Name
Pedagogic principle: engaging with a specific design issue
Topic
Quality assurance within the food industry
Learning time
4 hours
Designed time
4 hours
Size of class
50
Description
Facilitators of learning are encouraged to create learning opportunities where students consider specific issues (including controversial ones) when they are analysing, planning, designing, and implementing processes and policies, taking into account the way in which different measures, situations, and needs affect those issues. This example engages with the issues of gender blindness but the sequence of teaching and learning activities could be used for embedding any other controversial/often disregarded issue. In this example, embedding gender perspective stimulates students’ critical thinking capacity, providing them with new tools to identify social stereotypes, norms, and roles related to gender. They learn to develop skills that will enable them to challenge the status quo and avoid gender blindness in their future careers.
Mode of delivery
Classroom-based
Aims
To enable students to develop food products that meet regulations and standards of good manufacturing practices.
Outcomes
Design, Application
Editor
askawild
Derived from
Review of A TLA sequence to illustrate a pedagogic principle: provide opportunities to surface the gendered impacts of an action, process or policy by diana
Edit
Quality assurance activity processes Introduction: Outside class
60 minutes)
  • Read Watch Listen
    50
    1
    1
    Individually read and summarise the key points from the following quality management documents (ISO 9000:2000 Quality management systems; fundamentals and vocabulary; ISO9001:2000 Quality management systems -requirements and ISO 9004:2000 Quality management systems - guidelines for performance improvement pages 46-56)
  • Discuss
    10
    1
    0
    Post your key points on a discussion forum on Google Classroom.
Notes:
Useful to separate into the home/class activities
Resources linked: 0
In class: prepare your design including a gender analysis
120 minutes)
  • Discuss
    10
    5
    0
    In your group of 5 (of mixed gender) briefly discuss the key summary points you posted on Google Classroom then identify and clarify any of the statements that you find confusing or vague. Make notes to report back to class
  • Produce
    5
    50
    0
    In the plenary, the facilitator will invite each group to share one or two of the statements they found the most confusing.
  • Read Watch Listen
    25
    50
    1
    Listen to the facilitator giving a short presentation on quality management systems. Pay attention to any further information which might help address some of the earlier points of confusion.
  • Collaborate
    50
    5
    0
    In your same group choose a food-based enterprise that at least one or two of you are familiar with. Design a set of activity processes for one food-based product that will meet quality assurance standards. The facilitator will be moving from group to group to provide hands-on support where needed. If time permits, the facilitator will select one or two group representatives to present their group's work to the class. So be ready to present!
  • Discuss
    30
    10
    0
    Once your group has drafted the set of activity processes exchange your work with another group and discuss a) how the designed activity processes will affect how female and male employees work to achieve quality assurance and b) how these processes will affect female and male potential customers of the product. Discuss and make recommendations on how these gender perspectives can be integrated into the activity processes to better ensure quality assurance.
Notes:
As far as possible the teacher should ensure all groups are mixed gender
Resources linked: 0
Outside class: Finalise your design
60 minutes)
  • Produce
    60
    5
    0
    Come back to your original group of 5 and implement changes to your example set of activity processes based on the feedback you received. Spend some time to further refine your activity processes and produce a manufacturing practice manual for the specific food product of your chosen enterprise. Submit it to the facilitator for review and written feedback.
Notes:
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.