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Technology Unit Planner
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| Sourced from the Food Technology Tool Box for Year 9-10: [29] | |
| Food Formulation Food Chemistry • Understand the role of protein, carbohydrates and fats in common foods, and gluten and its role in biscuit-making • Basic functionality of nutrients • Role of nutrients in the body including water, minerals and vitamins with a focus on calcium and iron • Reinforce throughout project/s. Nutrition • Reinforce basic nutrition • Food groups • "Mission On" • Nutritional Guidelines • Identify specific nutritional needs for a stakeholder group, eg, teenagers • Current nutritional issues • Key trends, eg, social issues Manipulation of Ingredients • Build cooking skills – making and shaping biscuits • Basic properties of food introduced within practical tasks – discussion around these – physical nature and functional nature of biscuits • Innovative ingredients and processes – case study on Gluten Free Cookies Formulating Techniques • Simple recipe changes driven by refined specifications of developed brief related to ingredients/ process – for multi-unit batch production for a biscuit outcome |
Food Safety and Legislation Ethics of a Food Technologist • Current ethical issues – ethics in relation to multi-unit production and selling a biscuit product in the school environment Food Safety • Basic personal hygiene and food handling practices reinforced • Introduce common food organisms, eg, salmonella, campylobacter, e-coli • Ideal conditions for growth • Preventive measures Introduce concepts of: • HACCP • OSH • Current food safety issues Standards/ Codes and Legislation • Introduce food standards related to biscuit outcome and manufacture |
| Food Packaging & Labelling Packaging as a sales tool: • Introduce the 'Four Ps' – product, price, place, promotion Packaging as a preservation method: • Functionality of packaging material • Selecting materials to suit storage environment • Tamper-proofing • Shelf-life Package and label design: • Marketing requirements of packaging and labelling in relation to gluten free products • Label design – including nutritional information • Use "food works" or a nutritional analysis source to develop nutritional information panel related to a food product. Package and label legislation/ethics and codes of practice: Define the terms: • best before... • use by date • allergens • key trends |
Food Product Testing Consumer Sensory Testing • Sensory testing • Sensory testing protocols introduced – preparing, setting up and analysis • Ranking test • Hedonic scale test Consumer Market Research and Testing • Individual/class target market surveys or interviews of individual stakeholders • Setting up focus groups • Ethical considerations Chemical and Microbiological Testing • Simple storage testing • Simple attribute testing – related to key desirable attributes Instrumental Testing • colour • viscosity • hardness/tenderness |
Food Production and Preservation Manufacturing Processes: • Exposure to real industry production processes, eg, video/factory visit/outside speaker in relation to manufacturing a gluten free cookie and biscuit making • Introduce process diagram symbols • Modify a HACCP Plan to suit a food product -biscuit outcome • Develop a detailed block diagram with control points • Understand processing steps required to make common food products, eg, sieving, beating, creaming, baking (basic cooking terminology) • Innovation in production and preservation Preservation: • Principles of preservation • Identify methods of preservation • Preservation and packaging and shelf life • Innovation in preservation • Key trends |
Footnotes:
29. THE FOOD TECHNOLOGY TOOLBOX RESOURCE: The teacher wanted to ensure that knowledge, skills and understandings were developed within this unit related specifically to Food Technology. The Food Technology Toolbox is a resource case studied on the Techlink website. The teacher has identified the content material for Years 9 -10 that could be used within learning experiences. The content should be given a similar focus towards multi-unit batch production with the teacher being aware that a full teaching programme will cover other content and would also consider strategies to ensure students are making a seamless progression from each level. The teacher also identified the links to the CoTs and the Context specific Knowledge and Skills within this content material.
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