OCR Nationals - Oxford, Cambridge and RSA · Web viewPDF format – for immediate use Word...

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 2Introduction 3Schemes of Work: Home Economics (Food, Nutrition and Health) H111: Unit G001 12Sample Lesson Plan: Home Economics (Food, Nutrition and Health) H111: Unit G001 22Other forms of Support 24

2 of 28 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) 3 of 28

http://www.ocr.org.uk/

A Guided Tour through the Scheme of Work


= Innovative Teaching IdeaAll 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 offerStretch and Challenge.

= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

= Innovative teaching idea = Stretch and challenge opportunity idea

= ICT opportunity

HOME ECONOMICS (FOOD, NUTRITION AND HEALTH) H111: UNIT G001 SOCIETY AND HEALTH

SUGGESTED TEACHING TIME

3 HOURS TOPIC DEMOGRAPHY

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

DemographyThe 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.



http://www.updates.co.uk/

http://www.statistics.gov.uk/



= ICT opportunity



10 HOURS TOPIC FAMILY AND SOCIETY


StructuresThe definition of a household and a family

The different types of households and families

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.

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.

The Role of The FamilyThe changes in household and family group composition and the impact of these changes on individuals and on society from the 1960s onwards.

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 Impact

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.

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.



= ICT opportunity





Standard of LivingThe 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.

Practical opportunity Make an upmarket dish suitable for a professional couple with a high disposable income.

The interpretation of statistical data related to household and

Using pre printed data identify current trends in food consumption, household and family

Information on current trends gained from www.updates.co.uk.

Teacher can access the information from the internet/books and give to




= ICT opportunity





family patterns for example Social Trends, and National Food Survey

patterns.Interpret the data to find out what is happening in the UK.

www.statistics.gov.uk.www.neighbourhood.statistics.gov.uk

students direct, or a research activity could be set for the students to find out the information themselves.


http://www.neighbourhood.statistics.gov.uk/



= ICT opportunity



25 HOURS TOPIC KEY ISSUES FOR SOCIETY


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

Causes of poverty Effect of poverty

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.

Employment and Unemployment.The patterns of employment and unemployment

Using pre printed data identify the patterns of employment and unemployment both regionally and locally. Students to record the patterns.

Information on current trends gained from www.updates.co.uk. www.statistics.gov.uk.www.neighbourhood.statistics.gov.ukMastering Social Welfare – by Pat Young chapter 4 unemployment.past papers and mark schemes







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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 schemesMastering Social Welfare – by Pat Young chapter 4 unemploymentMonetary support available www.dwp.gov.uk.www.direct.gov.ukwww.need2know.co.uk/unemployment

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.


http://www.need2know.co.uk/unemployment

http://www.direct.gov.uk/

http://www.dwp.gov.uk/


= ICT opportunity





LeisureThe changing patterns of leisure

Using pre printed data identify the changing patterns of leisureStudents 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.ukSociology by Ken Browne chapter 4 Work and leisure.

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 housingTeaching the topic can be more effective to intertwine the both.






= ICT opportunity



7 HOURS TOPIC ENVIRONMENTAL ISSUES

TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES

SUGGESTED RESOURCES POINTS TO NOTE

The range of recycling processes available

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.comwww.recycle-more.co.ukwww.greenchoices.orgwww.wasteonline.org.ukwww.wastewatch.org.uk

Visit some recycling websites and design a creative leaflet to come up with ideas by which 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.

The need to sustain our environment

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

No waste like home – Penney Poyzerwww.thecarbontrust.org.ukwww.defra.gov.ukwww.foe.co.ukwww.greenpeace.org.ukwww.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.

Students compare results and complete a summary table


http://www.futureforests.com/

http://www.greenpeace.org.uk/

http://www.foe.co.uk/

http://www.defra.gov.uk/

http://www.thecarbontrust.org.uk/

http://www.wastewatch.org.uk/

http://www.wasteonline.org.uk/

http://www.greenchoices.org/

http://www.recycle-more.co.uk/

http://www.recyclenow.com/


= ICT opportunity



7 HOURS TOPIC ENVIRONMENTAL ISSUES

TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES

SUGGESTED RESOURCES POINTS TO NOTE

warming, ozone layer, acid rain, deforestation, fisheries.

issue cause prevention

management

The management and conservation of energy resources in the home

Recap the three primary resources needed to be managed in the homeTime, 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 housePast 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.ukwww.bbc.co.uk/homeshttp://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 environmentTeaching the topic can be more effective to intertwine the both.


http://www.direct.gov.uk/en/%0BEnvironmentandgreenerliving/Greenerhome/index.htm

http://www.direct.gov.uk/en/%0BEnvironmentandgreenerliving/Greenerhome/index.htm

http://www.bbc.co.uk/homes



= ICT opportunity



5 HOURS TOPIC SOCIAL ISSUES


The Welfare stateThe 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.ukwebsites 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, .


http://www.dh.gov.uk/


= ICT opportunity



5 HOURS TOPIC SOCIAL ISSUES


Private, statutory and voluntary provision of social services

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.ukwww.dwp.gov.uk

Visit the dwp website and find out the welfare benefits.Find out what private social services are available to care for the elderly in the home.


http://www.dwp.gov.uk/



= ICT opportunity



10 HOURS TOPIC HEALTH


Health ProblemsThe 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 alcoholIdentify the incidence and causes of the major health problems in the UK.

Past mark schemes.www.dh.org.ukwww.bhf.org.ukwww.nutrition.org.ukwww.bda-dentistry.co.ukwebsites on smoking and alcohol Fact sheets from doctor’s surgeries, dentists and health centres.

Research opportunity also – each of the student takes a health problem and produces a fact 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.

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.ukwww.diabetes.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 – produce a healthy balanced main meal and dessert which would be suitable for a diabetic.


http://www.diabetes.org.uk/

http://www.nutrition.org.uk/

http://www.bda-dentistry.co.uk/


http://www.bhf.org.uk/

http://www.dh.org.uk/


= ICT opportunity





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.ukwww.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.ukwww.nutrition.org.ukwww.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.ukwww.bhf.org.ukwww.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.


http://www.chd.stats.gov.uk/

http://www.bhf.org.uk/


http://www.milk.co.uk/


http://www.nos.org.uk/


http://www.coeliac.co.uk/


= ICT opportunity





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. 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.

Past papers and mark schemes.www.nutrition.org.ukwww.bbc.co.uk/healthwww.dh.org.ukwww.ffib.co.ukwww.5aday.com

Practical opportunity – children’s lunch boxes frequently consist of unhealthy processed products. Devise a range of healthy snacks that could be used in a Childs lunchbox, make one.

Interpret statistical data relevant to dietary related health issues

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.ukwww.updates.co.uk. www.statistics.gov.uk

It would be sensible to teach this topic alongside Health ProblemsThe current incidence and causes of the major health problems in the United Kingdom to include obesity, dental decay, CHD, smoking and excess alcohol.





http://www.5aday.com/

http://www.ffib.co.uk/


http://www.bbc.co.uk/health



= ICT opportunity





The value of health education and policiesReports and advice from statutory and non statutory agencies pertinent to the nutritional health of society

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.

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.




= ICT opportunity





Housing and HomelessnessThe definition and the causes and effects of homelessness

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

Effect of homelessness

Past papers and mark schemes.Mastering Social Welfare by Pat Young chapter 5 housing and homelessness.www.shelter.org.ukwww.crisis.org.ukwww.mungos.orgwww.bigissue.com

Set essay to discuss the impact of homelessness on a school age child. 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.

The range and type of housing available.The design of houses to suit the changing life cycles and patterns of individual and household groups

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

Pictures of different types of houses which can be obtained either from estate agents, newspapers, or estate agents websites.

Past papers and mark schemesPlans of new build obtained from estate agents.

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.


http://www.bigissue.com/

http://www.mungos.org/

http://www.crisis.org.uk/

http://www.shelter.org.uk/


= ICT opportunity





lifecycles.

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 homeTime, 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.ukwww.bbc.co.uk/homeswww.direct.gov.uk/en/environmentalgreenerliving/greenerhomewww.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.


http://www.cat.org.uk/

http://www.direct.gov.uk/en/environmental

http://www.bbc.co.uk/homes



= ICT opportunity


Sample Lesson PlanHome 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 Content10 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.)

10 minutes 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.

20 minutes 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,



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 Content5 minutes Identify HOW then people can be helped to

choose a better diet, become more physically active become healthier consumers


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!


https://community.ocr.org.uk/

http://www.mill-wharf-training.co.uk/

http://www.ocr.org.uk/

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 ResourcesOCR 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.


https://interchange.ocr.org.uk/

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.


OCR Nationals - Oxford, Cambridge and RSA · Web viewPDF format – for immediate use Word...

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