Home Economics is an interdisciplinary field of study which endevours to equip students with knowledge, practical  and social skills, attitudes that are essential for success in a global society.

At Senior Secondary level it is offered as three separate subjects in the Creative, Technical and Vocational option block; Food and Nutrition, Home Management and Fashion and Fabrics. However, Food and Nutrition and Home Management should not be taken together.

The estimated time allotted for Food and Nutrition syllabus at Senior Secondary level is four (4) periods per week (160 minutes per week).

Rationale

The Home Economics programme seeks to equip learners with  life skills  that will help the recipient to cope with changes in a technological, socio-economical and multi-cultural society.

Learners engage in problem solving situations which require the application of knowledge and the use of practical skills. These  situations take into account such factors as basic needs, lifestyles, financial resources, health, environment and their effects on the individual, family and the society .

The Home Economics programme inculcates positive attitudes towards cost effectiveness in the utilisation of local and indigenous resources. It also looks closely at the use of other resources

The programme teaches learners to be self‑reliant, business minded and health conscious. These challenges promote the well being of the individual, family and society. The programme  always respond to changes in society  and thus maintaining its realism.

The Food and Nutrition syllabus provides the learners with opportunities to develop knowledge and skills in both the theoretical and practical aspects of subject. It provides opportunities for learners to appreciate the importance of the subject in a rapidly changing society.

Aims of Senior Secondary Programme

On completion of the 2-year senior secondary programme candidates should have: –

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and be realistic in choosing appropriate career/employment opportunities and/or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing.
4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices, including awareness and management of epidemics (such as HIV/AIDS), that prepare them for productive life.
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired basic skills in business, everyday commercial transactions and entrepreneurship.
9. developed foundation skills such as problem solving, critical thinking, communication, inquiring, team work / interpersonal to help them to be productive and adaptive to survive in a changing environment.

Aims of Senior Secondary Home Economics

 On completion of the 2 Year senior  Home Economics programme, the learner should have:

1.    acquired academic rigour, to stimulate, enjoy and sustain interest in Home Economics as preparation for the opportunities, responsibilities and experience in adult life.

2.    developed knowledge and skills for effective organisation and management of family resources in relation to the needs and lifestyles of members.

3.    developed critical and analytical thinking skills to enhance effectiveness in decision making and problem solving in a contemporary society.

4.    developed awareness and ability to adapt to new technologies, including information technology to enhance productivity.

5.    developed qualities of sensitivity and aesthetic awareness needed to respond positively  in  a variety of situations in life.

6.    developed awareness and appreciation of the consumer situation locally, regionally and internationally.

7.    developed awareness of mandatory and other necessary safety requirements.

8.    developed healthy eating habits by implementation of good nutritional practices.

9.    acquired an understanding of human needs for food and textiles and the influences which the changing circumstances exert upon them.

10.  developed awareness of consumerism and environmental issues

Aims of Senior Secondary Food and Nutrition

On completion of the 2 Year Food and Nutrition course, the learners should have:

1. developed an appreciation of the role of Food and Nutrition in improving the nutritional status of individuals.
2. developed foundation skills to help them to be productive and adaptive to meet the challenges of an ever changing environment.
3. developed an awareness of the Food Policies at national and international levels.
4. acquired knowledge and skills for effective organisation and management of resources in relation to Food andNutrition.
5. developed consumer awareness for decision making in contemporary Food and Nutrition issues.
6. developed technological capabilities in applying knowledge and skills systematically in food preparation for maximum nutritional benefit.
7. acquired managerial and entrepreneurial skills in Food and Nutrition.
8. developed an appreciation of indigenous foods,traditional dishes and cultural practices in food and nutrition.

Teaching methods

The syllabus encourages a learner- centered approach. The learner should be responsible for his/her own learning by carrying out tasks ( using all available resources) to the best of his/her ability. This will  be achieved through the design process and discovery learning. In this way, the end- product will no longer be the only credited factor, the skills and expertise in the process of producing an item are also recognised and duly merited.

Every learner is challenged to achieve the highest possible standards of excellence, with due respect to different aptitudes and abilities. The use of locally available resources is highly encouraged.

The role of the teacher is changing from being a transmitter of knowledge to a facilitator of learning.

Teachers facilitate learning through various teaching methods such as problem solving (using the design process approach ), projects, experiments, cooperative learning, demonstrations, relating to the learners experience.

Assessment objectives

 The three assessment objectives in Food and Nutrition are:

A          Knowledge with understanding

B          Handling information and solving problems

C          Experimental skills and investigations

 

Knowledge with understanding

Learners should be able to demonstrate their knowledge and understanding in the following:

1. scientific, technological terminology and principles.
2. nutritional needs in relation to social, economic and environmental implication.
3. the correct use of equipment.
4. safety, hygiene rules and regulations.
5. basic quantity, methods and the importance of accuracy.
6. basic concepts in Food Service Business and consumerism.
7. factors influencing food choices.

 

Handling information and solving problems

Learners should be able to:

1. read and interpret information.
2. translate information from one form to another.
3. follow given instructions.
4. manipulate numerical and other data.
5. organise and manage time, money, energy, material and equipment in a given situation.
6. estimate and measure accurately, shape, size, capacity, amount, weight, time and temperature.
7. evaluate information on food products and services.

Experimental skills and investigations

Learners should be able to:

1. identify problems.
2. follow given instructions.
3. test and compare methods, materials and equipment used in food preparation.
4. obtain and interpret evidence on which to base judgements and choices.
5. identify priorities.
6. assess and evaluate the effectiveness of the course of action.
7. record observations.

Assessment

 At the end of the course a final examination will be administered. Continuous assessment in the form of coursework and practical work will also contribute to certification. Coursework assesses the learners ability to apply knowledge and understanding in relation to the subject content. Practical work assesses some of the skills the student gained during the course.

Coursework

Learners must submit a written report on a given brief of 2000 – 2500 words. A problem solving approach will be used by the learner to find a solution towards the given  brief, which should be related to the syllabus content. The task must include some practical food preparation for a particular purpose as an integral part of the chosen brief, together with any other relevant supporting material (bibliography, diagrams, photographs, etc.). This must be presented in a folder.

The learner must operate with minimal supervision from the teacher. Learners should be encouraged to provide evidence of what they can achieve for which they will be awarded credit. The selected investigation should be thought out, planned and carried out by the learners themselves. The report of each investigation must show how it was chosen to reflect the requirements of the special nutrition need of individuals.

The coursework must include the brief and clear statements of :

• the aim of the investigation and why it was chosen.
• what factors (or possible solutions) were considered at the planning stage.
• how the data/ evidence was gathered.
• what were the findings of the investigation.
• what conclusions could be drawn from these findings.
• whether the conclusion reached shows that the aim of the investigation has been carried out.
• clear description of product.
• planning what to do and how.
• producing product according to plan.
• evaluating the work done.
• whether the investigation process has been improved in any way.

Practical skills and tests

The subject teacher is required to supervise practical work  carried out by the students during Form 4 and 5. The students are expected to carry out two practical tests during the two years. During the practical  tests these are the skills which need to be taken into consideration and the students should learn and develop these skills during their senior secondary education.

Described below are the practical skills to be considered during the course:

 Planning and organisation

Learners should be able to:

• produce a plan of action including ingredients, equipment, time, energy, labour and processes against an order of work.
• produce a plan of action for a problem solving exercise.

Manipulative Skills

Learners should be able to:

• effectively use tools and equipment in Food and Nutrition to produce desired results.
• measure accurately: shape, area, size, capacity, quantity, cost, weight, distance and temperature.
• mix and cut ingredients appropriately.
• shape and form foodstuffs.
• carry out a variety of food preparation processes

Investigation skills

Learners should be able to:

• collect, select, record and analyse data, evaluate and make decisions

Communication skills

Learners should be able to:

• use information technology, read, interpret information, follow and give instructions, learn new words.

• understand technical terms and appreciate the importance of accuracy in relating facts logically .

• work together and care for each other