Level 8 has been selected for these sample courses to highlight the depth required for learning at this level and to support teachers in both the preparation and delivery.
When planning a level 8 home economics programme, teachers need to work with their students to identify the context for learning, in line with the five main focus areas that are the foundation of all home economics education at this level. These are:
The knowledge is shaped by the underlying concepts that lie across the big focus areas and contexts – in particular, the intent of NZC achievement objectives A3, A4, C1–3, and D1–D4.
This selection of contexts may relate to different themes for learning introduced across the programme, or be self-contained units related to the standards. Teachers must consider any assessment specifications that will affect their choices for the current year.
Note: When selecting home economics standards to assess learning, use level 8 standards in conjunction with standards from other matrices. The conceptual learning required to carry out a critical analysis must be included in the learning programme.
For subject endorsement students will need to complete and achieve at least one externally assessed standard.
The three different planning approaches below all have conceptual links between the units so that the students study a programme and not a series of unrelated topics. This will assist in students to become adept at thinking in systems and it may provide them with opportunities to challenge the status quo. Students will be able to make connections between the various aspects of the current food system (for example, from plants to plate). This will put them in a better position to question what is current practice and advocate for change.
A single big-picture concept runs through and connects several units of learning. For example, the units could include scenarios on the theme of social justice, based on a group or groups in New Zealand society and looking at how they are affected. This does not prevent other big ideas from being interwoven into the programme.
Units of learning that link to this concept could be:
The following achievement standards relate to this concept and could be use for assessment (for students to be eligible for course endorsement, one standard must be externally assessed).
The order in which the students work towards these standards can be altered to meet their needs.
In this approach students could investigate in depth an issue from a range of perspectives (lenses), such as ethics, nutrition, the role of multinational food companies, and food advertising.
The central theme could be posed as a question, such as:
Units of learning that link to this theme could be:
The following achievement standards relate to this concept and could be use for assessment (for students to be eligible for course endorsement, one standard must be externally assessed).
In this planning approach the main ideas such as (health promotion, social justice, well-being, determinants of health, and sustainability) are interwoven into a programme with clear links between the units of learning.
Units of learning that link to this learning could be:
The following achievement standards relate to this concept and could be use for assessment (for students to be eligible for course endorsement, one standard must be externally assessed). Some of these standards are still under consultation and the precise wording of their titles may change.
Last updated August 28, 2020