Design and Technologies: Food specialisations (Level 9-10)

Lesson plan: Hawker food

Level: 9-10

Curriculum links: Design and Technologies

Strands and substrands

  • Technology contexts
    • Food specialisations
  • Creating designed solutions
    • Investigating
    • Generating
    • Producing
    • Evaluating
    • Planning and managing

Content Descriptions

  • Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating VCDSTC058
  • Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas VCDSCD049
  • Apply design thinking, creativity, and innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication. VCDSCD050
  • Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions. VCDSCD051
  • Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability. VCDSCD052
  • Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, costs ,risk and production processes VCDSCD053

Learning intention

Students will explore the cuisines of various Asian countries and satisfy a design brief by using the design processes to create their own designed solution of a hawker-style food product.

Various Foods


Students will create a hawker-style food product to meet the requirements of a design brief and record their creation of a design solution on a wiki page.

How will digital learning be integrated into this lesson?

The unit content is delivered via a class wiki – an interactive web space – and explicit use of ICT using digital tools such as Pinterest, AutoCollage and Thinglink.

Wikis are a collaborative website that collects and organises content, created and revised by its users. The teacher creates a class wiki. There are a range of tools used to create wikis such as School intranets may also have the functionality to make a wiki.

The teacher also creates a Pinterest board on hawker foods. The Pinterest board is used to show a board of hawker foods from a range of cuisines. Pinterest is also used for compiling and organising images and brainstorming ideas. The visual nature of Pinterest is a good stimulus for students and engages them.

The program AutoCollage will be used by the students to create a collage of their research—it is an image processing program that enables students to automatically create a collage using a number of digital images. Creating a visual image of the cuisine of the country of their choice will assist students to be inspired to create an authentic product. Ensure that all students have AutoCollage installed on their computer.

Thinglink is a web 2.0 tool that provides students with the ability to turn any image into an interactive graphic. Students can use Thinglink to create multiple ‘hot spots’ on specific parts of an image and turn the image into a multimedia resource that can include video, audio or a link to any website. The resultant image can be embedded into any blog or website. Video can also be annotated using Thinglink. Ensure all students have access to Thinglink

Lesson procedure (five lessons)

Lesson 1: Investigating

Introduce the topic by showing Vietnamese Street Food - Luke Nguyen:.

Internet access to link YouTube videos on wiki.

Then introduce the design brief to students. Ask student to identify the specifications (constraints and considerations) in the design brief.

Why? What? Who? Where?

Pinterest Pinterest

Link to Pinterest boards on wiki and provide an opportunity for students to view Pinterest boards for brainstorming ideas. Ask students to reflect on:

  • What is hawker food?
  • What are the characteristics of hawker food?

Ask students to log on to the class wiki and begin to create their own page by documenting their reflections of the questions and also undertake an investigation of Asian countries and their cuisines. Students are to decide which country in Asia they plan to investigate further.

AutoCollage AutoCollage software (eduSTAR)

Briefly describe the AutoCollage software, and instruct students that they are to select eight Creative Commons images of hawker food to create a collage to visually represent cuisine of the country of their choice and upload the collage to their wiki page. Alternatively students could take their own photos to include in the collage.

Lesson 2: Investigating

Ask students to research cuisine and ingredients from their chosen country in Asia. Provide some guidance regarding suitable websites and searching techniques. Specifically students need to identify the characteristics of the cuisine of their selected Asian country, including three main ingredients, one cooking technique and two sauces or accompaniments.

Spice Inc

Asia Society- Photos: What’s your favorite Asian street food?

Asia Society- Video: 'Perennial Plate' Filmmakers condense culinary odyssey across India

Lesson 3: Generating and Planning and managing

Ask students to develop and communicate a range of possible original ideas of food items that could meet the design brief. Ask students to weigh up options, consider alternatives and communicate various design ideas and decide on which preferred option they will use to create their hawker-style food

Suggest that they could use graphical representation techniques to present this information such as Mind Maps or tables.

Thinglink Thinglink

Briefly describe Thinglink, and instruct students that they are to use Thinglink to annotate a picture of their preferred design option –– they need to provide reasons why this option has been selected and how it meets the requirements of the design brief. Alternatively, students could use a drawing package such as SketchUp to sketch their preferred food option.


Ask students create a recipe, food order and select appropriate packaging for their preferred option.

Lesson 4: Producing

Provide students with the opportunity to trial, test and modified their original recipe to create a prototype at home and record this on a smartphone. Ask students to take a photo or video of their designed solutions and upload this photo or video to their wiki page, and to describe any modifications they will make.



Supervise students as they create their original hawker-style food in class. Ask students to take a photo or video of their original designed solution with the selected packaging and upload this photo or video to their wiki page.



Lesson 5: Evaluating

Ask students to evaluate their original hawker-style food product using a star diagram and a written evaluation of their product using the characteristics identified in the brief. Thinglink can be used to annotate the finished product to show how it met the design brief.

Also ask students to evaluate how well they contributed to the production activity and also the suitability of the selected packaging.

Instruct students to add all their evaluations to the wiki page.

British Nutrition Foundation –Star diagram example



Further information

British Nutrition Foundation –Sensory evaluation

Digital Deck: Wikis, (Innovative Card 19); SketchUp (eduSTAR Card 4); Web 2.0 tools (Foundation Card 10)



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