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 2Unit Code
HEE4216Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This units builds on the preparation for teaching home economics and the planning of lessons within HEE4116. Teaching/learning strategies which are applicable to the home economics classroom, together with the evaluation of the effectiveness of those strategies are covered. Issues in the planning of programs for home economics courses are considered and programming skills are developed. Home economics upper school courses are introduced.
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:
- Analyse subject matter, teaching and evaluation strategies and resources essential for the implementation of upper school courses relevant to home economics.
- Analyse the principles of programming which control the design of home economics offerings in Western Australian high schools.
- Apply equitable teaching behaviour and interactions to the planning and conduct of home economics lessons.
- Design self-evaluation instruments which are suitable for use by teachers and students in evaluation of their own progress in teaching and learning.
- Examine relevant issues, strategies and resources in order to prepare to make an effective transfer to teaching.
- Plan a programme appropriate for a topic within the lower school home economics units.
- Plan a variety of evaluation procedures which are appropriate for judging student progress in the three domains of learning.
Unit Content
- Assesment of home economics students progress. Standards referenced systems and grade-related descriptors. Reporting student progress. Self and peer evaluation.
- Examination of Year 11 and 12 home economics courses - FoodScience and Technology, Children, Family and the Community and Materials Design and Technology (Textiles context).
- Planning a teaching program of work for a lower school home economics unit with particula reference to rationale writing, scope and sequence, continuity and coordination and consideration of student needs.
- Transition to teaching. Requirements for registration. AITSL standards for graduate teachers. Conditions and duties of beginning home economics teachers. Centre management concerns. Professional association and activities.
Additional Learning Experience Information
Lecture, tutorial and group project.
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| Type | Description | Value |
|---|
| Assignment | Programme Planning | 70% |
| Presentation | Peer Teaching Task | 30% |
Text References
- Castle, C. & Peters, L. (2007). Textiles and Design: preliminary and HSC. Victoria.: Thompson Social Science Press.
- Kuen, A., Lawrence, J., & Savige, G. (2005). Food Challenges. Australia: Sanitarium &
- Stevens, D. (2005). ). Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Vancouver. Stylus Publishing.
- Riddell ,R. (2005). Teaching Nutrition. 2nd Caufield, Victoria. The Australian
- Marsh,C. (2008). Becoming a Teacher Knowledge, Skills and Issues. 4th Australia: Pearson, Education.
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.
HEE4216|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 Studies 2Unit Code
HEE4216Year
2016Enrolment Period
2Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This units builds on the preparation for teaching home economics and the planning of lessons within HEE4116. Teaching/learning strategies which are applicable to the home economics classroom, together with the evaluation of the effectiveness of those strategies are covered. Issues in the planning of programs for home economics courses are considered and programming skills are developed. Home economics upper school courses are introduced.
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:
- Analyse subject matter, teaching and evaluation strategies and resources essential for the implementation of upper school courses relevant to home economics.
- Analyse the principles of programming which control the design of home economics offerings in Western Australian high schools.
- Apply equitable teaching behaviour and interactions to the planning and conduct of home economics lessons.
- Design self-evaluation instruments which are suitable for use by teachers and students in evaluation of their own progress in teaching and learning.
- Examine relevant issues, strategies and resources in order to prepare to make an effective transfer to teaching.
- Plan a programme appropriate for a topic within the lower school home economics units.
- Plan a variety of evaluation procedures which are appropriate for judging student progress in the three domains of learning.
Unit Content
- Assesment of home economics students progress. Standards referenced systems and grade-related descriptors. Reporting student progress. Self and peer evaluation.
- Examination of Year 11 and 12 home economics courses - FoodScience and Technology, Children, Family and the Community and Materials Design and Technology (Textiles context).
- Planning a teaching program of work for a lower school home economics unit with particula reference to rationale writing, scope and sequence, continuity and coordination and consideration of student needs.
- Transition to teaching. Requirements for registration. AITSL standards for graduate teachers. Conditions and duties of beginning home economics teachers. Centre management concerns. Professional association and activities.
Additional Learning Experience Information
Lecture, tutorial and group project.
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| Type | Description | Value |
|---|
| Assignment | Programme Planning | 70% |
| Presentation | Peer Teaching Task | 30% |
Text References
- Castle, C. & Peters, L. (2007). Textiles and Design: preliminary and HSC. Victoria.: Thompson Social Science Press.
- Kuen, A., Lawrence, J., & Savige, G. (2005). Food Challenges. Australia: Sanitarium &
- Stevens, D. (2005). ). Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Vancouver. Stylus Publishing.
- Riddell ,R. (2005). Teaching Nutrition. 2nd Caufield, Victoria. The Australian
- Marsh,C. (2008). Becoming a Teacher Knowledge, Skills and Issues. 4th Australia: Pearson, Education.
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.
HEE4216|1|2
