BOSTES | Board of Studies Teaching & Educational Standards NSW

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• Food Technology
• Work Samples
• Activities
  • Proposal for Catering of a Special Occasion
  • Planning and Evaluating a Meal for Adolescents
  • Current Developments in Food Production
  • Novelty Cake Evaluation
  • World Food Availability and Distribution
  • Workflow Planning
    • Additional Information
    • Menu
    • Worksheet
  • Bush Tucker to contemporary cuisine pamphlet
  • Food Hygiene
  • Kitchen Safety
  • Developing a Food Product - Line Enhancement
• Areas for Assessment

Home
1. Years 9-10
2. Food Technology
3. Activities
4. Workflow Planning
5. Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 66 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range:	A student in this range:
8-10 (High)	provides a detailed, concise and clear description to ensure the correct preparation of the menu accurately identifies tasks and lists steps in a logical and sequential order to ensure time efficiency and productivity when producing the menu accurately allocates time for each task identified to ensure the menu is completed within the specified period correctly selects all the pieces of equipment required for each task allocates tasks to group members to ensure equitable responsibilities and time efficiency
4-7 (Satisfactory)	provides adequate detail to ensure the correct preparation of the menu identifies tasks and lists steps in a sequential order to complete the preparation of the menu allocates times for tasks identified to ensure the menu is completed within the specified period selects most pieces of equipment required for each task allocates tasks equitably to group members
1-3 (Progressing)	provides limited detail in their description of the menu preparation identifies tasks and list steps in a sequential order with teacher's guidance allocates times for tasks identified with teacher's guidance lists some pieces of equipment required for each task allocates tasks to group members with teacher's assistance.

Feedback

Written comments will inform students about their:

• detail provided to ensure the correct preparation of the menu
• ability to correctly identify all the tasks performed during the preparation of the menu and to sequence these tasks in a logical and methodical format to ensure productivity and time efficiency
• ability to accurately allocate times for each task and select appropriate pieces of equipment to correctly complete the tasks identified
• allocation of tasks within a group to ensure all members are working in a cooperative, equitable and organised manner.

A class discussion could follow where students are encouraged to consider the advantages of workflow planning in a Food Technology class setting and in a commercial kitchen. High productivity, time efficiency and minimising waste are factors that could be discussed when effective workflow planning is employed.

Future directions

Students will use their workflow plan and feedback from the teacher during the practical application when the menu is prepared during class time. As the unit progresses students will plan and prepare more challenging and complicated menus. The skills and knowledge gained from this Activity will help students increase their efficiency and confidence when dealing with food specific activities.