An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

Subject Inspection of Home Economics

REPORT

  

Saint Brogan’s College

Kilbrogan, Bandon, County Cork

Roll number: 70910L

  

Date of inspection: 19 May 2006

Date of issue of report: 26 October 2006

 

 

This Subject Inspection report

Subject Provision and Whole School Support

Planning and Preparation

Teaching and Learning

Assessment and Achievement

Summary of Main Findings and Recommendations

School Response to the Report


Report on the Quality of Learning and Teaching in Home Economics

 

This Subject Inspection report

 

This report has been written following a subject inspection in Saint Brogan’s College, Bandon.  It presents the findings of an evaluation of the quality of teaching and learning in Home Economics and makes recommendations for the further development of the teaching of this subject in the school.  The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning.  The inspector interacted with students and with the teacher, examined students’ work, and had discussions with the teacher.  The inspector reviewed planning documentation and the teacher’s written preparation.  Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teacher.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

Subject Provision and Whole School Support

 

Home Economics is very firmly rooted in the curriculum offered in Saint Brogan’s College.  This can be attributed in no small way to the presence of a very pro-active home economics department that is well supported by management.  It is a popular subject in both junior- and senior-cycle, especially considering that the school accommodates a student cohort that is predominantly male.  Gender uptake in almost all classes is remarkably balanced, with boys accounting for a substantial percentage of students opting to study Home Economics in almost all year groups.  Once again, the department is deserving of much credit for this identified trend in subject uptake.    

 

Overall, students’ access to Home Economics is favourable.  The opportunity afforded to all students to sample the subject in first year and again in Transition Year (TY) is very positive.  In senior cycle a very student-friendly system of subject choice for optional subjects is in operation.  Students are surveyed with regard to their preferred areas of study and then every attempt is made to ensure that their preferences are accommodated.  The banding of Home Economics in second year against what are perceived to be traditionally male subjects, namely Materials Technology (Wood) and Metalwork, in a school where most of the students are male, is far from ideal.  However, the reality is such that currently this does not appear to be having an adverse effect on uptake levels at junior-cycle.  It is recommended, nevertheless, that the situation be monitored carefully and that management responds appropriately to any negative trends in subject uptake that may arise in the future.  In light of the subject’s strong profile in the school it is also recommended that, in time and resources permitting, consideration be given to the provision and delivery of home economics-related vocational specialisms, such as Hotel, Catering and Tourism, which would be offered as part of the school’s existing Leaving Certificate Applied (LCA) programme.

 

Students of Home Economics are encouraged to aim for high academic standards.  This is evidenced by the very healthy number of students who opt to take a higher-level paper in both of the State examinations.  At Junior Certificate there is some scope for further persuading a small number of students to sit a higher-level paper.  This is based on the very good results which have periodically been achieved at ordinary level in the Junior Certificate home economics examination by a percentage of students.  

 

Provision and support for the subject is very favourable.  Time-tabling of Home Economics is quite satisfactory.  The time allocated to the delivery of the subject is congruent with the requirements of both syllabuses and students’ contact time with the subject is appropriately spread over the weekly timetable.  Class sizes are also conducive to the effective delivery of the more practical facets of each syllabus.  Home economics classes are organised on a mixed-ability basis.  The subject is well resourced, both from a subject-specific and general perspective.  The school houses a fine home economics room but at this stage it is recommended that a full audit of the subject facilities and equipment be carried out.  This initiative would assist in planning for the staged or complete updating and refurbishment of the room, which will be required in the future.  Resources for Home Economics are allocated on the basis of requisition.                

 

Information and communication technology (ICT) can have a significant contribution to make to the delivery of both home economics syllabuses.  This, coupled with the department’s interest in and desire to incorporate such technology into the teaching of the subject and the fact that the subject department reports difficulty in accessing the school’s computer rooms, means that consideration should be given to providing additional, up-to-date room-based ICT.  Furthermore, on a very minor point, it is recommended that the screen utilised by the home economics department for the presentation of pre-prepared acetates be mounted higher on the wall, as currently students’ line of vision is being blocked by the head of the overhead projector.      

 

Management is deserving of praise for its support for and facilitation of the concept and practice of collaborative planning.  It is good to note that subject departments are provided with formal meeting times over the course of the school year.  The significant role that the home economics department has played in spearheading this initiative in the school is also highly commended.  Management’s support of teachers’ continuing professional development (CPD) is also recognised and credited. 

 

It is good to note that the school has developed a health and safety policy and that subject-specific hazards have been identified in the document for the home economics room.  The document also outlines the control measures requiring implementation in order to reduce the risk of the identified hazards occurring.  This is recognised as best practice.  However, the lack of a mechanical ventilation system in the room, along with the absence of a non-slip floor covering, are noted as a cause for concern.  Both factors pose a risk to the health and safety of the students and staff when the room is fully operational.  It is recommended therefore, that management seeks to rectify these two potentially problematic areas.  Students are inducted from first year into the rules that must be followed in order to ensure the safe use of the kitchen and its equipment and the walls of the relevant classroom display a series of posters which focus on safety and hygiene. 

 

 

Planning and Preparation

 

The home economics department’s professionalism, dedication and experience were reflected in the planning and preparation for teaching that was observed.  Materials examined and noted included a most comprehensive subject-specific planning document, highly organised folders and filing systems and an extremely impressive bank of resources that were readily accessible and to hand as required.  The progressive nature of the subject department’s planning is also deserving of recognition.  The approach which has been adopted by the home economics department to the area of planning is to be praised for the reflective, analytical and developmental nature it espouses.  In line with the excellent practice noted regarding the identification of short and long terms goal for the subject, it is important that a record be maintained of all key decisions taken, of any progress made with regard to plans for the development of the subject and any actions taken that might impact on the subject in anyway.     

 

In accordance with best practice, programmes of work have been devised for each year group.  Some suggestions for the enhancement of the programmes of work were offered on the day of the inspection and the department was most receptive to this advice.  As a first step in this process it is also suggested that the records of work, which were evident in the teacher’s diary, be married with the programmes of work in the home economics planning document.  This would give rise to the development of a series of working planning documents. 

 

With specific reference to planning for the delivery of the Junior Certificate syllabus, it is recommended that the department review its planning for the delivery of the textile section of the course.  Also, whilst acknowledging the benefits of offering the Safe Food programme in TY it is suggested that some thought be given to a review of the programme offered to TY students.  The programme could be examined, for example, with a view to the role it might play in encouraging a greater number of senior-cycle students to study Home Economics to Leaving Certificate level.  The inclusion of elements that would induct students into the skills required for the senior cycle syllabus might, for example, be one approach that could be adopted.  It is important however, that where Leaving Certificate material is chosen for study, that it is chosen on the clear understanding that it be explored in a way that is very different from how it might be treated in the two years to Leaving Certificate.

 

Planning for the identification and establishment of cross-curricular links between Home Economics and a range of other subjects, as outlined in the subject-specific planning document, is most impressive.  In addition, genuine, obvious and sustained efforts were made during lessons to foster cross-curricular links intended to enhance students’ learning and understanding of the topics being presented.  Planning for co-curricular and extra curricular activities, designed to extend student learning beyond the four walls of the classroom, is also an integral part of planning for the delivery of both syllabuses.  Both of these approaches are worthy of much recognition and praise.

 

While a one-teacher department can be relatively limited in its opportunities to collaborate, this is not the reality in the department in question.  As a means of counteracting the situation, the home economics department engages with colleagues in the school, as well as with home economics teachers in local schools.  This initiative is to be praised for the forum it provides for the exchange of ideas and approaches and for the discussion of pedagogical issues that such an approach fosters.  It also demonstrates the foresight, determination and commitment of the home economics department in Saint Brogan’s.

 

The subject department has adopted a very focused and committed approach to planning for students with Special Educational Needs (SENs).  Firm lines of communication have been established between the home economics department and the Special Needs team.  This helps with the identification of areas where students might be experiencing some difficulties and where further help might be required.  The fact that the department goes out of its way to provide extra tuition for students with SENs, in addition to such students’ time-tabled contact with the subject, is also acknowledged. 

 

Teaching and Learning

 

There was evidence of exceptionally high quality short-term planning and preparation for each of the lessons observed.  An extensive range of appropriately chosen and varied resources were utilised in the delivery of lesson content.  The quality of such resources was also notably high and included: computer generated diagrammatic representations and pre-prepared acetates, visually stimulating posters, carefully designed worksheets, word searches, and question sheets, strategically thought out acronyms, cartoon images that were compiled to highlight key concepts, anatomy models, x-rays and product samples.  It was good to note too, that lessons presented were compatible with the planned programmes of work for each year group.            

 

All lessons began with a recapitulation of work previously covered.  Students’ answering of the questions posed demonstrated a very good level of knowledge of topics previously covered.  Students were duly informed of the purpose and plan for each lesson.  Lessons themselves were extremely well structured, well thought out and therefore, highly organised.  The pacing of lessons was also suited to class levels, students’ abilities and lesson focus.  The instruction provided to students was clear and accurate and there was a most eloquent non-reliance on the textbook. 

 

A large number of carefully chosen methodologies were incorporated into lessons, a number of which, very admirably, called for the active engagement of students in the learning process.  Over and above students’ requirement to become mentally involved in lesson content, at times students were also obliged to become physically and socially involved.  Every strategy adopted in the exploration of topics was planned carefully and rooted in the desire to assist students’ understanding and learning.  A remarkably visual approach was adopted to the teaching of each of the planned topics.  Students responded positively to this strategy and as a result were highly engaged in lesson content.  Their appreciation of this style of presentation was also notable.  The teaching style, which featured in all lessons, was extremely student-centred.  Significant efforts were made to fully involve all students in the learning process and to make the information being presented relevant and accessible.  On a number of occasions throughout the lessons observed, lesson content and planned activities were differentiated as required.  Work set for students over the course of lessons was carefully monitored and a fitting amount of assistance and encouragement was provided to students.

 

Many of the key principles promoted by the subject syllabuses were evident in both the teaching observed and the student work examined.  These included: the integration of course areas, the application of the design process, independent student research and learning, and the development of analytical and evaluative skills. 

 

Appropriate references were made over the course of each lesson to State-examination paper layouts, to the types of questions students could expect in such examinations as well as to answering techniques.  In addition, students were informed of several approaches designed to make learning easier which they could utilise when studying each topic for homework or for examination preparation.                

      

An acute awareness of the need to ensure and check student understanding and learning was apparent throughout each lesson.  Questioning was used very effectively in this regard but also as a means of ensuring total student engagement in classroom proceedings.  Questions were well distributed to named students.  The incorporation of some higher-order questions was evident on occasions in most lessons and this good practice is further encouraged. 

 

Classroom atmosphere was notably positive.  There was evidence of a very good teacher-student rapport across all classes and all year groups.  There was a very keen awareness of students’ attention levels and actions.  Classroom activities were effectively managed and while there was an obvious sense that the students knew exactly who was in charge, relations were warm, friendly and good natured.  Students were courteous and very respectful in their interactions and very much at ease in contributing to class content.  Such contributions were encouraged and readily affirmed.  All of this, coupled with the stimulating classroom that had been prepared for students, resulted in an environment that was most supportive of and highly conducive to effective learning.  On a very minor point, the classroom landscape would benefit from the periodic modification of subject relevant displays.

 

ICT, as mentioned previously, was used to an exemplary level in the preparation of lesson materials.  The department expressed a keen interest in the use of a data-projector and there is little doubt that such technology would be of great benefit to the teaching of Home Economics by the department in question.  As a result, it is suggested that when finances permit, management consider providing the technology required to facilitate the department in this area of its work.                  

             

 

Assessment and Achievement

 

The home economics department is to be commended for compiling a comprehensive policy which outlines the assessment procedures to be followed for all home economics students, from first year through to sixth year.  The policy details the range of assessment modes utilised in the assessment of students’ progress and achievement in the subject and includes provision for the assessment of students’ practical, project and journal work.  This reflects the assessment principles of both syllabuses and is to be commended.  It is good to note that end-of-year examination papers reflect the structure and style of past State-examination papers.  It is recommended that question papers issued for all class tests adopt a similar format.           

 

A homework policy has also been devised by the home economics department and this too is noted as good practice.  It details when and what type of homework is assigned to each year group, along with the timeframe for the correction of such homework by the teacher.  There was much evidence to support the contents of the policy in the cross section of student work which was examined over the course of the subject inspection.  It was apparent that homework is assigned on a regular basis and that this work is closely and regularly monitored.  A significant feature of the correction of student homework was the provision of constructive feedback to students, particularly at the end of assigned exercises.  To enhance such commendable practice it is recommended that this approach, which reflects the principles of an approach referred to as assessment for learning (afl), be provided throughout student exercises in addition to at the end.  Additional information on this approach to assessment can be obtained from the website of the National Council for Curriculum and Assessment at www.ncca.ie.  It is also recommended that periodically, but particularly in examination classes, homework also be graded.  Student work was highly organised and neatly presented and indicative of the high standards expected of them.  Project work was of a notably high standard. 

     

The subject department systematically maintains comprehensive records of students’ progress and achievement and this informs feedback provided to parents and guardians in school reports, which are issued twice a year, and parent-teacher meetings, which are held once per annum for each year group.     

 

The department’s enthusiasm for Home Economics was infectious and its commitment to the students palpable.  The approaches that have been adopted to the areas of planning, preparation, teaching and assessment are inspirational and thought-provoking in nature and reflect many of the principles of best practice.  Students’ interest levels were remarkable.  They were extremely eager to contribute, highly interested in the subject matter being presented and very curious for knowledge and information.  In addition there was evidence of very effective student learning.  

 

 

Summary of Main Findings and Recommendations

 

The following are the main strengths and areas for development identified in the evaluation:

   

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

Post-evaluation meetings were held with the home economics teacher and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

Area 1: Observations on the content of the inspection report

 

The positive nature of the report is welcomed in particular in relation to the professionalism, dedication and experience of the Home Economics Department.  Welcomed also is the observation on the notably high standard of teaching, and the favourable provision and support for Home Economics.  In relation to I.C.T. it should be noted that the Home Economics room is equipped with a networked computer with internet access as are all the classrooms in the school.  St Brogans has a school wide wireless network and internet access.  Portable Data projectors are available for all teachers on request.  School based inservice training on the use of I.C.T. in teaching and learning was provided on two occasions for all staff.  The Home Economics Department wishes to record its satisfaction with the report and its gratitude for the supportive nature of the inspection.

 

 

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

 

In response to the three key recommendations, the Home Economics related vocational specialism, Hotel, Catering and Tourism has been introduced into the LCA programme this year.

 

The refurbishment of the Home Economics room, provision of non slip flooring and a mechanical ventilation system has been applied for under the summer work scheme 2007.

 

Up to date I.C.T. equipment will continue to be provided to all classrooms including the Home Economics room on an ongoing basis.