Bikkie Time
The Bikkie Time unit (divided into session blocks)
Footnotes are rollover text. Hold mouse over footnote number for popup text.
| 1. Introduction to the unit | |||
| Learning Activities / Experiences [30] | Learning Intentions [31] | Resources [32] | Link to Learning outcomes [33] |
| Introduction to the unit Introduce unit of work to the class – introduce unit context related to developing skills and trialling multi-unit batch production interlinked with key competencies and values as we work as a class or in groups to achieve a common goal. Emphasise the aims are to: • work together • to relate to others • to be inclusive • feel part of the process and the development of the outcome. With this information given to the class, appropriate groups could be worked out at this stage, if not already established. Setting the scene for Food Technology: Examine Technological Practice within a food industry example. This is to allow students to become aware that Technological Practice is an actual process followed by food companies when developing new products to meet an opportunity in the market place. Watch video sequence related to Uncle Toby's Chewy Muesli Bar – an overview of Food Technology to give an understanding of Food Technology in practice. |
Key Competencies Relating to others – give students the opportunity to work effectively together to develop a quality marketable outcome. Participating and contributing – give students the opportunity to feel part of a common goal; to understand that the success and/ or failure of the outcome will affect everyone involved. Values Community and participation for the common good – the whole class should to be involved and feel part of the process and have ownership of the final outcome. Integrity – involving students being responsible, accountable and act ethically within group/s and class activities. Excellence – encourage students to aim high and to persevere in the face of difficulties in developing a quality outcome fit for purpose. Pedagogy Creating a supportive learning environment – students learn best when they feel accepted and when they are able to be active, visible members of the learning community. Principles Learning to learn – introducing knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. Context specific knowledge and skills Develop technological knowledge, skills and understandings related to Technological Practice from analysing existing Technological Practice and products.8 Food Technology Tool box: Exposure to real industry production processes, eg, video. |
Video: "Developing New Food Products" | Do students get to choose who they are grouped / seated by / work with? What class/group roles need to be established Assessment Strategies focussing on Learning Links Teacher observations and/ or conversations with class / group / individual within a supportive learning environment – to establish a baseline. Develop understandings of Technological Practice in product development to meet an opportunity in a food context outside the classroom situation. |
Footnotes:
30. LEARNING EXPERIENCES: When Diana revisited the learning experiences within this unit of work, the intention was to provide as much information for other teachers to see the thinking and planning that might happen 'behind the scenes' of unit delivery. This resource is intended to give teachers 'food for thought' in what a Technology unit could encompass rather than just show the learning foci related to multi-unit batch production. The teacher has included activities which encourage the use of literacy strategies and consider differentiation; and extension activities that could be for class wide use and / or for identified gifted and talented students in the class. The experiences have been developed to ensure that opportunity is provided to allow students to meet the predetermined specific learning outcomes and links to key competencies, values and other curriculum knowledge and/or skills have been made as appropriate. These learning experiences have been described with colour highlighted links to the first part of the unit plan to clearly 'spell out' links that have been made.
31. LEARNING INTENTIONS: The specific learning intention or key purpose of the learning experience. These may relate to one or more learning outcomes, the key competencies, values or other curriculum knowledge/skills. Diana decided a link should be made to the CoTs and the Indicators of Progression as outlined in the Assessment Criteria, Learning Links and Context Specific Knowledge and Skills, as well as reference to the Food Technology Tool Box.
32. RESOURCES: Use these to ensure required resources are available as needed.
33. LINKS TO LEARNING OUTCOMES: Clear links should be made to show how the block of learning experiences relate to the predetermined learning outcomes of the unit. The teacher also used this column to show links to Negotiated Learning Outcomes and Assessment Strategies for Learning Links and COTs.
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