Design question

1. RESEARCH CONTEXT: Bread based snacks DESIGN TASK : Savoury snack and dip products Design question Lesson 8 and 9

2. Starter Activity • Write down as many Savoury snack and dip products you know….

3. Learning outcomes- Over the next two lessons you will... • KNOW The key areas that can be covered in Section 1 of the exam. • UNDERSTAND The focus of each question in the this exam section. • BE ABLE TO… • CREATE TWO design ideas which meet a design criteria. • DESCRIBE hygiene and safety checks and Quality control checks you would do for Stages of making of Dip and dipper products. • IDENTIFY and JUSTIFY a choice of storage for at least THREE Dip and dipper products. • IDENTIFY how balanced your Dip and dipper design ideas are in relation to the Eatwell plate. • EXPLAIN how at least ONE design idea meets the needs for a special occasion.

4. BIG PICTURE OF EXAM PREP SHEET LESSONS

5. Section A of the exam paper • This section is worth a total of 30 marks. • Areas covered in this section of the exam paper are: • SKETCHING 2 different design ideas which meet a design criteria (worth 12 marks). • PRODUCING a plan for making ONE design idea in a test kitchen (worth 8 marks). • IDENTIFYING and JUSTIFYING a choice of storage for one design idea. • IDENTIFYING and DESCRIBING functions of nutrients found in one design idea ( relating to the Eatwell plate). • EXPLAINING how one design idea meets the needs for a target consumer / special occassion.

6. 1. SKETCHING 2 different design ideas which meet a design criteria (worth 12 marks). • What should you include? • Think back to your design drawings in your coursework – What did you include?

7. Design drawing in the exam • Title • 3d drawing • Labelled ingredients TIP – Take at least 4 different coloured pencils into the exam with you

8. Task • Sketch TWO different design ideas for a SAVOURY SNACK AND DIP PRODUCTS • The product must: • Have sensory appeal • Include at least 2 groups from the Eatwell Plate • The dipper/savour snack must be from a bread based product. • Must have desired texture. • Must have a multi cultural theme.

9. Mini plenary CREATE a success criteria for answering a sketching exam question. What key points should you include?

10. 2. PRODUCING a plan for making ONE design idea in a test kitchen • This question is worth 8 marks. • It examines your knowledge of: • Hygiene and safety checks. • Stages of making of products. • Quality control checks.

11. Task – INDIVIDUALLY create a list of checks which can be completed during practical that examine the areas below. Think back to your final practical. COMPARE answers with your partner Hygiene and safety checks Quality control checks KEY (H) Hygiene. (S) Safety. Time. (T) Temperature. (Q) Quality.

12. Task – INDIVIDUALLY create a list of checks which can be completed during practical that examine the areas below. Think back to your final practical. COMPARE answers with your partner Hygiene and safety checks Quality control checks • Kitchen hygiene (H) • Clean apron • Clean equipment • Clean area • Equipment working correctly • Observational check. (S) (Visual checks) • Check date code (S) • Check equipment working (S) • Sensory testing (S) No double dips ! • Raw ingredients stored at correct temperature (T) • Check oven or hob is at the correct temp (T) • Check fridge temp (T) • Expected texture (Q) e.g. Smooth texture. • Check recipe (Q)/ Check seasoning (Q) • Check duration of cooking/ blending (Q) • Presentation of finished product (Q) finishing techniques used. KEY (H) Hygiene. Safety. Time. (T) Temperature. (Q) Quality

13. 2. PRODUCING a plan for making ONE design idea in a test kitchen (worth 8 marks). • Select one of the designs from your sketches. • In the exam you will tick a box demonstrating which design idea you have chosen. • Using the chart below, produce a plan for making your chosen design idea in a test kitchen .

14. Mini Review – Create a MNEMONIC to recall the key checks you should include when answering this exam question (H) Hygiene. (S) Safety. Time. (T) Temperature. (Q) Quality

15. 3. IDENTIFYING and JUSTIFYING a choice of storage. • Think back to last weeks lessons to do with Safe storage. • Which storage is suitable for the following dip and dippers? • Match the dips to dippers.

16. Task – Complete the below exam question. • Describe the type storage you would use for each of your design ideas. • Give reasons (JUSTIFY) for each of your choices. (4 marks )

17. Task – What are the health and safety implications for not storing dips and dippers correctly?

18. MINI REVIEW - LIST as many as possible storage, Health and safety methods in 30 seconds…

19. 4. IDENTIFYING and DESCRIBING functions of nutrients found in one design idea. • Identify the complementary FOOD GROUPS in your design ideas of the combined snack and dip.

20. Activity - Complete Eatwell activity • Select ONE design idea. • Complete the Eatwell plate demonstrating how balanced your dip and dipper design is. • Compare yours with someone else in the group

21. Mini review – label all of the sections of the Eatwell plate.

22. 5. EXPLAINING how one design idea meets the needs for a target consumer. • Think back to our first lesson - What Social Occasions would you serve dips and dippers?

23. Which special occasions would the following dips and dippers be suitable for?

24. Task • Which of your design ideas are suitable for • Children's party? • Dinner party? • Why - JUSTIFY your choice of special occasion. (4 marks)

25. Mini review – Extend your thinking…. Why must dip and dipper manufacturers take target consumers into consideration when designing their products?

26. Review