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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

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strategies for teaching designing skills

developing ideas

Strategies for teaching designing skills



being critical

in food technology



strategies for teaching designing
Strategies for teaching designing

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!

strategies for teaching designing3
Strategies for teaching designing
  • Use storyboards and style sheets as a starting point for ideas
  • Brainstorms, starbursts, thinking chains, grids or tables
  • Show videos to set a context for designing
  • Modify and redevelop existing ideas rather than always starting from fresh
  • Develop part of an idea, rather than the whole
  • Change the context, egs. the season, user, price, style, finish, when and where eaten, appearance, shape, texture
  • Add an element of competition, or beating the clock, hitting a target
‘This is your life’ – build a profile of the end user and use this for designing
  • Fusion - take successful elements from two existing products and “fuse” together to make something new
  • Product morphing – analyse an existing product, list sensory attributes, change and apply these to a different product
  • Word association – design in relation to words, images, adverts
  • Add an…(ingredient, component, function or feature)
  • Use a … (specific tool or process)
  • Reduce the … (cost, weight, fat content)
  • Have you thought about… (provide a specific user requirement, environmental issues, product maintenance)

Introducing the Potato-topped pie

Potato-topped pies are popular ready meals in the chilled and frozen food compartments of shops. There are many variations on the basic recipe.

  • How could you vary the topping and the base of the basic recipe to create a potato-topped pie that would suit different needs and occasions?



Next steps

  • In a group of 4, take it in turn to talk about your ideas. Each person in the group will make helpful suggestions for you to consider.
  • Then look at all the possible developments you have suggested in your group. Thinking about the comments from your group, circle or underline those that you think are the best ones to develop.

4 x 4

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.


4 x 4

Development 2

Development 1

potato topping

Shepherd’s Pie

minced beef, vegetables & gravy base

Development 4

Development 3


4 x 4

Development 2

Development 1

Shepherd’s Pie

Development 3

Development 4


Development 1

potato and cheese topping

individual ceramic pots

minced beef and peas


4 x 4

Development 2

potato topping mashed

minced beef

mashed potatoes

minced beef


Development 3

tomato garnish

sweet potato mash

filling of vegetables, parsnips

carrots, chickpeas


4 x 4

Development 4

sliced potato

minced beef and

fried onions

veg served separately


Layered pies

This layered pie contains spinach, red cheese and mashed parsnips –

yummy or yucky?

  • What’s in your layered pie?



Doing the Mash

Is mashed potato all that it seems?

  • Look at these different types. What do they tell you?



Doing the Mash





  • What would go in your mash?



Doing the Mash

  • These are the ingredients I would use to give my mash its:



Multi-cultural cuisine

  • This Indian Meal for one includes a range of traditional Indian dishes:
    • Makhani vegetables
    • Tarka Daal
    • Pilau Rice
    • Mini Poppadoms
  • What selection of dishes would you have in the following meals for one?



Cannelloni cuisine

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.

  • Take this basic recipe and develop it.



Roast dinner favourites

  • This Roast Dinner includes:
    • Roast turkey
    • Roast potatoes
    • Sausage
    • Carrots
    • Sprouts
    • Gravy

Slide 14

  • What is your favourite roast dinner and how would you prepare it?



Pasta parcels

Look at this flavoured handmade pasta with a range of different fillings.

  • Develop ideas for your own handmade pasta parcel and filling.



What do the labels say?

  • Compare the baked bean information on the next slide.



What do the labels say?

  • Look at the following information comparing standard potato crisps and two different reduced fat crisp products. Which product comes out best in health terms?



What do the labels say?

  • Compare the standard and reduced fat digestive biscuits for fat content.



Redeveloping a product

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.



1. Change the package shape

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

Original product

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


Redeveloping a product

Discuss the different versions of Smarties shown here with a partner. What strategies have been used to maintain the Smarties brand?



Thinking around the task

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

Processes available

Equipment available

Food preferences of the child

Nutritional value

Existing products that are popular

What colors are stimulating to a young child

Where the food will be eaten

Financial constraints

Age of the child

Ingredients available

What textures children like


What makes a good food designer?

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.


Goldfish Bowl

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!


Talking points

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?