Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 3. Exploratory Work [35] | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Examine Technological Practice within an industry example using the "Gluten Free Cookies" case study • Read the resource– in groups, as a class, individually. Literacy Strategy Literacy strategies will need to be developed to ensure students get the most opportunity for engagement and learning from this resource. A suggested example of this is in the "Gluten Free Cookies" case study – literacy strategy.doc – could be used as a homework activity to allow students the opportunity to become more familiar with the case study – the aim was to be student friendly but adapt to suit your class. Suggested key questions to meet learning intentions: • What were the social issues that may have influenced the development of this new product? • What are then environmental issues that have influenced the development of this new product? • What factors/concerns had to be considered in the development of the product? • What technical knowledge was important for the food technologist to understand to develop this product? • How did this knowledge effectively support the success of the outcome? • What manufacturing constraints were imposed on the project due to it being a gluten free product? |
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. Key Competencies Using language symbols and text (using literacy strategies) – to encourage reading as a means to gain knowledge and skills this with understanding can be used to enhance student practice. Context specific skill/ knowledge • Develop technological knowledge, skills and understandings related to Technological Practice from analysing existing Technological Practice and products. Food Technology Toolbox • Exposure to real industry production processes in relation to manufacturing a gluten free product • Understand the role of Gluten and its role in biscuit making • Key trends – eg, Gluten free • Innovative ingredients and processes – case study on Gluten Free cookie • Marketing requirements of packaging and labelling in relation to gluten free products Component/s of Technology Characteristics of Technology: • Develop understanding of how social issues and environmental issues impact; and how technological knowledge is validated by the success of an outcome. • Explain that technological knowledge is evaluated in terms of how effective it is in supporting the gluten free cookie outcome to function successfully. |
Sourced from Gluten Free cookie case study [36] – literacy strategy.doc Gluten Free cookies question and response sheet To be developed in conjunction with literacy strategies to suit class level and range of student literacy abilities using suggested key questions |
Develop understandings of Technological Practice in product development to meet an opportunity in a food context outside the classroom situation. What /how can individual student evidence be presented in relation to research of Technological Practice to demonstrate individual student understanding and participation? Discuss what social and environmental issues influence the development of new food products. Identify the key stages within Technological Practice within a food context. Identify what technological knowledge was used in the "Gluten Free Cookie" case study. Explain how technological knowledge used was effective in supporting the outcome to function successfully. Assessment Strategy Response sheet related to Gluten Free cookie case study. |
Footnotes:
35. EXPLORATORY WORK: This is a key stage for any Technological Practice – research carried out should enable students to apply knowledge, skills and understandings from this. In this unit of work the research (Exploratory Work) is done as a class with some individual assessment opportunities.
36. GLUTEN FREE COOKIES CASE STUDY: The case study is rich in written text. Although the case study may be more suited to more able readers, the teacher decided that the resource had merit for use in a supportive learning environment. The teacher has tried to support student learning with a suggested literacy strategy. This could be refined and adapted further.
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