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  2. Home Economics Curriculum 2 [HEE2313]

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 2

  • Unit Code

    HEE2313

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops the specialist teaching skills of the home economics teacher. The student will identify teaching and learning strategies that are applicable to the home economics classroom together with the evaluation of the effectiveness of those strategies. Planning of programs for upper and lower secondary home economics courses is explored and programming skills are developed. Courses taught under the umbrella of Home Economics in upper school are investigated.

Equivalent Rule

Unit was previously coded HEE2311

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the principles of programming that control the design of home economics courses in Western Australian high schools.
  2. Demonstrate the use of a number of instructional techniques and resources that are used in home economics instruction.
  3. Design teaching procedures and programs, which address the teaching and learning objectives and outcomes of home economics curricula.
  4. Develop a range of valid and reliable assessment strategies based on appropriate teaching and learning theory.

Unit Content

  1. Discuss the implications of the emergence of home economics courses (Materials Design and Technology, Food Science & Technology and Children Family & the Community) as a tertiary entrance subject and the impact this has on teachers and teaching strategies.
  2. Explore the rationale and structure of home economics curricula in accordance with the requirements of the Western Australian Curriculum Council, including the relevant upper school courses.
  3. Justify the selection and use of a variety of assessment types and strategies.
  4. Plan a teaching program of work for a home economics unit.
  5. Plan lessons and tasks that are differentiated in order to cater for the variety of students learning styles and abilities.
  6. Select and examine the use of resources that support the teaching of home economics including ICT, excursions, incursions, teachers aides (including the technician) and the school library.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion, practical workshop activities, peer teaching and 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
AssignmentProgram70%
PresentationPeer teaching30%

Text References

  • (2004). The leading edge HSC food technology. Port Melbourne: Victoria: Harcourt Education.
  • Crompton, L., & Warren, C. (2008). E-food and technology. South Melbourne: Oxford University Press.
  • Crompton, L., & Warren, C. (2003). Food and technology. Book 2. 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.
  • King, J., & Redfern, J. (1997). Food technology: The essential ingredient. Australia: Hodder Education.
  • Kuen, A., Lawrence, J., & Savige, G. (2005). Food challenges. Australia: Sanitarium & Victorian Home Economics and Textiles Teachers' Association.
  • Riddell, R. (2006). Teaching nutrition. (2nd ed.). Caulfield, Victoria: The Australian Nutrition Foundation.
  • Stevens, D., (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Vancouver. Stylus Publishing.
  • Sheehan, V., & Hill, S. (1997). Food technology preliminary course. Australia: Addison Wesley Longman.

Journal References

  • Home Economics Institute of Australia

Website References

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.

HEE2313|1|1

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 2

  • Unit Code

    HEE2313

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops the specialist teaching skills of the home economics teacher. The student will identify teaching and learning strategies that are applicable to the home economics classroom together with the evaluation of the effectiveness of those strategies. Planning of programs for upper and lower secondary home economics courses is explored and programming skills are developed. Courses taught under the umbrella of Home Economics in upper school are investigated.

Equivalent Rule

Unit was previously coded HEE2311

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the principles of programming that control the design of home economics courses in Western Australian high schools.
  2. Demonstrate the use of a number of instructional techniques and resources that are used in home economics instruction.
  3. Design teaching procedures and programs, which address the teaching and learning objectives and outcomes of home economics curricula.
  4. Develop a range of valid and reliable assessment strategies based on appropriate teaching and learning theory.

Unit Content

  1. Discuss the implications of the emergence of home economics courses (Materials Design and Technology, Food Science & Technology and Children Family & the Community) as a tertiary entrance subject and the impact this has on teachers and teaching strategies.
  2. Explore the rationale and structure of home economics curricula in accordance with the requirements of the Western Australian Curriculum Council, including the relevant upper school courses.
  3. Justify the selection and use of a variety of assessment types and strategies.
  4. Plan a teaching program of work for a home economics unit.
  5. Plan lessons and tasks that are differentiated in order to cater for the variety of students learning styles and abilities.
  6. Select and examine the use of resources that support the teaching of home economics including ICT, excursions, incursions, teachers aides (including the technician) and the school library.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion, practical workshop activities, peer teaching and 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
AssignmentProgram70%
PresentationPeer teaching30%

Text References

  • (2004). The leading edge HSC food technology. Port Melbourne: Victoria: Harcourt Education.
  • Crompton, L., & Warren, C. (2008). E-food and technology. South Melbourne: Oxford University Press.
  • Crompton, L., & Warren, C. (2003). Food and technology. Book 2. 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.
  • King, J., & Redfern, J. (1997). Food technology: The essential ingredient. Australia: Hodder Education.
  • Kuen, A., Lawrence, J., & Savige, G. (2005). Food challenges. Australia: Sanitarium & Victorian Home Economics and Textiles Teachers' Association.
  • Riddell, R. (2006). Teaching nutrition. (2nd ed.). Caulfield, Victoria: The Australian Nutrition Foundation.
  • Stevens, D., (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Vancouver. Stylus Publishing.
  • Sheehan, V., & Hill, S. (1997). Food technology preliminary course. Australia: Addison Wesley Longman.

Journal References

  • Home Economics Institute of Australia

Website References

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.

HEE2313|1|2