Top Designs - Food Tech - 2008 - Home

249contentsCatalogue 250Selected folio pagesLara Alexander Food for Thought 255James Apostolovski Casino Royale 261Amy Campbell Vietnamese with a Soupçon of French Influence 263Elle Gentikoglou Ye Olde Lolly Shop on Collins 266Ellie Jack The Mornington Peninsula 268Zoe Marxsen Le Petit Gâteau: French Patisserie 272Kathleen McKinna Flavours of Australia 276Dilini Pothuwila Flavours of the Mediterranean 280Hazel Ruiz Retro Tea Party 282Nikki Schliker 50th Wedding Anniversary Celebration 286Tegan Sipthorp Gourmet Travel Food 289Emily Staff Vegans Take Over the World 290Tarryn Thom Wild Food for Travis 291Rachel U’Ren Superhero Children’s Birthday Bash 295Food and Technology School-assessed task Checklist for students 302

250top designs 2008James ApostolovskiLara AlexanderAmy CampbellLara AlexanderFood for ThoughtRoasted muesli with dried fruit andhoney; Blueberry jam; Nutty tuna spreadon sesame rolls; Sushi; Salmon andherb soufflés; Stuffed cabbage withrice; Sunshine Vitamin C cupcakes;Decorated butter cakeFood for Thought explores the chemicalproperties of food and how they affectan individual’s academic performanceduring Year 12 studies. My researchallowed me to understand the keyingredients to focus on and also actedas inspiration. Furthermore my use ofcomplex processes such as soufflémaking and dehydration to make a fruitleather, made the entire process not onlyinteresting but challenging.Norwood Secondary College, RingwoodJames ApostolovskiCasino RoyaleRoyal Flush cocktail; Sunrise blendmocktail; Italian bruscetta; Ravioli;Spinach, ricotta and sun-dried tomatotriangles; Lamb kofta with spicedyoghurt; Passionfruit ice-cream; Royalchocolate mousseThe World Poker Championship Tourwas a challenge to cater for. It wasimportant to find recipes suitable for thepoker stars; this led me to decide onfinger foods and cocktail drinks. Each ofthe food items created relates to pokerthrough its presentation or the colourschosen in the production process.Processes included puff pastry making,dehydration and ice-cream making.Greensborough College, GreensboroughAmy CampbellVietnamese with a Soupçon ofFrench InfluenceSesame prawn toast; Chilli beef noodles;Chicken with ginger in caramel sauce;Ricepaper rolls; Coconut ice-cream;Pineapple ninonWith inspiration from a summer trip toVietnam, I developed my Vietnamesetheme. I elaborated on this byrecognising and exploring the majorFrench influence on this cuisine. I gainedgreat satisfaction from developingmy skills through unusual complexprocesses such as rice paper making.I also employed savoury preservemaking, ice-cream making andshortcrust pastry making.Mount Waverley Secondary College,Mount Waverley

251top designs 2008Elle GentikoglouEllie JackZoe MarxsenElle GentikoglouYe Olde Lolly Shop On CollinsLime hard-boiled lollies; Lollypops;Coffee ice-cream; Mint chocolatesquares; Chocolate sauce; Ruby redjam; Toffee apples; Rocky roadYe Olde Lolly Shop design was basedon the Collins Street sweet shops.I wanted to open my own shop witha vast array of old-fashioned sweets,complete with labels and signature tagsfor all items. The design incorporatesthe use of complex processes includingconfectionary making and jam making.Hard boiled lollies were difficult to makeas they required a very high constanttemperature. To overcome this problem,a sugar thermometer was used.St Monica’s College, EppingEllie JackThe Mornington PeninsulaRose jelly and strawberry trifle; Pasta withzucchini, chilli, ricotta and mint sauce;Chocolate French toast; Basic whiterustic loaf of bread; Minestrone soup;Mussels with white wine and gremolata;Citrus curd; Macadamia nougatThis range of food items reflects theheart and soul of the Peninsula. Livingon the Peninsula, I was able to visitfirst-hand my chosen destinationssuch as The Merricks General Store,as an important part of my research.This helped me to create food itemsthat represented the fresh flavour ofeach destination. I gained valuablehands-on experience in yeast baking,confectionary making and fruitcurds making.Toorak College, Mount ElizaZoe MarxsenLe Petit Gâteau: French PatisserieLemon curd; Mini lemon meringue tarts;Stained glass window biscuits; Parisiancroissants; Cupcakes decorated as abouquet of flowers; Cherry chocolatesI based my folio Le Petit Gâteau on apatisserie and the many intricate productdesigns in the Acland Street cake shops.I found inspiration for the products inmagazines, cake shops and the Internet.These items required several complexprocesses, but the croissants were themost challenging as they required asurprising amount of time and effort.Kilvington Girls’ Grammar, Ormond

252top designs 2008Kathleen McKinnaDilini PothuwilaHazel RuizKathleen McKinnaFlavours of AustraliaMascarpone and mango tarts withcoulis; Kangaroo fillets with roastedbeetroot and onion wedges and arosella jus; Prawn and tomato pasta;Hot smoked ocean trout; Lamb cutletson garlic mushroom with pea mash;Botrytis-poached pears with yoghurtcinnamon bavarois and almond bread;Lemon curd crème and strawberrymeringues with dark chocolate ice-creamFlavours of Australia dishes showcasethe diversity and quality of Australianproduce to the tourism market. Researchinto regional agriculture allowed selectionof ingredients to represent each state.Variety in menu, foods, tastes andcooking methods – poaching, bottling,smoking and baking – was vital. Thecalendar and postcards capture thestates stylish dishes’ individuality andembody the essence of Australia.Toorak College, Mount ElizaDilini PothuwilaFlavours of the MediterraneanTurkish bread; Baba ghanoush; Roastedcapsicum dip; Linguine pesto; Chickenand mushroom risotto; Nicoise salad;Croquembouche; Turkish delightI created a five course meal withinspiration from classic Mediterraneaningredients. The meal comprised acollection of traditional dishes withvarious tastes from Italy, Spain, Turkey,France and the Middle East. I used anumber of complex food preparation,processing and preserving techniquesincluding yeast baking and pastamaking, as well as mayonnaise makingin order to develop these flavours.Northcote High School, NorthcoteHazel RuizRetro Tea PartyChicken tartlets; Devilled eggs;Blue cheese tarts; Rice paper cakes;Profiteroles; Lemon meringue piesThis tea party takes inspiration fromthe simple ingredients of the 50s era. Iconsidered aspects such as the mostcommonly served food items, mostused ingredients and their availability.Ingredients such as onions, blue cheeseand lemons reflect the retro feel, asdo the complex processes such asmayonnaise making and choux andshortcrust pastry making.Catholic Regional College Sydenham,Sydenham

254top designs 2008Tarryn ThomTarryn ThomRachel U’RenRachel U’RenTarryn ThomWild Food for TravisNigel’s glory ice-cream; Wild adventure cake; Explodingmeatball volcano with boiling tomato chutney lava; NYC sushi;King of the Zoo pizza and sun-dried tomatoesThese food items appeal to children and the health conscious.Background research provided inspiration to alter traditionalrecipes to meet the above requirements. A variety of processeswere required to carry this out, including chutney making, yeastbaking, cake making using the creaming method and sushimaking. The complexity of the cake tested my practical skills.Healesville High School, HealesvilleRachel U’RenSuperhero Children’s Birthday BashKryptonite chocolate peanut butter cupcakes; Blueberryfruit leather masks; Super roll sushi; Poison Ivy apple sorbetsmoothie; Superhero pastry frankfurts; Superhero spindle pizzaropes; Power boost rice paper rolls; Chocolate batmobile cakeThese fun, comic book style pieces are designed for aneight-year-old child’s birthday party. Ingredients had toaddress the likes and dislikes of the children, and suit thedietary requirements of lactose intolerant children. Complexprocesses, such as fruit leather making, yeast baking and puffpastry making were included. Each product was designed toencompass the theme and appeal to the consumer.Norwood Secondary College, Ringwood

255top designs 2008Lara AlexanderFood for Thought






261top designs 2008James ApostolovskiCasino Royale

262top designs 2008James ApostolovskiCasino Royale

263top designs 2008Amy CampbellVietnamese with a Soupçon of French Influence



266top designs 2008Elle GentikoglouYe Olde Lolly Shop On Collins

267top designs 2008Elle GentikoglouYe Olde Lolly Shop On Collins

268top designs 2008Ellie JackThe Mornington Peninsula




272top designs 2008Zoe MarxsenLe Petit Gâteau: French Patisserie




276top designs 2008Kathleen McKinnaFlavours of Australia




280top designs 2008Dilini PothuwilaFlavours of the Mediterranean

281top designs 2008Dilini PothuwilaFlavours of the Mediterranean

282top designs 2008Hazel RuizRetro Tea Party




286top designs 2008Nikki Schliker50th Wedding Anniversary Celebration



290top designs 2008Emily StaffVegans Take Over the World

291top designs 2008Tarryn ThomWild Food for Travis



294top designs 2008This image has been obscured .Rachel U’RenSuperhero Childrens Birthday Bash

295top designs 2008This image has been obscured .This image has been obscured .Rachel U’RenSuperhero Childrens Birthday Bash

296top designs 2008Rachel U’RenSuperhero Childrens Birthday Bash


298top designs 2008This image has been obscured .Rachel U’RenSuperhero Childrens Birthday Bash




302top designs 2008Food and Technology School-assessed taskChecklist for studentsThis checklist can be used when students are developingtheir School-assessed task. The following need to bedocumented in the design folio or shown in the product(set of food items), or included in the evaluation.Design briefShould:• be based on a context or scenario• identify a situation, need or occasion• be open-ended without providing a solution• be well structured (headings can be used to organisethe information)• be concise (use carefully selected wording)• provide an opportunity for the development of severalfood items including some (3) that could be preserved,and include ‘complex processes’.The design brief specifications include:• aspects that need to be ‘considered’ (are flexible)• aspects that will ‘constrain’ (must be adhered to).• incorporates the scope of the task in your own words(rather than directly quoting from the VCAA document).Note: colour coding or highlighting words in the designbrief can help to keep a focus through the design processon what’s required.Evaluation criteriaThe design brief and specifications are used to developevaluation criteria. In addition evaluation criteria:• should be written as questions• should elicit a descriptive response, not just a ‘yes’ or‘no’• could also include questions about how efficiently andeffectively the student worked and how closely theproduction plan was followed.Design plan• Show the development of ideas – use graphicorganisers such as concept mapping.• Draw on research (see below).• Document decisions.• Select and justify five to eight food items that willcomprise the product, making connections back to thedesign brief/specifications.• Identify two of the food items that will be produced withtwo similar commercially available foods.• Students have an opportunity here to be creative.Research• Relevant research to the design problem must beundertaken (research topics are usually suggested bythe specifications in the design brief).• The impact of the research should be evident in thedevelopment of design ideas and options.• Sources used in the research must be acknowledged.Production plan/timelines• Develop an overall timeline to show how the productwill be developed within the time available – this isforward planning, so should be completed beforecommencing production.• Individual food item production plans – should not justbe the method taken from a recipe.• Should describe the preparation and processingtechniques to be used (including at least four complexprocesses in the overall product). Estimate the time itwill take to complete the various processes.• Students should demonstrate their knowledge of theingredients, (properties and role key food components)tools, equipment, and processes to be used.• Demonstrate relevant safety and hygiene requirementsassociated with the production of the product.The productAssessment criteria 4, 5, 6 and 7 are assessed throughmaking the set of food items (the product). However,theoretical knowledge documented in the folio should beevident in practical work including demonstrating:• understanding of preparation and processingtechniques• understanding of ‘the properties of ingredients’ andhow to maximise their qualities when making andpresenting the food items• knowledge of the use of tools and equipment• knowledge of relevant safety and hygiene requirements(this is also demonstrated in your planning).Production of the food items• Use a range of processes including at least four thatare ‘complex’ (this should have been determined in theplanning stage).• Use a range of appropriate tools and equipment tocarry out processes in a skilful manner.• Observe relevant safety and hygiene requirements(teachers will record this).• Aim to attractively present the food items.Organisational ability is also very important when doingpractical work. Refer to earlier planning to ensure you areon track, or whether you need to make changes.Recording production• Record the food items made during production using adigital camera and written notes: these can be includedin the folio and used in the evaluation report.• Record decisions and modifications made to theindividual food items/production activities (includingchanges to selection of tools and equipment, orderof production activities) which are different from youroriginal design/planning.

303top designs 2008Evaluation• Discuss and make judgements about the finishedproduct using the evaluation criteria established fromthe design brief/specifications. (Note: refer to food itemsin the discussion, but don’t evaluate each food itemthat comprises the product.)• Discuss and make judgements about the effectivenessof the planning to make the product and its impactand effect, on making the product. Include referenceto any record kept of production work and notedmodifications.• Refer to previously established timelines, expectedoutcomes of production work and the suitability ofselected preparation and processing techniques toolsand equipment and how well safe and hygienic workpractices were observed.Commercial comparisons• Two food items (that comprise the product) are used inthe comparison.• Tests will be used in the comparisons.• Compare each food item (made by student) with asimilar commercially available food item.• Use a table for the comparison.• Show clearly the aspects being compared and describehow they compare (refer to sensory, physical andchemical properties). Use appropriate terminology.• Draw conclusions – which is best, or more appropriateand why?

Top Designs - Food Tech - 2008 - Home

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