BC Education - Preface: Home Economics 11 and 12

Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement the Home Economics 11 and 12 curriculum. This document supersedes the Home Economics 11 and 12 Integrated Resource Package. The information contained in this IRP is also available via the Ministry web site: http://www.bced.gov.bc.ca/irp/irp.htm . The following paragraphs provide brief descriptions about each section of the IRP.

The Introduction

The Introduction provides general information about Home Economics 11 and 12, including special features and requirements. It also provides a rationale for teaching Home Economics 11 and 12 in BC schools.

Home Economics 11 and 12 Curriculum

The provincially prescribed curriculum for Home Economics 11 and 12 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed learning outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a "starter set" of basic resources to deliver the curriculum. These resources are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific
local needs.

The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Further information about these recommended learning resources is found in Appendix B.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

Appendix A lists the curriculum organizers and the prescribed learning outcomes for each grade for the curriculum.
Appendix B consists of general information on learning resources as well as Grade Collection organizational charts and annotations for the provincially recommended resources. New resources are evaluated and added to the Grade Collections on a regular basis.
Appendix C contains assistance for teachers regarding provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluations.
Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and Curriculum Organizer

Food Studies 11Food Products

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

select food products and meals to meet nutritional and aesthetic standards
prepare food products and meals based on Canada's Food Guide to Healthy Living
identify factors that contribute to the aesthetic and social aspects of food
analyse food products and meals according to predetermined criteria

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Students prepare food products and meals suitable for a number of different nutritional and social needs. Practical experiences can focus on food-related traditions and celebrations of many cultures.

As a class, brainstorm the nutritional significance of eating a variety of foods. Challenge each student to plan and prepare a one-dish meal that uses foods from each of the four food groups. Ask students to complete nutritional analyses of their products and to compare them to the Recommended Nutrient Intake (RNI).
Invite a guest speaker to the class to discuss vegetarianism. Then have students plan and prepare a tasting buffet of vegetarian dishes. Ask them to meet nutritional and aesthetic standards in the dishes they produce.
Assign each student an unusual fruit or vegetable to research (e.g., guava, leek, artichoke, kumquat, plantain), with a focus on its origin, growth, nutritional value, and uses. Have students prepare dishes using these foods to share at a tasting buffet.
Ask students to research the origin and significance of a traditional holiday meal (e.g., Thanksgiving dinner). Have them select, plan, and prepare one of these meals to share with ESL guests.
Lead a brainstorming session to determine how cultural values are reflected in social gatherings and at mealtimes. Plan a multicultural celebration at which students demonstrate the preparation of dishes that reflect their own heritages.
Lead a class discussion on the importance of food appearance and presentation (e.g., product standards, table setting, garnishes) in promoting healthy eating. Have students prepare collages or posters displaying examples of meals that are aesthetically pleasing and not pleasing. Throughout the course, ask students to evaluate their own products according to aesthetic criteria such as colour, texture, arrangement on the plate, temperature, and taste.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

When students plan, prepare, and analyse one-dish meals, assess the extent to which they:
- include the four food groups
- accurately analyse the nutrients
- demonstrate aesthetic criteria such as colour, texture, arrangement, temperature, and taste
When students develop a tasting buffet of vegetarian dishes, work with them to develop criteria such as:
- meets nutritional and aesthetic standards
- promotes healthy eating through appearance and presentation
- demonstrates creative and original presentation (e.g., garnishes)
After students prepare dishes that reflect a variety of cultural heritages, have them compare features such as nutrition, aesthetics, and cultural importance. Look for evidence that they are able to:
- explain the social and cultural importance of the dishes
- analyse and compare nutritional content of different dishes
- identify presentation features and aesthetic standards associated with different cultures
- draw conclusions about the social aspects that are common to many cultures
As an ongoing self-assessment activity, have students evaluate the appearance and presentation of their products using their journals. Encourage them to use sketches and diagrams. At regular intervals, provide them with opportunities to review their journals and make summary comments. Look for evidence that they are able to analyse food products and meals according to appearance and presentation criteria such as:
- variety of tastes, colours, and textures
- artistic arrangement
- creative garnishes
- appropriate serving temperature