Top Designs - Food Tech - Home

Food plays a major role in contemporary society.Students create a design brief for five to eight fooditems; research aspects relevant to the brief suchas cultural influences and nutrition. They developproduction timelines that outline processes andequipment and hygiene practices to make their product,which they then evaluate. The products students makeincorporate a range of preparation and processingtechniques, including preservation, some of whichrequire an impressive array of skills and requirethe use of appropriate and specialised equipment.The VCE Food and TechnologySchool-assessed Task is completedfor Unit 3 Outcome 3 and Unit 4Outcome 1. In Unit 3, studentsdevelop a design plan folio and inUnit 4, students implement the designplan and evaluate the outcomes.To demonstrate these outcomes,students develop knowledge andskills related to food preparation andprocessing techniques. They evaluatetheir planning and productionactivities and food products usingpredetermined criteria.Students develop a design brief fortheir set of food items (the product),develop evaluation criteria, conductrelevant research, develop ideas inresponse to the design brief andplan a timeline for the production ofthe product. Students incorporate arange of preparation and processingtechniques; which requires a highdegree of skill and the use of arange of appropriate equipment.Students develop an understandingof the properties of the food andapply food safety and hygienepractices. They document theirchoices and decisions.Students use the previouslydeveloped criteria for evaluatingtheir production work. Theevaluation report must also includecomparisons of their food items withthose produced commercially andcomment on the effectiveness of theplanning and production activities.Photographs capture foodpresentation skills.The aims of VCE Food andTechnology are to enable students to:• extend their understanding offood, and its role in contemporarysociety• develop an understanding ofproperties of food and the linksbetween theoretical knowledgeand application of practical skills• acquire and apply knowledgeof the principles of food hygieneand safe food handling• acquire and apply knowledgeand skills in preparation andprocessing of food• acquire and apply knowledgein the selection and safe useof tools and equipment in foodpreparation and processing• understand the role of technologyin food product development andin food preparation, processingand packaging• understand national, state andlocal food laws and standardsand their contribution to a safefood supply• develop an understandingof current trends in food andtechnology and their relevanceto the food consumer• develop and use critical thinkingand problem-solving skills in theapplication of the design processto achieve solutions related to food• understand technologicaldevelopments in ingredients,processing techniques, toolsand equipment• analyse the supply chain of foodand factors that impact on foodproducts available to consumers• understand the processes involvedin designing and marketing foodproducts.

Design and TechnologyCONTENTSCatalogue Pages 3Folio PagesNarstarsia Aliu 8Tyson Brennan 11Rochelle D’Cruze 13Joanne Du 15Kirsty Forster 20Emma Horrobin 23Kirsty Gainsford 28Catherine Maher 29Hannah McKinnon 32Elisa Pizarro 36Eloise Prior 38Sarah Ryan 39Alexis Savvas 40Ashley Taylor 44Emmaline Terry 45Alex Ward 47Food and Technology School-assessed Taskchecklist for students 63

010201 Eloise PriorShelford Girls’ Grammar, CaulfieldFundraising Dinner for MelbourneYouth Musicmini goats cheese tarts; pomegranate,pine nut and goats cheese saladwith vinaigrette; planked salmonand garlic mash; poached peaches inmead with French vanilla ice-cream;rosemary, tomato and apple jellyMy menu was designed for afundraising dinner for MelbourneYouth Music. The food being servedwas created to match each piece ofmusic that was performed by musicalgroups from the organisation at thedinner. It was important to researchevery aspect behind each musicalpiece so each dish would correspondappropriately.0302 Catherine MaherLoreto College, BallaratServed – Country Stylehummus and feta with rye, flakytomato and onion twists, pasta withsalami and olives, country style lambpie, tapenade, basil and goats cheesebread, Corsican cheesecakes bakedin vine leaves, salted butterscotchsquaresThis menu for the annual BallaratAgricultural and Pastoral Societydinner needed to promote localproduce. I researched produceavailable and incorporated rusticproduction methods and presentationstyles. Feta cheese making poseda challenge as did items such asCorsican cheesecakes bakedin vine leaves.03 Hannah McKinnonSaint Ignatius College Geelong,DrysdaleMy Best Friend’s Weddinggazpacho soup, plum sauce, hoisinchicken bundles, crème brûléespoons, wedding cupcakes, lemoncurd, rich shortcrust pastryI based my menu on my bestfriend’s upcoming wedding andfound inspiration from many yearsworking in a wedding receptioncentre. I used several complexprocesses to create a menu;however, I found the crème brûléemost challenging to cook.3

0404 Ashley TaylorMelbourne Girls’ College,RichmondCooking for a sheep farmorange carrot marmalade, basicwhite bread, tomato relish, sausagepasty, spiced lamb cutlets with lemonmayonnaise, passionfruit ice-creamI selected my theme to assist mycousins with the challenges theyface with menu planning during theshearing season. I selected foods thatwere ideal for hungry and on-the-goshearers. I chose ingredients thatwere easily available in rural areas.Research helped me to understandthe steps in complex processes suchas bread-making.050605 Emmaline TerryHeathdale Christian College,WerribeeHigh teamini lemon meringue pies,bruschetta, layered chocolatemousse, zabaglione, caramelisedonion on cheese biscuits, rostiwith smoked salmon, nougat,rich fruit cakeMy understanding of high teawas developed through first handexperience at the Park Hyatt Hotel.In the tradition of high tea, I createda range of finger food items anda celebratory cake for the LadiesRoyal Lions Club. It was challengingusing a range of equipment for thefirst time, such as a dehydrator.06 Alexis SavvasMethodist Ladies’ College, KewFairies in the Enchanted Forestkiwi fruit and apple tree stumpsorbet, beetroot relish, magic fruitstars, magic mushroom burgers,mixed berry jam, Tinkerbell cake,fairy wandsI developed this unique variety offood items to reflect the theme ofFairies in the Enchanted Forest for aneighth birthday party. I researchedfairy movies and story books andattended various children’s birthdayparties to select the dishes.4

070807 Rochelle D’CruzeGlen Waverley Secondary College,Glen WaverleyA chilli inspired menusweet chilli sauce, pickled chillies,Mongolian beef, white chocolate andchilli ice-cream, sweet chilli and limeprawns, chicken moneybag soup,pasta amatriciana, rich chocolate cakewith chocolate and chilli ganacheChilli infused chocolate bars werethe main inspiration for this menu,offering a variety of sweet andsavoury dishes for the palate of chillilovers. I referred to various recipebooks to assist me in selecting fooditems with flavours complemented bychilli. I also chose recipes involvingcomplex processes such as whitechocolate and chilli ice-cream.0908 Tyson BrennanNagle College, BairnsdaleAn Italian–Australianbusiness dinnermini fried pizzas, prawns with tropicalAustralian salsa, lamb cutlets withpancetta and mozzarella, mayonnaise,minced roo ravioli, coffee amarettiice-cream, marinated peppersThis menu aims to combine thecuisines of two contrasting culturesand provide a menu suitable fora high class business dinner in asophisticated environment. I selecteda range of fresh and tasty crossculinaryingredients to satisfy thediscerning tastes and appetites ofwell-travelled Italian businessmen.09 Alexandra WardShelford Girls’ Grammar, CaulfieldEarthy Delightspotato tamales, congo potato gnocchiwith a creamy bacon and olive sauce,salad with chilli shoestring chipsand oven-dried tomatoes, spicedMediterranean lamb cutlets with mashpotato and red capsicum sauce, moistpotato chocolate truffle cake withvanilla ice-cream, cherry ice coconutIn recognition of the InternationalYear of the Potato, Earthy Delightsexplores and reflects the diversityof potatoes. I selected to producea range of potato dishes whichdemonstrated a variety ofcooking methods.5

1010 Kirsty ForsterShelford Girls’ Grammar, CaulfieldSeriously Sweetcrème brûlée, profiteroles,honeycomb ice-cream, sweet violetcakes with violet jam, toffee chocolatepuff tartsBillington’s sugars are not well knownor used because of their unusualcolour and intense flavour. Designedto promote these types of sugars,I created a menu using each of thefive main varieties of Billington’ssugars. I also used violet flower petalsto add colour to one of the dishes.121111 Kirsten GainsfordHopetoun Secondary College,HopetounGrease is the Wordsummer night’s salad, frosty palacespecial, T-Birds, zucko prawns, pinkladies, sticky deeGrease appealed to me as a themebecause of my background in danceand drama. I created these dishesto be served at a dinner before thelive show. Each dish representedparticular aspects of the musical.I wanted to learn processes such asmaking soufflés and toffee basketsand specifically chose to work withingredients such as basil and chicken.12 Sarah RyanLoreto College, BallaratFrench Afternoon Tea at the MyerMelbourne Cup MarqueeFrench meringues served withCointreau champagne raspberriesand vanilla whipped cream; whitechocolate mousse, raspberry sorbetand tuiles; champagne and melonsorbet with lemon syrup, servedwith chocolate coated strawberries;petits fours of bitter chocolate,rhubarb, strawberry and lemon tarts;champagne trufflesMy design was inspired by four ofmy favourite things – France, spring,racing and dessert. I decided tocreate a modern interpretation ofclassic French desserts for the MyerMelbourne Cup Marquee. All dishesneeded to be bold, glamorous andstunningly sophisticated, incorporatespring flavours and demonstrate highlevel of skills.6

1313 Elisa PizarroGenazzano F C J College, KewKylie Minogue Birthday Bashlemon curd, lollipops, Turkish delight,lemon meringue tarts, chocolate mousse,chocolate éclairsI decided to prepare a menu for Kylie Minogue’sfortieth birthday party. As France has beena big influence in her life, the menu isbased around French dessert foods. Thedesign incorporated complex processessuch as confectionary and fruit curd making.Lollipops were the most challenging,needing a very high temperature sothat the mixture sets properly.14 Joanne DuShelford Girls’ Grammar, CaulfieldMama Miadumplings, tempura, squid-ink and salmongnocchi, French vanilla ice-cream, lemon curdtartlets and cherry-ripe trufflesThe main inspiration for this celebratory dinnerwas the Nintendo game Cooking Mama. I alsowanted to create a meal catering for thediverse culinary tastes of the Japanese,European and American guests. Researchhelped me to select appropriate dishes andalso gave me an opportunity to developtechnical skills in making curd, pastry, toffeeand ice-cream.141515 Narstarsia AliuMelbourne Girls’ College, RichmondMi casa, su casaolive crust and mozzarella cheese stuffedfocaccia bread with a zucchini chutney,herb gnocchi with a tomato and herb sauce,traditional blackforest cake with cherry jamThe colour red inspired this meal for my friend’sbirthday dinner. Focusing on her favouriteItalian foods, I researched typically Italiandishes as well as delicious variations. Thepreparation involved complex processes suchas preparing jam, chutney and bread-makingas well as bottling and the aeration process.16 Emma HorrobinShelford Girls’ Grammar, CaulfieldRoad Trip along Route 66California rolls, Arizona zucchini trout, Texasstyle spare ribs, Oklahoma pecan pie, Illinoisice-cream sundaeI used the famous US highway Route 66 asthe inspiration for this reunion dinner fora group of travellers. This required a greatdeal of research into the traditional foodsand ingredients of each state. I also gainedvaluable experience in pastry making,smoking and chutney making.167

NARSTARSIA ALIUMi casa, su casa8



TYSON BRENNANAn Italian-Australian business dinner11

TYSON BRENNANAn Italian-Australian business dinner12

ROCHELLE D’CRUZEA chilli inspired menu13

ROCHELLE D’CRUZEA chilli inspired menu14

JOANNE DUMama Mia15

JOANNE DUMama Mia16

JOANNE DUMama Mia17

KIRSTY FORSTERSeriously Sweet20



EMMA HORROBINRoad Trip along Route 6624




KIRSTEN GAINSFORDGrease is the Word28

CATHERINE MAHERServed - Country Style29



HANNAH McKINNONMy Best Friend’s Wedding32




ELISA PIZARROKylie Minogue Birthday Bash36

ELISA PIZARROKylie Minogue Birthday Bash37

ELOISE PRIORFundraising Dinner for Melbourne Youth Music38

SARAH RYANFrench Afternoon Tea at the Myer Melbourne Cup Marquee39

ALEXIS SAVVASFairies in the Enchanted Forest40




ASHLEY TAYLORCooking for a sheep farm44

EMMALINE TERRYHigh tea45

EMMALINE TERRYHigh tea46

ALEXANDRA WARDEarthy Delights47
















Food and TechnologySchool-assessed TaskCheck list for studentsThis check list can be used when studentsare developing their School-assessed Task.The following need to be documented inthe design folio or shown in the product(set of food items), or included in theevaluation.Design briefShould:• be based on a context or scenario• identify a situation, need or occasion• be open-ended, rather than providing a solution• be well structured (headings can be used to organise theinformation)• 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) .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 graphic organiserssuch 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 by thespecifications 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 product willbe developed within the time available – this is forwardplanning, so should be completed before commencingproduction.• Individual food item production plans – should not just bethe 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 it will take to complete the variousprocesses.• 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 & 7 are assessed throughmaking the set of food items (the product). Howevertheoretical knowledge documented in the folio should beevident in practical work including demonstrating:• understanding of preparation and processing techniques• understanding of ‘the properties of ingredients’ and howto maximise their qualities when making and presentingthe 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 that are‘complex’ (this should have been determined in theplanning stage).• Use a range of appropriate tools, equipment andmachines to carry out processes in a skilful manner.• Observe relevant safety and hygiene requirements(teachers will record this).• Aim to attractively present the food items.63

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, order ofproduction activities etc) which are different from youroriginal design/planning.Evaluation• 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 item thatcomprises the product.)• Discuss how the product was tested (and the results ofthat testing) and how you came to a conclusion inrelation to the evaluation criteria in the discussion.• Discuss and make judgements about the effectiveness ofthe planning to make the product and its impact andeffect, on making the product.Include reference to any record kept of production workand noted modifications.• 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?64

Top Designs - Food Tech - Home

Create successful ePaper yourself

Delete template?

Save as template?