Year 9 Food Technology Students Develop Movie Long Snacks

This term Year 9 Food Technology students at GRC Hurstville boys Campus have been busy developing their own movie long snacks. As part of their unit on food product development, the students were tasked with creating a snack that would be both delicious and satisfying, and that would also be able to hold up well over the course of a long movie.

The students worked in pairs to brainstorm ideas, develop recipes, and test their products. They also had to consider the branding and packaging of their snacks. In the end, each pair came up with a unique and creative snack that they were proud of.

Some of the snacks that the students developed included:

• A popcorn mix with drizzled white chocolate, icing sugar, food colouring, M and Ms

• Cinnamon pudding cups
• Chocolate Oreo crackles
• Gold class pork steak and chips
• Condense milk biscoff balls.
• Tiramisu cups

The students were very creative in their designs, and they took great care in developing their products. They were excited to share their snacks with their friends and family. 

Year 10 Food Tech Students Create Digital Portfolios for a New Year's Eve Event

Year 10 Food Technology students at GRC Hurstville Boys Campus worked on creating a digital portfolio for a New Year's Eve event. As part of their unit on Food for Special Occasions, the students created portfolios that showcased their skills in venue hiring, guests lists, budgeting, menu design with meals that would cater for different dietary requirements, food styling and cake sketching.

Students were excited to put their skills to the test and to create a memorable event for their guests. They believe that their portfolios will be a valuable asset to them when they enter the workforce.

Year 7 Students Engaged in a Solar Car Project and Renewable Energy Writing

Year 7 students at GRC Hurstville Boys Campus have been learning about renewable energy in a fun and engaging way. As part of their Technology Mandatory curriculum, the students built solar cars and wrote compare and contrast texts about different types of renewable energy.

The solar car project was a hands-on way for the students to learn about the principles of solar energy. They were engaged in designing, building, and test their own solar cars. A Solar Car race will take place in term 4 where the cars will be judged on their design, efficiency, and performance.

The compare and contrast texts were a way for the students to learn about the different types of renewable energy. They compared and contrasted the advantages and disadvantages of each type of energy, looked at the carbon output and methods of conversion.

The students followed the Trish Weeks teaching and learning cycle to improve the quality of their written responses in their classroom tasks as well as in their assignment. This model focused on a modelled text, a supported text with group poster work and an independent text where students could demonstrate what they had learnt.

I am looking forward to seeing their continuous improvement in their writing as I mark their tasks and their assignments. I am confident that they will all do a great job.

Patricia Cazouris I Head Teacher Technological and Applied Studies and Visual Arts.