Home Ec Work Program 2010 - July 2011 Version

John Paul
College
2010 SENIOR
HOME
ECONOMICS
WORK
PROGRAM
Introduction
John Paul College is an independent, co-educational, ecumenical P - 12 college
situated at Daisy Hill in Logan City. As a community based educational
institution, John Paul College is clearly accountable and responsible for reflecting
the educational needs and aspirations of families and the community at large.
The general college mission is to provide an educational environment in which
Christian values are promoted overtly and where academic excellence, orthodox
discipline, a gracious social demeanour and full student participation in a holistic
educational experience are fostered.
Students at John Paul College come from a diverse range of backgrounds with a
rich cultural mix. Home Economics is taught in the Design Technologies
curriculum area, which includes subjects from Applied Design, Visual Arts,
Hospitality and Home Economics. The current social/political/economic trends are
a constant reminder that students need to master the concept of and ability to
capitalise on the transferability of their skills. Therefore, Home Economics at
John Paul College seeks to produce a student who is an autonomous learner, able
to take his or her place as an effective, active and contributing member of the
larger society. Home Economics at John Paul College recognises the necessity to
equip students for the twenty-first century.
The Home Economics syllabus requires an inquiry approach that facilitates
critical and creative thinking in arriving at well reasoned responses to situations
that impact on wellbeing. The inquiry approach is used in this work program and
course of study to develop learning experiences and culminates in the
assessment instruments based upon issues and design challenges for all units of
work. The process of learning through each of the dimensions is developed in
increasing complexity and sophistication over a four-semester course.
Course Organisation
1.1
Time Allocation
At John Paul College(at time of publishing) the Home Economics course is

conducted in 4 x 55 minute and 1 x 110 minute lessons per 7 day cycle,
providing over 55 hours of timetabled school time per semester and providing
over 220 hours over the 2 year course of study.
*The course work has been design to accommodate composite

classes
Course Organisation and Assessment Plan

*The course work has been design to accommodate composite classes
hours 55
Year A
Tim
e
55 hours
Semester B Year A
Tim
e
Unit of Work
Overview or Theme
Design Me Green
This unit will address all the key concepts
of the Textiles and Fashion area of study.
Unit of Work
Overview or Theme
Area of Study and Key Concepts

Textiles and Fashion
Key Concepts:
1. Use of textiles is relative to their
physical properties. Functional and
Pantry to Plate
Nutrition and Food

from the Nutrition and Food area of study
and one key concept from the
Individuals, Families and Communities
areas of study.
Key Concepts:
1. Knowledge of nutrition and the use of
food selection models or tools are
necessary for the critiquing,
designing and planning of dietary
patterns
The unit will focus upon nutritional

understandings and the influence upon
individuals food choices in the modern
Australian family.
It will address a range of contemporary
issues which may include:
The need for leaner and greener
refrigerators and pantries for
individuals and families
The link between lifestyle, diet and
long term health of the individual,
family and community
Food consumption patterns response
to changes occurring in Australian
society
2. Nutrition and food choices impact on

wellbeing and sustainable food
futures
3. The use and development of a wide
variety of practical skills is
empowering for sustainable food
choices
Individuals, Families and

Communities
Key Concept:
1. Individuals and families can take
action that enhances the living
Assessment Plan
Assessment Instruments, Dimensions and
Conditions
Instrument 1 / 6
Research Assessment
Analytical Exposition On An Issue Written
Assessment Plan

Conditions
Instrument 3 / 8
Supervised Written Assessment
Short Response (Unseen, Supervised
Short Response Answers)
(Knowledge and Understanding and
Reasoning and Communicating
Process)
Year 11: 60 - 90 minutes (Formative)
Year 12: 90 - 120 minutes (Summative)
Instrument 4 / 9
Research Assessment and
Performances and Products
Design Challenge, Research and Process
Journal and Products
(Knowledge and Understanding,
Process and Practical Performance)
6 weeks class and own time
Class time available for experimentation
Families, their lifestyle and food

decisions with insights into food
literacy, food inequity, the media,
marketing , emerging innovations and
trends including technological
advances
Change management
environment, improves relationships,

manages change and supports
individual, family and community
wellbeing.
Instrument 5 / 10- Post

Verification
Creating some recommendations for

individuals and families to assist in their
wellbeing will be integrated throughout
the unit.
Research Assessment
Analytical Exposition on an Issue Multimodal
Process)
The research assessment will be aligned

to the inquiry process in which students
will use the inquiry model to investigate
the notion of cater for the diverse needs
of the individual and the family. Inquiry
skills will be developed through the
effective use and evaluation of resources
and accessing and critiquing nutritional
information and applying this to the
selection and preparation of foods.
55 hours
Year B
Tim
e
Unit of Work
Overview or Theme
4 weeks Class and own time

Year 11: 3 5 minutes (Formative)
Year 12: 5 7 minutes (Summative)
Global Village
Nutrition and Food
This unit will address key concepts across

all the areas of study, dependent on
timetable restrictions.
Key Concepts:
wellbeing and sustainable food
futures
In broad terms, the unit will explore

community, culture and global views on
wellbeing. Depending on timetable
constrains, the unit may focus upon:
Nutritional understandings and the
and documentation
Year 11: 800 1000 words (Formative)
Year 12: 1000 1500 words
(Summative)
3. The use and development of a wide

variety of practical skills is
empowering for sustainable food
choices
Assessment Plan
Conditions
Instrument 6 / 1
Research Assessment
Analytical Exposition On An Issue Written
Process)
Year 12: 1000 1500 words
Semester A
influence upon individuals food

choices in the modern Australian
family. Families, their lifestyle and
food decisions will be explored with
insights into multiculturalism, food
literacy, food inequity, the media,
marketing and changing society.
Living environments, housing,
communities and what they mean to
individuals, their way of life and the
changing of the greater Australian
dream
Community and government
organisations perform a variety of
roles in providing support for
Textiles as a way to express culture as
a means to reflect time and place
within a social context. Textiles also is
a form of self expression with in a
cultural/ social context with in
contemporary society
Creating some recommendations for

individuals and families to assist in their
wellbeing will be integrated throughout
the unit.
(Summative)

Key Concepts:
aesthetic qualities can ensure
optimum selection, use and care of
fibres and fabrics.
3. A wide variety of physical skills, as
well as the ability to solve problems,
is necessary for developing viable,
purposeful and innovative textile
products
Individuals, families and

communities
Instrument 7 / 2
Research Assessment and
Journal and Practical Products
Process and Practical Performance)
and documentation
Year 12: 1000 1500 words
(Summative)
Key Concept:
2. Housing choices and the development
of communities influence the
wellbeing of individuals, families and
communities
The research assessment will be aligned

to the inquiry process. Inquiry skills will
be developed through the effective use
and evaluation of resources and
accessing and critiquing information.
Tim
e
Unit of Work
Overview or Theme
Assessment Plan
Conditions
55 hours
Semester B Year B
New Traditions
Nutrition and Food

of the Individuals, Families and
Communities area of study and key
concepts of the Nutrition and Food or
Textiles and Fashion areas of study,
depending on the design challenge
students select and timetable
constraints.
Key Concepts:
wellbeing and sustainable food futures
3.
The use and development of a wide

variety of practical skills is empowering
for sustainable food choices

The unit will broadly explore the notions
of transition and change within todays
society and the influence of this on
wellbeing. Depending on student
selection and timetable constraints, this
unit may focus upon:
The wellbeing of individuals and

families in the transitional time from
adolescence, young adults and
emerging new families.
It will deal with roles and

responsibilities of individual members
in modern families and relationships.
Work, life and family balance as well
as interpersonal skills including
communication, managing conflict
and assertiveness will be reviewed
and practiced in role play, case
studies and activities.
Resilience and coping with change
will also be emphasised throughout
the semester. The unit will also
provide opportunity for students to
develop an in-depth understanding of
the range of factors that enhance
positive environments
Living environments, housing,
communities and what they mean to
Key Concepts:
aesthetic qualities can ensure
optimum selection, use and care of
fibres and fabrics
3. A wide variety of physical skills, as
well as the ability to solve problems,
is necessary for developing viable,
purposeful and innovative textile
products.
Individuals, families and

communities
Key Concepts:
1. Individuals and families can take
action that enhances the living
environment, improves relationships,
manages change and supports
individual, family and community
wellbeing
2.
Housing choices and the development

of communities influence the
wellbeing of individuals, families and
Instrument 8 / 3
Extended Written Response to Unseen
Question/s and Stimulus
(Knowledge and Understanding, and
Aspects of Reasoning and
Communicating Process)
400 600 words
600 800 words
Instrument 9 / 4
Design Challenge, Process Journal and
Products.
Practical Performance)
and documentation
Year 12: 1000 1500 words
(Summative)
Instrument 10 / 5 - Post
Verification
Research Assessment
Multimodal
(Knowledge and Understanding, and
Process)
individuals, their way of life

** IN ALTERNATE YEARS Students will be
able to choose which design challenges
either a food or textile focus they would
prefer to complete their course of study
communities.

Sample Unit of Study

Year A Semester B Unit Overview: Pantry to Plate 55 hours
This unit will address all the key concepts from the Nutrition and Food area of study and one key concept from the Individuals, Families
and Communities areas of study. The unit will focus upon nutritional understandings and the influence upon individuals food choices in
the modern Australian family and will address a range of contemporary issues which may include:
The need for leaner and greener refrigerators and pantries for individuals and families
The link between lifestyle, diet and long term health of the individual, family and community
Food consumption patterns response to changes occurring in Australian society
Families, their lifestyle and food decisions with insights into food literacy, food inequity, the media, marketing , emerging
innovations and trends including technological advances
Change management
Creating some recommendations for individuals and families to assist in their wellbeing will be integrated throughout the unit. The
research assessment will be aligned to the inquiry process in which students will use the inquiry model to investigate the notion of
catering for the diverse needs of the individual and the family. Inquiry skills will be developed through the effective use and evaluation
of resources and accessing and critiquing nutritional information and applying this to the selection and preparation of foods.
Dimensions and Objectives

Dimension 1: Knowledge and
Understanding
Dimension 2: Reasoning and

Communicating Processes
Refers to acquiring knowledge of the key

concepts. This knowledge is interpreted
and applied to demonstrate understanding
in a range of situations and assessments
recall and describe facts, definitions and
procedures relating to the key concepts
across the areas of study
explain and apply key concepts in a
range of situations
Require thinking critically and creatively to

respond to issues or design challenges that
are relevant to the wellbeing of individuals,
families and communities.
Reasoning processes refers to students
analysing, synthesising and evaluating
information from sources to justify:
conclusions that relate to an issue,
solutions that arise from a design
challenge.
Communication using appropriate modes
and language for intended purposes and
audiences should also be evident across
the dimension.
By the conclusion of the course, students
Dimension 3: Practical Performance

Involves the processes of planning and
management of resources, and the
exploration, use, development and
refinement of practical skills to create a
product that meets the intended purpose in
both food and textile contexts. Reflection in
all stages of planning and production is
used to determine and justify the
effectiveness of actions.
By the conclusion of the course, students
should:
develop and refine practical skills to
produce products for an intended
purpose
plan, manage and reflect on processes
should:
research and analyse information from
sources
synthesise and evaluate evidence to
justify conclusions or solutions
communicate using appropriate modes
and language for intended purposes and
audiences.
Issue and or/Design Challenge Linked to Assessment
Families come in all different forms and structures and are affected by changes within and outside of the family. How does a family
provide for the well being of the individual, particularly catering to all needs of its members nutritionally?
o Explore changes to the lifestyle of individuals and families and/or changes to food consumption patterns. Critically analyse
and evaluate the information to reach valid conclusions about the impact of these on health and wellbeing, particularly in
regards to nutrition. Make recommendations to advise individuals and families on ways to improve their eating habits whist
supporting the diverse needs of the family. Design a suitable meal/s that reflects these recommendations.
o The need for leaner and greener refrigerators and pantries for individuals and families. Create a range of family or individual
meals which address diverse lifestyle and nutrition needs and reduce fat, salt or sugar intake (and uses fresh ingredients).
The meal needs to consider budget, environment, waste and other considerations.
Areas of Study and Key Concepts

Nutrition and Food
1. Knowledge of nutrition and the use of food selection models or tools are necessary for the critiquing, designing and planning of
dietary patterns
2. Nutrition and food choices impact on wellbeing and sustainable food futures
3. The use and development of a wide variety of practical skills is empowering for sustainable food choice
Individuals, families and communities

1. Individuals and families can take action that enhances the living environment, improves relationships, manages change and
supports individual, family and community wellbeing
Subject Matter
Families have different forms,

functions, roles and responsibilities
Wellbeing of individuals, their
families and communities are
interdependent and can be
supported or challenged by social
structures and change
Learning Experiences
Examine the role that families ( structures and changing structures) play in all
aspects of an individuals life
Evaluate historical and contemporary issues that have influenced family patterns
in modern Australia. Consider the consequences of these issues on the wellbeing
of individuals and communities
Explore changes to the lifestyle of individuals and families.
Investigate, analyse and evaluate the impact of changes to lifestyle on food
Nutritional components of food

including the use of food selection
models or tools are required when
assessing and planning for dietary
patterns.
Knowledge of food and nutrition
needs of individuals, families and
communities are necessary to solve
design challenges associated with
diet
Nutritional knowledge is necessary
to consider the impact of eating
habits on health
Food selection is influence by a
variety of factors, including access to
food / food availability, education,
socio-economic status, individual
food choice, stage of the lifecycle
and special dietary needs,
marketing, social and cultural
factors, practical skills and
techniques and resources.
Individual, families and communities
need to be critically aware of the
practices of the food industry in
order to evaluate :- consumer
trends, production, packaging,
processing, preparation methods of
food, marketing, advertising of food,
technological advances
Individual, families and communities
need to evaluate
o the influences on eating and
lifestyle habits related to food
choices
o the influence of government
polices
o the impact of public policy on
consumer decision making
consumption patterns. Reach valid conclusions about the effect of this on

individual and family health and wellbeing. Make relevant recommendations to
better health outcomes.
Select one stage of the life cycle and conduct a survey to investigate type and
frequency of food eaten, level of exercise and fitness and self-esteem. Reach valid
conclusions about the relationship between these. Make recommendations where
possible
Identify the major nutrient requirements for health and energy. Analyse food intake
needed by various individuals and families to meet these requirements
Explore how individuals can change their diets to best meet specific needs
Critically analyse good and poor choices in relation to food intake. Critically
evaluate diets and menus relating to specific scenarios.
Identify particular groups of people who need planned diets, such as people with
heart diseases, celiac disease and diseases. Use the inquiry model to investigate
individual requirements to plan intake and make judgements about the availability
of significant nutrient requirements
Use the inquiry model to identify, analyse and implement strategies to overcome
barriers or pressures related to healthy food choices; draw on a range of processes
to achieve suitable outcomes
Devise plans to promote healthy eating for individuals and families. Justify these
plans in relation to food selection models and their influence on wellbeing. Prepare
a range of healthy meals to match plans or case studies
Use the inquiry model to critically analyse key issues affecting the health of
Australians and propose ways of working towards better health outcomes
Investigate links between diet and lifestyle choices. Critically analyse and
synthesis information to reach supported conclusions.
Evaluate historical and contemporary food patterns in relation to current food
selection models available
Identify the/any positive influences of diet and eating patterns that have occurred
in Australia
Review the sources of information that individuals and families use to gain
knowledge on nutrition. Synthesise and relate knowledge from several areas to
justify conclusions.
Investigate the layout of foods in supermarkets in relation to a food model such as
The Australian Guide to Healthy Eating. Identify the percentage of shelf space
available for core food groups. Suggest factors that influence these decisions in
supermarkets.
Investigate the influence of the media on food choices. Critically analyse and
the impact on environmental

sustainability and health
Decision-making relating to the
selection of appropriate products and
meals required to solve issues or
design challenges food , including
the principles of cookery, food safety
and food hygiene
The impact of contemporary
lifestyles, consumer demands,
marketing practices and other
factors influencing food choices and
consumption
Emerging Innovations and trends
A range of food preparation skills
and techniques can enhance the
quality and nutritional value of
individual and family meals
Interpretation and modification of
recipes or meals are necessary when
preparing a range of food products
or meals to suit and enhance a range
of individuals or family dietary needs
Management of resources is required
for the preparation of food products
Principles and methods of cookery,
including food safety and hygiene,
need to be considered when
selecting and preparing for a given
design challenge.
Decision making and planning is
required to solve design challenges.
o
evaluate various forms of media (eg television and print food advertisements,
product marketing in television programs, etc) to reach valid conclusions about
the impact of the media on the consumer food choices and thus health and
wellbeing.
Explore the notion that convenience foods are a valid solution to ever increasing
busy lifestyles.
Investigate ways that communities and governments can influence the health of
Critically analyse the trends related to consumer demands and lifestyle which
occur in the food industry. Use a common product such as tomatoes and list all the
ways tomatoes are found in modern supermarkets. Analyse how and why these
products have been developed. Reach valid conclusions about the impact of this
on meal choices.
Participate in various practical situations to plan, prepare and present meals that
promote healthy eating ideals for specific individuals and families
Use a variety of recipes in food preparation to demonstrate principles and methods
of cookery: use predetermined criteria to evaluate outcomes in terms of process
and finished product; adjust methods to achieve quality products
Prepare some of the meals advertised in supermarkets. Critically analyse these
meals for nutritional value and other factors such as cost, time, packaging and
availability. Synthesise and evaluate the information to reach justified conclusions.
Investigate the ecological impact of the food industry on individuals, families and
communities. Explore strategies that could be implemented by manufacturers and
governments to minimise this impact. Make recommendations that will
demonstrate how the consumer can help reduce this impact through their
selection, preparation and waste disposal practices associated with food.
Explore the value of Organic foods and other emerging trends on in lifestyle/food
choices
Develop an understanding of how food goes from pasture to plate. ** Hydroponic
project**
Assessment
Instrument 3 (Formative)/ 8
(Summative)
Instrument 4 (Formative) / 9
(Summative)
Instrument 5 (Formative) / 10
(Summative)- Post Verification

Short Response (Unseen, Supervised Multiple
Research Assessment and Performances

and Products
Research Assessment
Analytical Exposition on an Issue - Multimodal
Choice and Short Response Answers)

Reasoning and Communicating Process)

Journal and Products
Reasoning and Communicating Process
and Practical Performance)
Class time available for experimentation and
documentation
Year 12: 1000 1500 words (Summative)

Reasoning and Communicating Process)
John Paul College

Design Technologies
Senior Home Economics Student Profile
Semester 4
New Traditions
Exit Level of Achievement
Pantry To
Plate
Semeste
r3
Global
Village
Semester 3 Standards
Semester 2
Monitoring Interim Level of Achievement
Semeste
r1
Design
Me
Green
Year A B
Semester 2 Standard
STUDENT NAME:
Semester 1
2. Performance and Product
Semester 2
Semester 3
Verification
Interim LOA
10. Research Assessment
Verification Interim Level of Achievement
8. Supervised Written Assessment
7. Research Assessment and Performance and Product
Interim Semester 1 Standards
1. Knowledge &
Understandin
g
2. Reasoning
&
Communica
ting
Process
3. Practical
Performanc
e
Overall Level
of
Assessme
nt
Instrume
nts
Exit LOA
Achievement
Red indicates Formative Assessment
John Paul College

Design Technologies
Senior Home Economics Student Profile
Semester 4
Pantry to Plate
Exit Level of Achievement
New
Traditions
Semeste
r3
Design
Me
Green
Semester 3 Standards
Semester 2
Monitoring Interim Level of Achievement
Semeste
r1
Global
Village
Year B A
Semester 2 Standard
STUDENT NAME:
1. Knowledge &
Understanding
2. Reasoning
&
Communica
ting
Process
3. Practical
Performanc
e
Semester 1
Overall Level
of
Achievement
Semester 2
Semester 3
Verification
Interim LOA
Verification Interim Level of Achievement
Interim Semester 1 Standards
Assessme
nt
Instrume
nts
Exit LOA
Red indicates Formative Assessment

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John Paul

At John Paul College(at time of publishing) the Home Economics course is

*The course work has been design to accommodate composite

Course Organisation and Assessment Plan

Area of Study and Key Concepts

Area of Study and Key Concepts

Nutrition and Food

This unit will address all the key concepts

The unit will focus upon nutritional

2. Nutrition and food choices impact on

Individuals, Families and

Assessment Instruments, Dimensions and

Families, their lifestyle and food

environment, improves relationships,

Instrument 5 / 10- Post

Creating some recommendations for

The research assessment will be aligned

4 weeks Class and own time

Area of Study and Key Concepts

Nutrition and Food

This unit will address key concepts across

In broad terms, the unit will explore

Nutritional understandings and the

3. The use and development of a wide

influence upon individuals food

Creating some recommendations for

Textiles and Fashion

Individuals, families and

The research assessment will be aligned

Area of Study and Key Concepts

Nutrition and Food

This unit will address all the key concepts

The use and development of a wide

Textiles and Fashion

The wellbeing of individuals and

It will deal with roles and

Individuals, families and

Housing choices and the development

individuals, their way of life

Year 11: 3 5 minutes (Formative)

Sample Unit of Study

Dimensions and Objectives

Dimension 2: Reasoning and

Refers to acquiring knowledge of the key

Require thinking critically and creatively to

Dimension 3: Practical Performance

Issue and or/Design Challenge Linked to Assessment

Areas of Study and Key Concepts

Individuals, families and communities

Families have different forms,

Nutritional components of food

consumption patterns. Reach valid conclusions about the effect of this on

the impact on environmental

Supervised Written Assessment

Research Assessment and Performances

Choice and Short Response Answers)

Design Challenge, Research and Process

(Knowledge and Understanding and

John Paul College

Senior Home Economics Student Profile

Exit Level of Achievement

Monitoring Interim Level of Achievement