Welcome to ‘Design and Technologies (Food specialisations) (7-10)’ The webinar will start promptly at 3:45pm on 23 May 2019.

Leanne Compton Curriculum Manager, Design and Technologies Victorian Curriculum F–10: Design and Technologies Food specialisations context Leanne Compton Curriculum Manager, Design and Technologies

Aims of today’s session Overview of navigating the Design and Technologies page on the VCAA website Discussion how practical activities can be taught and assessed using Achievement Standards and Content Descriptions Examples of specific practical activities suitable for the classroom

Navigating the website Victorian Curriculum F–10: Design and Technologies https://victoriancurriculum.vcaa.vic.edu.au

Curriculum advice area Design and Technologies curriculum advice https://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/destech/intro.aspx

Aims of Design and Technologies create quality designed solutions (e.g.meals/recipes) consider the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future (e.g. food waste, buying in season, healthy unprocessed foods, plant-based meals, enjoying and eating food together, packaging ) take into account the ethical, legal, aesthetic and functional factors that inform the design processes (e.g.farming practices, labelling, sensory appreciation, functional properties) plan and manage projects from conception to realisation (e.g.following a recipe) apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate designed solutions (e.g.designing healthier/more sustainable food options)

Key messages Teaching and learning programs will typically integrate content from each strand. By the end of each band level, students will have had the opportunity to create different types of designed solutions that addresses all four sub-strands from Technologies Contexts. The combination of contexts and types of designed solutions is a school decision.

Key messages Students spend a substantial amount of time engaged in developing processes and production skills. Design thinking underpins learning in Design and Technologies. Design processes require students to: identify and investigate a need or an opportunity generate, plan, manage and create designed solutions evaluate products and processes. Consideration of economic, environmental and social impacts that result from designed solutions are core.

In Design and Technologies Design processes require students to identify and investigate a need or an opportunity, to generate, plan, manage and create designed solutions, and evaluate products and processes.

Computational thinking Students apply different ways of thinking when determining and using appropriate materials, tools and equipment to create designed solutions. Design thinking Systems thinking Computational thinking Technologies and Society Creating Designed Solutions Technologies Contexts

Key messages Technologies contexts Food specialisations explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues. come to understand the importance of a variety of foods, sound nutrition principles, food preparation skills and food safety.

Structure Strands and sub-strands

Important to discuss with other teachers Who is teaching and assessing which Content Descriptions and parts of Achievement Standards e.g. Wood in Term 1 Food in Term 2

Using Achievement Standards and Content Descriptions to teach and assess practical work

Achievement Standard By the end of Level 8 students explain factors that influence the design of solutions to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

Achievement Standard By the end of Level 8 students explain factors that influence the design of solutions to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

Levels 7-8 Technologies and Society Technologies Contexts Food specialisations Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating (VCDSTC047) Creating Designed Solutions

Focus on Australian Guide to Healthy Eating Characteristics Attribute usually detected using human senses such as texture or colour Properties Quality or behaviour of a material that can be tested and can be used to help people select suitable materials (foods) e.g. ability to aerate Focus on Australian Guide to Healthy Eating

Technologies and Society Creating Designed Solutions Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043) Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044) Investigating Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (VCDSCD049) Generating Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050) Producing Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD051) Evaluating Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (VCDSCD052) Planning and managing Use project management processes to coordinate production of designed solutions (VCDSCD053)

Content Descriptions Technologies and Society Creating Designed Solutions Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043) Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044) Investigating Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (VCDSCD049) Generating Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050) Producing Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD051) Evaluating Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (VCDSCD052) Planning and managing Use project management processes to coordinate production of designed solutions (VCDSCD053)

Technologies and Society Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies [ingredients and foods] and designed solutions [poké bowl] to meet community needs for preferred futures  (VCDSTS043) Technologies Contexts (Food specialisations) Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions [poké bowl] for healthy eating (VCDSTC047) Creating Designed Solutions (Generating) Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)

Poké bowl Poké means ‘to slice or cut’ in Hawaiian and refers to chunks of raw, marinated fish — usually tuna — which is then tossed over rice and topped with vegetables and umami-packed sauces. A great poké has contrasting textures, flavours and temperatures. Grain: Rice Protein: Fish, chicken, tofu Vegetables: Seasonings: umami

Students to develop their own ‘bowl’ that has contrasting textures, flavours and temperatures Must contain grain vegetables protein food

Generation of design options requires design thinking When you’re being creative, nothing is wrong. John Cleese If you’re not prepared to be wrong, you’ll never come up with anything original. Sir Ken Robinson Design is thinking made visual Saul

Design thinking involves the use of strategies for: understanding design needs and opportunities visualising and generating creative and innovative ideas planning analysing and evaluating the ideas that best meet the criteria for success reflecting on processes and products

Investigating: exploring ingredients Generating: combining ingredients Design processes Investigating: exploring ingredients Taste-testing, product analysis Generating: combining ingredients Creating prototypes Planning and managing: writing an original recipe Producing: making dishes Evaluating: design options, design solutions, processes

Recapping Technologies and Society Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies [ingredients and foods] and designed solutions [poké bowl] to meet community needs for preferred futures (VCDSTS043) Technologies Contexts (Food specialisations) Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions [poké bowl] for healthy eating (VCDSTC047) Creating Designed Solutions (Generating) Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)

Achievement Standard By the end of Level 8 students explain factors that influence the design of solutions to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

HEIA Flavour Forecast recipe challenge

Flavour Forecast trends Need for seeds Mexicana vegana Relates to need or opportunity

Recipe option 1 Students are to develop a nutritious breakfast dish that incorporates an original seed blend. The seed blend must contain: sesame seeds (white, black or both) at least two (2) ancient seeds from the following: - fennel seeds - mustard seeds - coriander seeds - cumin seeds - caraway seeds - amaranth seed at least two (2) spices an additional seed of choice, that is not listed above The breakfast dish can be sweet or savoury. Seeds can be used whole, cracked or as powder. They can be roasted, cracked, pickled or prepared any other way.

Recipe option 2 Students are to prepare three different types of bite-sized snacks/appetisers that can be served as part of a tasting plate. Each item must feature a different seed. Across the tasting plate (either in separate items or all in one or two items), there must be: a) a seed infused oil b) roasted seeds c) lotus seeds or basil seeds.

http://www.heia.com.au/resources-flavour-forecast-recipe-challenge-competition-pack

Questions Leanne Compton compton.leanne.l@edumail.vic.gov.au

Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. vcaa.f10.curriculum@edumail.vic.gov.au T. 9032 1788