food technology portfolio sac paper

SAT
School Assessed Task

GUIDE

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Table of Contents
Context of the SAT................................................................................................................................................. 3
Criteria 1: Design Brief ....................................................................................................................................... 4

Design Brief ......................................................................................................................................................................... 5
Who, Why, What, When and Where? ................................................................................................................................. 6 - 7
Develop your design brief ............................................................................................................................................................ 8
Specifications & Criteria for Evaluation .................................................................................................................... 9
Example............................................................................................................................................................................................10

Criteria 2: Design plan ......................................................................................................................................11

Design Ideas ......................................................................................................................................................................12
Example of brainstorming ideas ................................................................................................................................13
Selection of recipe ideas ........................................................................................................................................................14
Design Ideas – Recipe Ideas ......................................................................................................................................... 15–19
Selection of food items (the product)...............................................................................................................................20
Justification of selected food items....................................................................................................................................21

Criteria 6: Overall production plan ..............................................................................................................22
Calendar ..................................................................................................................................................................... 23 - 29

Criteria 3, 4 & 5: Production ...........................................................................................................................30

Properties of food items ...............................................................................................................................................31
Food orders .......................................................................................................................................................................32
Production plan for individual items .......................................................................................................................33
Production plan 1 .....................................................................................................................................................................34
Production plan 2 ..............................................................................................................................................................35-36

Criteria 7: Design folio, production work & written evidence............................................................37
Record of production work ..........................................................................................................................................38
Photographic evidence ..................................................................................................................................................39
Tips for taking great photos in class .................................................................................................................................40

Criteria 8 & 9: Evaluation .................................................................................................................................41

Sensory Evaluation .........................................................................................................................................................42
Sensory charts.................................................................................................................................................................. 43 - 45
An Evaluation Report .....................................................................................................................................................46
Section 1 – Sensory analysis ................................................................................................................................................47
Section 2 – Using criteria for evaluation .........................................................................................................................48
Section 3 – Evaluating the effectiveness of the overall planning and production activities .....................49
SAT folio presentation ...................................................................................................................................................50
Bibliography ......................................................................................................................................................................51

VCE Food and Technology SAT student checklist 2012............................................................... 52 – 53
Marking Grid – Criterion 3-7................................................................................................................. 54 – 55
Student record of completion .............................................................................................................. 56 – 57

Unit 3..............................................................................................................................................................................................56
Unit 4..............................................................................................................................................................................................57

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Context of the SAT
The SAT that students produce must contain these six elements:
1. A design brief
2. Evaluation criteria
3. A design plan
4. A time line and individual production plans
5. Records of production work
6. An evaluation report
The SAT contributes 40% to the final study score.
To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the development of a design brief, evaluation criteria and a design plan.
This document is a framework for the development of the SAT. It provides a step-by-step approach to completing all of the components of the task so that you are able to complete all of the assessment criteria to the highest level.
The task is more manageable if you type all your documents as you go. This will save a lot of time and make it easier to incorporate corrections from your draft. When setting up a new folder for your SAT on your computer, separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document. This will enable you to ensure that the footnoting in this document is sequential. REMEMBER TO SAVE YOUR WORK IN MORE THAN ONE PLACE AND TO BACK-UP
YOUR WORK EACH TIME YOU WORK ON THE TASK.
As you undertake research, remember to record all sources of information you have used and footnote any material that is directly cited or copied. Start you bibliography as soon as you begin your work on the SAT. More information about citing reference and writing your bibliography will appear later in the booklet.
It is always helpful to proof read your draft to pick up mistakes

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Unit 3 / 4 Food and Technology SAT 2012 Criteria for Assessment
Unit 3: Food preparation, processing and food controls
Area of study 3: Developing a design plan
Outcome 3: Develop a design brief, evaluation criteria and a design plan for the development of a food product.

Unit 4: Food product development and emerging tends
Area of study 1: Implementing a design plan
Outcome 1: Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities. Criteria 1: Design Brief and Evaluation Criteria
Criteria
3. Skill in developing a design brief and evaluation criteria
 Skill in developing a design brief including context and specifications
(considerations and constraints)
 Skill in developing relevant evaluation criteria that relate to the design brief context and specifications.

Very High
Comprehensive, coherent and relevant information is provided in a very well structured design brief with a clear and thorough description of the context.
The specifications in the design brief
(considerations and constrains) are very clearly identified. A range of very clearly expressed, relevant evaluation criteria reflect all the information contained in the design brief context and specifications. 5

Design Brief:


clearly defines the context, aims and intentions of a new product



includes specifications – considerations and constraints – that need to be taken into account when making decisions in relation to the design of the new product



must be a problem that the student will attempt to solve



must be developed and written by the student (not by the teacher)



must allow students to demonstrate key knowledge and skills.

There is no word limit on the length of the design brief. The VCAA has a PowerPoint presentation ‘In the beginning – Developing an effective School-assessed Task design brief’ available at www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html Example: www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html
Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young.
Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early
December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own
‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on
Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water.
On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend.
Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality.
My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! 6

IDENTIFY a theme, event or context.

WHO: Who has asked you to prepare the product? This might be an individual or a representative of an organisation. Remember to outline or describe some background information about who the product is being prepared for to inform the reader.

WHY: Why is the product needed? Discuss the reason or purpose the product needs to be prepared. 7

WHAT: What needs to be prepared? This should be a simple outline or general statement about the product. WHEN: When the product is to be prepared by or served or available.

WHERE: Where the product is to be served, displayed or used.

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Developing your brief
Once you have established your ideas, use the 5 W’s chart to write your detailed design brief.
Remember to use complete sentences and paragraph format. These five components will form one or two paragraphs of the design brief.
Scope of the task - this information must also be included as a part of your design brief:
- A range of 4-6 food items
- Use at least 4 different complex processes in the production work to produces high quality food - Use 2 to 3 different preservation techniques to preserve 2-3 of the food items
- Use a range of preparation, processing and cooking techniques
- A quality, creative, innovative product.
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Specifications & Criteria for Evaluation
You now need to use the information in your design brief to develop the criteria for evaluation. The first step is to identify the specifications (constraints and considerations) in your design brief.
1. On your design brief underline or highlight the specifications. Alternately you could make a list of the specifications. It is important that these are clearly identified.
Specifications are the issues or barriers that have been identified in the brief. They will need to be addressed when working through the design process. ‘Considerations’ are flexible restrictions – issues or aspects that need to be taken into account when planning a product. ‘Constraints’ are restrictions, over which the designer has little control, that affect the development of the product.
2. Using the specifications identified, develop approximately 5 to 6 relevant evaluation criteria questions. If you have a lot of specification you might want to combine more that one specification into a question.
a. Must be relevant/related to your design brief.
b. Must be written before the product or the food items are made
c. Should be a set of open-ended questions that need more than yes or no as an answer d. Need to be well-written and clearly expressed
3. These questions will be used to evaluate the set of food items as a single product rather than individual items once you have completed your production work.
Students should write clear and in depth responses to evaluation questions. These responses form part of the evaluation component of the task after all the food items have been made.

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Example: www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html
Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and
Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original
‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young.
Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation.
As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water.
On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend.
Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality.
My Nan is a great fan of television cooking shows and I want to show her that
I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show!

Research

Criteria for Evaluation –
1. Have I been able to prepare a range of food items suitable for a casual dinner on Friday and breakfast and lunch on Saturday?
2. Was I able to produce some savoury and sweet snack items suitable to take to the beach?
3. Did the range of food items include a special dessert to share for dinner on Saturday night?
4. Will the food be appealing to young males and will it be filling enough to satisfy ‘healthy’ appetites?
5. Was all of the food able to be prepared several weeks in advance and did it have good keeping qualities?
6. Did I use a variety of complex processes in the preparation of the products to produce high quality products? Constraint: food items for dinner on Friday, and breakfast and lunch on
Saturday
Consideration: types of food for brecky, lunch and dinner

Constraint: sweet snacks to take on the beach Consideration: the type of sweet snacks
Constraint: dessert to share at dinner that looks spectacular
Consideration: the type of dessert
Constraint: food needs to look appealing and satisfy ‘healthy’ appetites Constraint: food will need to be prepared several weeks in advance and have good keeping qualities
Constraint: products of high quality
Consideration: use a variety of complex processes 11

Criteria 2: Design Plan
Criteria
3. Skill in completing research relevant to the design brief, developing ideas, and documenting decisions.
 Skill in completing a range of research relevant to the specifications in the design brief.
 Skill in exploring ideas for possible food items in response to the design brief.
 Skill in selection and justification of the decision made for the set of four to six food items (the product)

Very High
Comprehensive range of relevant research related to the specification in the design brief.
Very detailed exploration and creative formulation of a wide range of ideas in the selection of the set of food items (The product)
Highly detailed documentation of thought processes and thorough justification of decision making related to the suitability of selected food items, and detailed reasons why some have be en rejected.

12

Research and exploration –
After writing your design brief you will need to ask yourself the following question: What information do you need to know about your theme or idea to help guide your food ideas and final selection? You will need to explore a range of ideas or alternatives in order to make informed decisions about what food items you would like to produce to solve the problem outlined in your design brief.
There needs to be creativity in the selection of food items and decisions made in order to solve the problem set out in the brief.
This information must be directly related to the specifications in the design brief and should be no more than approximately one to two A3 pages. You will need to use a range of primary and secondary sources.
When exploring ideas in order to make decisions students should make use of:
-

Existing solutions e.g. recipe books
Guiding information from people, internet recipes, books, magazines, television etc
Primary and secondary sources of information o Primary sources include:
 Visiting a supermarket or fresh food market to observe particular varieties of produce  Interviewing a grower at a farmer’s market
 Interviewing a person with expert food knowledge
 A visit to a restaurant to sample new foods o Secondary sources include:
 Books
 Magazines
 Websites
 Journal articles

It is very important that students acknowledge all sources of information using a recognized reference system with footnotes and a bibliography.

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Example brainstorming ideas

You must footnote all of the resources you have used to gather this information. Remember to write the information from your secondary research in your own words and do not include downloads or screen dumps from websites.
Prepare a diagram to outline useful information about components or characteristics of the food items that will guide your recipe search and meet the needs of the design brief. You should include
4-5 ideas for each food item. This is not a recipe search but a way of documenting some of your thought processes after you have started your research. This may be a simple, hand-drawn map mind map to capture your initial thought or it can be produced using a software package such as
Inspiration or Mindmanager.

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Selection of recipe ideas
Now you must research possible recipe ideas based on the information in your mind map. You will need to have at least three (3) possible ideas for each food item that must also meet the specifications in the design brief. Your selection of the food items MUST be creative and of a Year 12 standard. You will need to make decisions about which products will be most appropriate. It will be helpful to consider the following points before you make your final decision:
- You need to prepare a minimum of four and a maximum of six items
- Make sure you have the food preparation skills required to prepare each food item to a high quality. - Be creative with the selection of food items – consider interesting combinations of ingredients, as well as the presentation of each item.
- Try to be objective in selecting products and don’t just choose food items because they are ones you are familiar with or are special favourites
- Make sure that some food preservation techniques are included in the selection of products.
- You must also use a range of complex processes in the production processes as well as a variety of cooking techniques.
Food solutions 3 & 4 – Third Edition 2010, pg172

Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 1:
Recipe Name:

Recipe Name:

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-

Design Ideas – Recipe Ideas
Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 1:
Recipe Name:

Recipe Name:

Recipe Name:

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Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 2:
Recipe Name:

Recipe Name:

Recipe Name:

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Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 3:
Recipe Name:

Recipe Name:

Recipe Name:

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Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 4:
Recipe Name:

Recipe Name:

Recipe Name:

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Reference

Complex
Process

Cooking
Technique /
Preservation

Comments about how the product will creatively meet the needs of the design brief.

Food Item 5:
Recipe Name:

Recipe Name:

Recipe Name:

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The following will record your final selection of food items that will make up your product for production. Hint: use your criteria for evaluation as a way of making decisions about which food items to select as part of your final product.
Food Item

Specification

Complex Process

Cooking Method

Preservation Technique

Item 1:

Item 2:

Item 3:

Item 4:

Item 5:

Item 6:

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Justification of selected food items
-

You must justify each of the food items you have selected individually.

-

The justification for each food item should be approximately 100 to 150 words in length.

-

Your discussion should outline how the item meets the specifications in the design brief and may include some or all of the following: o identification of the product o how the product relates to the theme o how the product will meet the other specifications/needs of the brief o identification of any complex process that will be used to prepare the food item o identification and description of cooking methods o if applicable, discussion of the preservation techniques to be used for this item o a discussion of the creativity of the food item o an explanation of why each of the other two recipe ideas were not selected.

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Criteria 6: Overall production timeline, individual food item production plans and production work
Criteria
6. Skill in development, organization and implementation of planning for production.
 Skill in developing an overall production timeline.  Skill in developing individual production plans for each food items to be made.
 Skill in organisation and implementation of the overall production timeline and individual food item production plans to complete the food items.

Very High
Completing of a cohesive, carefully considered sequence and clearly presented overall production timeline.
Development of a very detailed individual production plans for each food items to be made.
A very high level of organisation demonstrated throughout the completion of the food items.

* Food orders, production plans all submitted by due dated.
* Need to include presentation in any planning documentation.

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Overall Production Plan
The next step in the development of your design plan is to prepare an overall production timeline showing how you will prepare all of the 4 to 6 items you selected in the time you have available.
This will help you to organize the sequence in which you will produce each of the chosen food items. It should take into account the length of time each food item takes to prepare along with other commitments
Individual work plans will be prepared later.
The type of information you will need to include on your overall production timeline is:
-

The date each food item will be produced

-

Any preparation which needs to be done prior to preparing the food item such as soaking dried fruit for jam, marinating of meat, selecting jars for preserved products, collecting props for photography.

-

Note any other important school or personal commitments you will have during this period which will have an impact on you over this time.

-

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March 2013
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April 2013
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May 2013
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June 2013
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July 2013
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August 2013
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September 2013
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Criteria 3, 4 & 5: Production
Criteria
3. Knowledge and skill in the use of ingredients
 Knowledge of properties (physical, sensory, chemical and functional) of main ingredients  Links to theoretical understanding with practical application

Very High

4. Skill in the selection and use of tools and equipment including knowledge of, and demonstration of safe and hygienic work practices.  Knowledge of, and safe and correct use of, suitable tools and equipment
 Knowledge of and use of safe and hygienic work practices

Comprehensive discussion of the selection and use of the main tools and equipment.

5. Knowledge of, and skill in techniques of food preparation, processing, cooking and preservation  Knowledge of, and safe use of techniques for food preparation and processing, cooking and preservation
 Range of processes (including complex) used. A very detailed knowledge of, and appropriate, safe and skilful application of the techniques for food preparation, processing, cooking, and preservation A comprehensive knowledge and thorough explanation of the properties of the main ingredients in the dour to six food items produced. Very high level of skill in the ability to link theoretical understanding of the properties of ingredients with practical application.

A very high level of skill in the selection and correct and safe use of a wide range of tools and equipment. Demonstrated safe and hygienic work practices at all times in the use of tools and equipment during production of all food items.

A wide range of techniques including complex processes competently demonstrated.

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For each food item you have selected in your set of food products, you must prepare detailed notes about each of the following aspects. This information should be approximately one A4 page in length. 1.

Properties of the main ingredients – select three or four of the most significant ingredients used in the preparation of the food item and prepare notes which clearly demonstrate your understanding of the function of the ingredient in the product. You should also briefly note its physical, chemical and sensory properties. -

Ingredient 1

-

Ingredient 2

-

Ingredient 3

-

Ingredient 4

2.

Complex process - clearly describe the complex process you will use in the preparation of the food item and explain how it contributes to the final physical and sensory properties of the food item. Your teacher will provide you with a list of some of the complex processes suitable for year 12. These can be also be downloaded from the VCAA website at www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html

3.

Main tools and equipment – identify and describe the most significant tools and/or equipment used in the preparation of the food item. This should be based on your own practical knowledge not that gained from a textbook. Discuss appropriate work practices to use this equipment correctly and safely. Do not cover every minor piece of equipment you have used.

Tools and Equipment
Food item no: __________________ Name: ____________________________________________________________________________

Significant tool or piece of equipment

Function in the preparation of the food item Justification (Why is this the best tool for the job?)

4.

Cooking and preparation techniques – identify and describe the main cooking technique/s which will be used in the preparation of the food item. Explain how the technique/s contributes to the properties of the finished food item.

5.

Preservation techniques - If the product is to be preserved, identify the technique you will use and explain how this method of preservation extends the shelf life of the food item and prevents food spoilage.

6.

Safety and hygiene – You will need to develop a list of safety and hygiene recommendations to each of the food items that will be produced. This recommendations should then be applied in SAT production classes.Describe and explain the most significant safety and hygiene issues you will need to be aware of when producing the food item.

Safety and hygiene requirements
Food item no: __________________ Name: ____________________________________________________________________________

Safety requirements (relevant to this food item)

Hygiene requirements (relevant to this food item)

33

Food Orders
Food Item: __________________________________________________________________________
Date of production: _________________________________________________________________
Ingredient
Supermarket
Dairy foods

Quantity

Ingredient
Butcher

Quantity

Frozen foods

Tinned/Bottled foods

Green grocer

Dry goods (flour, sugar)

Other

Other (Equipment)

34

35

Production plans for individual items
You must prepare an individual production plan for each of the four to six food items that you have selected. Use the following format as a template. At the conclusion of each production session you need to record information about choices and decisions you had to make during production, including any modification made. For example, if certain ingredients were unavailable, or if you had to make any alterations to the recipe during production, or if you had any problems with equipments or if any other unforeseen problems occurred during production or any changes were made to the production. You should also make note on your production plan if you did not make any changes.
There are two different styles of production plans

Production Plan 1
Recipe: _________________________________________________________ Reference: __________________________________
Date of Production: _________________________________________________
Time (5-10 minute sequences) Ingredients

Explanation of processes

Tools & Equipment

Health and Safety Issues

Record of any choices, decisions or modifications made during production:

Production Plan 2
Recipe: ____________________________________________________________________ Reference: ________________________________________
Date of Production: __________________________________________________________
Timing and sequence of operations Task (processes or method to be carried out)

Modifications or changes

Evidence of production (insert photographic evidence here)

Ingredients required
Functional ingredients
Processes (including complex processes)
Tools and equipment selected Food safety and hygiene practices Preservation method
Comments, decisions and modifications 36

Production Plan
Recipe: ___________________________________________________________________________________________ Reference: ____________________________________________________________
Date of Production: ___________________________________________________________________________________
Time (5-10 minute sequences)

Ingredients

Explanation of processes

Tools & Equipment

Health and Safety Issues

Record of any choices, decisions or modifications made during production:

Production Plan
37

Recipe: ______________________________________________________________________________________________________________ Reference: _____________________________________________________________________
Date of Production: ____________________________________________________________________________________________________
Timing and sequence of operations Task (processes or method to be carried out)

Modifications or changes

38

Evidence of production (insert photographic evidence here with annotation)

Ingredients required

Functional ingredients

Processes (including complex processes)

Tools and equipment selected Food safety and hygiene practices Preservation method

Comments, decisions and modifications 39

Criteria 7: Design Folio, Production work accompanied by photographic and written records of progress and modifications.
Criteria
7. Skill in documenting production work and presenting a food product.
 Documentation of production Including progress and modifications.
 Quality and presentation of the food items supported by photographic and written evidence
 Extent to which the product provides and creative solution to the design brief.

Very High
Comprehensive and very detailed documentation of production and modification
Quality presentation of the food items (the product) is of a very high standard and is well supported with evidence.
The final product provides a highly creative solution to the design brief.

40

Production work can be recorded using photographs and written records. Students could photograph themselves carrying out steps in a complex process or at other stages of preparing the food item. Photographs illustrate safe and hygienic food preparation practices. Written records could be started on a ‘notes’ or ‘comments’ section of the production plan.
Any modifications to the plan should also be recorded with a discussion of how the plan was modified, why the modifications had to be made and the impact of the modification on the quality of the final food item. Modification could include changes to:
-

Ingredients

-

Processes (complex or other)

-

Preparation techniques

-

Preservation methods

-

Presentation techniques

-

Tools and equipment

-

Order of production activities

41

Photographic Evidence
All the food items you produce for your SAT should be photographed / filmed and used as evidence in your design plan. Effective food presentation makes an amazing difference to the overall appeal of food. You need to try and make the food look as natural and fresh as possible and to highlight the ingredients rather than any garnishes. You should aim to present the food as well as possible to maximize the finished effect.
Tips:
-

-

Look through current food magazines and recipe books or interesting ideas on food presentation – observe the current trends
Use good quality and fresh ingredients so that the dish will look fresh
Only use clean serving plates and polish glassware before adding your food. Wipe over with a clean damp cloth to remove any crumbs or finger marks.
Make sure the plate is not overcrowded – it is better to serve only a small sample of the food, rather than attempting to serve everything you have prepared.
Odd numbers of food items often look better than even numbers.
If presenting preserves, remember to use clean sterlised jars. Tae the time to remove old labels if you are recycling jars.
Make sure you fill the preserve jars to the brim rather than leaving them half-empty – you should also have a small sample of a spoon when presenting the finished item.
If presenting biscuits, for example, in a decorative box, make sure the bottom of the box is not covered in crumbs or broken biscuits.
Try to use the key ingredient in your product as props for your photos if possible as this will help reinforce the theme.
Make sure that if you are photographing something like a loaf of bread or a cake, you take several shots of the products, one as a whole product and another of just one slice.
This means that you can decide later which approach gives the best effect; this also give you a safety net in case a disaster occurs once you cut your fabulous creation.
Don’t over garnish – ‘less is more’!

Effective food presentation1

Heath, G, McKenzie, H & Tully, L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition),
Pearson Education Australia.
42
1

Photographing your production work is an excellent way to record your skills and talents when working with food. High quality, professional looking photographs can be used to authenticate the food you prepared during your production for the SAT. They can also be a useful record of work if you need to present a folio when applying for tertiary courses. Great photos are also necessary for presenting your work at Top Designs, and make a fabulous display to advertise food classes within your school.

1. Building a reflective light box
Build a collapsible reflective light box. This can be set up in the kitchen quickly and makes it possible to create soft shadows around the food, so it looks realistic rather than the using the stark harsh light of a front-on flash. It also means you can avoid the mess of the kitchen in the background.

2. Selecting a camera
Using a flash when photographing food gives you the ability to bounce the light onto a wall or ‘Flexifill’, so it falls onto your food and creates a more natural lighting effect.

3. Positioning the reflective light box in the kitchen





The tripod keeps the camera steady so the images are not blurred and height and angle can be adjusted.
Set up near a window as natural light enhances the appearance of food.
Light from southern windows creates soft rather than harsh shadows.
Internal room lights may alter the colour of food—fluorescent light green tinge.

the

creates a

4. Considering the angle of the photograph

Chocolate cakes – high angle

Chocolate cakes – 45° angle

Chocolate cakes – front-on

5. Selecting plates/packaging and props





Simple presentation is often the best—a clean, white plate often photographs better than a coloured plate.
Make sure the focus is on the food you have prepared, not the props.
Be sure to plan the presentation carefully and well in advance in case you need to source special props such as particular ingredients or a special serving plate.
The presentation should be something that is easy to assemble quickly—you are bound to be in a rush at the end of the session and will also be trying to take your photos at the same time as other students.

6. Framing and composition
Before shooting the photo:
 Fill the frame in the viewfinder with the food, not the background.
 Focus and check depth of field before shooting.

7. Process or download photographs


Remember to label and back-up.2

For more information check out these links:
 Digital Photography School – Food Photography – An Introduction (http://digital-photography-school.com/food-photographyan-introduction)
 Digital Photgraphy Blog - Food Photography - How to take Mouth Watering Photos of Food
(http://www.livingroom.org.au/photolog/tips/food_photography_how_to_take_mouth_watering_photos_of_food.php)
 A table for two – Food and travel blog by Billy Law (http://www.atablefortwo.com.au/)

Heath, G, McKenzie, H & Tully, L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition),
Pearson Education Australia.
43
2

Criteria 8 & 9: Evaluation
Criteria
8. Skill in evaluating individual food items through sensory analysis and evaluating the completed product using previously established criteria
 Skill in analysing individual food items through sensory analysis (Appearance, aroma, flavour and texture)
 Skill in evaluating the competed product using previously established criteria and the extent to which the product matches the proposals in the design plan.
9. Skill in evaluating the effectiveness and efficiency of the planning and production activities; and appropriate use of referencing and providing bibliography.
 Skill in evaluating the effectiveness of planning with reference to the overall production timeline, and the individual food item production plans, including modifications to these plans.
 Skill in evaluating efficiency of production activities and safety and hygiene practices.
 Skill in, and appropriate use of a range of resources used in the research and development of the product and recording acknowledgements and a bibliography Very High
A very clearly written comprehensive analysis, of all appropriate sensory properties of all of the food items produced using correct terminology.
Comprehensive and relevant information is used to effectively evaluate and draw conclusions about the finished product using all the previously established criteria, the extent to which it matches the design plan, and where appropriate drawing on the results of the sensory analysis with reference to the individual food items.
Very detailed evaluation of the effectiveness of planning and reasons for modifications.
Comprehensive evaluation of efficiency of production activities and safety and hygiene practices. Extensive and highly appropriate use of a wide range of resources and complete and correctly written acknowledgments and bibliography of reference provided.

*Throughout the development of the SAT, students will need to refer to primary sources
e.g. interviews (teacher), practical experience and secondary sources. Students must appropriately acknowledge all sources of information, including footnotes and a bibliography using a recognized referencing system.

44

Sensory Evaluation
It is important after producing each food item that you photograph the food and record details about its sensory properties. This information will assist you to complete the analysis of the sensory properties in the evaluation report of the SAT.
You should utilise your blue sensory evaluation booklet to assist you in analysing all the food items produced. 45

Food Item 1 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture
Comments about the product:

Food Item 2 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture

Comments about the product:

46

Food Item 3 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture
Comments about the product:

Food Item 4 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture
Comments about the product:

47

Food Item 5 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture

Comments about the product:

Food Item 6 __________________________________________________________________________
Photograph taken ☐

Appearance

Aroma

Flavour

Texture

Comments about the product:

48

An Evaluation Report
The evaluation part of the design brief has three sections: evaluations of the individual food items, evaluation of the product (made up of four to six food items) and evaluation of production activities.
Section 1: An evaluation of the individual food items based on sensory analysis. This should be completed at the end of each of the production activities
Section 2: Evaluation of the product using the evaluation criteria developed with the design brief. This section must include some reference to the sensory analysis in Section 1
Section 3: Evaluation of production activities including the effectiveness of planning and safety and hygiene practices as well as the production of food items.

49

Section 1 – Sensory analysis
Use your notes on the sensory properties that you made after production work to develop a comprehensive analysis of the individual food items. Remember to use appropriate terminology to describe the sensory properties of appearance, aroma, flavour and texture. You should make a judgment about the overall sensory appeal of the food item. You should limit you analysis to approximately 100 words for each food item.

Cannoli
The unique cannolo, with its crisp shell and creamy filling, is arguably Sicily’s greatest gift to pasticcerie. Step into any pasticceria worth its salt – or should that be sugar? – and pride of place is likely to be taken by a pile of crisp-shelled cannoli bursting with a creamy ricotta filling and snowy with a dusting of icing sugar. They’re arguably
Italy’s most recognised pastry, and once you bite into one, it’s easy to understand why: these Sicilian delicacies are difficult to beat. 3

Chocolate mousse
Chocoholics Beware. One spoonful of this Chocolate
Mousse and you will be hooked forever. It is what you could call a grown up chocolate pudding. A simple yet elegant dessert. While it uses only a few ingredients, its chocolate flavor is rich and its texture is silky smooth, airy, almost foamy. And foamy is an apt description as "mousse" is French for 'froth ' or 'foam '.4

"Cannoli ." Australian Gourmet Traveller Magazine: gourmet recipes, restaurant reviews, travel
. N.p., n.d. Web. 9 Apr. 2012. .
4 "Chocolate Mousse Recipe & Video." Baking & Dessert Recipes & Videos. Joyofbaking.com, n.d.
Web. 9 Apr. 2012. .
3

50

Section

2

–

Using

criteria

for

evaluation
When you have completed the production of your set of food items, you need to prepare an evaluation using ALL of the previously established evaluation questions.


Before you begin to prepare your evaluation of the product, it is important to re-read your design brief to ensure that your discussion is relevant.



Rewrite/copy and paste your criteria questions from your design plan into your evaluation in their correct order. Write your response under each of the questions.



In your response to each of your criteria questions you need to refer to the completed product. In your response, use examples of individual food items to support your discussion.



DO NOT evaluate each individual food item separately.



Do not begin your answer to any of the criteria questions with ‘yes’ or ‘no’!

Conclusion:
Write two or three sentences to draw a conclusion about the overall success of the finished product and whether it meets the needs of the brief.

51

Section 3 - evaluating the effectiveness of the overall planning and production activities This aspect of the evaluation requires you to write a series of paragraphs based on the areas listed below.
Use the notes you made during and after each production session to help you prepare this aspect of the report. Use relevant examples and give reasons for any modifications made.
How effective was your planning?


Make a statement about the effectiveness of the overall production timeline; give reasons for changes. 

When evaluating your planning you should consider: o o o o o 

The design brief
The design plan
Your research
Recipes and ingredients you chose
The tools and equipment you used

Answer these questions about your planning:
Were you organized in the planning of the SAT (Unit 3 Outcome 1)?
Were you able to complete the task?
Was the task completed as your expected?
Did you follow you overall production timeline? Explain why or why not, and if you made changes to your timeline explain why you made those changes. o Did you follow the individual food item production plans? Explain why or why not, and if you modified your plans explain why you made those modifications. o o o o

How efficient were your production activities?


Discuss the effectiveness of your individual food item production plans. Remember to incorporate the comments you have recorded at the end of each production session. In your discussion consider the aspects of the production that were successful as well as those areas where you had to make modifications. Focus on the following areas providing reasons for any changes or modifications made to:
-

ingredients methods of preparation tools and equipment timing. 

Discuss how organized you were in the production activities. Did they go smoothly and according to plan?



Were you able to perform each of the processes required? If you were not able to, explain why not. 

Discuss how difficult or easy it easy to carry out the complex processes and preservation methods



What modifications were required? Explain why this was the case.

How effective were your safety and hygiene practices?


Evaluate in detail the safety and hygiene practices you followed during each production session and draw conclusions about their effectiveness and suitability.



Did you follow the documented safety and hygiene practices? If you did follow them comment on
52

how safe and hygienic your production activities were. If you did not follow them explain why not.

53

SAT Folio Presentation
There will be three parts to your final SAT presentation:
1.
2.
3.

the folio of written work the product (a set of four to six food items) two or three samples of the set of food items for visitation.

The folio should:









be neat, presentable and easy to read follow a logical sequence (organisation is essential) be completed according to the production plan, or include explanations of modifications to the plan include evidence of production work in the form of photographs have student numbers clearly visible be submitted on the due date (don’t lend it to friends to have a look at) be presented as stated in the design brief and as documented in the design plan be photographed and the photographs annotated as evidence

Your folio does not need to be expensive to produce: content and relevance are more important than cost
The samples put aside for visitation should:






be presented in clean jars, wiped clean of food and have old labels removed include examples of two or three different food preservation techniques be labeled with your student number (not your name or your teacher’s name) be only a small sample of the food item be kept at school in a safe place in case of visitation.

54

Bibliography
How to record references and bibliography using Microsoft Word
1. On the Reference tab, in the Citations & Bibliography group, click Manage Sources, which will bring up the source manager box where all your references will be stored.
2. Click on the New button in Source Manager to see the Create Source box. Tick the Show all
Bibliography Fields located in the bottom left.
3. Complete all the Recommended Fields using correct punctuation. When entering information into the Author field, use the author’s full name or if you use an initial, be sure to include a fullstop for example, G. Heath.
4. If you have multiple authors, click on the Edit button next to the author field and add each author separately. Alternately, you could prepare your bibliography using a format such as:
Books


Heath, G, McKenzie, H & Tully L., 2010, Food Solutions Food and Technology Units 3 & 4
(Third Edition), Pearson Education Australia

Magazines


Gourmet Traveller, ACP Magazines Ltd, Sydney Australia, date, volume number

Websites


Meat and Livestock Australia: www.mla.com.au; date accessed

Television programs


Jamie’s Thirty Minute Meals, Channel 10, Sunday 30th January 2011

Interview with an expert in the field


Their name, position, main cooking experience, location of interview

Bibliography
Heath, G, McKenzie, H & Tully, L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition),
Pearson Education Australia.

55

VCE Food and Technology SAT
Student Checklist 2012
General

☐Student ID number used, as for exams (not your name, your teacher’s name or the name of your school)
☐Food technology terminology used – considerations, constraints, functional foods etc
☐Spelling checked in written work
☐Work proofread by someone else
Planning

☐Ideas based on a theme researched and discussed
☐Options and ideas brainstormed
☐Inspirational images annotated
☐Design brief developed
☐Four to six open-ended evaluation questions developed
☐Evaluation questions linked to criteria for evaluation and design brief
☐Four to six food items chosen
☐Choice of these four to six food items explained and decision-making process documented
☐List of possible recipes compiled (this list may be different to the recipes you actually make)
☐Sources of recipes and information noted (to be properly referenced in a bibliography)
☐Overall timeline plan for production developed
☐Food processing techniques selected (including at least four complex processes and two or more preservation techniques)

Production plans
Food orders filled and recipe stapled for all food items
1.

☐

☐

2.

☐

3.

☐

4.

☐

5.

☐

6.

Individual production plans developed for each food item (comprising a sequence of operations)
1.

☐

☐

2.

☐

3.

☐

4.

☐

5.

☐

6.

Information about ingredients and function of main ingredient documented for each recipe
1.

☐

☐

2.

☐

3.

☐

4.

☐

5.

☐

6.

Information about and function of tools and equipment documented for each recipe
1.

☐

☐

2.

☐

3.

☐

4.

☐

5.

☐

6.

Food safety and hygiene practices recommended for each food item
1.

☐

☐

2.

☐

3.

☐

4.

☐

5.

☐

6.

Production work

☐Four to six items prepared
☐Three food items stored safely and available for VCAA review by visitation
☐Reasons for modifications or alterations documented
56

Evaluation

☐Sensory properties of each food item analysed and documented
☐Evaluation of individual food items completed (Section 1: based on sensory analysis)
☐Evaluation of the product completed (section 2: Using the evaluation criteria developed with the design brief and referring to sensory analysis from Section 1)

☐Evaluation of efficiency of production activities completed (part of Section 3; including comments about the suitability of tools and equipment, and food processing and preparation techniques)

☐Evaluation of effectiveness of planning completed (Section 3)
☐Evaluation of effectiveness of safety and hygiene practices completed (Section 3)
Other Items

☐Bibliography completed (must list all references used, including sources of recipes and internet sites visited)

57

Marking Grid
SAT Assessment Grid – Criterion 3, 4, 5, 6 & 7
Student Name:
Production Recipe:
1.

2.

3.

4.

5.

6.

Criterion 3 – Knowledge and skill in the use of ingredients
Knowledge of properties (physical, sensory, chemical and functional) of main ingredients.

Links theoretical understanding with practical application.

Criterion 4 – Skill in the selection and use of tools and equipment including knowledge of, and demonstration of safe and hygienic work practices
Knowledge of, and safe and correct use of, suitable tools and equipment. Knowledge and use of safe and hygienic work practices

Criterion 5 – knowledge of, and skill in food preparation and processing techniques, techniques of cooking and preservation techniques
Knowledge of, and safe use of techniques for food preparation and processing, techniques of cooking and preservation techniques Range of processes (including complex) used.

Criterion 6 – skill in development, organisation and in implementation of planning for production
Skill in developing an overall production timeline

Skill in developing an individual production plan for each food item to be made.
Skill in organisation and in implementing the overall production timeline and individual food item production plans in the completion of the food items
Skill in organisation and in implementing the overall production timeline and individual food item production plans in the

58

completion of the food items.

Criterion 7 – skill in documenting production work and presenting a food product
Documentation of production
(including progress) and modifications. Quality and presentation of the food items supported by written and/or photographic evidence.

Extent to which the product provides a creative solution to the design brief.
Additional comments:

Scale: VH (Very High), H (High), M (Medium), L (Low), VL (Very Low), NS (Not Shown)

59

Student record of completion
Student Name:

UNIT 3
Due Date

Teachers Signature

Comments

1. Design Brief

2. Criteria for evaluation 3. Research: specifications 4. Research: ideas for food items

5. Design ideas

6. Selection of food item 7. Justification

8. Overall production timeline 9. Notes about food items 60

Student record of completion
Student Name:

UNIT 4
Due Date

Teachers Signature

Comments

10. Food orders

11. Individual production plans

12. Notes about sensory properties

13. Evaluation report:
Sensory analysis

14. Evaluation report:
Criteria for evaluation
15. Evaluation report:
Effectiveness of planning 16. Bibliography
Additional comments:

61

62

Citations:  Heath, G, McKenzie, H & Tully L., 2010, Food Solutions Food and Technology Units 3 & 4 Heath, G, McKenzie, H & Tully, L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition), Pearson Education Australia.