Home Economics Guidelines for Scholastic Year 2020-2021€¦ · Year 7 and Year 8 (Middle Schools)...
Transcript of 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.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
👨🏫
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Practical Intervention:
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
Practical Intervention:
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.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
5
HOME ECONOMICS SCHEME OF WORK: Year 7 (2020-2021)
Scenario 2: Opening of schools on 30th September with all students in class.
Week Topics
1
Introduction to Home Economics.
Group A & Group B – Theory Lesson
2
The functions of food; healthy plate & food groups
Group A & Group B – Theory Lesson
3
Dietary guidelines*.
Introduction to the task as part of the lesson
Group A & Group B – Theory Lesson
4
…the evaluation wheel (one Lesson 40 mins)
Planning of a simple snack following the principles of a
balanced diet.
Group A & Group B – Theory Lesson
5
Personal, food lab/kitchen hygiene & aspects of safety.
Group A & Group B – Theory Lesson
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.
Group A & Group B – Theory Lesson
8
Demonstration:
Planning a healthy milk and fruit dessert
Group A & Group B
9 Practical Intervention:
Preparation of a healthy milk & fruit dessert. Group A - Practical Group B – Theoretical
Activities
10 Practical Intervention:
Preparation of a healthy milk & fruit dessert. Group A – Theoretical
Activities
Group B - Practical
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
6
11
Planning a simple nutritious breakfast.
Group A & Group B – Theory Lesson
12
Demonstration:
The rubbing-In method of cake-making
Group A & Group B
13 Practical Intervention:
Rubbing-in method. Group A - Practical Group B – Theoretical
Activities
14 Practical Intervention:
Rubbing-in method. Group A – Theoretical
Activities
Group B - Practical
Assessment to be based on TWO Tasks and TWO Practical Interventions.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
7
HOME ECONOMICS SCHEME OF WORK: Year 7 (2020-2021)
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
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Self-Assessment Sheet
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)
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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)
I can demonstrate safe and hygienic practices during
preparation, cooking and storage of food. (6)
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 am able to make safe use of the hob.
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)
Practical Intervention:
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
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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 demonstrate safe and hygienic practices during
preparation, cooking and storage of food. (6)
I can follow instructions when working on different tasks.
I can read and follow a recipe.
I can accurately interpret and use standard forms of
measurement in recipes.
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 am able to make safe use of the oven.
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)
Practical Intervention:
Preparing cakes using
the rubbing-in method
of cake making.
Preparation Sheet
Shopping
Practical Session -
presented in Word/PPT
file with photos and
description of steps.
Self-Evaluation
Deadline: Week 13
12
Tutorial Lesson Teacher will be available for student support, questions and
follow up.
13
Revision Lesson
14 Revision Lesson
Assessment to be based on TWO Tasks and TWO Practical Interventions.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
11
HOME ECONOMICS SCHEME OF WORK: Year 8 (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
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
Practical Intervention: Preparation of a healthy dish
using left-over foods.
💻 Online
Activities 1
👨🏫
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
💻
👨🏫
Assessment to be based on TWO Tasks and TWO Practical Interventions.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
13
HOME ECONOMICS SCHEME OF WORK: Year 8 (2020-2021)
Scenario 2: Opening of schools on 30th September with all students in class.
Week Topics
1
Factors involved in the choice of food and drink with
emphasis on take-away food.
Group A & Group B – Theory Lesson
2 Aspects of food labelling and dietary guidelines*
Group A & Group B – Theory Lesson
3
Towards sustainable living – food miles, food waste and
carbon footprint. Food rescue in practice – Use of left -
over foods to prepare dishes.
Group A & Group B – Theory Lesson
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
Practical Intervention: Preparation of a healthy dish
using left-over foods. Group A – Theoretical
Activities
Group B - Practical
7 Fats – functions and sensible choices for a healthy lifestyle.
Group A & Group B – Theory Lesson
8
Carbohydrates – the role of sugar, starch and dietary fibre
in healthy diet with focus on energy balance.
Group A & Group B – Theory Lesson
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
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
Group A & Group B – Theory Lesson
13
Contents of the first aid box. Simple First Aid. Making an
emergency call.
Group A & Group B – Theory Lesson
14 Revision Lesson
Group A & Group B – Theory Lesson
Assessment to be based on TWO Tasks and TWO Practical Interventions.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
15
HOME ECONOMICS SCHEME OF WORK: Year 8 (2020-2021)
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)
I can research, collate and present data collected as part of a
given task.
Assessment Task 1
Self-Assessment Sheet
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.
I can research, collate and present data collected as part of a
given task.
Assessment Task 2
Self-Assessment Sheet
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.
Practical Intervention:
Preparation of a healthy dish
using left-over food.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
16
made from leftover meat,
chicken, fish, veg and bread.
I can demonstrate different types of cooking skills such as
baking. (4)
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 demonstrate skills of safe and hygienic practices during
preparation, cooking and storage of food. (4)
I am able to make safe use of the oven.
I can do the washing up in an environmental friendly way.
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 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 -
presented in Word/PPT
file with photos and
description of steps.
Self-Evaluation
Deadline: Week 7
6
Tutorial Lesson Teacher will be available for student support, questions and
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)
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 demonstrate skills of safe and hygienic practices during
preparation, cooking and storage of food.(4)
I am able to make safe use of the hob and oven.
I can do the washing up in an environmental friendly way.
I can create and evaluate according to a set of criteria.
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
17
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 talk about, review and make improvement to work,
reflecting on the process and outcome.
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.
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 demonstrate skills of safe and hygienic practices during
preparation, cooking and storage of food.(4)
I am able to make safe use of the hob and oven.
I can do the washing up in an environmental friendly way.
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 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.
Practical Intervention:
Preparation of a
savoury/sweet dish using
short crust pastry.
Preparation Sheet
Shopping
Practical Session -
presented in Word/PPT
file with photos and
description of steps.
Self-Evaluation
Deadline: Week 12
11
Tutorial Lesson Teacher will be available for student support, questions and
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
Year 7 and Year 8 (Middle Schools)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Assessment to be based on TWO Tasks and TWO Practical Interventions.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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 2: Opening of schools on 30th September with all students in class.
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
3
HOME ECONOMICS SCHEME OF WORK: Year 9 (2020-2021)
Scenario 1 : Conditional re-opening on 30th September with social distancing
measures in place, in stages.
TERM 1
Week Date Topic Learning Objectives Group A Group B
1
Lesson 1:
Introduction to Home
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).
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
👨🏫 💻
Lesson 8: 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.
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Lesson 11: Safety and Hygiene in
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)
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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)
Lesson 14: 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)
👨🏫
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.
👨🏫 💻
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
9
10
Lesson 19: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
👨🏫 💻 (Online
Activities/
Revision)
Lesson 20: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
💻 (Online
Activities/
Revision)
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
10
TERM 2
Week Date Topic Learning Objectives Group A Group B
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.
👨🏫 💻
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
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 these foods.
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
12
Explain in general, the effect of heat and changes which
take place during cooking.
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
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 these foods.
Explain in general, the effect of heat and changes which
take place during cooking.
Suggest recipes, in particular traditional Maltese ones,
where these foods are a main ingredient.
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.
💻
Lesson 8: Milk and Dairy
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)
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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
Lesson 11: 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.
👨🏫
💻
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.
State the functions of each vitamin.
Identify sources of each vitamin.
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.
👨🏫 💻
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
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.
👨🏫 💻
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
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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.
👨🏫 💻 (Online
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)
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
16
TERM 3
Week Date Topic Learning Objectives Group A Group B
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
Lesson 3: Childcare and
Development
Explain how an environment which promotes healthy
eating habits can be created within the family.
Preparation for meal planning – toddler.
👨🏫 💻
Lesson 4: Childcare and
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
Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending,
mashing, beating, mixing, laying of tables, serving of
food.
👨🏫 💻 (Online
Activities/
Revision)
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
17
Lesson 6: Practical – Meal for a
Toddler
Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending,
mashing, beating, mixing, laying of tables, serving of
food.
💻 (Online
Activities/
Revision)
👨🏫
4
Lesson 7: Demonstration –
Creaming method
Revise:
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.
Giving reasons, state why the rubbing-in is the healthiest
method and the all-in-one/creaming is the least healthy.
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.
Evaluate the outcome of the practical.
👨🏫 💻 (Online
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.
💻
👨🏫
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
18
Classify the equipment as that which is essential and
equipment which is less frequently used.
5
Lesson 9: The Critical Choice of
Labour Saving
Devices
List the following labour saving devices found in the
kitchen namely: steamer, microwave oven, cooker,
refrigerator, freezer, dishwasher.
Classify the equipment as that which is essential and
equipment which is less frequently used.
👨🏫 💻
Lesson 10: The Critical Choice of
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)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food. 👨🏫 💻
(Online
Activities/
Revision)
Lesson 12: Practical – Creaming
method (all-in-one)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
19
HOME ECONOMICS SCHEME OF WORK: Year 9 (2020-2021)
Scenario 2: Opening of schools on 30th September with all students in class
TERM 1
Week Date Topic Learning Objectives Remarks
1
Lesson 1:
Introduction to Home
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).
Investigate the effects of individual and global
consumption patterns on society, environment and
individual life quality
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
20
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
kitchen equipment.
4
Lesson 7: The Preparation
Sheet
Analyse the given assignment.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
21
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.
Lesson 8: 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.
5
Lesson 9: 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.
Lesson 10: Safety and Hygiene in
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
22
Identify safety practices that can prevent accidents in the
food lab/kitchen.
Apply safety practices and preventive measures to given
situations.
6
Lesson 11: 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 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.
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.
Other half – Class activity
Lesson 14: 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.
Other half – Class activity
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
23
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.
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
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
24
the market.
Modify recipes for dishes using shortcrust pastry.
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.
10
Lesson 19: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
Other half – Class activity
Lesson 20: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
Other half – Class activity
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Home Economics Scheme of Work - Year 9 (2020-2021)
25
TERM 2
Week Date Topic Learning Objectives Remarks
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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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.
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 these foods.
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Explain in general, the effect of heat and changes which
take place during cooking.
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
Milk and Dairy
Products
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 these foods.
Explain in general, the effect of heat and changes which
take place during cooking.
Suggest recipes, in particular traditional Maltese ones,
where these foods are a main ingredient.
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.
Lesson 8: Milk and Dairy
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.
Teacher:
discusses with
students various
recipes with different
food commodities.
provides assignment
guides students in
preparation sheet
5
Lesson 9: Water List the functions of water.
List the best sources of water in the diet.
State the daily requirements.
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Home Economics Scheme of Work - Year 9 (2020-2021)
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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
Lesson 10: 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.
6
Lesson 11: 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.
Other half – Class activity
Lesson 12: 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.
Other half – Class activity
7
Lesson 13: 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
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
29
absorption of calcium.
Lesson 14: Vitamins Identify the water-soluble vitamins B-complex and C.
State the functions of each vitamin.
Identify sources of each vitamin.
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.
Explain the link between: vitamin C intake and the
absorption of iron; vitamin B-complex intake and the
release of energy from carbohydrate.
8
Lesson 15: 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.
Lesson 16: Minerals Iron Iodine, Fluoride.
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.
Year 9 – 11 (Senior School)
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Suggest, giving reasons, practical ways of
increasing/reducing intake as applicable.
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.
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.
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TERM 3
Week Date Topic Learning Objectives Remarks
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
Lesson 3: Childcare and
Development
Explain how an environment which promotes healthy
eating habits can be created within the family.
Preparation for meal planning – toddler.
Lesson 4: Childcare and
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
Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending,
mashing, beating, mixing, laying of tables, serving of
food.
Other half – Class activity
Lesson 6: Practical – Meal for a
Toddler
Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending,
mashing, beating, mixing, laying of tables, serving of
food.
Other half – Class activity
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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4
Lesson 7: Demonstration –
Creaming method
Revise:
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.
Giving reasons, state why the rubbing-in is the healthiest
method and the all-in-one/creaming is the least healthy.
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.
Evaluate the outcome of the practical.
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.
Classify the equipment as that which is essential and
equipment which is less frequently used.
5
Lesson 9: The Critical Choice of
Labour Saving
Devices
List the following labour saving devices found in the
kitchen namely: steamer, microwave oven, cooker,
refrigerator, freezer, dishwasher.
Classify the equipment as that which is essential and
equipment which is less frequently used.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
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Lesson 10: The Critical Choice of
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)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food.
Other half – Class activity
Lesson 12: Practical – Creaming
method (all-in-one)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food.
Other half – Class activity
7
Lesson 13: Revision
Lesson 14: Revision
Assessment to be based on ANY TWO Practical Interventions.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
34
HOME ECONOMICS SCHEME OF WORK: Year 9 (2020-2021)
Scenario 3: Scenario 3: Re-opening of schools in Jan 2021 or later.
TERM 1
Week Date Topic Learning Objectives Remarks
1
Lesson 1:
Introduction to Home
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).
Investigate the effects of individual and global
consumption patterns on society, environment and
individual life quality
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
35
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
kitchen equipment.
4
Lesson 7: Protein State the functions of protein.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
36
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 8: 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.
5
Lesson 9: 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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
37
Identify glucose and fructose as two of the
monosaccharides and list sources.
Identify maltose, surcrose and lactose as disaccharides and
list sources.
Lesson 10: 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.
6
Lesson 11: 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.
Lesson 12: 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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
38
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
7
Lesson 13: 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.
6
Lesson 14: 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.
8
Lesson 15: 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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
39
Lesson 16: Vitamins Identify the water-soluble vitamins B-complex and C.
State the functions of each vitamin.
Identify sources of each vitamin.
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.
Explain the link between: vitamin C intake and the
absorption of iron; vitamin B-complex intake and the
release of energy from carbohydrate.
9
Lesson 17: 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.
Lesson 18: Minerals Iron Iodine, Fluoride.
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
40
10
Lesson 19: 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.
Lesson 20: Safety and Hygiene in
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.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
41
TERM 2
Week Date Topic Learning Objectives Remarks
1
Lesson 1: 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.
Lesson 2: 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.
2
Lesson 3: Cake Making
List three methods of cake making namely the rubbing-in,
the all-in-one and the creaming method.
Year 9 – 11 (Senior School)
Home Economics Scheme of Work - Year 9 (2020-2021)
42
Demonstration –
Rubbing in of Cake
Making
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.
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.
Lesson 4: 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.
3
Lesson 5: 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.
Other half – Class activity
Lesson 6: 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.
Other half – Class activity
4
Lesson 7: 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.
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Modify recipes for dishes using shortcrust pastry.
Lesson 8: 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.
5
Lesson 9: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
Other half – Class activity
Lesson 10: Practical (half the
group) – Shortcrust
Pastry
Suggest and prepare healthy sweet or a savoury possibly
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
Acquire and apply the following skills: Weighing and
measuring sieving, lining of tins, rubbing-in, rolling out,
lining with pastry, laying of tables, serving of food.
Other half – Class activity
6
Lesson 11: 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.
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State why eggs should not be washed before storing.
Describe how to test eggs for freshness.
Lesson 12: Nuts, Cereals and
Pulses
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 these foods.
Explain in general, the effect of heat and changes which
take place during cooking.
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.
7
Lesson 13: Milk and Dairy
Products
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 these foods.
Explain in general, the effect of heat and changes which
take place during cooking.
Suggest recipes, in particular traditional Maltese ones,
where these foods are a main ingredient.
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.
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Lesson 14: Milk and Dairy
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.
Teacher:
discusses with
students various
recipes with different
food commodities.
provides assignment
guides students in
preparation sheet
8
Lesson 15: 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.
Lesson 16: 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.
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
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injuries - cuts and grazes, burns and scalds, nose bleed,
fainting, bruising, swellings and sprains, jelly fish sting,
insect sting, poisoning.
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.
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TERM 3
Week Date Topic Learning Objectives Remarks
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.
Explain how an environment which promotes healthy
eating habits can be created within the family.
2
Lesson 3: Childcare and
Development
Explain how an environment which promotes healthy
eating habits can be created within the family.
Preparation for meal planning – toddler.
Lesson 4 Childcare and
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
Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending,
mashing, beating, mixing, laying of tables, serving of
food.
Other half – Class activity
Lesson 6: Practical – Meal for a
Toddler Acquire and apply the following skills: peeling, chopping,
cutting, slicing, dicing, grating, liquidising, blending, Other half – Class activity
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mashing, beating, mixing, laying of tables, serving of
food.
4
Lesson 7: Demonstration –
Creaming method
Revise:
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.
Giving reasons, state why the rubbing-in is the healthiest
method and the all-in-one/creaming is the least healthy.
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.
Evaluate the outcome of the practical.
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.
Classify the equipment as that which is essential and
equipment which is less frequently used.
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5
Lesson 9: The Critical Choice of
Labour Saving
Devices
List the following labour saving devices found in the
kitchen namely: steamer, microwave oven, cooker,
refrigerator, freezer, dishwasher.
Classify the equipment as that which is essential and
equipment which is less frequently used.
Lesson 10: The Critical Choice of
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)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food.
Other half – Class activity
Lesson 12: Practical – Creaming
method (all-in-one)
Acquire and apply the following skills: Weighing and
measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food.
Other half – Class activity
7
Lesson 13: Revision
Lesson 14: Revision
Assessment to be based on ANY TWO Practical Interventions.
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HOME ECONOMICS SCHEME OF WORK: Year 10 (2020-2021)
TERM 1
Week Date Topic Learning Objectives Remarks
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
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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
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.
7 Lesson 13: Fruits and Vegetables
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
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storing food.
Explain the effect of heat and changes during cooking.
Suggest recipes to increase use of fresh, wholesome 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.
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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
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TERM 2
Week Date Topic Learning Objectives Remarks
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
Meal Planning for different dietary requirements:
- 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
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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.
Work out revision exercises on previous lessons.
Lesson 10:
Whisking method
Practical (group 2)
Revision Exercises
(group 1)
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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.
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Lesson 14:
Meal Planning for
Different Dietary
Requirements 6
Meal Planning for different dietary requirements:
- 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.
Work out revision exercises on previous lessons.
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.
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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.
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TERM 3
Week Date Topic Learning Objectives Remarks
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.
Work out revision exercises on previous lessons.
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.
Work out revision exercises on previous lessons.
3 Lesson 5:
Revision Exercise and
Preparation for
Matsec Exam
Work out revision exercises on previous lessons.
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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.
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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.
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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
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HOME ECONOMICS SCHEME OF WORK: Year 11 (2020-2021)
TERM 1
Week Date Topic Learning Objectives Remarks
1
Lesson 1:
Introduction to Home
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.
Lesson 4: Revision of Yr 10
topics
Check where students stand in their learning and revise Yr 10
topics covered when schools were closed down.
3
Lesson 5: Revision of Yr 10
topics
Check where students stand in their learning and revise Yr 10
topics covered when schools were closed down.
Lesson 6: Revision of Yr 10
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.
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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.
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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.
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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.
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TERM 2
Week Date Topic Learning Objectives Remarks
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.
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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 /
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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:
Class Activities Do class activities on topics of Yr 9 and 10.
Lesson 20:
Class Activities Do class activities on topics of Yr 9 and 10.
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TERM 3
Week Date Topic Learning Objectives Remarks
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.
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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:
Class Activities Review and working of past papers.
7
Lesson 13:
Class Activities Review and working of past papers.
Lesson 14:
Class Activities Review and working of past papers.
(*1) Exact time frame of Yr 11 Annual Exams to be confirmed.