developing ideas. Strategies for teaching designing skills. modelling. analysing. being critical. in food technology. investigating. evaluating. Strategies for teaching designing. The following two slides list a number of ways in which
The following two slides list a number of ways in which
students designing skill can be developed and improved
through focused tasks. These are followed by a number of
examples of how these strategies may be used in food
These represent only a sample of strategies - there
are more and similar that may be incorporated into
any D&T assignment or unit of work, in order to
help students to generate and develop ideas. Many
of them may be useful as lesson starter and
plenary activities. They be used by the teacher for whole
class teaching with use of a projector or interactive
whiteboard, or may be used directly on the PC with students.
Adopt these or develop your own!
Potato-topped pies are popular ready meals in the chilled and frozen food compartments of shops. There are many variations on the basic recipe.
This next activity involves using an A3 sheet set out like this slide. In groups of 4 with a product idea, or existing product, placed in the centre each student takes a turn to develop
the idea before passing it to the next to take the previous idea further or in a different direction. Alternatively the activity could be done electronically in PowerPoint. The following example develops a Shepherd’s Pie in a number of directions to generate a range of ideas.
minced beef, vegetables & gravy base
potato and cheese topping
individual ceramic pots
minced beef and peas
potato topping mashed
sweet potato mash
filling of vegetables, parsnips
minced beef and
veg served separately
This layered pie contains spinach, red cheese and mashed parsnips –
yummy or yucky?
Is mashed potato all that it seems?
Cannelloni (pasta tubes) filled with spinach and ricotta cheese, served in a rich tomato sauce, but the tube, filling and sauce could all be changed to create a very different dish.
Look at this flavoured handmade pasta with a range of different fillings.
Manufacturers regularly look for ways to maintain sales of their products.
You may have seen new, improved versions of familiar products. Sometimes redeveloping an existing product is the way a company stays in business.
Sort the statements on the next slide into up to 5 different groups - different approaches to redeveloping a product.
11. Use genetically modified
2. Use environmentally friendly
12. Make it in different sizes
3. Use cheaper components
13. Trial the redeveloped
product before release
4. Make sure there is a picture
of the product on the packaging
14. Experiment with lots of different
Ideas before deciding which to use
5. Decide how the redeveloped
product will differ from the original
15. Make sure it’s pink
6. Change the product season or user
16. Stop all advertising of the
7. Don’t make any changes
to the original
17. Identify the range of users
8. Keep the same characteristics
9. Think of a new name
18. Aim the product at teenage boys
10. Do an advertising campaign
Discuss the different versions of Smarties shown here with a partner. What strategies have been used to maintain the Smarties brand?
You have been asked to develop a new food product for a child.
Produce a design specification of up to 5 points using the list below.
Work in a group for this. Which points would be most helpful to know? Be prepared to explain the reasoning behind your group’s specification to the class.
Food safety issues
Food preferences of the child
Existing products that are popular
What colors are stimulating to a young child
Where the food will be eaten
Age of the child
What textures children like
From the list below highlight what you think are the most important qualities of a food designer. You must only choose 6, but you can add 2 of your own.
The goldfish bowl strategy is used whenever critical decisions need to be made when designing.
Sit round a table with a part-finished product or idea in the centre, looking into the goldfish bowl.
Each individual offers their opinion, eg. “I think it should have a cheese sauce because …” or “I don’t think it would be a good idea to make it too spicy because…”
When each person in the group has stated their view, others can challenge or question the reasons for the decision, egs. “Why do you think…” or “What material would you use…” or “Why would you…”
Take ideas and use the acronym to provide more possibilities:
Alternatively come up with your own acronym!
How do you know that people really
need what you are making?
Are you doing about your project in the best possible way?
Which people have you talked to about what
you are developing and why?
Which factors did you think about
when you designed your product?
Which people will be affected by your product and how?
What technical problems have you
had & how did you solve them?
If you could change one thing about
your design what would it be?
Is your product marketable?