Programme Overview Design Technologies

KLA Name: Design Technologies (Aspects of Design and Technologies and HPE)
Sub KLA Name: Home Economics
Programme Name: Year 10 Home Economics
Description:
In Year 10, the Home Economics course is broken into four units of inquiry.
Learning in Year 10 Home Economics involves students participating in both theory-based and
practical-based learning experiences across food, textiles and identities contexts throughout the
course.
In identity contexts, students explore the power of the media to project the illusion of the ideal in
terms of physical appearance, personality, gender and fashion. Identity concepts interlink with food
and textiles concepts throughout the Year 10 Home Economics programme.
In food contexts of the Year 10 Home Economics course, students explore power of the media to
promote foods, diets and fads and critically analyse and evaluate the impact of this on the health and
wellbeing of individuals and the community. Student will engage with a variety of health and nutrition
mediums and scholarly sources; viewing, interpreting, analysing and evaluating them to inform their
decisions about their own and others eating behaviours and the consequences of these behaviours
on the health and wellbeing of individuals, families and communities. Food literacy is focused on,
combining knowledge of food and nutrition with food preparation skills to empower students to make
healthy food decisions. Students use their food literacy skills to complete practical tasks, respond to
stimulus and create multimodal responses to advocate for the improved knowledge and therefore
health and wellbeing of individuals, families and communities.
In textiles concepts, students continue to develop and employ knowledge and skills to safely and
effectively work with textiles equipment to produce high quality products suitable for the intended
purpose. Students in Year 10 Home Economics explore the nature of the fashion industry and the
ideals that guide the products available to consumers. In response to this, students create their own
versions of consumer fashion. Students also explore the use of fashion as a means of identity and a
way to reflect a culture or period of time and to communicate a particular message. In response to
this, students select a culture / historical period / message and create a textiles piece that reflects this.
The essential question that drives all Home Economics learning in Year 10 is How are my
perceptions and beliefs constructed and communicated and how does this impact on my own health
and wellbeing?

Overview:

Units
Aims

1.
2.
3.
4.

Consumer Robots
Fads, Fats and Facts
Mirror of Society
Inform and Advocate

Develop a deeper knowledge and understanding of food and nutrition

concepts and the ability to use this information to critically analyse and
evaluate food choices, marketing and fads to support decisions in

relation to healthy food choices.

Develop the knowledge and skills to be able to justifiably select, create,
adapt and produce nutritious foods and meals.
Critically analyse and evaluate foods, diets, food labels, advertisements
and fads and suggest changes for improved health and wellbeing.
Understand the influence of the media in creating ideals across a variety
of contexts body image, gender, fashion, personality.
Appreciate the power of textiles and fashion to reflect a given time and
communicate a particular message.
Understand pattern marking and instructions and be able to
independently use these to construct textiles items.
Effectively plan and produce, present and reflect on solutions to design
challenges.
Develop and refine quality research journal, process journal skills and
source analysis skills.
Develop and refine a variety of practical food and textiles skills and
techniques.
Understand the importance of and be competent at working safely in food
and textiles practical contexts.

Caption: Inquiry Process

Source: Senior Home Economics Syllabus, QSA, 2010

End of Year 10 Achievement Standard:

By the end of Year 10, students critically analyse contextual factors that influence their identities,
relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity
have on community connection and wellbeing. Students access, synthesise and apply health
information from credible sources to propose and justify responses to health situations. They apply
decision-making and problem-solving skills when taking action to enhance their own and others
health, safety and wellbeing. (Health and Physical Education)
By the end of Year 10 identify the changes necessary to designed solutions to realise preferred
futures they have described. When producing designed solutions for identified needs or opportunities
students evaluate the features of technologies and their appropriateness for purpose for one or
more of the technologies contexts. Students create designed solutions for one or more of the
technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed
criteria for success, including sustainability considerations, and use these to evaluate their ideas and

designed solutions and processes. They create and connect design ideas and processes of
increasing complexity and justify decisions. Students communicate and document projects, including
marketing for a range of audiences. They independently and collaboratively apply sequenced
production and management plans when producing designed solutions, making adjustments to plans
when necessary. They select and use appropriate technologies skilfully and safely to produce high
quality designed solutions suitable for the intended purpose. (Design and Technologies)
Course Duration: Whole of year

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Tags: Year 10, Home Economics, Secondary, Senior School, HOL Design Technologies, 2015,
elective, practical
John Paul College programme references: Australian Curriculum Design and
Technologies; Australian Curriculum Health and Physical Education
Course Responsibility: Head of Learning - Design Technologies