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Level & Week(s)hours allocated

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Level & Week(s)hours allocated

Higher and Advanced Higher Home Economics

Bilevel teaching guidance

Published November 2009

    Higher and Advanced Higher Home Economics: Health and Food Technology

    Bi level teaching guidance

Introduction

    The key purpose of this document is to highlight areas of content and elaboration overlap. This will assist centres in:

; facilitating learning

    ; planning and making optimum use of teaching time

    ; organising resources

    It has been written in a format which will allow centres to adapt to their own requirements depending upon, for example, time allocation and available resources. The ‘Essential Knowledge column has been left blank to allow

    centres to enter the page numbers of their own Essential Knowledge packs and can be updated as required by

    centres. Where there is no overlap the content grids are shown separately for Higher or Advanced Higher (AH) (see page 3).

    The outline plan provides both a suggested order for teaching and time allocation. However, this is flexible as centres will need to adapt this dependent upon for example, the focus of the technological projects or dissertations, or the timing of prelim examinations.

    This guide is provided in addition to existing guidance that is available for the Higher and AH Health and Food Technology Courses. This guide had been developed using SQA’s Home Economics: Health and Food Technology

    Higher Ninth edition June 2009, and the SQA Home Economics: Health and Food Technology Advanced Higher Fifth edition March 2009 arrangements documents.

Curriculum for Excellence

    Health and Food Technology provides ample opportunity for continued emphasis on literacy, numeracy, health and wellbeing, and the development of a wide range of skills for life and skills for work. Studying Health and Food Technology at Higher or AH level provides challenge in learning and opportunities for personal achievement. Through involvement in health related initiatives in the wider school community and beyond, this curriculum area provides sound knowledge and understanding of some of the current health issues to be addressed in Scotland.

     The Courses sit in both the Health and Wellbeing and Technology outcomes, aspects of which can be addressed in the course content.

Learning and Teaching

    The suggested learning and teaching approaches, for example co-operative learning techniques, critical skills and assessment for learning strategies, encourage candidates to work collaboratively to carry out research and investigative work. It is also important to emphasise the need for candidates to take responsibility for their own learning and develop their ability to work independently. The role of the teacher is to facilitate learning in and between different levels. AH candidates build on their Higher knowledge and understanding, and it can be helpful

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    for them to participate in the teacher introduction to the Higher course content. This serves as revision and provides a base for building in-depth knowledge and understanding of these areas.

Resources

    The list of suggested resources is only intended as a starting point for centres to personalise and is not a definitive list. For example, suggested DVDs may be limited by what is available and the detail in some of the Australian videos may not be wholly appropriate or accurate to the knowledge and content of the course. Centres will have access to different resources and should ensure these are appropriate to the level and content. None of the suggested resources are endorsed in any way by SQA.

Assessment (formative and summative)

    Embedding formative assessment is integral to successful learning and teaching, particularly bi-level teaching. For example:

    ; using formative assessment activities supported by feedback and feed-forward comment marking will support

    candidates in recognising their strengths as well as areas for development

    ; opportunities for peer and self-assessment activities enable candidates to engage with learning intentions

    and assessment criteria

    Opportunities for candidates to develop skills in answering examination type questions should be provided throughout the course to prepare candidates for summative assessment.

Organisation of the Technological Project and Dissertation

    Centres will need to incorporate an appropriate number of hours for the technological project or dissertation.

    Once an initial start has been made to the Technological Project and Dissertation, some teachers may prefer to organise work on the Technological Project and AH Dissertation on different days to enable the teacher to focus on the learning and teaching of particular areas of Essential Knowledge for the other group.

    At Higher level, each topic for the Technological Project should be considered as a class before pupils are encouraged to choose the topic they are most interested in.

    It is recommended that AH candidates visit either the school or an appropriate University library prior to starting the dissertation. Alternatively, arrangements should be made where possible to enable candidates to link remotely with a University library to support their research. Time should be allocated to allow candidates to choose a topic for the dissertation which is of interest to them. Before starting the dissertation, candidates should ensure that there are sufficient credible resources available to assist their research, for example, research papers, literature or policy documents.

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

    c Bi-level Teaching Grids Key Context and Content Higher Advanced Higher 4 Nutrition nutrients ; ; 5 Nutrition absorption of nutrients ; ; 6 Nutrition inter-relationship of nutrients ; ; 7 Nutrition effect of storage, preparation and cooking on nutrients (H ONLY) ; 8 Dietary Diseases prevention of / effect on health ; ; 9 Nutrients DRVs / Nutrients effect on health of individuals ; ; 10 Current Dietary Advice ; ; 11 Product Development / Food Chain product design ; ; 12 Market Research / Food Chain market research ; ; 13 Sensory testing (H ONLY) ; 14 Functional properties of food / Food Science chemical structure ; ; 15 Food Science nature of food constituents in relation to properties (AH ONLY) ; 16 Factors affecting finished products / Food commodities composition and properties ; ; 17 - 18 Causes of food poisoning & contamination / Food Chain process of events- food hygiene and safety ; ; 19 Food Safety Act ; ; 20 Food Hygiene Regulations (including HACCP) ; ; 21 Role and responsibilities of EHD ; ; 22 Role and responsibilities: DEFRA, SEERAD ; ; 23 Role and responsibilities of FSA ; ; 24 Food Labelling: current statuary and voluntary (H ONLY) ; 24 Consumer in EU / EU Directives ; ; 25 Food Politics: food additives, organics, GM foods, irradiated, functional foods etc. ; ; 26 Role and responsibilities TSD, Trades Descriptions and other Acts etc. (H ONLY) ; 27 Biochemistry: preservation and processing: micro-organisms (AH ONLY) ; 28 Factors influencing consumer choice of food / Food Politics and Psychology of Food ; ; 29 Impact of technological developments on consumer choice of food (H ONLY) ;

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

    Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching Week(s)/ approaches hours

    allocated

    H Resource Management (RM):

    8 hrs Function and sources of nutrients: DVDs ; protein, fats, trans fatty acids, ; teacher exposition introductory

     carbohydrates, vitamins A, B complex, C, ; ABCs of vitamins Viewtech PowerPoint

     D, E, minerals calcium-phosphorous, iron, ; Board works Key Stage 3 Nutrition ; students engage in prior reading and sodium note-taking ; Nutrients: the Basics. Boulton Hawker ; water Films ; poster making: illustrations of nutrients, www.nutrition.org.uk their functions and sources

    www.eatwell.gov.uk ; development of alternative revision

     materials, eg mind mapping

    Textbooks (AH)

    ; Food Science, Nutrition and Health Fox

    and Cameron ISBN 0-343- 60483-2 RM: Arnold AH Nutrients and their effect on the health An in-depth study of nutrients and their ; The Science of Food Gaman and 8 hrs and development of individuals: functions: Sherrington ISBN 0-7506-2373-x ; main nutrients protein, fats, Heinemann carbohydrates ; Nutrition A Health Promotion ; micro-nutrients Approach Geoffrey P Webb ISBN 978-0-; anti-oxidants 340-93882-9. Hodder Arnold ; Health Defence Dr Paul Clayton ISBN

    0-905553-66-7 Accelerated Learning

    Systems Ltd

    ; Applied Science for Food Studies

    Brownsell, Griffith and Jones ISBN 0-

    582-41367-2 Longman

    ; The Science and Technology of Foods

    RK Proudlove ISBN 1-899-527-20-6

    Forbes Publications

    ; The vitamin Strategy A and V Ulene.

    ISBN 0-915233-94-0 Ulysses Press

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

    Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching Week(s)/ approaches hours

    allocated

    H RM:

    2 hrs Factors which assist calcium www.nutrition.org.uk Teacher exposition introductory ; vitamin D

     absorption: PowerPoint. ; lactose

     ; protein Factors which hinder calcium ; lack of vitamin D absorption: ; phytic acid ; fibre (dietary)/NSP ; fats ; oxalic acid Factors which assist iron absorption: Vitamin C Factors which hinder iron absorption: ; lack of Vitamin C ; fibre (dietary)/NSP ; phytic acid

     AH RM: Textbooks (AH) 2 hrs Nutrients and their effect on the health Factors affecting absorption of nutrients. The Science of Food Gaman and and development of individuals: Sherrington ISBN 0-7506-2373-x Heinemann

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching

    Week(s)/ approaches hours

    allocated

    H RM: 2 hrs Inter-relationship of: DVDs Paired activity students plan, prepare ; calcium, phosphorous and vitamin D

     Nutrients: their interactions Boulton and evaluate the suitability of a dish/meal ; ACE vitamins

     Hawker Films which provides the inter-related nutrients ; iron, vitamin C and folic acid identified in case studies. ; vitamin B complex and carbohydrates Selection of case studies based on inter- ; iron, fibre (dietary)/NSP and phytic acid relationship of nutrients ; water and fibre (dietary)/NSP www.nutrition.org.uk

     AH RM:

    Textbook (AH) 2 hrs Nutrients and their effect on the health Inter-relationship of nutrients

    Nutrition A Health Promotion Approach and

    Geoffrey P Webb ISBN 978-0-340-93882-9. development of individuals:

    Hodder Arnold

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching

    Week(s)/ approaches hours

    allocated

    H RM: 4 hrs Effects of storage on nutrients: Practical investigative work to demonstrate ; deterioration and rancidity of fats when

     the effect of cooking on nutrients. Take exposed to air

     photographic evidence at each stage to ; deterioration and oxidation of vitamins

     support discussion. ; suitable storage methods to reduce loss of nutrients Summarise results through class discussion.

    Effects of preparation on nutrients: ; loss of vitamin B complex in milling

     process

    ; preparation of fats to assist digestion

    ; effects of preparation methods on

    vitamin C

     Effects of cooking on nutrients: DVD - ; coagulation of protein

     Chemistry of Cooking classroom video ; breakdown of fatty acids and glycerol ; effects of dry heat on starch Resources required for investigative work dextrinisation and recording sheets ; effects of moist heat on starch/solubility ; effects of heat on sugar

    caramelisation

    ; effects of heat and water on vitamins B

    complex and C

    ; effects of alkaline solutions on vitamins

    B complex and C

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

    Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching Week(s)/ approaches hours

    allocated

    H RM:

    10 hrs Prevention of dietary diseases: DVDs Paired activity each pair to research one ; anaemia

     of the dietary diseases and prepare a visual ; Fries with that the overweight ; Coronary heart disease (CHD) PowerPoint presentation which outlines epidemic. Classroom video ; dental caries the key issues. Each pair to deliver a ; Diet and Disease in Modern Society ; diverticulitis presentation to share information with the Viewtech ; hypertension group and be prepared to answer ; obesity questions on their topic. Websites ; Osteomalacia There are many reliable websites which ; Osteoporosis Case studies focusing on different dietary provide up-to-date information to assist diseases (use newspaper articles). students in their research and provide suggested resources. www.nutrition.org.uk

    www.bhf.org.uk

    www.nos.org.uk

    http://www.bda.org

     AH RM: Textbooks (AH) 10 hrs Nutrients and their effect on the health and Health and dietary diseases coronary Diet and Nutrition B Pyper- ISBN 0- 7487-development of individuals: heart disease; obesity; hypertension; 5325-7 Stanley Thornes cancer; diabetes; anaemia; bowel Essentials of Human Nutrition J Mann & disorders; osteomalacia; osteoporosis and A S Truswell ISBN 978-0-19-929097-0 dental decay. Oxford University Press

    See Briefing Papers and Task Force Reports

    at www.nutrition.org.uk

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SQA Bi-level Teaching Guidance for Higher and Advanced Higher Health and Food Technology 2009

    Level & EK Context/Content Elaboration Suggested resources Suggested learning and teaching Week(s)/ approaches

    hours

    allocated

    H RM:

    10 hrs The use of Dietary reference values (DRV): British Nutrition Foundation Design a suggested day’s diet for a specific ; low reference nutrient intake (LRNI)

     www.nutrition.org.uk target group taking nutritional ; estimated average requirements (EAR)

     requirements into account. Evaluate its ; reference nutrient intake (RNI) Food in Focus CD Rom or alternative suitability by carrying out nutritional ; safe intake nutritional analysis programme analysis using a computer programme. Relating to the intake of energy, proteins, DVD Make suggestions for modifications fats and fatty acids, starches and sugars, necessary to meet nutritional ; Nutrition for Active Health Viewtech NSP, vitamins A, B1, B2, Folic acid, C, D, and requirements. E. The use of dietary reference values and an Linking to: awareness of their dietary needs for: Age, physical activity (PAL), gender, basal metabolism, special circumstances: ; pregnancy ; convalescents ; weight reduction ; vegetarians Specified groups: ; infants/young children ; teenagers ; adults ; elderly AH RM: Textbooks (AH) 8 hrs Nutrients and their effects on the health and The effect on the health and development of Nutrition a health promotion approach development of individuals: individuals at different life stages/special Geoffrey P Webb ISBN 978-0-340-93882- circumstances pregnancy and lactation, 9. Hodder Arnold infant/young children, teenagers, adults, Essentials of Human Nutrition J Mann & elderly, vegetarians, weight reduction, sports A S Truswell ISBN 978-0-19-929097-0 performance. Oxford University Press

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