Designer food – Year 9
Context for learning
Students explore expenses and potential income in order to generate a profit
Learning areas
Technology
 Technological practice
Financial Capability Progressions
Spending
 Investigate different ways to get
ongoing value for money when
spending.
Saving and investing
 Describe how age, income and
circumstance affects financial decisions
Budgeting and financial management
 Create a budget for a specific activity
and timeframe using financial tools and
records to monitor.
Identifying and managing risk
 Research the risks involved in different
investments.
Key competencies
Thinking
 Identifying and deciding on different
financial options.
 Evaluating financial decisions and their
consequences.
Relating to others
 Collaborating with others in financial
decision-making.
 Working with others and in teams
Values
Excellence
 Setting financial goals and achieving
them.
Innovation, inquiry and curiosity
Thinking creatively, critically, and reflectively
to:
 set and achieve personal financial goals
 analyse and solve financial problems.
Teaching and learning sequence
In small teams, ask students to design a food product for a specific recreational activity – e.g. sailing.
 Get each team to link with a local organisation associated with the specific recreational activity.
 Undertake a survey of participants in the activity and, if possible, have a go at the activity to gain
first hand knowledge of the needs.
 Undertake an analysis of the information collected and investigate any constraints or regulations
associated with preparation of the food for the particular activity.
 Design and develop several options for evaluation. Make up some samples for participants in the
activity to use.
 Trial the products and gain feedback from participants through interviews and questionnaires.
 Each team should evaluate the trial of their product using collectively developed criteria. These
criteria need to relate to the particular activity.
 Choose the best product using the evaluation process and an effective decision making model.
 Develop the product and consider market potential, production costs and distribution


possibilities.
Develop a marketing strategy including merchandising, such as a logo, packaging and advertising.
Students could approach a business to take up the challenge to make and market the product.
Assessment opportunities
An on-going portfolio approach of assessment evidence collection could apply. Evidence such as
photos, surveys, stakeholder comments, student reflections, interviews via Dictaphone/video/written
statements etc.