Junior Food Technology
CAT 2 – “Make Mine Pizza” –
DUE: / /
NAME:__________________________________Class_______
Introduction to Design Briefs
What is being assessed? Your knowledge of:
The design process
Food ordering
Writing recipes and time management
Analysing and evaluating
1. Students will be required to plan their own pizza meal within
the Australian Dietary Guidelines and the AGHE, as is
recommended for adolescent young people.
Read the design brief:
You have been employed by the McClelland school canteen to produce a
healthy pizza to put on the lunch menu. The pizza must contain 3 different
vegetables, 1 type of grain, 1 type of dairy and 1 type of protein all from the
Australian Guide to Healthy Eating. It must be very colourful and it must
appeal to teenagers! The pizza has to be prepared and cooked within 60
minutes. In order to make the pizza colourful you will need to think about
colourful and nutritious vegetables that could be included on your pizza.
List 3 constraints of the design brief?
___________________________
___________________________
___________________________
List three considerations of the design brief?
___________________________
___________________________
___________________________
2. Based on the design brief, list possible ingredients you could
use, from these categories:
Protein Vegetables
Fruit Grain Dairy
Circle the ingredients you decide to include and a create your food order – submit it to the
teacher and have it signed off
Teacher__________________________________ Date_________________
3. Construct your recipe under the headings:
Name of Recipe___________________________________________________________
Ingredients
Method
Oven Temperature____________
Time in oven_________________
Number of serves_____________
4. Watch your teacher demonstrate the pizza and add any note
you may need to your recipe (times, safety or health tips,
equipment names).
5. Evaluation:
a. Describe the appearance, aroma, taste, texture and mouthfeel of the pizza that you
produced in response to this brief (at least two words in each).
Appearance Aroma Taste Texture Mouthfeel
b. List two safety rules that you had to consider when producing your food item.
___________________________________________________________________________
___________________________________________________________________________
c. List two hygiene rules that you had to consider when producing your food item.
___________________________________________________________________________
___________________________________________________________________________
d. Get someone else in your class to taste your pizza. Explain what they said about your
creation. Do they think that students at school would enjoy this pizza if it was on the menu
in the canteen? Ask them why, or why not.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
e. If you made this recipe again, what would you do differently? Explain why.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
You are finished! Check the rubric and make any changes – then submit to your teacher.
Design and Technologies – Technologies and Context
Food Specialisations
Analyse how characteristics and properties of food determine preparation techniques and
presentation when creating solutions for healthy eating (VCDSTC047)
Design and Technologies – Creating Designed Solutions
Investigating
Critique needs or opportunities for designing and investigate, analyse and select from a range of
materials, components, tools, equipment and processes to develop design ideas (VCDSCD049)
Generating
Generate, develop and test design ideas, plans and processes using appropriate technical terms
and technologies including graphical representation techniques (VCDSCD050)
Producing
Effectively and safely use a broad range of materials, components, tools, equipment and
techniques to produce designed solutions (VCDSCD051)
Evaluating
Independently develop criteria for success to evaluate design ideas, processes and solutions and
their sustainability (VCDSCD052)
FOR - Before the task - group and individual discussions relating to healthy meals, AGHE circle and
the contribution of each part of the circle to our diet as adolescents.
AS - During the task - observations of interaction, ability to follow instructions, ability to make
decisions, show initiative, modify tasks as necessary, adapt to changes, and effectively manage
time.
OF – After the task is finished -
Students will be assessed through the completion of CAT 2 – “Make mine fried rice”.
Students will also be assessed on their ability to design, order, plan for producing a healthy
pizza.
Evaluation will also include cleanliness and organisational skills during the practical activity.
Assessment Foci NA Level 5 Level 6 Level 7 Level 8 Level 9
Student has a very Student has a
Student has a limited Student has a basic Student has a detailed
limited satisfactory
AF1 - Social, The student understanding of the understanding of understanding of the
Technologies and
understanding of understanding of
ethical, cannot be social, ethical, the social, ethical, social, ethical,
the social, ethical, the social, ethical,
Society
economic assessed due economic and economic and economic and
economic and economic and
and to lack of work sustainable factors sustainable factors sustainable factors
sustainable factors sustainable factors
sustainable or non- that impact on our that impact on our that impact on our
that impact on our that impact on our
factors attendance. food selection and food selection and food selection and
food selection and food selection and
choices. choices. choices.
choices. choices.
Student has a detailed Student has a
Student has a basic
Technologies Context
understanding of the satisfactory
The student Student has a very understanding of
link between the understanding of
AF2 - Food cannot be limited Student has a limited the link between
characteristics of food, the link between
specialisation assessed due understanding of understanding of the the characteristics
preparation/preserva the characteristics
s and healthy to lack of work the characteristics characteristics of food of food when
tion techniques and of food when
eating or non- of food and and healthy eating. preparing and
the sensory properties preparing and
attendance. healthy eating. presenting healthy
when creating healthy presenting healthy
foods.
meal options. foods.
Student has a detailed
Student has a
Student has very Student has a basic level of knowledge
The student Student has limited satisfactory level of
AF3 – limited knowledge level of knowledge and the ability to
cannot be knowledge and the knowledge and the
Investigating and the ability to and the ability to thoroughly investigate
assessed due ability to investigate ability to investigate
and investigate design investigate design design options
to lack of work design options design options
generating options including options including including ingredients,
or non- including ingredients, including
ideas ingredients, tools ingredients, tools tools and equipment
attendance. tools and equipment. ingredients, tools
and equipment. and equipment. to suit a particular
and equipment.
purpose.
Student has a
Student has a basic
Student has a high satisfactory level of
level of practical
level of practical skills practical skills
skills including the
demonstrating the including the ability
Creating Designed Solutions
Student has a very ability to work with
ability to work with a to work with a
The student limited range of Student has a limited a variety of common
wide variety of variety of common
cannot be practical skills range of practical skills pieces of
AF4 – different equipment pieces of
assessed due including the including the ability to equipment. They
Planning and with minimal equipment. They
to lack of work ability to work work with a few require assistance at
producing assistance. Student require assistance at
or non- with a few selected pieces of times. Student can
usually works in a safe times. Student can
attendance. selected pieces of equipment. work in a safe and
and hygienic manner. work in a safe and
equipment. hygienic manner.
Students can hygienic manner.
Students can
construct and follow a Students can
construct a basic
time plan. construct a basic
time plan.
time plan.
Student can With minimal
With minimal
independently write assistance, student
assistance student
The student With assistance, criteria to evaluate can independently
With assistance, can write basic
cannot be student can write their products and write basic criteria
student can write 1-2 criteria to evaluate
AF5 - assessed due very basic criteria performance. to evaluate their
criteria to evaluate their products and
Evaluating to lack of work to evaluate their Students can analyse products and
their products and performance,
or non- products and the need for performance,
performance. including
attendance. performance. sustainability and including
modifications for
suggest improvements modifications for
improvement.
that are more ethical. improvement.
Name:________________________________________
Production date:________________________________
FOOD ORDER – Include ingredient and amount
required
* Grain_______________________ (Pizza base recipe)
* Sauce_______________________
* Vegetable____________________
* Vegetable____________________
* Vegetable____________________
* Vegetable____________________
* Protein______________________
* Fruit_________________________
* Dairy_________________________
Additional comments or equipment required
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
