Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: [Link] Email: uepnsofficial@[Link]

COLLEGE OF EDUCATION

CURRICULUM IN HOME ECONOMICS

EDUCATION

SIONY C. UBANE, PhD

Siony C. Ubane University of Eastern Philippines

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HE 801a – Methods in Teaching Home Economics
 Chapter CURRICULUM IN HOME ECONOMICS
2 EDUCATION

Module 3 Understanding and Interpreting the HE

Curriculum

Module Overview:
This chapter focuses on the curriculum foundations of Home Economics education. It
discusses the essential components of the Home Economics curriculum objectives, content,
methodology, and evaluation—and examines how these components are aligned with 21st
century competencies. The chapter also explores curriculum mapping and the integration of
sustainability concepts to ensure that Home Economics education remains relevant, responsive,
and future-ready.

Lesson 1: Components of the Home Economics Curriculum

(Objectives, Content, Methodology, Evaluation)

Desired Learning Outcomes:

At the end of this chapter, the learners should be able to:

1. Explain the key components of the Home Economics curriculum, including objectives,
content, methodology, and evaluation.
2. Analyze how Home Economics curriculum aligns with 21st century competencies.
3. Apply curriculum mapping principles in organizing Home Economics content.
4. Integrate sustainability concepts into Home Economics curriculum planning.

Pre-test

Let us determine how much you already know about the concept of curriculum. Take this test.

Directions: Choose the best answer for each item.

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HE 801a – Methods in Teaching Home Economics
 1. Which curriculum component defines the intended learning outcomes of instruction? a.
Content
b. Methodology
c. Objectives
d. Evaluation
2. The selection of learning experiences and teaching strategies belongs to which
curriculum component? a. Objectives
b. Content
c. Methodology
d. Evaluation
3. Which of the following is an example of a 21st century competency? a. Memorization
b. Manual copying
c. Critical thinking
d. Rote learning
4. Curriculum mapping primarily helps teachers to: a. Assess learner behavior
b. Align objectives, content, and assessment
c. Prepare textbooks
d. Discipline learners
5. Integrating sustainability in Home Economics promotes: a. Excessive consumption
b. Environmental responsibility
c. Short-term planning
d. Traditional instruction only

Key Terms

 Curriculum – The planned set of learning experiences, content, objectives, teaching

strategies, and assessments designed to achieve educational goals.

 Home Economics Curriculum – A structured program of study that focuses on developing

practical skills, knowledge, values, and competencies related to family, home, and community
life.

 Curriculum Objectives – Statements that describe the intended learning outcomes in terms of
knowledge, skills, and values that learners are expected to achieve.

 Curriculum Content – The subject matter, concepts, skills, and learning experiences
included in the curriculum.

 Curriculum Methodology – The teaching strategies, instructional approaches, and learning

activities used to deliver the curriculum effectively.

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HE 801a – Methods in Teaching Home Economics
 Curriculum Evaluation – The process of assessing learner performance and determining the
effectiveness of the curriculum through various assessment tools and methods.

 21st Century Competencies – Skills needed for modern life and work, including critical
thinking, creativity, collaboration, communication, digital literacy, and life skills.

 Curriculum Alignment – The process of ensuring consistency among objectives, content,

teaching strategies, and assessment.

 Curriculum Mapping – A systematic process of organizing and aligning curriculum

components across grade levels or courses to ensure continuity and progression of learning.

 Vertical Alignment – The logical progression of skills and content from one grade level or
course to the next.

 Horizontal Alignment – Coordination of curriculum content and objectives across subjects

or learning areas at the same grade level.

 Sustainability Education – An educational approach that promotes responsible use of

resources, environmental awareness, and long-term social, economic, and environmental well-
being.

 Integration – The incorporation of concepts such as sustainability and 21st century skills into
curriculum content and learning activities.

 Learner-Centered Curriculum – A curriculum design that prioritizes learners’ needs,

experiences, interests, and active participation in the learning process.

 Competency-Based Education – An approach that focuses on learners’ mastery of specific

skills and competencies rather than time-based instruction.

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Learning Plan 4
HE 801a – Methods in Teaching Home Economics
 Components of the Home Economics Curriculum (Objectives, Content,
Methodology, Evaluation)

1. Objectives

Objectives describe what learners are expected to

know, do, and value after instruction. In Home
Economics, objectives are designed to develop Lesson 1
practical skills, critical thinking, and responsible
attitudes related to family, home, and community Components of the Home
life. Clear objectives guide the selection of content, Economics Curriculum
teaching strategies, and assessment methods. (Objectives, Content,
2. Content Methodology, Evaluation)

Content refers to the subject matter and learning

experiences included in the curriculum. Home Economics content covers areas such as food and
nutrition, clothing and textiles, family living, consumer education, and household management.
The content must be relevant, learner-centered, and responsive to societal needs.

3. Methodology

Methodology involves the teaching strategies and learning activities used to deliver the
curriculum. In Home Economics, effective methodologies include demonstrations, project-
based learning, experiential activities, cooperative learning, and problem-solving tasks. These
approaches encourage active participation and skill mastery.

4. Evaluation

Evaluation refers to the assessment of learner performance and curriculum effectiveness. In

Home Economics, evaluation includes written tests, performance tasks, portfolios, and practical
demonstrations. Assessment should be aligned with objectives and provide feedback for
improvement.

Activity #1
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HE 801a – Methods in Teaching Home Economics
Objective:

To identify and evaluate the components of a Home Economics curriculum and understand how
each component supports effective teaching and learning.

Instructions:

1. Form a group of 3–4 learners.

2. Select a Home Economics lesson or unit (e.g., cooking, budgeting, clothing care,
household management).
3. Using the table below, analyze the lesson/unit by identifying its Objectives, Content,
Methodology, and Evaluation.
4. Discuss as a group how each component contributes to learners’ knowledge, skills, and
values.
5. Suggest improvements for each component to make the curriculum more aligned with
21st century competencies and sustainability.
6. Prepare to present your findings to the class.

Analysis Table

Curriculum Component Current Practice Strengths Suggested Improvements

Objectives

Content

Methodology

Evaluation

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HE 801a – Methods in Teaching Home Economics
Guide Questions for Discussion:

 Are the objectives clear and measurable?

 Is the content relevant, learner-centered, and responsive to societal needs?
 Are the teaching methods effective for skill mastery and active participation?
 Does the evaluation align with objectives and assess both skills and understanding?
 How can the lesson integrate 21st century skills like critical thinking, collaboration, and
digital literacy?
 How can sustainability concepts be included in the lesson?

LESSON 2: Aligning Curriculum with 21st Century

Competencies
Home Economics is uniquely positioned to teach 21st-century skills because it is
inherently problem-based and practical.

The "4 Cs" in a Home Economics Context

Competency Definition Application in Home Economics

Analyzing information to Example: modifying a recipe for a diabetic family member or

Critical Thinking
solve problems. analyzing a lease agreement for a first apartment.

Using imagination to Example: Designing a zero-waste garment or creating a

Creativity
create new ideas. fusion menu using limited ingredients.

Example: Managing a "brigade system" in a kitchen lab

Working together to
Collaboration where every student has a specific role to get the meal out
achieve a goal.
on time.

Sharing thoughts clearly Example: Presenting a budget proposal to a "client"

Communication
and effectively. (teacher) or labeling food products clearly for safety.

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HE 801a – Methods in Teaching Home Economics
Digital Literacy Integration

Modern HE requires integrating technology. This includes using nutritional analysis

software, CAD (Computer-Aided Design) for interior design, or financial apps for budgeting
simulations.

LESSON 3: Curriculum Mapping and Integration of

Sustainability
Curriculum mapping is the process of indexing or diagramming a curriculum to identify and
address academic gaps, redundancies, and misalignments.

Steps in Curriculum Mapping

1. Identify the Standard: (e.g., "Students will understand textile waste.")

2. Determine the Assessment: (e.g., "Project: Upcycle an old shirt.")
3. Plan the Instruction: (e.g., "Lesson on fast fashion vs. slow fashion.")
4. Map the Timeline: When will this be taught? How does it connect to the previous unit?

Integrating Sustainability (Green HE)

Sustainability is no longer an optional add-on; it is central to modern Home Economics.

Shutterstock

Key Integration Points:

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HE 801a – Methods in Teaching Home Economics
  Sustainable Food Systems: Teaching "Farm to Table," reducing food waste,
composting, and plant-based nutrition.
 Ethical Consumerism: analyzing the carbon footprint of imported goods vs. local goods.
 Green Housing: Energy efficiency, water conservation methods in the home, and use of
non-toxic cleaning agents.
 Slow Fashion: Mending, caring for clothes to extend life, and understanding the
environmental impact of synthetic dyes.

Analysis

Analysis: Deconstructing the Standards

In this phase, we move beyond simply knowing the components to critically examining
why they exist and how they have evolved.

Activity 1: The "Then vs. Now" Comparative Audit

Objective: Analyze the shift in focus from domestic tasks to management and science.

Task: Examine the two curriculum objectives below. In your notebook, create a Venn Diagram
comparing them based on: (1) Skill required, (2) Cognitive level (Bloom's Taxonomy), and (3)
Real-world application.

 Standard A (Traditional - Circa 1960): " The student will demonstrate the correct
method for hemming a skirt by hand."
 Standard B (Modern - 2024): "The student will evaluate the cost-effectiveness and
environmental impact of repairing vs. replacing a garment."

Guiding Analysis Questions:

1. Which standard requires higher-order thinking (evaluating/analyzing) rather than just rote
application?
2. How does Standard B align more closely with Sustainability concepts?
3. How does Standard B prepare a student for Financial Literacy (a 21st-century
competency)?

Activity 2: The "Hidden Curriculum" Hunt

Objective: Identify where 21st-century skills are hidden within technical tasks.

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HE 801a – Methods in Teaching Home Economics
Scenario: You are observing a culinary lab where students are baking bread.

 Observation: Students are arguing over who measures the flour. The dough didn't rise
because the water was too hot. They have to explain to the teacher what went wrong.
 Analysis: Don't just look at the bread. Identify the 4 Cs occurring in this failure.
o Where was the failure in Collaboration?
o Where is the opportunity for Critical Thinking (diagnosing the yeast)?

Abstraction

Abstraction: Synthesizing the Framework

Here we generalize the concepts to form a "Big Picture" understanding of the Home Economics
curriculum.

The "Life Literacy" Framework

We must abstract the Home Economics curriculum not as a collection of "Cooking" and
"Sewing" classes, but as a Life Literacy System.

 The Hub: The core is Family & Human Development. Every subject leads back to
improving the quality of life for the individual and the family unit.
 The Spokes (The Lenses): We view every Technical Skill (cooking, sewing) through
two mandatory lenses:
1. The Sustainability Lens: Every action consumes resources. The curriculum must
teach students to minimize that consumption (e.g., energy efficiency in the home,
reducing food waste).
2. The 21st Century Lens: Technical skills become obsolete; adaptive skills do not.
We teach how to learn new recipes, not just one recipe. We teach how to navigate
financial apps, not just how to write a check.

Key Generalization

"A robust Home Economics curriculum does not just teach a student how to do a task; it teaches
them how to manage the resources required to do that task ethically and efficiently."

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HE 801a – Methods in Teaching Home Economics
 Application

Interactive Application: The Curriculum Designer Workshop

This section puts the learner in the driver's seat. Choose one of the following application tasks.

Task A: The "Greenify" Challenge (Mapping & Integration)

Scenario: You have been handed an outdated lesson plan. Your job is to update it to meet
modern standards.

Original Lesson Plan:

 Topic: Laundry
 Activity: Sort clothes by color and wash them using the machine.
 Assessment: Clothes are clean.

Your Task: Rewrite this lesson plan using the template below.

1. New Topic Title: (e.g., "Sustainable Garment Care")

2. Integration of Sustainability: Add a specific concept (e.g., Greywater systems,
phosphate-free detergents, energy consumption of hot vs. cold water).
3. 21st Century Skill Activity: Create an activity where students must use Critical
Thinking or Digital Literacy (e.g., researching eco-friendly detergent brands and
comparing cost per load).

Task B: The Cross-Curricular Map (Curriculum Alignment)

Scenario: The school wants to integrate Home Economics with Science and Math.

Your Task: Create a simple Curriculum Map connecting one HE topic to these other disciplines.

HE Topic Connection to Mathematics Connection to Environmental Science

Calculating ratios of salt/sugar/water Understanding bacterial growth (pH and

Example: Food
for brine; Cost analysis of canning vs. temperature); Reducing food miles by
Preservation
buying. preserving local harvest.

Your Turn: [Insert

[Insert Math Concept] [Insert Science Concept]
Topic]

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HE 801a – Methods in Teaching Home Economics
Task C: Scenario-Based Problem Solving

Context: You are a teacher. A parent complains that "Home Economics is a waste of time; my
child should be studying business."

Prompt: Write a 150-word response to the parent explaining how your Entrepreneurship &
Resource Management module aligns with 21st-century business competencies (Collaboration,
Financial Literacy, Innovation). Use the terminology learned in this chapter.

Teachers Copy only

Part 1: Answer Keys & Model Responses

Activity 1: The "Then vs. Now" Comparative Audit (Model

Response)

Students were asked to create a Venn Diagram comparing Standard A (Hemming a skirt) and
Standard B (Evaluate repair vs. replace).

 Standard A Only (Traditional):

o Focus: Manual dexterity/fine motor skills.
o Cognitive Level: Application (Bloom’s Lower Order).

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HE 801a – Methods in Teaching Home Economics
 o Output: A tangible product (a hem).
o Context: Isolated task.
 Intersection (Commonalities):
o Both involve clothing/textiles.
o Both aim to maintain a wardrobe.
o Both require knowledge of garment construction.
 Standard B Only (Modern):
o Focus: Decision making, financial literacy, and environmental ethics.
o Cognitive Level: Evaluation/Analysis (Bloom’s Higher Order).
o Output: A decision or strategy.
o Context: Global/Societal context (sustainability).

Activity 2: The "Hidden Curriculum" Hunt (Model Response)

Students analyze a bread-baking failure for 21st-century skills.

 Collaboration Failure: The argument over measuring flour indicates a lack of role
assignment and conflict resolution. A success would have been a clear "Brigade" system
where one measures and one mixes.
 Critical Thinking Opportunity: "Diagnosing the yeast." Instead of asking the teacher
immediately, students should use critical thinking to hypothesize: Was the water too hot?
Was the sugar forgotten? Was the yeast expired? Testing these hypotheses is scientific
inquiry.

Task A: The "Greenify" Challenge (Model Response)

 New Topic Title: Eco-Conscious Garment Care & Chemistry.

 Integration of Sustainability: Focus on Microplastics. Students learn that washing
synthetics releases plastic into waterways.
 21st Century Skill Activity (Digital Literacy/Critical Thinking): Students use a "Cost
per Wear" calculator app or spreadsheet to compare the energy cost of a hot water wash
cycle vs. a cold water wash cycle over one year.

Task B: The Cross-Curricular Map (Model Response)

 HE Topic: Housing & Interior Design.

 Connection to Mathematics: Geometry and Area calculation (calculating square footage
for flooring or paint coverage); Budgeting (calculating interest rates on a mortgage).
 Connection to Environmental Science: Energy auditing (insulation R-values, passive
solar heating orientation, selecting low-VOC paints).

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HE 801a – Methods in Teaching Home Economics
 Task C: Scenario-Based Problem Solving (Model Letter)

"Dear Parent,

Thank you for your concern regarding your child's education. While traditional Home
Economics focused on domestic tasks, our modern curriculum is designed as 'Family and
Consumer Sciences.'

In the Entrepreneurship & Resource Management module, we are not just 'playing store.' We
are developing high-level 21st-century competencies. Your child is learning Financial
Literacy by managing operating budgets, Collaboration by navigating team dynamics similar to
a corporate boardroom, and Innovation by developing sustainable product solutions. These are
the exact 'soft skills' that modern business leaders report are missing in graduates. We are using
the context of the home to build the skills for the workforce."

Part 2: Assessment Rubrics

Rubric 1: For Mapping & Design Tasks

Use this rubric for: The "Future-Ready" Curriculum Map (Module Assessment), Task A
(Greenify), and Task B (Cross-Curricular).

Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning

The objective is The objective is The objective is

Objective is
Curriculum perfectly aligned with aligned but may be present but does not
missing or
Alignment the standard and clearly slightly vague or clearly align with the
irrelevant.
actionable. broad. standard.

A specific 4C skill is
A 4C skill is present
deeply woven into the A 4C skill is
21st Century but superficial (e.g., No 21st-century
activity (e.g., students mentioned but not
Integration students sit in groups skills are evident.
must collaborate to practiced.
but work alone).
succeed).

Sustainability Sustainability is central Sustainability is Sustainability is Sustainability is

Component to the lesson (e.g., Zero included as a distinct mentioned as an missing.
Waste is the goal). component. afterthought or side

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HE 801a – Methods in Teaching Home Economics
Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning

note.

The map flows logically; The map is logical; There is a disconnect The plan is
Clarity & Flow assessment matches assessment matches between the activity disorganized or
instruction perfectly. instruction. and the assessment. confusing.

Rubric 2: For Analytical & Written Tasks

Use this rubric for: Activity 1 (Venn Diagram), Activity 2 (Hidden Curriculum), and Task C
(Parent Letter).

Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning

Goes beyond surface

Identifies key Identifies surface-
features to analyze Analysis is
differences and level differences only
Depth of Analysis underlying concepts incorrect or
similarities (e.g., "one is sewing,
(cognitive levels, societal missing.
accurately. one is thinking").
impact).

Correctly and naturally

Uses layperson
uses terms like Uses terminology
Application of Uses terminology language; no
competencies, correctly most of
Terminology incorrectly or rarely. module
sustainability, 4Cs, the time.
terminology used.
Bloom's Taxonomy.

Connections are No critical

Offers unique insights or
logical and Connections are weak thinking evident;
Critical Thinking synthesizes information
supported by the or unsupported. merely repeats
to form a new argument.
text. the prompt.

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HE 801a – Methods in Teaching Home Economics
Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning

Professional, persuasive,
Somewhat unclear or
and clear tone Clear tone; easy Difficult to
Communication tone is inappropriate
(especially for the Parent to understand. understand.
for the audience.
Letter).

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HE 801a – Methods in Teaching Home Economics