DIRECTIONS:

Do not open this booklet or start writing until the

supervisor directs you to do so.
1.

Time Allowed:

60 mins

2.

Perusal Time:

5 mins

3.
Equipment Allowed: HB and 2B pencils,
sharpeners,
erasers, pens,
highlighters, coloured
pencils.
4.

This paper is made up of 9 items.

5.

All items are short response items. Respond to

the items in the examination paper. Use a blue or
black pen for this task unless otherwise
specified.

6.
7.

Should you require more paper, please advise

the supervising teacher.
Points to observe:
You may attempt the units in any order.
Work through each unit, considering items in
the order given.
Do not waste time on any one item, if you
find an item too difficult, return to it later.
Even if you are unsure, mark a response.
Marks are not deducted for incorrect
responses.

8.

You will be given a warning 10 minutes before

finishing time. You will be given a final warning 5
minutes before finishing time.

John Paul College

Semester 1, 2015
DIMENSION 1
Knowledge and
Understanding

DIMENSION 2
Reasoning and
Communicating Process

SUPERVISED WRITTEN
ASSESSMENT
Short Response
Examination

HOME
ECONOMICS
YEAR 10
Fad, Fats and Facts

Relevant Habits of Mind

NAME:
__________________________
Common Curriculum Elements: Recognising letters, words

TEACHER: Ms R Sciacca

and other symbols; Recalling / remembering; Interpreting the meaning of words

or other symbols; Interpreting the meaning of tables or diagrams or maps or
graphs; Using correct spelling, punctuation, grammar; Structuring / organising
extended written text; Explaining to others; Comparing / contrasting; Classifying;
Reaching a conclusion which is consistent with a given set of assumptions;
Judging / evaluating; Creating / composing / devising; Justifying; Sketching /
drawing

YEAR: 10

JOHN PAUL COLLEGE

HOME ECONOMICS Year 10: Semester 1, 2015
DIMENSION 1: Knowledge and Understanding
DIMENSION 2: Reasoning and Communicating Process

Fads, Fats and Facts

Supervised Written Assessment: Short Response Examination: 60 minutes

Reasoning and
communicating
processes

Knowledge and understanding

Dimens
ion

The student work

has the following
characteristics:
description of
a
comprehensiv
e range of
significant
facts and
definitions
relevant to
key concepts
across the
health and
wellbeing
area of study

The student work

has the following
characteristics:
description of
a
comprehensiv
e range of
facts and
definitions
relevant to
key concepts
across the
health and
wellbeing
area of study

The student work

has the following
characteristics:
description of
facts and
definitions
that relate to
key concepts
across health
and wellbeing
area of study

The student work

has the following
characteristics:
description of
simple facts
and
definitions
that relate to
key concepts
of the health
and wellbeing
area of study

The student work

has the following
characteristics:
identification
of simple
facts and
definitions

thorough
explanation
and
application of
relevant
health and
wellbeing
concepts.

detailed
explanation
and
application of
relevant
health and
wellbeing
concepts.

explanation
and
application of
health and
wellbeing
concepts.

simple
explanation
of health and
wellbeing
concepts.

identification
of aspects of
health and
wellbeing
concepts.

The student work

has the following
characteristics:
thorough
analysis of
significant,
relevant
information
from sources

The student work

has the following
characteristics:
detailed
analysis of
relevant
information
from sources

The student work

has the following
characteristics:
analysis of
relevant
information
from sources

The student work

has the following
characteristics:
simple
analysis of
information
from sources

The student work

has the following
characteristics:
aspects of
information
from sources

synthesis and
discerning
and detailed
evaluation of
evidence,

synthesis and
detailed
evaluation of
evidence,
justification

synthesis and
evaluation of
evidence,
justified
conclusions

synthesis and
simple
evaluation of
evidence with
simple

superficial
evaluation
and
conclusions
or solutions

justification
of valid and
supported
conclusions
or solutions

STANDA
RD

of supported
conclusions
or solutions

or solutions

conclusions
or solutions

Dimension 1:__________

Dimension 2:__________

KNOWLEDGE &
UNDERSTANDING

REASONING &
COMMUNICATING PROCESSES

STANDA

RD

STANDA
RD

STANDA
RD

STANDA
RD

STANDA
RD

STANDA
RD

STANDA
RD

STANDA
RD

STANDA
RD

PART A: Body Image (Items 1 3)

Resu
lt
PART B: Stereotypes (Items 4 5)
Resu
lt
PART C: Gender Stereotyping (Item 6)
Resu
lt
PART D: Beauty Messages (Item 7)
Resu
lt
PART E: Societys Expectations (Items 8 - 9)
Resu
lt

COMMENT

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TEACHER SIGNATURE:_________________________
DATE:______________
PART A: Body Image
ITEM 1

(K&U)

Define the term body image.

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ITEM 2

(K&U)

Explain how body image differs from self-concept.

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ITEM 3

(K&U / RCP)

Analyse the image below. Outline the message the artist is conveying about body image and its impact on
peoples wellbeing.

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PART B: Stereotypes
Refer to the stimulus below to respond to Items 4 & 5

Source 1

Source 2

Source 3

ITEM 4

(K&U)

Define the term stereotyping.

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ITEM 5

(K&U / RCP)

Reach a valid conclusion about the statement below. Justify your response using the sources provided.

Stereotyping has negative effects on the emotional wellbeing of individuals.

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PART C: Gender Stereotyping

Refer to the stimulus below to respond to Item 6
An overview of findings at "Toys R Us" helps to expose the hidden sexism that occurs
through children's toys. Except for "Sesame Street," and "Fisher Price," who manufacture
successful gender-neutral toys to children younger than four years of age, "Toys R Us"
actually divides toys into a blue and navy "boys" section, and a pink and white "girls"
section. Furthermore, toy packaging exhibited significant colour differences. The store
aisles contained plenty of pinks, the most popular "girl" colour by 95%, yellows, whites,
lavenders, reds and pastels. Conversely, the boys' aisles had an array of blue the most
popular "boys" colour by 95% as well, green, red, black, grey, and brown ("Our Survey" 1)

Through popular toys such as "My Sweet Home" doll set, "Baby Born" doll, "My Little
Helper Stove," "2-in-1 Vacuum Set," and the popular "Elegant Tea Set," young girls learn
that their roles take place in the home. They learn that their duties require completion of
household chores and nurturing the children. The descriptions on many of the packages
tell the child the importance of their "roles." For example, the script on the box of "Baby
Newborn," doll set says, "Without you, Baby Newborn could not survive. Through your love
and support Baby Newborn can grow to be just like you." Messages like these tell girls that
only they can provide a child with the love and care they need to survive, reinforcing the
stereotype that women stay home and take care of the children
The last observances of the "girls" section of "Toys R Us," were the difference in girls'
games. Popular girls games include, "Girl Talk," "Telephone Tag," "Electronic Dream Phone,"
"Dream Date Match Maker Service," and "Barbies Virtual Make Over CD ROM." The main
difference between boys' and girls' games is that girls' games do not challenge the mind;
rather, they only expand on gender stereotypes. Games made for girls teach them to sit
and play quietly, under the stereotype that girls are better at simple repetitive task
(Maccoby 6)
In general, toys even suggest that our society values young boys more highly than girls.
Campenni says, "Interestingly it appears that there may be more stereotyping regarding
toys offered to boys. For their sons, parents tend to choose more masculine and genderneutral toys, than female toys (122). Like "Small Soldiers Action Figures," "Small Soldiers
Karate Fighters," "Starwars Double Take Death Kit," and "WWF Ring Warriors Wrestling Kit,"
most masculine toys encourage competitive and aggressive behaviour, but are also more
constructive, conducive to handling, and much more reality based. Masculine traits
associated with these toys are aggressive, active, dominant, and competitive (Campenni
123). These toys reflect negativity because they send a message that violence can solve
problems
Through their toys, boys also learn about adventure and physical activity outside of the
home, and also about high paying white-collar occupations, unlike girls' toys. Generally
boys toys prepare them for the "real world." For example, the "Electronic Rescue Center,"
"Police Communication System," "Emergency Action Set," "Police Helmet and Vest Set,"
"My Carry-Along Briefcase," and "Fire Rescue Power Crane," all teach young boys the
importance of an occupation outside of the home, generally teaching stereotypical "male"

careers such as doctors, lawyers, policemen, and firemen

Due to the stereotypical activities based on gender that society expects children to abide
by through the toys they choose, boys and girls become limited only to their own gender,
not allowing them to explore different roles

(Starr, N.D. http://www.unc.edu/~dcderosa/STUDENTPAPERS/childrenbattles/toysrusdenise.htm)

Source 1

Source 2
ITEM 6

Source 3
(K&U / RCP)

Reach a valid conclusion about the following statement. Justify your response using the sources provided.

Toys and the media play a significant role in encouraging gender stereotypes for
young children
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PART D: Beauty Messages

Refer to the stimulus below to respond to Item 7

Source 1

Many girls' toys also teach the obsessive value of

appearance for societal acceptance. Girls learn how
to be beautiful, making themselves acceptable in
society. Rhonda Lieberman says, "Societies have
produced idealized images of beauty as a means of
identifying what they are not" (1). Mattel's
internationally famous "Barbie" should partly take
responsibility for the picture-perfect "standard of
beauty" girls learn to value. With her leggy, busty
figure and body measurements that would make it
impossible for her to stand up in real life, "Barbie"
is available in an assortment of races, colours, and
professions, to appeal to any background" (Borger
1). Through "Barbies" image, girls think the
perfect, attractive, and socially accepted woman, is
thin, but well endowed, glamorous, happy, and
silent. "Barbie" also offers a young girl a "workout"
tape to stay in shape, again reinforcing the
message that thin and only thin is acceptable.
Besides "Barbies," toy stores offer young girls
beauty products such as, "Glamour Girl Set,"
"Barbie Dress Up Set," "Manicure Mania," "Super
Hair Creations," and "Scent Salon Boutique," to reenforce the importance of personal appearance.

Source 3

(Starr, N.D.
http://www.unc.edu/~dcderosa/STUDENTPAPERS/childrenbattles/toysrusdenise.
htm)

Source 2

ITEM 7

(K&U / RCP)

Evaluate about the validity of the following statement. Justify your response using the sources provided.

Toys marketed to girls promote an unhealthy perception of beauty.

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PART E: Societys Expectations

ITEM 8

(K&U / RCP)

Design a positive self-image poster either aimed at males OR females that promotes positive messages about
body, beauty, gender, etc. (Examples are provided on the next page)
Sketch your poster in the box below then annotate it to explain it further.

Refer to the images below to respond to Item 9

SOURCE 1: Body Fat Percentages

SOURCE 2

SOURCE 3

SOURCE 4

ITEM 9

(RCP)

Reach a valid conclusion about the following statement. Justify your conclusion.

In todays society, there are just as many expectations on men as there are on women.
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END OF PAPER