Reflections on F.1 teaching (06/07)
Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:	Home Economics
F.1 Teachers:	Miss W.T.Fong & Mrs. Wan
Coordinator:	Miss W.T.Fong (06-07) / Mrs. Y.Y.Cho (07-08)
Panel Head:	Mrs. Y.Y.Cho
Vision of F.1 teachers:	To build up knowledge base and skills in the TEKLA , to complement related studies and supplement student
	learning for whole-person development.
Domain	How well have we prepared the students for the senior secondary curriculum (Please give evidence – e.g. specific examples of NSS elements introduced)	Suggestions to F.1 teachers of 07/08  (e.g. effective teaching approach, homework policy that helps build good working and study habits)	Suggestions to F.2 teachers of 07/08 (e.g. essential cross/co-curricular activities, interfacing F.1 curriculum with F.2 curriculum, projects that can be done in F.2)
Curriculum	Lesson 12 (Function of Food)              Generic skills : communication skills, problem solving skills and critical thinking skills students have to conduct discussions and solve problems by finding out answers in the assigned tasks	Topics related to food and nutrition and balanced diets.                                                                    Cross-discipline learning at junior levels:           holding an inter-class healthy menu design competition with the English department. After that, students form groups to work out the menu by cooking in lessons.	Include current issues in relevant  topics to arouse students’ interest and broaden their horizons and facilitate class discussion and learning.
	Cross-discipline learning at junior levels : Building up knowledge base for F.3 biology topic on food and nutrition.	Generic skills : communication skills, problem solving skills , critical thinking skills , collaboration skills, study skills, IT skills (for planning and designing the menu) and numeracy skills (for calculating the quantity of ingredients needed and draw out a budget)	Develop generic skills by provide group work and hands-on experience.
	L.S. element :  Module 1 Personal development and relationships : Theme 1 understanding oneself – healthy management in daily life situations.	Cross-discipline learning at junior levels : building up a knowledge base for F.3 biology topic on food and nutrition. Building up vocabulary for food , meals etc.
		Exploring possible programmes : board display of healthy meals with Health Education committee L.S., I.S. and Sex Ed.committee cross-curricular teaching on topic of Puberty
		L.S. element :  Module 1 Personal development and relationships : Theme 1 understanding oneself – a healthy management in daily life situations.
Pedagogy	Group discussion of the assigned tasks to enhance communication and critical thinking skills.	Group activities, such as designing a healthy menu will be conducted to provide opportunities for students to develop creativity.	Class activities will be conducted to provide opportunities for students to develop creativity and relevant generic skills.
	Provide RTHK TV programme on food and health to enhance discussions of current social issues on buying nutrient supplements as a way of keeping body healthy.	Newspaper cutting and Internet resources of relevant topics are provided to facilitate self-learning or class discussion, providing opportunities for students to learn by inquiry approach.	Newspaper cutting and Internet resources of relevant topics are provided to facilitate self-learning or class discussion, providing opportunities for students to learn by inquiry approach.
	Provide relevant Internet resources for self-learning
Assessment	Continuous assessment for an area of task was assigned for assessment in each lesson.                                              Mark sheets were designed for students to keep their record of work.	Continuous assessment for an area of task was assigned for assessment for each lesson.	Continuous assessment for an area of task was assigned for assessment in each lesson.
	A worksheet was designed to enhance scenario analysis with current and everyday life issues; marks were given to the report.	Home assessment for an assigned topic.	Assessment rubrics as a record of work for keeping students’ marks.
		Provide open-ended questions for at least one topic to help students develop higher order thinking skills.