REVISED GCSE Scheme of Work Home Economics

Transcription

1 REVISED GCSE Scheme of Work Home Economics This is an exemplar scheme of work which supports the teaching and learning of the Home Economics specification

2 GCSE Home Economics Contents Page Unit 1: Diet and Health, and Consumer Awareness 5 Resources 25

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4 Introduction CCEA has developed new GCSE specifications for first teaching from September This scheme of work has been designed to support you in introducing the new specification. The scheme of work provides suggestions for organising and supporting students learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website ( You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. I hope you find this support useful in your teaching. Best wishes Glynis Henderson Subject Officer Home Economics ghenderson@ccea.org.uk Telephone (ext: 2138) 1

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6 CCEA Exemplar Scheme of Work: GCSE Home Economics 3

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8 Unit 1: Diet and Health, and Consumer Awareness 5

9 Specification: GCSE Home Economics Unit 1: Diet and Health, and Consumer Awareness (This scheme suggests that a holistic approach is taken for these two sections of the specification.) What s on the Plate? The type of activity and pace will vary according to the ability and maturity of the students at this stage of study. Ideas for possible activities include: explain how the Eat Well Plate (Food Standards Agency) helps consumers achieve a healthy and wellbalanced diet; identify the main nutrients provided by each food group; and discuss the following 8 Tips for Eating Well (Food Standards Agency) as a way of helping consumers achieve a healthy and wellbalanced diet. Display the Eatwell Plate and 8 Tips for Eating Well in the classroom for reference these could be created by the students. Use of interactive activities available on the BNF website and BBC Northern Ireland. Use of mnemonics to memorise the 8 Tips for Eating Well. Use of a mind map to show the relationship between the plate, nutrients and the 8 tips. Ridgwell (1996) Chapters 8 16 (pp 20 46) CCEA Key Stage 3 Active Learning and Teaching Methods booklet Food Standards Agency website: British Nutrition Foundation website: BBC website: from homepage follow the links: >health>nutrition>healthy eating>northern Ireland: It s up to you Healthy Eating 6

10 What s in Food? Ideas for possible activities include: identify valuable sources of nutrients and explain the functions of each nutrient; explain the effects on health of deficiency and excess of each nutrient; explain the use of Guideline Daily Amounts (GDAs) in planning healthy, balanced diets; and discuss the following nutrition essentials: protein: biological value and complementation; fat: saturated and unsaturated; carbohydrate: soluble and insoluble (NSP); vitamins and minerals: link between vitamin C and iron, vitamin D and calcium, factors maximising availability of calcium and iron. Use of a note making grid to identify sources, functions, deficiency and excess of each nutrient. Teacher explanation of the use of Guideline Daily Amounts (GDAs). Teacher explanation of terminology and concepts associated with protein, fat, vitamins and minerals. Active learning activity to enhance student understanding and memory, e.g. Memory Game from the CCEA Key Stage 3 Active Learning and Teaching Methods booklet. Students identify new words and display around the classroom or complete a glossary of terms for their file. Ridgwell (1996) Chapters 8 18 CCEA Key Stage 3 Active Learning and Teaching Methods booklet Food Standards Agency website: British Nutrition Foundation website: BBC website: 7

11 What s on the Label? Ideas for possible activities include: analyse and use information on food labels: nutrition panel; list of ingredients; claims on labels; dates on labels; special dietary advice: vegetarian, allergy; and front of pack labelling systems. Use of interactive label on Food Standards Agency (FSA) website to explain the listed terms. Students could design a label for a food they have made to communicate their knowledge and understanding of the listed terms. Students determine how healthy foods are using the front of pack labelling scheme. Students could analyse a range of claims made on food labels to make reasoned judgements about the accuracy and validity of these claims. Use of activity sheets available on The Food Commission website. CCEA Key Stage 3 Active Learning and Teaching Methods booklet Food Standards Agency website: from homepage follow the links: >food labels BBC website: from homepage enter search for food labelling The Food Commission website: 8

12 Ages and Stages This section provides opportunities for students to apply their knowledge and understanding of the Eat Well Plate, the 8 Tips for Eating Well and nutrients to each age and stage. The focus is very much on what food to eat at each age and stage and how these foods help achieve a healthy and well-balanced diet. discuss the relevant nutrients required for optimal health at each age and stage; and plan, make and evaluate meals and menus and modify recipes to meet the dietary needs of each age and stage. Ideas for possible activities include: Teacher could use a handout or PowerPoint presentation to identify the relevant nutrients for optimal health at each age and stage. These should be key nutrients only, for example, relevant nutrients for preconception and pregnancy are folic acid, iron, vitamin C and vitamin A. Students could work from the BBC website to identify tips for achieving a healthy and well-balanced diet for any of the ages and stages. Students could produce an advice leaflet on breastfeeding and weaning for new mothers. Students could choose, justify and make healthy dishes and meals for any of the ages and stages, for example: a healthy breakfast for a teenager; a healthy packed lunch for a primary school child; a healthy snack for an 11-year-old child; and a low fat meal for an adult man. Ridgwell (1996) Chapters CCEA Key Stage 3 Active Learning and Teaching Methods booklet Food Standards Agency website: BBC website: from homepage follow the links: >health>nutrition>life stages 9

13 Dietary Disorders In this section, students apply their knowledge and understanding of the Eat Well Plate, the 8 Tips for Eating Well and nutrients to each dietary disorder. The focus is on what food to eat and how these foods help achieve a healthy and well-balanced diet. It is important to limit content to diet and lifestyle factors only. discuss the diet and lifestyle factors that may contribute to the development of dietary disorders; suggest and justify diet and lifestyle advice to manage dietary disorders; identify the ages and stages most at risk from each of the dietary disorders; and plan, make and evaluate meals and menus and modify recipes to meet the dietary needs of individuals at risk from dietary disorders. This unit provides opportunities to develop student skills, for example: Research the dietary advice to manage obesity. (Secondary research skills) Carry out an investigation into the lifestyles of a group of adults, present findings and draw conclusions about their potential risk of CHD. (Primary research skills) Choose, justify and make healthy dishes and meals for individuals with any of the dietary disorders. (Practical cookery skills) Prepare for a role play activity: You are a dietician. A 15 year old boy who has just been diagnosed with diabetes is coming to you for diet and lifestyle advice. (AO1) Select three recipes suitable for an adult with coronary heart disease. Justify your choices. (AO2) Analyse a lunch menu and assess its suitability for an older adult with iron deficiency anaemia. (AO3) Some aspects of this unit could be taught alongside the ages and stages section, for example: Dental caries and Child (4 11 years). Iron deficiency anaemia and Adolescent (12 18 years). Osteoporosis and Older Adults (65+ years). Ridgwell (1996) Chapters 9, 11, 14 16, 26 and 28 CCEA Key Stage 3 Active Learning and Teaching Methods booklet Food Standards Agency website: BBC website: from homepage follow links: >health>nutrition>dietary requirements British Heart Foundation website: Diabetes UK website: National Osteoporosis Society website: 10

14 Special Diets In this section, students apply their knowledge and understanding of the Eat Well Plate, the 8 Tips for Eating Well and nutrients to each special diet. The focus is on what food to eat and how these foods help achieve a healthy and well-balanced diet. It is important to limit content to diet and lifestyle factors only. suggest and justify diet and lifestyle advice for individuals with special diets; and plan, make and evaluate meals and menus and modify recipes to meet the dietary needs of individuals on special diets. This unit provides opportunities to develop student skills for example: Produce a poster for the PE department that gives tips on what to eat and drink as an active teenager. (Communication skills) Choose, justify and make healthy dishes and meals for any of the special diets. (Practical cookery skills) Write an to a friend We have been learning about food allergies. (AO1) Plan and carry out an investigation into the nutritional value of sports drinks. (AO2) Analyse evidence obtained from the investigation to make reasoned judgements about sports drinks. (AO3) Ridgwell (1996) Chapters 6, 7, 24, Food Standards Agency website: BBC website: from homepage follow the links: >health>nutrition>dietary requirements Vegetarian Society website: Some aspects of this unit could be taught alongside the ages and stages section, for example: Sports nutrition and Adolescent (12 18 years). Energy balance and weight management and Adults (19 64 years). 11

15 The Facts Behind the Issues A wide range of skills can be developed through the content of Facts Behind the Issues, for example: discuss the potential impact of the following issues on health and lifestyle: fast and convenience foods; nano foods; superfoods; and functional and fortified foods. Students could produce research that uses secondary sources to present advantages and disadvantages of any of the listed issues. (Secondary research) Teacher could research one of the issues to be used as a sample to show the students the skills required. Students could analyse their personal and other viewpoints related to any of the listed issues. (Analysing viewpoints) Use of resources and activities from the British Heart Foundation on fast food. Students could categorise a range of convenience foods according to their level of processing and subsequent impact on health. Students could complete practical cookery activities to show healthy use of convenience foods or healthy alternatives to fast food. Students could debate the advantages and disadvantages of including fast food/convenience food in the diet. Ridgwell (1996) Chapters 53 and 55 British Heart Foundation 12

16 Keeping Food Safe Examples for possible activities include: explain food safety in relation to: personal hygiene; food purchase; food storage; food preparation; ages and stages; discuss the symptoms, food sources and methods of control for the following food poisoning bacteria: listeria; salmonella; staphylococcus aureus; and outline the protection offered to the consumer by: the Food Safety Act 1990 or the Food Safety (NI) Order 1991; the Environmental Health Officer. Display the Foodlink image bank pictures in room to encourage and promote safe and hygienic practices. Implement and review safe and hygienic practices through practical cookery. Use of interactive materials available on the Foodlink website. Encourage student recall through use of memory recall activities suggested in the CCEA Key Stage 3 Active Learning and Teaching Methods booklet. Presentation by a local Environment Health Officer to outline their role and the protective role of listed legislation. Ridgwell (1996) Chapters CCEA Key Stage 3 Active Learning and Teaching Methods booklet Foodlink website: Safe Food website: From homepage follow the links: >Education> Post Primary and > Consumer> Preparing Food Food Standards Agency website: safe 13

17 Creativity and Food Students should be provided with opportunities to develop and practice a range of skills. Planning should reflect progression from students starting ability through to a realistic end goal. demonstrate a range of skills in the preparation, cooking and presentation of food; select and use kitchen equipment and processes safely; and creatively respond to food trends when preparing, cooking and presenting food. Skills to be developed include: Food preparation skills such as slicing and cubing vegetables or fruit, making a dough, accurate measuring of ingredients for baking or dessert making, handling an ingredient new to the student, e.g. fish or pulses, preparing food safely and without waste. Cooking skills such as frying or stir frying, cooking pasta, reducing a sauce, making a salad dressing, cooking risotto rice, recognising when food is cooked, adjusting flavours with herbs, spices or seasoning, making desserts, cakes and meringues. Presentation of food, such as the use of appropriate serving dishes and garnishes. Selection and use of available equipment such as knives, scales, electric beater, microwave, steamer, food processor. Good Food Magazine BNF Food Life Skills CD Jamie Oliver video clips available on: Any current recipe books and cookery programmes that reflect current trends in food preparation and presentation Good Food website Sainsbury s website 14

18 Creativity and Food (cont.) Choosing recipes to meet given criteria, e.g. to suit a stage of the life cycle, to suit an individual with a dietary disorder, to meet a specified budget. Justifying choice of recipes, e.g. nutritional reasons, aesthetic reasons, time and ability. Producing lists for practical cookery ingredients, equipment and shopping lists. Producing time plans for practical cookery. Planning skills can be developed through a range of activities to suit the ability of the student, e.g. use of teacher produced step-by-step plan for a recipe, group preparation of step-by-step plan, placing a mixed-up step-by-step plan in the correct order, using a template for a time plan. Managing time Evaluating choice of recipes and evaluating practical cookery. Students need regular opportunities to develop their ability to evaluate decisions and performance. This can be done verbally, using symbols such as Two stars and a wish, peer evaluation, using a series of questions for students to answer eventually leading to a written evaluation. 15

19 Being an Effective Consumer identify who is a consumer; explain the rights and responsibilities associated with being an effective consumer; explore the barriers that may prevent individuals from being effective consumers, including: disability; age; ethnicity; knowledge; resources; and Ideas for possible activities include: Students could take part in role play activities to show understanding of consumer rights and responsibilities. For example: Conscience Alley from CCEA Active Learning and Teaching Methods for Key Stage 3 booklet. Use of Buy Rights DVD and resource pack and Money Matters website to increase student knowledge and understanding of consumer rights and responsibilities. Use of scenarios and resources from the Shop Around website. Use of photographs to stimulate class discussion on the listed barriers and how these prevent the individual from being an effective consumer. CCEA Active Learning and Teaching Methods for Key Stage 3 booklet Consumer Council Northern Ireland Buy Rights Consumer Education DVD and Resource pack Money Matters website: From homepage follow the links: >Money Matters>Consumer Rights and Responsibilities Shop Around website: 16

20 Being an Effective Consumer (cont.) explain how the following legislation protects consumers when buying goods and services: the Sale and Supply of Goods Act 1994 (as amended by the Sale and Supply of Goods to Consumers Regulations 2002); the Consumer Protection (Distance Selling) Regulations 2000; the Unfair Trading Regulations Ideas for possible activities include: Teacher explanation of the listed legislation with the focus on how it protects consumers when buying goods and services. Use of activities to enhance student understanding such as scenarios related to student everyday consumer experiences, e.g. your rights when buying: a mobile phone; a personal computer; clothes; shoes; and concert tickets. Use of activities to help students memorise the listed legislation. For example, students prepare for a class quiz. Consumerline website: Consumer leaflets available to download from: Which? website: The Shop Around resource pack is available from the Consumer Council. It is also available to download from: NB Since the publication of the specification, the Trade Descriptions Act 1968 has been updated by the Unfair Trading Regulations

21 What Influences Shopping? discuss the factors that influence shopping: cultural; economic; environmental and ethical; personal; physiological; psychological; social; Teacher provides a definition for each of the listed factors with use of examples relating to the experiences of the students. For example: How culture can influence the clothes we wear and the food we eat in our country. How income can influence the type of mobile phone or holiday we buy. How our shopping decisions may be influenced by the level of consumer responsibility we feel for the environment and the world around us. How our personal taste or preferences influences shopping. Scott et al. (2001) Chapter 22 (pp ) CCEA Active Learning and Teaching Methods for Key Stage 3 booklet BBC website: From homepage follow the links: >food>consumer food matters>food miles Ethical Consumer website: How interest in our health can influence shopping buying sports clothes to do exercise, buying a gym membership. How our mood and emotions can influence our shopping decisions impulse buying to cheer ourselves up. How our friendship groups and family situations can influence shopping for goods and services. 18

22 What Influences Shopping? (cont.) Investigating economic factors which influence shopping provides opportunities for students to: Compare products and make choices based on value for money, for example, makeup or football boots. (An activity such as this will develop the skills outlined in AO3.) Plan and prepare economical dishes and meals such as Feed your family for a Fiver or Make clever use of leftovers. Devise strategies for consumers who want to economise when shopping. Which? Website: and magazine Sainsbury s website: Fairtrade website: Investigating environmental factors which influence shopping provides opportunities for students to: Debate the ethical implications of shopping in high street stores, e.g. Primark. Produce a newsletter informing consumers of what they should do to help save the environment when shopping, e.g. buy local produce, buy organic produce, buy less packaging, use Bags for Life, buy Fairtrade products and clothing, reduce transport pollution when shopping for holidays. 19

23 What Influences Shopping? (cont.) evaluate the shopping options listed for different types of consumers: independent shops; internet; mail order; markets; shopping channels; supermarkets; Students could be provided with information about the listed shopping options. They can then evaluate these options, make judgements and present conclusions on the suitability of each option for a range of consumers. For example, compare independent shops with supermarkets as options for older shoppers. (An activity such as this will develop the skills outlined in AO3.) Students could interview a manager/owner/worker in an independent shop or supermarket to help with their evaluation. DVD recording of a shopping channel, e.g. QVC Mail order catalogues, e.g. Argos, Littlewoods, Next Directory Students could obtain viewpoints from different types of consumer to help with their evaluation. Photographs of local independent shops, markets and supermarkets could be used to stimulate discussion and aid student memory and understanding. 20

24 What Influences Shopping? (cont.) discuss the impact of marketing on the choice and management of resources; and discuss the impact of changing lifestyles on the choice and management of resources. Students should be given the opportunity to: Analyse and evaluate a current advertising campaign to make reasoned judgements about its potential impact on consumer choices. This can be any type of campaign for any product as it is the development of the student s ability to analyse and evaluate that is important. Discuss in groups, or as a class, the impact of a range of in-store marketing strategies on consumer choices. For example: product placing; good adjacency; special offers; and store layout. 21

25 Money Matters Ideas for possible activities include: explain the importance of budgeting for different individuals and families; evaluate methods of paying for goods and services; outline the consequences of poor financial management for different individuals and families; and discuss strategies to enable different individuals and families to manage their finances effectively. Complete budget planners for families/individuals. Use of resources and interactive activities on Money Matters website, e.g. budgeter, case studies, cash point simulator and Consumer Council website, e.g. PowerPoint presentation Introduction to Budgeting and Saving. Use of current newspaper articles to stimulate discussion of the consequences of poor budgeting and the impact it can have on different individuals and families. Complete a note-making grid evaluating payment methods such as cash, debit card, credit card, store card, credit sale, direct debit. Consumer Council website: From homepage follow the links: >Smart Shopper> Introduction to Budgeting and Saving (Presentation) Consumer Council website: From homepage follow the links: >Smart Shopper> Home Budget Planner (English) Money Matters website: 22

26 Wiser Buyer This section can help students to develop skills of evaluating and analysing information, sources and evidence, to make reasoned judgements and present conclusions. (AO3) evaluate the quality of information available to consumers from: the media: consumer programmes, magazines and newspapers; individuals: family, friends and experts; the internet; identify and explain the purpose of safety and environmental information on labels; and justify choices and decisions to develop skills as informed, discerning consumers. Ideas for possible activities include: Students could evaluate the quality of information (i.e. reliability, convenience) available to consumers from the media, individuals and the Internet. Teacher should provide direction and an example of how to complete this activity. Card match activity for a range of safety labels, students match symbol with purpose. Students compare two or more products and develop their skills of decision making and justifying choice. For example: Compare a laptop with a personal computer and suggest the best option for a student studying for their GCSE examinations. Justify your final decision. Scott et al. (2001) Chapter 24 (pp ) Which? website: and magazine DVD recordings of consumer programmes Current newspapers and magazines for reference 23

27 Wiser Buyer (cont.) describe the support and information provided for consumers by: the Citizens Advice Bureau/Independent Advice Centre; the National Consumer Council/Consumer Council for Northern Ireland; the Trading Standards Consumerline Service; and Which? Suitable activities include: Use of logos to identify consumer organisations. Teacher presentation on the listed organisations with the focus on describing how each provides support and information for consumers. Use of activities to help students memorise the facts. For example, completion of a group or class mind map or an active learning activity such as Memory Game from the CCEA booklet Active Learning and Teaching Methods for Key Stage 3 booklet. CCEA Active Learning and Teaching Methods for Key Stage 3 booklet Consumer Council website: Citizens Advice Bureau website: National Consumer Council website: Trading Standards Consumerline Service website: 24

28 Resources Textbooks Ridgwell, J (1996) Examining Food and Nutrition, Pearson Education Scott, A; Wheeler, K; Torrens, D and Mark, P (2001) Home Economics for Northern Ireland, Colourpoint Books CCEA Active Learning and Teaching Methods for Key Stage 3 booklet Websites

29 All website addresses are correct at the time and date of issue. CCEA can not be held responsible for any change in domain name and content. CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages