Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 11. Brief Development | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| As a class write a conceptual statement to address the opportunity. Brief has a Conceptual Statement that... "Identifies the target market and purpose of the product (i.e. for school events)." As a class: Scaffolding for learning activity: Use the information about one of the Cookie Time products, eg, Gluten free cookie; to develop specifications from the identified attributes and sensory evaluation and product tests, eg, Colour test. This is to give students guidance on how to write specifications to describe a product. Include: product's appearance including size, shape, colour, size of chocolate chunks– distribution of these, number of chunk; smell; texture – mouth feel and hand feel, taste. Packaging and labelling if this will be considered in final outcome. Individual activity: Students to write specifications for the biscuit outcome using the information gathered from the feedback analysis on attributes required for the biscuit outcome – remind students that these can be general at first and can be refine later as we develop the outcome through prototyping and functional modelling. Specifications may include possible physical and functional nature options |
Components of Technology Brief development – develop a class description of the biscuit outcome, including a need or opportunity to address, a conceptual statement, and key attributes defined into performance specifications that reflect authentic stakeholder feedback. • As a class, establish a conceptual statement that justifies the nature of the biscuit outcome and why the biscuit outcome should be developed. 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. 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. Brief Development • Establish the specifications for a biscuit outcome based on the nature of the outcome required to address the need or opportunity, and informed by key stakeholder considerations. Specifications can be measured and allow evaluation of final prototype or product. Brief will be revised throughout Technological Practice when and if necessary through ongoing consultation with representative key stakeholders (Focus Group). |
Folio evidence or class activity work for reference material. | Develop, from this research, specifications which may include possible physical and functional nature options for the intended outcome to address the identified opportunity. What type of biscuit will be the class focus to develop for multi– unit batch production? Will promotion, packaging and labelling be addressed? Unit progress: delivering the unit – how is it going? • Creating a supportive learning environment • Learning enquiry • Losing student interest? Overloading student learning? Time left? Assessment Strategy Portfolio evidence of class identified opportunity and final conceptual statement with individually detailed specifications provided within developed brief, including possible physical and functional nature options for the biscuit outcome. |
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