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DEVELOPING A PLAN OF WORK
A plan of work is a written document that describes the units of work planned for students over a specific period. Before developing any plan of work for the new syllabus, the following points must be considered:
- general aims and objectives
- assessment objectives
- the main change of emphasis
- the four key themes that permeate the syllabus
- teaching methodologies that are recommended for the syllabus.
In addition to these points each teacher should look at their own school with regard to
- the provision of resources in the school
- the allocation of class contact hours on the timetable
- the ability and previous knowledge of the students.
All these points determine each individual plan of work. The plan of work should also allow a degree of flexibility that will accommodate the unforeseen delay or change needed during term time.
This exemplar plan of work is not prescriptive. It is intended to show how integration between the three core areas can be achieved and how classroom activities can be planned around the course objectives.
EXPLANATORY POINTS ON THE EXEMPLAR PLAN OF WORK
The plan of work in the exemplar is based on:
Class group: Year 1 (fifth year)
Time allocation: 12 weeks
Main theme: Introduction to food studies, showing integration of resource management, consumer studies and social studies
CHECK - LISTS
Aseries of check-lists has been developed for use in conjunction with this plan of work.
The content of related elements of the course are integrated where possible, so one may find it difficult to keep track of the areas covered. As a topic is covered in class, it can be recorded on the appropriate check-list by ticking or dating the appropriate topic. This will ensure that all areas of the syllabus are covered. It is important to note that eachcheck-list is a summary of syllabus topics. One mustalways refer to the syllabus to check the exact detailthat is required for each topic.
LAYOUT OF EXEMPLAR PLAN OF WORK
Food | Resource managementand social studies | Class activity | Homework | Key themes | Resources |
| The content column lists the main topics that will be covered in the class period. Many elements of the home economics course are interrelated, so topics should be integrated where an obvious relationship exists. | | The classroomactivity and homework columns detail the main student tasks and learning experiences. These learning experiences have been constructed around as many of the four key themes | as possible. These activities encourage maximum involvement by students and include a variety of practical activities. A number of course objectives are fulfilled and reinforced in each task. | The key themes column emphasises the themes covered in each class. It must be remembered that all four themes may not be included in every class activity. However, over a series of classes the students will be involved in tasks that centre on all four themes. | Resources are built up over a period of time. Additions can be made to this column as the work progresses. |
EXEMPLAR PLAN OF WORK
Food | Resource managementand social studies | Class activity | Homework | Key themes | Resources |
Introductionto food - The Irish diet (1.2.4)
- Factors affecting food choice
- Changes in food and eating patterns from the beginning of the twentieth century
- Dietary guidelines
| | Discussion: - Types of food eaten and factors affecting choice
Activity: - Draw up a personal menu for one day and compare it with a daily menu from the early twentieth century
- Food used
- Cooking methods and cost
| - Evaluation of menus with regard to dietary guidelines
| - Food and health
- Consumer competence
- Resource management
- Family social issues
| - Library
- Old cookery books
- Work sheet: --Menu from the twentieth century
- All-Ireland Food Consumption Survey, 2000
- Food magazines
|
| | Introductionto social studies - Roles and responsibilities of family members (3.1.6)
- Role conflict (3.1.6)
- Gender issues (3.1.6)
- Influence of foreign food cultures on the Irish diet
| Discussion: - Gender issues relating to food purchase and preparation
- Changes in role definition
Design a questionnaire: - Foods parents consider new since their childhood
- New foreign restaurants locally
- Foreign foods on family menu
Discussion on survey | - Using questionnaire interview parent, grandparent, or elderly person, etc.
- Using the questionnaire --write a commentary on the main points for class discussion
| - Food and health
- Consumer competence
- Resource management
- Family social issues
| - Library
- Old cookery books
- Work sheet: --Menu from the twentieth century
- All-Ireland Food Consumption Survey, 2000
- Food magazines
|
Balanced eating - Essential components of a balanced diet
- Nutritional guidelines
- Use of RDAs
- Use of food tables
| | Discussion: - Summarise main findings of homework
Group work: - Interpretation of food tables
| - Analyse the nutritional label of a common processed food; refer to protein, fat and carbohydrate content and compare RDAs for a teenager
| - Food, diet, and health
- Consumer competence
| - Food tables
- All Ireland Food Consumption Survey 2000
|
| Food | Resource management
and social studies | Class activity | Homework | Key themes | Resources |
| | Introduction to home management Consumer studies (2.2) Consumer choices (2.2.1) - Factors that affect consumer decision making, with specific reference to varying household income
- percentage of family income spent on food
| Discussion: - Influence of income levels on food choices
Group work: - Draw up a weekly shopping list for an elderly person on a pension
| - Calculate the percentage of weekly income spent on food by an elderly person living independently but on a pension
- List social, economic and practical factors influencing the diet of the elderly
| - Food, diet, and health
- Social issues
- Resource management
| - Household budget survey, 1994
- Textbooks: Social section
|
Introduction to foodhygiene and foodspoilage (1.3.8) - Role of microorganisms and enzymes in food spoilage
- Principles underlying the control of microbial and enzymatic spoilage
- Safe food preparation
- Consequences of unsafe practices
| | Discussion: - Draw up hygiene and safety rules for food studies practical coursework
Activity: - Students will read a newspaper article on a food poisoning outbreak and discuss prevention
| - Learn safety and hygiene rules to be applied during food studies practical coursework classes
| - Food, diet, and health
- Consumer competence
- Family social issues
- Resource management
| - Newspaper article
- Summary sheet
- Kitchen rules
|
| | Consumer responsibility(2.2.2) | Discussion: - Responsibility of the consumer in informed decisionmaking
- Consumer responsibility and rights
| - Written question on case study: purchase of a food item that is past its sell-by date
- Rights
- Responsibilities
- Correct course of action
| - Food, diet, and health
- Consumer competence
- Resource management
| |
| Introduction to HACCP(1.3.10) | | Discussion: - To emphasise the potential hazards during practical coursework
- To create a simple HACCP system that will be applied during practical coursework
| - Written question on the application of HACCP during practical coursework (food, personal and environmental hygiene)
| - Food, diet, and health
- Consumer competence
- Resource management
| - Handout on HACCP
- Application of HACCP in schools (guidelines)
|
Food | Resource management and social studies | Class activity | Homework | Key themes | Resources |
| | Consumer protection(2.2.3) Social studies (3.1.6) - Roles and responsibilities
| Group work: - Students gather information on national agencies involved in food safety and build up a file
| - Students should learn the relevant acts related to food safety
| - Food, diet, and health
- Consumer competence
| |
Introduction tofood studiesassignment and recordsof practical coursework - Introduction to the concept of a food studies assignment
- Classroom management for practical work procedures
| | - Students will familiarise themselves with the layout of records of practical coursework
- Students will understand the concept of a food studies assignment
| - Collect homework question
| - Food, diet, and health
- Resource management
| - Handout and overheads
- Filling out record of practical coursework
|
| | Introduction to the mainconcepts of resourcemanagement Components ofmanagement (2.1.1) - Inputs
- Throughputs
- Outputs
- Decision making
| Individual Work: - Students will approach the planning of Food studies assignment 1 with regard to
Inputs: - Investigate resources, human and material
- Needs, wants, and goals
Throughputs: - Planning, organising, implementation
Outputs: - Evaluate according to goals achieved
- Changes in values, feedback to inputs
| - Written question on the main concepts of resource management
| - Food, diet, and health
- Consumer competence
- Resource management
| |
Food | Resource management and social studies | Class Activity | Homework | Key Themes | Resources |
Preparation of a foodstudies assignment: Area of practice A: Application of nutritional principles - Assignment 1
See p.34 for Food assignment 1
| | Group work : - Preparation of Food studies assignment 1
- Students will investigate the special requirements of the elderly: dietary, economic and practical
| Prepare for practical coursework. - Write up investigation, analysis and planning sections of the records of practical coursework
| - Food, diet, and health
- Consumer competence
- Resource management
- Social issues
| - Library
- Cookery books
- Food tables
|
| | Management ofhousehold financialresources (2.1.3) - Household income with regard to social factors--age
- Essential and discretionary expenditure
- Pensions and social welfare allowances; relate to elderly
| Group work: - Investigate pensions and social welfare payments for elderly
- Draw up a weekly menu for an elderly person
| - Using the menus planned in class, draw up a weekly shopping list and calculate percentage of income spent on food by an elderly person on non-contributory old age pension
| - Food, diet, and health
- Consumer competence
- Resource management
- Social issues
| - Social welfare leaflets
- Weekly shopping bills
|
Food studies
assignment 1
application 1 - Students will make and evaluate main course dishes suitable for an elderly person, using the information from their investigation
| | Practical work: - Prepare, cook, serve and evaluate the main courses
- Suitability of dishes for elderly --dietary --economically --practically
| - Write up the relevant sections of the records of practical coursework
- Implementation
- Evaluation
| - Food, diet, and health
- Consumer competence
- Resource management
- Social issues
| - Food tables
- Social welfare leaflets
- Weekly shopping bills
|
| | Resource Management(2.1.3) - Decision-making
- Evaluation of application of the management framework in carrying out the food studies assignment
| Discussion: - Feedback to original inputs --goals set --use of resources --needs met
| - Write an evaluation of the resource management aspect of the assignment
| - Consumer competence
- Resource management
- Social issues
| |
Food studies
assignment 1
application 2 - Students will make and evaluate main course dishes suitable for an elderly person, using the information from their investigation
| | Practical work: - Prepare, cook, serve and evaluate the main courses
- Suitability of dishes for elderly --dietary --economically --practically
| - Write up the relevant sections of the records of practical coursework
- Implementation
- Evaluation
| - Food, diet, and health
- Consumer competence
- Resource management
- Social issues
| - Food tables
- Social welfare leaflets
- Weekly shopping bills
|
Food | Resource managementand social studies | Class Activity | Homework | Key Themes | Resources |
Energy and food (1.2.1) - Definition of energy
- Factors affecting energy requirements
- Calculation of energy
- Energy balance, empty kcals.
- BMR
| | Group work: - Students will work on case studies on varying energy requirements
- Evaluate food labels to understand the term `empty kcals'
- Students will analyse and understand the basic facts, terminology and concepts of the topic
- Interpret diagrams relating to the chemical structure of protein
| - Write a report on the findings of a case study
- Report on the food labels
- Calculate the energy value of one of the cooked dishes from assignment 1
| - Food, diet, and health
- Consumer competence
- Family social issues
| - Guidelines
- Food labels
- Overheads
|
Protein as a nutrient(1.1.2) - Chemical composition
- Structure and sources of protein
| | | | Food, diet, and health | - Overheads
- Poster on classification
- Textbook
|
| | Financial resources: Thefood budget (2.1.3) - Impact of income and family size on protein content and quality in the diet
- Learn the essential concepts and terminology of the topic
| Discussion: - Percentage of income spent on food as a percentage of family income and the effects of this on quality of diet.
| - Using food tables, estimate (i) the amount of protein required daily (ii)the cost of the protein segment of the weekly shopping bill for a family of two adults and two young children
| - Food, diet, and health
- Consumer competence
- Social issues
| - Household budget survey
- Percentage spent on food Social group 1: 17.8% Social group 6A/6B 27.6% Ref.: HBS
- Food tables
|
Food | Resource managementand social studies | Class Activity | Homework | Key Themes | Resources |
Protein/continued - Biological value and energy value
- Complementary or supplementary value
- Deamination
- Properties
| | Group work - Examine the contribution that protein makes to the energy value of a dish
| - Study for test on protein
| - Food, diet, and health
- Consumer competence
- Social issues
| |
| | Social studies/continued(3.1.1) - Society, roles, culture, norms, values
| - Examine the national differences: --lifestyle --food --values
| - Written question on roles, culture, norms, and values
| - Food, diet, and health
- Consumer competence
- Social issues
| - Textbook
- Cookery books from various cultures
- Menus from local food shops
|
| | Household technology(2.1.5) - Underlying principles and guidelines for appliance with a motor
| - Students will research the use etc. of one food preparation appliance suited to Food assignment 2
| - Write up a profile of a food preparation appliance
| - Food, diet, and health
- Consumer competence
- Resource management
- Family social issues
| - Literature on appliances from electrical outlets ·
- Consumer Choice
- Textbook
|
Eggs (1.3.2) - Nutritional and dietetic value
- Cooking
- Storing
- Salmonella-vulnerable groups
| | - Students will learn the basic facts, terminology and concepts of the topic
- Students will study coagulation as a property of eggs
| | - Food, diet, and health
- Consumer competence
- Resource management
- Family social issues
| |
| | Consumer choices - selection, EU labelling
- free range v. battery, `super' eggs
| - Students will learn the basic facts regarding the consumer issues and protection, terminology and concepts of the topic
| - Written question on the consumer aspect of eggs
| - Food, diet, and health
- Consumer competence
- Resource management
- Family social issues
| |
Food | Resource managementand social studies | Class Activity | Homework | Key Themes | Resources |
Preparation forFood
assignment 2
Area of practice D:
Properties of food
Assignment 2 See p. 34 for Food assignment 2 | | Group work: - Investigate a range of both sweet and savoury dishes where the coagulation property is essential to the dish
- Decide which dishes to cook
| - Prepare for practical work
- Write up the relevant sections in the records of practical coursework
- Analysis and investigation
- Preparation and planning
| - Food, diet, and health
- Consumer competence
- Resource management
- Family social issues
| - Cookery books
- Teachers guidelines
|
| - Resource management including components of management and decision making
- Social studies: role and gender issues, culture, norms and values
- Consumer issues
| Class writtenassessment: - Test knowledge and understanding of the facts principles and terminology of protein and energy
- Test knowledge and understanding of social studies
- Social studies: roles and gender issues
| | - Food, diet, and health
- Consumer competence
- Resource management
- Family social issues
| |
Food Studies
assignment 2
application 1 Area of practice D:
Properties of food - The coagulation factor of eggs
- Define the property of coagulation
- Cooking methods and scientific principles
- Essential points in making the dish
- Possible problems
- Safety and hygiene (refer to HACCP)
- Protein in eggs
| | Practical work: - Students will make the chosen dishes
- Understand and apply the principles of coagulationApply the safety and hygiene rules and simple HACCP system
| - Write up the relevant sections in the records of practical coursework
- Implementation
- Evaluation
| - Food, diet, and health
- Consumer competence
- Resource management
| |
Food | Resource managementand social studies | Class Activity | Homework | Key Themes | Resources |
Food Studiesassignment 2
application 2 Area of practice D
Properties of food · The coagulation factor of eggs · Define the property of coagulation · Cooking methods and scientific principles · Essential points in making the dish · Possible problems · Safety and hygiene (refer to HACCP) · Protein in eggs | | Practical work: - Students will make the chosen dishes
- Understand and apply the principles of coagulation
- Apply the safety and hygiene rules and simple HACCP system
| - Write up the relevant sections in the records of practical coursework
- Implementation
- Evaluation
| - Food, diet, and health
- Consumer competence
- Resource management
| |
Food assignment 1 | Food assignment 2 |
Area of Practice A: Application of Nutritional Principles Special requirements (dietary, economical and practical) should be considered when planning meals for the elderly. Identify and elaborate on some of these considerations under the above three headings. Bearing in mind these requirements, investigate a range of main courses suitable for lunch for two elderly people. Prepare cook and serve two of the main courses you have identified. Evaluate the assignment in terms of (a) planning (b) implementation and (c) the specific requirements of the assignment. | Area of Practice D: Dishes Illustrating the Properties of a Food The coagulation of eggs has a wide variety of culinary uses. Define the property coagulation. Investigate its application in the making of sweet and savoury dishes. Select two dishes and explain how the principle of coagulation is used when preparing and cooking each dish. Prepare, cook, and serve the selected dishes. Evaluate the assignment in terms of (a) implementation and (b) success in applying the cooking principles. |
Suggested dishes | Suggested dishes |
| List of suggested dishes given under Area of Practice A | Bread and Butter Pudding Custard Trifle Pear and Almond Tart /Apricot Tart Lemon Tart Floating Islands (Meringue/ Custard) Quiche Savoury Sandwich Pudding Spanish Omelette |