Japan 高校（専門学科）1〜3年 Home Economics (specialist)

Chapters: 21

1. Basics of Lifestyle Industries

Starting to study lifestyle industries · Changing lifestyles and lifestyle industries · Goods and services for changing lifestyles · Lifestyle industries and occupations · Working life and self-realisation

Starting to Study Lifestyle Industries – Work earns income, builds skills and gives goods and services to society. Workers need ethics: honesty, responsibility and care for others. Industry changes over time, from farming to factories to services. Lifestyle industries (food, clothing, housing and human services) support daily life and grow as people want more comfort and care.
Changing Lifestyles and Lifestyle Industries – Societies change: households get smaller, people live longer, women work outside, cities grow and technology spreads. So lifestyles become more diverse, and people want different goods and services. Lifestyle industries grow and adapt to meet these needs. Traditional crafts, such as pottery, weaving and metalwork, keep cultural value and survive by adding new designs and markets.
Goods and Services for Changing Lifestyles – Businesses first understand consumer needs by asking, watching and counting (surveys, interviews, sales data). Then they develop goods (things you can touch) or services (help or work done for you), price and sell them, and follow the laws. Consumer laws protect buyers: safe products, honest labels, fair prices, privacy and the right to complain or return.
Lifestyle Industries and Occupations – Lifestyle industries meet everyday needs of people. Four big fields: food, clothing, housing and human services. Each has many jobs, from chef to tailor, architect and nurse.
Career Planning: From Knowing Yourself to Your First Job – Career planning has five steps. 1) Know yourself: interests, skills and values. 2) Explore career families and find out the work, study needed, pay and demand. 3) Plan a pathway with SMART goals and a plan B. 4) Search for jobs with a CV, cover letter, digital portfolio and interview practice. 5) Make the move from school to work and keep learning, because careers change over a lifetime.

2. Research Project

Investigation, research and experiments · Making works · Practice at industrial sites · Obtaining vocational qualifications · School home-economics club activities

School Clubs and Extracurricular Activities – Clubs are groups of students with a shared interest who meet outside normal lessons. Academic clubs build thinking, arts clubs build creativity, sports and play clubs build fitness and teamwork, and practical and youth groups build real-life skills and service. A good choice keeps a balance with study and rest.

3. Information for Lifestyle Industries

Informatisation and lifestyle industries · Information ethics and security · Computers and programming · Communication and information design in lifestyle industries

Informatisation and Lifestyle Industries – Informatisation means information and computers become part of daily life and work. In shops, kitchens, clothing and housing it makes records faster, joins places on a network, and turns saved records into data for better decisions.
Information Ethics and Security – Information ethics is doing the right thing with information: respect privacy, tell the truth, give credit and do no harm. Information security is keeping information safe from people who should not see or change it, using passwords, locks (encryption), updates, backups and clear rules. Both start with one habit: think before you share.
Computers and Programming: How Computers Work and How We Instruct Them – A computer takes input, processes it with the CPU using memory, and gives output; storage keeps files and the operating system manages everything. All information (numbers, letters, pictures, sound) is stored as bits, 1s and 0s, in groups of 8 called bytes. To solve a problem we first write an algorithm (clear steps using sequence, decision and repetition) and then a program, which is the algorithm written in a programming language. Computers also share information through networks, in small packets, and can run models and simulations to test ideas safely.
Communication and Information Design – Good communication starts with a purpose: to inform, persuade or instruct. Information design arranges the content so the reader sees the main point first, using order, one picture, short words and strong contrast.

4. Consumer Life

Economic trends and consumer life · Consumer rights and responsibilities · Consumers, government and companies · Lifestyles for a sustainable society · Consumer life exercises

Economy and Consumer Life – The national economy is the big web of buying, selling, earning and paying. Households spend on goods and services, firms pay wages back, and the government collects taxes and gives public services. When prices rise in general this is inflation, and the same money buys less. Society changes too: more phones, older populations and smaller families change how we shop. We can buy in street shops, malls, online or by subscription. We can pay by cash, card or QR, or with credit, which is borrowed money paid back with interest. A household budget (income, then needs, savings and wants) keeps life steady.
Consumer Education: How to Be a Smart Buyer – A consumer is anyone who buys or uses goods and services. Smart buying starts with sorting needs (must have) from wants (nice to have). Rational consumption compares benefit with cost, counts the opportunity cost (what else the money could buy) and stays inside a budget. Sellers use psychology: anchor prices (a big crossed-out price), bandwagon ('everyone has it'), rush (countdowns), 99-endings and celebrity ads; teens are a key target online. Clicking 'I agree' makes a contract, so read terms, auto-renewal, cancel and refund rules. Read labels: price per unit, expiry, ingredients, allergens, nutrition and safety marks. Consumers have rights (safety, information, choice, to be heard, redress, education, basic needs, clean environment) and duties (keep bills, check marks, complain properly, buy sustainably). Together, consumers shape culture: what we buy decides what gets made.
Consumers, Government and Companies – Three players share the market. Companies make and sell goods and services. Consumers buy and use them. The government makes fair rules and supports consumers so they can protect themselves: laws against unfair selling, helplines and consumer centres, safety checks and standards, and consumer education. Responsible companies design for safety, test products, give honest information, offer after-sales help and recall faulty products. A consumer with a problem should keep proof and complain in steps: company, consumer centre, authority, court. By choosing safe, fair and green products, consumers also push companies to do better.
Ethical Consumption – Ethical consumption means choosing what to buy while thinking about the people who made it and the nature it uses. Fair trade pays workers a fair share, and buying less, second-hand or repaired things cuts the footprint. Many small choices change what shops sell.
Consumer Life Exercises: A Mini Research Project – This lesson shows how to do a small, honest research project about consumer life. A project has five steps: ask a clear question, collect facts, compare, decide and share. Part 1 studies goods and services: choose criteria such as price, quality, safety and green impact, score each product from 1 to 5, give each criterion a weight, add up, and pick a winner while stating your reasons. Part 2 studies consumer support: find helplines, centres, local offices, shop help desks and websites, then ask people which ones they know and record the answers in a tally. Always note your sources and the limits of your sample.

5. Basics of Childcare

Childcare · Child development · Children's life and care · Child welfare · Children's culture

Early Childhood Care and Education: Learning Through Care and Play – Early childhood care and education (ECCE) means caring for and teaching children from birth to about 8 years. These years matter most because the brain grows fastest: it reaches about 90% of adult size by age 6. Good ECCE aims at the whole child: physical and motor, cognitive, language, social-emotional and creative development, plus health, nutrition and habits. Its principles are learning through play and activity, child-centred and age-appropriate teaching, use of the home language, learning from the local environment, no formal tests or rote learning for young children, and close links with families. Curriculum frameworks in many countries (India's National Curriculum Framework for Foundational Stage is one) follow these ideas. Day care centres and crèches look after young children while parents work; good ones are safe, clean, have trained caregivers and a low adult-to-child ratio. Careers include pre-school teacher, crèche or day care manager, curriculum and toy designer, child counsellor and researcher.
Child Development: Stages, Milestones and Care – Growth is a child getting bigger. Development is a child getting more skilled: in body, thinking, language and feelings. It happens in an order, through stages (infant, toddler, early childhood, middle childhood, adolescence), with milestones that most children reach at about the same age. Good nutrition, play, love, safety and responsive adults help every area grow.
Children's Daily Life and Care – Babies and young children cannot look after themselves. Adults give food, sleep, cleanliness, love and safety. Step by step the child learns daily habits (sleeping, eating, washing, toileting, dressing). Adults also protect health with clean hands, vaccines and check-ups, and prevent accidents by removing hazards before a child reaches them.
Child Welfare: Principles, Laws and Support – Child welfare means making sure every child is safe, healthy, learning and heard. Over time society moved from treating a child as a little adult, to a person who needs protection, to a person with rights. Today the main guide is the 1989 UN Convention on the Rights of the Child. Countries turn it into laws, and families, communities and the state provide places and services that help children.
Children's Culture: Play, Expression and Places – Children's culture is everything made for, and by, children: songs, stories, games, toys, rhymes and art. It passes from older to younger children and from adults to children. Play is the main way children learn, and drawing, speaking, singing and moving are how they express themselves. Homes, schools, libraries, playgrounds and community centres support it.

6. Childcare Practice

Children's expressive activities and childcare · Child-rearing support and childcare · Childcare plans and practice

Children's Expressive Activities in Childcare – Young children show thoughts and feelings before they can explain them in words. Expressive activities give them ways to do this: art and making, words and stories, music and movement, and, with care, ICT such as a tablet or camera. The adult plans the aim, materials and safe space, lets the child choose, and values the doing more than the result.
Child-Rearing Support and Childcare – Raising a child is shared work. Parents face problems such as long work hours, cost, tiredness, isolation and worry. Society helps with facilities (nursery, kindergarten, child centre, after-school club, health centre) and with services (advice, care hours, safe play space, short rest for parents, money and leave help). Good support makes parenting lighter and children safer and happier.
Childcare Activity Plans and Practicum – A childcare activity plan has five parts: aim, materials, steps, time and safety. The time is split into welcome, main activity, tidy-up and calm-down, and its length depends on the age of the children (about 10 minutes at age 2 to about 30 at age 6). On a childcare practicum you observe, join in, record and reflect. After each activity you check what went well and improve the plan: plan, do, check, improve.

7. Daily Life and Welfare

Health and daily life · Supporting older people's independence and care · Elderly welfare systems and services · Daily-life support services and care practice

Health and Daily Life: Meaning of Health, Life Stages, Home Nursing – Health means doing well in body, mind and social life, not just having no disease. Needs change through life stages (baby, child, teen, adult, older person) but four daily pillars stay the same: food, sleep, activity and check-ups. When someone is ill at home, basic nursing means checking temperature, rest, fluids, clean hands, a comfortable clean room and watching for danger signs that need a doctor.
Elderly and Child Care: Changes, Needs and Everyday Care – Both the very young and the old need extra care. With age the body changes: senses weaken, bones and muscles lose strength, the heart and lungs work less well, skin thins, and memory may slow. Older people need nutrition, safety, health checks and medicines, company, respect, money security and a role. Common problems are falls, arthritis, diabetes, high blood pressure, poor sight and hearing, dementia, incontinence, loneliness and depression. Children need breastfeeding then a balanced diet, vaccines, hygiene, sleep, play, growth monitoring, a safe home and loving attention.
Daily-Life Support Services, Care Practice and Recreation – Daily-life support helps a person with everyday tasks such as shopping, cooking and cleaning so they can live at home. A good service has four steps: ask, plan together, do together, check and record. Care practice must be safe for both people: wash hands, bend the knees, keep the back straight. Recreation (songs, light exercise, games, crafts) cares for the heart. The golden rule is to give only the help that is missing, so the person stays independent and keeps their dignity.

8. Housing Design

Housing and culture · Composition and planning of living space · Interior design · Welfare housing and interior planning · Housing-related laws

Housing and Culture: Why Homes Look Different – A home is shaped by two things: the place (hot, wet, cold, windy) and the people (their customs, work and beliefs). In hot dry places, thick walls and small windows keep the heat out. In wet places, houses stand on stilts with steep roofs. In cold snowy places, steep roofs shed snow and thick walls keep warmth in. A traditional Japanese house uses a wooden frame, a raised floor, deep eaves and sliding doors that open or close for the season, and people take off their shoes at the entrance. Culture decides how rooms are used: sitting on the floor, cooking, welcoming guests, and keeping inside clean. Today, new materials and city life mix old and new ideas, and many people try to keep the good parts of old homes.
Interior Design: Elements, Presentation and Practice – Interior design means planning the inside of a room so it is useful, comfortable and pleasant. The main elements are space, line, shape, colour, light, texture and furniture. Good designers measure the room first, keep clear walking paths, balance big and small items, pick colours for the mood they want, and mix daylight with lamps. To show the idea to others, they use presentation techniques: a plan (drawing seen from above, to scale), an elevation (a wall seen from the front), a perspective sketch, a colour and material board, and a 3D model. In practice, you follow steps: understand the need, measure, sketch, choose, present, and improve after feedback.
Welfare Housing: Barrier-Free Living and Renovation Planning – A home should be safe and easy for everyone, including older people, children and people with disabilities. A barrier is anything that blocks or hurts a person at home: a step, a narrow door, a slippery floor, a high switch. Barrier-free design removes them. A ramp should be gentle (about 1 cm up for every 12 cm along). Doors should be at least 80 cm wide. Handrails about 75 cm high, non-slip floors, bright light, grab bars in the toilet and bathroom, and easy-to-reach switches help everyone. Welfare housing also means the right support: care services, housing that families can afford and homes that suit a changing life. To plan a renovation, you check the person's needs, measure the home, list the barriers, choose changes, estimate cost and time, and review after use.
Housing-Related Laws: Why Rules Protect Our Homes – Laws about housing protect safety, health and fair dealing. Land-use rules (zoning) decide where homes, shops and factories may be built, so people are not harmed by noise and smoke. Building standards set minimum safety: strength against earthquakes and storms, height limits, how much of a plot may be built on (coverage), fire exits and ventilation. Fire safety rules require alarms, extinguishers and safe exits. Tenancy law and the rental contract set the rights and duties of owners and tenants: rent, deposit, repairs, notice before moving out. Buying a home is covered by contract and consumer rules, and by the rules for quality and safe sale. Details differ by country and place, so always read the local rules and ask for written agreements.

9. Clothing Culture

History and culture of clothing · Dressing · Passing on and creating clothing culture

History and Culture of Clothing: How and Why Dress Changes – Clothing differs because of climate, the materials people can grow or trade, the skills they have, and what they believe is proper or beautiful. There are three big ways to make a garment. Wrapped clothes (sari, dhoti, toga) use one uncut cloth. Straight-cut clothes (kimono, many robes) sew straight rectangles together, so no cloth is wasted and the garment folds flat. Fitted clothes (Western tailoring) use curved pieces cut to the body. Japanese clothing moved from layered court dress, to the kimono worn by all classes, to Western clothes in daily life from the 1800s, while kimono and yukata stay for ceremonies and festivals. Around the world, dress such as the sari, hanbok, qipao, kente cloth, poncho and Arctic parka shows local climate, craft and identity. Today people mix old and new, and pass on skills such as weaving, dyeing and embroidery.
Dressing Well: Basics, Western Clothes and Kimono – Dressing well means the right size, comfort, clean and tidy clothes, and the right outfit for the place and event. Western clothes are layered and fit by their stitched shape: undershirt, shirt, trousers, belt, with straight buttons. A kimono-style robe is wrapped: under-robe first, then the left side over the right, then a wide belt called the obi. The wearer gives the shape. Other wrapped outfits, like the sari and dhoti, work on the same idea.
Clothing Culture: Passing It On and Creating New – Clothing culture is the shared way a community dresses: its garments, patterns (motifs), colours, crafts and the occasions for wearing them. It is passed on when people wear, teach and care for it, in families, schools, festivals and museums. It is created anew when designers keep the roots, such as a motif or a craft, and change the shape, colour or material. Respectful sharing, fair pay for makers and caring for clothes keep the culture alive.

10. Basic Garment Construction

Garment construction · Clothing materials · Basics of making Western clothes · Basics of kimono making

Garment Construction: From Body to Cloth – A body is a curved 3D shape but cloth is flat. Garment construction is the plan that turns flat cloth into something that fits. In 2D (planar) construction, straight flat pieces are wrapped and tied, so the body gives the shape (kimono, sari, dhoti). In 3D (solid) construction, pieces are cut in curved shapes and shaped with darts and seams so the cloth itself follows the body (shirt, blouse, trousers).
Textile Fibres: Natural, Synthetic, Properties and Yarns – A textile fibre is a fine, flexible strand that is much longer than it is wide. Fibres are spun into yarns, and yarns are woven or knitted into fabrics. Natural fibres come from plants (cotton, linen – made of cellulose) or animals (wool, silk – made of protein). Manufactured fibres are either regenerated (viscose rayon, lyocell, made from wood cellulose) or synthetic (nylon, polyester, acrylic, made from petrochemical polymers). Each fibre's shape and chemistry give it properties: cotton absorbs water and is cool; wool is warm, springy and absorbs moisture; silk is smooth and lustrous; polyester and nylon are strong, crease-resistant and quick-drying but absorb little. Spinning twists fibres into yarn; blends such as polycotton combine good points of two fibres. Simple tests (burn test, microscope, water drop) help identify fibres.
How Clothes Are Made: From Measurement to Wearing – Making a garment follows a fixed order: take measurements, make a paper pattern, choose the design and fabric, cut the cloth, join it with loose basting stitches and check the fit, sew it firmly, finish it by pressing and trimming, and finally wear it and check how it looks. Doing the early steps carefully saves the most time and cloth.
Basics of Kimono Making – A kimono is cut from one long, narrow roll of cloth (about 36-38 cm wide) using only straight lines. Its main parts are two body panels, two sleeves, a collar and a front overlap strip. It is sewn by hand with straight seams and worn with the left side over the right.

11. Garment Construction

Elements of fashion construction · Making Western clothes · Making kimono · Comprehensive practice

Fashion Design Basics – Fashion design is planning clothes that look good, fit well, work for their purpose and sell. Every garment travels along a chain: fibre is spun into yarn, yarn is woven or knitted into fabric, fabric is cut and sewn into a garment, and the garment is sold in a shop or online. Fibres can be natural (cotton, wool, silk, linen) or synthetic (polyester, nylon), and each gives fabric different properties. Designers use elements of design (colour, line, shape or silhouette, texture) and principles of design (balance, proportion, emphasis, rhythm, harmony). The design process goes from research and a mood board to sketches, patterns, a sample, production and selling. Merchandising and marketing match the product to a target market using the 4 Ps: product, price, place and promotion. Today designers must also think about sustainability.
Making Western Clothes: From Idea to Wearing – A garment is made in a fixed order: choose a design, choose and prepare cloth, make a pattern, cut, baste and fit, sew, finish and wear. Good order saves cloth and avoids mistakes.
Basics of Kimono Making – A kimono is cut from one long, narrow roll of cloth (about 36-38 cm wide) using only straight lines. Its main parts are two body panels, two sleeves, a collar and a front overlap strip. It is sewn by hand with straight seams and worn with the left side over the right.

12. Fashion Design

Why learn fashion design · Basics of fashion design · Ideas and expression in fashion design · Conditions and expression of fashion design · Fashion industry

Understanding Fashion: How Styles Rise, Spread and Get Made – Fashion is a style that many people accept at a certain time. Every style moves through a fashion cycle: introduction, rise, peak, decline and obsolete. A fad rises and falls in weeks, a trend lasts a few seasons and a classic stays for years. Three theories explain how styles spread: trickle-down (from the rich), trickle-up (from the street and youth) and trickle-across (to all groups at once). Social factors such as culture, the economy, technology and events shape what we wear. Media, from adverts to influencers, speeds up the cycle and sets norms, so a smart consumer asks questions before buying. To make a fashion product you plan, prepare fabric and pattern, cut, sew and finish, using tools safely. Studying fashion also means doing research: asking good questions, using primary and secondary sources, citing honestly and sharing results with the right terms.
Fashion Design Basics – Fashion design is planning clothes that look good, fit well, work for their purpose and sell. Every garment travels along a chain: fibre is spun into yarn, yarn is woven or knitted into fabric, fabric is cut and sewn into a garment, and the garment is sold in a shop or online. Fibres can be natural (cotton, wool, silk, linen) or synthetic (polyester, nylon), and each gives fabric different properties. Designers use elements of design (colour, line, shape or silhouette, texture) and principles of design (balance, proportion, emphasis, rhythm, harmony). The design process goes from research and a mood board to sketches, patterns, a sample, production and selling. Merchandising and marketing match the product to a target market using the 4 Ps: product, price, place and promotion. Today designers must also think about sustainability.

13. Clothing Handicrafts

Types and features of handicrafts · History of handicrafts · Handicraft techniques as clothing materials · Making handicrafts

Clothing Handicrafts: Types and Features – Clothing handicrafts are cloth and yarn crafts made by hand with simple tools. Embroidery decorates cloth with stitches, knitting makes fabric from loops with two needles, crochet makes fabric from loops with one hook, and patchwork joins small cloth pieces into a bigger one. Each craft has its own tool, method, look and best use.
History of Handicrafts: How Handmade Cloth Crafts Grew – Handicrafts began when people first made useful things by hand. For clothing, the big steps were the needle, spinning and weaving, dyeing and decoration, trade that spread skills, and then machines. Machines made cloth fast and cheap, and handmade work became valued as art, culture and slow, careful making.
Handicraft Techniques Used to Make and Decorate Clothing Materials – Handicraft techniques change plain thread or cloth into new clothing materials. Embroidery draws patterns with thread on cloth. Knitting makes cloth from rows of loops. Patchwork joins coloured pieces. Resist dyeing blocks dye in some places to make patterns. Each technique has its own look, stretch, warmth and best use.
Making Handicrafts: From Plan to Finished Piece – Making a handicraft follows a clear path: plan the object and its sizes, collect materials and tools, cut the pieces, join them with even stitches, finish neatly, then check and care for it. Safe tool use, careful measuring and even stitches make a strong, tidy piece.

14. Food Design

Health and diet · Elements of food design · Food design practice · Food education and its promotion

Health and Diet: What Meals Do and Where Diets Go Wrong – A meal gives energy, helps growth, protects health and brings people together. Eating regular meals with a plate of mostly vegetables and fruit, some grains, a little protein and very little sugar, salt and oil supports health. Common diet problems today are skipped meals, too much sugar, salt and oil, too few vegetables, eating alone or while on a screen, and food waste.
Elements of Food Design: Five Things That Make a Good Meal – Food design plans a whole meal so it is healthy, tasty and pleasing. It has five elements: nutrition (the right nutrients), food (fresh, suitable items), cuisine styles and menus (the dishes and their order), cooking (heat, time and method) and table coordination (mat, tableware, flowers and serving). Good food design joins all five.
Food Design Practice: Plan, Cook and Serve a Themed Meal – Food design practice means making a whole meal on purpose. First choose a theme (an occasion, a season or a place). Then plan a balanced menu with grain, protein, vegetable, soup or dal and fruit. Choose fresh, seasonal foods in many colours, and cook in the right order so everything is hot together. Finally do table coordination: set plates, cutlery, glass and napkin neatly and serve politely. Afterwards, review what went well.
Food Education: Learning to Know, Choose and Share Food – Food education means learning about food through the whole of life: knowing where food comes from and what it does for the body, choosing healthy food, cooking, eating with others and respecting the people and nature behind a meal. It is promoted at home (cooking together, family meals, a kitchen garden) and in the community (school lunch, meeting farmers, market visits). Good activities have an aim, include the right people, are done and then reviewed.

15. Food Culture

Origins of food culture · Japanese food culture · Food cultures of the world · Passing on and creating food culture · Food culture and food education

Food and Culture: How Place, Beliefs and History Shape Our Plate – What people eat is shaped by culture: geography and climate decide which crops and animals are available (the staple food), beliefs and customs decide what is eaten, when and how, and trade, colonisation and migration move foods around the world. Food also carries identity, festivals and hospitality. To study food and culture, follow an inquiry: plan a question, gather information from primary and secondary sources, process and analyse it honestly, communicate the findings using the right terms, and reflect on the process.
Passing On and Creating Food Culture: Keeping Old Tastes, Making New Ones – Food culture lives because people pass it on and keep changing it. It is passed on by cooking together, telling stories, writing recipes and keeping festival and family customs. Each generation keeps what it values and adds change: new spices, new vegetables, healthier ways. New dishes are created when traditions meet new ideas, as in fusion food. So food culture is both inherited and created.

16. Cookery

Basics of cooking · Menu planning · Menus and cooking by style · Menus and cooking by purpose and target group

Cooking Skills and Techniques – Good cooking is safe, skilful and smart. Keep food out of the danger zone (5–63 °C), cut pieces the same size, know how heat reaches food (conduction, convection, radiation), choose a moist or dry method, use seasonal ingredients, and scale a recipe and its cost for any number of people.
Menu Planning and Nutrition Calculation – A menu is a plan of the dishes for each meal. A good menu is balanced (all five food groups), enough in energy, fair in cost, and suits season, taste and time. To check it, use a food table: nutrient in a portion = grams ÷ 100 × value per 100 g, then add up the day and compare it with the body's need.
Menus and Cooking by Style: Japanese, Western, Chinese and Other – Every food style has its own way of serving and cooking. Japanese: a set of rice, soup and three dishes, light flavours, dashi and soy. Western: courses in order (starter, soup, main, dessert), roasting, baking and sauces. Chinese: shared dishes with rice and soup, fast wok stir-frying. Others such as the Indian thali or Italian meals use local grains and spices.
Menus and Cooking by Purpose and Target Group – The same menu rules change with the purpose and the person. Everyday meals are simple, quick, low cost and balanced. Festive and banquet meals are planned for guests, in courses. In illness give fluids first, then soft easy food, in small meals. Young children need small, soft, frequent meals and safe shapes. Older people need slightly less energy, the same protein, soft food, less salt and more water.

17. Nutrition

Human body and nutrition · Functions and metabolism of nutrients · Dietary reference intakes and nutritional assessment · Life stages and nutrition · Physiology and nutrition · Pathology and nutrition

Nutrition – Nutrition is how we get and use the substances in food. The body needs six groups of nutrients: carbohydrates and fats (mainly energy), proteins (growth and repair), vitamins and minerals (small amounts to keep the body working), and water, plus fibre for healthy digestion. Carbohydrate and protein give about 17 kJ per gram, fat about 37 kJ per gram. A balanced diet gives all nutrients in the right amounts, and energy in should roughly equal energy out.
Nutrition for Infants and Children – Children grow fast, so they need more nutrients for their body size than adults. Infants (0–1 year) should get only breast milk for the first 6 months; at 6 months soft, mashed complementary foods are added while breastfeeding continues. Vaccines (immunisation) protect children from serious diseases. Pre-schoolers (1–6 years) have small stomachs, so they need 3 meals and 2 snacks a day, with low-cost nutritious snacks like roasted chana, fruit or sprouts. School-age children (6–12 years) need a balanced diet, a good breakfast, a healthy tiffin and water; common problems are skipping breakfast, junk food, anaemia, worms, tooth decay and obesity. Children with special needs (illness, disability) need food planned around their condition.
Sports Nutrition: Energy, Diet and Hydration – Athletes need the right food and water at the right time. Energy in (food) must match energy out (exercise plus body work) to keep weight steady. Carbohydrates are the main fuel and are stored as glycogen; protein repairs muscle; fat fuels long, slow work; vitamins, minerals and fibre keep the body working. Losing about 2% of body mass as sweat lowers performance, so athletes drink before, during and after exercise. Most supplements are not needed with a good diet, and banned drugs (doping) are unsafe and against the rules.
Clinical Nutrition and Dietetics: Food as Part of Treatment – Clinical nutrition uses food to help treat and prevent disease. Diet therapy means changing a person's normal (regular) diet to suit their illness. A modified (therapeutic) diet can change three things: consistency (clear liquid, full liquid, soft, regular), nutrients (less salt, less sugar, less fat, more fibre, more or less protein) and meal pattern (small frequent meals, timed meals). After surgery or a stomach illness, a patient often climbs a ladder from clear liquid to regular food. People with high blood pressure eat less salt; people with diabetes control the amount and type of carbohydrate; heart patients cut saturated and trans fats. Good daily habits (less salt, sugar and fried food, more vegetables, fruit, whole grains, activity) help prevent chronic diseases such as diabetes, heart disease and obesity. Dietitians and nutritionists work in hospitals, clinics, sports, food industry, research and public health.

18. Food Science

Classification and features of foods · Functions of food · Food labelling · Food processing and storage · Food production and distribution

Classification of Foods and Their Features – Foods are grouped by where they come from: plant foods, animal foods, parts extracted from them (oil, sugar, starch, protein), and seasonings, sweeteners, spices and drinks. Every food is built from carbohydrates, proteins, fats, vitamins, minerals and water, in different amounts.
Functions of Food – Food does three kinds of jobs. The nutritional function gives energy, builds and repairs the body, and protects and regulates it. The sensory function is the colour, smell and taste that make eating enjoyable. The body-regulating function comes from helpful food parts such as fibre and antioxidants that keep us healthy beyond basic nutrition.
Food Safety, Packaging and Quality Labels – Food safety means food has no danger that can harm us. The dangers (hazards) are biological (germs), chemical and physical (stones, glass). We control them with hygiene, cold or heat, preservation and safe packing. The pack protects the food and its label tells us what is inside: name, ingredients (heaviest first), allergens, quantity, nutrition, storage and a date, either use-by (safety) or best-before (quality).
Food Preservation, Processing and Value Addition – Food spoils when microbes grow in it and when its own enzymes, air, light and pests damage it. Preservation removes what microbes need: water (drying, salt, sugar), warmth (refrigeration, freezing), a mild pH (acids, fermentation) or the microbes themselves (heat, canning, pasteurisation, permitted preservatives). Foods are classed as perishable, semi-perishable or non-perishable, and as minimally, moderately or highly processed. Good post-harvest storage and processing reduce losses and add value, so farmers and food businesses earn more.
Food Distribution, Storage and Logistics – Food reaches us through a distribution chain of producers, collectors, wholesalers, retailers and delivery. Along the way it needs the right storage (dry, cool or cold chain), transport with tracking by information systems, quality checks, and, for trade between countries, import and export steps. The aim is food that is safe, fresh and affordable.

19. Food Hygiene

Food safety and food safety administration · Food poisoning and prevention · Food contamination and parasites · Food deterioration and prevention · Food additives · Food allergies and prevention · Food hygiene measures

Food Safety and Hygiene – Food can carry tiny living things (bacteria, viruses, moulds) that make us ill. Four habits keep food safe: clean (hands, tools, surfaces), separate (raw away from ready-to-eat), cook (to at least 75 °C in the centre) and chill (keep cold food at 5 °C or below). Bacteria multiply fastest in the danger zone, 5–60 °C, and can double every 20 minutes. Food businesses use a hazard-control plan (HACCP) and cleaning routines to keep food safe.
Food Poisoning and How to Prevent It – Food poisoning is illness caused by eating food that holds harmful germs or poisons. There are four main kinds. Bacteria grow on food (Salmonella, Staphylococcus, E. coli, Clostridium). Viruses (norovirus, hepatitis A) do not grow on food, they arrive on hands or water. Chemicals (cleaners, metals, too much pesticide) get in from outside. Natural toxins sit inside some plants and fish (poisonous mushrooms, green potato, puffer fish). Each kind has its own prevention: control temperature and time, wash hands, keep chemicals away, and know what you eat.
Food Contamination and Parasites – Food contamination means something harmful has got into food that should be clean. Harmful substances include pesticide residues, heavy metals (mercury, lead, cadmium) and mould toxins such as aflatoxin. Heavy metals build up along the food chain, so big fish carry the most. Parasites are living things that live in or on another body. Worms in raw fish, pork or beef, and worm eggs on unwashed vegetables, can reach our gut. Prevention: use farm chemicals within the allowed limit, keep factory waste out of water, dry and store grain well, cook meat and fish through, freeze fish, wash and peel vegetables, use clean water and toilets, and wash hands.
Food Preservation, Processing and Value Addition – Food spoils when microbes grow in it and when its own enzymes, air, light and pests damage it. Preservation removes what microbes need: water (drying, salt, sugar), warmth (refrigeration, freezing), a mild pH (acids, fermentation) or the microbes themselves (heat, canning, pasteurisation, permitted preservatives). Foods are classed as perishable, semi-perishable or non-perishable, and as minimally, moderately or highly processed. Good post-harvest storage and processing reduce losses and add value, so farmers and food businesses earn more.
Food Additives: Purposes, Limits and Labels – A food additive is a substance added to food on purpose, in small amounts, to do a job. The jobs are: keep food safe and fresh (preservatives, antioxidants), improve look (colours), taste (sweeteners, flavours), and texture (emulsifiers, thickeners), and add nutrition (vitamins). Each additive must pass safety tests and may be used only up to a legal limit, based on the acceptable daily intake (ADI). Labels must list additives by class and name or number, so buyers can see what is in their food.
Food Allergies and Prevention – A food allergy happens when the immune system wrongly treats a harmless food protein as an enemy. The first exposure makes antibodies (IgE); the next exposure makes mast cells release histamine, causing itching, swelling, vomiting or trouble breathing. There is no cure for most allergies, so prevention means knowing the allergen, reading labels, avoiding cross-contact and carrying emergency medicine.
Food Safety Management – A food factory prevents harm with clean habits and a plan. It separates raw and clean areas, washes hands, finds hazards, controls them at critical points such as cooking at 75 °C (HACCP), and uses food additives only in small, legal amounts that are shown on the label.

20. Public Health

Population health and public health · Environmental hygiene · Disease prevention and health promotion · Maternal and child health · School health · Occupational health · Health of older people · Duties and social role of cooks

Public Health – Public health is the work of keeping whole communities healthy: preventing disease, promoting healthy living and making sure everyone can get care. Infectious diseases spread through air, water, food, touch and insects; hygiene, clean water, sanitation and vaccination break the chain. When enough people are immune, herd immunity protects the rest. Health systems work in levels (primary, secondary, tertiary) and use surveillance data to spot outbreaks early.
Environmental Health – Environmental health is about how our surroundings — air, water, food, soil, chemicals, noise, heat and the buildings we live in — affect our health. Harm reaches the body by four roads: breathing, drinking, eating and touching. Risk depends on the dose and how long we are exposed. Some poisons build up along food chains. The One Health idea says human, animal and environmental health are linked, so we protect all three together.
Lifestyle Diseases: How Daily Habits Build or Break Your Health – Lifestyle diseases are long-lasting illnesses that are strongly linked to how we live: what we eat, how much we move, how we sleep, and whether we use tobacco or alcohol. Major examples are heart disease, stroke, high blood pressure, type 2 diabetes, obesity and many cancers. They develop slowly over years, so good habits started young, plus regular check-ups and cancer screening, prevent most of them. After illness, treatment together with healthy habits helps recovery.
Raising Healthy Children: From Pregnancy to the Early Years – A healthy childhood starts before birth. Conception happens when a sperm joins an egg, and pregnancy lasts about 40 weeks in three trimesters. Prenatal care (check-ups, good food, folic acid, rest, support from a partner) protects mother and baby, and postnatal care helps them after birth. Genes from both parents shape the baby, and teratogens such as alcohol, smoking, some medicines, radiation and infections can harm it. After birth, a child grows in five areas: physical, cognitive, language, social and emotional, reaching milestones at their own pace. Play, healthy food (breastmilk first) and warm, responsive talk build the child. Authoritative parenting, with both warmth and clear rules, gives the best results. Becoming a parent changes sleep, money, time and relationships; families cope with support, routines and help for problems like postpartum depression. Teen and lone parents face extra challenges and need community support.
School Health – School health means looking after the health of children in school. It has two big parts. School health management: health check-ups, treatment and follow-up, first aid, vaccines, a clean and safe place, and good records. Health education: teaching children facts, attitudes and daily habits (hand washing, food, sleep, exercise, safety) so they stay healthy for life.
Occupational Health: How Work Affects Health and How to Protect Workers – Occupational health is about keeping workers healthy and safe. Workplaces can have physical, chemical, biological, ergonomic and psychosocial hazards. Long exposure can cause occupational diseases such as silicosis, noise-induced hearing loss and back injuries. We prevent harm by improving the working environment (using the hierarchy of controls) and by managing workers' health with check-ups, limits on exposure and training.
Elderly and Child Care: Changes, Needs and Everyday Care – Both the very young and the old need extra care. With age the body changes: senses weaken, bones and muscles lose strength, the heart and lungs work less well, skin thins, and memory may slow. Older people need nutrition, safety, health checks and medicines, company, respect, money security and a role. Common problems are falls, arthritis, diabetes, high blood pressure, poor sight and hearing, dementia, incontinence, loneliness and depression. Children need breastfeeding then a balanced diet, vaccines, hygiene, sleep, play, growth monitoring, a safe home and loving attention.
Duties and Social Role of Cooks – A cook does more than make tasty food. A cook keeps food safe, plans balanced meals, adjusts food for children, older people, patients and workers, keeps their own health and hygiene, and follows the laws about food safety and health promotion. In this way cooks protect and improve the health of the whole community.

21. Comprehensive Cookery Practice

Cooking facilities, equipment and appliances · Mass catering · Dining environment and service · Cooks and food-related industries

Cooking Facilities, Equipment and Appliances – A good kitchen is planned in a work-flow: store, prepare, cook, serve, wash up, so food moves forward and never meets dirty things. Hand tools (knives, boards, pans), heat sources (gas, induction, oven, pressure cooker) and cold storage (fridge 0–5 °C, freezer −18 °C) each do a job. Choose the right tool, use it safely, and clean and store it well.
Mass Catering – Mass catering means cooking one menu for many people at the same time. Good plans for people, menu, quantity, time and temperature keep every plate safe, tasty and cheap enough.
Dining Environment and Service – A meal is more than food. The room, table setting, light, cleanliness and the way food is served all change how guests feel. Table service and buffet are two common styles.
Lifestyle Industries and Occupations – Lifestyle industries meet everyday needs of people. Four big fields: food, clothing, housing and human services. Each has many jobs, from chef to tailor, architect and nurse.