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2 1 3
2 1 3
Unit Description: Outcomes:
In Today’s day and age the ability to prepare and
cook a presentable and delectable home cooked Focus outcomes –
meal is a rare quality for one to possess. 4.1.1 – applies design processes that respond to needs and opportunities in each design project
Throughout this unit students will learn the value 4.3.1 – applies a broad range of contemporary and appropriate told materials and techniques with competence in the
of being able to use a range of materials, tools and development of design projects
techniques to prepare, cook and present foods in a 4.5.2 – Produces quality solutions that respond to identified needs and opportunities in each design projects
variety of styles and tastes with continued focus
on food safety health and hygiene. Contributing outcomes –
These life skills will positively contribute to a 4.3.2 – demonstrates responsible and safe use of a range of tools materials and techniques in each design project.
student’s knowledge of the kitchen and related
applications in both home environment and formal
settings.
Area of study: Products
Design Specialisation: Food Design
Technologies: Food Technology
Design project: Cook and prepare a three course meal using appropriate workflow planning, cooking and preparing methods and presentation
Length of Unit: 20 weeks
Resources –
Textbook –
Websites‐
Food Safety and Inspection Service (2006)Food Safety: Bacteria, Spoilage http://www.fsis.usda.gov/Help/FAQs_Food_Spoilage/index.asp [accessed 24/3]
Easy home cooking magazine (2009) How to garnish http://recipes.howstuffworks.com/how‐to‐garnish‐cooking.htm [accessed 24/3]
Hyfoma(2009) Cutting, slicing,chopping, mincing, pulping, pressing http://www.hyfoma.com/en/content/processing‐technology/ [accessed 24/3]
Bortoff, S (2009) Sharpening made easy http://users.ameritech.net/knives/
Students learn about: Students learn to: Teaching strategies: Evidence of learning: Teacher Evaluation:
Introduction: brainstorming with the On white board in and students Teachers ensure that
class – around “food” (possible ideas – books – page of headings to be whole class is involved
safety, types, preparation, techniques discussed around “food” and paying attention.
etc) Verbal responses whilst
brainstorming The use of media may
Overview of scope and sequence of the help to grab attention
course – discussing highlighted topics
and how this will come together for
design project
Students should also be placed in groups
of 4‐5 in their cooking bays (co‐
operative learning)
• Occupational health and • Manage risk when Students will complete worksheets and Verbal responses and Teachers will give plent
safety practices developing design projects hard copy of procedures and guidelines brainstorming on whiteboard of information at this
identifying hazards in the kitchen and in books point and enforce the
• Responsible behavior in importance that
working environments Role playing hazards and safe practices – Before entry into the kitchen students study and
students are asked to identify what they students must have received learn this. Hard copy’s
• Risk management strategies did wrong and what they were supposed 100% in a hazard and safety are important
to do analysis test ( formal
assessment) Encourage student
Students will complete a hazard and involvment in role
safety analysis test playing
• Characteristics and properties • Identify common properties Teacher brings in foods from different Completed worksheet Teachers involve
of foods appropriate to a within food groups food groups and gets students to students in
design project categorize them. Oral responses demonstration of
categorization
Handout with pictures of foods and Student participation
students to link these pictures to food Teacher walks around
groups and characteristics. Typed information that is the classroom
researched
Students go online researching types of
food spoilage specific to food groups
(Elearning)
• Safe and responsible use of • Select and correctly use a Teacher demonstration of the various A quiz will be set in which Demonstration is clear
materials, tools and variety of appropriate food types of knives and utensils to be used students will have to fill in the and concise and
techniques in each design utensils and appliances to throughout the unit. various parts of certain utensils includes student
project prepare quality food items and also name these utensils demonstration. Whilst
for a design project Students are shown the correct method correctly (assessment) demonstrating
• Specific tools related to food in which to hold the knife and to chop explaining the benefits
technologies and also indicated to them are the parts Demonstration of correct and parts of the utensil
of the knife and various other utensils. method of cutting and
• Functions and correct and measuring techniques
safe use of a variety of Students will fill out a worksheet for this discussed. (informal
contemporary food utensils and be assessed on this by the teacher. assessment)
and appliances used for:
Cutting
Measuring
Preparation
Processing and cooking
• Maintenance of tools • Maintain tools and Students research various methods and Demonstration on correct Demonstration is clear
equipment including techniques of sharpening knives and method of sharpening a knife and concise and
• Skill development and computer equipment materials used to sharpen knives with either block or sharpening involves a thorough
refinement (Elearning) rod (informal assessment) explanation of the
• Practice and refine skills Knives are to be kept sharp in the “do’s” and “do not’s” of
needed for design projects classroom by a member of the class Knives remain sharpened maintenance – express
every week safety
• Specific techniques used in: • Select and use techniques Teacher will provide the class with Quiz will be placed on theory of Demonstration of some
Food preparation appropriate for the handouts on different cutting and food cutting and processing style in of the techniques –
Food processing purposes of a design project processing styles. the form of a worksheet. though not all as it is
Cooking food (Informal assessment) assessed
• Identify needs and A worksheet with a list of different
• Needs and opportunities in opportunities that require foods and the method in which they are Platter will be produced of Ensuring discussion on
the area of study solutions in the areas of to be produced (carrots – julienne etc.) different kinds of foods cut into the worksheet as it is
study different styles and produced not assessed
• Suitable materials, tools and A platter will then be produced by using different methods
techniques for design • Identify suitable materials, groups of 4‐5 with all the various foods (assessment)
projects tools and techniques for displayed in the appropriate shapes and
each design project cuts
• Recipes including the format • Select, interpret and/or Homework task for students to bring in Teacher written on board Teachers ensure when
and abbreviations modify/develop recipes for recipes that they have at home and students expected to copy making the particular
a design project would like to cook. recipes that recipes are
Student participation in being read and
The format of the recipe is then exercise followed correctly –
discussed as a class with handout ‐ Key question the student as
terms written down. to their workflow and
order of operations
Recipes placed into hat and 5 are drawn
out and the class vote on which one
they would like to make as a class
• Presenting food for visual • Select and prepare food for Introduction to class ‐ Video on Students will each produce a Demonstration is
appeal a design project garnishes ‐ Youtube videos (elearning) garnish of their choosing for needed as step by step
marking (informal assessment) instructions are not
• Design processes including: • Establish a design process Website on how to garnish – students always helpful
Analyzing needs problems that responds to an visit site and print off garnish of their Students will produce an
and opportunities identified need and choosing then trial the step by step assessment task in the form of Be sure to identify the
Establishing criteria for opportunity instruction in class until this is perfected. a folio and three‐course meal, need for garnish and
success • Apply a design process Students document their success and which will be marked. Having appealing food –
Researching when developing quality the appropriateness of the garnish with undergone all of the stated relationship of taste to
Generating creative ideas solutions for each design different meals. (sequential lessons) outcomes for this group of eyes
Experimenting and testing project sequential lessons.
ideas • Establish criteria for The teacher will then give each cooking Watch students prepare
Risk management successful achievement of group a list of several recipes including The finished product will be a and it may be an idea to
Managing resources needs entre’, main and dessert. Using their three‐course meal with folio tell them to allocate a
Producing design solution • Record design processes knowledge of food characteristics, in including workflow planning as team leader and ensure
Evaluating design and decision making in a groups the students will pick the meals well as lists of techniques used everyone is doing
solutions design folio for each design they wish to prepare. They will then and group allocation. Also something as his is
project cook them, presenting with appropriate included should be a list of assessable
• Construction steps that • Consider short term and garnish and timing. Displaying various resources used and alternative
contribute to a quality long term consequences of skills as workflow planning, reading ideas along with risk
solution design in the design process recipes, timing, cooking methods and management and safety
• Evaluate design processes techniques. (group learning) considerations – presented a
• Relationship of quality • Manage risks when one week prior to cooking
solutions to needs and developing design projects (assessment)
opportunities and the criteria
for success for each design • Apply design process that
project responds to needs and
opportunities for each
design project
• Produce solutions reflecting
quality standards
appropriate to each design
project