REPUBLIC OF BOTSWANA

BOTSWANA GENERAL CERTIFICATE

OF
SECONDARY EDUCATION

TEACHING SYLLABUS

FOOD AND NUTRITION

Ministry of Education
Department of Curriculum Development and Evaluation
 FOREWORD
Critical to the success of our secondary
education programme is the recognition of
The Ministry of Education is pleased to individual talents, needs and learning styles.
authorise the publication of this senior Hence, the role of the teacher in the classroom
secondary syllabus which marks a watershed has changed. S/he must be a proficient
in the development of the public education manager and facilitator; a director of learning
system in Botswana and signals another activities. S/he should be conscious of
milestone of progress in fulfilment of the goals students’ needs to take on board a measure of
set by the Revised National Policy on accountability and responsibility for their own
Education, Government Paper No. 2 of 1994. learning. S/he must also take into account the
widening range of ability of the student body
In this era of widespread and rapid and the different levels of achievement which
technological change and an increasingly inter- they aspire to. This means active participation
dependent global economy, it is essential that for all and the creation of rich and diverse
all countries foster human resources by learning environments.
preparing children adequately for their future.
Survival in the coming millennium will depend It is important then that we value the students’
on the ability to accommodate change and to own experiences, build upon what they know
adapt to environmental needs and emerging and reward them for positive achievement. At
socio-economic trends. It is the wish of the same time, we must be prepared to offer
government to prepare Batswana for future them guidance and counselling at all levels;
growth and adaptation to ongoing change in assisting them to make the best decisions in
the socio-economic context; specifically the keeping with their own interests, career
transition from an agro-based economy to the prospects and preferences. In that way we shall
more broadly based industrial economy which prevail in nurturing at the roots of our system,
we are aiming at. the national ideals of democracy, development,
self-reliance, unity and social harmony.
The senior secondary programme builds on the
Ten Year Basic Education programme and This syllabus document is the outcome of a
seeks to provide quality learning experiences. great deal of professional consultation and
It aims to prepare our students for the world of collaboration. On behalf of the Ministry, I
work, further education and lifelong learning. wish to record my appreciation and thank
However, secondary education must also pay sincerely those who contributed to and were
attention to the all round development of the involved in the production of this syllabus.
individual. It should provide not only for the
acquisition of those skills needed for
economic, scientific and technological
advancement. It should also provide for the P. T. Ramatsui
development of cultural and national identity Permanent Secretary
and the inculcation of attitudes and values Ministry of Education
which nurture respect for one’s self and for
others.

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 ACKNOWLEGDEMENTS

The Curriculum Development Division would like to express its gratitude to the following Food and Nutrition
Task Force members for the great commitment and contribution they made in designing and developing of the
syllabus.

Ms T. Masoloko Department of Secondary Education : chairperson

Ms M. Phometsi Molefi Senior Secondary School: vice chairperson
Ms G. Phuthego Curriculum Development Division: secretary
Mrs. M. Mahupela Kgosimpe Community Junior Secondary School
Ms E.T. Norris Matshekge Hill Senior Secondary School
Ms O. Ntshebe Family Health Division – Ministry of Health
Mrs. T. Serema Lobatse Senior Secondary School
Ms M. Mapila Kgari Sechele Senior Secondary School
Mrs. M. Gobagoba St Joseph’s College
Mrs. K.L. Sakarea Seepapitso Senior Secondary School
Mrs. L.N. Ndzinge Gaborone Senior Secondary School
Mrs. S. Banda Ngambao Community Junior Secondary School
Mrs. P. Kenosi Goldmine Community Junior Secondary School
Ms M. Mapogo Gabane Community Junior Secondary School
Mrs. P.S. Maseko Department of Teacher Training and Development (In-Service)
Mrs. G.N. Bogopa Examination, Research and Testing Division
Mrs. M. Mhango Department of Home Economics, University of Botswana

The division is particularly grateful to Mr. J. Momene; Examinations, Research and Testing Division and Ms T.
Moagi; Junior Achievement Botswana who contributed to the development of the syllabus.
 TABLE OF CONTENTS

Content Page

Introduction .....................................................................................................i

Rationale .........................................................................................................i

Aims of Senior Secondary Programme ............................................................i

Aims of Senior Secondary Home Economics ...................................................ii

Aims of Senior Secondary Food & Nutrition ...................................................ii

Teaching Methods ...........................................................................................iii

Assessment Objectives ....................................................................................v

Assessment ......................................................................................................vi

Organisation of the syllabus.............................................................................vi

Module 1: Nutrition and Health....................................................................1

Module 2: Food and Technology...................................................................3

Module 3: Consumer Education and Food Services ....................................6

A. Introduction

Home Economics is an interdisciplinary field of study which endevours to equip students with knowledge,
practical and social skills, attitudes that are essential for success in a global society.

At Senior Secondary level it is offered as three separate subjects in the Creative, Technical and Vocational
option block; Food and Nutrition, Home Management and Fashion and Fabrics. However, Food and Nutrition
and Home Management should not be taken together.

The estimated time allotted for Food and Nutrition syllabus at Senior Secondary level is four (4) periods per
week (160 minutes per week).

B. Rationale

The Home Economics programme seeks to equip learners with life skills that will help the recipient to cope
with changes in a technological, socio-economical and multi-cultural society.

Learners engage in problem solving situations which require the application of knowledge and the use of
practical skills. These situations take into account such factors as basic needs, lifestyles, financial resources,
health, environment and their effects on the individual, family and the society .

The Home Economics programme inculcates positive attitudes towards cost effectiveness in the utilisation of
local and indigenous resources. It also looks closely at the use of other resources

The programme teaches learners to be self-reliant, business minded and health conscious. These challenges
promote the well being of the individual, family and society. The programme always respond to changes in
society and thus maintaining its realism.

The Food and Nutrition syllabus provides the learners with opportunities to develop knowledge and skills in both
the theoretical and practical aspects of subject. It provides opportunities for learners to appreciate the importance
of the subject in a rapidly changing society.

C. Aims of Senior Secondary Programme

On completion of the 2-year senior secondary programme candidates should have: -

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses
and be realistic in choosing appropriate career/employment opportunities and/or further education and
training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day
life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that
is protective, preserving and nurturing.

4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and

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 responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in
day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices, including
awareness and management of epidemics (such as HIV/AIDS), that prepare them for productive life.
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt
and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired basic skills in business, everyday commercial transactions and
entrepreneurship.
9. developed foundation skills such as problem solving, critical thinking, communication, inquiring, team
work / interpersonal to help them to be productive and adaptive to survive in a changing environment.

D. Aims of Senior Secondary Home Economics

On completion of the 2 Year senior Home Economics programme, the learner should have:

1. acquired academic rigour, to stimulate, enjoy and sustain interest in Home Economics as preparation for the
opportunities, responsibilities and experience in adult life.
2. developed knowledge and skills for effective organisation and management of family resources in relation
to the needs and lifestyles of members.
3. developed critical and analytical thinking skills to enhance effectiveness in decision making and problem
solving in a contemporary society.
4. developed awareness and ability to adapt to new technologies, including information technology to enhance
productivity.
5. developed qualities of sensitivity and aesthetic awareness needed to respond positively in a variety of
situations in life.
6. developed awareness and appreciation of the consumer situation locally, regionally and internationally.
7. developed awareness of mandatory and other necessary safety requirements.
8. developed healthy eating habits by implementation of good nutritional practices.
9. acquired an understanding of human needs for food and textiles and the influences which the changing
circumstances exert upon them.
10. developed awareness of consumerism and environmental issues
E. Aims of Senior Secondary Food and Nutrition

On completion of the 2 Year Food and Nutrition course, the learners should have:

1. developed an appreciation of the role of Food and Nutrition in improving the nutritional status of
individuals.
2. developed foundation skills to help them to be productive and adaptive to meet the challenges of an ever
changing environment.
3. developed an awareness of the Food Policies at national and international levels.
4. acquired knowledge and skills for effective organisation and management of resources in relation to Food
and Nutrition.
5. developed consumer awareness for decision making in contemporary Food and Nutrition issues.

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6. developed technological capabilities in applying knowledge and skills systematically in food preparation
for maximum nutritional benefit.
7. acquired managerial and entrepreneurial skills in Food and Nutrition.
8. developed an appreciation of indigenous foods, traditional dishes and cultural practices in food and
nutrition.

F. Teaching methods

The syllabus encourages a learner- centered approach. The learner should be responsible for his/her own learning
by carrying out tasks ( using all available resources) to the best of his/her ability. This will be achieved through
the design process and discovery learning. In this way, the end- product will no longer be the only credited
factor, the skills and expertise in the process of producing an item are also recognised and duly merited.

Every learner is challenged to achieve the highest possible standards of excellence, with due respect to different
aptitudes and abilities. The use of locally available resources is highly encouraged.

The role of the teacher is changing from being a transmitter of knowledge to a facilitator of learning.
Teachers facilitate learning through various teaching methods such as problem solving (using the design process
approach ), projects, experiments, cooperative learning, demonstrations, relating to the learners experience.

G. Assessment objectives

The three assessment objectives in Food and Nutrition are:

A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations

Knowledge with understanding

Learners should be able to demonstrate their knowledge and understanding in the following:

1. scientific, technological terminology and principles.

2. nutritional needs in relation to social, economic and environmental implication.
3. the correct use of equipment.
4. safety, hygiene rules and regulations.
5. basic quantity, methods and the importance of accuracy.
6. basic concepts in Food Service Business and consumerism.
7. factors influencing food choices.

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Handling information and solving problems

Learners should be able to:

1. read and interpret information.

2. translate information from one form to another.
3. follow given instructions.
4. manipulate numerical and other data.
5. organise and manage time, money, energy, material and equipment in a given situation.
6. estimate and measure accurately, shape, size, capacity, amount, weight, time and temperature.
7. evaluate information on food products and services.

Experimental skills and investigations

Learners should be able to:

1. identify problems.
2. follow given instructions.
3. test and compare methods, materials and equipment used in food preparation.
4. obtain and interpret evidence on which to base judgements and choices.
5. identify priorities.
6. assess and evaluate the effectiveness of the course of action.
7. record observations.

H. Assessment

At the end of the course a final examination will be administered. Continuous assessment in the form of
coursework and practical work will also contribute to certification. Coursework assesses the learners ability to
apply knowledge and understanding in relation to the subject content. Practical work assesses some of the skills
the student gained during the course.

1. Coursework

Learners must submit a written report on a given brief of 2000 - 2500 words. A problem solving approach will
be used by the learner to find a solution towards the given brief, which should be related to the syllabus content.
The task must include some practical food preparation for a particular purpose as an integral part of the chosen
brief, together with any other relevant supporting material (bibliography, diagrams, photographs, etc.). This must
be presented in a folder.

The learner must operate with minimal supervision from the teacher. Learners should be encouraged to provide
evidence of what they can achieve for which they will be awarded credit. The selected investigation should be
thought out, planned and carried out by the learners themselves. The report of each investigation must show how
it was chosen to reflect the requirements of the special nutrition need of individuals.

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The coursework must include the brief and clear statements of :

- the aim of the investigation and why it was chosen.

- what factors (or possible solutions) were considered at the planning stage.
- how the data/ evidence was gathered.
- what were the findings of the investigation.
- what conclusions could be drawn from these findings.
- whether the conclusion reached shows that the aim of the investigation has been carried out.
- clear description of product.
- planning what to do and how.
- producing product according to plan.
- evaluating the work done.
- whether the investigation process has been improved in any way.

2. Practical skills and tests

The subject teacher is required to supervise practical work carried out by the students during Form 4 and 5. The
students are expected to carry out two practical tests during the two years. During the practical tests these are
the skills which need to be taken into consideration and the students should learn and develop these skills during
their senior secondary education.

Described below are the practical skills to be considered during the course:

Planning and organisation

Learners should be able to:

- produce a plan of action including ingredients, equipment, time, energy, labour and processes against an
order of work.
- produce a plan of action for a problem solving exercise.

Manipulative Skills

Learners should be able to:

- effectively use tools and equipment in Food and Nutrition to produce desired results.
- measure accurately: shape, area, size, capacity, quantity, cost, weight, distance and temperature.
- mix and cut ingredients appropriately.
- shape and form foodstuffs.
- carry out a variety of food preparation processes

Investigation skills

Learners should be able to:

- collect, select, record and analyse data, evaluate and make decisions

Communication skills

Learners should be able to:

- use information technology, read, interpret information, follow and give instructions, learn new words.
- understand technical terms and appreciate the importance of accuracy in relating facts logically .
- work together and care for each other

Evaluation skills

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Learners should be able to:

- review their work critically and respond appropriately

- evaluate the proposed product against its fitness for purpose.
- review whether they have used ingredients, equipment, time, energy, labour and processes appropriately.
- carry out testing, resulting in conclusions that suggest necessary modifications/ improvements to the product

I. Syllabus organisation

The syllabus has been organised in modules and units. General and specific objectives are stated for each unit.
The syllabus consists of the following modules:

Module 1: Nutrition and Health

Module 2: Food and Technology
Module 3: Consumer Awareness and Food Service Business

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 MODULE ONE

NUTRITION AND HEALTH

Topic General Objective Specific Objective

Students should be able to: Students should be able to:
Nutrients understand the relationship - explain nutrition with reference to nutrients and
between nutrients and food. food.
- identify the main groups of nutrients found in food
(protein, carbohydrates, fats and oils, vitamins,
minerals, water and non starch polysaccharide).
appreciate the nutritive value - define a food pyramid or plate.
of indigenous foods and - describe food groups which make up a food
other foods. pyramid/ plate.
- group indigenous foods according to food pyramid/
food plate.
- discuss the nutritive value of indigenous foods and
a variety of other foods from all the groups in the
food pyramid/ food plate.
Diet and health understand the effect of - discuss the nature, sources, properties and
nutrients on an individual’s functions of nutrients.
nutritional status - discuss maintenance of good health through diet.
- discuss the importance of the food pyramid or food
plate in relation to healthy eating.
- Discuss the effects of fast foods e.g. chips on an
individuals health.
- discuss causes, signs and symptoms and prevention
of deficiency diseases . (choose one from the
following groups of nutrients: carbohydrate,
protein, fats and oils, vitamins, minerals, water, and
non starch polysaccharide).
- discuss the cause, signs and symptoms, prevention
and control of diet related disorders, for example,
anorexia nervosa, obesity, etc.
Dietary acquire knowledge on - discuss current dietary guidelines.
requirements current dietary guidelines to - explain the importance of RDA (Recommended
improve nutritional status of Daily Allowances) and DRV (Dietary Reference
individuals. Values) in planning balanced diets.
- investigate nutritional requirements of individuals
from childhood to adulthood to include special
needs such as pregnancy, lactation, vegetarian, etc..
- discuss use of food supplements and how they
promote and affect individual’s health.

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Planning meals apply principles of nutrition - investigate factors which influence people’s choice
when planning meals of food.
- plan balanced meals using food pyramid/ plate (
childhood –adulthood).
- plan meals for various individuals with reference to
their needs.
- plan a modified diet ( low energy, low sugar, iron
rich etc.) for a diet related disorder of your choice.
- discuss principles to bear in mind when planning
meals for HIV/AIDS patients.
- work out the nutritional value of dishes/ food using
food composition tables and / or computers.
- cost dishes and meals prepared using the actual
price of the food item.

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 MODULE TWO

FOOD AND TECHNOLOGY

Topic General Objective Specific Objective

Students should be able to: Students should be able to:
Kitchen planning acquire knowledge - discuss different kitchens; traditional, domestic and
understanding and skills in industrial.
kitchen planning - investigate factors to consider when planning a
kitchen for example shape, size, ventilation,
lighting and safety.
- plan a kitchen suitable for your needs.
- discuss ways of improving traditional/outdoor
cooking areas.
Kitchen equipment acquire knowledge, - discuss factors to consider when choosing kitchen
understanding and skills in equipment.
the efficient use of kitchen - demonstrate the correct use of kitchen equipment.
equipment - investigate the efficiency of various kitchen
equipment and technologies used in the kitchen.
acquire knowledge, - discuss suitable cleaning agents and materials used
understanding and skills in in the kitchen.
the care of kitchen - demonstrate appropriate ways of cleaning kitchen
equipment and surfaces. surfaces.
- demonstrate the correct ways of cleaning kitchen
equipment.
- demonstrate the correct ways of storing kitchen
equipment.
Kitchen hygiene and explain and demonstrate safe - discuss the importance of hygiene rules and
safety and hygienic practices in practices when handling food.
food preparation - discuss and compile guidelines on safety
precautions in the kitchen.
- apply hygiene rules and practices when handling
food.
- practice safety precautions in the kitchen.
Methods of cooking acquire knowledge and - investigate methods of heat transfer: conduction,
understanding of heat convection and radiation.
transfer - carry out experiments using kitchen equipment to
demonstrate good and bad conductors of heat.

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 appreciate and apply - relate ways of heat transfer to different cooking
scientific principles methods ( dry, moist and combination).
underlying various methods - investigate and explain the effect of moist and dry
of cooking. heat on food: flavour, texture, appearance and
nutritive value.
- investigate ways of cooking food traditionally in
relation to flavour, texture, appearance and
nutritive value.
- explain the advantages and disadvantages of
different methods of cooking.
- apply cooking methods suitable for different foods.
- demonstrate economic use of food, fuel, labour and
time.
Food selection analyse and evaluate the
factors that influence food - identify factors that affect food availability and
selection. access in Botswana in relation to economic and
social factors, seasonal effects and geography.
- assess the characteristics of food when selecting
them in relation to texture, odour and appearance.
- describe the sources of foods ( protein, cereals,
vegetables and fruits) and compare their versatility,
nutritive value, value for money, etc.
Food Preparation apply skills in the - investigate and explain the effect of food
preparation and serving of preparation processes on the nutritive value of
meals using indigenous and foods.
other foods. - investigate the use of indigenous foods and their
place in the diet.
- prepare and serve dishes to demonstrate the use of
indigenous foods.
- prepare and serve meals for various individuals
with reference to their needs.
- prepare and serve meals for a health disorder of
your choice.
- using given recipe data, describe and demonstrate
methods of making food products/dishes to include
flour mixtures.
- discuss reasons for modifying a recipe
- investigate with various ingredients to develop a
new food product.
- prepare and serve meals for special occasions to
include entertaining, packed meals, snacks, etc.
- demonstrate attractive presentation of foods such as
garnishing, decorating, glazing , table etiquette etc.

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acquire knowledge,
understanding and skills in - investigate convenience foods in relation to types .
the use of convenience - discuss the importance of food labels.
foods. - compare convenience foods with their home made
equivalents: cost, ease of storage, use, time,
palatability, flavour, consistency, keeping quality
and nutritive value.
- investigate different food additives.
- indicate health problems associated with food
additives e.g. tetrazene on children .

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Food spoilage and understand and apply - investigate the action of micro – organisms and
preservation principles underlying food enzymes on food.
spoilage and preservation. - discuss the importance of food preservation.
- investigate principles of food preservation in
relation to moisture, exclusion of air, temperature,
use of chemicals and irradiation.
- demonstrate food preservation by using any
principle of your choice ( exclusion of moisture,
exclusion of air, temperature, use of chemicals and
irradiation).

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 MODULE THREE

CONSUMER EDUCATION AND FOOD SERVICE BUSINESS

Topic General Objective Specific Objective

Students should be able to: Students should be able to:
Consumer education develop awareness and - explain the importance of consumer education.
appreciation of consumer - differentiate between consumer , producer, goods
service rights and and services.
responsibilities to enhance - discuss the rights and responsibilities of a
informed decision making. consumer.
- discuss measures in place to advocate consumer
protection such as Botswana Bureau of Standards,
Consumer Affairs Unit, Independent Consumer
groups, Health inspectors, Food Act,
Environmental Unit and Ombudsman.
- discuss factors which influence consumer decision
making.
- compare and discuss the price of food with
reference to shopping facilities available (
wholesaling, small general dealers, departmental
stores, delicatessen etc. ).
Cash Budgeting acquire knowledge, - state the importance of budgeting.
understanding and skills in - discuss factors to consider when budgeting.
the management of personal - define income (gross and net)
business finances - identify different sources of income.
- draw up personal and family budget.
- draw up a budget for the food business/service of
your choice ( set aims/objectives, gather
information, prepare sales and production budgets,
prepare other operating budgets and produce
master plan budget).
Food service business develop awareness of the - identify Food and Nutrition related careers and
operation of a food service businesses in Botswana
business. - investigate the common forms of business
organisation or ownership in relation to food
service.
- discuss skills and resources necessary to start a
food business.
- draw up guidelines on how to start a food service
business
- develop a food business plan.

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Marketing a food understand and apply the - explain the market mix (product, place,
service business market mix in a food promotion, price) for a chosen food product.
business - discuss selling techniques (direct and indirect
selling)
- investigate ways of buying and selling food in a
food business or service (cash, sales on credit, trade
sales, credit sales, hire purchase for large
equipment, cheques, direct debit, standing order,
credit cards etc.
- discuss customer service in a food outlet
Production acquire knowledge - set realistic goals for production sales and profit of
understanding and skills in chosen food business.
the production of the chosen - draw up production design and layout: consider.
food product/ service. equipment, material and human resources.
- make a production flow chart for a chosen food
product or service.
- draw up guidelines on costing and pricing of the
chosen food product/ service (fixed and variable
costs).
- discuss the importance of a control and feedback
system in a food business.
- identify environmental pollution problems related
to the food business.
- determine ways of preventing environmental
pollution.
Record keeping acquire knowledge, - discuss the importance of record keeping.
understanding and skills in - interpret and use a cash book, sales and order
record keeping. book and inventory cards in a food business/
service.
- interpret a balance sheet and income statement of a
food business.
- demonstrate record keeping in a food business.