Home Economics Guidelines for Scholastic Year 2020-2021€¦ · Year 7 and Year 8 (Middle Schools)...

Year 7 and Year 8 (Middle Schools)

Home Economics Scheme of Work - Year 9 (2020-2021)

1

Home Economics – Guidelines for

Scholastic Year 2020-2021

Middle Schools - Year 7 and Year 8

Home Economics teachers are being advised to follow this document for guidance in HE-related

curricular aspects during the forthcoming scholastic year.

Due to the current exceptional circumstances these guidelines have been steered by the three

scenarios that MEDE has set for its directorates, namely:

Scenario 1: Conditional re-opening on 30th September with social distancing measures in

place, in stages.

Scenario 2: Opening of schools on 30th September with all students in class.

Scenario 3: Re-opening of schools in January 2021 or later.

A number of possible Schemes of Work (SOW) have been devised to address each of these scenarios

and to maximise on the resources available whilst addressing the respective learning outcomes.

Furthermore, since the delivery of practical parts of the HE curriculum has proved to be particularly

challenging in the context of distant learning, several guidelines will specifically address the practical

part to ensure that students efficiently complete this component of their learning by the end of the

scholastic year.

Key notes for proposed schemes of work

Teachers are advised to refer to the respective SOW and go through the key notes, namely:

Practical Sessions

These should be guided by guidelines offered by the Health Authorities. It is hence being recommended

that classes are divided into two groups for each practical session so that each group carries out the

practical sessions separately.

Amendments in syllabus

Since students will be divided when it comes to practical sessions, the following amendments need to

be in place.

Year 7

Whilst the demonstration of healthy school lunches will remain, however the practical intervention for

this topic has been removed.

Year 8

The demonstration of simple, healthy rice/pasta dish will remain however the practical intervention for

this topic has been removed.



2

Teachers who will be assigned Year 8 classes need to take every opportunity to revise the

basic practical skills together with other skills since students who have followed HE Module 2

pre-COVID, may not have covered all practical sessions.

Assessment

Assessment - Year 7

Assessment is based on TWO TASKS and TWO Practical Interventions for all scenarios.

Assessment - Year 8

Assessment is based on TWO TASKS and TWO Practical Interventions for all scenarios

For online teaching, practical interventions will be done at home. It is advisable that teachers

allow two weeks for students to complete the practical intervention (only for online teaching).

A tutorial lesson is included in the week after the demonstration for students’ support and

follow-up.

It is recommended that teachers avail themselves of resources that have been uploaded to TELESKOLA.

An updated list of resources will be available separately in due course.

HE Department

June 2020



3

HOME ECONOMICS SCHEME OF WORK: Year 7 (2020-2021)

Scenario 1: Conditional re-opening on 30th September with social distancing

measures in place, in stages.

Week Date Teacher at School Group A Group A Group B Group B

1

Introduction to Home Economics.

👨‍🏫

💻

2

The functions of food; healthy plate & food groups

💻

👨‍🏫

3

Dietary guidelines*.

Introduction to the task as part of the lesson 👨‍🏫

💻

4

…the evaluation wheel (one Lesson 40 mins)

Planning of a simple snack following the principles of a

balanced diet.

💻

👨‍🏫

5

Personal, food lab/kitchen hygiene & aspects of safety.

👨‍🏫

💻

6

Demonstration: Planning a healthy school lunch and

introduction to the flowchart. (No practical for this

demo.)

💻 Online Demo:

Healthy School

Lunch

👨‍🏫



4

7

Correct use and care of basic kitchen equipment with

emphasis on basic skills. 👨‍🏫

💻

8

Demonstration:

Planning a healthy milk and fruit dessert

💻 Online Demo:

Milk & Fruit Dessert

👨‍🏫

9

Practical Intervention:

Preparation of a healthy milk & fruit dessert. 👨‍🏫

💻 Online

Activities 1

10


Preparation of a healthy milk & fruit dessert.

💻 Online

Activities 1

👨‍🏫

11

Planning a simple nutritious breakfast.

👨‍🏫

💻

12

Demonstration:

The rubbing-In method of cake-making

💻 Online Demo:

Rubbing-In

👨‍🏫

13


Rubbing-in method. 👨‍🏫

💻 Online

Activities 2

14 Practical Intervention:

Rubbing-in method.

💻 Online

Activities 2

👨‍🏫

Assessment to be based on TWO Tasks and TWO Practical Interventions.



5



Week Topics

1

Introduction to Home Economics.

Group A & Group B – Theory Lesson

2

The functions of food; healthy plate & food groups


3

Dietary guidelines*.

Introduction to the task as part of the lesson


4

…the evaluation wheel (one Lesson 40 mins)

Planning of a simple snack following the principles of a

balanced diet.


5

Personal, food lab/kitchen hygiene & aspects of safety.


6

Demonstration: Planning a healthy school lunch and

introduction to the flowchart. (No practical for this demo.)

Group A & Group B

7

Correct use and care of basic kitchen equipment with

emphasis on basic skills.


8

Demonstration:

Planning a healthy milk and fruit dessert

Group A & Group B


Preparation of a healthy milk & fruit dessert. Group A - Practical Group B – Theoretical

Activities


Preparation of a healthy milk & fruit dessert. Group A – Theoretical

Activities

Group B - Practical



6

11

Planning a simple nutritious breakfast.


12

Demonstration:

The rubbing-In method of cake-making

Group A & Group B


Rubbing-in method. Group A - Practical Group B – Theoretical

Activities


Rubbing-in method. Group A – Theoretical

Activities

Group B - Practical




7


Scenario 3: Re-opening of schools in Jan 2021 or later

(term 1 - online teaching only)

Week Date Topic Learning Outcomes Assignment & Assessment

1

Introduction to Home

Economics.

Information about students, classes (Sets), lessons,

guidelines for online teaching and learning, ethics, online

class setup, use of tools and access to resources, checking

email addresses, getting parents’ consent, general

information.

Explaining Assessment

Preparing online HE folder

HE file, plastic folders,

apron, hat

2

The functions of food;

healthy plate & food groups

I can define the term: health and/or a healthy living.

I can identify the five nutrients and outline their role in the

diet.

I can explain what makes a balanced diet and suggest ways

to apply the dietary guidelines. (1)

I can interpret the local food guide (Healthy Plate). (2)

Journal

3

Dietary guidelines*. Planning

of a simple snack following

the principles of a balanced

diet.

Introduction to the task…

I can identify the current dietary guidelines and explain their

role.

I can plan healthy food options. (3)

I can adapt and modify basic methods of food preparation

according to the dietary guidelines.

I can work on a given task individually and in collaboration.

I can research, collate and present data collected as part of a

given task.

Assessment Task 1



8

4

…the evaluation wheel.

Student share and present

their tasks. Teacher provides

collective feedback.

I can create and evaluate a task according to a set of

criteria.

Self-Assessment Sheet

5

Personal, food lab/kitchen

hygiene & aspects of safety.

I can interpret the importance of personal hygiene and

outline ways how to achieve and maintain it in the Food Lab.

I can describe how food should be handled, cooked and

stored safely to prevent the development of micro-

organisms.

I can explore safety precautions in the Food Lab.

Assessment Task 2


6

Demonstration: Planning a

healthy school lunch and

introduction to the flow

chart.

(No practical for this demo.)

I can distinguish between healthy and less healthy snacks,

particularly for adolescents.

I can demonstrate different types of skills, such as peeling,

grating, slicing, dicing and chopping in food preparation. (5)

I can demonstrate safe and hygienic practices during

preparation, cooking and storage of food. (6)

I can plan, prepare, serve and evaluate suitable, healthy

snacks and packed lunches for adolescents.

I can follow instructions when working on different tasks.

I can read and follow a recipe.

I can fill in a Preparation Sheet for a given practical

assignment.

I can work within a time frame.

I can do the washing up in an environmental friendly way.

I can apply skills in the safe use of utensils and equipment.

I can demonstrate how to care for the different types of

equipment.

I can demonstrate the proper use and care of work surfaces

and utensils in the Food Lab.

I can prepare and serve a dish attractively on a correctly laid

table.

I can evaluate and make improvements to work, reflecting

on the process and outcome. (7)



9

7

Correct use and care of basic

kitchen equipment with

emphasis on basic skills.

I can identify the main equipment needed for different tasks

in the Food Lab and demonstrate its appropriate care. (4)

Worksheet

8

Demonstration: Planning a

healthy milk & fruit dessert.

I can justify the health benefits of milk and fruit.

I can plan, prepare, serve and evaluate a healthy dessert

which includes milk and fresh fruit. (5)






assignment.




I am able to make safe use of the hob.


equipment.




table.




Preparing a healthy

milk and fruit dessert.

Preparation Sheet

Shopping

Practical Session -

presented in Word/PPT

file with photos and

description of steps.

Self-Evaluation

Deadline: Week 10

9

Tutorial Lesson Teacher will be available for student support, questions and

follow up.

10

Planning of a simple

nutritious breakfast.

I can justify the importance of breakfast.

I can plan various healthy breakfast options with reference

to different cultures.

Worksheet



10

11

Demonstration: Weighing &

measuring. Planning for

practical session using the

rubbing-in method.

I can outline the skills needed for the rubbing-in method of

cake making.

I can use the rubbing-in method of cake-making to prepare

simple dishes. (5)





I can accurately interpret and use standard forms of

measurement in recipes.


assignment.




I am able to make safe use of the oven.


equipment.




table.




Preparing cakes using

the rubbing-in method

of cake making.

Preparation Sheet

Shopping

Practical Session -




Self-Evaluation

Deadline: Week 13

12


follow up.

13

Revision Lesson

14 Revision Lesson




11


Scenario 1: Conditional re-opening on 30th September with social distancing


Week Date Teacher at School Group A Group A Group B Group B

1

Factors involved in the choice of food and drink with

emphasis on take-away food.

👨‍🏫

💻

2

Aspects of food labelling and dietary guidelines*

💻

👨‍🏫

3

Towards sustainable living – food miles, food waste and

carbon footprint. Food rescue in practice – Use of left -

over foods to prepare dishes. 👨‍🏫

💻

4

Demonstration: Make use of left-over foods to prepare

dishes - dishes can include patties made from leftover

meat, chicken, fish, veg and bread.

💻 Online Demo:

Using left-over

Foods

👨‍🏫

5

Practical Intervention: Preparation of a healthy dish

using left-over foods. 👨‍🏫

💻 Online

Activities 1

6


using left-over foods.

💻 Online

Activities 1

👨‍🏫



12

7

Fats – functions and sensible choices for a healthy

lifestyle. 👨‍🏫

💻

8

Carbohydrates – the role of sugar, starch and dietary

fibre in healthy diet with focus on energy balance.

💻

👨‍🏫

9

Demonstration: Focus on local, seasonal & sustainable

ingredients – savoury/sweet dish using shortcrust

pastry. 👨‍🏫

💻 Online Demo:

Shortcrust Pastry

10

Practical Intervention: Preparation of a

savoury/sweet dish using shortcrust pastry.

💻 Online

Activities 2

👨‍🏫

11

Practical Intervention: Preparation of a

savoury/sweet dish using shortcrust pastry. 👨‍🏫

💻 Online

Activities 2

12

Wise shopping practices; wants and needs.

💻

👨‍🏫

13

Contents of the first aid box. Simple First Aid. Making

an emergency call. 👨‍🏫

💻

14

Revision Lesson

💻

👨‍🏫




13



Week Topics

1

Factors involved in the choice of food and drink with

emphasis on take-away food.


2 Aspects of food labelling and dietary guidelines*


3

Towards sustainable living – food miles, food waste and

carbon footprint. Food rescue in practice – Use of left -

over foods to prepare dishes.


4

Demonstration: Make use of left-over foods to prepare

dishes - dishes can include patties made from leftover

meat, chicken, fish, veg and bread.

Group A & Group B

5 Practical Intervention: Preparation of a healthy dish

using left-over foods. Group A - Practical Group B – Theoretical

Activities

6


using left-over foods. Group A – Theoretical

Activities

Group B - Practical

7 Fats – functions and sensible choices for a healthy lifestyle.


8

Carbohydrates – the role of sugar, starch and dietary fibre

in healthy diet with focus on energy balance.


9

Demonstration: Focus on local, seasonal & sustainable

ingredients – savoury/sweet dish using shortcrust pastry.

Group A & Group B

10

Practical Intervention: Preparation of a savoury/sweet

dish using shortcrust pastry. Group A - Practical Group B – Theoretical

Activities



14

11

Practical Intervention: Preparation of a savoury/sweet

dish using shortcrust pastry. Group A – Theoretical

Activities

Group B - Practical

12

Wise shopping practices; wants and needs.


13

Contents of the first aid box. Simple First Aid. Making an

emergency call.


14 Revision Lesson





15


Scenario 3: Re-opening of schools in Jan 2021 or later

(term 1 - online teaching only)

Week Date Topic Learning Outcomes Assignment & Assessment

1

Introduction to the subject and

the lessons in Year 8.

Information about students, classes (Sets), lessons, guidelines

for online teaching and learning, ethics, online class setup, use

of tools and access to resources, checking email addresses,

getting parents’ consent, general information.

Explaining Assessment

Preparing online HE folder

HE file, plastic folders,

apron, hat

2

Factors involved in the choice of

food and drink with emphasis on

take-away food.

I can identify factors affecting food choice.(1)

I can describe the advantages and disadvantages of consuming

take-away food.

Journal

3

Aspects of food labelling and

dietary guidelines*

I can list the dietary guidelines and explain their role.

I can give examples how to apply the dietary guidelines.

I can adapt and modify basic methods of food preparation

according to the dietary guidelines.

I can locate information found on food labels and link to the

dietary guidelines.(2)


given task.

Assessment Task 1


4

Towards sustainable living –

food miles, food waste and

carbon footprint. Food rescue in

practice – Use of left -over foods

to prepare dishes.

I can suggest ways of respecting the environment and give

examples how to separate waste at source.

I can discuss environmental issues such as food miles, carbon

footprint and food waste.


given task.

Assessment Task 2


5

Demonstration: Make use of

left-over foods to prepare dishes

- dishes can include patties

I can plan, prepare, serve and evaluate simple dishes to

minimize food waste and safely make use of left overs.


Preparation of a healthy dish

using left-over food.



16

made from leftover meat,

chicken, fish, veg and bread.

I can demonstrate different types of cooking skills such as

baking. (4)



I can fill in a Preparation Sheet for a given practical assignment.


I can demonstrate skills of safe and hygienic practices during


I am able to make safe use of the oven.


I can demonstrate the proper use and care of work surfaces and

utensils in the Food Lab.


table.

I can talk about, review and make improvement to work,

reflecting on the process and outcome.

I can create and evaluate according to a set of criteria.

Preparation Sheet

Shopping

Practical Session -




Self-Evaluation

Deadline: Week 7

6


follow up.

7 Fats – functions and sensible

choices for a healthy lifestyle.

I can explain the role of fats and their link to health.(3) Worksheet

8

Carbohydrates – the role of

sugar, starch and dietary fibre in

healthy diet with focus on

energy balance.

I can explain the role of carbohydrates and explain their link to

health.(3)

Worksheet

9

Demonstration: Simple, healthy

rice/pasta dish.

(no practical for this demo.)

I can plan, prepare, serve and evaluate simple rice and pasta

dishes to illustrate the role of some nutrients in the diet.

I can demonstrate different types of cooking skills, such as

sauce-making and boiling.(4)






preparation, cooking and storage of food.(4)

I am able to make safe use of the hob and oven.





17




table.



10

Demonstration: Focus on local,

seasonal & sustainable

ingredients – savoury/sweet

dish using short crust pastry.

I can make short crust pastry.

I can outline the skills needed for the making of short-crust

pastry.

I can demonstrate different types of cooking skills such as

baking. (4)

I can accurately interpret and use standard forms of

measurement in recipes.






preparation, cooking and storage of food.(4)

I am able to make safe use of the hob and oven.





table.





Preparation of a

savoury/sweet dish using

short crust pastry.

Preparation Sheet

Shopping

Practical Session -




Self-Evaluation

Deadline: Week 12

11


follow up.

12

Wise shopping practices; wants

and needs.

I can distinguish between basic needs and wants.

I can explain the importance of saving and spending within one’s

means.

I can determine spending priorities and suggest ways of being a

smart consumer.(5)

I can outline how budgeting can help in making better spending

and saving.

Worksheet



18

I can draw up a personal budget.

I can apply simple budgeting to a given situation.

13

Contents of the first aid box.

Simple First Aid. Making an

emergency call.

I can list and make use of most of the items found in a First Aid

Box.

I can indicate basic First Aid procedures for simple injuries (6)

(i.e. cuts, burns, nosebleeds and sprains).

I can follow the correct procedure to seek help in an emergency

both indoors and outdoors.

Worksheet

14

Revision Lesson


Year 9 – 11 (Senior School)


1

Home Economics – Guidelines for

Scholastic Year 2020-2021

Senior Schools - Year 9, Year 10 and Year 11

Home Economics teachers are being advised to follow this document for guidance in HE-related curricular

aspects during the forthcoming scholastic year.

Due to the current exceptional circumstances these guidelines have been steered by the three scenarios

that MEDE has set for its directorates, namely:

Scenario 1: Conditional re-opening on 30th September with social distancing measures in

place, in stages.


Scenario 3: Re-opening of schools in January 2021 or later.

Several possible HE Schemes of Work (SOW) have been devised to address each of these scenarios and

to maximise on the resources available whilst addressing the respective objectives/outcomes.

Furthermore, since the delivery of practical aspects of the HE curriculum has proved to be particularly

challenging in the context of distant learning, several guidelines will specifically address the practical

part to ensure that students efficiently complete this component of their learning by the end of the

scholastic year.

Key notes for the proposed schemes of work

Teachers are advised to refer to the respective SOW and go through the key notes. Three schemes of

work have been devised for Year 9 whilst the schemes of work for Year 10 and Year 11 can be adapted

to suit each of the three scenarios described above. Hence, it is also recommended that the topics are

covered in the order suggested for ease of transition from one scenario to the other if need be.

Practical Sessions

These should be guided by recommendations offered by the Health Authorities. It is hence being advised

that classes are divided into two groups for each practical session so that each group carries out the

practical session separately. For online teaching, practical interventions will be done at home. It

is advisable that teachers allow two weeks for students to complete the practical intervention

(for online teaching only).

Year 9

Two practical sessions have been included in the first term to allow for revision of important skills that

were meant to be covered in year 8 and which some of the students may not have grasped.

Some practical sessions have been amalgamated together such as the sessions about recipe engineering

and nutrients. These have been integrated with other topics in the SOW.



2

Year 10 and Year 11

No practical sessions have been included in the first term to facilitate the transition from one scenario to

the other if need be. Since students will be divided for practical sessions, amendments have been made

in the number of practical sessions to be carried out. It is pertinent to point out that the practical

sessions related to meal planning may be different from the ones suggested in the SOW.

Objectives/Outcomes

Teachers should pay attention to where the students stand in their learning and allot time for revision

purposes for topics which were not covered in year 9 and Year 10 respectively. A number of lessons for

the revision of the investigation have been included at the beginning of Year 11 for those students who

either found it difficult to do the investigation in Year 10 due to the COVID-19 situation or did not do it

at all.

Teachers in all year groups need to take every opportunity to revise the nutrition foundations

and practical skills so that students who may not have covered all topics and practical sessions

will not be at a disadvantage. This has been included in the respective SOW.

Assessment

Year 9

Assessment is based on any TWO Practical Interventions for all scenarios.

The Childcare Investigation is NOT to be carried out in Year 9.

Year 10 and 11

Coursework in Year 10 - ONE Practical Intervention and Part 1 of the Investigation.

Coursework in Year 11 - ONE Practical Intervention and Part 2 of the Investigation with ONE

technique instead of TWO.

Time-frames for examinations in the SOW are approximate and may need to shift once these

are determined and confirmed.

It is recommended that teachers avail themselves of resources that have been uploaded to TELESKOLA.

An updated list of resources will be available separately in due course.

HE Department

June 2020



3


Scenario 1 : Conditional re-opening on 30th September with social distancing


TERM 1

Week Date Topic Learning Objectives Group A Group B

1

Lesson 1:


Economics

Explore Home Economics as an area of study.

Explain what Home Economics is about with reference to

the three strands, namely Food, Nutrition and Health,

Home and Family Living and the Choice and Management

of Resources.

Categorise topics to be covered in Home Economics

according to the three main strands.

Give practical examples of how Home Economics may help

them at the individual, family and community level.

👨‍🏫 💻

Lesson 2: The Concept of

Health

Identify the main factors that contribute to good health

and well-being.

Identify the basic health needs, namely physical needs,

intellectual needs, emotional needs and social needs; and

give one example of how each of these needs can be met.

Explore the concepts of health and sustainable living and

define each one.

Describe the main factors which affect health and

sustainable living (transportation, energy consumption and

diet).

💻

👨‍🏫



4

Investigate the effects of individual and global

consumption patterns on society, environment and

individual life quality.

2

Lesson 3: Functions of Food

Introduction to

Nutrients

List the three main functions of food.

Name the five nutrients.

Distinguish between macro and micro nutrients.

Explain the main functions of each nutrient.

List rich sources for each.

👨‍🏫 💻

Lesson 4: The Food Groups

The Healthy Food

Plate

Explain how food choices for a balanced diet depend on

many factors.

Explain how dietary needs change according to age,

gender, level of activity, and state of health.

Divide foods into food groups (based on the Healthy Food

Plate).

Draw and label the Healthy Food Plate.

Use the Healthy Food Plate to plan healthy meals.

Acknowledge the Healthy Food Plate as a guide for a

healthy diet by giving practical examples.

💻

👨‍🏫

3

Lesson 5: Dietary Guidelines List eight dietary guidelines and suggest ways of putting

them into practice.

Distinguish between the terms diet, malnutrition, under-

nutrition, balanced diet.

State how dietary guidelines for children and adolescents

differ from those of adults.

Review food intake according to dietary Guidelines and

suggest ways of improving current intake.

👨‍🏫 💻

Lesson 6: The Selection, Safe

use of and Care of

Kitchen Equipment

Identify equipment needed for different tasks taking place

in the kitchen; chopping, peeling, cutting, grating, baking,

mixing, mashing, blending, serving.

Explain the correct choice, use and care of the different

💻

👨‍🏫



5

kitchen equipment.

4

Lesson 7: The Preparation

Sheet

Analyse the given assignment.

Choose healthy dishes which meet the assignment

requirements.

List the ingredients needed in the required amounts.

List all the required utensils.

Give valid reasons for choice with reference to: the

assignment given, nutritional value, colour, modifications

carried out, time constraints, cost, availability of fresh local

produce in season, modern appliances used as applicable.

Organise work allocating adequate time for each step.

Write a comprehensive shopping list.

Evaluate planning, realisation and outcome of assignment

including some suggestions for improvement.

👨‍🏫 💻


Sheet



requirements.











💻

👨‍🏫



6

5

Lesson 9: Weighing and

Measuring

Name equipment used for weighing and measuring of

ingredients namely scales (spring balance/digital scales),

measuring jug, measuring spoons, measuring cups,

table/dessert/tea spoons.

List rules to be followed to achieve correct readings when

weighing and measuring.

Estimate the approximate weight of given foods (apple,

slice of bread, etc.,) and compare with actual weight.

👨‍🏫 💻

Lesson 10: Safety and Hygiene in

the Kitchen

Explore the importance of personal and food lab/kitchen

hygiene in the context of food preparation.

List rules for each: personal hygiene; hygiene in the food

lab/kitchen.

💻

👨‍🏫

6


the Kitchen

Identify factors which can cause accidents in the food

lab/kitchen.

Discuss types of accidents that may happen in the food

lab/kitchen.

Demonstrate safety practices during food preparation.

Identify safety practices that can prevent accidents in the

food lab/kitchen.

Apply safety practices and preventive measures to given

situations.

👨‍🏫 💻

Lesson 12: Cake Making

Demonstration –

Rubbing in of Cake

Making

List three methods of cake making namely the rubbing-in,

the all-in-one and the creaming method.

Explain the function of the main ingredients used for cake-

making.

Give the basic recipe for each of the methods.

Describe the main processes of each in detail.

Identify the main rules to follow when carrying out each

method.

Comment on the shelf-life and keeping qualities of the

three methods.

Suggest ways of modifying basic recipes to make them in

line with the guidelines.

💻 (Online

Demonstration)

👨‍🏫



7

Giving reasons, state why the rubbing-in is the healthiest

method and the all-in-one/creaming is the least healthy.

Evaluate the outcome of the practical.

7

Lesson 13: Practical (half the

group) - Rubbing in

of Cake Making

Acquire and apply the following skills: Weighing and

measuring, rubbing-in, sieving, laying of tables, serving of

food. 👨‍🏫 💻

(Online

Activities/

Revision)


group) - Rubbing in

of Cake Making



food. 💻 (Online

Activities/

Revision)

👨‍🏫

8

Lesson 15: Carbohydrates Classify carbohydrates into sugars, starch and non-starch

polysaccharides.

State the function of carbohydrates in the diet.

State the daily percentage energy intake to be supplied by

total carbohydrates (55%) and of which sugars (less than

10%).

State the calorific value of 1g of carbohydrates. Justify

the importance of combining vitamin B rich foods with

carbohydrates.

Explain why carbohydrate intake acts as a ‘protein sparer’.

List sources of sugar in the diet.

Classify sugars into monosaccharides and disaccharides.

Identify glucose and fructose as two of the

monosaccharides and list sources.

Identify maltose, surcrose and lactose as disaccharides and

list sources.

👨‍🏫 💻



8

Lesson 16: Carbohydrates Distinguish between intrinsic and extrinsic sugars (milk and

non-milk extrinsic).

Identify the relationship between sugar intake and health

with particular reference to dental caries, obesity and

diabetes mellitus.

Explain the effects of dry and wet heat on sugars.

Name sources of starch in the diet.

Explain the importance of starch in the diet.

Identify groups of people with higher requirements of

starch in the diet, mainly athletes and or people doing

heavy work.

Explain the effects of dry and wet heat on starch.

💻

👨‍🏫

9

Lesson 17: Demonstration +

Theory – Shortcrust

Pastry

Describe the basic steps in the making of shortcrust

pastry.

Identify the main rules to follow and suggest possible

faults if rules are not followed.

Explain why shortcrust pastry is the healthiest choice

when compared with other types of pastry available on

the market.

Modify recipes for dishes using shortcrust pastry.

👨‍🏫 💻 (Online

Demonstration)

Lesson 18: Non-starch

Polysaccharides

Define the term NSP.

Identify sources of NSP.

List the function of soluble and insoluble fibre in the diet.

Identify disorders associated with a low-fibre intake,

constipation, diverticulitis and haemorrhoids.

Explain the importance of drinking liquids when consuming

fibre rich foods.

Suggest ways how to include fibre in sweet and savoury

dishes.

Describe the relationship between insoluble fibre intake

and the prevention of intestinal disorders, with particular

reference to constipation, haemorrhoids and diverticulitis.

Discuss the relationship between soluble fibre intake and

circulatory/heart health as well as blood sugar control.

💻

👨‍🏫



9

10


group) – Shortcrust

Pastry

Suggest and prepare healthy sweet or a savoury possibly

traditional recipes.

Demonstrate simple ways of decorating pastry dishes.


measuring sieving, lining of tins, rubbing-in, rolling out,

lining with pastry, laying of tables, serving of food.


Activities/

Revision)



Pastry







💻 (Online

Activities/

Revision)

👨‍🏫



10

TERM 2


1

Lesson 1:

Protein State the functions of protein.

State the daily percentage energy intake for protein

(15%).

State the calorific value of 1g of protein.

Classify proteins into animal and vegetable protein.

Distinguish between L.B.V and H.B.V. protein.

Identify the difference between essential/indispensable and

non-essential/dispensable amino acids.

👨‍🏫 💻

Lesson 2: Protein Identify sources of L.B.V. and H.B.V. protein.

Explain the term complimentary proteins and give 2

examples.

Identify novel sources of protein such as textured

vegetable protein, tofu and Quorn.

Explain the term T.V.P.

Suggest uses for novel sources of protein in meals such as

textured vegetable protein, tofu and Quorn.

Identify groups of people with higher need for protein,

mainly children, teenagers, pregnant women, elderly

persons, vegetarians.

Explain the effect of dry and wet heat on protein.

Outline the dangers of protein deficiency and a high

protein diet.

💻

👨‍🏫

2

Lesson 3: Fats and Oils

Classify fats into saturated, monounsaturated and

polyunsaturated fatty acids.

Define essential fatty acids and state their importance.

Identify animal and vegetable sources for each type

(where applicable).

List at least 4 functions of fat in the body.

👨‍🏫 💻



11

Lesson 4: Fats and Oils State the daily percentage energy intake to be supplied

by total fats (30%) and saturated fats (less than 10%).

State the calorific value of 1g of fat.

Explain the relationship between fat intake and health

including high serum cholesterol levels, heart disease and

obesity.

Explain the link between high levels of blood cholesterol

and CHD.

Suggest ways how to reduce fat while preparing meals.

💻

👨‍🏫

3

Lesson 5: Eggs Outline the nutritive value.

List different types available on the local market.

Explain their use and versatility in meal preparation.

Suggest suitable methods of cooking them.

List points to be considered when choosing, buying and

storing the food.

Explain in general, the effect of heat and changes which

take place during cooking.

Suggest recipes/traditional Maltese recipes where these

food are a main ingredient.

Draw and label the egg – shell, thin white, thick white,

yolk, chalazae and airspace.

Explain the difference between free-range and battery

eggs, with reference to the environmental impact and

quality of eggs.

State why eggs should not be washed before storing.

Describe how to test eggs for freshness.

👨‍🏫 💻

Lesson 6: Nuts, Cereals and

Pulses

Outline the nutritive value.





storing these foods.

💻

👨‍🏫



12



Suggest recipes, in particular traditional Maltese ones,

where these foods are a main ingredient.

Draw and label the structure of the wheat grain.

Distinguish between refined and unrefined foods.

Evaluate the importance of choosing unrefined

food/products.

4

Lesson 7: Milk and Dairy

Products











List different types of milk available on the local market.

Explain why milk is heat treated.

Comment on the shelf-life of different types of milk.

Assess the increase in popularity of yoghurts/prepared

milk drinks/bio milk drinks.

💻


Products +

Preparation for Food

Commodity Practical

Suggest a type of milk suitable for different groups of

people and situations – children, persons who are lactose

intolerant, vegans, persons on a reduced fat diet.

Explain how heat affects the nutritional value of milk.

💻

👨‍🏫

5

Lesson 9: Recipe Engineering Outline factors to be kept in mind when modifying

recipes.

Adapt recipes, including traditional Maltese ones to make

them suitable for: high: fibre, iron, calcium diets; low:

fat, sugar, salt diets.

👨‍🏫

💻 (Online

Activities/

Revision)



13

Lesson 10: Practical – Food

Commodity Acquire and apply the following skills: peeling, chopping,

cutting, slicing, dicing, grating, liquidising, blending,

mashing, beating, mixing, laying of tables, serving of

food.

Use the following food commodities: Milk, dairy products,

cereals, pulses, nuts, herbs, spices and eggs.

💻 (Online

Activities/

Revision)

👨‍🏫

6


Commodity

Acquire and apply the following skills: peeling, chopping,



food.



👨‍🏫

💻

Lesson 12: Vitamins Distinguish between fat soluble and water soluble

vitamins.

List antioxidant vitamins.

Justify the role of antioxidant vitamins to preserve health.

Identify the fat soluble vitamins A, D, E and K.

Distinguish between beta carotene and retinol.

State the functions of each vitamin.

Identify sources of each vitamin.

Identify effects of excess intake and deficiency for each of

the vitamins.

Explain the link between vitamin D intake and the

absorption of calcium.

💻

👨‍🏫

7

Lesson 13: Vitamins Identify the water-soluble vitamins B-complex and C.



Identify effects of deficiency for each of the vitamins.

Explain the importance of folic acid during the pre-

pregnancy period and pregnancy.

Explain the effects of cooking/heat, storage and time on

vitamin B-complex (especially thiamin) and vitamin C.

Suggest ways how to preserve water-soluble vitamins

during the preparation, cooking and serving of food.

👨‍🏫 💻



14

Explain the link between: vitamin C intake and the

absorption of iron; vitamin B-complex intake and the

release of energy from carbohydrate.

Lesson 14: Minerals Calcium, Sodium, Phosphorus

For each of the above:

State the functions of each one.

Identify the best sources.

Identify the effects of deficiency/excess, as applicable.

Identify groups of people with special (high/low)

requirements – namely children, teenagers, breastfeeding

mothers and the elderly.

Suggest, giving reasons, practical ways of

increasing/reducing intake as applicable.

💻

👨‍🏫

8

Lesson 15: Minerals Iron Iodine, Fluoride.










👨‍🏫 💻

Lesson 16: Water List the functions of water.

List the best sources of water in the diet.

State the daily requirements.

Identify ways how water is lost from the body.

Discuss the effect of water deficiency (dehydration).

Identify groups of people requiring higher intakes, namely

active persons, people living in hot climates, people

working in hot environments.

Explain the importance of the sustainable use of water

💻

👨‍🏫



15

9

Lesson 17: Family List and describe different types of families - nuclear,

extended, single parents, foster parents, adoptive

parents, residential care homes, step parents.

Explore the roles and responsibilities of different family

members.

👨‍🏫 💻

Lesson 18: Family Identify the basic needs of families and how these change

throughout life - physical, intellectual, social,

psychological, environmental, occupational.

Give examples of positive family relationships.

Suggest ways how the individual and the family can

interact within the community.

💻

👨‍🏫

10

Lesson 19: First Aid List items found in a first aid box.

Explain how to give first aid if faced with the following

injuries - cuts and grazes, burns and scalds, nose bleed,

fainting, bruising, swellings and sprains, jelly fish sting,

insect sting, poisoning.


Activities/

Revision)

Lesson 20: First Aid Identify and name the safety equipment available for fire

safety: fire extinguisher, fire blanket, smoke detector.

Describe the correct use and purpose of the fire

extinguisher, fire blanket and smoke detector.

Explain the proper way to make an emergency call.

💻

(Online

Activities/

Revision)

👨‍🏫



16

TERM 3


1

Lesson 1:

Childcare and

Development

Explain the role of both parents for parenthood.

List factors that can harm the unborn child.

Identify the basic needs of children at the different stages

of life- from baby to infant, toddler, pre-school child.

👨‍🏫 💻

Lesson 2: Childcare and

Development

Suggest ways how parents can help in the development of

the physical, emotional, social and intellectual needs of

the child with emphasis on the importance of play.

💻

👨‍🏫

2


Development

Explain how an environment which promotes healthy

eating habits can be created within the family.

Preparation for meal planning – toddler.

👨‍🏫 💻


Development

Explain how the vaccine programme provided by the

health department is a means of preventing the spread of

contagious diseases.

List the 5 diseases children are immunised against namely

diphteria, tetanus, polio, pertussis (whooping cough) and

haemophilus influenza type B (Hib).

List the 2 recommended vaccines for children namely

MMR and Hepatitis B.

💻

👨‍🏫

3

Lesson 5: Practical – Meal for a

Toddler




food.


Activities/

Revision)



17


Toddler




food.

💻 (Online

Activities/

Revision)

👨‍🏫

4

Lesson 7: Demonstration –

Creaming method

Revise:




making.




method.


three methods.





Creaming Method:

Make cakes using the all-in-one creaming method.

Define the terms rich, curdle, beating, binding.

Decorate cakes using healthy ingredients such as ricotta,

nuts, local fresh fruit in season, dried fruit and yoghurt.



Demonstration)

Lesson 8: The Critical Choice of

Labour Saving

Devices

List the following labour saving devices found in the

kitchen namely: food mixer and processor, electric whisk,

liquidizer and blender, electric kettle, toaster and sandwich

maker.

💻

👨‍🏫



18

Classify the equipment as that which is essential and

equipment which is less frequently used.

5


Labour Saving

Devices


kitchen namely: steamer, microwave oven, cooker,

refrigerator, freezer, dishwasher.



👨‍🏫 💻


Labour Saving

Devices

Explain the safe and correct use and care of the different

labour saving devices.

Identify the factors which determine the correct choice of

an appliance.

💻

👨‍🏫

6

Lesson 11: Practical – Creaming

method (all-in-one)


measuring, mixing, sieving, greasing, lining of tins,

creaming, folding-in, laying of tables, serving of food. 👨‍🏫 💻

(Online

Activities/

Revision)


method (all-in-one)



creaming, folding-in, laying of tables, serving of food. 💻 (Online

Activities/

Revision)

👨‍🏫

7

Lesson 13: Revision

👨‍🏫 💻

Lesson 14: Revision

💻

👨‍🏫

Assessment to be based on ANY TWO Practical Interventions.



19


Scenario 2: Opening of schools on 30th September with all students in class

TERM 1

Week Date Topic Learning Objectives Remarks

1

Lesson 1:


Economics





of Resources.






Health


and well-being.





define each one.



diet).



individual life quality



20

2


Introduction to

Nutrients







The Healthy Food

Plate


many factors.




Plate).





3


them into practice.








use of and Care of

Kitchen Equipment





kitchen equipment.

4


Sheet




21


requirements.












Sheet



requirements.











5


the Kitchen




lab/kitchen.


the Kitchen


lab/kitchen.


lab/kitchen.




22


food lab/kitchen.


situations.

6


Measuring










Demonstration –

Rubbing in of Cake

Making




making.




method.


three methods.






7


group) - Rubbing in

of Cake Making



food.

Other half – Class activity


group) - Rubbing in

of Cake Making



food.




23

8


polysaccharides.




10%).



carbohydrates.







list sources.





diabetes mellitus.






heavy work.


9



Pastry


pastry.







24

the market.



Polysaccharides







fibre rich foods.


dishes.






10



Pastry










Pastry










25

TERM 2


1

Lesson 1: Protein State the functions of protein.


(15%).








examples.










Outline the dangers of protein deficiency and a high protein

diet.

2

Lesson 3:

Fats and Oils





(where applicable).




26






obesity.


and CHD.


3






storing the food.









quality of eggs.




Pulses









27








food/products.

4

Milk and Dairy

Products

















Products +


Commodity Practical





Teacher:

discusses with

students various

recipes with different

food commodities.

provides assignment

guides students in

preparation sheet

5






28








recipes.




6


Commodity




food.





Commodity




food.




7


vitamins.








the vitamins.




29















8





















30



9





members.







10













31

TERM 3


1

Lesson 1:

Childcare and

Development






Development




2


Development





Development









3


Toddler




food.



Toddler




food.




32

4


Creaming method

Revise:




making.




method.


three methods.





Creaming Method:







Labour Saving

Devices




maker.



5


Labour Saving

Devices








33


Labour Saving

Devices




an appliance.

6


method (all-in-one)



creaming, folding-in, laying of tables, serving of food.



method (all-in-one)





7

Lesson 13: Revision

Lesson 14: Revision




34


Scenario 3: Scenario 3: Re-opening of schools in Jan 2021 or later.

TERM 1


1

Lesson 1:


Economics





of Resources.






Health


and well-being.





define each one.



diet).



individual life quality



35

2


Introduction to

Nutrients







The Healthy Food

Plate


many factors.




Plate).





3


them into practice.








use of and Care of

Kitchen Equipment





kitchen equipment.

4

Lesson 7: Protein State the functions of protein.



36


(15%).








examples.










Outline the dangers of protein deficiency and a high protein

diet.

5


polysaccharides.




10%).



carbohydrates.






37




list sources.





diabetes mellitus.






heavy work.


6


Polysaccharides







fibre rich foods.


dishes.












38






7

Lesson 13: Fats and Oils





(where applicable).


6






obesity.


and CHD.


8


vitamins.








the vitamins.





39














9























40

10


the Kitchen




lab/kitchen.


the Kitchen


lab/kitchen.


lab/kitchen.



food lab/kitchen.


situations.



41

TERM 2


1


Sheet



requirements.












Sheet



requirements.











2






42

Demonstration –

Rubbing in of Cake

Making


making.




method.


three methods.







Measuring









3


group) - Rubbing in

of Cake Making



food.



group) - Rubbing in

of Cake Making



food.


4



Pastry


pastry.





the market.



43



recipes.




5



Pastry










Pastry








6






storing the food.









quality of eggs.



44




Pulses














food/products.

7


Products


















45


Products +


Commodity Practical





Teacher:

discusses with

students various

recipes with different

food commodities.

provides assignment

guides students in

preparation sheet

8


Commodity




food.




Commodity




food.



9





members.







10





46











47

TERM 3


1

Lesson 1:

Childcare and

Development






Development






2


Development




Lesson 4 Childcare and

Development









3


Toddler




food.



Toddler Acquire and apply the following skills: peeling, chopping,

cutting, slicing, dicing, grating, liquidising, blending, Other half – Class activity



48


food.

4


Creaming method

Revise:




making.




method.


three methods.





Creaming Method:







Labour Saving

Devices




maker.





49

5


Labour Saving

Devices







Labour Saving

Devices




an appliance.

6


method (all-in-one)






method (all-in-one)





7

Lesson 13: Revision

Lesson 14: Revision




50


TERM 1


1

Lesson 1:

Revision – Concept of

Health, Functions of

food, Food groups,

Guidelines and the

Healthy Plate.

Class activities to determine where the students stand in their

learning. Through revision exercises and brief explanations,

students will be able to consolidate the topics covered in Year 9.

*It is advised to check on the

learners’ knowledge and

understanding of these

foundation topics in Home

Economics. These topics can

however be adapted and

structured as need be

depending on the particular

scenario

Lesson 2:

Revision – Nutrients

in General,

Carbohydrates, NSP

and Water.

2

Lesson 3: Revision – Proteins,

Fats and Oils.

Lesson 4: Revision – Vitamins

and Minerals

3

Lesson 5: Revision –

Preparation Sheet

Lesson 6: Factors affecting food

Choice

List factors which affect food choice.

Suggest meals that could be prepared, keeping in mind the

various factors / situations.

4

Lesson 7:

Meal Planning for

Different Dietary

Requirements 1

Recognize risk factors and suggest ways of preventing the

following diet-related disorders: diabetes and dental caries,

CHD and high levels of cholesterol, hypertension,

overweight/obesity, constipation and diverticular disease,

osteoporosis, food allergies, coeliac disease,

anorexia/bulimia.

Lesson 8:

Meal Planning for

Different Dietary

Requirements 2



51

5

Lesson 9:

Meal Planning for

Different Dietary

Requirements 3

Meal Planning for different dietary requirements:

- Babies and toddlers

- Children

- Pregnancy

- Adolescents

- Adults

- Invalids and convalescents

- Senior Citizens

- Vegetarians

Lesson 10:

Meal Planning for

Different Dietary

Requirements 4

6

Lesson 11: Meat and Meat

Products

Outline the nutritional value.

List different types available on the market.

Explain their use and versatility in cooking.

Suggest suitable methods of cooking.

Identify food products and derivatives.

list points to keep in mind when choosing, buying and

storing food.

Explain the effect of heat and changes during cooking.

Suggest recipes to increase use of fresh, wholesome food

commodities.

Lesson 12: Fish






List points to keep in mind when choosing, buying and

storing food.



commodities.

7 Lesson 13: Fruits and Vegetables






List points to keep in mind when choosing, buying and



52

storing food.



commodities.

Explain the effects of heat on the nutritional value of

vegetables.

Lesson 14: Organic Farming and

GMOs

Explain the term organic farming.

State two benefits and two disadvantages of organic

farming.

Outline the importance of organic farming.

list three ways how it differs to conventional methods of

farming.

Explain the term genetically modified organisms.

Give three reasons why people are showing more awareness

regarding gmo’s.

8

Lesson 15: Methods of Cooking 1

List at least 5 reasons why we cook food.

Explain the difference between moist and dry methods of

cooking.

Explain the difference between conduction, convection and

radiation as methods of heat transfer.

List possible cooking methods: grilling, poaching, steaming,

boiling, microwave cooking, barbeques, baking, deep,

shallow and stir frying, stewing.

Suggest suitable food that can be cooked using each method

of cooking.

Compare and contrast methods of cooking according to

affect on health, efficiency in relation to time, use of fuel,

changes in energy values and nutrient loss.

Identify equipment necessary for each method of cooking.

List rules when using each of the cooking methods, with

particular reference to microwave cooking.

Lesson 16: Methods of Cooking 2

9 Lesson 17: The Process of

Digestion

Label the digestive tract – mouth, tongue and salivary

glands, oesophagus, stomach, liver, pancreas, small

intestine, large intestine, anus.



53

Identify the main processes of digestion in the mouth,

oesophagus, stomach, small intestine and large intestine.

In the mouth

- Identify chewing as the mechanical process involved in

the breaking down of food

- Explain the importance of saliva to start chemical

breakdown of starch

In the oesophagus

- Explain how chewed food is pushed down to the

oesophagus

In the stomach

- State the function of acid present in the stomach is to

break down the food

- Explain the functions of enzymes in the process of

digestion

In the small and large intestine

- Explain that digestion is completed in the small intestine

by the absorption of nutrients into the bloodstream; the

undigested food passes on to the large intestine; where it

absorbs water

Lesson 18: Investigation 1

For the investigation, students are expected to complete:

- The introductory assessment areas of one investigation

work which include the Choice and Analysis of Title

10

Lesson 19: Budgeting and Ways

of Saving Money 1

Explain the importance of budgeting one’s income.

List sources of income.

Explain the difference between gross and net income.

List priorities to be considered when planning the family

budget.

Analyze possible consequences of mismanagement.

Explain possible bank services and explain the functions of

current, savings and fixed accounts.

List 3 types of possible investments for future needs.

Lesson 20: Budgeting and Ways

of Saving Money 2



54

TERM 2


1

Lesson 1:

Senior Citizens in the

Society 1

Define the term senior citizens.

Identify emotional, social, intellectual and physical needs.

Identify ways of how and where they can get help.

List effects of the changing lifestyle on the elderly person.

Identify the positive and negative aspects of an elderly person

living alone, living within the family and living in a residential

home.

Lesson 2:

Meal Planning for

Different Dietary

Requirements 5


- Pregnant woman

Prepare for the practical suitable for a pregnant woman

keeping in mind the nutritional dietary guidelines.

2

Lesson 3:

Meal Preparation:

Cooking for a

Pregnant woman

(group 1)

Prepare, cook and serve a healthy meal suitable for a

pregnant woman keeping in mind the nutritional dietary

guidelines.

Work out revision exercises on previous lessons.

Lesson 4:

Meal Preparation:

Cooking for a

Pregnant woman

(group 2)

3

Lesson 5: Investigation 2

For the investigation, students are expected to complete:

- the Identification of Factors involved

- the Aims

- the Plan of Action

Lesson 6: Methods of Payment

Explain how one can pay for products using the following

methods: cash, plastic money, cheque, hire purchase, interest

free credit, bank-loan or overdraft facilities.

Compare the advantages and disadvantages when using the



55

above methods.

Explain the difference between debit and credit card and

comment on the advantages and disadvantages of using these

cards.

4

Lesson 7: The person with

Special Needs

Identify 3 difficulties faced by people with mobility

impairment.

Identify 3 difficulties faced by people with mental impairment.

Comment on the effect a person with special needs has on the

family.

Suggest ways how to integrate the person with a disability in

the community.

Lesson 8: Whisking Method

Demonstration

Describe the process of the whisking method.

Identify the main rules to follow.

Define the terms whisking, ribbon-texture and folding-in.

Suggest two faults that may occur when rules are not

followed.

Comment on the shelf-life when preparing cakes using the

whisking method.

Suggest ways of increasing fibre, reducing sugar and

margarine when preparing cakes.

Describe the properties of the ingredients used for each

method of cake-making.

Make sponge mixtures to prepare flans and Swiss rolls and

other healthy desserts.

Suggest suitable fillings when making sponge cakes and Swiss

rolls.

5

Lesson 9:

Whisking method

Practical (group 1)

Revision Exercises

(group 2) Prepare, cook and serve a healthy cake using the whisking

method.


Lesson 10:

Whisking method

Practical (group 2)

Revision Exercises

(group 1)



56

6

Lesson 11: Safety Inside and

Outside the Home

Explain why children and the elderly are most prone to

accidents inside and outside the home.

List possible accidents inside and outside the home, with

particular emphasis on the kitchen, the bathroom, playing

fields and on the road and identify safety precautions for

each.

Lesson 12: Ovens, hobs and

grills

Identify types of cookers available (built-in or free-standing;

gas, electric or ceramic).

Explain how to use a cooker safely.

List the parts of a cooker.

List special features to be considered when choosing the hob,

grill and oven.

7 Lesson 13: Refrigerators and

Freezers

Identify the different types of refrigerators – top, bottom,

larder and side-by-side.

Discuss the advantages and disadvantages of the different

types of refrigerators.

Decide on the suitability of the refrigerator which suits best

the needs of different set-ups and factors.

Set basic rules to be followed when storing food in the

refrigerator.

List basic features to look out for when choosing a

refrigerator.

List packaging materials suitable for use in a refrigerator.

Identify 2 environmental factors when choosing a refrigerator.

Identify the different types of freezers – chest and upright.

Discuss the advantages and disadvantages of the different

types of freezers.

Comment on the importance of owning a home freezer

considering today’s family lifestyles.

List basic features to look out for when choosing a freezer.

Decide on the suitability of the freezer which suits best the

needs of different family setups and factors.

Identify 2 environmental factors when choosing a freezer.



57

Lesson 14:

Meal Planning for

Different Dietary

Requirements 6


- Vegetarians

Prepare for the practical suitable for a vegetarian keeping in

mind the nutritional dietary guidelines.

8

Lesson 15:

Meal Preparation:

Cooking for a

Vegetarian (group 1)

Revision Exercises

(group 2) Prepare, cook and serve a healthy meal suitable for a

vegetarian keeping in mind the nutritional dietary guidelines.


Lesson 16:

Meal Preparation:

Cooking for a

Vegetarian (group 2)

Revision Exercises

(group 1)

9

Lesson 17: Environmental

Awareness

Define the term environment.

Explain the importance of taking care of our environment.

Comment on the local environmental situation.

Lesson 18: Waste Separation at

Source

Distinguish between organic, inorganic waste, liquid and solid

waste.

List benefits of separating waste at source.

Explain the steps to follow when organizing waste to be taken

to bring-in sites.

Suggest ways how we can reuse, reduce, recycle, return and

refill.

Name bi-products such as compost and bio-diesel that are

being made from generated waste.

10 Lesson 19:

Choice of Goods and

Services with Minimal

Impact on the

Environment

Define the term green consumer.

List symbols to look out for to choose products with minimal

impact on the environment.

Suggest changes in habits and daily routines to help us

become more green consumers when choosing goods and

using various services.



58

Describe ways how to choose products with minimal impact on

the environment.

Explain what the consumer can do to put pressure on

manufacturers to produce products and offer services with

minimal impact on the environment.

List products that

- Should not be tested on animals,

- Should be cfc free, o should be biodegradable,

- Should not contain a lot of packaging,

- Could be made out of recycled material

Lesson 20: Saving water and

energy in the home

Explain the importance of saving energy and water in the

home.

Identify daily habits and routines that one could adopt to

reduce the consumption of electricity and water in the home.

List ways of how to save energy and water in the home when

designing and decorating the home.

Suggest new technologies and alternative sources of energy

that are helping in reducing electricity and water consumption.



59

TERM 3


1

Lesson 1:

Yeast as a Raising

Agent Theory Lesson

and Demonstration

Describe the function of raising agents in cake making and

yeast cookery.

Distinguish between mechanical and chemical raising agents,

giving examples of each.

Describe the conditions yeast needs to grow in.

List the ingredients needed to make a yeast dough.

Describe the process of making yeast dough.

Identify the main rules to follow and suggest two faults that

may occur.

Suggest sweet and savoury dishes that could be prepared

using a yeast dough.

Define the terms fermentation, proofing and kneading.

Lesson 2: Investigation 3 For the investigation, students are expected to complete:

- the Background Research.

2

Lesson 3:

Yeast as a Raising

Agent Practical

(group 1)

Revision Exercises

(group 2)

Prepare, cook and serve a healthy dish using the yeast

dough keeping in mind the nutritional dietary guidelines.


Lesson 4:

Yeast as a Raising

Agent Practical

(group 2)

Revision Exercises

(group 1)

Prepare, cook and serve a healthy dish using the yeast

dough keeping in mind the nutritional dietary guidelines.


3 Lesson 5:

Revision Exercise and

Preparation for

Matsec Exam




60

Lesson 6:

Matsec Practical

Exam Preparation

Sheet

The following are guidelines re the practical assignments

Each practical assignment will consist of the preparation of a

one-course meal/dish and a simple non-alcoholic, home-

made beverage.

The meal/dish should include one of the proposed culinary

skills: sauce-making, short-crust pastry making, yeast

dough, stewing, casseroling, cooking rice and pasta, use of

healthy cooking methods such as grilling, steaming, stir-

frying and cooking using appliances/equipment that save

energy and retain nutrients.

Each practical assignment should include evidence of a

different culinary skill. Salads should only be used as

accompaniments.

The practical assignment set needs to include any one of the

following situations:

- different family members such as children, adolescents,

adults, pregnant or breastfeeding mothers, elderly,

athletes

- specific diets such as: high fibre, low fat, low sugar,

reduced salt, vegetarian, slimming diets as well as

packed lunches

- persons suffering from diet related disorders such as:

cardiovascular disease, diabetes, coeliac disease,

hypertension, constipation

- Dishes where appliances such as: microwave oven;

blenders, processors etc. are used.

It is essential that the following are taken in strict consideration:

- current dietary recommendations are to be followed - recipe

books only are to be used during this session - traditional Maltese

foods and dishes are to be included whenever possible; where

appropriate, these are to be modified to be in line with dietary

recommendations - the sensible use of convenience foods is

permitted - the use of energy-saving devices and the practice of

energy-saving procedures are to be encouraged.



61

4

Lesson 7: Consumer Awareness

Define the term consumer.

Explain the importance of becoming an informed consumers

Identify factors which influence consumer choice with

reference to: personal, social, economic, psychological and

environmental factors.

Lesson 8:

Matsec Practical

Exam (group 1)

Revision Exercises

(group 2)

Group 1 conducts exam while group 2 works on a number of

revision and exercises.

5

Lesson 9:

Matsec Practical

Exam (group 2 )

Revision Exercises

(group 1)

Group 2 conducts exam while group 1 works on a number of

revision and exercises.

Lesson 10:

Matsec Practical

Evaluation

Shops and Shopping

Practices 1

Compare and contrast the advantages and disadvantages of

the following shopping practices:

- Buying from specialist shops, supermarkets, discount

stores, open markets, door-to-door sellers

- buying over the internet, over the phone o using mail-

order and catalogue shopping.

6

Lesson 11: Shops and Shopping

Practices 2

Identify marketing strategies used and comment on their

influence on the consumer.

Make a list of different forms of advertising.

Discuss the store layout and in-store promotions as an

effective form of advertising.

Set 10 rules for wise shopping.

Lesson 12:

Consumer Rights and

Responsibilities

List the 8 consumer rights.

Name 4 consumer responsibilities.

Explain the procedure of how to redress.

List 2 sources of information and advice.

7 Lesson 13: Senior Citizens in the

Society 2

List 5 services available for senior citizens and discuss their

benefits.



62

Suggest how a home could be adapted according to the

changing needs of a senior citizen.

List 5 gadgets available to help senior citizens live a more

independent life.

Lesson 14: Revision Activities Work out revision exercises on previous lessons.

This SOW can be adapted to the following scenarios:

Scenario 1: Conditional re-opening on 30th Sept but with social distancing measures in place, and in stages.

Scenario 2: Opening of schools on 30th Sept with all students in class as originally planned

Scenario 3: Re-opening schools in Jan 2021 or later



63


TERM 1


1

Lesson 1:


Economics in Yr 11

Discuss what topics were covered last year when schools were

closed down.

Discuss the parts of the investigation that were covered last year

when schools were closed down.

Outline this year’s targets.

Lesson 2:

Revision of Yr 10

investigation

Revise the following Yr 10 parts of the investigation:

Choice and analysis of investigation title.

Identification of factors involved in carrying out the

investigation.

Aims.

2

Lesson 3: Revision of Yr 10

topics

Check where students stand in their learning and revise Yr 10

topics covered when schools were closed down.


topics



3


topics




investigation

Revise the following Yr 10 parts of the investigation:

Plan of action.

Background research.

4

Lesson 7: Food Spoilage,

Contamination and

Poisoning

List causes of food spoilage namely by natural decay and

microscopic forms of life (to include bacteria, moulds and yeasts),

and chemicals.

Define the term perishable foods.

Give examples of perishable foods.



64

Explain why certain foods are considered as high-risk foods and

give examples.

Explain the conditions required for micro-organisms to grow.

Explain how food could be contaminated due to cross-

contamination and suggest ways to avoid this during the

preparation of meals.

Lesson 8: Food Spoilage,

Contamination and

Poisoning

(continued)

Continue the above learning objectives.

5

Lesson 9:

Hygienic Practices in

the Handling and

Preparation of Food

Explain the importance of following hygienic practices when

handling food.

Define HACCP.

Comment on the importance of setting standards from ‘farm to

fork’.

List 5 personal hygiene rules.

List 3 hygienic practices when purchasing food.

List 3 hygienic practices when storing food.

List 6 kitchen hygiene rules.

List 4 hygiene rules for waste disposal.

Explain the importance of following these rules and comment on

the possible consequences.

Lesson 10: Investigation Yr 11

– Use of Technique 1

Introduce the technique, giving reasons for carrying out the

technique.

6

Lesson 11:

The Use of

Convenience Food

Define the term convenience foods.

List advantages and disadvantages of convenience foods.

Outline the importance of sensible use of convenience foods.

Explain why it is important to choose fresh foods rather than

convenience foods whenever possible.

Justify the increase in availability and choice of convenience foods

with reference to today’s lifestyle.

Lesson 12:

Food Packaging

Explain the importance of packaging.

List materials used for packaging.

Suggest suitability of packaging materials for different food

products.

Comment on the environmental impact of packaging material.

Suggest ways how to choose products with minimal packaging or

packaging that has minimal impact on the environment.



65

7

Lesson 13: Investigation Yr 11 –

Use of Technique 1 Explain how to carry out the technique in an effective manner.

Lesson 14:

Food Labelling

Explain the importance of food labelling as a source of information

for consumers and a method of advertising a product.

List the information that should be found on a food label by law.

Comment on the importance of the information given.

Name other information which is often found on the food label.

Identify and explain the symbols often found on a food label to

include: ‘microwavable’ symbol, ‘litterman’ symbol, ‘recyclable’

symbol, freezing instructions, cooking symbols, ‘suitable for

vegetarians’ symbol, irradiation symbol, gluten-free symbol and

the bar-code.

List health claims found on food labels.

Explain the difference between wording found on food labelling

such as no sugar added and no added sugar, strawberry yoghurt,

strawberry-flavour yoghurt and strawberry flavoured yoghurt.

8

Lesson 15:

Food Labelling Continue the above learning objectives.

Lesson 16:

Food Additives

List the types of additives – preservatives, colourings, flavour

enhancers, emulsifiers, stabilizers and thickeners, anti-oxidants

and addition of nutrients.

Explain the function of each with reference to food manufacture.

Explain the importance of the E symbol found in front of additives

listed in the ingredients list.

Give at least 5 examples of natural additives / herbs / spices

found in food.

Give at least 2 examples of synthetic additives found in food.

Comment on the possible health implications of excessive use of

additives in processed food.

Comment on the use of sweeteners instead of sugar to reduce

calorific value of products while still giving a sweet flavour to

foods.

9

Lesson 17: Factors Influencing

Choice of Home

Name a person’s basic needs namely physical, social and

emotional.

Identify factors which influence the choice of home.



66

Lesson 18: Investigation Yr 11 –

Use of Technique 1 +

Discussion of Results

Draw detailed conclusions to the result of the technique.

Discuss in detail the outcomes of the results obtained.

10

Lesson 19:

Steps to Follow when

Acquiring a Home

List the advantages and disadvantages of renting, buying and

building a house.

Identify the different ways of financing a home.

List the steps to follow when buying a house.

Explain who is the estate agent and what services they offer.

List the advantages and disadvantages of using the services of an

estate agent from the buyer’s and seller’s point of view.

Lesson 20: Steps to Follow when

Acquiring a Home +

Assurances and

Insurances

Continue the above learning objectives.

Explain the difference between assurances and insurances.

List the benefits of having a household insurance policy and a life

assurance policy when taking a loan from the bank.



67

TERM 2


1

Lesson 1:

Investigation Yr 11 -

Evaluation

Carry out ongoing evaluation.

Evaluate comprehensively the effectiveness of the planning

decisions, methods and results obtained, makes a good

appreciation of the strengths and weaknesses of the

investigation with sensible suggestions for further work.

Lesson 2: Preparation sheet -

Exam

Under examination conditions, fill in the practical session

preparation sheet according to assignment given.

2

Lesson 3: Sources of Stress on

Family Units and

Strategies for

Managing Stress

Identify sources of stress on the family.

Differentiate between social, cultural and economic sources of

stress on family units.

List 5 effects which show that a person is under stress.

Suggest 6 practical ways how teenagers can manage stress.

Lesson 4: Practical – Exam /

Revision

Prepare, cook and serve the chosen dish and beverage (half of a

large group) / Do some revision exercises (the other half of a

large group).

3

Lesson 5: Practical – Exam /

Revision

Prepare, cook and serve the chosen dish and beverage (half of a

large group) / Do some revision exercises (the other half of a

large group).

Lesson 6: Evaluation of

practical – Exam +

Begin Kitchen

Planning

Evaluate the practical session.

Identify the different uses of a kitchen.

Define the term ergonomics in terms of kitchen planning

(efficiency, safety, easy to work in).

Plan the work triangle as a means of maximizing efficiency, safety

and saving energy.

Outline the importance of organizing storage space in the kitchen.

Suggest points to be kept in mind when planning lighting,

ventilation, work surfaces and wall and floor coverings

Lighting: Acknowledge the importance of natural lighting,

central light together with lighting on work tops.



68

Ventilation: Identify ways of ventilating the kitchen namely:

windows, wall ventilation outlets, cooker hoods and extractor

fans.

Wall and Floor Coverings: List the characteristics of a suitable

work surfaces and floor coverings.

4

Lesson 7:

Kitchen Planning Continue the above learning objectives.

Lesson 8:

Kitchen Planning Continue the above learning objectives.

5

Lesson 9: The Identification of

the Key Sources of

Information and

Support Provided for

Families

Identify 10 social protection and support provided by welfare

services and organisations in relation to children and elderly.

Lesson 10: (*1) Revision for

Annual Exams Revise for Annual exams.

6

Lesson 11:

(*1) Annual Exams /

Lesson 12:

(*1) Annual Exams /

7

Lesson 13:

(*1) Annual Exams /

Lesson 14:

(*1) Annual Exams /

8

Lesson 15:

(*1) Annual Exams /



69

Lesson 16:

(*1) Annual Exams /

9

Lesson 17: (*1) Revision of

Annual Exam Paper

done

Revise the Annual Exam paper done.

Lesson 18:

Class Activities Do class activities on topics of Yr 9 and 10.

10

Lesson 19:


Lesson 20:




70

TERM 3


1

Lesson 1:

Preservation of Food

List the aims for preserving food.

Identify different methods of preservation.

Identify the methods of preservation in relation to the prevention

of food decay namely heat preservation, removal of moisture,

removal of air, reduction of temperature, addition of a chemical

preservative and irradiation.

Comment on the advantages and disadvantages of the different

methods of preservation with reference to the nutritional value,

changes in colour, texture, flavour and food structure, shelf-life

and value for money.

Comment on the popularity of cook-chill foods and ready

prepared meals and their health implications.

Lesson 2:

Preservation of Food Continue the above learning objectives.

2

Lesson 3:

Home Freezing

Outline the importance of home freezing.

Identify home freezing as a cost-effective method of preservation.

Name foods and dishes that can be suitable for freezing.

Set basic rules to be followed when storing food in a freezer.

List packaging materials suitable for use in a freezer.

Explain how food is prepared for freezing to include the blanching

process.

Lesson 4:

Laundry and Fabric

Care

Classify 4 fabrics under each of the two headings – natural and

synthetic.

Explain and list types of detergents available.

Select a suitable laundry detergent considering the environmental

impact of the various detergents.

Name and comment about the features to look out for when

choosing a washing machine.

Explain symbols within the international textile care labelling

code.

Explain how to prepare clothes for washing.

List general rules for removing stains.



71

3

Lesson 5: Laundry and Fabric

Care Continue the above learning objectives.

Lesson 6:

Appearance

Management

Define self-image.

Describe how clothing affects a person’s self-image.

Explain the importance of choosing clothing that enhances self-

image.

Determine the social factors that affect clothing choices.

Describe a well-dressed person.

4

Lesson 7:

Yr 10 Revision Revise Yr 10 topics covered when schools were closed down.

Lesson 8:

Yr 10 Revision Revise Yr 10 topics covered when schools were closed down.

5

Lesson 9:

General Revision Revise Yr 9, 10 and 11 topics.

Lesson 10:

General Revision Revise Yr 9, 10 and 11 topics.

6

Lesson 11:

Class Activities Review and working of past papers.

Lesson 12:


7

Lesson 13:


Lesson 14:


(*1) Exact time frame of Yr 11 Annual Exams to be confirmed.

Home Economics Guidelines for Scholastic Year 2020-2021€¦ · Year 7 and Year 8 (Middle Schools)...

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Transcript of Home Economics Guidelines for Scholastic Year 2020-2021€¦ · Year 7 and Year 8 (Middle Schools)...