Support Material
GCE Home Economics
(Food, Nutrition and Health)
OCR Advanced Subsidiary GCE in Home Economics (Food, Nutrition and Health): H111
Unit: G001
This Support Material booklet is designed to accompany the OCR Advanced Subsidiary
GCE specification in Home Economics (Food, Nutrition and Health) for teaching from
September 2008.
© OCR 2007
Contents
Contents
2
Introduction
3
Schemes of Work: Home Economics (Food, Nutrition and Health) H111: Unit G001
12
Sample Lesson Plan: Home Economics (Food, Nutrition and Health) H111: Unit
G001
22
Other forms of Support
24
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GCE Home Economics (Food, Nutrition and Health)
Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from September
2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that
every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen the
volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and
relevant.
OCR has produced an overview document, which summarises the changes to Home Economics
(Food, Nutrition and Health). This can be found at www.ocr.org.uk, along with the new
specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Scheme of Work and Sample Lesson Plans for Home Economics (Food, Nutrition
and Health). These Support Materials are designed for guidance only and play a secondary role to
the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is for
the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
GCE Home Economics (Food, Nutrition and Health)
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A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
All the teaching ideas contained in the SOW are innovative, but the icon is used to
Highlight exceptionally innovative ideas.
= Stretch & Challenge Activity
This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Demography
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Demography
The factors which influence
the population patterns/trends
in the United Kingdom
Identify the factors which influence the
population patterns/trends in the United
Kingdom by doing a mind map on the board.
Provide an explanation for the identified
factors. Students make notes on this.
Information on current trends gained from
www.updates.co.uk. www.statistics.gov.uk.
Sociology by Ken Browne chapter 16 on
population.
Teacher can access the information from the
internet/books and give to students direct, or a
research activity could be set for the students to
find out the information themselves.
the implications of these
patterns/trends for the
structure of society in the
future e.g the increase in
elderly population in the
United Kingdom
Discuss the implications of these
patterns/trends for the structure of society in
the future. This can be done in a mind map on
the board.
Focus on the increase in elderly population in
the United Kingdom, and the reduction of the
number of children being born.
Set essay on demographic time
bomb.
Information on implications gained from
www.updates.co.uk.
Sociology by Ken Browne chapter 16 on
population.
Teacher can access the information from the
internet/books and give to students direct, or a
research activity could be set for the
students to find out the information
themselves.
3 hours
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
Structures
The definition of a household
and a family
The different types of
households and families
The Role of The Family
The changes in household and
family group composition and
the impact of these changes
on individuals and on society
from the 1960s onwards.
Topic
Family and society
Suggested teaching and homework
activities
Suggested resources
Points to note
Definitions of family types could be word
processed and laminated then mixed up so
the students can match the correct
definition with the family type.
Past papers and mark schemes.
Mastering Social Welfare by Pat Young
chapter 2 family life.
Sociology by Ken Browne chapter 11
family and marriage.
Discussion could be made of students and teachers
family situation if this was appropriate and the
teacher had proper knowledge of any difficult family
situations. Alternatively reference could be made of a
TV family e.g. the Mitchell family in Eastenders.
Past papers and mark schemes.
Mastering Social Welfare by Pat Young
chapter 2 family life.
Sociology by Ken Browne chapter 11
family and marriage.
Practical opportunity
Make a main meal suitable for a
nuclear family of 2 adults and 2 school
age children.
Define household and family.
Define the different types of family household, family, one parent, single parent,
nuclear, and extended family.
Students have correct definitions as notes.
Discuss the changes in household and
family group composition from the 1960s
onwards.
Discuss the impact of these changes on
individuals and on society. Teacher to
provide the factual information on this,
students can then sort the information into a
table
Changes
= Innovative teaching idea
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The teacher could recount the differences in family
life from his or her childhood. Alternatively if
appropriate students could ask their family members
– parents and grandparents about family life.
Impact
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Family and society
Topic outline
Suggested teaching and homework
activities
Suggested resources
Standard of Living
The basic human needs of
individuals, household and
family groups
Using Mack and Lanslows list of necessities
ask students to prioritise them.
Discuss findings and establish what the basic
human needs are – food, warmth, shelter.
Mack and Lanslows list of necessities.
The factors which affect the
standard of living for
household and family groups
Make a mind map on the board of the factors
which affect the standard of living for
household and family groups.
List factors affecting different households
and families.
Past papers and mark schemes.
Word process different scenarios such as
what would be the factors affecting the
standard of living for a student household,
a single parent and 3 school age children,
affluent family where both parents work 1
school age child. Give each student a
different scenario, Students then identify
the factors and feed findings back to the
rest of the group.
Good food magazines if doing the practical
opportunity.
10 hours
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
Points to note
Practical opportunity
Make an upmarket dish suitable for a
professional couple with a high disposable
income.
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Family and society
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The interpretation of statistical
data related to household and
family patterns for example
Social Trends, and National
Food Survey
Using pre printed data identify current trends
in food consumption, household and family
patterns.
Interpret the data to find out what is
happening in the UK.
Information on current trends gained from
www.updates.co.uk. www.statistics.gov.uk.
www.neighbourhood.statistics.gov.uk
Teacher can access the information from the
internet/books and give to students direct, or a
research activity could be set for the students to find
out the information themselves.
10 hours
= Innovative teaching idea
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= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Key Issues For Society
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note
Poverty.
The definitions of absolute and
relative poverty
Pose the question what do the students
understand by the term poverty.
Give the class the actual definitions of
absolute and relative poverty
Past question and mark schemes.
Mastering social welfare – Pat Young chapter 3
Poverty.
Sociology by Ken Browne –chapter 4 wealth, income
and Poverty
Practical opportunity
Scenario of lone parent 3
dependent small children. Make a
main meal for as little money as possible.
Cost the dish, compare results and costs –
possibly set as stretch and challenge opp
who can produce the most inexpensive dish.
The causes and effects of
poverty
Discuss the causes and effects of poverty.
Teacher to provide the factual information
on this, students can then sort the
information into a table
Past papers and mark schemes.
Mastering Social Welfare by Pat Young chapter 2
family life.
Sociology by Ken Browne chapter 11 family and
marriage.
Set essay to discuss the impact of
poverty on a school age child.
Information on current trends gained from
www.updates.co.uk. www.statistics.gov.uk.
www.neighbourhood.statistics.gov.uk
Mastering Social Welfare – by Pat Young chapter 4
unemployment.
past papers and mark schemes
Teacher can access the information
from the internet/books and give to
students direct, or a research activity
could be set for the students to find out the
information themselves.
25 hours
Causes of poverty
Employment and
Unemployment.
The patterns of employment and
unemployment
Effect of poverty
Using pre printed data identify the patterns
of employment and unemployment both
regionally and locally.
Students to record the patterns.
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching
time
Topic
Key Issues For Society
Topic outline
Suggested teaching and
homework activities
Suggested resources
The effects of
unemployment on
individuals, households,
family and society
Make a mind map on the board of the
effects of unemployment. Students then
sort the effects into how they impact on
individuals, households, family and
society
Past papers and mark schemes.
Mastering Social Welfare – by Pat Young chapter
4 unemployment.
The support services for
the unemployed
Identify and explain the support services
available for the unemployed.
Information on services available from the local
job centre.
Past papers and mark schemes
Mastering Social Welfare – by Pat Young chapter
4 unemployment
Monetary support available www.dwp.gov.uk.
www.direct.gov.uk
www.need2know.co.uk/unemployment
25 hours
= Innovative teaching idea
10 of 26
= Stretch and challenge opportunity
idea
Points to note
Research activity could be set for the
students to find out the support services
themselves.
A visit could be arranged to the local job centre.
Students could be given the scenario where due to
unemployment there is only £30 per week to spend
on food, go to a supermarket or on to a supermarkets
web site and see how far they can make the money
go to feed a family of 4 2 adults 2 school age children.
Discuss findings.
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching
time
25 hours
Topic outline
Leisure
The changing patterns of
leisure
Topic
Key Issues For Society
Suggested teaching and
homework activities
Suggested resources
Using pre printed data identify the
changing patterns of leisure
Students to record the patterns.
Discuss the most popular leisure activities.
Compare today’s leisure activities to those
10 and 20 years ago. ( s and c opp)
Information on current trends gained from
www.updates.co.uk. www.statistics.gov.uk.
www.neighbourhood.statistics.gov.uk
Sociology by Ken Browne chapter 4 Work and
leisure.
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
Points to note
Teacher can access the information from
the internet/books and give to students
direct, or a research activity could be set
for the students to find out the information
themselves.
Practical opportunity - barbecues are becoming
popular leisure activities, plan make a
cook a recipe idea for a barbecue.
This topic can be combined with Key
issues for society/ The provision of community leisure
facilities in relation to available housing
Teaching the topic can be more effective to intertwine
the both.
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching
7 hours
time
Topic
Environmental Issues
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note
Complete a mind map and Identify
the range of recycling processes
available. Base upon the 3 R’s
reduce, reuse, and recycle. Students
list ways in which we can reduce,
reuse, recycle.
No waste like home – Penney Poyzer.
www.recyclenow.com
www.recycle-more.co.uk
www.greenchoices.org
www.wasteonline.org.uk
www.wastewatch.org.uk
Visit some recycling websites and design a
creative leaflet to come up with ideas by which
Discuss the reasons why we need to
sustain our environment.
List the ways in which our
environment can be damaged and
how it can be sustained, by
indicating the cause, prevention and
management.
The list should contain noise pollution,
air pollution, global warming, ozone
layer, acid rain, deforestation,
fisheries.
No waste like home – Penney Poyzer
www.thecarbontrust.org.uk
www.defra.gov.uk
www.foe.co.uk
www.greenpeace.org.uk
www.futureforests.com
Give each student a topic. They need to carry
out some independent research and come up
with no more than an A4 sheet about the cause
and prevention of the topic and conclude how it can
be managed to sustain our environment.
The range of recycling
processes available
The need to sustain
our environment
= Innovative teaching idea
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households can reduce, reuse and recycle.
Students investigate how to become a
greener shopper and cook. Choose a dish to
make, source the ingredients locally and
make it using as little energy as possible.
Students compare results and complete a summary
table
issue
= Stretch and challenge opportunity
idea
cause
preventi
on
manage
ment
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching
7 hours
time
Topic
Environmental Issues
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note
Recap the three primary resources
needed to be managed in the home
Time, energy money.
Blank outline of a house, students
indicate where energy can be wasted
and how if can be saved.
Establish how householders can
ensure effective management and
conservation of the resources in the
home.
Make notes on the above.
Blank outline of a house
Past papers and mark schemes.
Videos of TV programmes such as “it is not easy being
green”
No waste like home by Penney Poyzer. chapter 3 Home
Truths.
www.foe.co.uk
www.bbc.co.uk/homes
http://www.direct.gov.uk/en/
Environmentandgreenerliving/Greenerhome/index.htm
Design a leaflet explaining how households
can make energy savings.
This topic can be combined with Key issues for
society/housing and homelessness/ The design of
houses to ensure the effective management of
resources within the home environment
Teaching the topic can be more effective to intertwine
the both.
The management and
conservation of energy
resources in the home
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Social Issues
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The Welfare state
The definition of the welfare
state
Teacher led give the definition of the welfare
state, list the 5 giants that bought about the
welfare state.
Past papers and mark schemes.
Mastering Social Welfare by Pat Young chapter
17 policy issues in welfare.
Essay – what problems are we
seeing today from the development
of the welfare state?
Private, statutory and
voluntary provision of health
services
Teacher led information given on what each of
the following provide.
Private health care, statutory health care –
NHS, Dentistry, GP, and voluntary services for
example Help the aged, Age concern, RNIB,
Past papers and mark schemes.
Mastering Social welfare by Pat Young chapter
13 Old age, chapter 15 NHS and chapter 16
voluntary services.
Sociology by Ken Browne chapter 17 health and
illness.
www.dh.gov.uk
websites for NHS, age concern and help the
aged.
Research opportunity and
Find out in general terms what voluntary
organisations are and how they support
statutory services.
Give the students different voluntary
organisations to find out who they help and
how.
This can overlap with the voluntary
organisations of social services too.
The following list could be a useful starting point
- Salvation army, Help the Aged, Age Concern,
RNIB, WRVS, Shelter, Samaritans,
Gingerbread groups, .
5 hours
= Innovative teaching idea
14 of 26
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
5 hours
Topic outline
Private, statutory and
voluntary provision of social
services
Topic
Social Issues
Suggested teaching and homework
activities
Suggested resources
Points to note
Teacher led information given on what each of
the following provide.
Social services – how social services
coordinates care packages. Care of the
elderly, Children’s services, and community.
Private social services which can be paid for
by individuals needing care .Health visitors,
Social Security system, the benefits available
to help people. Voluntary services such as
child line, NSPCC. Overlap here for help the
aged, age concern.
Past papers and mark schemes.
Mastering Social welfare by Pat Young chapter
13 Old age, chapter 8 Social services, chapter 9
Community care and chapter 16 voluntary
services.
Social security in Britain – chapter 1 the aims of
the social security system, Chapter 2 The British
system, and Chapter 5 who receives benefits.
www.dh.gov.uk
www.dwp.gov.uk
Visit the dwp website and find out the
welfare benefits.
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
Find out what private social services
are available to care for the elderly in
the home.
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
Topic
Health
Suggested teaching and
homework activities
Suggested resources
Points to note
Research opportunity also – each of the student
takes a health problem and produces a fact
Health Problems
The current incidence and
causes of the major health
problems in the United
Kingdom to include obesity,
dental decay, CHD,
smoking and excess
alcohol
Students list what they think are the major
health problems in the UK and what causes
them.
Establish as a group the health problems to
be studied. This should be obesity, dental
decay, CHD, smoking and excess alcohol
Identify the incidence and causes of the
major health problems in the UK.
Past mark schemes.
www.dh.org.uk
www.bhf.org.uk
www.nutrition.org.uk
www.bda-dentistry.co.uk
websites on smoking and alcohol
The modifications of diet
suitable for diabetics.
Identify what diabetes is and the dietary
implications, and how the diet can be
modified to cater for their needs.
www.nutrition.org.uk
www.diabetes.org.uk
Fact sheets from doctor’s surgeries,
dentists and health centres.
sheet to include the following – incidence in
the UK some facts and figures, the nature of
the health problem and its causes.
Alternatively this can be teacher led by producing the fact
sheets for them.
Research opportunity also – The students
produces a fact sheet to include the following the
nature of the diet related disorder and how to
plan the diet accordingly.
Practical opportunity – produce a healthy
balanced main meal and dessert which would
be suitable for a diabetic.
= Innovative teaching idea
16 of 26
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
Topic
Health
Topic outline
Suggested teaching and
homework activities
Suggested resources
Points to note
The modifications of diet
suitable for, coeliac
Identify what coeliac disease is and the
dietary implications, and how the diet can be
modified to cater for their needs.
www.coeliac.co.uk
www.nutrition.org.uk
Research opportunity also – The students produces
a fact sheet to include the following the nature of the
diet related disorder and how to plan the diet
accordingly.
Practical opportunity carry out some
experimental work using gluten free flour – eg
bread and cakes.
The modifications of diet
suitable for people with
osteoporosis
Identify what osteoporosis is and the
dietary implications, and how the diet can be
modified to cater for their needs.
www.nos.org.uk
www.nutrition.org.uk
www.milk.co.uk
Research opportunity also – The students
produces a fact sheet to include the following the
nature of the diet related disorder and how to plan
the diet accordingly.
Practical opportunity – produce a dish which
is high in calcium and vitamin D.
The role of diet and lifestyle
in the context of Coronary
Heart disease.
Identify the role of diet and lifestyle in the
prevention of Coronary Heart disease.
Produce a help sheet/leaflet to help educate
people in the prevention of CHD.
www.nutrition.org.uk
www.bhf.org.uk
www.chd.stats.gov.uk
Practical opportunity –Adapt a recipe to reduce
the fat content. Using a nutritional analysis
program compare the fat content of the original
recipe compared to the adapted one.
Current dietary habits and
their influence on the health
of the nation
Question and answer session to develop a
mind map on the board to encompass what
we can do to follow a healthy diet.
Past papers and mark schemes.
www.nutrition.org.uk
www.bbc.co.uk/health
Practical opportunity – children’s lunch boxes frequently
consist of unhealthy processed products.
Devise a range of healthy snacks that could
10 hours
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
Interpret statistical data
relevant to dietary related
health issues
= Innovative teaching idea
18 of 26
Topic
Health
Suggested teaching and
homework activities
Suggested resources
Points to note
The mind map should come up with ideas
such as eat less saturated fat, eat less
sugar, increase starchy carbohydrates, 5
portions of fruit and veg per day, drink water,
less alcohol,
Students then produce a fact sheet or leaflet
on how to achieve a healthy diet.
www.dh.org.uk
www.ffib.co.uk
www.5aday.com
be used in a Childs lunchbox, make one.
Previously students will have Identified the
incidence and causes of the major health
problems in the UK. Establish the diet related
issues obesity, CHD, and dental decay.
Review and interpret the statistical data in
an essay format.
www.dh.org.uk
www.updates.co.uk.
www.statistics.gov.uk
It would be sensible to teach this topic alongside Health
Problems
The current incidence and causes of the major health
problems in the United Kingdom to include obesity, dental
decay, CHD, smoking and excess alcohol.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
The value of health
education and policies
Reports and advice from
statutory and non statutory
agencies pertinent to the
nutritional health of society
Topic
Health
Suggested teaching and
homework activities
Suggested resources
Teacher guidance as to the principles behind
the latest health document choosing health
paper – Establish why do things need to
change, what do people want from the
government to help them be healthier, what
the government want, what the government
are going to do
Students read the choosing health booklet
and make notes under the following
headings. what do people want from the
government to help them be healthier, what
the government want, what the government
are going to do,
Produce a summary sheet of no more than a
side of A4 of the main aspects of the
choosing health booklet.
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
Points to note
Access the choosing health booklet –
“choosing health” a booklet about plans
for improving peoples health either on
line at www.dh.gov.uk or have hard
copies of the booklet available.
= Stretch and challenge opportunity
idea
= ICT opportunity
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Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
Housing and
Homelessness
The definition and the
causes and effects of
homelessness
Topic
Health
Suggested teaching and
homework activities
Suggested resources
Pose the question what do the students
understand by the term homelessness.
Give the class the actual definitions of
homelessness.
Discuss the causes and effects of
homelessness.
Teacher to provide the factual information
on this, students can then sort the
information into a table
Causes of
homelessness
The range and type of
housing available.
The design of houses to
suit the changing life cycles
and patterns of individual
and household groups
= Innovative teaching idea
20 of 26
Points to note
Past papers and mark schemes.
Mastering Social Welfare by Pat Young chapter
5 housing and homelessness.
www.shelter.org.uk
www.crisis.org.uk
www.mungos.org
www.bigissue.com
Set essay to discuss the impact of
homelessness on a school age child.
Pictures of different types of houses which can
be obtained either from estate agents,
newspapers, or estate agents websites.
Research opportunity. Each student take
lifecycle – student, single professional, young
couple, couple with young children, couple with
school age children, elderly couple, widowed elderly
person. Visit an estate agent or use the internet,
choose a suitable house and explain why the design
of the house matches the lifecycle of their lifecycle
group.
Practical opportunity – Make a chunky soup
suitable to be served at night time on a soup
kitchen run, which should contain protein and
carbohydrate
Research into the support available to help the
homeless.
Effect of
homelessness
Students to look at different styles of
houses and identify the range and types
available.
Identify the changing lifecycles and
patterns of individuals and household
groups.
Identify the different aspects and design of
houses and match these to different
lifecycles.
Past papers and mark schemes
Plans of new build obtained from estate agents.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Home Economics (Food, Nutrition and Health)
Home Economics (Food, Nutrition and Health) H111: Unit G001
Society and Health
Suggested
teaching time
10 hours
Topic outline
Topic
Health
Suggested teaching and
homework activities
Suggested resources
Points to note
The design of houses to
ensure the effective
management of resources
within the home
environment
Identify the three primary resources
needed to be managed in the home
Time, energy money.
Establish how the design of a house, or
adaptations to the design can ensure
effective management of the resources
in the home.
Make notes on the above.
Past papers and mark schemes.
Videos of TV programmes such as “it is not easy
being green”
No waste like home by Penney Poyzer. chapter
3 Home Truths.
www.foe.co.uk
www.bbc.co.uk/homes
www.direct.gov.uk/en/environmental
greenerliving/greenerhome
www.cat.org.uk
This topic can be combined with Environmental
issues/recycling/the management and conservation of
energy in the home. Teaching the topic can be more
effective to intertwine the both.
The provision of community
leisure facilities in relation
to available housing
Students can carry out a survey of local
area and identify leisure options for
children/young people /adults/ and elderly.
If there is more than one candidate give
each one a target group. (s and c opp)
Match this to the housing available.
Feed back to the group.
Internet – looking at localities, types of houses
and leisure facilities available.
This topic can be combined with Key issues for
society/Leisure/The changing patterns of leisure
Teaching the topic can be more effective to intertwine
the both.
= Innovative teaching idea
GCE Home Economics (Food, Nutrition and Health)
= Stretch and challenge opportunity
idea
= ICT opportunity
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Sample Lesson Plan
Home Economics (Food, Nutrition and
Health) H111: Unit G001 Society and Health
Health of The Nation (reports and advice from statutory and non statutory
agencies pertinent to the nutritional health of society)
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour,
Learning Objectives for the lesson
Objective 1
Identify the current health targets.
Objective 2
Understand the principles behind the choosing health paper.
Objective 3
Recognize what support the government has put in place.
Recap of previous experience and prior knowledge

Ask students to identify what we need to do to be healthier.
Content
Time
Content
10 minutes
 Question and answer session to develop a mind map on the board to
encompass what we can do to follow a healthy lifestyle.
 The mind map should come up with ideas such as eat less saturated fat, eat
less sugar, increase starchy carbohydrates, 5 portions of fruit and veg per
day, drink water, less alcohol, no smoking, no drugs, increase exercise,
dental and medical check ups – (this list is not exhaustive.)
Teacher guidance as to the principles behind the choosing health paper –
 why do things need to change
 what do people want from the government to help them be healthier.
 what the government want, what the government are going to do.
 Access the choosing health booklet –“choosing health” a booklet about plans
for improving peoples health either on line at www.dh.gov.uk or have hard
copies of the booklet available.
 Students read the booklet and make notes under the following headings.
what do people want from the government to help them be healthier, what
the government want, what the government are going to do,
10 minutes
20 minutes
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GCE Home Economics (Food, Nutrition and Health)
15 minutes
 Produce a summary sheet of no more than a side of A4 of the main aspects
of the choosing health booklet.
Consolidation
Time
Content
5 minutes
Identify HOW then people can be helped to
 choose a better diet,
 become more physically active
 become healthier consumers
GCE Home Economics (Food, Nutrition and Health)
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Other forms of Support
In order to help you implement the new Home Economics (Food, Nutrition and Health) specification
effectively, OCR offers a comprehensive package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an
overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more
depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Hosted Network Events
OCR runs a number of successful network events, hosted by our Customer Support Managers.
These enable you to meet colleagues from other centres and share best practice. The events are
about peer learning and provide an excellent opportunity to carry out standardisation activities and
receive updates from OCR.
For more information, please contact the Networks and Regional Coordinator on 024 7649 6396.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with
other subject specialists. Our online mailing list covers a wide range of subjects and enables you to
share knowledge and views via email.
Visit https://community.ocr.org.uk, choose your community and join the discussion!
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GCE Home Economics (Food, Nutrition and Health)
Interchange
OCR Interchange has been developed to help you to carry out day to day administration functions
online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate a free access to candidate information at you convenience. Sign up at
https://interchange.ocr.org.uk
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR
specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford
University Press (OUP) to ensure centres have access to:

Better published support, available when you need it, tailored to OCR specifications

Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials

More resources for specifications with lower candidate entries

Materials that are subject to a thorough quality assurance process to achieve endorsement
Hodder Education is the publisher partner for OCR GCE Home Economics (Food, Nutrition and
Health).
Hodder Education is producing the following resources for OCR GCE Home Economics (Food,
Nutrition and Health) for first teaching in September 2008, which will be available in Spring 2008.
Alexis Rickus, Bev Saunder. OCR Home Economics for AS: Food, Nutrition and Health Today.
(2008). ISBN: 9780340968031.
Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process
to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of
quality support for all OCR qualifications.
GCE Home Economics (Food, Nutrition and Health)
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Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner”
or “Approved publication” logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall
include a range of appropriate texts.
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GCE Home Economics (Food, Nutrition and Health)