant assistance
to a satisfactory standard assistance needed
50%-69% in safety 30%-49% in safety test <30% in safety test
test
Has to be reminded of Constantly has to be
May have needed up safe working practices reminded of safe
to three reminders of regularly working practices
safe work practices
Produces a good Produces a basic standard Applies minimal
standard food packaging food packaging (with a lot efforts to produce
(with some help from the of help from the teacher) food packaging (in
teacher) which is which is functional and/or spite of a lot of help
functional and aesthetically pleasing in from the teacher)
aesthetically pleasing in some aspects Or Prepares which may be
some aspects and at least one informative incomplete or
Prepares at least one promotional materials: produces a
informative promotional flyer/label brochure/flyer which
materials: flyer/label brochure/business card may not be very
brochure/business card informative.
Information provided Some information At least one aspect
on individual’s provided on individual’s of flow chart
contribution to group contribution to group attempted.
29
Loretta Gazzera 17995069

(including workflow group task. Evidence
and costing of final provided of contribution.
recipe) Workflow complete and
realistic. Correct costing
included. Evaluation a true
reflection of work
Some evidence provided of
contribution. Workflow
complete and realistic.
Costing included.
Evaluation a true reflection
of work
task. May be some task. Workflow Workflow OR
evidence provided of attempted. Evaluation Evaluation
contribution. attempted OR attempted OR
Workflow complete. assistance needed to Significant
Evaluation complete complete assistance needed
to complete flow
chart and workflow

30
Loretta Gazzera 17995069

Reference List:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). My school:

Blacktown Girls High School. Retrieved from https://www.myschool.edu.au/school/41808

Alibali, M. (2013). Does visual scaffolding facilitate students’ mathematics learning? Evidence from
early algebra. Retrieved from: http://ies.ed.gov/funding/grantsearch/details.asp?ID=54

Coggeshall, B. (2010). Assigning individual roles and its effect on the cooperative learning setting
(PhD thesis). Retrieved from
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1098&context=mathcs_etd_masters

McCoy, S. Scaffolding for justice in the writing about literature. CEA Critic, 3(79), 316-323.
Retrieved from https://muse.jhu.edu/article/678897/pdf

McTighe, J., & Wiggins, G. (2012). Understanding by design framework, Alexandria, USA.

Mohammed, A. (2016). The importance of using smart boards in teaching small EFL classes: A
case study of college of preparatory year programs, International Journal on Studies in
English Language and Literature, 4(5), 9-17. doi: 10.2041/2347

Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom
and student independent working time in relation to student achievement, task effort and
appreciation of support. Instr Sci, 1(43), 615-641. doi: 10.1007/s11251-015-9351-z

Ramnarain, U.D. (2014). Teacher’ perceptions of inquiry-based learning in urban, suburban,

township and rural high schools: The context-specificity of science curriculum implementation
in South Africa. Teaching and Teacher Education, 1(38), 65-75. doi: 10.1016

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press

Willmot, P., Bramhall, M., Radley, K. (2012). Using digital video reporting to inspire and engage
students. Retrieved from https://www.raeng.org.uk/publications/other/using-digital-video-
reporting

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APPENDIX ORIGINAL UNIT DOCUMENTATION

Concept Map:
The school did not provide me with an original concept map

32
Loretta Gazzera 17995069

Scope and Sequence:

The school did not provide me with an original scope and sequence

33
 Loretta Gazzera 17995069

Blacktown Girls High School-TECHNOLOGY MANDATORY PROGRAM 2018 Year 8: Promotional and Food Design Duration: 13 weeks
Area of Study Program Description Outcomes Assessed
-Information and The main focus of this unit is for students to explore the purpose of food packaging, marketing -Knowledge and understanding of design processes,
Communication and the labelling of food products for the retail industry and for the consumer. As part of this design theory and the work of designers
-Promotional Design program students will be required to survey a chosen target market. Using the surveyed data -Skills in research, experimentation and
- Media Technology the students will write a report on the results and respond to the needs of the surveyed communication within design projects
-Food Technology market by producing a packaged food product for their final assessment practical. Prior to this -The responsible selection and safe use of materials,
practical students will engage in four set pracs and one trial prac where they will practice tools and techniques within projects
labelling and packaging biscuits. To facilitate student understanding of the rules surrounding -The creation of quality design solutions and
food laws and packaging a range of lessons in which the students will learn about FSANZ’ management to successful completion
legislated labelling requirements, the physical characteristics and purposes of food and -The evaluation of design activities
packaging, recipe costing and the marketing of a food product will be taught to the students.
To meet the promotional requirements of producing a packaged food gift, students will engage
in publisher tasks to create logo designs, packaging and labelling and magazine spreads. As
part of the IT focus within this program students will have the opportunity to engage in
drawing, painting, scanning, storing, internet usage, desktop publishing, web design, using
scanners, digital cameras and video and animation.
Literacy Continuum Numeracy Continuum R2L Cross Curriculum Content Focus
LC – VK2 FA1 -Persuasive text ICT – Desktop publishing, draw/paint, printing, scanning, digital cameras
LC – AW 8 FA2 Work, Employment & Enterprise – Working in groups, creating, packaging and
FA3 marketing food gift
FA4 Difference and Diversity – Responding to target market needs, working with others
Literacy –Persuasive text, Magazine report, Literacy continuum
Numeracy – Recipe interpretation, measuring, time management, recipe costing

QT21 8 Ways Blooms/MI Focus Resources Available

Human Resource Community links Evaluation Technology by Design - A. Wesley, Hi Tech Food
Global Citizen Symbols and images Technology for years 7&8 – J. Rochford, Hi Tech Information Technology
E-Learner Learning maps
Deconstruct re-construct
Non-verbal learning
Land links
Story Sharing
Teacher name: Class: Rotation number:

34
 Loretta Gazzera 17995069

Reporting Syllabus Outcome Learn about Learn to T/L Strategy Assessment Reg.
Time

Outcome
4.3.1 applies a broad range of
contemporary and appropriate
tools, materials and techniques with
competence in the development of
design projects
2 lessons
• Materials – characteristics and
properties of foods appropriate to a
design project
• Tools – specific tools related to food
technologies
• Tools – the functions and correct and
safe use of a variety of contemporary
food utensils and appliances used for
- cutting
• identify common
properties of food within
each of the food groups
• select and correctly use a
variety of appropriate food
utensils and appliances to
prepare quality food items
for a design project.
Teacher demonstration of
Anzac Biscuits.
- Workflow for two students
with timing and steps
completed
- Students provided with Pre-
prepared net for packaging
and labeling to colour in
and make in the dem

- measuring • modify recipe toppings lesson. Teacher to collect

The responsible
- preparation, processing and • select and use techniques for distribution in practical
selection and
cooking appropriate for the
safe use of • Tools – recipes including the format purposes of a design Discuss kitchen procedures,
materials, tools and abbreviations commonly used. project: hygiene and safety (revision Safety Test worksheet
and techniques • Techniques - specific techniques used i.e. from yr 7) food styling and
within projects in . Follow safety, kitchen photography.
- food preparation management systems,
- food processing cleaning up procedures
- cooking food . Use kitchen equipment
• Techniques – presenting food for visual safely
appeal

35
 Loretta Gazzera 17995069

4.3.1 applies a broad range of Practical 1 – Anzac biscuits Practical Food

contemporary and appropriate (pairs) preparation lessons
The responsible tools, materials and techniques with Put the biscuits in the box
selection and competence in the development of made in dem lesson to take
safe use of design projects home. Will also need their
materials, tools own container.
and techniques Photo taken of biscuits to use
within projects in ICT Publisher magazine
article practice task
1 lesson

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Tim
e

Outcome Outcome
4.1.2 • factors affecting design • examine factors affecting Costing anzac biscuits
describes factors influencing design - function design in the areas of study Use worksheets to complete Later – costing of final
Knowledge and in the areas of study Built - aesthetics of Built Environments, costing on anzac recipe product
understanding of Environments, Products, and - human form Products, and Information
design Information and Communications - scale and Communications Worksheet - Recipe costing of
processes, - ergonomics • describe the factors anzac biscuits
1 lesson

design theory - ethical affecting design in the

- environmental development of each
and the work of
- legislation including OHS design project
designers
- cost
- socio-cultural
The evaluation of - resource availability
design activities - physical and material properties
- safety

36
 Loretta Gazzera 17995069

4.3.1 applies a broad range of INFORMATION TECHNOLOGY Microsoft publisher Anzac

contemporary and appropriate Materials Biscuit Magazine article
tools, materials and techniques with the internet as a source of information Select and use software for practice task Later - magazine
The creation of competence in the development of Tools specific purposes in a article for food gift
quality design design projects software - draw and paint, word design project Use’ Food Ideas’ magazines
solutions and processing, databases to stimulate discussion on
management to the function, selection and correct use of Select and correctly use the layout and content of a
successful a range input and output tools appropriate tools of food article.
including information technology for
completion
printer a design project Use the following resources
scanner to assist students to
storage devices Select and use techniques prepare a draft of the
2 lessons

Techniques appropriate for the content

4.2.1 generates and communicates
creative design ideas and solutions
information processes purposes of a design - ‘writing a magazine
collecting project article’
organising - ‘planning a feature
analysing Use a variety of methods to article’
storage and retrieval generate creative design - ‘model of a feature
processing ideas for each design article’
displaying project
Communicate information Complete the anzac biscuit
• communication methods suitable for appropriate to specified magazine article using the
specific audiences including audiences Microsoft publisher
- users and clients template that has been
- technical experts prepared for this task.

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Tim
e

Outcome Outcome
4.1.2 • factors affecting design • examine factors affecting Labelling Laws
describes factors influencing design - function design in the areas of study Class discussion and
in the areas of study Built - aesthetics of Built Environments, worksheets.
The creation of Environments, Products, and - human form Products, and Information Text book reference “Junior Later- preparation of
quality design Information and Communications - scale and Communications Food Technology” appropriate labeling
2 lessons

solutions and - ergonomics • describe the factors Overhead – ‘What’s in a and packaging for final
management to - ethical affecting design in the name product
successful - environmental development of each Worksheets (choose from)
completion - legislation including OHS design project  Marketing food products
- cost  Food Labelling
- socio-cultural  A shoppers Guide
- resource availability
- physical and material properties
- safety

37
 Loretta Gazzera 17995069

4.3.1 applies a broad range of
contemporary and appropriate
tools, materials and techniques with
competence in the development of
design projects
Skills in research,
experimentation
2 lessons
• Materials – characteristics and
properties of foods appropriate to a
design project
• Tools – specific tools related to food
technologies
• Tools – the functions and correct and
safe use of a variety of contemporary
food utensils and appliances used for
- cutting
- measuring
- preparation, processing and
cooking
• identify common
properties of food within
each of the food groups
• select and correctly use a
variety of appropriate food
utensils and appliances to
prepare quality food items
for a design project.
• modify recipe toppings
• select and use techniques
appropriate for the
Option 2 – Chocolate chip Practical food
cookies in pairs preparation lessons
Incomplete label photocopied
on to paper for students to
complete and colour in after
dem, then glue on to the lid
of a foil container (1 per
student). Take home some
form of packaging
Extension option
Costing activity where

• Tools – recipes including the format purposes of a design students have to cost
and and abbreviations commonly used. project: multiple quantities of the
communication • Techniques – presenting food for visual biscuits
within design appeal
projects

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome
4.6.2 identifies and explains ethical, • ethical and responsible design • identify social Environmental Issues
Knowledge and social, environmental and • environmental and sustainability considerations relevant to
understanding of sustainability considerations related considerations each design project Discussion - Recycling,
design processes, to design projects • be responsible and ethical Responsibilities of
design theory and in the decisions made in manufacturers, Packaging
2 lessons

the work of the development and

designers production of each design Samples of biodegradable
project bags in folder
• explain the
responsibilities of designers Worksheets and use of
‘switched on’ text to
complete Q’s

38
 Loretta Gazzera 17995069

4.3.1 applies a broad range of • Materials – characteristics and • identify common Option 3 – Welsh Cakes
contemporary and appropriate properties of foods appropriate to a properties of food within
tools, materials and techniques with design project each of the food groups Students in pairs design their
competence in the development of • Tools – specific tools related to food own label on to a proforma
design projects technologies • select and correctly use a on paper, then glue on to a
• Tools – the functions and correct and variety of appropriate food paper bag before the prac.
safe use of a variety of contemporary utensils and appliances to lesson.
food utensils and appliances used for prepare quality food items Students take home using
- cutting for a design project. paper bag
- measuring • modify recipe topping
- preparation, processing and • select and use techniques Option 4 - Stained Glass
cooking appropriate for the biscuits
• Tools – recipes including the format purposes of a design Practical food
and abbreviations commonly used. project: Blank label photocopied on to preparation lessons
• Techniques - specific techniques used i.e. paper for students to
Skills in research,
in . Follow safety, kitchen complete and colour in after
experimentation and
- food preparation management systems, dem, then glue on to the
communication
- food processing cleaning up procedures Cellophane packaging
within design
- cooking food . Use kitchen equipment
projects
4 lessons

• Techniques – presenting food for visual safely Option 5 – Palmiers

appeal
Blank label photocopied on to
paper for students to
The responsible
complete and colour in after
selection and safe
dem, then glue on to paper
use of materials,
bag
tools and techniques
within projects

39
Loretta Gazzera 17995069

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg

Time

Outcome Outcome .
4.5.1 applies management • resource availability including • identify resource Issue design brief Later - Flow chart to
processes to successfully complete - time availability and apply be completed and
design projects - money realistic limitations to Discuss brief ,target submitted at end of
- materials, tools and techniques each design project market and Flow chart unit
1 lesson

- human resources including skills requirements

and expertise
- other resources
• management techniques including
action, time and budget planning
• develop and apply
action, time and budget
plans in design projects

4.2.2 selects, analyses, presents and • experimentation and testing of • apply the results of Target Market interview Worksheet
applies research and design ideas experimentation to research  Conducting
experimentation from a variety of designing and making market research
sources
• relationship of experimentation to when developing each In their food teams of 2 – and analysis for
success criteria design project 4 each team must make a your food gift idea
• research methods • identify, interpret and cookie and choose a target
- needs analysis evaluate data from a market to conduct
- surveys and interviews variety of sources research.
- searching techniques including use • use effective research
Knowledge and of the internet methods to identify Students in their small
understanding of needs and opportunities business venture team
design processes, and locate information must prepare 5 food
3 lessons

design theory and relevant to the related Qs relevant to

the work of development of each their target market
designers design project
• identify solutions to Students are to conduct
other similar needs and interviews, then bring
opportunities responses to class to
• use the internet when prepare an individual
researching market research report.
Students are encouraged Can be hand written
to use Excel to interpret
data

40
Loretta Gazzera 17995069

Time
Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.
Outcome Outcome
4.5.1 applies management processes • resource availability including • identify resource Using information from Implementation and
to successfully complete design - time availability and apply market research find ideas for documentation in flow
projects - money realistic limitations to each recipe chart
- materials, tools and techniques design project
1 lesson

- human resources including skills and Submit food order for trial
The evaluation of
expertise • develop and apply action, practical
design activities - other resources time and budget plans in
design projects
• management techniques including
action, time and budget planning

4.3.1 applies a broad range of • Materials – characteristics and select and use techniques Trial practical (optional) Practical food
contemporary and appropriate tools, properties of foods appropriate to a appropriate for the Each team can trial 1 recipe, preparation lessons
Skills in research, materials and techniques with design project purposes of a design and take a photo to use on
experimentation
2 lessons

competence in the development of • Tools – specific tools related to food project: the food label.
and design projects technologies
communication Post lesson discussion re:
within design :recipe modificatio0ns,
projects costing, potion size,
packaging and labeling
requirements etc.

41
Loretta Gazzera 17995069

4.3.1 applies a broad range of
contemporary and appropriate
tools, materials and techniques
with competence in the
development of design projects
The creation of
quality design
solutions and
4 lessons
Materials Select and justify the use Promotional material – I.C.T. Publisher tasks
the internet as a source of of correct file formats in teams are to produce – ICT skills
information a design project suitable promotional  Promotional
Tools Select and use software material for their gift idea. material e.g.
software - draw and paint, word for specific purposes in a They may to produce the Magazine article
processing, databases design project following items using Flyer
the function, selection and correct Select and correctly use Microsoft publisher Brochure
use of a range input and output the appropriate tools of  Magazine article etc
tools including information technology  1 page flyer
printer for a design project  Stationary
scanner Select and use  Magnet design

management to
storage devices techniques appropriate  Etc
successful
Techniques for the purposes of a
completion
information processes design project
collecting
organising
analysing
storage and retrieval

Reporting Syllabus Learn about Learn to T/L Strategy Assessment Reg.

Time

Outcome Outcome
4.2.1 generates and communicates • communication methods including • use a variety of methods Create label and packaging Final product and
The creation of creative design ideas and solutions - drawings, sketches and models to generate creative design for final product packaging/label
quality design - written reports ideas for each design
- oral presentations project (extension – to scale)
1 lesson

solutions and
management to - digital presentations
successful • communication methods suitable for • communicate information
completion specific audiences including appropriate to specified
- users and clients audiences
- technical experts
- Peers

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4.5.1 applies management • resource availability including • identify resource Prepare individual workflow
processes to successfully complete - time availability and apply for final practical.
design projects - money realistic limitations to each Workflow / costing
1 lesson

The evaluation of - materials, tools and techniques design project Complete food order for final
design activities - human resources including skills and practical.
expertise • develop and apply action,
• management techniques including time and budget plans in Cost final practical
action, time and budget planning design projects
The creation of 4.3.1 applies a broad range of • Materials – characteristics and select and use techniques Prepare packaging and Final package /
2 lessons

quality design contemporary and appropriate properties of foods appropriate to a appropriate for the labeling. promotional material /
solutions and tools, materials and techniques with design project purposes of a design Final practical product
management to competence in the development of • Tools – specific tools related to food project: Present for marking
successful design projects technologies
completion
4.6.1 applies appropriate evaluation • developing criteria for success as a tool • evaluate prior to, during Team evaluation of small
techniques throughout each design for assessing design development and and at completion of each business venture using
project production design solution workflow sheet
(Extension) 2 lessons

• ongoing evaluation of design ideas and

The evaluation of
design activities 4.6.2 identifies and explains ethical,
social, environmental and
sustainability considerations related
to design projects
decisions • identify ethical, social, MI evaluation task
• final evaluation considering and environmental and (Extension work)
- design process used sustainability
- design solutions considerations
- reflection on learning • be responsible and
ethical in the decisions
• ethical and responsible design made in the development
• environmental and sustainability and production of each
considerations design project
• explain the
responsibilities of designers

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Assessment Task & Marking Criteria:

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Marking Criteria Promotional and Food Design
Report Outcome Assessment Outstanding
Market research task
Knowledge and Market research task completed with questions
that reflect target market and
understanding of design
analysis of each of 5
processes, design theory
questions fully completed.
and the work of Conclusion demonstrates
designers understanding of implications
of results
Independently & accurately
follows recipes without need
All food practical for assistance, uses
equipment appropriately with
Skills in research, lessons with
high level of skill, & produces
experimentation and packaging trials + final
highly aesthetic products.
communication within food practical Different types of packaging
design projects attempted. Food order for
final product done on time.
Final product produced to an
outstanding highly appealing
standard
Safety test 85% + in safety test
The responsible
selection and safe use of
Safe working Never has to be reminded
materials, tools and
procedures in class of safe work practices
techniques within
projects
Independently produces food
Package /promotional packaging of an outstanding
material quality which is highly
The creation of quality functional and aesthetically
pleasing in all aspects and
design solutions and
Prepares at least two highly
management to informative promotional
successful completion materials: flyer/label
brochure/business card and
magazine article
Detailed and correct
The evaluation of design
Flow Chart information provided on
activities
individual’s contribution to
High
Market research task
completed with questions that
reflect target market and
analysis of each of 5 questions
fully completed. Conclusion
shows some understanding of
implications of results.
Accurately follows recipe with
need for minimal assistance,
uses equipment appropriately
with high level of skill, &
produces aesthetic products.
Different types of packaging
attempted. Food order for
final product done on time.
Final produced produced to a
high standard
70%-84% in safety test
May have needed one or
two reminders of safe work
practices
Independently produces food
packaging of a high quality
which is highly functional and
aesthetically pleasing in most
aspects and prepares at least
one highly informative
promotional material:
flyer/label brochure/business
card and magazine article
Correct information
provided on individual’s
contribution to group task.
Sound Basic Limited
Market research task Market research task Limited to no attempt
mostly completed with attempted completed at market research
questions that reflect with questions that reflect task. May have
target market and target market and analysis required significance
analysis of at least 3 of at least 2 questions. assistance to
questions completed. May have required complete
Some evidence of assistance to complete
conclusion
Follows recipes with Incomplete tasks. Attempts to use
need for some Assistance required in equipment &/or few
assistance, and uses appropriate use of practical tasks
equipment appropriately equipment. Recipe and attempted. Recipe
to produce completed Food order for final and Food order for
products. Food order for product is not chosen or final product is not
final product may not be completed within the chosen or completed.
completed within the required time frame. Final Final product not
required time frame. product not complete in completed or
Final product produced timeframe or needed significant assistance
to a satisfactory standard assistance needed
50%-69% in safety 30%-49% in safety test <30% in safety test
test
Has to be reminded of Constantly has to be
May have needed up safe working practices reminded of safe
to three reminders of regularly working practices
safe work practices
Produces a good Produces a basic standard Applies minimal
standard food packaging food packaging (with a lot efforts to produce
(with some help from the of help from the teacher) food packaging (in
teacher) which is which is functional and/or spite of a lot of help
functional and aesthetically pleasing in from the teacher)
aesthetically pleasing in some aspects Or Prepares which may be
some aspects and at least one informative incomplete or
Prepares at least one promotional materials: produces a
informative promotional flyer/label brochure/flyer which
materials: flyer/label brochure/business card may not be very
brochure/business card informative.
Information provided Some information At least one aspect
on individual’s provided on individual’s of flow chart
contribution to group contribution to group attempted.
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(including workflow group task. Evidence
and costing of final provided of contribution.
recipe) Workflow complete and
realistic. Correct costing
included. Evaluation a true
reflection of work
Some evidence provided of
contribution. Workflow
complete and realistic.
Costing included.
Evaluation a true reflection
of work
task. May be some task. Workflow Workflow OR
evidence provided of attempted. Evaluation Evaluation
contribution. attempted OR attempted OR
Workflow complete. assistance needed to Significant
Evaluation complete complete assistance needed
to complete flow
chart and workflow

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