Home Economics Syllabus Syllabus for examination in Food, Nutrition and Health |
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Diet-related health problems and their impact
Dietary Guidelines for the Caribbean
Factors that influence eating patterns and dietary choices in the Caribbean
Factors contributing to changes in dietary needs
Basic physical activity plan to maintain optimum health for various groups
Vulnerable groups in the community and their nutritional problems
Factors that threaten the food security of these groups and bring about undernutrition and starvation
Organizations involved in community nutrition
Students should be able to: explain the term “diet” in relation to health;
evaluate different types of diets which contribute to good health and wellbeing;
explain various types of diet-related health problems and their impact on the Caribbean;
discuss the basic dietary guidelines for the Caribbean;
discuss the factors that influence eating patterns and dietary choices in the Caribbean;
discuss factors that contribute to changes in dietary needs;
prepare a basic activity plan to maintain optimum health throughout the life cycle;
explain the importance of community nutrition;
explain the term “vulnerable groups” and the nutritional problems associated with them;
discuss the factors that threaten the food security of these vulnerable groups within a community; and
discuss the roles of various organizations involved in community nutrition.
Suggested teaching and learning activities To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. Place students in groups representing different needs. Have them prepare and present a role play in which a nutritionist advises clients on how to develop a diet plan based on their needs.
Assign students to prepare and give presentations on different types of diets and diet-related health problems. Groups can be a combination of students who are studying CSEC, Physical Education, and Food, Nutrition and Health syllabuses.
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Nutrition-related problems
Classification of nutrients
Carbohydrates, fats and proteins in the diet
Health conditions associated with improper intake of carbohydrates, proteins and fats
Importance of calcium and iron to special groups
Conservation of vitamins in food preparation
Foods that impact the absorption of calcium and iron
Health conditions associated with an improper intake of minerals and vitamins
Health conditions associated with an improper intake of water
Factors that affect the nutritive value of food
Credible nutrition information sources
Students should be able to: discuss the basic principles of nutrition;
describe various nutrition-related problems;
classify nutrients according to dietary requirements;
discuss the classification, sources and functions of carbohydrate, fats and protein in the diet;
describe various health conditions associated with the intake of carbohydrates, fats and protein;
discuss the classification, food sources and functions of vitamins and minerals in the diet;
explain the importance of calcium and iron in the diet of special groups of persons;
demonstrate how vitamins are conserved during food preparation;
discuss the absorption of calcium and iron in the diet;
describe various health conditions associated with the intake of minerals and vitamins;
discuss the sources and functions of water in the diet;
describe various types of health conditions associated with the intake of water;
discuss the factors that affect the nutritive value of food;
describe the physical and chemical changes that take place during the digestion of food; and
assess the credibility of nutrition information from different sources.
Suggested teaching and learning activities: To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. Have students prepare and present a 60-second clip for “Health TV” on how to stay healthy. Students are encouraged to use available tools, such as cameras or smart phones, to record their work. Students are to be asked to identify clearly the health tips given in the clip and confirm if they are accurately stated.
Create nutrition portfolio with drawings and pictures to clearly show the relationship among food, food nutrients and the human body.
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Meal Planning, Preparation and Dining |
Factors to be considered when planning meals
Menus for different times and occasions
Meal planning for different groups
Planning meals and modifying dishes to prevent nutritional disorders
Planning nutritious low-budget meals
Planning packed meals for different groups
Learning outcomes/objectives: Students should be able to: explain terms associated with meal planning;
outline the factors to be considered in the planning of meals;
explain the importance of food groups in meal planning;
plan meals using the multi-mix principle;
plan menus and prepare meals for different occasions;
plan and prepare meals for different groups;
describe the various types of vegetarian choices and their nutritional requirements;
plan and prepare meals for the various types of vegetarians;
plan and prepare meals to prevent nutritional disorders;
plan and prepare nutritious low-budget meals;
plan and prepare packed meals for different groups; and
set the table attractively for different meals and occasions.
Suggested Teaching and Learning Activities: To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. Engage students in an activity based on the following instructions: create a food journal for yourself, a family member or a friend. Document what is eaten and the time of day it is eaten. At the end of the week analyse the journal to determine if food choices made were appropriate for the individual’s age and activities. Prepare a report with recommendations for the individual. If you have done a personal journal, be sure to document what you need to do differently.
Assign students the task of creating games that can be used to educate individuals about the importance of making appropriate food choices for different groups of people. This may include menu rhymes on the tune of one of your favourite nursery rhymes, food jeopardy, food bingo, crossword and jigsaw puzzles.
Analyse the menus of two different types of restaurants within your locale and suggest what dishes/meals are suitable for which groups of people and document the variations observed e.g., how tables are set for different meals. Compare this with what you have learnt in class. Write a report and present it to your class.
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Food, Science and Technology |
Production of common food commodities;
Food spoilage and contamination;
Perishable and non-perishable foods;
Microorganisms that contaminate food;
Methods of preventing food contamination;
Importance of food preservation;
Principles of heat transfer;
Effect of heat on the composition and structure of various foods;
Raising agents in food preparation; and
Precautions to observe when using these raising agents (baking powder, baking soda, yeast).
Learning outcomes: Students should be able to: outline the production system of commonly used food commodities;
discuss the factors that contribute to food spoilage and contamination;
distinguish between perishable and non-perishable foods;
explain how microorganisms contaminate food;
explain the development and prevention of food-borne illnesses;
outline methods of preventing food contamination;
discuss the importance of food preservation;
explain the methods of preserving foods;
outline the importance of food additives in manufactured foods;
explain the principles of heat transfer in the cooking of food;
discuss the effects of heat on the chemical composition and structure of foods;
discuss the use of raising agents in flour mixtures; and
explain the precautions to be observed when using these raising agents.
Suggested teaching and learning activities: To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. 1. Have students create a poster on common causes, symptoms and preventions of foodborne illnesses in their community and present it to the class. 2. Have students prepare, package and display various preserves and products using different raising agents and walk viewers through the process used to make the items on display. Displays and products are to be appropriately labelled and supported by relevant charts/posters, recipes and dictionary of terms. |
Kitchen design and equipment management |
Planning the layout and design of a kitchen;
Small non-electrical food preparation equipment;
Small electrical equipment;
Special features or small electrical equipment;
Working efficiently in the kitchen (food laboratory);
Fuel, energy and time conservation;
Accidents in the kitchen.
Students should be able to: explain the factors to be considered in planning the layout and design of a kitchen;
assess the advantages and limitations of different kitchen layouts;
describe the use and maintenance of food preparation equipment and tools;
describe the use and maintenance of small electrical equipment;
describe special features of small electrical equipment;
describe the use and maintenance of large kitchen equipment;
explain how maximum efficiency can be achieved in the kitchen;
outline ways to conserve fuel, energy and time in the kitchen;
use and maintain kitchen sinks;
describe first aid treatment for accidents that may occur in the kitchen; and
administer first aid treatment for accidents that may occur in the kitchen.
Suggested teaching and learning activities: To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. 1. Stage a competition where students work in groups to prepare a first-aid kit, safety posters and a manual on how to deal with accidents in the kitchen. Have a panel judge the completion and award the top performers. Students should be encouraged to collect information from user manuals, magazines and other relevant sources. 2. Students can prepare a list of questions on kitchen safety and first aid responses in preparation for the guest lecture. Invite resource people to conduct guest lectures on kitchen safety, and conduct demonstrations on recommended first aid responses. 3. Arrange for students to conduct field studies at commercial/industrialised kitchens and food production laboratories, to collect data on the safety practices observed within these environments and make comparisons with practices within their kitchen at home. |
Consumerism and purchasing food |
Terms associated with consumerism;
Rights and responsibilities of a consumer;
Role and function of consumer protection agencies;
Factors that influence consumer purchasing behaviours;
Points to consider when choosing to shop at a particular food establishment;
Selecting and purchasing fresh, frozen and processed foods;
Storage of purchased foods;
Types and forms of meat, poultry, seafood and dairy available for purchase;
Information on the food label;
Importance of reading food labels;
Interpreting information on the food label;
Health and nutrient claims on the food label;
Adding nutrients back to processed foods.
Learning outcomes/objectives: Students should be able to: define terminologies associated with consumerism;
discuss the rights and responsibilities of consumers;
explain the role and function of various consumer protection agencies;
explain the factors that influence the purchasing behaviours of individuals and families;
explain the points to consider when choosing to purchase food at the various types of shops where food preparation ingredients are be purchased;
outline guidelines for the selection and purchase of fresh, frozen and processed foods;
store fresh, frozen and processed foods appropriately after purchase;
state the types and forms of meat, poultry, fish and dairy available for purchase;
describe the information found on a food label;
explain the importance of reading and using food labels in food preparation;
interpret information on food labels;
briefly explain various health and nutrient claims on food labels; and
distinguish between enriched and fortified as it relates to food products.
Suggested teaching and learning activities To facilitate students’ attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning activities. 1. Arrange for students to design a data gathering instrument to collect information on their visit to a government ministry or agency with special responsibility for educating consumers about protection laws, standards, rights and responsibilities. Have them prepare a comic strip on their experiences as a consumer that has experienced inappropriate behaviour and how it compares with what they learnt. 2. Have students create a portfolio with labels of brands of popular products used in their school, and possible packaging designs for food products made in class. 3. Have students analyse case studies on shopping experiences. The case may be presented using different media like videos and stories. |
Food management, preparation and service |
Guidelines for good hygiene;
Reasons for cooking food;
Advantages and disadvantages of each method;
Appearance and service of completed dishes;
Preparing and serving dishes using different kinds of convenience foods;
Preparing hot and cold beverages;
Evaluation of completed dishes;
Origins of simple world cuisine;
Preparing the national/ethnic dish of a Caribbean country.
Students should be able to: observe stated guidelines for practicing good hygiene in food management;
outline the reasons for cooking food;
explain the principles underlying the different methods of cooking food;
discuss the advantages and disadvantages of different methods of cooking food;
appropriately enhance the appearance of and serve prepared dishes;
prepare foods using various methods according to set standards of food preparation;
prepare dishes using different kinds of convenience foods and economical ingredients;
prepare hot and cold beverages;
evaluate completed dishes against set standards;
explain the origins of simple world cuisine and their impact on Caribbean food habits; and
accurately prepare national/ethnic dishes of at least one Caribbean country.
Suggested teaching and learning activities To facilitate students’ attainment of the objectives in this section, teachers are advised to engage students in the following teaching and learning activities. 1. Create a recipe book with national dishes of at least ten Caribbean countries. Compare at least two with the national dish of your country. 2. Prepare and display the national dishes of countries across the Caribbean with recipes. Displays are to be appropriately themed and labelled. 3. Invite chefs to demonstrate food presentation and garnishing ideas or have students visit and/or participate in events/competitions where these skills and ideas are showcased. Upon their return have each student perfect one of the ideas and use it to present a dish made in class. |