Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 9. Consumer Research | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Consumer Research Activities should be planned within initial planning. These will depend on the selected opportunity to be addressed. Authentic key stakeholders from the identified opportunity to address or people for whom the product will be targeted at (within the school environment) could be used to gather information related to the desirable attributes for the outcome. Other options are to use the class as the focus group -perhaps mix up the groups so students will have to work with others – appoint a focus group leader to direct the discussions? Suggested class/group activities could include: For focus group discussion and sensory testing. Comparison Cookie Time cookies OR other Chocolate chippie biscuits products OR a mixture of BOTH – other brands may include Griffins, Budget, Farmhouse, and/or brands that make a big cookie product. Within groups discuss the look of the products, packaging and labelling, taste the products – take photos as you carry out the session. Use a selection of sensory test methods to give students experience carrying out sensory testing. These are informal discussions, but have focussed questions available for each group, eg, Which packaging appeals the most? What labelling informs you the best? What biscuit product do you like the look of? What product smells the best? What product has the nicest mouth feel texture? What product tastes the best? What are the desired attributes you like in a chocolate chippie biscuit? Which best fits your ideal? What biscuit type and attributes do you want to address the opportunity? If you have been able to use authentic key stakeholders or target market stakeholders for this activity gain feedback on what attributes and type of biscuit they would like for the biscuit outcome to address the opportunity. Or use class to identify these. Class discussion wrap-up of the focus group activity for feed back analysis • What did you find out from your focus group activity in relation to existing biscuit products? • What type of biscuit do they want? • What desirable attributes are required for our outcome? • Encourage students to record how Consumer Research went. Write evaluative comments about what they learnt from doing this activity. |
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. • Encouraging planning and reflection within the class's Technological Practice within a supportive learning environment. Inclusion – Students feel included and valued in their individual participation within the group and class environments for a common goal. Key Competencies Participating and contributing – Give students the opportunity to feel part of a common goal; to understand roles and responsibilities; to contribute appropriately as a group member; to make connections with others and to create opportunities for others in the group; 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; and within the stakeholder/ market environment. Context specific knowledge and skills • Develop knowledge and skills in testing methods to establish and test desirable attributes – product analysis, sensory and storage and product testing. • Develop knowledge and skills in authentic stakeholder consultation, focus group discussions and feedback analysis. Components of Technology Technological modelling – Use of testing procedures and prototyping for ongoing refinement of biscuit outcome and to ensure its suitability for multi-unit production. Aim: To get information on consumer consensus and product composition. Key Competencies Relating to others – Give students the opportunity to work effectively together to develop a quality marketable outcome. Planning for practice – Class planning with opportunities to use a variety of planning tools to manage resources and to reflect and revise for ongoing planning at key progress points. |
Cookie Time products AND / OR Varieties of commercially made packets of chocolate chippie biscuits Sensory descriptors doc. For describing words for sensory attributes. Sensory attributes chart doc. sensory tests – variety.doc. Plates Glasses of water for each person Digital Camera Develop a response sheet for focus group question lead– ins Provide photos of activity from Digital Camera |
Who will be the stakeholders for consultation and feedback? Decided by class or teacher or selected opportunity? 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. Will promotion, packaging and labelling be addressed? What strategies should be considered in the event of class/group dynamics breaking down to the detriment of the students and the unit? Assessment Strategies focussing on Learning Links: Teacher observations of individual students within a supportive learning environment: Community and participation for the common good: Integrity: Assessment Strategy Portfolio evidence to show individual reviewing and reflection using planning tools. |
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