Home Economics

Year 7 and Year 8 (Middle Schools)
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.
Home Economics Scheme of Work - Year 9 (2020-

1 2021)
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

2 2021)
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

Introduction to Home Economics.
1 👨‍🏫 💻
The functions of food; healthy plate & food groups
2 💻 👨‍🏫
Dietary guidelines*.
3
Introduction to the task as part of the lesson
👨‍🏫 💻
…the evaluation wheel (one Lesson 40 mins)
4
Planning of a simple snack following the principles of a
balanced diet.
💻 👨‍🏫
Personal, food lab/kitchen hygiene & aspects of safety.
5 👨‍🏫 💻
Demonstration: Planning a healthy school lunch and
introduction to the flowchart. (No practical for this
demo.)
💻 👨‍🏫
6
Online Demo:
Healthy School
Lunch
Home Economics Scheme of Work - Year 9 (2020-2021)

3
Correct use and care of basic kitchen equipment with

7
emphasis on basic skills.
👨‍🏫 💻
Demonstration:
8
Planning a healthy milk and fruit dessert
💻 👨‍🏫
Online Demo:
Milk & Fruit Dessert
Practical Intervention:
9
Preparation of a healthy milk & fruit dessert.
👨‍🏫 💻
Online
Activities 1
10
Preparation of a healthy milk & fruit dessert.
💻 👨‍🏫
Online
Activities 1
Planning a simple nutritious breakfast.
11 👨‍🏫 💻
Demonstration:
12
The rubbing-In method of cake-making
💻 👨‍🏫
Online Demo:
Rubbing-In
13
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.
4

Week Topics
Introduction to Home Economics. Group A & Group B – Theory Lesson
1
The functions of food; healthy plate & food groups Group A & Group B – Theory Lesson
2
Dietary guidelines*. Group A & Group B – Theory Lesson

3 Introduction to the task as part of the lesson
…the evaluation wheel (one Lesson 40 mins) Group A & Group B – Theory Lesson
Planning of a simple snack following the principles of a
4
balanced diet.
Personal, food lab/kitchen hygiene & aspects of safety. Group A & Group B – Theory Lesson
5
Demonstration: Planning a healthy school lunch and Group A & Group B

6 introduction to the flowchart. (No practical for this demo.)
Correct use and care of basic kitchen equipment with Group A & Group B – Theory Lesson
7 emphasis on basic skills.
Demonstration: Group A & Group B

8 Planning a healthy milk and fruit dessert
Practical Intervention: Group A - Practical Group B – Theoretical

9 Preparation of a healthy milk & fruit dessert. Activities
Practical Intervention: Group A – Theoretical Group B - Practical
10 Preparation of a healthy milk & fruit dessert. Activities

5
Planning a simple nutritious breakfast. Group A & Group B – Theory Lesson

11
Demonstration: Group A & Group B

12 The rubbing-In method of cake-making
Practical Intervention: Group A - Practical Group B – Theoretical

13 Rubbing-in method. Activities
Practical Intervention: Group A – Theoretical Group B - Practical
14 Rubbing-in method. Activities

6
Scenario 3: Re-opening of schools in Jan 2021 or later
(term 1 - online teaching only)
Week Date Topic Learning Outcomes Assignment & Assessment
Introduction to Home  Information about students, classes (Sets), lessons, Preparing online HE folder
Economics. guidelines for online teaching and learning, ethics, online HE file, plastic folders,
class setup, use of tools and access to resources, checking apron, hat
1 email addresses, getting parents’ consent, general
information.
 Explaining Assessment
The functions of food;  I can define the term: health and/or a healthy living. Journal
healthy plate & food groups  I can identify the five nutrients and outline their role in the
diet.
2  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)
Dietary guidelines*. Planning  I can identify the current dietary guidelines and explain their Assessment Task 1
of a simple snack following role.
the principles of a balanced  I can plan healthy food options. (3)
diet.  I can adapt and modify basic methods of food preparation
according to the dietary guidelines.
3
Introduction to the task…  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.

7
…the evaluation wheel.  I can create and evaluate a task according to a set of Self-Assessment Sheet
criteria.
4 Student share and present
their tasks. Teacher provides
collective feedback.
Personal, food lab/kitchen  I can interpret the importance of personal hygiene and Assessment Task 2
hygiene & aspects of safety. outline ways how to achieve and maintain it in the Food Lab. Self-Assessment Sheet
 I can describe how food should be handled, cooked and
5 stored safely to prevent the development of micro-
organisms.
 I can explore safety precautions in the Food Lab.
Demonstration: Planning a  I can distinguish between healthy and less healthy snacks,
healthy school lunch and particularly for adolescents.
introduction to the flow  I can demonstrate different types of skills, such as peeling,
chart. grating, slicing, dicing and chopping in food preparation. (5)
(No practical for this demo.)  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
6 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)
8
Correct use and care of basic  I can identify the main equipment needed for different tasks Worksheet
7 kitchen equipment with in the Food Lab and demonstrate its appropriate care. (4)
emphasis on basic skills.
Demonstration: Planning a  I can justify the health benefits of milk and fruit. Practical Intervention:
healthy milk & fruit dessert.  I can plan, prepare, serve and evaluate a healthy dessert  Preparing a healthy
which includes milk and fresh fruit. (5) milk and fruit dessert.
 I can demonstrate safe and hygienic practices during  Preparation Sheet
preparation, cooking and storage of food. (6)  Shopping
 I can follow instructions when working on different tasks.  Practical Session -
 I can read and follow a recipe. presented in Word/PPT
 I can fill in a Preparation Sheet for a given practical file with photos and
assignment. description of steps.
 I can work within a time frame.  Self-Evaluation
8
 I can apply skills in the safe use of utensils and equipment. Deadline: Week 10
 I am able to make safe use of the hob.
equipment.
table.
Tutorial Lesson  Teacher will be available for student support, questions and
9 follow up.
Planning of a simple  I can justify the importance of breakfast. Worksheet

nutritious breakfast.  I can plan various healthy breakfast options with reference
10
to different cultures.

9
Demonstration: Weighing &  I can outline the skills needed for the rubbing-in method of Practical Intervention:
measuring. Planning for cake making.  Preparing cakes using
practical session using the  I can use the rubbing-in method of cake-making to prepare the rubbing-in method
rubbing-in method. simple dishes. (5) of cake making.
 I can demonstrate safe and hygienic practices during  Preparation Sheet
preparation, cooking and storage of food. (6)  Shopping
 I can accurately interpret and use standard forms of file with photos and
measurement in recipes. description of steps.
 I can fill in a Preparation Sheet for a given practical  Self-Evaluation
assignment.
11  I can work within a time frame. Deadline: Week 13
 I can apply skills in the safe use of utensils and equipment.
 I am able to make safe use of the oven.
equipment.
table.
12 follow up.
Revision Lesson
13
Revision Lesson
14

10
Scenario 1: Conditional re-opening on 30th September with social distancing

Week Date Teacher at School Group A Group A Group B Group B
Factors involved in the choice of food and drink with
1
emphasis on take-away food.
👨‍🏫 💻
Aspects of food labelling and dietary guidelines*
2 💻 👨‍🏫
Towards sustainable living – food miles, food waste and
3
carbon footprint. Food rescue in practice – Use of left -
over foods to prepare dishes.
👨‍🏫 💻
Demonstration: Make use of left-over foods to prepare
dishes - dishes can include patties made from leftover
meat, chicken, fish, veg and bread.
💻 👨‍🏫
4
Online Demo:
Using left-over
Foods
Practical Intervention: Preparation of a healthy dish
5
using left-over foods.
👨‍🏫 💻
Online
Activities 1
Practical Intervention: Preparation of a healthy dish
6
using left-over foods. 💻 👨‍🏫
Online
Activities 1

11
Fats – functions and sensible choices for a healthy

7
lifestyle.
👨‍🏫 💻
Carbohydrates – the role of sugar, starch and dietary
8
fibre in healthy diet with focus on energy balance.
💻 👨‍🏫
Demonstration: Focus on local, seasonal & sustainable
9
ingredients – savoury/sweet dish using shortcrust
pastry.
👨‍🏫 💻
Online Demo:
Shortcrust Pastry
Practical Intervention: Preparation of a
10
savoury/sweet dish using shortcrust pastry. 💻 👨‍🏫
Online
Activities 2
Practical Intervention: Preparation of a
11
savoury/sweet dish using shortcrust pastry. 👨‍🏫 💻
Online
Activities 2
Wise shopping practices; wants and needs.
12 💻 👨‍🏫
Contents of the first aid box. Simple First Aid. Making
13 an emergency call.
👨‍🏫 💻
Revision Lesson
14 💻 👨‍🏫

12

Week Topics
Factors involved in the choice of food and drink with Group A & Group B – Theory Lesson
1 emphasis on take-away food.
Aspects of food labelling and dietary guidelines* Group A & Group B – Theory Lesson
2
Towards sustainable living – food miles, food waste and Group A & Group B – Theory Lesson
carbon footprint. Food rescue in practice – Use of left -
3
over foods to prepare dishes.
Demonstration: Make use of left-over foods to prepare Group A & Group B

dishes - dishes can include patties made from leftover
4
meat, chicken, fish, veg and bread.
Practical Intervention: Preparation of a healthy dish Group A - Practical Group B – Theoretical

5 using left-over foods. Activities
Practical Intervention: Preparation of a healthy dish Group A – Theoretical Group B - Practical
6 using left-over foods. Activities
Fats – functions and sensible choices for a healthy lifestyle. Group A & Group B – Theory Lesson
7
Carbohydrates – the role of sugar, starch and dietary fibre Group A & Group B – Theory Lesson
8 in healthy diet with focus on energy balance.
Demonstration: Focus on local, seasonal & sustainable Group A & Group B

9 ingredients – savoury/sweet dish using shortcrust pastry.
Practical Intervention: Preparation of a savoury/sweet Group A - Practical Group B – Theoretical

10 dish using shortcrust pastry. Activities

13
Practical Intervention: Preparation of a savoury/sweet Group A – Theoretical Group B - Practical

11 dish using shortcrust pastry. Activities
Wise shopping practices; wants and needs. Group A & Group B – Theory Lesson
12
Contents of the first aid box. Simple First Aid. Making an Group A & Group B – Theory Lesson
13 emergency call.
14 Revision Lesson Group A & Group B – Theory Lesson

14
Scenario 3: Re-opening of schools in Jan 2021 or later
(term 1 - online teaching only)

Week Date Topic Learning Outcomes Assignment & Assessment
Introduction to the subject and  Information about students, classes (Sets), lessons, guidelines
the lessons in Year 8. for online teaching and learning, ethics, online class setup, use
Preparing online HE folder
of tools and access to resources, checking email addresses,
1 HE file, plastic folders,
getting parents’ consent, general information.
apron, hat
 Explaining Assessment
Factors involved in the choice of  I can identify factors affecting food choice.(1)
food and drink with emphasis on  I can describe the advantages and disadvantages of consuming
2 Journal
take-away food. take-away food.
Aspects of food labelling and  I can list the dietary guidelines and explain their role.
dietary guidelines*  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. Assessment Task 1
3  I can locate information found on food labels and link to the Self-Assessment Sheet
dietary guidelines.(2)
 I can research, collate and present data collected as part of a
given task.
Towards sustainable living –  I can suggest ways of respecting the environment and give
food miles, food waste and examples how to separate waste at source.
carbon footprint. Food rescue in  I can discuss environmental issues such as food miles, carbon
Assessment Task 2
practice – Use of left -over foods footprint and food waste.
4 Self-Assessment Sheet
to prepare dishes.  I can research, collate and present data collected as part of a
given task.
Demonstration: Make use of  I can plan, prepare, serve and evaluate simple dishes to Practical Intervention:
5 left-over foods to prepare dishes minimize food waste and safely make use of left overs. Preparation of a healthy dish
- dishes can include patties using left-over food.

15
made from leftover meat,  I can demonstrate different types of cooking skills such as  Preparation Sheet
chicken, fish, veg and bread. baking. (4)  Shopping
 I can fill in a Preparation Sheet for a given practical assignment. file with photos and
 I can work within a time frame. description of steps.
 I can demonstrate skills of safe and hygienic practices during  Self-Evaluation
preparation, cooking and storage of food. (4)
 I am able to make safe use of the oven. Deadline: Week 7
 I can demonstrate the proper use and care of work surfaces and
utensils in the Food Lab.
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.
6 follow up.
Fats – functions and sensible  I can explain the role of fats and their link to health.(3)
7 Worksheet
choices for a healthy lifestyle.
Carbohydrates – the role of  I can explain the role of carbohydrates and explain their link to
sugar, starch and dietary fibre in health.(3)
8 Worksheet
healthy diet with focus on
energy balance.
Demonstration: Simple, healthy  I can plan, prepare, serve and evaluate simple rice and pasta
rice/pasta dish. dishes to illustrate the role of some nutrients in the diet.
(no practical for this demo.)  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.
9  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.
16
 I can demonstrate the proper use and care of work surfaces and
table.
Demonstration: Focus on local,  I can make short crust pastry.

seasonal & sustainable  I can outline the skills needed for the making of short-crust
ingredients – savoury/sweet pastry.
dish using short crust pastry.  I can demonstrate different types of cooking skills such as
baking. (4)
 I can accurately interpret and use standard forms of Practical Intervention:
measurement in recipes. Preparation of a
 I can follow instructions when working on different tasks. savoury/sweet dish using
 I can read and follow a recipe. short crust pastry.
 I can fill in a Preparation Sheet for a given practical assignment.  Preparation Sheet
 I can work within a time frame.  Shopping
10  I can demonstrate skills of safe and hygienic practices during  Practical Session -
preparation, cooking and storage of food.(4) presented in Word/PPT
 I am able to make safe use of the hob and oven. file with photos and
 I can do the washing up in an environmental friendly way. description of steps.
 I can demonstrate the proper use and care of work surfaces and  Self-Evaluation
 I can prepare and serve a dish attractively on a correctly laid Deadline: Week 12
table.
11 follow up.
Wise shopping practices; wants  I can distinguish between basic needs and wants.
and needs.  I can explain the importance of saving and spending within one’s
means.
12  I can determine spending priorities and suggest ways of being a Worksheet
smart consumer.(5)
 I can outline how budgeting can help in making better spending
and saving.
17
 I can draw up a personal budget.

 I can apply simple budgeting to a given situation.
Contents of the first aid box.  I can list and make use of most of the items found in a First Aid
Simple First Aid. Making an Box.
emergency call.  I can indicate basic First Aid procedures for simple injuries (6)
13  (i.e. cuts, burns, nosebleeds and sprains). Worksheet
 I can follow the correct procedure to seek help in an emergency
both indoors and outdoors.
Revision Lesson
14

18
Year 9 – 11 (Senior School)
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 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.

1 2021)
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

2 2021)
Scenario 1 : Conditional re-opening on 30th September with social distancing

TERM 1
Week Date Topic Learning Objectives Group A Group B
Lesson 1: Introduction to Home  Explore Home Economics as an area of study.

Economics  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.
1
Lesson 2: The Concept of  Identify the main factors that contribute to good health
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).

3
 Investigate the effects of individual and global

consumption patterns on society, environment and
individual life quality.
Lesson 3: Functions of Food  List the three main functions of food.
Introduction to  Name the five nutrients.

👨‍🏫 💻
Nutrients  Distinguish between macro and micro nutrients.
 Explain the main functions of each nutrient.
 List rich sources for each.
Lesson 4: The Food Groups  Explain how food choices for a balanced diet depend on
2 
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).
The Healthy Food  Draw and label the Healthy Food Plate.
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.
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.
3  Review food intake according to dietary Guidelines and
suggest ways of improving current intake.
Lesson 6: The Selection, Safe  Identify equipment needed for different tasks taking place
use of and Care of
Kitchen Equipment
in the kitchen; chopping, peeling, cutting, grating, baking,
mixing, mashing, blending, serving.
💻 👨‍🏫
 Explain the correct choice, use and care of the different

4
kitchen equipment.
Lesson 7: The Preparation  Analyse the given assignment.

Sheet  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.
4
requirements.
💻 👨‍🏫
5
Lesson 9: Weighing and  Name equipment used for weighing and measuring of
Measuring 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.
5  Estimate the approximate weight of given foods (apple,
slice of bread, etc.,) and compare with actual weight.
Lesson 10: Safety and Hygiene in  Explore the importance of personal and food lab/kitchen
the Kitchen

hygiene in the context of food preparation.
List rules for each: personal hygiene; hygiene in the food
💻 👨‍🏫
lab/kitchen.
Lesson 11: Safety and Hygiene in  Identify factors which can cause accidents in the food
the Kitchen

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  List three methods of cake making namely the rubbing-in,
6
Demonstration – 
the all-in-one and the creaming method.
Explain the function of the main ingredients used for cake-
💻 👨‍🏫
Rubbing in of Cake making. (Online
Demonstration)
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.

6
 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 13: Practical (half the  Acquire and apply the following skills: Weighing and
group) - Rubbing in
of Cake Making
measuring, rubbing-in, sieving, laying of tables, serving of
food.
👨‍🏫 💻
(Online
Activities/
Revision)
7 Lesson 14: Practical (half the  Acquire and apply the following skills: Weighing and
group) - Rubbing in
of Cake Making
measuring, rubbing-in, sieving, laying of tables, serving of
food.
💻 👨‍🏫
(Online
Activities/
Revision)
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
8 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.

7
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.
Lesson 17: Demonstration +  Describe the basic steps in the making of shortcrust
Theory – Shortcrust
Pastry 
pastry.
Identify the main rules to follow and suggest possible
👨‍🏫 💻
faults if rules are not followed. (Online
Demonstration)
 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.
Lesson 18: Non-starch  Define the term NSP.
9
Polysaccharides 

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.
8
Lesson 19: Practical (half the  Suggest and prepare healthy sweet or a savoury possibly
group) – Shortcrust
Pastry 
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
👨‍🏫 💻
 Acquire and apply the following skills: Weighing and (Online
Activities/
measuring sieving, lining of tins, rubbing-in, rolling out,
Revision)
lining with pastry, laying of tables, serving of food.
10
group) – Shortcrust
Pastry 
traditional recipes.
Demonstrate simple ways of decorating pastry dishes.
💻 👨‍🏫
 Acquire and apply the following skills: Weighing and (Online
Activities/
Revision)

9
TERM 2
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.
1
 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.
Lesson 3: Fats and Oils  Classify fats into saturated, monounsaturated and

polyunsaturated fatty acids.
Define essential fatty acids and state their importance.
👨‍🏫 💻
2
 Identify animal and vegetable sources for each type
(where applicable).
 List at least 4 functions of fat in the body.

10
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.
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,
3 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  Outline the nutritive value.
Pulses 

💻 👨‍🏫
storing these foods.
11

 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.
Lesson 7: Milk and Dairy  Outline the nutritive value.
Products 

💻
4  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  Suggest a type of milk suitable for different groups of
Products +
Preparation for Food
people and situations – children, persons who are lactose
intolerant, vegans, persons on a reduced fat diet.
💻 👨‍🏫
Commodity Practical  Explain how heat affects the nutritional value of milk.
Lesson 9: Recipe Engineering  Outline factors to be kept in mind when modifying
5
recipes. 👨‍🏫 💻
 Adapt recipes, including traditional Maltese ones to make
(Online
them suitable for: high: fibre, iron, calcium diets; low:
Activities/
fat, sugar, salt diets. Revision)

12
Lesson 10: Practical – Food  Acquire and apply the following skills: peeling, chopping,
Commodity cutting, slicing, dicing, grating, liquidising, blending, 💻 👨‍🏫
mashing, beating, mixing, laying of tables, serving of
(Online
food.
Activities/
 Use the following food commodities: Milk, dairy products, Revision)
cereals, pulses, nuts, herbs, spices and eggs.
Commodity cutting, slicing, dicing, grating, liquidising, blending,
👨‍🏫 💻
food.
 Use the following food commodities: Milk, dairy products,
Lesson 12: Vitamins  Distinguish between fat soluble and water soluble

vitamins.
List antioxidant vitamins.
💻 👨‍🏫
6
 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.
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-
7
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.

13
 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.
Lesson 15: Minerals Iron Iodine, Fluoride.

👨‍🏫 💻
 State the functions of each one.
8
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

14
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.
9
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.
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, (Online
Activities/
insect sting, poisoning.
Revision)
10 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. (Online
 Explain the proper way to make an emergency call. Activities/
Revision)

15
TERM 3
Lesson 1: Childcare and  Explain the role of both parents for parenthood.
Development 

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.
1
Lesson 2: Childcare and  Suggest ways how parents can help in the development of
Development the physical, emotional, social and intellectual needs of 💻 👨‍🏫
the child with emphasis on the importance of play.
Lesson 3: Childcare and  Explain how an environment which promotes healthy

Development eating habits can be created within the family. 👨‍🏫 💻
 Preparation for meal planning – toddler.
Lesson 4: Childcare and  Explain how the vaccine programme provided by the
2 Development 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.
Lesson 5: Practical – Meal for a  Acquire and apply the following skills: peeling, chopping,
Toddler cutting, slicing, dicing, grating, liquidising, blending,
👨‍🏫 💻
3 food. (Online
Activities/
Revision)

16
💻 👨‍🏫
food. (Online
Activities/
Revision)
Lesson 7: Demonstration – Revise:

Creaming method  List three methods of cake making namely the rubbing-in,
👨‍🏫 💻
 Explain the function of the main ingredients used for cake- (Online
Demonstration)
making.
 Give the basic recipe for each of the methods.
method.
three methods.
4  Giving reasons, state why the rubbing-in is the healthiest
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.
Lesson 8: The Critical Choice of  List the following labour saving devices found in the
Labour Saving
Devices
kitchen namely: food mixer and processor, electric whisk, 💻 👨‍🏫
liquidizer and blender, electric kettle, toaster and sandwich
maker.

17
 Classify the equipment as that which is essential and

equipment which is less frequently used.
Labour Saving
Devices
kitchen namely: steamer, microwave oven, cooker,
refrigerator, freezer, dishwasher.
👨‍🏫 💻
5
Lesson 10: The Critical Choice of  Explain the safe and correct use and care of the different
Labour Saving
Devices 
labour saving devices.
Identify the factors which determine the correct choice of
💻 👨‍🏫
an appliance.
Lesson 11: Practical – Creaming  Acquire and apply the following skills: Weighing and
method (all-in-one) measuring, mixing, sieving, greasing, lining of tins,
creaming, folding-in, laying of tables, serving of food.
👨‍🏫 💻
(Online
Activities/
Revision)
6
method (all-in-one) measuring, mixing, sieving, greasing, lining of tins,
💻 👨‍🏫
(Online
Activities/
Revision)
Lesson 13: Revision
👨‍🏫 💻
7
Lesson 14: Revision
💻 👨‍🏫
Assessment to be based on ANY TWO Practical Interventions.
18
Scenario 2: Opening of schools on 30th September with all students in class
TERM 1
Week Date Topic Learning Objectives Remarks

of Resources.
1 Health and well-being.
 Identify the basic health needs, namely physical needs,
define each one.
diet).
individual life quality

19

many factors.
2  Explain how dietary needs change according to age,
Plate).
them into practice.
 Distinguish between the terms diet, malnutrition, under-
use of and Care of in the kitchen; chopping, peeling, cutting, grating, baking,
Kitchen Equipment mixing, mashing, blending, serving.
kitchen equipment.
4 Sheet

20
 Choose healthy dishes which meet the assignment

requirements.
requirements.
the Kitchen hygiene in the context of food preparation.
 List rules for each: personal hygiene; hygiene in the food
lab/kitchen.
5
the Kitchen lab/kitchen.
 Discuss types of accidents that may happen in the food
lab/kitchen.
21

food lab/kitchen.
situations.
 Estimate the approximate weight of given foods (apple,
Lesson 12: Cake Making  List three methods of cake making namely the rubbing-in,
Demonstration –  Explain the function of the main ingredients used for cake-
6 Rubbing in of Cake making.
method.
three methods.
group) - Rubbing in measuring, rubbing-in, sieving, laying of tables, serving of Other half – Class activity
of Cake Making food.
7

22
polysaccharides.
 State the function of carbohydrates in the diet.
10%).
carbohydrates.
8  Identify maltose, surcrose and lactose as disaccharides and
list sources.
 Identify the relationship between sugar intake and health
diabetes mellitus.
heavy work.
Theory – Shortcrust pastry.
Pastry  Identify the main rules to follow and suggest possible
9
faults if rules are not followed.
23
the market.

Polysaccharides  Identify sources of NSP.
 List the function of soluble and insoluble fibre in the diet.
fibre rich foods.
dishes.
group) – Shortcrust traditional recipes.
Pastry  Demonstrate simple ways of decorating pastry dishes.
 Acquire and apply the following skills: Weighing and Other half – Class activity
10
 Acquire and apply the following skills: Weighing and Other half – Class activity

24
TERM 2

(15%).

1 examples.
 Outline the dangers of protein deficiency and a high protein
diet.
 Define essential fatty acids and state their importance.
2
 Identify animal and vegetable sources for each type
(where applicable).

25
 State the calorific value of 1g of fat.
including high serum cholesterol levels, heart disease and
obesity.
and CHD.
 List different types available on the local market.
 Explain their use and versatility in meal preparation.
storing the food.
3 yolk, chalazae and airspace.
quality of eggs.
Pulses  List different types available on the local market.
26

food/products.
Milk and Dairy  Outline the nutritive value.
Products  List different types available on the local market.
 List different types of milk available on the local market.
4
Lesson 8: Milk and Dairy  Suggest a type of milk suitable for different groups of Teacher:
Products + people and situations – children, persons who are lactose  discusses with
Preparation for Food intolerant, vegans, persons on a reduced fat diet. students various
Commodity Practical  Explain how heat affects the nutritional value of milk. recipes with different
food commodities.
 provides assignment
 guides students in
preparation sheet
5  List the best sources of water in the diet.
 State the daily requirements.
27

recipes.
fat, sugar, salt diets.
Other half – Class activity
food.
6
food.
vitamins.
 List antioxidant vitamins.
7  Distinguish between beta carotene and retinol.
the vitamins.

28

8 increasing/reducing intake as applicable.
Lesson 16: Minerals Iron Iodine, Fluoride.

29

 members.
9
Lesson 19: First Aid  List items found in a first aid box.
fainting, bruising, swellings and sprains, jelly fish sting,
10
Lesson 20: First Aid  Identify and name the safety equipment available for fire
extinguisher, fire blanket and smoke detector.
 Explain the proper way to make an emergency call.

30
TERM 3
Development  List factors that can harm the unborn child.
 Identify the basic needs of children at the different stages
1
Lesson 2: Childcare and  Suggest ways how parents can help in the development of
Development the physical, emotional, social and intellectual needs of

Development eating habits can be created within the family.
Lesson 4: Childcare and  Explain how the vaccine programme provided by the
Development health department is a means of preventing the spread of
2
food.
3
food.

31

 Explain the function of the main ingredients used for cake-
making.
method.
three methods.
4
Creaming Method:
Labour Saving kitchen namely: food mixer and processor, electric whisk,
Devices liquidizer and blender, electric kettle, toaster and sandwich
maker.
Labour Saving kitchen namely: steamer, microwave oven, cooker,
5 Devices refrigerator, freezer, dishwasher.
32
Labour Saving labour saving devices.
Devices  Identify the factors which determine the correct choice of
an appliance.
method (all-in-one) measuring, mixing, sieving, greasing, lining of tins, Other half – Class activity
6
Lesson 13: Revision
7
Lesson 14: Revision

33
Scenario 3: Scenario 3: Re-opening of schools in Jan 2021 or later.
TERM 1

of Resources.
1 Health and well-being.
 Identify the basic health needs, namely physical needs,
define each one.
diet).
individual life quality

34

many factors.
2  Explain how dietary needs change according to age,
Plate).
them into practice.
 Distinguish between the terms diet, malnutrition, under-
use of and Care of in the kitchen; chopping, peeling, cutting, grating, baking,
Kitchen Equipment mixing, mashing, blending, serving.
kitchen equipment.
4

35

(15%).

examples.
Outline the dangers of protein deficiency and a high protein
diet.
polysaccharides.
 State the function of carbohydrates in the diet.
10%).
5
carbohydrates.

36

 Identify maltose, surcrose and lactose as disaccharides and
list sources.
 Identify the relationship between sugar intake and health
diabetes mellitus.
heavy work.
Polysaccharides  Identify sources of NSP.
 List the function of soluble and insoluble fibre in the diet.
fibre rich foods.
dishes.
6
 List the best sources of water in the diet.
 State the daily requirements.
37

 Define essential fatty acids and state their importance.
7  Identify animal and vegetable sources for each type
(where applicable).
 State the calorific value of 1g of fat.
6 including high serum cholesterol levels, heart disease and
obesity.
and CHD.
vitamins.
 List antioxidant vitamins.
 Distinguish between beta carotene and retinol.
8
the vitamins.

38

9 Lesson 18: Minerals Iron Iodine, Fluoride.


39
the Kitchen hygiene in the context of food preparation.
 List rules for each: personal hygiene; hygiene in the food
lab/kitchen.
the Kitchen lab/kitchen.
10
 Discuss types of accidents that may happen in the food
lab/kitchen.
food lab/kitchen.
situations.

40
TERM 2

requirements.
1
requirements.
Lesson 3: Cake Making
 List three methods of cake making namely the rubbing-in,
2

41
Demonstration –  Explain the function of the main ingredients used for cake-
Rubbing in of Cake making.
method.
three methods.
 Estimate the approximate weight of given foods (apple,
3
Theory – Shortcrust pastry.
Pastry  Identify the main rules to follow and suggest possible
4 faults if rules are not followed.
the market.

42

recipes.
fat, sugar, salt diets.
 Acquire and apply the following skills: Weighing and
5
 Acquire and apply the following skills: Weighing and
 List different types available on the local market.
storing the food.
6 take place during cooking.
yolk, chalazae and airspace.
quality of eggs.
43


Pulses  List different types available on the local market.
food/products.
Lesson 13: Milk and Dairy  Outline the nutritive value.
Products  List different types available on the local market.
7
 List different types of milk available on the local market.

44
Lesson 14: Milk and Dairy  Suggest a type of milk suitable for different groups of Teacher:
Products + people and situations – children, persons who are lactose  discusses with
Preparation for Food intolerant, vegans, persons on a reduced fat diet. students various
Commodity Practical  Explain how heat affects the nutritional value of milk. recipes with different
food commodities.
 provides assignment
 guides students in
preparation sheet
food.
8
food.
members.
9
Lesson 19: First Aid
 List items found in a first aid box.
10

45

fainting, bruising, swellings and sprains, jelly fish sting,
Lesson 20: First Aid  Identify and name the safety equipment available for fire
extinguisher, fire blanket and smoke detector.
 Explain the proper way to make an emergency call.

46
TERM 3
Development  List factors that can harm the unborn child.
 Identify the basic needs of children at the different stages
1 Lesson 2: Childcare and  Suggest ways how parents can help in the development of
Development the physical, emotional, social and intellectual needs of
 Explain how an environment which promotes healthy
eating habits can be created within the family.

Development eating habits can be created within the family.
Lesson 4 Childcare and  Explain how the vaccine programme provided by the
Development health department is a means of preventing the spread of
2
3 food.
Lesson 6: Practical – Meal for a
 Acquire and apply the following skills: peeling, chopping,
Toddler Other half – Class activity
cutting, slicing, dicing, grating, liquidising, blending,

47

food.

 Explain the function of the main ingredients used for cake-
making.
method.
three methods.
4
Creaming Method:
Labour Saving kitchen namely: food mixer and processor, electric whisk,
Devices liquidizer and blender, electric kettle, toaster and sandwich
maker.

48
Labour Saving kitchen namely: steamer, microwave oven, cooker,
Devices refrigerator, freezer, dishwasher.
5
Labour Saving labour saving devices.
Devices  Identify the factors which determine the correct choice of
an appliance.
6
Lesson 13: Revision
7
Lesson 14: Revision

49
TERM 1
Revision – Concept of
Health, Functions of
Lesson 1:
food, Food groups,
Guidelines and the
1 Healthy Plate.
Revision – Nutrients
in General, *It is advised to check on the
Lesson 2: Class activities to determine where the students stand in their learners’ knowledge and
Carbohydrates, NSP
and Water. learning. Through revision exercises and brief explanations, understanding of these
students will be able to consolidate the topics covered in Year 9. foundation topics in Home
Revision – Proteins, Economics. These topics can
Lesson 3:
Fats and Oils. however be adapted and
2
structured as need be
Revision – Vitamins
Lesson 4: depending on the particular
and Minerals
scenario
Revision –
Lesson 5:
Preparation Sheet
3
 List factors which affect food choice.
Factors affecting food
Lesson 6:  Suggest meals that could be prepared, keeping in mind the
Choice
various factors / situations.
Meal Planning for  Recognize risk factors and suggest ways of preventing the
Lesson 7: Different Dietary following diet-related disorders: diabetes and dental caries,
Requirements 1 CHD and high levels of cholesterol, hypertension,
4
Meal Planning for overweight/obesity, constipation and diverticular disease,
Lesson 8: Different Dietary osteoporosis, food allergies, coeliac disease,
Requirements 2 anorexia/bulimia.

50
Meal Planning for  Meal Planning for different dietary requirements:

Lesson 9: Different Dietary - Babies and toddlers
Requirements 3 - Children
- Pregnancy
5 - Adolescents
Meal Planning for
- Adults
Lesson 10: Different Dietary
- Invalids and convalescents
Requirements 4
- Senior Citizens
- Vegetarians
 Outline the nutritional value.
 List different types available on the market.
 Explain their use and versatility in cooking.
 Suggest suitable methods of cooking.
Meat and Meat  Identify food products and derivatives.
Lesson 11:
Products  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.
6
 Identify food products and derivatives.
Lesson 12: Fish
 List points to keep in mind when choosing, buying and
storing food.
commodities.
7 Lesson 13: Fruits and Vegetables
 Identify food products and derivatives.
 List points to keep in mind when choosing, buying and
51
storing food.
commodities.
 Explain the effects of heat on the nutritional value of
vegetables.
 Explain the term organic farming.
 State two benefits and two disadvantages of organic
farming.
 Outline the importance of organic farming.
Organic Farming and
Lesson 14:  list three ways how it differs to conventional methods of
GMOs
farming.
 Explain the term genetically modified organisms.
 Give three reasons why people are showing more awareness
regarding gmo’s.
 List at least 5 reasons why we cook food.
 Explain the difference between moist and dry methods of
cooking.
Lesson 15: Methods of Cooking 1  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.
8
 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,
Lesson 16: Methods of Cooking 2 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.
 Label the digestive tract – mouth, tongue and salivary
The Process of
9 Lesson 17: glands, oesophagus, stomach, liver, pancreas, small
Digestion
intestine, large intestine, anus.

52
 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
For the investigation, students are expected to complete:
Lesson 18: Investigation 1 - The introductory assessment areas of one investigation
work which include the Choice and Analysis of Title
 Explain the importance of budgeting one’s income.
Budgeting and Ways
Lesson 19:  List sources of income.
of Saving Money 1
 Explain the difference between gross and net income.
 List priorities to be considered when planning the family
10 budget.
Budgeting and Ways  Analyze possible consequences of mismanagement.
Lesson 20:
of Saving Money 2  Explain possible bank services and explain the functions of
current, savings and fixed accounts.
 List 3 types of possible investments for future needs.

53
TERM 2
 Define the term senior citizens.

 Identify emotional, social, intellectual and physical needs.
 Identify ways of how and where they can get help.
Lesson 1: Senior Citizens in the
 List effects of the changing lifestyle on the elderly person.
Society 1
 Identify the positive and negative aspects of an elderly person
living alone, living within the family and living in a residential
1 home.
 Meal Planning for different dietary requirements:
- Pregnant woman
Meal Planning for
Lesson 2: Different Dietary
 Prepare for the practical suitable for a pregnant woman
Requirements 5
keeping in mind the nutritional dietary guidelines.
Meal Preparation:
Cooking for a
Lesson 3:
Pregnant woman  Prepare, cook and serve a healthy meal suitable for a
(group 1) pregnant woman keeping in mind the nutritional dietary
2
Meal Preparation: guidelines.
Cooking for a  Work out revision exercises on previous lessons.
Lesson 4:
Pregnant woman
(group 2)
- the Identification of Factors involved
Lesson 5: Investigation 2
- the Aims
- the Plan of Action
3
 Explain how one can pay for products using the following
methods: cash, plastic money, cheque, hire purchase, interest
Lesson 6: Methods of Payment
free credit, bank-loan or overdraft facilities.
 Compare the advantages and disadvantages when using the

54
above methods.
 Explain the difference between debit and credit card and
comment on the advantages and disadvantages of using these
cards.
 Identify 3 difficulties faced by people with mobility
impairment.
 Identify 3 difficulties faced by people with mental impairment.
The person with
Lesson 7:  Comment on the effect a person with special needs has on the
Special Needs
family.
 Suggest ways how to integrate the person with a disability in
the community.
 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
4
followed.
 Comment on the shelf-life when preparing cakes using the
whisking method.
Whisking Method
Lesson 8:  Suggest ways of increasing fibre, reducing sugar and
Demonstration
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.
Whisking method
Practical (group 1)
Lesson 9:
Revision Exercises
 Prepare, cook and serve a healthy cake using the whisking
(group 2)
5 method.
Whisking method
 Work out revision exercises on previous lessons.
Practical (group 2)
Lesson 10:
Revision Exercises
(group 1)

55
 Explain why children and the elderly are most prone to

accidents inside and outside the home.
Safety Inside and  List possible accidents inside and outside the home, with
Lesson 11:
Outside the Home particular emphasis on the kitchen, the bathroom, playing
fields and on the road and identify safety precautions for
each.
6
 Identify types of cookers available (built-in or free-standing;
gas, electric or ceramic).
Ovens, hobs and  Explain how to use a cooker safely.
Lesson 12:
grills  List the parts of a cooker.
 List special features to be considered when choosing the hob,
grill and oven.
 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.
Refrigerators and
7 Lesson 13:  List packaging materials suitable for use in a refrigerator.
Freezers
 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.

56
 Meal Planning for different dietary requirements:

- Vegetarians
Meal Planning for
Lesson 14: Different Dietary  Prepare for the practical suitable for a vegetarian keeping in
Requirements 6 mind the nutritional dietary guidelines.
Meal Preparation:
Cooking for a
Lesson 15: Vegetarian (group 1)
Revision Exercises
 Prepare, cook and serve a healthy meal suitable for a
(group 2)
8 vegetarian keeping in mind the nutritional dietary guidelines.
Meal Preparation:
Cooking for a
Lesson 16: Vegetarian (group 2)
Revision Exercises
(group 1)
 Define the term environment.
Environmental
Lesson 17:  Explain the importance of taking care of our environment.
Awareness
 Comment on the local environmental situation.
 Distinguish between organic, inorganic waste, liquid and solid
waste.
 List benefits of separating waste at source.
9
 Explain the steps to follow when organizing waste to be taken
Waste Separation at
Lesson 18: to bring-in sites.
Source
 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.
 Define the term green consumer.
Choice of Goods and  List symbols to look out for to choose products with minimal
Services with Minimal impact on the environment.
10 Lesson 19:
Impact on the  Suggest changes in habits and daily routines to help us
Environment become more green consumers when choosing goods and
using various services.
57
 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
 Explain the importance of saving energy and water in the
home.
 Identify daily habits and routines that one could adopt to
Saving water and reduce the consumption of electricity and water in the home.
Lesson 20:
energy 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.

58
TERM 3
 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.
Yeast as a Raising
Lesson 1:  List the ingredients needed to make a yeast dough.
Agent Theory Lesson
 Describe the process of making yeast dough.
and Demonstration
1  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
- the Background Research.
Yeast as a Raising
 Prepare, cook and serve a healthy dish using the yeast
Agent Practical
dough keeping in mind the nutritional dietary guidelines.
Lesson 3: (group 1)
Revision Exercises
(group 2)
2
Yeast as a Raising
Agent Practical  Prepare, cook and serve a healthy dish using the yeast
Lesson 4: (group 2) dough keeping in mind the nutritional dietary guidelines.
Revision Exercises  Work out revision exercises on previous lessons.
(group 1)
Revision Exercise and
3 Lesson 5: Preparation for Work out revision exercises on previous lessons.
Matsec Exam

59
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,
Matsec Practical
adults, pregnant or breastfeeding mothers, elderly,
Lesson 6: Exam Preparation
athletes
Sheet
- 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.

60
 Define the term consumer.

 Explain the importance of becoming an informed consumers
Lesson 7: Consumer Awareness  Identify factors which influence consumer choice with
reference to: personal, social, economic, psychological and
4 environmental factors.
Matsec Practical
Exam (group 1) Group 1 conducts exam while group 2 works on a number of
Lesson 8:
Revision Exercises revision and exercises.
(group 2)
Matsec Practical
Exam (group 2 ) Group 2 conducts exam while group 1 works on a number of
Lesson 9:
Revision Exercises revision and exercises.
(group 1)
 Compare and contrast the advantages and disadvantages of
5 Matsec Practical the following shopping practices:
Evaluation - Buying from specialist shops, supermarkets, discount
Lesson 10: stores, open markets, door-to-door sellers
Shops and Shopping - buying over the internet, over the phone o using mail-
Practices 1 order and catalogue shopping.
 Identify marketing strategies used and comment on their

influence on the consumer.
 Make a list of different forms of advertising.
Shops and Shopping
Lesson 11:  Discuss the store layout and in-store promotions as an
Practices 2
effective form of advertising.
 Set 10 rules for wise shopping.
6
 List the 8 consumer rights.

Consumer Rights and  Name 4 consumer responsibilities.
Lesson 12: Responsibilities  Explain the procedure of how to redress.
 List 2 sources of information and advice.
Senior Citizens in the  List 5 services available for senior citizens and discuss their
7 Lesson 13:
Society 2 benefits.

61
 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

62
TERM 1
Lesson 1: Discuss what topics were covered last year when schools were
Introduction to Home closed down.
Economics in Yr 11 Discuss the parts of the investigation that were covered last year
when schools were closed down.
Outline this year’s targets.
1
Lesson 2: Revise the following Yr 10 parts of the investigation:
 Choice and analysis of investigation title.
Revision of Yr 10
 Identification of factors involved in carrying out the
investigation
investigation.
 Aims.
Lesson 3:
Revision of Yr 10 Check where students stand in their learning and revise Yr 10
topics topics covered when schools were closed down.
2
Lesson 4:
Lesson 5:
3
Lesson 6: Revise the following Yr 10 parts of the investigation:
Revision of Yr 10
 Plan of action.
investigation
 Background research.
Lesson 7: List causes of food spoilage namely by natural decay and
Food Spoilage, microscopic forms of life (to include bacteria, moulds and yeasts),
4 Contamination and and chemicals.
Poisoning Define the term perishable foods.
Give examples of perishable foods.

63
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
Continue the above learning objectives.
Poisoning
(continued)
Lesson 9: Explain the importance of following hygienic practices when
handling food.
Define HACCP.
Comment on the importance of setting standards from ‘farm to
Hygienic Practices in fork’.
List 5 personal hygiene rules.
the Handling and
List 3 hygienic practices when purchasing food.
Preparation of Food
5 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 Introduce the technique, giving reasons for carrying out the
– Use of Technique 1 technique.
Lesson 11: Define the term convenience foods.

List advantages and disadvantages of convenience foods.
The Use of Outline the importance of sensible use of convenience foods.
Explain why it is important to choose fresh foods rather than
Convenience Food
convenience foods whenever possible.
Justify the increase in availability and choice of convenience foods
with reference to today’s lifestyle.
6
Lesson 12: Explain the importance of packaging.
List materials used for packaging.
Suggest suitability of packaging materials for different food
Food Packaging 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.
64
Lesson 13:
Investigation Yr 11 –
Explain how to carry out the technique in an effective manner.
Use of Technique 1
Lesson 14: 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.
7 Identify and explain the symbols often found on a food label to
include: ‘microwavable’ symbol, ‘litterman’ symbol, ‘recyclable’
Food Labelling 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.
Lesson 15:
Food Labelling Continue the above learning objectives.
Lesson 16: 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
8 listed in the ingredients list.
Give at least 5 examples of natural additives / herbs / spices
Food Additives
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.
Lesson 17: Name a person’s basic needs namely physical, social and
Factors Influencing
9 emotional.
Choice of Home
Identify factors which influence the choice of home.

65
Lesson 18: Investigation Yr 11 – Draw detailed conclusions to the result of the technique.
Use of Technique 1 +
Discussion of Results Discuss in detail the outcomes of the results obtained.
Lesson 19: List the advantages and disadvantages of renting, buying and
building a house.
Steps to Follow when Identify the different ways of financing a home.
List the steps to follow when buying a house.
Acquiring a Home
Explain who is the estate agent and what services they offer.
List the advantages and disadvantages of using the services of an
10
estate agent from the buyer’s and seller’s point of view.
Lesson 20: Steps to Follow when Continue the above learning objectives.
Acquiring a Home +
Explain the difference between assurances and insurances.
Assurances and
List the benefits of having a household insurance policy and a life
Insurances
assurance policy when taking a loan from the bank.

66
TERM 2
Lesson 1: Carry out ongoing evaluation.

Evaluate comprehensively the effectiveness of the planning
Investigation Yr 11 -
decisions, methods and results obtained, makes a good
Evaluation
appreciation of the strengths and weaknesses of the
1
investigation with sensible suggestions for further work.
Lesson 2:
Preparation sheet - Under examination conditions, fill in the practical session
Exam preparation sheet according to assignment given.
Lesson 3: Sources of Stress on Identify sources of stress on the family.

Differentiate between social, cultural and economic sources of
Family Units and
stress on family units.
Strategies for
List 5 effects which show that a person is under stress.
2 Managing Stress Suggest 6 practical ways how teenagers can manage stress.
Lesson 4: Prepare, cook and serve the chosen dish and beverage (half of a
Practical – Exam /
large group) / Do some revision exercises (the other half of a
Revision
large group).
Lesson 5: Prepare, cook and serve the chosen dish and beverage (half of a
Practical – Exam /
large group) / Do some revision exercises (the other half of a
Revision
large group).
Lesson 6: Evaluation of Evaluate the practical session.
practical – Exam +
Begin Kitchen Identify the different uses of a kitchen.
Planning Define the term ergonomics in terms of kitchen planning
3
(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.

67
 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.
Lesson 7:
Kitchen Planning Continue the above learning objectives.
4
Lesson 8:
Kitchen Planning Continue the above learning objectives.
Lesson 9: The Identification of

the Key Sources of
Identify 10 social protection and support provided by welfare
Information and
services and organisations in relation to children and elderly.
Support Provided for
5
Families
Lesson 10:
(*1) Revision for
Revise for Annual exams.
Annual Exams
Lesson 11:
(*1) Annual Exams /
6
Lesson 12:
(*1) Annual Exams /
Lesson 13:
(*1) Annual Exams /
7
Lesson 14:
(*1) Annual Exams /
Lesson 15:
8 (*1) Annual Exams /

68
Lesson 16:
(*1) Annual Exams /
Lesson 17: (*1) Revision of

Annual Exam Paper Revise the Annual Exam paper done.
done
9
Lesson 18:
Class Activities Do class activities on topics of Yr 9 and 10.
Lesson 19:
10
Lesson 20:

69
TERM 3
Lesson 1: 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.
Preservation of Food
Comment on the advantages and disadvantages of the different
1 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.
Lesson 3: 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.
Home 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: Classify 4 fabrics under each of the two headings – natural and
2 synthetic.
Explain and list types of detergents available.
Select a suitable laundry detergent considering the environmental
impact of the various detergents.
Laundry and Fabric
Name and comment about the features to look out for when
Care
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.

70
Lesson 5:
Laundry and Fabric
Continue the above learning objectives.
Care
Lesson 6: Define self-image.

3 Describe how clothing affects a person’s self-image.
Appearance Explain the importance of choosing clothing that enhances self-
Management image.
Determine the social factors that affect clothing choices.
Describe a well-dressed person.
Lesson 7:
Yr 10 Revision Revise Yr 10 topics covered when schools were closed down.
4
Lesson 8:
Yr 10 Revision Revise Yr 10 topics covered when schools were closed down.
Lesson 9:
General Revision Revise Yr 9, 10 and 11 topics.
5
Lesson 10:
General Revision Revise Yr 9, 10 and 11 topics.
Lesson 11:
Class Activities Review and working of past papers.
6
Lesson 12:
Lesson 13:
7
Lesson 14:
(*1) Exact time frame of Yr 11 Annual Exams to be confirmed.

71

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Year 7 and Year 8 (Middle Schools)

Home Economics – Guidelines for

Middle Schools - Year 7 and Year 8

Scenario 1: Conditional re-opening on 30th September with social distancing measures in

Scenario 2: Opening of schools on 30th September with all students in class.

Scenario 3: Re-opening of schools in January 2021 or later.

Key notes for proposed schemes of work

Home Economics Scheme of Work - Year 9 (2020-

Home Economics Scheme of Work - Year 9 (2020-

HOME ECONOMICS SCHEME OF WORK: Year 7 (2020-2021)

Scenario 1: Conditional re-opening on 30th September with social distancing

Week Date Teacher at School Group A Group A Group B Group B

Home Economics Scheme of Work - Year 9 (2020-2021)

Correct use and care of basic kitchen equipment with

HOME ECONOMICS SCHEME OF WORK: Year 7 (2020-2021)

Scenario 2: Opening of schools on 30th September with all students in class.

Dietary guidelines*. Group A & Group B – Theory Lesson

Demonstration: Planning a healthy school lunch and Group A & Group B

Demonstration: Group A & Group B

Practical Intervention: Group A - Practical Group B – Theoretical

Home Economics Scheme of Work - Year 9 (2020-2021)

Planning a simple nutritious breakfast. Group A & Group B – Theory Lesson

Demonstration: Group A & Group B

Practical Intervention: Group A - Practical Group B – Theoretical

Assessment to be based on TWO Tasks and TWO Practical Interventions.

Home Economics Scheme of Work - Year 9 (2020-2021)

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

Home Economics Scheme of Work - Year 9 (2020-2021)

Planning of a simple  I can justify the importance of breakfast. Worksheet

Home Economics Scheme of Work - Year 9 (2020-2021)

Assessment to be based on TWO Tasks and TWO Practical Interventions.

HOME ECONOMICS SCHEME OF WORK: Year 8 (2020-2021)

Scenario 1: Conditional re-opening on 30th September with social distancing

Home Economics Scheme of Work - Year 9 (2020-2021)

Fats – functions and sensible choices for a healthy

Home Economics Scheme of Work - Year 9 (2020-2021)

HOME ECONOMICS SCHEME OF WORK: Year 8 (2020-2021)

Scenario 2: Opening of schools on 30th September with all students in class.

Demonstration: Make use of left-over foods to prepare Group A & Group B

Practical Intervention: Preparation of a healthy dish Group A - Practical Group B – Theoretical

Demonstration: Focus on local, seasonal & sustainable Group A & Group B

Practical Intervention: Preparation of a savoury/sweet Group A - Practical Group B – Theoretical

Home Economics Scheme of Work - Year 9 (2020-2021)

Practical Intervention: Preparation of a savoury/sweet Group A – Theoretical Group B - Practical

14 Revision Lesson Group A & Group B – Theory Lesson

Assessment to be based on TWO Tasks and TWO Practical Interventions.

Home Economics Scheme of Work - Year 9 (2020-2021)

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)

Home Economics Scheme of Work - Year 9 (2020-2021)

Demonstration: Focus on local,  I can make short crust pastry.

 I can draw up a personal budget.

Assessment to be based on TWO Tasks and TWO Practical Interventions.

Home Economics Scheme of Work - Year 9 (2020-2021)

Home Economics – Guidelines for