Australian International Academy

Kellyville

Assessment Task
Cover Sheet
2020
Name:
Year Level: 9 Date:
Subject: Design / Technology Word Count:
Task Name: Creating a Cake
Unit Name: Food Technology

Student Checklist and Declaration:

 Every student must complete and tick each section before submitting their work.
 This process is in accordance with the School’s Academic Honesty and Assessment Policies.

I confirm that this is my own work and is the final version.

I have acknowledged each use of the words or ideas of another person, whether written, oral
or visual.
I have completed and submitted all work requirements for this tasks.
All work has been submitted online via Managebac.

Teacher Declaration:
I confirm that, to the best of my knowledge, the individual oral commentary submitted is the
authentic work of the candidate.
TEACHER NAME:

Assessment Task Cover Sheet 26/11/2020 V2

Assessment Task Sheet
Australian International Academy, Kellyville
NAME: _____________________________ NOTIFICATION DATE: 23 / 07 / 2020
YEAR LEVEL: 9 SUBJECT: Design / Technology UNIT: Food Technology
TASK NAME: Creating a Cake
DUE DATE: ___ / ___/ ______ tbc
UNIT INFORMATION
KEY CONCEPT: Culture
RELATED CONCEPTS: Evaluation, Collaboration
GLOBAL CONTEXTS Personal and cultural expression
STATEMENT OF INQUIRY:

OUTLINE OF TASK
Goal:
The aim of this unit is to actively engage students in learning about the food as an important component of many
special occasions. Students will explore a range of special occasions including social, cultural, religious, historical
and family and examine the elements of small and large scale catering. Students will plan and prepare safe food,
demonstrating appropriate food handling and presentation skills.

Role:
- outline the significance of food throughout history

- explore the special occasions celebrated by various groups

- design, plan and prepare food items for special occasions

- plan a menu for a special occasion using products in the marketplace

- devise a work flow plan to be used when conducting a practical activity

- demonstrate appropriate food handling and presentation skills for a special occasion

- identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food.

Audience:
Classmates

Situation:
Create a cake for an invitation
Product, Performance, and Purpose
Create a cake for an invitation
Standards and Criteria for Success
Your final product must contain the following:

 Criterion A and B Reports

 Recipe List and Instructions for cooking
 Design of the various cakes
 Cooked dish

The project requires you to go through the MYP Technology design cycle of Developing Ideas and Creating the
Solution as follows:

Inquiring and Analysing

1. Paragraph explaining and justifying the need
2. Indentifying and prioritizing the research.
3. Analysing existing products.

Assessment Task Cover Sheet 26/11/2020 V2

 4. Develop a design brief

Developing Ideas
1. Developing a design specification.
2. Developing design ideas.
3. Presenting the chosen design.
4. Developing planning drawings/diagrams.

NSW BOSTES Outcomes:

Assessment Task Cover Sheet 26/11/2020 V2

MYP Criteria:
Task 1 – Inquiring and analysing Due Date:Week 4 Term 3
Maximum 8

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and
formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement level Descriptor

0
The student does not reach a standard described by any of the descriptors below.
The student:
i. states the need for a solution to a problem for a specified client/target
1–2
audience
ii. develops a basic design brief, which states the findings of relevant
research.
The student:
i. outlines the need for a solution to a problem for a specified client/target
audience
3–4 ii. outlines a research plan, which identifies primary and secondary
research needed to develop a solution to the problem, withsome
guidance
iii. analyses one existing product that inspires a solution to the problem
iv. develops a design brief, which outlines the analysis of relevant research.
The student:
i. explains the need for a solution to a problem for a specified client/target
audience
ii. constructs a research plan, which identifies and prioritizes primary and
5–6
secondary research needed to develop a solution to the problem, with
some guidance
iii. analyses a range of existing products that inspire a solution to the
problem
iv. develops a design brief, which explains the analysis of relevant research.
The student:
i. explains and justifies the need for a solution to a problem for a client/
target audience
ii. constructs a detailed research plan, which identifies and prioritizes
the primary and secondary research needed to develop a solution to the
7-8
problem independently
iii. analyses a range of existing products that inspire a solution to the
problem in detail
iv. develops a detailed design brief, which summarizes the analysis of
relevant research.

Task 2 – Developing Ideas Due Date:Week 7 Term 3

Maximum 8
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design
specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. lists some basic design specifications for the design of a solution
1–2
ii. presents one design, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.
3–4 The student:
i. lists some design specifications, which relate to the success criteria for
the design of a solution
ii. presents a few feasible designs, using an appropriate medium(s) or
annotation, which can be interpreted by others
iii. justifies the selection of the chosen design with reference to the design
specification
iv. creates planning drawings/diagrams or lists requirements for the

Assessment Task Cover Sheet 26/11/2020 V2

 creation of the chosen solution.
The student:
i. develops design specifications, which outline the success criteria for the
design of a solution
ii. develops a range of feasible design ideas, using an appropriate
5–6 medium(s) and annotation, which can be interpreted by others
iii. presents the chosen design and justifies its selection with reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists requirements
for the creation of the chosen solution.
The student:
i. develops detailed design specifications, which explain the success
criteria for the design of a solution based on the analysis of the research
ii. develops a range of feasible design ideas, using an appropriate
medium(s) and detailed annotation, which can be correctly interpreted
7-8
by others
iii. presents the chosen design and justifies fully and critically its selection
with detailed reference to the design specification
iv. develops accurate and detailed planning drawings/diagrams and
outlines requirements for the creation of the chosen solution.

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Appropriate quality: This is the best product/solution that the student can produce, taking into account
the resources available, the skills and techniques they have used, their educational development, how
the product/solution addresses the identified need, and aspects of safety and ergonomics.

Assessment Task Cover Sheet 26/11/2020 V2

Checklist:
Paragraph explaining and justifying the need
Indentifying and prioritizing the research.
Report 1
Analysing existing products.
Develop a design brief
Developing a design specification.
Developing design ideas.
Report 2
Presenting the chosen design.
Developing planning drawings/diagrams.
Product Following the plan to make the solutions.

Evaluation:
Report 1
Strengths Weaknesses

Report 2
Strengths Weaknesses

Product
Strengths Weaknesses

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ATL SELF REFLECTION:

Research:
Skill demonstration: Yes/N Yes/No
o
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized
conventions

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesseswith regards to the requirements for each of the
ATL?
Explain below.

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Teacher: …………………………………… Student: ……………………………………

LEVEL OF ACHIEVEMENT = TOTAL: 16

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