Home Economics in the Victorian Curriculum: - PowerPoint Presentation

Slide1

Home Economics in the Victorian Curriculum:

Leanne Compton

Curriculum Manager

, Design And Technologies

Nerida

Matthews

Curriculum Manager, Health and Physical EducationSlide2

Agenda

Exploring the place of Home Economics in the Victorian Curriculum

Design and Technologies

Health and Physical Education

Planning

for implementation

Whole school planning

Working with the Victorian Curriculum

Progressing

learning

Questions?Slide3

True/False

Students

coming into year 7 have limited practical skills.

2. The only curriculum area within the Victorian Curriculum that includes Home Economics is the Design

and Technologies.

3. Practical activities should reflect healthy eating.Slide4

Victorian Curriculum F–10

Learning Areas

Capabilities

The Arts

Dance

Drama

Media Arts

Music

Visual Communication Design (7-10)

Visual Arts

English

Humanities

Civics and Citizenship

Economics and Business

Geography

History

Languages

Health and Physical Education

Mathematics

Science

Technologies

Design and Technologies

Digital Technologies

Critical and creative thinking

Intercultural

Ethical

Personal and socialSlide5

Components

Introduction

Curriculum

Rationale and aims

Level / band description

Structure

- strands / sub-strands

- placement of standards

Content descriptions

(+ elaborations )

Learning in ..

Achievement standards

Scope and sequence

GlossarySlide6

Terminology

Term

Explanation

Content

Description

Specific and discrete information identifying what teachers are expected to teach and students are expected to learn.

Achievement Standards

Statements that describe what students are typically able to understand and do, and are the basis for reporting student achievement.

Focus

Area (HPE only)

The context through which the Content Descriptors and Achievement Standards are taught and assessed.

Elaboration

Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.

Band/level descriptor

Statements that provide an overview to the content descriptions and achievement standard within the level or band.

Strand

Key organising elements within each curriculum area.

Sub-strand

Supplementary

organising

elements within some curriculum areas.Slide7

Delivering the curriculum

Schools can decide how to structure their teaching and learning program.

Teaching and learning programs

reflect local resources, expertise and contexts, and allows for specialisation and innovation

ensures

every

student has

the opportunity to learn the knowledge, understandings and skills defined in the curriculumSlide8

What is Design and TechnologiesSlide9

Organisation of the Design & Technologies

Slide10

Focus on different types of thinking

Design thinking

- use of strategies for understanding design needs and

opportunities

Systems thinking

-

generation of ideas and decisions made throughout the design

processes; recognition

of the connectedness and

interactions

;

Computational

thinking

-

problem-solving

used

eg

. calculating

costs, testing

materialsSlide11

Food specialisations

Explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues. Students come to understand the importance of a variety of foods, sound nutrition principles, food preparation and food safety.Slide12

Focus on healthy eatingSlide13

Focus on sustainabilitySlide14

Organisation of Health and Physical Education

The content is organised under two strands (each with three

substrands

):

Personal, social and community health

Being healthy, safe and active

Communicating and interacting for health and wellbeing

Contributing to healthy and active communities

Movement and physical activity

Moving the body

Understanding movement

Learning through movement

 Slide15

HPE: focus areas

Alcohol and other drugs

Active play and minor games

Food and nutrition

Challenge and adventure activities

Health

benefits of physical activity

Fundamental movement skills

Mental health and wellbeing

Games and

sports

Relationships and sexuality

Lifelong physical activities

Safety

Rhythmic

and expressive movementSlide16

Food and nutrition focus area

addresses

the role of food and nutrition in enhancing health and wellbeing. S

upports

students to develop knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices.

food

groups and recommendations for healthy eating (including The Australian Dietary

Guidelines and the

Australian Guide to Healthy Eating)

food

labelling and packaging

food advertising

personal, social, economic and cultural influences on food choices and eating habits

strategies for planning and maintaining a healthy, balanced diet

healthy options for snacks, meals and drinks

sustainable food choices.Slide17
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Key points from the guidelines

The defined curriculum content (knowledge, skills and understanding) is the basis for student learning

Schools should develop and publish a whole-school curriculum plan that documents their teaching and learning program

Schools have flexibility in the development of the teaching and learning program to reflect decisions, resources, expertise and priorities of the school Slide19

Four interrelated layers

By School

– a high-level summary of the coverage of all the curriculum areas, reflecting the school’s goals, vision and any particular areas of specialisation or innovation

By Curriculum Area

 – the sequencing of key knowledge and skills across the years of schooling to support a progression of learning

By Year Level

– a coherent program from a student perspective that enables effective connections across curriculum areas

By Unit / Lessons

– specifying Victorian Curriculum F–10 content descriptions and achievement standards, activities and resources to ensure students of all achievement levels are able to progressSlide20

Importance of curriculum planning

http://

curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-toolSlide21

Working with the curriculum

Content

Description

Level 7-8

Achievement

Standard

(part of)

Technology context or Focus Area/s

Teaching and learning

activities

Assessment strategy

Design and Technology

Analyse

how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating



Health

and Physical Education

Develop skills to evaluate health information and express health concerns

Slide22

Working with the curriculum

Content

Description

Level 7-8

Achievement

Standard

(part of)

Technology context or Focus Area/s

Teaching and learning

activities

Assessment strategy

Design and Technology

Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating



explain how the features of technologies impact on designed solutions and influence design decisions…

Food specialisation

Ask

students to compare characteristics and properties of different egg white foams (room temperature and refrigerated) - measure time taken and volume of each and conduct a sensory evaluation of an omelette made from each egg white foam.

Present findings in a graphical organiser (e.g. Mind Map, annotated visual display or table) and explain differences and similarities between each egg white foam

and omelette.

Health

and Physical Education

Develop skills to evaluate health information and express health concerns



gather and

analyse

health information.

Food and Nutrition

Provide students with dietary

information from a range of

different sources (e.g. online, magazines). Discuss:

how do we know if dietary information is credible?

What

constitutes reliable sources of information?

Students collect 5 examples of dietary information and annotate each example in relation to its credibility.Slide23

Progression of learning - poll

Which content description represents the lower level of knowledge/skills? (A, B, C or D?)

Which content description represents the higher level of knowledge/skills? (A, B, C or D?)

A

B

C

D

Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating

Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

Investigate food preparation techniques used in modern or traditional societies

Analyse

how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating Slide24

Progression of learning - poll

Refer to the scope and sequence document

Level

9-10

Level

5-6

Level

3-4

Level

7-8

Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating

Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

Investigate food preparation techniques used in modern or traditional societies

Analyse

how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating Slide25

Planning for progression in learning

Content description

Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

What will you teach to progress the student’s learning?

Content description

Analyse

how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating

Achievement standard

By the end of Level 6

-

explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts

.

What will the students be able to demonstrate

as they are progressing towards the standards?

Achievement standard

By

the end of Level

8 –

explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Slide26

Home Economics Victoria

Curriculum

flowcharts

levels 7-8

levels 9-10

https

://

www.homeeconomics.com.au/curriculum-support/victorian-curriculumSlide27
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Key messages

Know what the primary schools in your area are teaching, Kitchen garden programs

etc

?

Communicate with HPE, Agriculture and Horticulture and other Design Technologies teachers in your school

Plan your teaching and learning program using both the Victorian Curriculum Design & Technologies and Health and Physical EducationSlide30

Questions?Slide31

Contact Details

Victorian Curriculum and Assessment

Authority (

VCAA)

Leanne Compton

Curriculum Manager, Design and Technologies

compton.leanne.l@edumail.vic.gov.au

phone: (03) 9032 1698

Nerida Matthews

Curriculum Manager, Health and Physical Education

matthews.nerida.a@edumail.vic.gov.au

Phone: (03

) 9032 1721