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  2. Home Economics Curriculum Studies 1 [HEE4110]

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 Studies 1

  • Unit Code

    HEE4110

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • 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 teaching in the home economics classroom. The unit is designed to allow students to develop their understanding of the Technology Process, which is the process that underpins successful teaching and learning in Home Economics education.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the rationale for the Technology and Enterprise Learning Area as expressed in the Curriculum Framework for Western Australia.
  2. Identify the courses in Home Economics available in Western Australian schools.
  3. Implement and evaluate best practice models of teaching and learning through a variety of Home Economics contexts, such as Food and Nutrition, Textiles and Fashion and Childcare.
  4. Plan lessons for Home Economics classes that initiate active learning in classes in lower secondary classes.
  5. Recognise the need for and the procedures necessary to maintain a safe environment for school students working in home economics practical classes.
  6. Utilise computer technology to enhance the teaching of home economics in schools.

Unit Content

  1. Collection and organisation of resource material.
  2. Factors involved in the selection/modification of print and non-print educational resources.
  3. Instructional techniques particular to Home Economics lessons including the organisation of practical classes, discussions, demonstrations group work and formal presentations.
  4. Investigation of the teaching role and skills needed to implement a variety of procedures in Home Economics classes including the organisation of practical classes.
  5. Lesson planning at the lower secondary level, including assessment.
  6. Planning for safety and the potential dangers associated with the handling of equipment normally found in Home Economics classrooms.
  7. Specifying student behaviour, including methods of student motivation, classroom management techniques and the issuing of written and verbal instructions.
  8. The Curriculum Framework and the rationale and outcomes of the Technology and Enterprise Learning Area for Western Australian Schools.
  9. The importance of self evaluation techniques to measure successful teaching.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion, practical workshop activities, mini 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
PresentationDemonstration/Lesson Planning Assignment 60%
AssignmentDesign Brief Assignment 40%

Text References

  • Barry, K., & King, L. (1998). Beginning teaching and beyond. (3rd ed.). Katoomba, NSW: Social Science Press.
  • Heath, G., McKenzie, H., & Tully, (2005). Food solutions. Food & technology. units 1 & 2, and 3 & 4. (2nd ed.). Australia: Pearson Longman.
  • Fisher, J. 2004. Assignments in food technology. Clayton South, Victoria: Learning Essentials.
  • Crompton, L., & Warren, C. (2008). E-food & technology. (2nd ed.). Australia: Oxford.
  • Castle, W., & Peters, L. (2007). Textiles and design: Preliminary and HSC. South Melbourne,

Journal References

  • Prendegast, D. (2007). Teaching Y generation. Journal of the Home Economics Institute of Australia. 15 - 21

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.

HEE4110|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 Studies 1

  • Unit Code

    HEE4110

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • 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 teaching in the home economics classroom. The unit is designed to allow students to develop their understanding of the Technology Process, which is the process that underpins successful teaching and learning in Home Economics education.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the rationale for the Technology and Enterprise Learning Area as expressed in the Curriculum Framework for Western Australia.
  2. Identify the courses in Home Economics available in Western Australian schools.
  3. Implement and evaluate best practice models of teaching and learning through a variety of Home Economics contexts, such as Food and Nutrition, Textiles and Fashion and Childcare.
  4. Plan lessons for Home Economics classes that initiate active learning in classes in lower secondary classes.
  5. Recognise the need for and the procedures necessary to maintain a safe environment for school students working in home economics practical classes.
  6. Utilise computer technology to enhance the teaching of home economics in schools.

Unit Content

  1. Collection and organisation of resource material.
  2. Factors involved in the selection/modification of print and non-print educational resources.
  3. Instructional techniques particular to Home Economics lessons including the organisation of practical classes, discussions, demonstrations group work and formal presentations.
  4. Investigation of the teaching role and skills needed to implement a variety of procedures in Home Economics classes including the organisation of practical classes.
  5. Lesson planning at the lower secondary level, including assessment.
  6. Planning for safety and the potential dangers associated with the handling of equipment normally found in Home Economics classrooms.
  7. Specifying student behaviour, including methods of student motivation, classroom management techniques and the issuing of written and verbal instructions.
  8. The Curriculum Framework and the rationale and outcomes of the Technology and Enterprise Learning Area for Western Australian Schools.
  9. The importance of self evaluation techniques to measure successful teaching.

Additional Learning Experience Information

Blackboard documents and materials, lectures, collaborative group work and discussion, practical workshop activities, mini 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
PresentationDemonstration/Lesson Planning Assignment 60%
AssignmentDesign Brief Assignment 40%

Text References

  • Barry, K., & King, L. (1998). Beginning teaching and beyond. (3rd ed.). Katoomba, NSW: Social Science Press.
  • Heath, G., McKenzie, H., & Tully, (2005). Food solutions. Food & technology. units 1 & 2, and 3 & 4. (2nd ed.). Australia: Pearson Longman.
  • Fisher, J. 2004. Assignments in food technology. Clayton South, Victoria: Learning Essentials.
  • Crompton, L., & Warren, C. (2008). E-food & technology. (2nd ed.). Australia: Oxford.
  • Castle, W., & Peters, L. (2007). Textiles and design: Preliminary and HSC. South Melbourne,

Journal References

  • Prendegast, D. (2007). Teaching Y generation. Journal of the Home Economics Institute of Australia. 15 - 21

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.

HEE4110|1|2