Big Bikkie
Planning part two
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| Learning Experiences/ Unit Outline (summary) |
Gateway | Predetermined Learning Outcomes | Assessment Criteria | Resources Needed |
| Brief Development As a class: Identify key factors to solve the issue and opportunity from exploratory work. Prioritise these and develop performance specifications for the class. |
Component of Practice: Brief Development Link to |
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Brief has identified the issue and opportunity. The brief has a Conceptual Statement that... "identifies the target market and purpose of the product (ie for school events)." Specifications are identified from key factors that 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 stakeholders (Focus Group). |
Written brief.
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Conceptual Development
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Link to AO 5, 6a |
To source recipes independently from home and other available resources eg library, internet. Develop skills in biscuitmaking in particular: |
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Recipes with comments.
Observation.
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| Six samples kept: sealed, labeled and stored for testing next lesson. One sample given out to each of the groups for testing attributes compared to the "Cookie Time" product. Class (focus group) decide on 2-3 recipes that best suit the brief. Trial then choose one to present to class |
To develop ability to describe attributes instead of judgements like "yuck", "yum", and "OK". |
Sensory Attribute Testing should have clear descriptions for each sensory attribute: • Appearance; • Smell; • Texture; • Taste; Concluding statement shows informed choice from test. |
Sensory Attribute Charts for: Chocolate Chip Biscuits; |
