These work samples form part of the assessment map for Design, Creativity and Technology. Other parts of the Design, Creativity and Technology assessment map can be accessed by using the menu on the right.
The Design, Creativity and Technology Level 6 standards describe what students should know and be able to do at this level.
The assessment tasks which generated these work samples were designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work samples illustrates progress towards, but do not fully demonstrate achievement of, the selected elements of the standard.
Students were provided with the following scenario.
SCENARIO:
A Pie Company wants to extend their range of pies. You will be required to survey a wide sample of people to determine the size, flavour and the price that will attract most customers. However the company wishes to maintain their general standard of excellence and possibly increase their share of the market. Consequently the pie will need to be appetising in terms of its filling and the crispness and flakiness of its pastry. It should also look appealing to encourage shoppers to purchase the pie. Potential customers will also expect that the pie will be easy to serve and hold together on the plate. You will also be asked to provide the packaging and promotional material that accompanies the actual product.
Students used a design brief pro forma to develop their own design brief based on the above scenario.
Students established evaluation criteria for assessing the pie to be produced based on the requirements of their individual design brief. Students were also required to include criteria to assesses the processes used (including safety and hygiene) and use of equipment and resources.
Following a classroom brainstorm session students developed a survey to determine the preferences of purchasers in relation to the type of pie filling, size and cost. Students were required to conduct at least four surveys. They then needed to draw conclusions based on their findings of potential consumers’ preferences.
Students then researched sweet and savoury pies currently available. They used websites such as www.recipezaar.com.au, www.taste.com.au, and www.cuisine.com.au.
Students completed a concept map to develop ideas for their pie. Students needed to refer to their design brief requirements. They then selected the preferred option and justified their selection based on their design brief and research. Students were required to include a copy of their selected recipe, taking note of its source. Students then annotated the recipe if any changes were made to quantities, ingredients or processes.
Students then completed a production work plan that included time, steps, tasks, ingredients, tools/equipment, and safety/hygiene. Students were asked to include modifications such as changes to ingredients, equipment, process, and order of tasks.
Using the production work plan, students made the pie ensuring they followed safety and hygiene requirements. Students were reminded to note any modifications to their production plan.
Students completed a Marketing Process of Foods worksheet. They also completed a Nutrition Panel Calculator worksheet for their pie recipe. Students were then asked to design and produce a package with appropriate labeling and include: an appealing product name, a description of the product, ingredients, storage requirements, heating instructions, nutritional profile and show the appearance of the product.
Students produced a promotional brochure to advertise the pie to encourage shoppers to buy the product. The promotional brochure needed to contain illustrations for interest and appeal. Students used a digital camera to photograph their pie to use on both the package and brochure.
Students then conducted a sensory sample test of two potential consumers. They were required to gather feedback on the appeal of the product including taste, texture, appearance and aroma. Students evaluated the pie using the evaluation criteria developed earlier, with reference to the customer feedback.
The elements of the Investigating and designing standard addressed by the task are:
(Students) undertake research relevant to the design brief.
(Students) locate and use relevant information to help their design thinking and identify the needs of a variety of client/user groups.
When designing, (students) generate a range of alternative possibilities … and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity.
(Students) identify a range of criteria for evaluating their products ...
Students plan a realistic logical sequence of the production stages, incorporating time ... resources needed for production.
The elements of the Producing standard addressed by the task are:
(Students) produce products/systems using complex tools, equipment … ingredients … with precision.
(Students) make products/systems that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief.
The elements of the Analysing and evaluating standard addressed by the task are:
(Students) use evaluation criteria they have previously developed, and critically analyse processes, materials/ingredients … and make appropriate suggestions for changes to these that would lead to an improved outcome.
(Student) use a range of suitable safe testing methods in this analysis.
These work samples, and the related Design, Creativity and Technology 5.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 6 standard.
Students developed and conducted a survey to determine the preferences of potential consumers of a pie. The following sample is just one example of 3 responses collected by the student.
Investigating and designing – 5.5
Using the information in the design brief and information collected in the survey, students developed several specifications for the pie.
Investigating and designing – 5.5
Students developed a concept/recipe map to show preferred options for the pie related to the design brief requirements and survey findings.
Investigating and designing – 5.5
Students developed a production work plan for the production of their selected pie.
Investigating and designing – 5.5
Students developed six evaluation criteria, referring back to the design brief specifications. They used the previously developed criteria to evaluate their product.
Investigating and designing – 5.5
Analysing and evaluating – 5.5
Students compared their pie with a similar commercially available pie.
Analysing and evaluating – 5.5
Students photographed their pie and designed and developed packaging and labelling for their pie.
Producing – 5.5
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