Year 7 Human Ecology Overview

Course Aim:
The course aims to provide student with a basic introduction to both the food and textiles areas of Home Economics (Human Ecology).
When examining the food area, students are to be provided with opportunities to not only develop their culinary skills, but are to explore
key nutrition topics and base their practical experiences off this in accordance with the ACARA guidelines. Students are encouraged to
experiment with various nutrition and design concepts (recipe design and food presentation) throughout the practical element of their
food studies.

Stage 1 Desired Results

Learning Goals:

Develop an understanding of the Human Ecology discipline area

Establish a basic knowledge and understanding of food and nutrition concepts
Develop the knowledge and skills to be able to select and produce simple, nutritious foods.
Develop and refine practical cookery skills
Establish a basic knowledge and understanding of textiles concepts
Develop and refine practical textiles skills basic construction and embellishment techniques
Establish design and process journal skills
Target Area: Numeracy fractions, decimals, percentages, proportion, units of measurement, tables, graphs
Target Area: Literacy grammar, punctuation, spelling, subject-specific vocabulary

Essential Questions:

What is Human Ecology / Home Economics?

What is health?
What is wellbeing?
What is nutrition?
Why is food important?
How do food and nutrients contribute to a persons health?
How does nutrition relate to health and wellbeing?
How can health and wellbeing be improved through food choices?
What are food safety and hygiene practices and why are they important?
What are textiles?

Enduring Understandings:
Students will understand that:

Individual food choices are influenced by a

variety of social, cultural, environmental
and economic factors
As food contains a variety of nutrients,
therefore there must be a variety of foods
consumed in order to receive an
abundance of nutrients.
Alterations and substitutions can be made
to alter the nutritional value of foods, diets
and lifestyles

 How can health and wellbeing be improved through textiles?

What are construction and embellishment techniques?
What are textiles safety practices and why are they important?
What constitutes a safe practical environment (food and textiles areas)?
How can the quality of products (food and textiles) be improved?
Knowledge: Facts Concepts

Students will know that...

Students will be able to ...

Food has a number of key functions

There are six essential nutrients for energy and health
Food contains a variety of nutrients.
There are five main food groups. Each food group contributes a variety of
nutrients to the diet.
Food selection models are a guide for healthy eating and lifestyles
The Australian Guide To Healthy Eating is an important food selection
model in Australia
The Australian Dietary Guidelines are used to assist to develop healthy
eating and lifestyle habits.

Both ingredients and cooking method

contribute to the nutritional value of food

Skills Processes

Use practical cooking skills to produce

edible food
Select and prepare nutritious foods
Create a healthy meal that improves the
consumption of fruits and vegetables
Work safely in the kitchen

TERMINOLOGY that students will need during the study of this unit:
Key term
Health
Wellbeing
Nutrition
Function
Nutrient
Carbohydrat
e
Protein

Definition/Explanation
Health is a state of complete physical, mental, emotional, social and spiritual wellbeing. (adapted from WHO)
The state of being happy, healthy, or prosperous (Merriam-Webster)
The process of providing or obtaining the food and nutrients necessary for health and growth.
The provision, to cells and organisms, of the materials necessary (in the form of food) to support life. (Wikipedia)
An activity or purpose natural to or intended for a person or thing.
A substance that provides nourishment essential for growth and the maintenance of life.
An essential structural component of living cells and source of energy. It is made up of hydrogen, carbon and oxygen
and includes simple sugars with small molecules as well as macromolecular substances. Carbohydrates are classified
according to the number of monosaccharide groups they contain.
Any of a large group of nitrogenous organic compounds that are essential constituents of living cells. Proteins consist
of polymers of amino acids and are essential in the diet of animals for growth and for repair of tissues. They can be
obtained from meat and eggs and milk and legumes.

Fat
Vitamins
and Minerals
Food Group
Food
Selection
Model

Fats consist of a wide group of compounds that are generally soluble in organic solvents and generally insoluble in
water. Fats may be either solid or liquid at room temperature, depending on their structure and composition. Although
the words "oils", "fats", and "lipids" are all used to refer to fats, "oils" is usually used to refer to fats that are liquids at
normal room temperature, while "fats" is usually used to refer to fats that are solids at normal room temperature.
"Lipids" is used to refer to both liquid and solid fats. (Wikipedia)
Natural substances found in a wide variety of foods; long recognized as essential for good health. Scientists have
defined specific daily amounts that are necessary for proper body function. (www.oldwayspt.org)
Food groups refers to a method of classification for the various foods based on the nutritional properties of these
types of foods.
A guide to assist in the selection of foods to create a nutritionally balanced diet. Australian models include the
Australian Guide to Healthy Eating, Go for 2 & 5, The Healthy Living Pyramid, 1,2,3,4,5 + Healthy Eating Plan.
The daily intake level of a nutrient that is considered to be sufficient to meet the requirements of 9798% of healthy
individuals. The value is sometimes represented as a range.

Recommend
ed Daily
Intake (RDI)

Nutrient
Reference
Values
(NRVs)
Australian
Guide To
Healthy
Eating
Analyse
Evaluate
Justify
Create
Reflect
Safety
Hygiene
Contaminati

"the levels of intake of essential nutrients considered, in the judgement of the NHMRC National Health and Medical
Research Council, on the basis of available scientific knowledge, to be adequate to meet the known nutritional needs
of practically all healthy peoplethey incorporate generous factors to accommodate variations in absorption and
metabolism. They therefore apply to group needs. RDI Recommended dietary intakes exceed the actual nutrient
requirements of practically all healthy persons and are not synonymous with requirements."
(NHMRC)
Amount of nutrients required on an average daily basis for adequate physiological function and prevention of
deficiency disease (EAR, RDI or AI) or chronic disease prevention (AMDR or SDT). (NHMRC)

The Australian Guide to Healthy Eating is a food guide for Australia which reflects the multicultural nature of the
population.

Dissecting to ascertain and examine essentials parts and/or their relationships.

Establish the value, quality, importance, merit, relevance or appropriateness of.
Show or prove with evidence / sources that something is right or reasonable
Bring (something) into existence; happen as a result of one's actions
Think deeply and carefully about
The condition of being protected from or unlikely to cause danger, risk, or injury.
Conditions or practices conducive to maintaining health and preventing disease, esp. through cleanliness
The presence of a minor and unwanted constituent (contaminant) in material, physical body, natural environment, at
a workplace, etc.

on

Stage 2 Assessment Evidence

Performance Tasks:

Other Evidence:

PROJECT 1: Promote Healthy Eating Through A Marketable

Bag (Assessing K&U & PP)

Online Quizzes ascertain prior and learnt knowledge and

understanding

Practical Cookery ascertain and develop practical skills

Homework Tasks develop content knowledge and

understanding and digital technology skills

Class Discussions & Activities

Develop a pertinent, original healthy message to communicate

to adolescents. This needs to reflect current Australian nutrition
guidelines.
Design a bag to reflect this message.
Trial and refine techniques.
Produce the bag
Reflect on products and processes

PROJECT 2: Develop and Produce a Healthy, Delicious

Morning Tea Snack to be Sold in the Tuckshop (Assessing
K&U & PP)

Survey the tuckshop and adolescent market to ascertain their

needs.
Research suitable food options.
Trial and refine techniques and recipes.
Plan, prepare and present the food item. Ensure it is
photographed.
Reflect on products and processes
Create a food proposal to be submitted to the tuckshop,
justifying the suitability of the food product for the task.

In regards to the learning experiences below, it is anticipated that the experiences will be spilt into modules with folders
of resources and experiences to work through. Thus there may be some extension tasks build into each module. The
modules can be organised on the workspace or in a OneNote.

Stage 3 Learning Plan

ALL
Expected
Duration
1 Rotation

Introduction to Human Ecology and the Elements and Principles of Design

Suggested Topics
How will this subject be
split over the year
between Human Ecology,
Art and AD?
What is involved in the
subject Human Ecology?
Where does the subject
progress after Year 7?
What activities will be
involved over the
duration of this course?
What are the elements
and principles of design
and how do they relate
to Human Ecology?

Suggested Learning Experiences

Whole year discussion about the Year 7
Program
Classroom discussion about the Year 7
Program
Collage / mindmap / tagul / wordle / etc about
Human Ecology.
Set up a Human Ecology section for the online
process journal.
Conduct various activities regarding the
elements and principles of design. This can be
documented in the online journal. Try to
incorporate a range of mediums relevant to
Human Ecology in the experiences (eg
Texture can be explored from both a textiles
{eg different types of materials} level and
from a food {eg taste testing} level).

Links to ACARA
Design and Technologies
Analyse ways to produce designed
solutions through selecting and
combining materials, systems,
components, tools and equipment.
(7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)

TEXTILES
Expected
Duration
1 Rotation

Textiles Embellishment Techniques

Suggested Topics
What makes a textiles
room safe?
What equipment is used
in a textiles room?
What is an
embellishment?
What are embellishment
techniques and how are
they carried out?

Suggested Learning Experiences

PowerPoint on textiles safety and equipment
(to be modified from the Year 8 powerpoint
should only include things Year 7s will deal
with)
Discussion about embellishments their
purpose and suggestions.
Collage (digital or paper-based) of
embellishment techniques.
Students produce samples of various
embellishment techniques. (Samples can be
applied to apron or a folder/book/other
project) Document their trials and reflection in
their digital journal.
o Stencil Prints
o Leaf Prints
o Hand Needlework + Applique
running stitch and blanket stitch
to applique a desired shape on
running stitch to stitch together
a stuffed felt creation
hand stitching a desired
graphic / letter / word
o Buttons / Beads / Sequins
(If the samples are to be applied to an apron or
similar project, time should be allowed for
students to see prior samples of the techniques
and make design plans accordingly)

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Analyse ways to produce designed
solutions through selecting and
combining materials, systems,
components, tools and equipment.
(7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)
Health and Physical Education
Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities
(7/8).

FOOD
Expected
Duration
1 Rotation

Food Safety and Use of the Kitchen To Produce Food

Suggested Topics
What is food hygiene and
safety and why is it
important?
What makes a kitchen a
safe environment?
What equipment is used
in the kitchen?
What is required of me
during practical lessons?
Preparing a safe and
delicious food product.

Suggested Learning Experiences

Food Safety & Hygiene and Kitchen Safety.
View and deconstruct the video A Case for
Con Tamination. There are worksheets to
guide discussion.
Present and discuss the Food Safety Matters
PowerPoint. (There are other resources in the
Food Safety matter suite Resource 8: Food
Safety in the Kitchen is a good resource
allowing students to match statements to
areas of the kitchen)

Watch DVDs about kitchen safety and

complete associated activities
o Safety in the Kitchen

Online games about food safety and hygiene

and kitchen safety.

Create a poster (paper or online

Glogster) / flyer / pamphlet / video /
animation (GoAnimate) to educate about
kitchen safety practices and / or food
hygiene and safety practices.
Identify safety a hygiene hazards in
videos, images, games and text case
studies
Cloze and word scramble activities
Role Play

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Investigate the role of food
preparation in maintaining good
health and the importance of food
safety and hygiene. (5/6)
Analyse how characteristics and
properties of food determine
preparation techniques and
presentation when designing
solutions for healthy eating. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)

Kitchen Equipment

MasterChef Toolkit kitchen treasure hunt

find items in the kitchen and explain
their use
Matching physical utensils to terms

Producing Foods
Outline expectations for practical lessons
Plan and produce a food (eg muffin,

Health and Physical Education

Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities
(7/8).

sandwich, bread-based quiche, etc a specific

task that allows for a variety of skills). This is
to be photographed and documented in their
digital journal, including a reflection on the
product and processes.

FOOD
Expected
Duration
1 Rotation

The Importance of Food and Food Selection Models and Guidelines

Suggested Topics
What is health? What
makes a healthy
person?
What is the function of
food?
Why is nutrition and

healthy eating
important for
adolescents?
What are the essential
nutrients?
What are food selection
models?
What is the Australian
Guide to Healthy Eating
(AGHE) and the
Australian Dietary
Guidelines and how can
they assist me to make
healthy choices?

Suggested Learning Experiences

What Is Health Prezi Use to stimulate

discussion about healthy and what
aspects of health are depicted in the
sources presented.
Create a peoplescape or collage to create
a definition of a healthy person.
Classroom discussion and definition of
nutrition (Use What Is Health Prezi)
Digital worksheets The Functions of
Food and The Six Nutrients worksheet
In groups, students can play the essential
nutrients card game.
Basic Food Selection Models Powerpoint
Use to stimulate discussion of different
models. Emphasise that whilst there are
many different models, they all promote
the same principles.
Explore and compare different models
Explore the AGHE the graph, the
suggested serves and the serving sizes.
Explore the Australian Dietary Guidelines
In pairs, students can play the food groups
bingo game.
Students are to plan, prepare and present a
pizza that reflects the AGHE. This is to be
photographed and documented in their digital
journal, detailing how it encompasses the
AGHE and a reflection on the product and
processes.

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Investigate the role of food
preparation in maintaining good
health and the importance of food
safety and hygiene. (5/6)
Analyse how characteristics and
properties of food determine
preparation techniques and
presentation when designing
solutions for healthy eating. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)
Health and Physical Education
Practice and apply strategies to
seek help for themselves or others
(7/8)
Investigate and select strategies to

ALL
(TEXTILES
BASED)
Expected
Duration
2 Rotations

promote health, safety and

wellbeing. (7/8)
Develop skills to evaluate health
information and express health
concerns (7/8)
Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities.
(7/8)

PROJECT: Promote Healthy Eating Through A Marketable Bag

Suggested Topics
What is an important
healthy eating message
to send to adolescents
that could assist them to
make healthy choices?
How can textiles
communicate a
message?
What embellishment
techniques can I use to
communicate my
message?
How can I improve my
textiles skills?

Suggested Learning Experiences

Discuss the project task and its requirements.
Students create their own health message
for adolescents based on their previous
learning.
Students design a bag to promote their
message. (Students can refer back to their
previous trials for inspiration and reflection)
Students trial and refine techniques needed
for their bag.
Students produce their bag.
Students reflect on their final product and the
overall design process.
Final bags can be showcased in a suitable place
around the College to promote Human Ecology
and Healthy Eating.
Possible use of digital fabric printer to be
explored.

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)
Health and Physical Education
Practice and apply strategies to
seek help for themselves or others
(7/8)
Investigate and select strategies to
promote health, safety and

wellbeing. (7/8)
Develop skills to evaluate health
information and express health
concerns (7/8)
Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities.
(7/8)

FOOD
Expected
Duration
1 Rotation

Being Healthy People, Making Healthy Choices

Suggested Topics
How can changes be
made to recipes and
diets to make them
healthier?
What makes a meal or
food balanced?

Suggested Learning Experiences

Use of AGHE and the Australian Dietary
Guidelines to inform discussions and
experiences
Recipe Examples students to make
improvements to a recipe
o More balance across food groups
o More fruits and vegetables
o Less fats
Case Studies students to make
improvements to a diet
o More energy foods
o More protein
Students are to plan, prepare and present
foods from the recipe examples and case
studies. This is to be photographed and
documented in their digital journal, detailing
how it encompasses the AGHE and a
reflection on the product and processes.

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Investigate the role of food
preparation in maintaining good
health and the importance of food
safety and hygiene. (5/6)
Analyse how characteristics and
properties of food determine
preparation techniques and
presentation when designing
solutions for healthy eating. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)
Health and Physical Education
Practice and apply strategies to
seek help for themselves or others
(7/8)
Investigate and select strategies to
promote health, safety and
wellbeing. (7/8)
Develop skills to evaluate health
information and express health

FOOD
Expected
Duration
1 Rotation

concerns (7/8)
Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities.
(7/8)

Garnishing and Food Presentation Mini MasterChefs

Suggested Topics
How can food be
presented in a way that
is aesthetically pleasing?
What garnishing and
decorating techniques
can be employed to
enhance the visual
appeal of foods?
How can I use the
elements and principles
of design to enhance the
appeal of food?

Suggested Learning Experiences

Create a collage of food advertisements and
deconstruct to explore what makes the foods
visually appealing.
Trial of various garnishing and decorating
techniques (savoury and sweet).
Experiment with food photography
techniques.
Experiment with food plating techniques.
Mini MasterChefs Presentation / Creation
Challenge
Photograph and reflect on journey in digital
journal.

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Investigate the role of food
preparation in maintaining good
health and the importance of food
safety and hygiene. (5/6)
Analyse how characteristics and
properties of food determine
preparation techniques and
presentation when designing
solutions for healthy eating. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)

FOOD
Expected
Duration
2 3 Rotations

PROJECT: Develop and Produce a Healthy, Delicious Morning Tea

Snack to be Purchased at the Tuckshop.
Suggested Topics
What is currently offered
as meal choices at the
tuckshop?
What foods and nutrients
are needed for
adolescents to
effectively function and
learn at school?
What are the
requirements of foods for
a tuckshop (eg time,
quantity, portions, etc)?
What would be suitable
food options to introduce
as a morning tea item?
What would appeal to
the adolescent market?
How can I present my
food?
How can I promote my
food to the tuckshop?

Suggested Learning Experiences

Visit and survey the food stock at the
tuckshop
Interview tuckshop workers about the
requirements of tuckshop food and things
that should be considered (could be
conducted as a class interview with class
questions devised prior to the visit).
Survey / interview adolescents about food
preferences and choices. (Could devise
questions in pairs, groups, or as a class. Could
be a digital or verbal survey).
Research suitable recipes / make adaptions to
suitable recipes.
Trial and refine suitable recipes and
techniques.
Plan, prepare and present the chosen food.
This is to be photographed and documented
in their digital journal, including a reflection
on the product and processes.
Create a concise food proposal to submit to
the tuckshop, including a photo of the food
and a justification of its appropriate in relation
to the adolescent market, the tuckshop
requirements and the AGHE.

Links to ACARA
Design and Technologies
Analyse how food and fibre are
produced when designing managed
environments and how these can
become more sustainable. (7/8)
Investigate the role of food
preparation in maintaining good
health and the importance of food
safety and hygiene. (5/6)
Analyse how characteristics and
properties of food determine
preparation techniques and
presentation when designing
solutions for healthy eating. (7/8)
Effectively and safely use a broad
range of materials, components,
tools, equipment and techniques to
make designed solutions. (7/8)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability. (7/8)
Use project management processes
individually and collaboratively to
coordinate production of designed
solutions. (7/8)
Health and Physical Education
Practice and apply strategies to
seek help for themselves or others
(7/8)
Propose, practise and evaluate
responses in situations where
external influences may impact on

Expected
Duration
1 Rotation

Suggested Topics

Suggested Learning Experiences

their ability to make healthy and

safe choices. (9/10)
Investigate and select strategies to
promote health, safety and
wellbeing. (7/8)
Develop skills to evaluate health
information and express health
concerns (7/8)
Plan and use health practices,
behaviours and resources to
enhance the health, safety and
wellbeing of their communities.
(7/8)

Links to ACARA
Design and Technologies

Health and Physical Education