Bikkie Time
Technology Unit Planner
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| Specific Learning Outcomes | |
| Predetermined Specific Learning Outcomes [27] • Develop understandings of Technological Practice in product development to meet an opportunity in a food context outside the classroom situation. • Discuss what social and environmental issues and environmental issues influence the development of new food products. • Identify what technological knowledge was used in the "Gluten Free Cookie" case study. • Explain how that technological knowledge used was effective in supporting the outcome to function successfully. • Identify the key stages within Technological Practice within a food context. • As a class identify key stages and resources which need to be planned for. • Use an initial plan developed from this information and other planning tools to record reviews and reflection of Technological Practice for ongoing planning. • Identify an opportunity for the given context. • Carry out Market Research on existing biscuit products. • Develop knowledge and skills related to the Food Technology Toolbox in setting up and carrying out product and sensory testing – Using a range of testing methods – Products Tests such as: CMPs, Disassembly, Attribute scales, Storage, Colour, Sensory Analysis; Sensory Tests such as Paired Comparisons, Ranking, Hedonic tests. • Gain an understanding of the physical nature and functional nature of biscuits and identify the relationship between the two. • Describe the attributes of existing products in relation to in the chocolate chip cookie range to develop desirable attributes for the class outcome. • Develop knowledge and skills related to the Food Technology Toolbox in surveying and gathering useful information from focus group discussions and key stakeholders. • Carry out Consumer Research with key stakeholders and focus groups. • Develop, from this research, specifications which may include possible physical and functional nature options for the intended outcome to address the identified opportunity. • Demonstrate an understanding of the safe use of equipment, hygienic handling of ingredients and test samples and ethical practices in food production to meet codes of practice. • Develop skills in biscuit making (using a variety of recipes) in particular: Creaming; Measuring; Ball forming; Uniform sizing. • Demonstrate knowledge and skills from the Food Technology Toolbox in setting up and carrying out product and sensory testing – Using a range of testing methods – Products Tests such as: CMPs, Disassembly, Attribute scales, Storage, Colour, Sensory Analysis; Sensory Tests such as Paired Comparisons, Ranking, Hedonic tests. • Develop a biscuit prototype to evaluate against the brief. • Gain key stakeholder and focus group (consumer) comments for the developed biscuit's suitability to address the opportunity. • Identify the differences between homemade and multi-unit batch production to evaluate the importance of sameness of product related to such things as: creaming thoroughness, colour, size, uniformity, ingredient evenness (eg, chocolate chips ratio per biscuit) when attempting multi-unit batch production within the class environment. • Describe examples related to biscuit making to illustrate how a technological product's fitness for purpose can be/was enhanced by the way a material was shaped. • Develop knowledge and skills from the Food Technology Toolbox and Component of Technological Systems within of: HACCP, batch production, flow sheeting, the role of properties (inputs and outputs) in subsetting; and control requirements in a production process in multi-unit batch production. • Demonstrate knowledge and skills in developing a production process to allow multi-unit batch production of biscuits to occur within the classroom environment. • Trial a developed production process in multi-unit batch production to deliver a quality assured outcome. • Provide an evaluation to state compliance and deficits of the biscuit prototype against specifications and stakeholder and consumer feedback on its suitability with suggestions made to eliminate deficits. |
Negotiated Specific Learning Outcomes [28] • What opportunities are there to address? Class or teacher selection? • Who will be the stakeholders for consultation and feedback? Decided by class or teacher or selected opportunity? • What type of biscuit will be the class focus to develop for multi– unit batch production? • Is there time to use introduce or return to teaching about the big 3 of Technology practice? Could a food technologist be brought in for a visit to make it "real"? Is it worthwhile for the focus of the unit? Would activity ensure students felt they had contributed to the planning of the project? • What /how can individual student evidence be presented in relation to research of Technological Practice and current market products, brief development, planning for practice, functional modelling and prototyping, developing the production process for multi-unit batch production, and evaluation of fitness for purpose to demonstrate individual student understanding and participation? • Should students source recipes independently from home and other available resources, eg, library, internet? Or will these be done by the teacher? • How can I ensure learning experiences are enhanced by group/class work? How can I use group/class work to monitor learning and understanding against the Indicators of Progression? • Do students get to choose who they are grouped / seated by / work with? Is it random or teacher controlled? Based on friendship, ability levels mixed or streamed, gender balance or separation, alphabetical, behavioural, personality, to suit group roles? – does it enhance student participation and contribution? • What class/group roles need to be established? Will these be allocated by teacher or students? Are these necessary for individual student participation and contribution? What does the teacher need to do to ensure effective problem solving strategies are carried out by students to help class/group dynamics related to such things as: social, leadership, participation, contribution and recording issues? What strategies should be considered in the event of class/group dynamics breaking down to the detriment of the students and the unit? • Who will take on which roles in the multi-unit batch production? • Do our stakeholders wish us to continue with multi-unit batch manufacture to meet the opportunity? • Can we manufacture and market our developed product? • Will we implement the final product within intended situation? • Will promotion, packaging and labelling be addressed? Who will do this? • Can/should/do we need to carry out a cost analysis? Is it profitable for fundraising? • Consideration for selling products – area, furniture, money collection, hygiene procedures -gloves, sanitiser, aprons? |
Footnotes:
27. PREDETERMINED SPECIFIC LEARNING OUTCOMES: This is a big list of possible Predetermined Specific Learning Outcomes for this unit. Doing this brainstorm of possibilities gave the teacher a range of learning outcomes that could be covered. However this list was refined down to ensure the unit had a clear focus related to what the teacher wanted to achieve from its delivery. These learning outcomes show links to the CoTs, Context specific Knowledge and Skills and the Food Technology Toolbox. The light yellow highlights Predetermined Specific Learning Outcomes.
28. NEGOTIATED LEARNING OUTCOMES: This part of a unit plan is usually left blank. The teacher had been unsure in the past as to what this really meant in unit planning and subsequent delivery. In developing this unit plan the teacher brainstormed scenarios that could arise within the delivery of the unit. These scenarios led to questions that the teacher might have to consider. The "what ifs". The teacher realised that there were learning links to the values, key competencies and pedagogy foci within these questions. The green highlights Negotiated Specific Learning Outcomes. The other colours highlight links to Learning Links.
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