1. Home Economics in the Victorian Curriculum:
Leanne Compton
Curriculum Manager, Design And Technologies
Nerida Matthews
Curriculum Manager, Health and Physical Education

2. Agenda
Exploring the place of Home Economics in the Victorian Curriculum
Design and Technologies
Health and Physical Education
Planning for implementation
Whole school planning
Working with the Victorian Curriculum
Progressing learning
Questions?

3. True/False Students coming into year 7 have limited practical skills.
Students coming into year 7 have limited practical skills.
2. The only curriculum area within the Victorian Curriculum that includes Home Economics is the Design and Technologies.
3. Practical activities should reflect healthy eating.

4. Victorian Curriculum F–10
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Communication Design (7-10)
Visual Arts
English
Humanities
Civics and Citizenship
Economics and Business
Geography
History
Languages
Health and Physical Education
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies
Critical and creative thinking
Intercultural
Ethical
Personal and social

5. Components Introduction Curriculum Rationale and aims
Level / band description
Structure
- strands / sub-strands
- placement of standards
Content descriptions
(+ elaborations )
Learning in ..
Achievement standards
Scope and sequence
Glossary

6. Terminology Term Explanation Content Description
Specific and discrete information identifying what teachers are expected to teach and students are expected to learn.
Achievement Standards
Statements that describe what students are typically able to understand and do, and are the basis for reporting student achievement.
Focus Area (HPE only)
The context through which the Content Descriptors and Achievement Standards are taught and assessed.
Elaboration
Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.
Band/level descriptor
Statements that provide an overview to the content descriptions and achievement standard within the level or band.
Strand
Key organising elements within each curriculum area.
Sub-strand
Supplementary organising elements within some curriculum areas.

7. Delivering the curriculum
Schools can decide how to structure their teaching and learning program.
Teaching and learning programs
reflect local resources, expertise and contexts, and allows for specialisation and innovation
ensures every student has the opportunity to learn the knowledge, understandings and skills defined in the curriculum

8. What is Design and Technologies

9. Organisation of the Design & Technologies

10. Focus on different types of thinking
Design thinking - use of strategies for understanding design needs and opportunities
Systems thinking - generation of ideas and decisions made throughout the design processes; recognition of the connectedness and interactions;
Computational thinking - problem-solving used eg. calculating costs, testing materials

11. Food specialisations
Explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues. Students come to understand the importance of a variety of foods, sound nutrition principles, food preparation and food safety.

12. Focus on healthy eating

13. Focus on sustainability

14. Organisation of Health and Physical Education
The content is organised under two strands (each with three substrands):
Personal, social and community health
Being healthy, safe and active
Communicating and interacting for health and wellbeing
Contributing to healthy and active communities
Movement and physical activity
Moving the body
Understanding movement
Learning through movement 

15. HPE: focus areas Alcohol and other drugs Active play and minor games
Food and nutrition
Challenge and adventure activities
Health benefits of physical activity
Fundamental movement skills
Mental health and wellbeing
Games and sports
Relationships and sexuality
Lifelong physical activities
Safety
Rhythmic and expressive movement

16. Food and nutrition focus area
addresses the role of food and nutrition in enhancing health and wellbeing. Supports students to develop knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices.
food groups and recommendations for healthy eating (including The Australian Dietary Guidelines and the Australian Guide to Healthy Eating)
food labelling and packaging
food advertising
personal, social, economic and cultural influences on food choices and eating habits
strategies for planning and maintaining a healthy, balanced diet
healthy options for snacks, meals and drinks
sustainable food choices.

18. Key points from the guidelines
The defined curriculum content (knowledge, skills and understanding) is the basis for student learning
Schools should develop and publish a whole-school curriculum plan that documents their teaching and learning program
Schools have flexibility in the development of the teaching and learning program to reflect decisions, resources, expertise and priorities of the school

19. Four interrelated layers
By School – a high-level summary of the coverage of all the curriculum areas, reflecting the school’s goals, vision and any particular areas of specialisation or innovation
By Curriculum Area – the sequencing of key knowledge and skills across the years of schooling to support a progression of learning
By Year Level – a coherent program from a student perspective that enables effective connections across curriculum areas
By Unit / Lessons – specifying Victorian Curriculum F–10 content descriptions and achievement standards, activities and resources to ensure students of all achievement levels are able to progress
Summarise the four interrelated layers of curriculum planning – why all are important but give a different perspective

20. Importance of curriculum planning

21. Working with the curriculum
Content Description
Level 7-8
Achievement Standard
(part of)
Technology context or Focus Area/s
Teaching and learning activities
Assessment strategy
Design and Technology
Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating 
Health and Physical Education
Develop skills to evaluate health information and express health concerns

22. Working with the curriculum
Content Description
Level 7-8
Achievement Standard
(part of)
Technology context or Focus Area/s
Teaching and learning activities
Assessment strategy
Design and Technology
Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating 
explain how the features of technologies impact on designed solutions and influence design decisions…
Food specialisation
Ask students to compare characteristics and properties of different egg white foams (room temperature and refrigerated) - measure time taken and volume of each and conduct a sensory evaluation of an omelette made from each egg white foam.
Present findings in a graphical organiser (e.g. Mind Map, annotated visual display or table) and explain differences and similarities between each egg white foam and omelette.
Health and Physical Education
Develop skills to evaluate health information and express health concerns
gather and analyse health information.
 Food and Nutrition
Provide students with dietary information from a range of different sources (e.g. online, magazines). Discuss:
how do we know if dietary information is credible?
What constitutes reliable sources of information?
 Students collect 5 examples of dietary information and annotate each example in relation to its credibility.

23. Progression of learning - poll
Foundation
Levels 1-2
Levels 3-4
Levels 5-6
Levels 7-8
Levels 9-10 A B C D
Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene
Investigate food preparation techniques used in modern or traditional societies
Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating
Which content description represents the lower level of knowledge/skills? (A, B, C or D?)
Which content description represents the higher level of knowledge/skills? (A, B, C or D?)

24. Progression of learning - poll
Foundation
Levels 1-2
Levels 3-4
Levels 5-6
Levels 7-8
Levels 9-10
Level 9-10
Level 5-6
Level 3-4
Level 7-8
Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene
Investigate food preparation techniques used in modern or traditional societies
Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating
Refer to the scope and sequence document

25. Planning for progression in learning
Content description
Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene
What will you teach to progress the student’s learning?
Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating
Achievement standard
By the end of Level 6 -
explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.
What will the students be able to demonstrate as they are progressing towards the standards?
By the end of Level 8 –
explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

26. Home Economics Victoria
Curriculum flowcharts
levels 7-8
levels 9-10

29. Key messages
Know what the primary schools in your area are teaching, Kitchen garden programs etc?
Communicate with HPE, Agriculture and Horticulture and other Design Technologies teachers in your school
Plan your teaching and learning program using both the Victorian Curriculum Design & Technologies and Health and Physical Education

30. Questions?

31. Contact Details Victorian Curriculum and Assessment Authority (VCAA)
Leanne Compton
Curriculum Manager, Design and Technologies
phone: (03)
Nerida Matthews
Curriculum Manager, Health and Physical Education
Phone: (03)