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  2. Home Economics Curriculum 1 [HEE2312]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Home Economics Curriculum 1

  • Unit Code

    HEE2312

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the rationale and objectives for home economics teaching and learning in preparation for the initial Secondary School teaching experience. Students will develop knowledge and understanding of the aims, content and organisation of curricula in the lower secondary school. They will explore the relationship between the outcomes of these curricula and effective pedagogy while acquiring skills in the planning for effective teaching in the home economics classroom.

Equivalent Rule

Unit was previously coded HEE2310

Learning Outcomes

On completion of this unit students should be able to:

  1. Evaluate best practice models of teaching and learning in order to maintain a safe learning environment for school students working in home economics practical classes.
  2. Formulate a range of home economics procedures based on appropriate teaching and learning theory within the various contexts of home economics such as Food and Nutrition, Textiles and Fashion and Childcare.
  3. Identify lower secondary curricula for home economics within the Technology and Enterprise Learning Area, as expressed in the Curriculum Framework for Western Australia.

Unit Content

  1. Consider the implications that the introduction of a National Curricula for Technologies and Health may have on the teaching of Home Economics in WA.
  2. Develop methods to implement preventative safety procedures associated with the handling of equipment normally found in home economics classrooms.
  3. Discuss and analyse the influence of teaching and learning theory on curricula in the home economics subject areas.
  4. Evaluate print and non-print educational resources, using proven design principles that have been shown to assist student learning.
  5. Explore strategies for specifying student behaviour, including methods of student motivation, classroom management techniques and the issuing of written and verbal instructions.
  6. Explore the rationale and structure of the Technology and Enterprise Learning Area and the Curriculum Framework for Western Australian Schools with regard to lower secondary home economics curricula.
  7. Investigate the teaching role and skills needed to implement a variety of procedures in home economics classes including the organisation of practical classes.
  8. Use the School Curriculum and Standards Authority Scope and Sequence documents to plan lessons at the lower secondary level, including both formative and summative assessment.
  9. Utilise and evaluate a range of instructional techniques to facilitate active student-centered learning including demonstration, practical activities, co-operative learning and formal presentations.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion , practical workshop activities, micro teaching, use of multi-media technology.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationLesson planning and demonstration60%
AssignmentDesign brief40%

Text References

  • ^ Curriculum Council, Western Australia. (2005). Curriculum framework curriculum guide: Technology and enterprise. Osborne Park Curriculum Council of WA. or http://www.curriculum.wa.edu.au
  • Sheehan, V., & Hill, S. (1997). Food technology preliminary course. Australia: Addison Wesley Longman.
  • Riddell, R. (2006). Teaching nutrition. (2nd ed.). Caulfield, Victoria: The Australian Nutrition Foundation.
  • Pendergast, D. (2001). Virginal mothers, groovy chicks & blokey blokes: Re-thinking home economics (and) teaching bodies. Brisbane: Australian Academic Press
  • Nutrition, the inside story. (2nd ed.) Macquarie, ACT: Home Economics Institute of Australia.
  • McCarney, B., Wunderlich, K.C., & Bauer, A.M. (1993). Pre-referral intervention manual. (2nd ed.). Australia: Hawthorne Educational Services, In.
  • King, J., & Redfern, J. (1997). Food technology: The essential ingredient. Australia: Hodder Education.
  • Castle, W., Peters, L. (2007). Textiles and design: Preliminary and HSC. South Melbourne, Victoria: Thompson Social Science Press.
  • Crompton, L., & Warren, C. (2008). E-food & technology. (2nd ed.). Australia: Oxford University Press.
  • Fisher, J. (2004). Assignments in food technology. Clayton South, Victoria: Learning Essentials.
  • Heath, G., McKenzie, H., & Tully, (2005). Food solutions: Food & technology. Units 1 & 2. (2nd ed.). Australia: Pearson Longman.
  • Heath, G., McKenzie, H., & Tully. (2006). Food solutions: Food & technology. Units 3 & 4. Australia: Pearson Longman.
  • Marsh, C.J. Becoming a teacher: knowledge, skills and issues. (4th ed.). Australia: Pearson.
  • Kuen, A., Lawrence, J., & Savige, G. (2005). Food challenges. Sanitarium & Victorian Home Economics and Textiles Teachers' Association.

Journal References

  • Pendergast, D. (2007). Teaching Y generation. Journal of the HEIA. 14(3) 15-22.
  • Home Economics Institute of Australia

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HEE2312|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Home Economics Curriculum 1

  • Unit Code

    HEE2312

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the rationale and objectives for home economics teaching and learning in preparation for the initial Secondary School teaching experience. Students will develop knowledge and understanding of the aims, content and organisation of curricula in the lower secondary school. They will explore the relationship between the outcomes of these curricula and effective pedagogy while acquiring skills in the planning for effective teaching in the home economics classroom.

Equivalent Rule

Unit was previously coded HEE2310

Learning Outcomes

On completion of this unit students should be able to:

  1. Evaluate best practice models of teaching and learning in order to maintain a safe learning environment for school students working in home economics practical classes.
  2. Formulate a range of home economics procedures based on appropriate teaching and learning theory within the various contexts of home economics such as Food and Nutrition, Textiles and Fashion and Childcare.
  3. Identify lower secondary curricula for home economics within the Technology and Enterprise Learning Area, as expressed in the Curriculum Framework for Western Australia.

Unit Content

  1. Consider the implications that the introduction of a National Curricula for Technologies and Health may have on the teaching of Home Economics in WA.
  2. Develop methods to implement preventative safety procedures associated with the handling of equipment normally found in home economics classrooms.
  3. Discuss and analyse the influence of teaching and learning theory on curricula in the home economics subject areas.
  4. Evaluate print and non-print educational resources, using proven design principles that have been shown to assist student learning.
  5. Explore strategies for specifying student behaviour, including methods of student motivation, classroom management techniques and the issuing of written and verbal instructions.
  6. Explore the rationale and structure of the Technology and Enterprise Learning Area and the Curriculum Framework for Western Australian Schools with regard to lower secondary home economics curricula.
  7. Investigate the teaching role and skills needed to implement a variety of procedures in home economics classes including the organisation of practical classes.
  8. Use the School Curriculum and Standards Authority Scope and Sequence documents to plan lessons at the lower secondary level, including both formative and summative assessment.
  9. Utilise and evaluate a range of instructional techniques to facilitate active student-centered learning including demonstration, practical activities, co-operative learning and formal presentations.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion , practical workshop activities, micro teaching, use of multi-media technology.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationLesson planning and demonstration60%
AssignmentDesign brief40%

Text References

  • ^ Curriculum Council, Western Australia. (2005). Curriculum framework curriculum guide: Technology and enterprise. Osborne Park Curriculum Council of WA. or http://www.curriculum.wa.edu.au
  • Sheehan, V., & Hill, S. (1997). Food technology preliminary course. Australia: Addison Wesley Longman.
  • Riddell, R. (2006). Teaching nutrition. (2nd ed.). Caulfield, Victoria: The Australian Nutrition Foundation.
  • Pendergast, D. (2001). Virginal mothers, groovy chicks & blokey blokes: Re-thinking home economics (and) teaching bodies. Brisbane: Australian Academic Press
  • Nutrition, the inside story. (2nd ed.) Macquarie, ACT: Home Economics Institute of Australia.
  • McCarney, B., Wunderlich, K.C., & Bauer, A.M. (1993). Pre-referral intervention manual. (2nd ed.). Australia: Hawthorne Educational Services, In.
  • King, J., & Redfern, J. (1997). Food technology: The essential ingredient. Australia: Hodder Education.
  • Castle, W., Peters, L. (2007). Textiles and design: Preliminary and HSC. South Melbourne, Victoria: Thompson Social Science Press.
  • Crompton, L., & Warren, C. (2008). E-food & technology. (2nd ed.). Australia: Oxford University Press.
  • Fisher, J. (2004). Assignments in food technology. Clayton South, Victoria: Learning Essentials.
  • Heath, G., McKenzie, H., & Tully, (2005). Food solutions: Food & technology. Units 1 & 2. (2nd ed.). Australia: Pearson Longman.
  • Heath, G., McKenzie, H., & Tully. (2006). Food solutions: Food & technology. Units 3 & 4. Australia: Pearson Longman.
  • Marsh, C.J. Becoming a teacher: knowledge, skills and issues. (4th ed.). Australia: Pearson.
  • Kuen, A., Lawrence, J., & Savige, G. (2005). Food challenges. Sanitarium & Victorian Home Economics and Textiles Teachers' Association.

Journal References

  • Pendergast, D. (2007). Teaching Y generation. Journal of the HEIA. 14(3) 15-22.
  • Home Economics Institute of Australia

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HEE2312|1|2