Course Description

Home Economics 7 - 9
September 2015

Level of Instruction
Intermediate Grades 7-9
Curriculum Overview:
At the intermediate level, the Home Economics curriculum focuses on the
development of skills for the effective use of personal and family resources; a
positive self-concept; an understanding of self in relation to others; an awareness
of the benefits of being a part of a family and the responsibilities associated with
being a family member. The curriculum is comprised of six modules which
represent the major subject areas and the underlying concepts of home
economics.
Authorized Learning Resources:
Home Economics Program (teachers resource)
Creative Living (class set) (previously supplied, out of print)
Creative Living Teachers Resource Package
Creative Living (teachers edition) (previously supplied,
out of print)
Themes:
During the intermediate years, students will experience the Introductory
Module and at least two of the five modules that comprise the Home
Economics program.
Time allocations vary from school to school. Where one term only of Home
Economics is offered, not more than two modules may be offered. Where two or
more terms of three periods per cycle are offered 3 or more modules can be
included and covered.
A.
Introductory Module: (approximately 9 hours)
This module is delivered to all students upon entry into the Home Economics
program in order to provide a basic understanding of the responsibilities of family
members in facing everyday needs related to nutrition, child care, resource
management, environmental issues, shelter, clothing and healthy relationships.
B.
Child Care: (approximately 24 hours)
This module is designed to stimulate interest in children and an awareness of
issues and responsibilities related to raising healthy, well-adjusted children.

Student activities to accompany this module would include a sample of the

following: observing children; designing play activities and toys; evaluating toys,
games and television programs; and childrens literature; identifying safety
problems; discussing appropriate ways of disciplining and guiding young children;
developing a babysitters kit; increasing the awareness of the breast feeding
benefits versus bottle feeding; and environmental issues surrounding disposable
diapers versus cloth.
C.
Foods and Nutrition: (approximately 24hours)
This module is intended to help students gain appropriate knowledge necessary to
make wise nutritional choices as well as to apply food preparation skills. The intent
is to help students be better prepared to follow Canadas Food Guide and to
develop a safe, organized approach to basic food preparation.
D.
Clothing and Textiles: (approximately 24 hours)
This module attempts to accomplish two main objectives: encourage students to
make thoughtful choices wh e n se le ct in g clo t h in g , in clu d in g appropriate
be ha vio r in th e marketplace when making purchases; and to develop basic
skills and follow procedures related to construction of garments and other
projects. Experience will be gained in basic sewing techniques and clothing
care, interpreting labels, and carrying out cleaning procedures.
E.
Personal Living Space: (approximately 9 hours)
This module is intended to increase student awareness of personal and family
living space, including needs, organization, safety, care and interior design.
Student activities to accompany this module could include drawing to scale and
analyzing traffic patterns, furniture arrangement; and options for storage.
F. Money Management and Consumerism (approximately 9 hours)
This module introduces students to formalized concepts related to
managing and spending money. Practical information will be provided related
to family and personal expenditures, budgeting, banking and credit. Students
will be encouraged to think critically in responding to advertising, and to
incorporate wise practices in purchasing goods and services. Class discussion
and practical activities will allow students to assess their own knowledge and
skills as responsible consumers.
Assessment:

Assessment and Evaluation Plan for Home Economics 7-9:

Performance Assessment
Tests/Quizzes

80%
20%

Note:
1. All evidence of learning shall be considered when determining a students final
grade. Averaging shall not be used as a sole indicator of a students level of
attainment of the course outcomes.

2. Homework and student behaviour (except where specified in Provincial

documents) shall not be given a value for assessment

3. To ensure student achievement of the outcomes, teachers are expected to

use a variety of assessments from the following internal data sources:

Formal and informal observations (anecdotal records, checklists, etc.)

Written Responses (learning logs, journals, blogs, etc.)
Projects (Long and short term)
Research (brochures, flyers, posters, essays, graphic organizers)
Student presentations (seminars, speeches, debates, discussions)
Self assessments (exit and entrance cards, learning inventories,
yes/no activities, learning contracts)
Peer assessments
Conferencing (questioning, ongoing records, checklists, etc.)
Digital Evidence (web page, blog, PowerPoint, Prezi, interactive white
board)
Portfolios
Individual and group participation (demonstrations, interviews,
questioning, role play, drama)
Work samples (investigations, learning logs, journals, blogs,
Tests and quizzes

Resource Links:
Home Economics Guide and Resources
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/homeec/index.html