CSEC Home Economics - ASJA Girls' College San Fernando SLMC
monCSECocEe HomecsHoiEconomicsom nomoceE csHoiom nomocEemCaribbean Examinations Council Textiles, Clothing and FashionFood and NutritionFamily and Resource ManagementSYLLABUSSPECIMEN PAPERMARK SCHEMESUBJECT REPORTS
Macmillan Education4 Crinan Street, London, N1 9XWA division of Macmillan Publishers LimitedCompanies and representatives throughout the worldwww.macmillan-caribbean.comISBN 978-0-230-48200-5 Caribbean Examinations Council (CXC ) 2015www.cxc.orgwww.cxc-store.comThe author has asserted their right to be identified as the author of this work in accordance with theCopyright, Design and Patents Act 1988.First published 2014This revised version published 2015Permission to copyThe material in this book is copyright. However, the publisher grants permission for copies to bemade without fee. Individuals may make copies for their own use or for use by classes of which theyare in charge; institutions may make copies for use within and by the staff and students of thatinstitution. For copying in any other circumstances, prior permission in writing must be obtainedfrom Macmillan Publishers Limited. Under no circumstances may the material in this book be used,in part or in its entirety, for commercial gain. It must not be sold in any format.Designed by Macmillan Publishers LimitedCover design by Macmillan Publishers Limited and Red Giraffe
CSEC Home Economics Free ResourcesLIST OF CONTENTSCSEC Home Economics Syllabus Extract4CSEC Home Economics Syllabus5Family and Resource Management Paper 01 – Specimen Paper227Family and Resource Management Paper 01 – Specimen Mark Scheme239Family and Resource Management Paper 02– Specimen Paper241Family and Resource Management Paper 02 – Specimen Mark Scheme253Textiles, Clothing and Fashion Paper 01 – Specimen Paper266Textiles, Clothing and Fashion Paper 01 – Specimen Mark Scheme279Textiles, Clothing and Fashion Paper 02– Specimen Paper281Textiles, Clothing and Fashion Paper 02– Specimen Mark Scheme300Food and Nutrition Paper 01 – Specimen Paper316Food and Nutrition Paper 01 – Specimen Mark Scheme324Food and Nutrition Paper 02 – Specimen Paper325Food and Nutrition Paper 02 – Specimen Mark Scheme344CSEC Home Economics Textiles, Clothing and Fashion Subject ReportsJune 2008 Subject Report356June 2009 Subject Report363June 2010 Subject Report369June 2011 Subject Report374June 2012 Subject Report381June 2013 Subject Report386June 2014 Subject Report393
CSEC Home Economics Food & Nutrition Subject ReportsJune 2004 Subject Report400June 2005 Subject Report408June 2006 Subject Report418June 2007 Subject Report427June 2008 Subject Report436June 2009 Subject Report445June 2010 Subject Report453June 2011 Subject Report464June 2012 Subject Report471June 2013 Subject Report477June 2014 Subject Report485CSEC Home Economics Family and Resource Management Subject ReportsJune 2004 Subject Report491June 2005 Subject Report500June 2006 Subject Report508June 2007 Subject Report514June 2008 Subject Report521June 2010 Subject Report530June 2011 Subject Report542June 2012 Subject Report553June 2013 Subject Report565June 2014 Subject Report577
Home EconomicsHome Economics is an interdisciplinary field of study that comprises three major options:Family and Resource Management; Textiles, Clothing and Fashion; and Food, Nutrition andHealth.Students pursuing this syllabus will develop competencies in an appropriate mix ofknowledge, skills and abilities. The syllabus is geared towards helping learners matriculateto higher learning, sustain lifelong learning, integrate readily and attain employment inindustry in a wide variety of careers in Family Support Services, Health Sector Food andHospitality industries, Fashion and Interior Design.This field of study incorporates competencies and experiences which are responsive to theCaribbean context of vulnerability to natural disasters, food insecurity, and instability infamily life and lifestyle diseases. Additionally, the availability of a variety of materials whichcan be transformed into products that contribute to economic growth and sustainabilityunderscores the need for this syllabus.Home Economics is offered for examination as three options: Family and ResourceManagement, Textiles, Clothing and Fashion and Food, Nutrition and Health. Each option isorganised in seven sections and provides articulation into tertiary level educationprogrammes, which allow students to acquire skills for advanced learning and for industryand business.SECTIONSFAMILY AND RESOURCEMANAGEMENTTEXTILES, CLOTHING ANDFASHIONFOOD, NUTRITION ANDHEALTHSECTION 1The FamilyFibres, Yarns and FabricsDiet and HealthSECTION 2Principles of ManagementTextiles colouring andfinishingNutrition and HealthSECTION 3Managing FamilyResourcesCare and maintenance oftextile productsMeal PlanningSECTION 4ConsumerismClothing and cultureFood Science andTechnologySECTION 5Management of SpecialEventsFashion for the individualand the homeKitchen Design andEquipmentManagementSECTION 6Work, Careers,EmploymentOpportunities and LeisureFashion Sketching, Drawingand PatternDevelopmentConsumerism andPurchasing of FoodSECTION 7Housing and theEnvironmentConstruction ProcessesFood Management,Preparation and Service
BUEffective for examinations from May-June CARIBBEAN EXAMINATIONS COUNCILCar ib b e an Se con d ar y Ed ucat ion Ce r t if icat e CSECHOME ECONOMICSSYLLABUSEffective for examinations from May–June 2017CXC 11 /O/ SYLL 15
Published by the Caribbean Examinations Council 2015, Caribbean Examinations CouncilAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system, ortransmitted in any form, or by any means electronic, photocopying, recording or otherwise withoutprior permission of the author or publisher.Correspondence related to the syllabus should be addressed to:The Pro-RegistrarCaribbean Examinations CouncilCaenwood Centre37 Arnold Road, Kingston 5, Jamaica, W.I.Telephone: (876) 630-5200Facsimile Number: (876) 967-4972E-mail address: cxcwzo@cxc.orgWebsite: www.cxc.orgCopyright Caribbean Examinations Council (2015)Prince Road, Pine Plantation Road, St Michael BB11091
ContentsRATIONALE . 1AIMS . 1ORGANISATION OF THE SYLLABUS . 2RECOMMENDED TEACHING APPROACHES . 2CAREER CHOICES . 2SUGGESTED TIMETABLE ALLOCATION . 3CERTIFICATION . 3SKILLS AND ABILITIES TO BE ASSESSED . 4DEFINITION OF PROFILE DIMENSIONS . 4FORMAT OF THE EXAMINATIONS . 5REGULATIONS FOR PRIVATE CANDIDATES . 7REGULATIONS FOR RESIT CANDIDATES . 7OPTIONSSYLLABUS FOR EXAMINATION IN FAMILY AND RESOURCE MANAGEMENT . 8SECTION 1: The Family . 10SECTION 2: Principles of Management . 16SECTION 3: Managing Family Resources . 21SECTION 4: Consumerism . 26SECTION 5: Management of Special Events . 33SECTION 6: Work, Careers, Employment Opportunities and Leisure . 37SECTION 7: Housing and the Environment. 40Guidelines for School-Based Assessment . 47GLOSSARY OF EXAMINATION TERMS . 66SYLLABUS FOR EXAMINATION IN TEXTILES, CLOTHING AND FASHION . .69SECTION 1: Fibres, Yarns and Fabrics . 71SECTION 2: Textiles Colouring and Finishing. 76CXC 11 /O/ SYLL 15
SECTION 3: Care and Maintenance of Textile Products. 80SECTION 4: Clothing and Culture . 80SECTION 5: Fashion for the Individual and the Home . 90SECTION 6: Fashion Sketching, Drawing and Pattern Development . 96SECTION 7: Construction Processes . 102Guidelines for School-Based Assessment . 112GLOSSARY OF EXAMINATION TERMS . 133SYLLABUS FOR EXAMINATION IN FOOD, NUTRITION AND HEALTH . . . 136SECTION 1: Diet and Health . 137SECTION 2: Nutrition and Health . 143SECTION 3: Meal Planning Preparation and Dining. 152SECTION 4: Food, Science and Technology . 159SECTION 5: Kitchen Design and Equipment Management . 166SECTION 6: Consumerism and Purchasing of Food . 172SECTION 7: Food Management, Preparation and Service . 179Guidelines for School-Based Assessment . 192GLOSSARY OF EXAMINATION TERMS . 210SPECIMEN PAPERS . 213CXC 11 /O/ SYLL 15
This document CXC11/O/SYLL15 replaces CXC11/0/SYLL02 issued in 2002.Please note that the syllabus has been revised and amendments are indicated by italics.First published in 1989Reprinted with minor amendments and addenda 2002Revised 1996, 2002, 2015Please check the website www.cxc.org for updates on CXC’s syllabuses.CXC 11 /O/ SYLL 15
Home Economics Syllabus RATIONALEHome Economics is an interdisciplinary field of study that comprises three major options: Family andResource Management; Textiles, Clothing and Fashion; and Food, Nutrition and Health. Family andResource Management is concerned with effective use of resources to achieve individual and familygoals. Textiles, Fashion and Clothing focuses on the development of skills in the use and care offabrics and the study of fashion and design. Food, Nutrition and Health deals with the science offood, planning, preparation and service of meals for the health and well-being of the family.Students pursuing this syllabus will develop competencies in an appropriate mix of knowledge, skillsand abilities. The syllabus is geared towards helping learners matriculate to higher learning, sustainlifelong learning, integrate readily and attain employment in industry in a wide variety of careers inFamily Support Services, Health Sector Food and Hospitality industries, Fashion and Interior Design.This field of study incorporates competencies and experiences which are responsive to theCaribbean context of vulnerability to natural disasters, food insecurity, and instability in family lifeand lifestyle diseases. Additionally, the availability of a variety of materials which can be transformedinto products that contribute to economic growth and sustainability underscores the need for thissyllabus.Upon completion of the course of study, the individual will exemplify the attributes of the CARICOMIdeal Person: self-confidence; love of life; respect for diversity; the ability to think critically andcreatively and sensitivity to issues surrounding the family, community and the environment. Thisholistic development of students aligns with the development of the competencies advocated in theUNESCO Pillars of learning: learning to know, learning to do, learning to live together, learning to beand learning to transform oneself and society. AIMSThis syllabus aims to:1.develop knowledge, skills and attitudes that will enable students to pursue post-secondarystudies, future careers and work associated with family and resource management, food,nutrition and health, clothing, textiles and fashion;2.develop an understanding of the skills required for nurturing the growth of individuals andfamilies and manage family life for successful living;3.develop foundational competencies for the effective management of the interrelationshipsamong nutritional needs, healthy lifestyle practices and the environment;CXC 11 /O/ SYLL 151
4.create an awareness of the value of indigenous resources of the region to aesthetics, scienceand technology competencies in the improvement of social and economic well-being;5.provide opportunities for the development of behaviours for active involvement in the healthand well-being of the home, community and workplace;6.equip students with critical thinking, design, analytical and problem solving skills throughauthentic learning experiences. ORGANISATION OF THE SYLLABUSHome Economics is offered for examination as three options: Family and Resource Management;Textiles, Clothing and Fashion; and Food, Nutrition and Health. Each option is organised in sevensections as outlined below and provides articulation into tertiary level education programmes, whichallow students to acquire skills for advanced learning, industry and business.SECTIONSFAMILY AND RESOURCEMANAGEMENTTEXTILES, CLOTHING ANDFASHIONFOOD, NUTRITION ANDHEALTHSECTION 1The FamilyFibres, Yarns and FabricsDiet and HealthSECTION 2Principles of ManagementTextiles colouring andfinishingNutrition and HealthSECTION 3Managing FamilyResourcesCare and maintenance oftextile productsMeal PlanningSECTION 4ConsumerismClothing and cultureFood Science andTechnologySECTION 5Management of SpecialEventsFashion for the individualand the homeKitchen Design andEquipmentManagementSECTION 6Work, Careers,EmploymentOpportunities and LeisureFashion Sketching, Drawingand PatternDevelopmentConsumerism andPurchasing of FoodSECTION 7Housing and theEnvironmentConstruction ProcessesFood Management,Preparation and Service RECOMMENDED TEACHING APPROACHESFor the effective delivery of the Home Economics Syllabus, it is suggested that schools explore thecreation of partnerships/collaborations with Ministries and Agencies of Government; food servicebusinesses to include restaurants and delis; garment manufacturing and retailing companiesto gain access to resource experts and facilities for observations, training and workplace attachmentopportunities to complement delivery of the syllabus.CXC 11 /O/ SYLL 152
CAREER CHOICESHome Economics offers to students’ diversity in the career path they can chart. The skills andknowledge acquired through the study of the areas in this syllabus may be further developed throughpost-secondary and tertiary studies or through employment. The professions included are listedbelow:FAMILY AND RESOURCE MANAGEMENT-Consumer AdvocatesSocial WorkersFamily TherapistsEvent PlannersEducatorsEntrepreneursPersonal/Home Care PractitionersFOOD, NUTRITION AND HEALTH-Public Health and Nutrition Educators/PromotersEntrepreneursNutritionistsFood ChemistsQuality Assurance SpecialistsChefsTEXTILES, CLOTHING AND FASHION-Fashion DesignersTextile Manufacturers and DesignersEducatorsEntrepreneursWardrobe ConsultantsGarment Manufacturers and MerchandisersCostume/Mask Designers SUGGESTED TIMETABLE ALLOCATIONA minimum of six 40-minute periods per week over a two year period with at least one session torun for four consecutive periods in order to facilitate practical activities is recommended. Theremaining two periods could be used for the theoretical aspects of the syllabus. CERTIFICATIONThe syllabus is offered for Technical Proficiency Certification. A candidate’s performance will beindicated on the certificate by an overall numerical grade on a six-point scale as well as a letter gradefor each of three profile dimensions, namely, Knowledge, Use of Knowledge and Practical Skills.CXC 11 /O/ SYLL 153
Additionally, candidates who attain competence in the Units of Regional Occupational Standard forthe Caribbean Vocational Qualification (CVQ) listed below and to which the School-Based Assessmentis aligned, will be awarded a Statement of Competence in recognition of their performance once allrequirements for issuing the award are met.1.Option A: Family and Resource Management, is aligned to units in the Food and Drink ServiceLevel 1 and Floral Arrangement Level 1.2.Option B: Textiles, Clothing and Fashion, is aligned to units in the Garment Production, Level1.3.Option C: Food, Nutrition and Health, is aligned to units in the Commercial Food Preparation,Level 1.This system informs the level of the quality of candidates’ performance from mastery to the variouslevels of competency development. SKILLS AND ABILITIES TO BE ASSESSEDThe knowledge and skills students are expected to develop on completion of this syllabus, have beengrouped under three headings:1.Knowledge;2.Use of Knowledge;3.Practical Skills. DEFINITION OF PROFILE DIMENSIONSThe skills and capabilities described in the three Options will be examined and reported under threeProfile Dimensions described below:1.Knowledge (K)The ability to:2.(a)recall facts, concepts and principles;(b)identify, access, organise and communicate facts, concepts and principles.Use of Knowledge (UK)The ability to:(a)make critical judgement;(b)adopt a problem solving approach;CXC 11 /O/ SYLL 154
3.(c)account for or justify decisions made;(d)apply theory to practice in familiar situations.Practical SkillsThe ability to:(a)collect, display and analyse data gathered through observations;(b)apply results obtained from doing practical activities to new situations;(c)test informed guesses, conjectures, and hunches by doing practical activities;(d)do practical tasks accurately and economically with regard to time, energy and otherresources; and(e)use appropriate tools with dexterity and care. FORMAT OF THE EXAMINATIONThe examination is offered at the Technical Proficiency Level. The assessment comprises threepapers, Paper 01, Paper 02 and Paper 03.Papers 01 and 02 are assessed externally. Paper 03 is a School-Based Assessment and is assessedinternally by the teacher and moderated by CXC.Paper 01 (30 percent)(1 hour 30 minutes)Paper 01 consists of 60 multiple-choice items assessing all areas of thesyllabus. All questions are compulsoryThe sixty items on Paper 01 will test skills (knowledge and use of knowledge)in the ratio of 1:1 that is 30 marks for Knowledge and 30 marks for Use ofKnowledge.This Paper contributes 60 marks to the candidate’s final grade.Paper 02(40 percent)(2 hours 30minutes)Paper 02 consists of six compulsory questions testing all Sections in thesyllabus.Paper 03School-BasedAssessment(30 percent)This component will test Profile 3 – Practical Skills. Candidates will complete a setof practical activities for the School-Based Assessment in which the relevant Level1 standards for the CVQ are integrated. Candidates may be awarded StatementsEach question in this Paper is worth 16 marks: 6 marks for Knowledge and10 marks for Use of Knowledge. The Paper contributes 96 marks to thecandidate’s final score.CXC 11 /O/ SYLL 155
of Competence for those units in which they show competence.The School-Based Assessment component will comprise THREE assignmentstesting practical skills. See exemplars on pages 51 to 58, 112 to 119 and 188 to193.Assignment One is set by the teacher using criteria provided in thesyllabus and marked by the teacher using criteria provided in the syllabus.Assignment Two is set by the teacher using criteria provided in the syllabus andjointly assessed by the teacher and an External Examiner using mark schemesprovided in the syllabus and following procedures outlined on pages 54, 115,116 and 191 of the syllabus.Assignment Three is set by the teacher, using criteria provided in the syllabusand marked by the teacher, using criteria provided in the syllabus. It isrecommended that the first of these assignments should be done in the thirdterm of year one of the course. The second and third assignments should be doneduring terms one and two, respectively, of year two of the course.Teachers must follow the CVQ assessment guidelines and regulations for allcandidates who are to be assessed for the CVQ Level 1 Units of Competence.WEIGHTING OF PAPERS AND PROFILE DIMENSIONSThe percentage weighting of examination components and profiles is as follows:ProfileDimensionsPaper01Paper 02Paper 03SBATOTALWeighted-TOTALRAWSCORE66Knowledge3036Use of Knowledge30Practical 16200(100) REGULATIONS FOR PRIVATE CANDIDATESPrivate candidates will be required to sit all components of the examination for the selected syllabus.Private candidates are required to write Papers 01, 02 and 03. A private candidate must enterthrough a school, a recognised institution (technical institute or community college) or the LocalRegistrar’s Office. The institution of learning will be required to accept responsibility for theassessment of the School-Based Assessment component of the syllabus. The name, school, andCXC 11 /O/ SYLL 156
territory of the identified teacher or tutor should be submitted to the Council on registration for thesubject. REGULATIONS FOR RESIT CANDIDATESResit candidates must rewrite Papers 01 and 02 of the examination for the year in which they reregister. However, resit candidates who have earned a moderated score 50 per cent or more of themaximum score for the School-Based Assessment component may elect not to repeat thiscomponent, provided they rewrite the examination no later than 2 years immediately following theirfirst attempt.Resit candidates who have obtained a moderated score of less than 50 per cent of the maximumscore for the School-Based Assessment component must repeat the component at any subsequentsittings. Resit candidates may enter through schools, recognised educational institutions or the LocalRegistrar’s Office.CXC 11 /O/ SYLL 157
HOME ECONOMICS SYLLABUSFAMILY AND RESOURCE MANAGEMENTCXC 11 /O/ SYLL 15
SYLLABUS FOR EXAMINATION IN FAMILY AND RESOURCEMANAGEMENTThe syllabus for Family and Resource Management is designed to enable students to developknowledge, attitudes and skills to manage available resources to attain family goals. The course ofstudy is intended to provide students with a range of management capabilities, including problemsolving, decision-making, management and practical skills to assist them in leading more effectivelives, as individuals and as members of a community.TOOLS AND EQUIPMENT FOR FAMILY AND RESOURCE MANAGEMENTCandidates must be able to access tools, equipment and materials to provide them withopportunities to participate in activities in a learning environment similar to that of a home.Candidates will need to practice in kitchen, living room, bedroom, bathroom and dining roomfacilities with the furniture and furnishings necessary for a home and or industry.The Family and Resource Management Laboratory should include the following components:1.a Food Laboratory that will be used for preparation of dishes in keeping with themanagement of the home;2.a Resource Management room with tables that can serve as working surfaces for the studyof housing and interior design, furnishings;3.a model home with a furnished bedroom, dining and living rooms and complete bathroomfor the design and management of personal and family living space;4.a furnished laundry for all aspects of laundry work;5.provision for adequate storage;6.a classroom equipped with appropriate and adequate furniture and technology forinstruction and research.A range of housing, environment, and interior design tools and supplies, as well as art and designmaterials, should be available. It is advisable to select representative brands and models ofequipment, so that students can compare and evaluate various features. Fire extinguishers ofappropriate type(s) and a first-aid kit must be housed in each laboratory.ESSENTIAL TOOLS AND EQUIPMENTKitchen EquipmentAppliancesCookers (4 burners)RefrigeratorsMicrowavesJuicersCake mixers (standing and hand-held)PercolatorsBlendersFood processorsSlow cookersCXC 11 /O/ SYLL 158
Kitchen ToolsHousehold Furniture and Furnishings (cont’d)GraterKnives (Paring, Chef, Bread),Wooden SpoonsStrainersCookie CuttersMixing Bowls (Various Sizes)Measuring SpoonsChopping BoardsPots and PansGlassware SetsCutlery SetsServing Cutlery (Buffet),Teapot SetsCoffee Pot SetsPitchersSmall Glass PlatesPlatters (Clear and Coloured)Breakfast PlatesCake PansMuffin TinsDessert/Custard CupsDinnerware SetsTrolleysTowel setsShower curtainsDrapesCushionsMatsWall hangingsArea rugsCoffee tableDining table setTable napkins (fabric)MirrorsOther Tools and EquipmentVacuum cleanerFloor polisherWashing machineIroning boardsIronsFlower shears/clippersFlower potsVasesNapkin holdersNapkin ringsDust pansBroomsMopsMop bucketsComputersPrintersScannerMultimedia projectorsWhite boardsFirst-aid kitTelevisionVideo Cameras (optional)DVD players (optional)Recorders (optional)Household Furniture and FurnishingsBedBed furnishings (regular and for the sick toinclude ruffles, mattress pads, fitted sheets,top sheets, blankets, comforters, pillow cases,pillow shams)DresserChest of drawsSide tablesLiving room suiteTraysTray clothsTable clothsCXC 11 /O/ SYLL 159
SECTION 1: THE FAMILYGENERAL OBJECTIVESOn completion of the Section, students should:1.develop an understanding of the family and the importance of its contribution to thesocial and personal development of its members;2.demonstrate an understanding of the development that takes place at various stages in thefamily;3.appreciate the challenges presented by the development at each stage of the life cycle andmake informed decisions for their effective management;4.understand the factors that influence physical, mental and spiritual well-being of the family;5.understand the needs of special groups at various stages in the life cycle development;6.develop skills required for the care and well-being of special groups at various stages ofdevelopment in the life cycle.SPECIFIC OBJECTIVESStudents should be able to:1.discuss the concept of family;2.compare the major family forms in the Caribbean;3.discuss the roles and functions of the family;4.explain the chronological development that takes place in each stage of the family life cycle;5.discuss the challenges faced by families at each stage of the life cycle and ways of managingthem;6.assess relationship changes in the family;7.discuss the relationships between the family and the community;8.discuss the factors that influence physical, mental and spiritual well-being of the family;9.discuss rules and guidelines for the health and safety of the individual and the family;10.describe the needs of special groups to include persons with disabilities;CXC 11 /O/ SYLL 159
SECTION 1: THE FAMILY (cont’d)11.discuss the factors to be considered when caring for special groups to include persons withdisabilities;12.prepare simple nutritious dishes for special groups;13.conduct activities to demonstrate care of the sick.CONTENT1.Concept of family-2.3.Definition of family to include blood relation (kinship), marriage or adoption (legalties)Major family forms in the Caribbean(a)Nuclear.(b)Extended.(c)Single Parent (matrifocal or patrifocal).(d)Sibling household.(e)Blended (combined, reconstituted).Roles and functions of the i)nurturer;(iv)disciplinarian;(v)role model;(vi)other.Functions:(i)procreation;CXC 11 /O/ SYLL 1510
SECTION 1: THE FAMILY (cont’d)4.(ii)providing basic needs for family members;(iii)socialisation;(iv)cultural transmission;(v)conferring status;(vi)nurturing the growth of personality;(vii)regulation of kinship ties.Chronological development in the family life cycle(a)Definition of term ‘Family Life Cycle’.(b)Stages of the Family Life Cycle and Challenges at Each Stage.(i
CSEC Home Economics Textiles, Clothing and Fashion Subject Reports June 2008 Subject Report 356 June 2009 Subject Report 363 June 2010 Subject Report 369 June 2011 Subject Report 374 June 2012 Subject Report 381 June 2013 Subject Report 386 June 2014 Subject Report 393
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