CENTRAL QUEENSLAND UNIVERSITY

Assessment Task 1
EDSE12021
Stephanie Brocklehurst
10/9/2015

Stephanie Brocklehurst - s0257771

 Table of Contents

Contents
Table of Contents ............................................................................... 1
Unit Context Statement ...................................................................... 2
Student Profile Year 9 Home Economics Class: ................................... 4
Lesson Plans and Resources .............................................................. 34
Teaching Approach Statement .......................................................... 47
Reference List ................................................................................... 50
Appendix ........................................................................................... 51

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Unit Context Statement
In a society that is continuously changing on a daily basis, there is a number of issues such as
sustainability, physical health, as well as consumer excesses and a constant extending poverty
gap. Home Economics education provides the opportunity for students to plan, respond and
apply themselves to real-life situations as well as providing the unique strength of focusing
on practical elements, such as food studies and textiles. These particular aspects allow for
students to work and plan in creative and critical ways as well as reinforcing solid
achievements and extend their self-esteem levels.

The following unit of work for this assessment task has been designed for year 9 students
studying Home Economics at a State High School in the regional town of Bundaberg,
Queensland. North Bundaberg State High School is located on the outskirts of town and
therefore typically is a school occupied by students from both rural and remote areas around
the town. Currently a large proportion of the students attending Bundaberg North come from
farming families such as sugar cane and crop farmers in the local area. The Queensland
Governments Annual report of 2013-2014, identified that all students are entitled to an equal
education regardless of where they live as well as ensuring that the students have access to
quality education and authority and vocational higher education subjects (Education
Queensland, 2014). Although this school has a low number of students attending students are
still certainly welcome and encouraged to participate in the subject area of Home Economics.
For students attending North Bundaberg State High School, specifically middle years
learners, classes are structured in a way that places students in learning ability categories, this
allows for students excel in the classroom to have their learning extended whilst also
providing the opportunity for students who may struggle to have the extra assistance when
required or a practical hands on approach in the classroom. This provides the opportunity for

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students who may struggle with learning to have an equal education and support when
necessary.

For students attending North Bundaberg State High School one of the most important aspects
that the school takes pride in is that the school provides the funds for ingredients and other
necessary supplies that may be required from the students throughout their course of work.
By doing so the school provides the opportunity for all students to learn regardless of their
socio-economic status. In addition to this, the school simultaneously supports teacher
planning for practical components of a students course of study as they are not reliant on
whether a student has access to their own supplies when required.

This particular school chooses to foster their education around a pedagogical framework that
focuses on improving the achievement levels of students in both rural and regional areas that
attend the school. In conjunction, the school chooses to incorporate and draw upon the State
Schools Strategy 2014-2018 and aims to ensure that all educators place the emphasis on a
high quality, evidence-based teaching practices focused on success for every student
(Education Queensland, 2015). The school focuses on ensuring that educators provide equal
opportunities for their students to excel in an education that allows for them to access,
participate and achieve in all learning environments.

For North Bundaberg State High School, the pedagogical framework of State Schools
Strategy 2014-2018, is reinforced by the Essential Learnings pedagogical framework which
have been combined to successfully plan the following unit of work. The specific teaching
approaches that have been selected draw upon the elements of providing students with a
systematic and explicit method of teaching and learning to allow for successful education to
take place. These specific teaching approaches allow for students to take charge of their own
learning whilst also being able to work self-sufficiently to produce a quality item of their
choosing for their summative assessment task. Teachermagazine.com (2015) identifies that
this specific pedagogical approach aligns itself with the explicit teaching methods identified
by John Fleming in his work.

This specific unit of work Are You Really Consuming a Healthy Diet has been created for
the year 9 Home Economics cohort at North Bundaberg State High School. This particular
group of students have shown great interest in the specific element of healthy eating in their
previous year of study, the students who have continued to work in the subject area of Home
Economics in year 9 achieved a sound grade or above. The unit of work has been design to

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extend on the information that the students obtained in the previous year and aims to be
conducted in a way that promotes healthy eating whilst ensuring that the activities are
entertaining to ensure that the students remain engaged in the subject content. As part of this
unit of work, Information and Communication Technology (ICT) has thoroughly embedded
to ensure that the students use their skills previously learnt, ensure students remain engaged
and allow for the educator to provide the required assessment and feedback when necessary
to enhance students learning.

Student Profile Year 9 Home Economics Class:

Student Gender Relevant Information Challenges Effort Behaviour
A Male Confident individual Very talkative Needs attention Good
student. Struggles (C Level)
to stay on task.
Requires
assistance with
literacy and
numeracy.
B Female Student works well with Needs to be Very good Very good
others reminded to stay effort in the
on task classroom
(B- Level)
C Female Works hard to ensure that Needs reminders Student works Very good
all tasks are completed to to stay on task hard to
the best of their ability complete their
tasks on time
(B Level)
D Female Very intelligent student Prefers to work Excels in the Excellent
individually classroom
rather than in (A Level)
groups
E Male Student is very creative Student enjoys Very good Excellent
and passionate about working in groups
Home Economics

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F Female Very organised student Prefers to work Student excels Excellent
individually in both theory
and cookery
elements
(A Level)
G Male Sound achieve who Can be easily Always Very good
thoroughly enjoys distracted. completes tasks
cooking on time

From the data stated above it is evident that the overall class is very well behaved and
generally has a very good overall effort in the classroom and in the completion of all tasks.
From examining the student profile above it is clear that considerations will be required and
addressed for students who require extra assistance in literacy and numeracy or have a
preferred learning style. The students needs will be effectively addressed throughout their
course of study in the Home Economics subject area.

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 Year 9

Home Economics

Are You Really Consuming a

Healthy Diet?

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School Name: Unit Title: KLA: Year Duration of Unit:
North Bundaberg State Are You Really Consuming a Technology and Level(s): 10 weeks 4x60
High School Healthy Diet? Health and Physical 9 minute lessons per
Education week

Identify Curriculum
Identify the outcomes to be targeted from the relevant
curriculum. For example: Lower Secondary Subject Area Guidelines Knowledge
QCAR Essential Learnings Knowledge and and understanding and Ways of Working
understanding and Ways of Working
Year 9 Home Economics student outcomes:

- Students are to examine what defines a healthy diet

- Investigate how a healthy diet can be achieved
- Consider assessment requirements and prepare a written flyer that relates to current diet trends and makes links to the AGTHE
- Create an individualised work plan from an original recipe and produce an individual product
- Manage time and resources
- Evaluate recipe, production and product according to criteria

Declarative Knowledge Procedural Knowledge

The learner will know and understand that: The learner will be able to:

Health is multidimensional and dynamic, and influenced by actions Ways of Working Health and Physical Education (HPE)
and environments. - identify issues and inequities and plan investigations and
activities

Stephanie Brocklehurst - s0257771

 1. Health has physical, social, emotional, cognitive and spiritual
dimensions, which are dynamic, interrelated and
interdependent
2. The interaction between personal, social, cultural and
environmental factors influences health
3. Individual, group and community action, that enables people
to adopt health promotion
4. Adolescents can meet their specific nutritional needs through
eating foods that reflect the dietary guidelines
Students will understand: (HPE Food Studies)
DK 1- How health is influenced by numerous specific dimensions, in
the forms of dynamic, interrelated and interdependent
DK 2 Health is enabled by actions of people, communities and
environments
DK 3- Health promotion is influenced by individual, group and
community actions
DK 4- Adolescent nutritional needs can be met by referring to dietary
guidelines
Context for Learning (Rationale)
Students undertaking this unit of work Year 9 Home
Economics Health, will be focusing on the element of healthy
- research, analyse and evaluate data, information and evidence
- draw conclusions and make decisions to construct arguments
- propose, justify, implement and monitor plans or actions to
achieve goals, address inequities and promote health and
wellbeing, movement capacities and personal development
- identify risks and devise and apply safe practices
- select and apply positive, respectful and inclusive personal
development skills and strategies
- reflect on health inequities, and identify the impact of diverse
influences on health and wellbeing, movement capacities and
personal development, and the best use of positive influences
- reflect on learning, apply new understandings and justify future
applications
Students are able to: (HPE Food Studies)
PK 1- Students are able to research the health risks involved with not
consuming an adequate diet
PK 2- Identify a variety of current diet trends and evaluate diet to the
requirements of the AGTHE
PK 3-Produce a number of healthy food items
PK 4-Use healthy ingredients to create a meal to meet the detailed
specifications of assessment
PK 5-Evaluate and discuss the suitability of this meal in an everyday diet
and discuss the effectiveness of the process (Blog)
PK 6- Reflect on design process and future applications of this task
(Reflective Synopsis)
School priorities
At North Bundaberg State High School the Home Economics
subject area is one that has the opportunity to provide a vast range
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eating (Health is multidimensional and dynamic, and
influenced by actions and environments) across the 10 week
term. This specific unit aims to engage the students in a range
of activities that focus on understanding the importance of
consuming a healthy diet. Students refer to their prior
knowledge of the Australian Guide to Healthy Eating as a
foundation to guide them into further research and
understandings of food related health issues. This 10 week
unit of work consists of a range elements, these include,
individual work, classroom group work and teacher and peer
collaborations. Students are provided with their assessment
task/design brief which focuses on the Home Economics
Inquiry Process framework of research, design, produce,
evaluate and reflect. By completing formative assessment
activities throughout the 10 week unit students are able to
scaffold their work for the summative assessment and
therefore working towards researching, designing and
producing a meal for their final assessment task. Finally, the
students are to evaluate their overall process and discuss what
they have learnt throughout the term and identify how they can
apply new understandings and justify future applications to
support their summative assessment task.
Develop Assessment
Type of
What will be Assessed
Assessment
of valuable learning opportunities for students studying in this
particular area. For middle year learners in particular, all Home
Economic subjects are structured in a way that organising students
into classroom ability levels. By doing so the school provides the
opportunity for students who excel in the classroom to be extended
further. In addition, for students who may struggle in the classroom
there is the opportunity to have the necessary assistance where
required or be provided with a more practical approach to learning.
The school takes pride in promoting healthy eating with a red food
free zone in all cookery classrooms and the school cafeteria. This
allows for the students to understand the importance of healthy
eating and observe it in real life situations. For students attending
this school and actively participating in the Home Economics
program, educators thoroughly encourage students to extend their
knowledge and skills with the assistance of school funded
resources to complete Home Economics at a Year 12 (Authority)
standard.
Make Judgments
When will it be Purpose of Assessment
assessed Assessable Elements
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 Year 9 students in this Home Economics
Formative classroom will be provided with several in
Assessment class tasks that are to inform them about
numerous ways on how to produce healthy
meals. Each week students will cook a dish
of their choosing that incorporates at least 2
fruits or vegetables.
Students will also be assessed weekly on :
- Student interactions in the classroom
- Participation in classroom activities
and homework
- Participation in group work
- Participation in cookery lessons
- Use of equipment and materials in
the cookery classroom
Each week - Informal student observations
are used to monitor the
students progress throughout
the term and provide feedback
and assistance when
necessary.
- Observations are used to
ensure that students are
Check student work
remaining on task throughout
booklets at the beginning
lessons and completing
of each week
homework tasks when
required.
Each lesson - Helps educator to understand
what the student may or may
not be struggling with. Also
allow for the educator to
understand what the students
can do on their own (Practical
Each cookery lesson tasks).
- Allows for students to reflect
upon what they have learnt and
allows for greater investigation
and research to occur whilst
actively engaging students in
ICT.
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Summative Written Students of the Year 9 class are
Assessment and
Blog
given a criteria sheet with a design brief that
they are to complete. They are to select one
of three provided recipes and justify in 500
words how this can be adapted with the
assistance of the AGTHE to create a healthy
meal. This is to be placed on their blog.
They are to also create a flyer that
demonstrates the effects of nutrition related
illnesses and benefits of healthy eating
Practical Students are required to
complete this dish at the end of term. They
are to demonstrate a range of personal
hygiene, kitchen hygiene and good cookery
practices throughout this lesson. Students
are to focus on creating a healthy meal that
incorporates at least 2 fruits/vegetables.
Reflection A key element to this task is
that of reflection, students are required to
analyse their dish for how it met the
assessment criteria, taste, aroma, ability to
sell, texture and consistency of the product.
Students are also to reflect upon their time
management, kitchen hygiene, personal
hygiene, cookery practices and WHS.
Blog checked at the - This assessment allows for
beginning of week 1 educator to identify if students
have the ways of working
related to identifying the risks
Final submission for involved with unhealthy eating
written and practical and how these risks could be
elements by the end of resolved.
week 9 - To assess if the students have
achieved the knowledge and
Final submission for understanding of theory
reflection by the end of
relating to how adolescents can
week 10
meet their specific nutritional
needs through eating foods
that reflect the dietary
guidelines
- To access the knowledge and
understanding that students
have made between individual
choices, class discussions and
researching the impacts on
individuals, communities and
environments.
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 Use Feedback
Ways to monitor learning and assessment
- Questioning techniques will be used to actively encourage students to become creative and critical thinkers as well as
deepen self-regulated thinking skills
- Educator should ensure that they are aware of students participation in classroom discussions, classroom activities and
group work as various students may require alternative needs in the classroom. For instance the student may require their
assessment task to be modified to spoken rather than completing a written component.
- Encourage students to become active participants in providing responses to posed classroom questions. The educator
should monitor students behave around the classroom and pose questions to comments and feedback to ensure that the
students are engaging themselves in higher order thinking.
- Write positive feedback on students work once it has been submitted and share with peers in the classroom. Allow for
students to discuss their feedback to encourage higher levels of thinking processes.

12
 Adjustments for needs of
ILO Learning experiences and teaching strategies Resources
learners
Week 1 Lesson 1 Introductory lesson
Task sheet
Introduction to Lesson
Provide additional support to
- Introduce the topic of healthy eating to the class students when required, for Student Diaries
- Hand out task sheets to the students this lesson the specific
students will include those
Highlighters
Body of Lesson - with low literacy skills.
- Teacher is to pose questions to the students about what
Pens/Pencils
they know about the topic of healthy eating.
- Educator is to choose numerous students to read aloud
different sections of text on the task sheet, this allows for Computer and
educator to establish an understanding of students literacy OHP
skills
- Teacher is to instruct students to write important dates of You Tube Videos
this task into their school diary. Eg. Monitoring and due
dates

DK 1 Conclusion of Lesson
Students are to watch film clip on You Tube about nutrition
related illnesses to allow students to begin understanding what
this unit of work will in tale and how numerous elements affect
what we choose to eat.

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 Week 1 Lesson 2

Introduction to lesson Additional support will be Computer and

- As a whole class, use the white board to brain storm what provided to students who OHP
the students currently know about healthy eating and the may have difficulty using
Australian Guide to Healthy Eating food pyramid. (This computers Computers for
particular activity will allow for the educator to gain an students to use
understanding of what the students already know about
DK 3 the chosen topic)
Work sheet

Body of lesson
Whiteboard
- The teacher will then use this brain storming activity to
incorporate a created power point presentation on the
importance of healthy eating and the benefits of
consuming a healthy diet on a daily basis. Students are to
then complete the corresponding worksheet that allows for
the research process to begin ( Higher Order Thinking)
PK 2
Conclusion of the Lesson
- Conduct a class discussion to identify one particular
aspect that the students did not know before todays
lesson. Ask students to identify one particular diet trend
that they uncovered during their research and ask students
to justify if they believe that they are currently consuming a
healthy diet on a daily basis.

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 Week 1 Lesson 3 Additional support will be Computer and
provided to students who OHP
may have difficulty using
Introduction to lesson
computers
- Teacher is to establish clear expectations and lesson goal Individual laptops
with the students from the very beginning. Students will be
informed that during this lesson they will be completing a Educator will walk around Power point
research activity using their computers. classroom and provide
additional support where
required. Worksheet
Body of lesson
- Students are to select a partner to work with throughout
PK 1 Allowing students to work
the lesson to research a number of current diet trends.
together will assist with the
They are required to collaborate their information and
quality of the classroom
create a power point presentation to present to the class at
presentation and allow for
PK 2 the end of the lesson. Students will be provided with a
students to work together
worksheet to assist with their research processes and to
equally.
provide a starting point for students presentations.

Conclusion of lesson
- Students are to present their findings to the class

15
 Week 1 Lesson 4 Additional support will be Individual
provided to students who computers
may have difficulty using
Introduction to lesson
computers
- During the beginning of the lesson students will be shown Teacher
how to use the online blogging tool called WEEBLY and computer and
how to use Publisher. This is an essential element of the Educator will walk around OHP
lesson as students will be required to use both tools to classroom and provide
complete the written component of their assessment task. additional support where
WEEBLY
DK 1 required. www.weebly.com
Body of lesson
DK 3 Providing step by step
- The educator will demonstrate to the students how to Publisher (Word)
instructions allows for
choose a theme for their blog, add or remove pages, link in
struggling students to refer
DK 4 videos to their blog, insert a range of images and texts and
back to instructions whilst
save and publish their work on Weebly. The same will be
waiting for teacher to assist
conducted for publisher to demonstrate to the students
when available
how they can build a flyer. A step by step instruction will be
written up on the board for the students to follow if need
be.

Conclusion of lesson
- Students are to create an introductory page demonstrate
why they believe consuming a healthy diet is so important
in todays society and identify what they believe are the
causes behind unhealthy eating.

16
 Week 2 Lesson 1 Practical Elements Educator will walk around Work booklet
classroom and provide
additional support where
Introduction to lesson Knife
required.
- Students are to begin investigating the workplace health
and safety rules put in place in their cookery classroom. Cutting Board
Educator is to supply students with work booklet to Providing step by step
DK 3 instructions allows for
complete activities in before beginning tour of kitchens.
struggling students to refer Tomato
back to instructions.
Body of lesson
PK 4 Carrot
- The educator will pose questions to the students about
what safety procedures that they should use in a number
of situations. Teacher will finalise this aspect of health and Celery
safety by introducing knife skills to the students.
- Educator is to organise students at the front of the Recipe
classroom to ensure that they can all see the teacher
demonstrating a range of knife skills. The teacher should
Pens/Pencils
wait until all students are quiet before beginning
demonstration.
- The teacher will identify that it is necessary for students to
achieve good knife skills by the end of the term and that
they must always participate in quality workplace health
and safety practices in the kitchen.

Conclusion of lesson
- Educator is to select a recipe for the students to create a
work plan for the following lesson. The students are
required to incorporate at least 2 vegetables into their
chosen dish.

17
 Week 2 Lesson 2 Knife
Educator will walk around
Introduction to lesson classroom and provide Cutting Board
additional support where
- Students are to enter the classroom with their aprons,
required.
clean tea towels, hair tied back and jewellery removed. Serving plate
- They are to show their completed work plan to the teacher
upon entering the classroom before beginning cooking. Providing step by step
instructions allows for Tomato
DK 4 struggling students to
Body of lesson complete the task to the Carrot
PK 3 - Students are to collect ingredients from the front of the best of their ability.
classroom and position themselves around the bench
where the teacher and students will be cooking. Celery
PK 4 Working with the educator
- Teacher and the students are to work together step by allows for students to ask for
step to complete the chosen recipe in the allocated time Zucchini
assistance when necessary.
frame
- Students are to demonstrate the knife skills that they learnt Capsicum
in the previous lesson.
Recipe
Conclusion of lesson
- Students are to clean up the classroom before Work plan
photographing their knife skills. Students are then provided
with a home work task, they are required to use Weebly to
reflect upon how successful they believe they were in Camera
completing the knife skills activity. They are to write a 200
word paragraph and incorporate the photograph of their Apron
final product.

18
 Week 2 Lesson 3 Work booklet
DK 4 Educator will walk around
Introduction to lesson classroom and provide Recipes
additional support where
- Students are to demonstrate to the educator at the
required.
PK 2 beginning of the lesson that they have completed their Pens/Pencils
required homework activity before entering the classroom.

Body of lesson Working with the educator

PK 4 allows for students to ask for
- Students are to select a recipe from the front of the
assistance when necessary.
classroom that they are then required to analyse in
conjunction with the Australian Guide to Healthy Eating.
Students are to use the pie graph located inside of their
work booklets to place ingredients into corresponding
categories. This allows for students to obtain a greater
understanding of categorising healthy and unhealthy
foods.

Conclusion of lesson
- Conclude the lesson by instructing students to
demonstrate their completed activity in groups with the
students that have chosen the same recipe.

19
 Week 2 Lesson 4 Work booklet
Educator will walk around
Introduction to lesson classroom and provide Recipes
additional support where
- Students are to enter the classroom with their aprons,
required.
DK 4 clean tea towels, hair tied back and jewellery removed. Pens/Pencils
- They are to take their seats around the front of the teacher
at the front of the classroom. Aprons
Working with the educator
PK 3 allows for students to ask for
Body of lesson
assistance when necessary. Ingredients
- Prior to the beginning of the lesson the educator chose a
particular recipe found in the students work book to create
PK 4 during the lesson with the assistance of the students. The Cutting board
focus of todays cookery lesson is vegetable stir fry.
Students are to assist with preparing the dish in order to Knife
practice for when they are to complete the task on their
own in the following lesson.
Electric Frypan

Conclusion of lesson
Work plan
- Students are to select a vegetable stir fry of their own
choosing, they are informed that the recipe must contain at
least 4 vegetables of their choosing from the schools
supplies and they are to prepare a work plan ready for
next week.

20
DK 4 Week 3 Lesson 1 Working with the educator Recipes
allows for students to ask for
assistance when necessary Aprons
Introduction to lesson
PK 3 - Students are to enter the classroom with their aprons,
clean tea towels, hair tied back and jewellery removed. Educator will walk around Ingredients
classroom and provide
- They are to show their completed work plan to the teacher
additional support where
PK 4 upon entering the classroom before beginning cooking. Cutting board
required.

Body of lesson Knife

- Students are to collect ingredients from the front of the
classroom and position themselves around the bench
where the teacher and students will be cooking. Electric Frypan
- Students are to work together step by step to complete the
chosen recipe in the allocated time frame Work plan
- Students are to demonstrate the skills that they learnt in
the previous lesson. Camera

Conclusion of lesson
Students are to clean up the classroom before photographing
their knife skills. Students are then provided with a home work
task, they are required to use Weebly to reflect upon how
successful they believe they were in completing the knife skills
activity. They are to write a 200 word paragraph and incorporate
the photograph of their final product. They are to discuss the
elements of taste, aroma, ability to sell, texture and consistency
of the product.

21
DK 4 Week 3 Lesson 2 Working with the educator Recipes
allows for students to ask for
assistance when necessary Work booklet
Introduction to lesson
PK 2 - Teacher is to demonstrate to the students the Australian
Guide to Healthy Eating standing serving sizes chart. Educator will walk around AGTHE charts
classroom and provide
additional support where
PK 5 Body of lesson required. Individual
- Students are to collect turn to the AGTHE section in their Computers
work booklets.
- They are to form groups of four to complete the chosen
activity that demonstrates a number of foods and students
have to identify where they are to be placed on the chart
and identify their standard serving size. When this activity
has been completed they are to select a recipe for the
following lesson that they would like for the teacher to
demonstrate to the class with their assistance.

Conclusion of lesson
- Students are to create a weebly post on what they have
learnt throughout the lesson and identify one specific food
that they originally thought that the serving size was
different to their findings. They are to come to class in the
following lesson with all of their necessary equipment.

Week 3 Lesson 3 Knife

Educator will walk around
Introduction to lesson classroom and provide Cutting Board
additional support where
- Students are to enter the classroom with their aprons,

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 clean tea towels, hair tied back and jewellery removed. required. Serving plate
- They are to organise themselves around the front bench at
the front of the classroom and wait for the teachers Providing step by step Ingredients
DK 4 instructions. instructions allows for
struggling students to Recipe
Body of lesson complete the task to the
PK 3 best of their ability.
- Students are to collect ingredients from the front of the Work plan
classroom and position themselves around the bench
PK 4 where the teacher and students will be cooking. Working with the educator
- Teacher and the students are to work together step by allows for students to ask for Camera
step to complete the chosen recipe in the allocated time assistance when necessary.
frame Apron
- The educator will pose questions to the students about the
nutritional quality of ingredients throughout the lesson Work booklet
whilst selecting students at random to complete a task
each.
Pens/Pencils
- Students are to identify the skills that they and the teacher
have demonstrated throughout the lesson.

Conclusion of lesson
- Students are to assist with the clean up the classroom
before photographing their individual skills throughout the
lesson. Students are then provided with a home work task,
they are required to use Weebly to reflect upon how
successful they believe they were in completing the
activity. They are to write a 200 word paragraph and
incorporate photograph of the final product.

23
 Week 3 Lesson 4 Work booklet
Educator will walk around
Introduction to lesson classroom and provide Pens/Pencils
additional support where
- Teacher writes up the lesson goal for today catch up
required.
lesson
DK4
Educator has the
Body of lesson
opportunity to sit down and
PK1 - Students have the opportunity in this lesson to catch up on assist students who may be
any lessons that they may have missed, or complete struggling with the book
homework tasks that they were unable to complete at a work.
PK2 previous date. Students who are ahead of other students
have the opportunity to begin working on their assessment
task flyer, investigating the causes of nutrition related Students who have
illnesses and possible cures while other students continue completed all of their work
to catch up. have the opportunity to
begin their assessment
research or complete fun
Conclusion of lesson activities in their work
- Conclude the lesson by holding a class discussion about booklet.
what the students were able to accomplish throughout the
lesson.
- Clean up the classroom area.

24
 Week 4 Lesson 1 Work booklet
Educator will walk around
Introduction to lesson classroom and provide Pens/Pencils
additional support where
- Teacher writes up the lesson goal for today examining
required.
DK2 texts that identify numerous key factors that cause Printed articles
unhealthy eating.
Educator has the
DK3 opportunity to sit down and Computers
Body of lesson
assist students who may be
DK4 - Students are select at random to read from the texts struggling with the book
chosen. They are to complete the corresponding work.
worksheets and locate ways in which meals can be
PK1 manipulated to ensure that they are full of nutrients.
Students who have
-
completed all of their work
PK2 Conclusion of lesson have the opportunity to
- Conclude the lesson by holding a class discussion about begin their assessment
what the students were able to accomplish throughout the research or complete fun
following lesson. Students have the opportunity to create activities in their work
their own dish whilst incorporating at least 2 vegetables. booklet.
- Clean up the classroom area.

25
DK 4 Week 4 Lesson 2 Working with the educator Recipes
allows for students to ask for
assistance when necessary Aprons
Introduction to lesson
PK 3 - Students are to enter the classroom with their aprons,
clean tea towels, hair tied back and jewellery removed. Educator will walk around Ingredients
classroom and provide
- They are to show their completed work plan to the teacher
additional support where
PK 4 upon entering the classroom before beginning cooking. Cutting board
required.

Body of lesson Knife

- Students are to collect ingredients from the front of the
classroom and position themselves around the bench
where the teacher and students will be cooking. Work plan
- Students are to work together step by step to complete the
chosen recipe in the allocated time frame Camera
- Students are to demonstrate the skills that they learnt
throughout the past 4 weeks.

Conclusion of lesson
Students are to clean up the classroom before photographing
their knife skills. Students are then provided with a home work
task, they are required to use Weebly to reflect upon how
successful they believe they were in completing the knife skills
activity. They are to write a 200 word paragraph and incorporate
the photograph of their final product. They are to discuss the
elements of taste, aroma, ability to sell, texture and consistency
of the product.

26
 Week 4 Lesson 3 Poster cardboard
Educator will walk around
Introduction to lesson classroom and provide Scissors
additional support where
- During this lesson students are to refresh their prior
required.
DK3 knowledge about the benefits of healthy eating and Glue
exercising on a regular basis.
DK4 Pens/Pencils
Body of lesson
PK1 - During this lesson students are to create posters for Glue
around their classroom that encourages students to
actively ensure that they are consuming healthy, nutritious
foods on a regular basis. Glitter

Conclusion of lesson Markers

- Students are to move around the classroom to place their
posters on the walls in eye catching areas. Paint
- Clean up the classroom area

27
 Week 4 Lesson 4 Assessment
Educator will walk around criteria
Introduction to lesson classroom and provide
additional support where Computers
- At the beginning of this lesson the teacher is to place the
required.
DK2 lesson objective on the whiteboard for the students to copy
into their work booklets. Note books
- The lesson will begin with a class discussion where the Working with the educator
DK3 allows for students to ask for
educator will ask the students to identify how health is
enabled by actions of people, communities and assistance when necessary Pens/Pencils
environments. The students will also be asked to identify
how health promotion is influenced by individual, group
and community actions

Body of lesson
- Students during this lesson have the opportunity to
continue working on the written elements of their
assessment task. They are to begin creating a flyer that
demonstrates the effects of nutrition related illnesses and
benefits of healthy eating

Conclusion of lesson
- Teacher is to conduct individual discussions with students
to identify that all students understand what is required of
them for this section of the assessment task.

28
 Week 5 Lesson 1 Weebly
Educator will walk around
DK2 Introduction to lesson classroom and provide Computers
additional support where
- Students are to watch the following You Tube video about
required.
DK4 food facts, weight loss and nutrition and how it works. Note books
https://www.youtube.com/watch?v=ccn6IHivD5M
Working with the educator
PK1 allows for students to ask for Pens/Pencils
Body of lesson
assistance when necessary
PK2 - Students are to research foods that are very beneficial to You Tube video
assist with weight loss and identify how much exercise is
required daily and justify why this is the case. This is to be Providing step by step
PK5 recorded on the students weebly blog. instructions allows for
struggling students to
complete the task to the
Conclusion of lesson best of their ability.
- Students are to write a 150 word paragraph on whether or
not they believe that they would be classified as healthy
after conducting their research during the lesson. What
students do not manage to complete will be set for
homework. Students are to select a recipe for the
following lesson and also complete their work plan for
homework ready for the following lesson.

29
DK 4 Week 5 Lesson 2 Working with the educator Recipes
allows for students to ask for
assistance when necessary Aprons
Introduction to lesson
PK 3 - Students are to enter the classroom with their aprons,
clean tea towels, hair tied back and jewellery removed. Educator will walk around Ingredients
classroom and provide
- They are to show their completed work plan to the teacher
additional support where
PK 4 upon entering the classroom before beginning cooking. Cutting board
required.

Body of lesson Knife

- Students are to collect ingredients from the front of the
classroom and position themselves around the bench
where the teacher and students will be cooking. Work plan
- Students are to work individually following the completed
work plan step by step to complete the chosen recipe in Camera
the allocated time frame
- Students are to demonstrate that their cookery skills, time
management and personal and kitchen hygiene has
continuously improved throughout the past 5 weeks.

Conclusion of lesson
- Students are to clean up the classroom before
photographing their completed product. Students are then
provided with a home work task, they are required to use
Weebly to reflect upon how successful they believe they
were in completing the classroom cookery. They are to
write a 200 word paragraph and incorporate the
photograph of their final product. They are to discuss the
elements of taste, aroma, ability to sell, texture, time
management, hygiene and consistency of the product.

30
 Week 5 Lesson 3 Weebly
DK1 Educator will walk around
Introduction to lesson classroom and provide Computers
additional support where
DK3 - Students are to enter the classroom and quietly take their
required, particularly for
places at their desks. Note books
students who may struggle
DK4 - The teacher is to inform the students that they will be with computers
investigating the importance of having various nutrients in Pens/Pencils
your everyday diet.
PK1 Working with the educator
allows for students to ask for
Body of lesson assistance when necessary
PK5
- Teacher shall then begin playing the power point
presentation to the student on the OHP for easy viewing,
the students are to take notes throughout the slide show
and when complete discuss how many essential nutrients
they consume daily.
-
Conclusion of lesson
- Students are to discuss in groups about their own personal
diet and give suggestions to each other on how they
believe they could possible improve their eating habits.
- Students are to record their findings on the personal blogs
and share their findings with the class at the end of the
lesson.

31
 Week 5 Lesson 4 Cooking utensils
The teacher is not to assist
DK4 Introduction to lesson students during this lesson. Ingredients
- Students are to enter the classroom and quietly take their
PK4 places at their desks. Aprons
- The teacher is to inform the students that they will be
PK5 demonstrating the skills that they have learnt throughout Camera
the previous weeks in a form of mystery box cooking.
-
Computers
Body of lesson
- Students are to prepare themselves for cooking
- They are made aware that they must produce a consistent
and quality healthy item in pairs before the end of the
lesson.
- This activity allows for students to be constructive and
creative thinkers (Higher order thinking) whilst
demonstrating their cookery skills.
- They are to consider the AGTHE and portion sizes
Conclusion of lesson
- At the end of the lesson students are to clean the
classroom and photograph their presented product.
- They are to create an entry on their weebly blog and
discuss all of the positive and negative elements that they
encountered along the way, they are to also reflect on their
team work skills and determine how they could possibly
improve for next time.

32
 Weeks 6-8 Computers
PK3 - Practical cookery, students are to practice and complete Educator will walk around
PK4 their summative assessment task during this time period classroom and provide Weebly
- They are to reflect upon what they have learnt throughout additional support where
the term and apply this information and skills to their final required.
Work plans
task
- Students have the opportunity to also utilise this time to Additional support will be
catch up on any work that they may have missed or would provided to students who
like to extend upon for their final grade, have difficulty using
computers.
Week 9
- By the end of week 9 the student must have completed all Peer and teacher feedback
PK6 practical cookery, kept the work plans up to date and will be given during this
receive peer feedback to begin their reflective synopsis in time.
the following week.

Week 10
PK5
- Students are to present their final written task to the class
as well as their completed weebly blog, self-evaluation and
reflective synopsis.
PK6 - Students will be marked on a combination of written,
practical and reflective elements of this task.

33
 Lesson Plans and Resources
Lesson Focus Learning Area / Strand Year Level Implementation Date
How to use the correct WPHS Home Economics 9 Week 2 Lesson 1
practices in the kitchen and Technology and HPE Duration
demonstrate your knife skills 60 minutes
learnt.
Prior knowledge of learners
In previous lessons in this unit students have been introduced to the following:
In previous lessons, students have been exposed to establishing clear classroom expectations. They have
also been introduced to the assessment task for this unit and shown how to use the online blogging tool of
weebly for their assessment.
Lesson objective/s
By the end of this lesson, students should be able to:
Identify the difference between a range of cutting styles
Interpret and evaluate on their blog how they will use these techniques learnt in the following lesson
Link to Curriculum (identify relevant Strands and Content Descriptors)
Health
Individual, group and community action, that enables people to adopt health promotion
Identify risks and devise and apply safe practices
Select and apply positive, respectful and inclusive personal development skills and strategies
Evidence of learning
Discussion allows for the effective engagement of students.
Monitor students group work consider how engaged the students are in the set activity and identify how
well the group works together.
Classroom Management Strategies
Classroom management plan focus on routines. Establish lesson goals and expectations with students
from the beginning of the lesson.
Technique demonstration allows for educator to observe students completing this task and ensure they
are completing the activity in a safe way.
Base groups extend lower ability students and to extend higher ability students by asking students to work
together to complete this task.
Essential skills important for this lesson: giving instructions and descriptive encouraging.
Resources
Work booklet, Knife, Cutting Board, Tomato, Carrot, Celery, Recipe, Pens/Pencils

Differentiation strategies
Using flexible grouping allows for all students in the classroom to feel comfortable
By providing a class demonstration the educator is able to identify students who may struggle and assist
them where necessary and also ensure that they can effectively work with others in the classroom who
may be high level achievers.
Lesson Learning intention of lesson written on the board prior to class:
Introduction During this lesson you are to demonstrate how you can effectively implement
Introducing WPHS practices into the cookery classroom and demonstrate knife skills learnt
the topic throughout todays lesson.
Engagement
of the 1. Conduct warm up activities- Introduce students to the WPHS activities outlined in their
learners work booklets. They are to begin completing these activities before the teacher begins
their demonstration. Monitor students work accordingly and provide assistance where
necessary.

2. Select students at random to assist with collecting all necessary ingredients and
equipment. This is to be completed by students who have completed their activities
before the rest of the students in the classroom.

3. Questioning sequence: Why is it necessary to use WPHS practices in a kitchen? How can

Stephanie Brocklehurst - s0257771

 you easily ensure that you do so? What is involved in these practices? Do you use these
practices in your own kitchen at home? Ask questions to whole class and select
students at random to provide an answer to one of these questions.
Lesson Body
Delivering 1. During this section of the lesson the teacher will incorporate further in depth questions
the content about which safety procedures students should use in a number of situations. This will
through allow for the teacher to finalise the aspect of WPHS and shift towards introducing a
specific range of knife skills to the students.
strategies
2. The educator is to then organise the students at the front of the classroom to ensure that
they can all easily observe the demonstration of knife skills from the teacher.
The teacher should wait until all students are quiet before beginning demonstration.

3. The teacher will identify that it is necessary for students to achieve good knife skills by
the end of the term and that they must always participate in quality workplace health and
safety practices in the kitchen.

4. The teacher will then begin the demonstration on the task and ask students to record in
their work books what three techniques they will then demonstrate in the following
lesson.

5. Students will be selected at random to demonstrate their current knife skills to the class,
they are to all take turns in cutting one vegetable each.
Lesson
Conclusion 6. To conclude the lesson the teacher will identify to the students that she has selected a
Concluding healthy meal for them to complete in the following lesson. They are instructed that they
activities are to complete a work plan (prior knowledge) and demonstrate it and their clean apron
Summarising to the teacher before entering the classroom in the following lesson. Students are
the lesson required to choose at least 2 vegetables from the schools supply to incorporate into their
dish.
7. Clean up of the kitchen shall then occur.
Evaluation / Reflection
Did the individual learning goal groups participate in activity?
Were students engaged during the activities?
Were students able to complete all the activities with their intended purpose?
Was there extra scaffolding needed at any time?
Were the learning outcomes achieved?
Did the students understand what was required of them?
Were they able to demonstrate their individual skills?

35
 FIND THAT HAZARD!

The purpose of this activity is for students to understand the importance of WPHS in
the kitchen. From this activity students are to gain an understanding of how they can
avoid these hazards in the cookery classroom.

36
KNIFE SKILLS!

37
 NAME THAT CUT!

______________________________________________

38
Lesson Focus Learning Area / Strand Year Level Implementation Date
Refresh on prior knowledge Home Economics 9 Week 4 Lesson 3
learnt about the benefits of Technology and HPE Duration
healthy eating and exercising on 60 minutes
a regular basis.
Prior knowledge of learners
In previous lessons in this unit students have been introduced to the following:
In previous lessons, students have been exposed to establishing clear classroom expectations. They have
also been introduced to the assessment task for this unit and shown how to use the online blogging tool of
weebly for their assessment. They have also discussed what a healthy diet included and how this can be
achieved.
Lesson objective/s
By the end of this lesson, students should be able to:
Identify the importance of eating a healthy diet and exercising on a regular basis.
Interpret and evaluate on their posters how this can effectively happen in everyday lives
Link to Curriculum (identify relevant Strands and Content Descriptors)
Health
Individual, group and community action, that enables people to adopt health promotion
Reflect on health inequities, and identify the impact of diverse influences on health and wellbeing,
movement capacities and personal development, and the best use of positive influences
Select and apply positive, respectful and inclusive personal development skills and strategies
Propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote
health and wellbeing, movement capacities and personal development
Evidence of learning
Discussion allows for the effective engagement of students.
Monitor students group work consider how engaged the students are in the set activity and identify how
well the group works together.
Classroom Management Strategies
Classroom management plan focus on routines. Establish lesson goals and expectations with students
from the beginning of the lesson.
Technique demonstration allows for educator to observe students completing this task and ensure they
are completing the activity in a safe way.
Base groups extend lower ability students and to extend higher ability students by asking students to work
together to complete this task.
Essential skills important for this lesson: giving instructions and descriptive encouraging.
Encourage students to demonstrate their work around the classroom in eye catching areas to promote
healthy eating.
Resources
Poster cardboard, Scissors, Glue , Pens/Pencils, Glue, Glitter, Markers , Paint

Differentiation strategies
Using flexible grouping allows for all students in the classroom to feel comfortable
By providing students with the opportunity to select their groups the educator is able to identify students
who may struggle and assist them where necessary and also ensure that they can effectively work with
others in the classroom who may be high level achievers.
Lesson Learning intention of lesson written on the board prior to class:
Introduction During this lesson you are to demonstrate how you have effectively used prior knowledge
Introducing about the benefits of healthy eating and exercising to create a promotional poster for the
the topic classroom.
Engagement
of the Conduct warm up activities- Allow the students to collect all necessary requirements for the
learners lesson from the front table, ask students to come up in one group at a time as students will then
have the opportunity to discuss their chosen task with the teacher.

Questioning sequence: Will your poster capture the attention of the audience? Will your poster
demonstrate how much physical activity is required daily? How will you incorporate the AGTHE?
Lesson Body During this section of the lesson, the students should be instructed to begin working on their
Delivering posters.

39
 the content Whilst students are discussing their posters and beginning the process the educator will walk
through around classroom and provide additional support where required
specific
strategies
The educator will remind the students that their poster must demonstrate how to consume a
healthy and nutritious diet.

Lesson To conclude the lesson the teacher will instruct the students to finish what they are doing and
Conclusion clean up all paper, glitter and other materials around the classroom, once this has been
Concluding completed students are to move back to the desks.
activities
Summarising Students are to then move around the classroom to place their posters on the walls in eye
the lesson catching areas.

The teacher will then pose questions to the students about what they believe is the biggest
importance of consuming a healthy diet and how it can be achieved.
Evaluation / Reflection

Did the individual learning goal groups participate in activity?

Were students engaged during the activities?
Were students able to complete all the activities with their intended purpose?
Did the students understand what was required of them?
Were they able to demonstrate their individual skills?
Did the students engage themselves in the chosen activity?

40
 EXAMPLE OF POSSIBLE POSTER!

BUNDABERGS OBESITY EPIDEMIC

Bundaberg News mail (2014), states that While obesity is caused by a range of complex
factors, we know that eating a healthy diet and limiting sugary, fatty and salty food and
drinks is important to
maintain a healthy weight.

Come on Bundy, Pick Up

Your Game, We Are Now
Australias Fattest Town!
- (Su, 2014)

Exercise!
Bundy
has at
least 15
gyms, so
get up off
the couch!
Get
active!
And start
living
your life
the right
way!

41
Lesson Focus Learning Area / Strand Year Level Implementation Date
investigating the importance of Home Economics 9 Week 5 Lesson 3
having various nutrients in your Technology and HPE Duration
everyday diet 60 minutes
Prior knowledge of learners
In previous lessons in this unit students have been introduced to the following:
In previous lessons, students have been exposed to establishing clear classroom expectations. They have
also been introduced to the assessment task for this unit and shown how to use the online blogging tool of
weebly for their assessment. They have also discussed what a healthy diet included and how this can be
achieved.
Lesson objective/s
By the end of this lesson, students should be able to:
Identify the importance of eating a healthy diet that consists of various vitamins and minerals
Interpret and evaluate the importance of having this knowledge.
Demonstrate to the class what information they have uncovered during the lesson
Link to Curriculum (identify relevant Strands and Content Descriptors)
Health
Individual, group and community action, that enables people to adopt health promotion
Reflect on health inequities, and identify the impact of diverse influences on health and wellbeing,
movement capacities and personal development, and the best use of positive influences
Select and apply positive, respectful and inclusive personal development skills and strategies
Propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote
health and wellbeing, movement capacities and personal development
Evidence of learning
Discussion allows for the effective engagement of students.
Monitor students work consider how engaged the students are in the set activity and identify how well the
student is able to work on their own
Classroom Management Strategies
Classroom management plan focus on routines. Establish lesson goals and expectations with students
from the beginning of the lesson.
Technique demonstration allows for educator to observe students completing this task and ensure they
are completing the activity in a safe way.
Base groups extend lower ability students and to extend higher ability students by asking students to work
together to complete this task.
Essential skills important for this lesson: giving instructions and descriptive encouraging.
Encourage students to demonstrate their work around the classroom in eye catching areas to promote
healthy eating.
Resources
Weebly, Computers, Note books, Pens/Pencils, OHP

Differentiation strategies
Using flexible tasks allows for all students in the classroom to feel comfortable
By providing students with the opportunity to ask questions when necessary, the educator is able to
identify students who may struggle and assist them when required
Lesson Learning intention of lesson written on the board prior to class:
Introduction During this lesson you are to demonstrate what the essential nutririents are in an
Introducing everyday diet.
the topic
Engagement Conduct warm up activities- Students are to enter the classroom and quietly take their places at
of the their desks
learners
Allow the students to collect all necessary requirements for the lesson from the front table, ask
students to quietly sit back down and begin their research on essential vitamins and minerals.
Lesson Body During this section of the lesson, the educator will identify to the students that they are to
Delivering construct a power point presentation similar to the example that identifies the vitamins and
the content minerals required
through
specific

42
 strategies Students are to then begin the process of researching this topic with the assistance of possible
research questions in their work booklet.

Students are to continue working on their task throughout the lesson ready to present to the
class at the end.

The educator will walk around classroom and provide additional support where required,
particularly for students who may struggle with computers
Lesson To conclude the lesson the students are to take turns in presenting their findings
Conclusion
Concluding Students are to then discuss in groups about their own personal diet and give suggestions to
activities each other on how they believe they could possible improve their eating habits.
Summarising
the lesson Students are to record their findings on the personal blogs and share their findings with the class
at the end of the lesson.
Evaluation / Reflection

Did the individual learning goal groups participate in activity?

Were students engaged during the activities?
Were students able to complete all the activities with their intended purpose?
Did the students understand what was required of them?
Were they able to demonstrate their individual skills?
Did the students engage themselves in the chosen activity?
Did the students achieve the lesson goal?

43
44
45
 POSSIBLE RESEARCH QUESTION TO START THE PROCESS!

Use the following questions to help build your research processes for your
presentation at the end of todays lesson

What are the essential nutrients required to achieve a healthy diet?

What role do these nutrients play in the body?

How do these nutrients help to assist with obtaining a healthy diet?

Why are these nutrients classified as essential?

Why are carbohydrates important in our diet?

Why must we consume so much water daily?

Provide an example of the food products high in protein

List three foods that contain good fats

46
 Teaching Approach Statement

This particular unit of work Are you Really Consuming a Healthy Diet? has been created
for the Year 9 Home Economics cohort studying at North Bundaberg State High School. By
creating a unit of work that focuses on the Essential Learnings pedagogical framework
educators have the opportunity to greatly enhance the levels of student engagement
throughout the course. By placing an essential focus on the decision making processes of
students educators must select teaching strategies that are authentic to the task. During this
stage it is essential that educators demonstrate the importance of perceiving various units of
work and activities as meaningful. Fredricks (2014), identifies in their work that if a student
does not see the relevance of importance of a task they will have great difficulty in engaging
in tasks in a satisfactory way. For this particular unit of work differentiation strategies were
considered to improve students engagement levels. This considered the varying abilities of
the year 9 cohort, as well as aligning teacher approaches to the needs of students. Throughout
the 10 week unit authentic learning opportunities were created throughout various formative
and summative tasks where students had the opportunity to link back to their own personal
diets and focus on how they could simply be improved. The students are then able to able to
focus on the real-life problems associated with incorrect eating and reflect upon how the
knowledge that they have learnt can be applied outside of the classroom.

For the specific unit of work, Are you Really Consuming a Healthy Diet conducted over a
ten week period the teacher is to a range of explicit instructions to provide to the students.
Educators are to select specific teaching approaches that provide the opportunity for students
to engage themselves in a number of ongoing opportunities that allow for the broadening of
prior knowledge learnt. Students are able to demonstrate their extended knowledge through
the effective implementation of collaborative group activities, peer and teacher discussions
and a number of reflective tasks (Cambourne, 2002). The peer discussion and reflective
practice, by creating an online blog and discussing in the following lesson allowed for
students to provide essential feedback to fellow class members throughout the unit.

Student centred learning -

Throughout this unit group work and student-centred learning and teaching was an essential
element in the planned learning and teaching approach. During the planning process the aim
of incorporating collaborative activities was to ensure that all students were effectively
engaging themselves within explicit group tasks whilst allowing students to engage in peer
teaching, this reinforced the aspect of higher order thinking and problem solving skills. By
doing so students that are given the opportunity to present their finds to the class in a number
of formats specifically designed to meet the needs of diverse learners. Baxters (2004) work
supports this specific approach by demonstrating that teachers are required to be explicit
about why they are encouraging students to work in numerous small groups around the
classroom and then reflect upon what they have learnt.

Explicit teaching

47
Throughout this specific unit of work, students are required to demonstrate a vast range of
practical skills, educators are therefore required to ensure that they provide students with a
variety of structured methods to ensure that this occurs in a safe and consistent manner
(Teachermagazine.com, 2015). This specific method of teaching allows for educators to
guide students through numerous learning processes with a number of clear explanations and
demonstrations to ensure that students are able to effectively and independently demonstrate
their expanding knowledge and skills involved throughout this unit.

Literacy and Numeracy

Throughout the duration of this specific unit of work students are required to demonstrate a
proficiency in literacy and numeracy, as a result of this students taking part in 21st century
education are required to expand on their knowledge previously learnt. Within this unit of
work students are required to demonstrate an advanced range of literacy and numeracy to
perform their practical components in the classroom. Therefore throughout the duration of
this course the educator is to select a number of teaching approaches that support the
development of both students literacy and numeracy skills included in research activities and
note taking for numerous formative and summative skills. In addition it allows for students to
thoroughly engage themselves in both reading and writing for a variety of different
assessment contexts such as blogs, diaries and evaluations/reflections

Reflective practice

One of the key focuses throughout this unit of work is that of reflective practice, this specific
element allows for students to take the opportunity to critically and creatively think and
analyse what they have been able to complete and achieve throughout the lesson. Therefor by
incorporating the element of reflection through TEEL structured paragraphs and weebly
blogs, students have the opportunity to be supported and receive feedback form both peers
and the teacher. In addition to this students have the opportunity to thoroughly engage
themselves in higher order thinking processes. By providing the opportunity for students to
present their research findings to the class the students are able to effectively collaborate with
other learners in their classroom. This specific teacher approach of reflective practice is a
tool that allows for students to develop their learning beyond their original capabilities.

Information Communication and Technology (ICT)

Information communication and technology competence in all subjects is essential,

specifically in the subject of Home Economics. Throughout this unit of work students are
required to taught and assessed on their ICT capabilities (Killen, 2013). As a result of this
educators are required to ensure that Information communication and technologies are
incorporated into a vast number of lessons throughout the selected unit of work. When
examining the learner profiles of the selected cohort of students there is an indication of
varying abilities and levels of achievement; by incorporating ICTs into the classroom the
needs of diverse learners will effectively be addressed. Activities that effectively incorporate
the use of ICTs are ideal for engaging the students successfully in their individual learning.
Students are able to become creative individuals in the ways that they produce quality visual

48
presentations as they are able to expand on prior knowledge learnt and receive feedback form
peers whilst fostering class discussions. For an educator, accommodating t the needs of
individual students is essential, by incorporating the opportunity for students to be supported
by valued feedback ensures that students to expand on their learning and knowledge as a
result of feedback throughout a number of vital lessons in this unit of work. With the
assistance of formulated strategies and techniques, educators are able to ensure that the
diverse needs of their learners are addressed in a broad range of ways.

49
Reference List

Baxter, L. (2004) as cited in Knipe, S (2007). Middle Years Schooling. Frenchs Forest, NSW,
Australia: Pearson Education

Cambourne, B.L. (2002). Literature-based/constructivist approaches to reading and language

arts instruction. In A.E. Farstrup and S.J. Samuels (Eds.), What research has to say about
reading instruction (3rd edition). Newark, DE: International Reading Association. Retrieved
from http://www.australiancurriculum.edu.au/History/General-capabilities

Department of Education, Training and Employment, (2014), Annual Report 2013-2014,

Retrieved from http://deta.qld.gov.au/publications/annual-reports/13-14/pdf/dete-annual-
report-2013-14.pdf

Department of Education, Training and Employment, (2015), Learning and Teaching

Retrieved from http://education.qld.gov.au/staff/learning/diversity/teaching/

Fredricks, J. A. (2014). Eight Myths of Student Disengagement: Creating Classrooms of

Deep Learning. Los Angeles: Corwin.

Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (5th
edn.). South Melbourne, Vic: Cengage Learning Australia.

Queensland Curriculum, Assessment and Reporting Framework (2013), Health and Physical
Education (HPE) Essential Learnings by the end of Year 9, Retrieved from
https://www.qcaa.qld.edu.au/downloads/p_10/qcar_pd_ws_12_ho_2_el_hpe_yr9.pdf

Teachermagazine.com, (2015), Teaching Methods Episode 1: Explicit instruction with John

Fleming, Retrieved from https://www.teachermagazine.com.au/article/teaching-methods

50
Appendix

51
Unit Topic: Year 9 Home Economics: Are you really consuming a healthy diet?
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Wee Goal/Outcome of lesson: Goal/Outcome of lesson: Goal/Outcom Goal/Outcom
k1 In this particular lesson Throughout the lesson the e of lesson: e of lesson:
students will be introduced to students will examine what During this Students will
the unit and assessment defines a healthy diet. This theory lesson examine the
requirements. will be conducted with the students will definition of a
Students will build their assistance of their laptops. specifically food record
knowledge and understanding Whilst doing so, students examine the and
of food records, nutrition, are to consider how a Australian demonstrate
cooking nutritious food and healthy diet can be Guide to why they
how to ensure that they are achieved. Healthy believe a food
consuming a healthy diet Eating. In record is
within the timeframe of 10 Students are to then discuss particular important in
weeks. whether or not they believe students will fostering a
they have a healthy diet. investigate healthy diet.
Students will be given what is Students are
information about: Main teaching resource: classified as a to then
Practical assessment Individual laptops standard discuss
(cooking a healthy serving of whether or
nutritious meal each particular not they
week.) food groups, believe a food
A written flyer the Australian record would
containing elements Guide to assist them
which they are to Healthy with
complete throughout Eating food achieving a
the duration of the pyramid will healthier diet.
term. be used to
Reflection/evaluation demonstrate.
sheets for their Main
cookery component. teaching
Main resource:
Main teaching resource: teaching Definition of
Flyer, reflection sheets, resource: food record
assessment criteria Australian Australian
Guide to Guide to
Healthy Healthy
Eating Eating
Internet
Wee Goal/Outcome of lesson: Goal/Outcome of lesson: Goal/Outcom Goal/Outcom
k2 Students will learn how to Students are required to e of lesson: e of lesson:
adapt workplace health and begin their individual food Students Practical
safety practices into the records and discuss receive lesson-
kitchen environment. They whether they consider their individual students are
will be given a student work diet to be healthy. They are work plans to create their
book where they are required to complete a food record and are chosen food
to complete numerous kitchen for two days each week provided with item and then
safety and food contamination and discuss their results the reflect upon
activities. with fellow students. understanding their own
that work kitchen
Students are then required to This provides the plans are safety,
divide themselves into groups opportunity for students to essential to hygiene
of three and list numerous make greater links to the their practices, rate
hazards that can be present in AGTHE. individual how healthy

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 a kitchen. learning as they believe
Main teaching resource: well as the meal was
Main teaching resource: Food records completing a and how they
Student work booklet Australian Guide to practical task could
Healthy Eating to the best of possibly
their ability. improve for
Students are the following
required to practical
choose a lesson.
recipe which
they believe
will Main
thoroughly teaching
address the resource:
criteria. This Cooking
preparation is classroom
to be Ingredients
completed Student work
ready for the booklet
following
practical
lesson where
students will
create their
chosen food.

Main
teaching
resource:
Laptops
Taste.com.au
Wee Goal/Outcome of lesson: Goal/Outcome of lesson: Goal/Outcom Goal/Outcom
k3 Students are to forms groups Students are to examine a e of lesson: e of lesson:
of two and are given two Youtube video which Students are Students are
different recipes that the demonstrates a range of to discuss to engage
teacher has chosen. They knife skills. This particular what they themselves in
students are to work in pairs to element is the focus of this have recorded their second
examine and evaluate each weeks cookery lesson. in the two practical
recipe according to the Students are then required days of food cookery day.
Australian Guide to Healthy to locate a recipe that is recording this When
Eating. They are to then nutritious and also week. They complete the
compare the nutrition value of provides the chance to are to students are
each and demonstrate in demonstrate a range of evaluate their required to
paragraphs which option they skills. results and evaluate the
believe is the better choice and identify taste, texture,
why. whether or nutritional
Main teaching resource: not they value and \
Youtube video: believe that the knife
Main teaching resource: https://www.youtube.com/ they have skills
Two recipes of teachers watch?v=Ydc_SaQ_eRQ achieved a demonstrated.
choosing healthy diet
and if not
they are to Main
demonstrate teaching

53
 how they resource:
could Student work
possibly booklet
improve.

Main
teaching
resource:
Food record
Wee Goal/Outcome of lesson: Goal/Outcome of lesson: Goal/Outcom Goal/Outcom
k4 During this lesson students are Students are given one e of lesson: e of lesson:
to begin working on particular recipe which Practical Students are
researching diet related they must complete in the cookery to watch the
illnesses. They are to use their following lesson, they will lesson Youtube
work booklets to complete this be assessed on their video
particular activity and discuss competency of completing dedicated to
in pairs how these illnesses work plans and putting Main Diet-Related
could possibly be avoided. them into practice. teaching Diseases
Students are to discuss resource: Which Can
possible ways that they Cooking Affect Your
Main teaching resource: could expand the classroom Health.
Student work booklets nutritional value of the Work plans
particular recipe. After
watching this
Main teaching resource: video
Recipe students are
Work plans to
Work booklet demonstrate
in paragraph
form how
poor food
choices are
the cause of
numerous
illnesses.
Students are
to then
consider ways
in which they
can make
their
everyday diet
are healthier
one.

Main
teaching
resource:
Youtube
video:
https://www.y
outube.com/w
atch?v=A-

54
 X7p5sIreI
Student work
booklet
Wee Goal/Outcome of lesson: Goal/Outcome of lesson: Goal/Outcom Goal/Outcom
k5 Students are to have one more Students are to finalise any e of lesson: e of lesson:
cooking experience before remaining elements in their Students are Practical
their practical exam. They student work books, food to present Exam
have the opportunity to records and evaluation their finished
practice their final assessment sheets ready for student work This exam
task item before the day. This submission in the booklets, allows for
allows for any final changes to following lesson. food records students to
occur as well as ensuring that and expand their
all elements are prepared such evaluation cookery
as the final work plan, Main teaching resource: sheets knowledge
ingredients as well as hygiene Student work booklet and
and workplace practices. Food records understand
Evaluation sheets Main how to
teaching incorporate
Main teaching resource: resource: low-fat
Work options into
Cooking classroom booklets their
Student work booklet Food records everyday
Work plan Evaluation lives. Being
sheets assessed on
their personal
and food
hygiene
allows for
students to
display all
elements that
they have
learnt
throughout
the past 5
weeks.

Main
teaching
resource:
Criteria
sheets
Cooking
classroom

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 Are you really consuming a healthy diet?

Formative Task 4 Year 9 Food Studies

This particular assessment task is broken down into a total of three sections, these sections
include: written, practical and reflection. Students MUST complete all three sections of this
assessment to pass Year 9 Food Studies.

Students are to select one dish that includes:

- High nutritional value

- Demonstrates a range of cookery skills

Written

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Students of the Year 9 Food Studies class will be provided with a total of three basic recipes
to choose one from and adjust to obtain a greater nutritional value with the assistance of the
Australian Guide to Healthy Eating. Through research the students are able to design a recipe
that is able to be placed on display and consumed in the student cafeteria. As part of your
assessment you are required to create a poster/flyer that promotes the quality item that you
have chosen to create. The poster/flyer should identify the nutritional value of the meal and
the ingredients that have been replaced and why. These particular aspects must align with the
Australian Guide to Healthy Eating whilst also considering products that the students would
enjoy.

Practical

As a year 9 students your task is to create a dish within a designated amount of time, whilst
doing so you are required to focus on personal hygiene, kitchen hygiene and good cookery
practices. Students will be assessed on their final product as well as how they have
successfully or not completed the task. This should include student communication in the
kitchen, time management, WHS and cookery techniques. Students are required to select one
dish from a total of three and consider how the nutritional value of the recipe could be
changed to meet the needs of students healthy eating in the school cafeteria.

Reflection

A key element to this task is that of reflection, students are required to analyse their dish for
how it met the assessment criteria, taste, aroma, ability to sell, texture and consistency of the
product. Students are also to reflect upon their time management, kitchen hygiene, personal
hygiene, cookery practices and WHS.

Justification of assessment

This particular assessment task has been created to allow for students to demonstrate a range
of skills throughout formative assessment throughout the unit of work. Students will have the
opportunity to learn how to redesign a recipe whilst considering the implementation of a
range of nutritional components and learn how to implement healthy food choices into
everyday life.

The chosen assessment and unit will include the following:

- Extensive understanding of the nutritional components of the Australian Guide to

Healthy Eating
- Time management strategies students will learn how to select and create a dish that
can easily be created within a 70 minute lesson.

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 - Practical Students will demonstrate how they effectively communicate with others
in the kitchen
- Literacy and numeracy will be present in the flyer and research processes as well as
understanding the quantity of ingredients required in the selected recipe.
- ICT is present throughout the research process as well as creating the flyer for
presentation.
- WHS/Hygiene Both kitchen hygiene and personal hygiene will be assessed whilst
students are cooking
- Students will also be assessed on their reflection, specifically personal and how the
dish met the selected criteria.

Within this particular unit of work the students will obtain a greater knowledge and
understanding of Year 9 Food Studies. With the assistance of Ways of Working students are
able to examine the nutritional value of a range of ingredients, redesign recipes whilst
applying their prior knowledge in the practical cookery environment. When reflecting upon
their dish, students should consider how it meets the criteria and also how effectively they
believe they completed the task. Students should consider the quality of their dish and
whether or not they would pay the money for the dish that they have chosen to produce.

The formative assessment present throughout the unit is a vital component to the as the
students learn how to research, cook, prepare and incorporate a range of cookery techniques
for several dishes. These specific lessons outlined in the unit have been developed to create a
structured approach for students to follow. The students have the opportunity to critically and
creatively learn through practical and theoretical aspects.

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