ASHS Coursebook: 3FOD (Level 3 Food Technology)

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Information icon.svg 3FOD
NCEA Level:
Primary Qualification:
Primary Learning Area:
Date:
26/07/2011
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What is this course about?

For Level 3 food technology the students must find their own client and from here develop a conceptual statement which they can refine into a brief. The success of the project sits over having a client who will be available for the whole year and who can give knowledgeable feedback to develop the final outcome.eg working with a food company to develop a new line or to extend an existing one.

What will I learn?

How to work with a client to develop the product. Authentic real world learning. Compare and contrast two Food Technologists work and what knowledge did they use to develop their products. Practical application and sensory testing, a thorough investigation and experimentation of ingredients and how they work together. Basic food chemistry

What sorts of things will I do?

Establish a working relationship with an authentic client. Develop and refine a brief in consultation with your client. Visit a local factory to see how products are developed in industry. Create your own product for the client. The product needs to be tested in the chosen situation of your client. eg selling at the Farmer's Market, production line in a factory.

What standards can I enter?

Summary of standards:
NCEA Level: Standard Number: Name of standard: Version Number: Credits: Assessment:
3 AS 90613 or
Develop a conceptual design to address a client issue
2
8
Internal
3 AS 90620
Develop a one-off solution to address a clients issue
2
8
Internal
3 AS 90683
Demonstrate techniques in food technology
2
4
Internal
3 AS 90682 Examine knowledge that underpins a food technology outcome 2 4 External
3 AS 906 and/or Describe technologists' responsibilities to the wider community 2 4 External



Total available credits:20 16/20

Scholarship opportunities


Technology Scholarship requires students to demonstrate that they can synthesise and critically analyse their technological experiences. Evidence for assessment is required to be presented in a reflective report with supporting portfolio evidence.

The reflective report should: explain the complexities of a situation that the student has identified and explored in the development of a technological outcome through undertaking technological practice; and provide justifications for the technological practices they adopted to develop a technological outcome(s), as well as evidence of the technological outcome itself.

The portfolio evidence should support the reflective report and provide evidence which illustrates the technological practice the student undertook and the technological outcome they developed Students who have been successful in Technology Scholarship examination have usually used a major project where they developed a technological outcome which has also been assessed against the Level 3 internal and/or external achievement standards.

Frequently asked questions:

Are there any prerequisites for this course?

There are no set prerequisites for Product Design courses at Albany Senior High School. It is however within the nature of the subject area that through the senior years, although students build their abilities using familiar methods of design and production, study will be at ever deeper more sophisticated levels.

There is an expectation that over this time students will move towards greater levels of independence where they are demonstrating enthusiasm, self motivation and perseverance in order to solve authentic design problems within their specialist Technological area. It is therefore advisable that you always speak to the specialist Technology teacher working in your area of interest before making final decisions on course choice.