2022 CONS Gr 8 FOOD Practical TG

Downloaded from hlayiso.com Occupational Consumer Studies: Food Production Grade 8 Teacher Guide

Downloaded from hlayiso.com TERM 1 Week 1: Orientate the learners in the workplace kitchen. Week 2 & 3: Activity: (Group work) Personal hygiene (Hand washing) Practical Lesson 1: Hygiene, Health & Safety Week 4 – 6: Activity: Basic kitchen equipment and utensils Activity: Measuring equipment Activity: (Demonstration) Measuring Practical Lesson 2: Identification test Practical Lesson 3: Measuring Week 7: Activity: Preparation techniques Activity: Recipe terminology (interpretation) Week 8: Practical Skills Test 1 Identification test/ Measuring and Interpret a recipe Skills Test 1: Identification test/ Measuring and Interpret a recipe

Downloaded from hlayiso.com TERM 2 Week 1: Activity: Batters, Dough and Mixing Techniques Activity: Cooking Methods Week 2 & 3: Activity: Decoration, Garnishing and Packaging Practical Lesson 4: Crumpets Week 4 & 5: Practical Lesson 5: Rock Cakes Week 6 & 7: Practical Lesson 6: Muffins Activity: Labelling and Packaging Week 8: Practical Skills Test 2 Compare muffins from different outlets and evaluate a label

Downloaded from hlayiso.com TERM 3 Week 1: Activity: Decoration, Garnishing and Packaging Week 2 & 3: Practical Lesson 7: Pancakes Activity: Variations of Pancakes Week 4 & 5: Practical Lesson 8: Fritters Week 6 & 7: Practical Lesson 9: Vetkoek Activity: Advertisement Week 8: Practical Skills Test 3 Design an advertisement for your product TERM 4 Week 1 - 3 Project based Learning Task (Marketing and selling a product.)

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Downloaded from hlayiso.com TERM 1 Week 1: Orientation Teacher orientates the learners in the practical workplace. Set the rules and regulations to abide by, when working in the workplace. Discuss the practical tasks for the year. Week 2 and 3: Hygiene, Health & Safety Personal Hygiene Personal hygiene means to be clean and neat on yourself.  Bath or shower daily.  Wash your hands thoroughly before handling food. Also wash your hands regularly, especially after using the toilet, touching the rubbish bin or blowing your nose.  Never cough or sneezes over food or surfaces where food is prepared.  Wear clean, protective clothing such as an apron.  Tie back long hair or wear a hairnet to cover your hair.  Men should be cleanly shaved.  Keep fingernails short and clean and do not wear nail polish.  Avoid wearing jewellery.  Cover cuts and wounds with bandages or plaster.  Never handle food if you have a contagious illness. Kitchen Hygiene Kitchen hygiene means to maintain a clean and neat kitchen.  Keep the kitchen clean and tidy. Clean as you go.  Keep working surfaces and equipment clean.  Sweep and mop the kitchen floor regularly.  Wash and bleach dishcloths regularly.  Wash dishes in hot soapy water and rinse in hot clean water. Leave to air dry of use a clean dishcloth to dry dishes.  Throw away chipped or cracked cups, plates, etc.  Empty kitchen garbage bins regularly.  Wash waste bins regularly with hot water and disinfectant.  Rinse fruit and vegetables before preparing them.

Downloaded from hlayiso.com  Use different cutting boards, knives, etc. for raw and cooked food to prevent cross contamination. Prepare meat and poultry separate from fruit and vegetables. Cross contamination: When bacteria gets transferred from one surface to another  Wash cutting boards, knives, etc. for raw and cooked food thoroughly between tasks.  Cook food thoroughly. Be careful not to reheat food repeatedly because it can lead to food poisoning, especially poultry.  Never lick your fingers when working with food.  Use a clean spoon to taste food and wash it well afterwards.  Keep food covered.  Store perishable food in the refrigerator/freezer.  Store non-perishable food in a cool, dry and dark place.  Don’t store food on the floor where pests can easily get to it. Pests in the kitchen There are different types of kitchen pests, for example ants, flies, cockroaches, rats/mice. Pests carry bacteria and spread diseases. Get rid of pests immediately because they quickly increase in number. Preventing pests:  Clean working surfaces when you are done. Food scraps like crumbs attract pests.  Food must be covered and stored at all times.  Rubbish bins and spoiled food attract flies which transmit bacteria. Empty rubbish bins regularly and make sure bins have lids on.

Downloaded from hlayiso.com Safety in the kitchen There are different dangers in a kitchen, for example sharp knives, hot ovens/stove plates, electricity, etc. Reasons for accidents happening in the kitchen: 1. Haste (being in a hurry) 2. Lack of concentration (not paying attention) 3. Distractions 4. Disorderliness 5. Using wrong equipment 6. Failure to apply safety rules Safety guidelines:  Keep the kitchen floor clear. There shouldn’t be things lying around, it can cause someone to trip and fall.  Clean up spills immediately otherwise someone can slip and fall. Ovens/Stoves:  Handles of pots and pans should be turned to the back of the stove.  Use oven mitts to handle hot baking dishes/sheets. Do not use dishcloths, especially when wet.  Open lids away from yourself to let the steam escape safely and to prevent it from burning you.  Keep dish clothes, oven mitts, etc. away from the stove.  Never leave cooking foods unattended.

Downloaded from hlayiso.com Knifes:  Always cut away from your body when using a knife.  Always use a cutting board.  Carry knives close by your side, pointing directly at the ground.  Don’t put knives in a sink of soapy water – they may not be seen and accidents can occur.  Don’t try to catch a knife as it falls. Electricity:  Make sure all wires, cords and plugs on your appliances are not frayed and that all appliances are in a good working condition.  Never stick a knife, fork or any other metal object in a toaster to retrieve trapped toast. This will cause an electric shock. How to put out fires in a kitchen:  When a fire starts in the kitchen, you need to act fast to keep the fire from getting out of control.  If you have a fire in the oven or the microwave, close the door or keep it closed, and turn off the oven. Don’t open the door. The lack of oxygen will suffocate the flames.  If you have a fire in a pot or pan, use an oven mitt to put the lid on. The lack of oxygen will stop the flames in the pot or pan. Turn off the stove.  Smother the fire with a wet towel or other large wet cloth or use a fire extinguisher.  Never use water to put out grease (oil) fires. Water will cause the oil to spatter.  Don’t swat at a fire with a towel or apron. You’re likely to fan the flames and spread the fire.  If the fire is spreading and you can’t control it, get everyone out and call the fire department.

Downloaded from hlayiso.com Basic First Aid A first aid kit must contain the following basic items:  Gloves  Waterproof bandages  Cotton wool  Tweezers  Scissors  Safety pins  Roller bandages  An antiseptic  Ointment for light burns / Burn Shield  Pain killers Burns and scalding wounds: Burns are caused by dry heat, e.g. fire or when a hand is pressed against a hot plate. Scalds are caused by moist heat such as steam or hot liquid. In case of burns or scald wounds:  Immediately immerse the burnt part of the body in ice cold water or keep it under running cold water.  Do NOT apply butter or any other home remedy.  Put antiseptic ointment on the wound and cover it.

Downloaded from hlayiso.com Cuts: In case of minor cuts:  Rinse the wound carefully.  Put pressure on until it stops bleeding.  Dry the wound.  Put antiseptic on.  Cover with waterproof bandage. Electrical shock: In case of an electrical shock:  Switch off the main switch.  If possible move the person away from the apparatus without touching them directly otherwise you will be shocked as well. Use a wooden object like a broom to get the person away from the apparatus.  Apply mouth to mouth resuscitation and call the doctor. Very important! Always wear gloves when you treat wounds to protect yourself against contracting the HIV/AIDS virus.

Downloaded from hlayiso.com Activity: Hand washing (Group work) Learners do research about the steps in the hand washing procedure. Learners design and make an A-4 poster illustrating the steps in the hand washing procedure. Activity: Hand washing (Group work) Marking guidelines

Downloaded from hlayiso.com Practical Lesson 1: Hygiene, Health & Safety Study the picture below and answer the questions that follow regarding Hygiene, Health & Safety. 1. Provide THREE examples of unhygienic conditions in the kitchen above by circling them in blue. (3) 2. Identify FIVE examples of dangerous/unsafe conditions in the kitchen above by circling them in red. (5) 3. List any THREE items that needs to be in a first aid kit. ___________________________________ ___________________________________ ___________________________________ (3) 4. The lady in the picture burns herself with the steam of the kettle. Describe how to treat the wound. _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________(3) 5. The pot on the stove plate catches fire; explain how you would react in this particular situation. How will you put out the fire? _______________________________________________________________________

Downloaded from hlayiso.com _______________________________________________________________________ _____________________________________________________________________(3) 6. The chef in the picture cuts himself with the knife. Explain how you would treat his wound. (Keep HIV/AIDS in mind) _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________(3) [20]

Downloaded from hlayiso.com Practical Lesson 1 – Marking Guideline: Study the picture below and answer the questions that follow regarding Hygiene, Health & Safety. 1. Provide THREE examples of unhygienic conditions in the kitchen above by circling them in blue. (Any three) (3) 2. Identify FIVE examples of dangerous/unsafe conditions in the kitchen above by circling them in red. (Any five) (5) 3. List any THREE items that needs to be in a first aid kit. Any three of the following:  Gloves  Waterproof bandages  Cotton wool  Tweezers  Scissors  Safety pins  Roller bandages  An antiseptic  Ointment for light burns / Burn Shield  Pain killers (3) 4. The lady in the picture burns herself with the steam of the kettle. Describe how to treat the wound.

Downloaded from hlayiso.com  Immediately immerse the burnt part of the body in ice cold water or keep it under running cold water.  Do NOT apply butter or any other home remedy.  Put antiseptic ointment on the wound and cover it. (3) 5. The pot on the stove plate catches fire; explain how you would react in this particular situation. How will you put out the fire?  Use an oven mitt to put the lid on.  Turn off the stove.  Smother the fire with a wet towel or other large wet cloth or use a fire extinguisher. (3) 6. The chef in the picture cuts himself with the knife. Explain how you would treat his wound. (Keep HIV/AIDS in mind) Any three of the following:  Put gloves on to protect yourself against HIV/AIDS.  Rinse the wound carefully.  Put pressure on until it stops bleeding.  Dry the wound.  Put antiseptic on.  Cover with waterproof bandage. (3) [20]

Downloaded from hlayiso.com Week 4 – 6: Kitchen Equipment When choosing equipment: 1. Buy the best quality you can afford. 2. Choose the best design to suit its use, not the ‘prettiest’ or ‘nicest colour’. 3. Buy only what is necessary for your use – not every new gadget that comes onto the market and ‘looks good’ is necessary. Activity: Kitchen Equipment Complete the following table by filling in how to care for the specific equipment and also find out where it is stored in the classroom kitchen. UTENSIL NAME USE/TYPE OF CARE STORAGE IN TASK CLASS Chopping Chopping board vegetables, fruit, meat, fish, chicken Cook’s knife Chopping, cutting Vegetable knife Peeling and cutting Grater Grating vegetables, fruit, citrus peel, chocolate, cheese Vegetable Peeling peeler vegetables and fruits Mixing bowls Mixing batter, dough, sauces, salads. Beating and whisking e.g. eggs Wooden Stirring or spoons beating mixtures

Downloaded from hlayiso.com Egg beater Beating eggs, Wire whisk cream and other liquid mixtures. Sieve Sifting flour and other ingredients. Pastry brush Glazing food like pies and scones. Cooling rack Cooling cakes and biscuits once they have been removed from baking sheet. Palette Knife Spreading icing, (Spatula) turning pancakes and lifting biscuits from a baking sheet. Scraper Scraping mixtures from bowls, dishes and saucepans. Egg lifter Lifting and turning food while frying. Frying pan Frying foods such as eggs, meat, fish and pancakes. Cake tin Baking cakes. Muffin tin Baking muffins and cupcakes. Baking sheets Baking biscuits, pizza, scones.

Downloaded from hlayiso.com Measuring Activity: Measuring Equipment Complete the following table by filling in how to care for the specific measuring equipment and also find out where it is stored in the classroom kitchen. MEASURING NAME USE CARE STORAGE IN EQUIPMENT CLASS Scale or mass Weighing dry or meter solid ingredients in grams or kilograms. Measuring jug Measuring liquid ingredients e.g. milk, water, oil. Measuring cups: Measuring dry 250 ml. ingredients e.g. 100 ml. flour, sugar. 50 ml. 25 ml. Measuring Measuring very spoons: small quantities of 15 or 12,5 ml. dry ingredients 5 ml. e.g. baking 2,5 or 2 ml. powder, liquids 1 ml. e.g. vanilla essence. Metric scale: 1. Measurements for solid foods, such as butter, flour and sugar is often given by weight, not volume. 2. Weight measurements are given in grams (g) and kilograms (kg). Combination measurements: 1. Sometimes when measuring you will need to use a combination of spoons, cups and jugs.

Downloaded from hlayiso.com 2. Margarine must always be measured on a scale. If the recipe says ml, then change the measuring device to measuring cups or measuring spoons. Measuring jugs: 1. Only liquid is measured in a measuring jug. 2. Put the liquid into the jug, place the jug onto a level surface. 3. Bend down and measure the level of the liquid at eye level. 4. It is marked in millimetres. Measuring spoons and cups: 1. Use a clean, dry measuring cup or spoon for measuring dry ingredients. 2. Scoop the dry ingredients lightly into the measuring cup and scrape it level with the straight side of the blade of the knife. 3. Take care not to press the ingredients hard into the cup or spoon. This will make the measuring inaccurate. Activity: Measuring (Demonstration) Practice the correct measuring techniques using different dry ingredients and liquids.

Downloaded from hlayiso.com Practical Lesson 2: Identification Test Complete the following table by identifying the kitchen equipment. Also describe the use of each. UTENSIL NAME USE (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) [20]

Downloaded from hlayiso.com Practical Lesson 2 – Identification Test Marking Guideline Complete the following table by identifying the kitchen equipment. Also describe the use of each. UTENSIL NAME USE Wooden spoon Stirring or beating mixtures. (1) (1) Egg beater (Electrical) Beating eggs, cream and other liquid mixtures. (1) (1) Kitchen Scale or Mass meter Weighing dry or solid ingredients in grams or kilograms. (1) (1) Pastry brush Glazing food likes pies and scones. (1) (1) Muffin tin Baking muffins and cupcakes. (1) (1) Frying pan Frying foods such as eggs, meat, fish and pancakes. (1) (1) Mixing bowl Mixing batter, dough, etc. Beating and whisking eggs for example. (1) (1) Wire rack Cooling cakes and biscuits once they have been removed from baking sheet. (1) (1) Palette knife or Spatula Spreading icing, turning pancakes and lifting biscuits from a baking sheet.

Downloaded from hlayiso.com (1) (1) Scraper Scraping mixtures from bowls, dishes and saucepans. (1) (1) [20] Practical Lesson 3: Measuring Answer the following questions regarding measuring. 1. We are baking ROCK CAKES. Look at the ingredients and write down the measuring equipment you would use. Ingredients Measuring equipment 240 g flour 1.1 10 ml baking powder 1.2 60 g margarine 1.3 50 ml sugar 1.4 50 ml raisins 1.5 1 egg 150 ml milk 1.6 (6) 2. The sugar amount in a recipe is 76 ml, what measuring equipment would you use to make up the amount needed. Measuring Equipment Size (6) 3. Give TWO examples of ingredients that would be measured using the following measuring equipment. Measuring Equipment Ingredients Kitchen scale Measuring jug Measuring cups Measuring spoons (8) [20]

Downloaded from hlayiso.com Practical Lesson 3 – Measuring Marking Guideline: Answer the following questions regarding measuring. 1. We are baking ROCK CAKES. Look at the ingredients and write down the measuring equipment you would use. Ingredients Measuring equipment 240 g flour 1.1 Kitchen scale / Mass meter 10 ml baking powder 1.2 Measuring spoons 60 g margarine 1.3 Kitchen scale / Mass meter 50 ml sugar 1.4 Measuring cup 50 ml raisins 1.5 Measuring cup 1 egg 150 ml milk 1.6 Measuring cups or Measuring jug (6) 2. The sugar amount in a recipe is 76 ml, what measuring equipment would you use to make up the amount needed. Measuring Equipment Size Measuring cup 50 ml Measuring cup 25 ml Measuring spoon 1 ml (6) 3. Give TWO examples of ingredients that would be measured using the following measuring equipment. Measuring Equipment Ingredients Kitchen scale Meat, Nuts Measuring jug Water, Milk Measuring cups Flour, Sugar Measuring spoons Baking powder, Salt (8) [20]

Downloaded from hlayiso.com Week 7: Terminology and Preparation Techniques Activity: Preparation Techniques Answer the following questions. 1. Complete the following table by listing the utensils used during the under mentioned preparation techniques and describe examples of where it is used in cooking. TERM MEANING UTENSIL WHERE IT IS USED USED IN COOKING PREPARATION Grease Covering the surface of a baking tray/pan/dish with a thin layer of oil or grease to prevent the food from sticking. Chop To cut roughly into small pieces. Grate To rub food against a grater to cut it into small pieces. Peel To remove a thin layer of skin from fruits and vegetables.

Downloaded from hlayiso.com Slice To cut into very thin layers. FINISHING OFF Decorate To make a sweet dish look attractive: e.g., ice cream decorated with chopped nuts and chocolate sauce. Garnish To garnish a savoury dish e.g., using parsley. Glaze To brush with milk or egg. Sprinkle Spreading crumbs, chopped nuts or sugar from a height evenly over the surface of food

Downloaded from hlayiso.com 2. Define the following preparation techniques: 2.1 Grease 2.2. Chop 2.3 Grate 2.4 Glaze 2.5 Peel 2.6 Decorate 2.7 Garnish 2.8 Slice

Downloaded from hlayiso.com Activity: Recipe Terminology Search for a recipe in a magazine. Paste the recipe in the block below. Circle all the terms and explain them in your own words. Research the meaning of the words you don’t know. Terms Meaning

Downloaded from hlayiso.com Week 8: Practical Skills Test 1 Identify kitchen equipment, Measuring and Recipe interpretation 1. Name the use of the following kitchen equipment. EQUIPMENT USE (5) 2. Choose the measuring equipment from COLUMN B that should be used to measure the ingredients in COLUMN A. Connect the ingredients with the correct measuring equipment by drawing a line. COLUMN A COLUMN B INGREDIENTS MEASURING EQUIPMENT 5 ml Baking powder 150 g Margarine 200 ml Milk 125 ml Cake flour (4)

Downloaded from hlayiso.com 3. Study the recipe below and rearrange the method (steps) of the recipe in the correct order. Only write down the letters to indicate the order in which the steps should be followed. CRUMPETS Ingredients: 250 ml cake flour 10 ml baking powder 1 ml salt 30 ml sugar 1 egg 200 ml milk 15 ml cooking oil Method: A) Add the dry ingredients slowly to the egg mixture and mix until smooth. B) Beat the egg, add the milk and oil and beat slightly until mixed. C) Heat a frying pan with just enough oil to cover the bottom of the pan. D) Drop spoonsful of the mixture onto the hot frying pan. Fry 3 – 4 crumpets at a time. They should all be the same size. E) Sift the flour, baking powder and salt together. Add the sugar. F) Turn over with an egg lifter or spatula as soon as bubbles pop on the surface. Allow the other side to brown. STEPS LETTER Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 (6) [20]

Downloaded from hlayiso.com Practical Skills Test 1 – Marking Guideline Identify kitchen equipment, Measuring and Recipe interpretation 1. Name the use of the following kitchen equipment. EQUIPMENT USE Used to bake muffins and cupcakes. Used to beat eggs and other liquid mixtures. Used for frying foods such as eggs, meat, fish and pancakes. Used to sift flour and other dry ingredients. Used to mix batters or dough in. (5) 2. Choose the measuring equipment from COLUMN B that should be used to measure the ingredients in COLUMN A. Connect the ingredients with the correct measuring equipment by drawing a line. COLUMN A COLUMN B INGREDIENTS MEASURING EQUIPMENT 5 ml Baking powder 150 g Margarine 200 ml Milk 125 ml Cake flour (4)

Downloaded from hlayiso.com 3. Study the recipe below and rearrange the method (steps) of the recipe in the correct order. Only write down the letters to indicate the order in which the steps should be followed. CRUMPETS Ingredients: 250 ml cake flour 10 ml baking powder 1 ml salt 30 ml sugar 1 egg 200 ml milk 15 ml cooking oil Method: A) Add the dry ingredients slowly to the egg mixture and mix until smooth. B) Beat the egg, add the milk and oil and beat slightly until mixed. C) Heat a frying pan with just enough oil to cover the bottom of the pan. D) Drop spoonsful of the mixture onto the hot frying pan. Fry 3 – 4 crumpets at a time. They should all be the same size. E) Sift the flour, baking powder and salt together. Add the sugar. F) Turn over with an egg lifter or spatula as soon as bubbles pop on the surface. Allow the other side to brown. STEPS LETTER Step 1 E Step 2 B Step 3 A Step 4 C Step 5 D Step 6 F (6) [20]

Downloaded from hlayiso.com TERM 2 Week 1: Batter and Dough Classification of Flour Mixtures CLASSIFICATION MIXING AND CHARACTERISTICS PRODUCT TEXTURE BATTERS POURING/MIXING Thin liquid mixture. Products are soft and Pancakes. BATTER Doesn’t need a lot velvety. (THIN) of mixing. COATING BATTER Slightly thicker Products are soft but Crumpets, (MEDIUM) mixture that will firmer than a Pouring waffles. stick to food. batter. Moderate mixing. DROPPING BATTER Mixture will drop Products are crispy. Fritters, vetkoek, (THICK) from a spoon. Not muffins and very thorough cakes. mixing. DOUGHS SOFT DOUGH Kneading, rolling Products are soft. Scones, and shaping by doughnuts, hand. Soft. koeksisters. STIFF DOUGH Kneading, rolling Products are stiff and Pastry, biscuits, and shaping by crisp. shortbread. hand. Stiff. Classification of Batters Definitions In cooking terms, the word batter means:  A mixture of flour, egg, and milk or water that is thin enough to be poured or dropped from a spoon. This includes cake and pancake or waffle batter a well as the majority of cookie batters.  A coating, often of flour and egg though sometimes with bread, which is applied to food that is meant to be fried. For instance, deep-fried fish is often battered. We can clearly see that the difference between batter and dough is that batter is thinner while dough is quite thick.

Downloaded from hlayiso.com Mixing techniques MIXING AND COMBINING INGREDIENTS Term Definition Illustration Rub in / To combine shortening with flour using Cutting in the tips of the fingers or a knife. Sift To shake dry ingredients through a sieve. Stir To mix ingredients with a circular motion. Beating Incorporating air into a mixture using an egg beater, wooden spoon or metal spoon. Whisking Performing a soft beating action with a whisk or a fork.

Downloaded from hlayiso.com Activity: Batters, Dough and Mixing Techniques Complete the cross-word puzzle below. Use the word bank to help you. BATTERS, DOUGHS AND MIXING TECHNIQUES 1 2 3 4 5 6 7 8 9 10 Down 1. A mixture of flour, egg, and milk or water that is thin enough to be poured or dropped from a spoon. 2. Product made from soft dough. 3. Performing a soft beating action with a whisk or a fork. 4. Product made from dropping batter. 7. Incorporating air into a mixture using an eggbeater, wooden spoon or metal spoon. Across 5. To mix ingredients with a circular motion. 6. Product made from coating batter. 8. Product made from pouring batter. 9. To shake dry ingredients through a sieve. 10. To combine shortening with flour using the tips of the fingers.

Downloaded from hlayiso.com Word Bank Pancakes Stir Rubbing in Scones Sift Crumpets Batter Whisking Beating Muffins Marking Guidelines: BATTERS, DOUGHS AND MIXING TECHNIQUES 1B A 2S T C 3W 4M 5S T I R O H U E N I F 6C R U M P E T S F S K 7B I I E N 8P A N C A K E S G T 9S I F T N 10 U B B I N G I N R

Downloaded from hlayiso.com Classification of Cooking Methods Moist Heat Cooking Methods: Dry Heat Cooking Methods: Cooked with water, stock or steam Cooked with hot air or fat/oil Boil: Bake: Cook in liquid with Cook in oven. bubbles rising Examples: constantly to the Biscuits surface. Muffins Examples: Scones Eggs Potatoes Pasta Simmer: Dry fry: Cook slowly in a Cook in a pan saucepan with without fat or oil. bubbles Examples: occasionally rising Bacon to the surface. Examples: Soup/sauces Stew Tough meet Steam: Shallow fry Cook in steam from (sauté): boiling water. Cook in a little bit Examples: of fat or oil. Vegetables Examples: Fish Onions Crumpets Pancakes Deep fry: Cook in a lot of oil (food covered in oil). Examples: Chips Vetkoek Koeksisters

Downloaded from hlayiso.com Guidelines for baking:  Preheat the oven.  Bake on the middle shelf.  Do not open oven door until two-thirds of the baking time has passed. Guideline for shallow frying and deep frying:  Use only dry food, otherwise the oil will spatter.  Use fat suitable for frying.  Use a flat saucepan with a heavy bottom.  Preheat the oil in the frying pan until it sizzles.  Do not overheat the oil, it will smoke.  Never leave a frying pan unattended. Hot fat/oil can catch fire.  Fry until food is cooked, remove promptly, drain on kitchen paper and serve. Activity: Cooking Methods Answer the following questions regarding cooking methods. 1. Identify the following cooking methods and paste or draw a picture of an examples of food cooked using the specific cooking method. Illustration Cooking method Example of food (Picture) 1. 2. 3. 4.

Downloaded from hlayiso.com 5. 6. 7. 2. Classify the above-mentioned cooking methods by filling the numbers (1 – 7) into the correct column. Moist Heat Cooking Methods Dry Heat Cooking Methods

Downloaded from hlayiso.com Activity: Decoration / Garnishing / Packaging Search for pictures of beautifully decorated / garnished batter products (crumpets, rock cakes, muffins). Also find pictures of attractive packaging. Paste your pictures below.

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Downloaded from hlayiso.com Week 2 and 3: MODULE OBJECTIVES: SOFT SKILLS to strengthen hard skills: Food Production Learners will be able  Observation to:  Listening  Observe a teacher  Analysis led demonstration.  Planning  Analyse the given  Organisation recipe.  Prioritizing  Complete the  Focus preparation sheet.  Time-management  Produce quality  Teamwork marketable crumpets. CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste Round in shape, all Soft, moist, and Typical nutty the same size. spongy. flavour. Slightly thick. No signs of raw No taste of Smooth golden- flour. raw mixture. brown surface. Even texture. No signs of burning. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Workstation Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on crumpets. Study the crumpets recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 4: Produce quality marketable crumpets. RECIPE: CRUMPETS YIELD: 12 MEDIUM INGREDIENTS METHOD 250 ml cake flour 1. Sieve the dry ingredients together. 10 ml baking powder 1 ml salt 15 ml sugar 2. Add the sugar. 1 egg, large 3. Whisk the egg, milk and oil together. 100 ml milk 4. Add the dry ingredients slowly to the egg mixture and mix 75 ml cooking oil until smooth. (The batter should be the consistency of thick cream.) Oil for shallow frying 5. Heat a frying pan with a little oil. (Just enough to coat the bottom of the pan.) 6. Drop spoonsful of the batter onto the hot frying pan. Fry 3-4 crumpets at a time. 7. Turn the crumpets over when bubbles break on the surface. Fry on both sides until golden brown. Photo of dish/product: Other variations: TECHNIQUES Coffee, Chocolate, Measure, Sieve, Whisk, Beat, Cappuccino, Savoury Mix COOKING METHOD Shallow fry CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: Round in shape, all the same size. Soft, moist, and spongy. Typical nutty flavour. Slightly thick. No signs of raw flour. No taste of raw mixture. Smooth golden-brown surface. Even texture. No signs of burning. HOW AND WHY OF CRUMPETS How Why Sift the dry ingredients  Aerate together.  Evenly blending of ingredients. Whisk the eggs and add the  Liquefier and aerator. milk and the oil.  Enrich the batter.  Oil make the mix more pliable. Mix liquid with dry ingredients  Ensure that when all the liquid is added the batter is until smooth, use a spatula to completely smooth. scrape any thicker mixture down from the side of the bowl occasionally. Let the batter stand for  Starch grains are soften and expand into the liquid crating minimum 30 min. a lighter end result. The batter will be much lighter if it stands for a few hours. Heat a pan over medium heat  Prevents the batter from sticking. and grease with a little oil.

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Week 4 and 5: Rock Cakes MODULE OBJECTIVES: SOFT SKILLS to strengthen hard Food Production Learners will be able to: skills:  Observe a teacher  Observation led demonstration.  Listening  Analyse the given  Analysis recipe.  Planning  Complete the  Organisation preparation sheet.  Prioritizing  Produce quality  Focus marketable rock  Time-management cakes.  Teamwork CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste Rough upper Fine texture. Nutty flavour. crust. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Workstation Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on rock cakes. Study the rock cakes recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 5: Produce quality marketable Rock Cakes. RECIPE: ROCK CAKES YIELD: 10 – 15 INGREDIENTS METHOD 1. Preheat the oven to 190°C and grease a small baking tray. 250 ml cake flour 2. Sieve the dry ingredients together. 10 ml baking powder 1 ml salt 50 ml margarine 3. Rub the margarine in with the flour mixture. 25 ml sugar 4. Add the sugar and the raisins to the flour mixture. 75 ml raisins 1 egg, large 5. Whisk the egg and milk together. 20 ml milk 6. Add the egg mixture to the flour mixture and mix together. 7. Divide the mixture into 10 to 15 equal parts. Use a teaspoon to place the mixture on the greased baking sheet. 8. Bake for 15 to 20 minutes at 190°C. 9. Allow to cool on a cooling rack. Photo of dish/product: Other variations: TECHNIQUES Instead of raisins, you can Measure, Sieve, Rub-in, also use choc chips, nuts, etc. Whisk, Mix COOKING METHOD Bake CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: Rough upper crust. Fine texture. Nutty flavour. HOW AND WHY OF ROCK CAKES How Why Sift the dry ingredients.  Aerate the mixture.  Remove lumps and impurities.  Distribute the salt evenly. Use cold margarine.  It will not melt easily and rub in better. Rub in margarine with fingertips.  Hands is hot, fingertips cooler will prevent margarine from melting. Use a spoon to scoop on baking  Will prevent handling with hands that can melt the tray. margarine.

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Week 6 and 7: Muffin MODULE OBJECTIVES: SOFT SKILLS to strengthen hard skills: Food Production Learners will be able  Observation to:  Listening  Observe a teacher  Analysis led demonstration.  Planning  Analyse the given  Organisation recipe.  Prioritizing  Complete the  Focus preparation sheet.  Time-management  Produce quality  Teamwork marketable coffee  Initiative muffins.  Creativity  Design a label for  Design muffins and also  Responsibility (Sustainability) packaging  Sensitivity (regarding the environment) material.  Respect (for the environment) CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste Neat, rounded Delicate, fine Agreeable flavour shape. texture. that is typical of Upper crust not No tunnels. the ingredients. (Coffee) peaked. Moist, not dry. Good volume. Attractive brown colour. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Workstation Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on muffins. Study the coffee muffins recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 6: Produce quality marketable Coffee Muffins. Design a label for the coffee muffins you made and suitable packaging material. RECIPE: COFFEE MUFFINS YIELD: 6 INGREDIENTS METHOD 1. Preheat the oven to 180°C. 2. Grease a muffin pan. 250 ml self-rising flour 3. Sieve the dry ingredients together. 2 ml salt 100 ml sugar 4. Add the sugar and coffee to the dry ingredients. 10 ml coffee 1 egg 5. Whisk the egg, milk and oil together. 60 ml milk 6. Add the egg and milk mixture to the dry ingredients and mix just 60 ml cooking oil until moist, but still lumpy. Don’t mix too much! 7. Scoop two thirds full into a greased muffin pan. 8. Bake for 15 to 20 minutes. Photo of dish/product: Other variations: TECHNIQUES Chocolate, Carrot, Vanilla, Choc- Measure, Sieve, Whisk, Mix chip COOKING METHOD Bake CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: Neat, rounded shape. Delicate, fine texture. Agreeable flavour that is typical of Upper crust not peaked. No tunnels. the ingredients. (Coffee) Good volume. Moist, not dry. Attractive brown colour.

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Activity: Labelling and Packaging Design a label and packaging for your muffins in the block below: 1. Provide all the basic information about your product on the label. 2. Packaging must be suitable for your product (muffins). 3. Packaging must be eco-friendly/recyclable. 4. Make sure your label and packaging is attractive (draws attention) and is neat. 5. Be creative.

Downloaded from hlayiso.com Week 8: Practical Skills Test 2 Compare muffins from different outlets and evaluate a label for muffins 1. Compare the muffins you made with the muffins from two other outlets (shops) by completing the table below. Type of Muffins: ____________________ Your Muffins Outlet A: Outlet B: _______________ _______________ Price Packaging Appearance Texture Taste (15) 2. Indicate which muffins you would buy based on your analysis. Give a reason for your answer. _________________________________________________________________________ ______________________________________________________________________(2) 3. Anna started a baking business from home. She bakes and sells a variety of muffins, cakes and biscuits. Study one of her product labels below and answer the question that follows.

Downloaded from hlayiso.com 3.1 Analyse the information on the label and state whether or not you think it is sufficient. Give reasons for your answer. ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________(3) [20]

Downloaded from hlayiso.com Practical Skills Test 2 – Marking Guideline Compare muffins from different outlets and evaluate a label for muffins 1. Compare the muffins you made with the muffins from two other outlets (shops) by completing the table. Teacher buys similar muffins to the ones the learners made from two different shops. Learners evaluate the price, packaging material, appearance, texture and taste of the three different muffins and tabulate their findings. (15) 2. Indicate which muffins you would buy based on your analysis. Give reasons for your answer. The learner must make a choice between the three different muffins and provide a reason for their choice on the basis of price, packaging, appearance, texture and/or taste. (2) 3. Anna started a baking business from home. She bakes and sells a variety of muffins, cakes and biscuits. Study one of her product labels below and answer the question that follows. 3.1 Analyse the information on the label and state whether or not you think it is sufficient. Give reasons for your answer. The information is not sufficient. Any two:  There’s not a list of ingredients on the food label.  There’s no nutritional information.  There’s no allergy warnings.  The manufacturers name and address isn’t indicated.  There’s no storage instructions. (3) [20]

Downloaded from hlayiso.com TERM 3 Week 1: Recap the classification of batters with examples. Recap the understanding of the different mixing techniques. Recap the classification of cooking methods. Recap the guidelines for shallow frying and deep frying.

Downloaded from hlayiso.com Activity: Decoration / Garnishing / Packaging Marking guidelines Search for pictures of beautifully decorated / garnished batter products (pancakes, fritters, vetkoek). Also find pictures of attractive packaging. Paste your pictures below.

Downloaded from hlayiso.com

Downloaded from hlayiso.com Week 2 and 3: PANCAKES MODULE OBJECTIVES: SOFT SKILLS to strengthen hard skills: Food Production Learners will be able  Observation to:  Listening  Observe a teacher  Analysis led demonstration.  Planning  Analyse the given  Organisation recipe.  Prioritizing  Complete the  Focus preparation sheet.  Time-management  Produce quality  Teamwork marketable  Creativity pancakes.  Curiosity  Research variations of pancakes and provide examples. CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste Round in shape. The pancake should be Typical Very thin. cooked. nutty Golden brown. Even texture, no lumps. flavour. No signs of Soft and not though No taste burning. and chewy. of raw mixture. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Work station Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on pancakes. Study the pancake recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 7: Produce quality marketable pancakes. Research variations of pancakes and provide examples. RECIPE: PANCAKES YIELD: 12 MEDIUM INGREDIENTS METHOD 1 egg, large 1. Whisk the egg, add the rest of the liquid ingredients, and beat 250 ml water well. 25 ml oil 5 ml vinegar 250 ml cake flour 2. Sieve the dry ingredients together. 1 ml salt 3. Make a well in die dry ingredients, add the liquid mixture and 5 ml baking powder mix until smooth. Use an electric beater if available. 4. Leave batter for approximately 30 minutes. Add ± 50 ml cold water if the batter is too thick. Oil for shallow frying 5. Pour a little oil into a pan and heat – pour extra oil out. Add batter little by little in the pan and fry both sides. Turn the pancakes when the edges start lifting away from the pan. Photo of dish/product: Other variations: TECHNIQUES 1. Tuna filling Measure, Whisk, 2. Chicken mayo Beat, Sieve, Mix 3. Mince 4. Caramel and Banana 5. Milk tart filling COOKING METHOD 6. Orange sauce Shallow fry 7. Cinnamon sugar CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: Round in shape. The pancake should be cooked. Typical nutty flavour. Very thin. Even texture, no lumps. No taste of raw Golden brown. Soft and not though and chewy. mixture. No signs of burning. HOW AND WHY OF PANCAKES How Why Sift the dry ingredients together.  Aerate  Evenly blending of ingredients. Whisk the eggs and add to the milk with the  Liquefier and aerator. oil.  Enrich the batter.  Oil make the mix more pliable. Let the batter stand for minimum 30 min.  Starch grains are soften and expand into the liquid crating a lighter end result. Heat a pan over medium heat, grease with a  Prevent the batter from sticking. little oil. Ladle/Pour enough of the batter into the pan  Correct thickness. to coat the bottom of the pan. Cook until the edges of the pancake lifts  Cooked end product. away from the pan. Turn it over with a spatula/egg lifter and cook the other side of the pancake.

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Activity: Variations of Pancakes 1. Give at least FIVE examples of variations for pancakes (different fillings, etc.) in the block below. 2. Paste or draw pictures, illustrating the different pancake variations.

Downloaded from hlayiso.com Week 4 and 5: FRITTERS MODULE OBJECTIVES: SOFT SKILLS to strengthen hard skills: Food Production Learners will be able  Observation to:  Listening  Observe a teacher  Analysis led demonstration.  Planning  Analyse the given  Organisation recipe.  Prioritizing  Complete the  Focus preparation sheet.  Time-management  Produce quality  Teamwork marketable fritters.  Critical observation  Evaluate the appearance, texture and taste of the fritters. CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste All the same size. No signs of raw No taste of raw Golden brown. flour. mixture. No signs of Even texture. Not oily. burning. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Workstation Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on fritters. Study the fritter recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 8: Produce quality marketable fritters. Evaluate the appearance, texture and taste of your fritters. RECIPE: BANANA FRITTERS YIELD: 12 MEDIUM INGREDIENTS METHOD 250 ml cake flour 1. Sieve the dry ingredients together. 5 ml baking powder 1 ml salt 25 ml sugar 2. Add the sugar. ½ egg (25 ml) 3. Whisk the egg, add the milk and water and beat slightly until 40 ml milk mixed. 40 ml water 4. Add to the flour mixture and stir until smooth. The batter should be the consistency of thick cream. 1 banana, mashed 5. Stir in the mashed banana. Oil for frying 6. Heat a frying pan with a little oil. (Just enough to coat the bottom of the pan.) Optional: 7. Drop spoonsful onto the hot frying pan. Fry 3 – 4 fritters at a time. Cinnamon and sugar (They must all be the same size.) mixture 8. Turn over, using a spatula as soon as bubbles pop on the surface. Allow the other side to brown. 9. Drain excess oil on towel paper. Photo of dish/product: Other variations: TECHNIQUES Pumpkin fritters Measure, Sieve, Whisk, Beat, Corn fritters Mash/Puree, Stir COOKING METHOD Shallow fry CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: All the same size. No signs of raw flour. No taste of raw mixture. Golden brown. Even texture. Not oily. No signs of burning. HOW AND WHY OF FRITTERS How Why Sift the dry ingredients together.  Aerate  Evenly blending of ingredients. Whisk the milk, eggs and oil.  Liquefier and aerator.  Enrich the batter.  Oil make the mix more pliable. Let the batter stand for minimum 30 min.  Starch grains are soften and expand into the liquid crating a lighter end result. Heat a pan over medium heat, grease with a  Prevent the batter from sticking. little oil.

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Week 6 and 7: VETKOEK MODULE OBJECTIVES: SOFT SKILLS to strengthen hard skills: Food Production Learners will be able to:  Observation  Observe a teacher  Listening led demonstration.  Analysis  Analyse the given  Planning recipe.  Organisation  Complete the  Prioritizing preparation sheet.  Focus  Produce quality  Time-management marketable vetkoek.  Teamwork  Design an  Initiative advertisement to  Creativity market your product  Design (vetkoek).  Critical thinking  Written communication CHARACTERISTICS OF THE PRODUCT Appearance Texture Taste All the same size. No signs of raw No taste of raw Golden brown. flour. mixture. No signs of Even texture. Not oily. burning. ASSESSMENT Final Product Hygiene Work Method Total (Saleability) Hands Collecting ingredients/equipment Appearance Nails Correct measuring Texture Hair Correct use of Equipment Taste Jewellery Correct preparation method / technique Apron Correct cooking method Workstation Recipe interpretation Stove Creativity / Plating Sink Dishes Collaboration / Teamwork Waste disposal /5 /5 /10 /20 Comments: Observe a teacher-led demonstration on vetkoek. Study the vetkoek recipe and complete the preparation sheet.

Downloaded from hlayiso.com Practical Lesson 9: Produce quality marketable vetkoek. Design an advertisement to market your vetkoek. RECIPE: FAT CAKES / VETKOEK YIELD: 6 – 8 INGREDIENTS METHOD 250 ml cake flour 1. Sieve the dry ingredients together. 5 ml baking powder 2 ml salt 1 egg 2. Whisk the egg, add the milk and oil and beat slightly until mixed. 125 ml milk 3. Mix with the flour mixture to form a firm batter. 7 ml oil Oil for deep frying 4. Put heaped teaspoonfuls into hot oil and fry until brown. 5. Drain excess oil on towel paper. Photo of dish/product: Serving suggestions: TECHNIQUES Serve with a savoury or sweet Measure, Sieve, Whisk, filling, for example: Beat, Mix  Grated cheddar cheese  Mince  Syrup COOKING METHOD Deep-fry CHARACTERISTICS OF THE PRODUCT Appearance: Texture: Taste: All the same size. No signs of raw flour. No taste of raw mixture. Golden brown. Even texture. Not oily. No signs of burning. HOW AND WHY OF FAT CAKES / VETKOEK How Why Sift the dry ingredients together.  Aerate  Evenly blending of ingredients. Add the egg, salt.  Egg = tenderiser  Salt = flavour

Downloaded from hlayiso.com CONSUMER STUDIES: FOOD PRODUCTION PREPARATION SHEET Name of Product: _______________________________ Date: _____________ MEASURING INGREDIENTS COOKING METHODS EQUIPMENT UTENSILS AND TEMPERATURE METHOD TIME EQUIPMENT OF OVEN ILLUSTRATION OF SERVING/PACKAGING

Downloaded from hlayiso.com Practical Skills Test 3: Advertisement Design an advertisement to market your vetkoek in the block below: 1. Provide the basic information about your product (what it is, how much it costs, etc.). 2. Use a catchy phrase to attract the attention of your potential customers. 3. Draw a picture of your product or paste a picture or photo of your product. 4. Make sure your advertisement is attractive (draws attention) and is neat. 5. Be creative.

Downloaded from hlayiso.com Week 8: Practical Skills Test 3 Design an advertisement for your product Your school is planning a Market Day. The Grade 8 Consumer Studies learners will be making and selling Pancakes. Design a poster to advertise your Pancakes in the space provided. Your advertisement will be assessed according to the rubric below. Criteria 4 3 2 1 0 Mark Use of Pictures are Most pictures Few of the The pictures No pictures big enough, are big pictures are are not big pictures clear and enough, clear big enough, enough, relevant and relevant clear and clear or relevant relevant Originality Exceptional One or two of Made by the No creativity Not made / Creativity degree of the elements learner, but by the creativity in reflect based on learner the creation / creativity in the designs display of the the creation / or ideas of advertisement display of the others advertisement Colour Vibrant. Good use of Some colour Dull. Not No colour Excellent use colour used enough used of colour. colours Attracts used. attention Doesn’t attract attention Information Legible, clear Most text Some text Text No (Font and and can be legible, clear legible, clear illegible, too relevant Size) read from a and can be and can be small and / information distance read from a read from a or cannot be provided distance distance read from a distance Visual Excellent Good design Needs Needs Untidy clarity and design and and layout. improvement significant design and appeal layout. Very Neat in design, improvement layout neat layout or in design, neatness layout and neatness Total /20 Comments:

Downloaded from hlayiso.com Advertisement:

Downloaded from hlayiso.com Practical Skills Test 3 – Marking Guideline Design an advertisement for your product Teacher assesses the learners’ advertisements, using the rubric below. Criteria 4 3 2 1 0 Mark Use of Pictures are Most Few of the The No pictures pictures big enough, pictures pictures pictures clear and are big are big are not big relevant enough, enough, enough, clear and clear and clear or relevant relevant relevant Originality / Exceptional One or two Made by No Not made Creativity degree of of the the learner, creativity by the creativity in elements but based learner the creation reflect on the / display of creativity in designs or the the ideas of advertiseme creation / others nt display of the advertisem ent Colour Vibrant. Good use Some Dull. Not No colour Excellent of colour colour enough used use of used colours colour. used. Attracts Doesn’t attention attract attention Information Legible, Most text Some text Text No relevant (Font and clear and legible, legible, illegible, information Size) can be read clear and clear and too small provided from a can be can be and / or distance read from a read from a cannot be distance distance read from a distance Visual Excellent Good Needs Needs Untidy clarity and design and design and improveme significant design and appeal layout. Very layout. nt in improveme layout neat Neat design, nt in layout or design, neatness layout and neatness Total /20 Comments:

Downloaded from hlayiso.com Advertisement – Example: “Flipping” good Pancakes Get your Cinnamon Sugar Pancakes at our School’s Market Day R5 each Date: 7 November 2025 Time: 09h00 – 13h00 Place: On the Rugby Field