An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Home Economics

REPORT

 

Presentation Secondary School

Joe Murphy Road, Ballyphehane, Cork

Roll number: 62693K

 

Date of inspection: 24 October 2008

 

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

School response to the report

 

 

 

 

Report on the Quality of Learning and Teaching in Home Economics

Subject inspection report

 

This report has been written following a subject inspection in Presentation Secondary School, Ballyphehane. 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 teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers. 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 an extremely popular subject in Presentation Secondary School, Ballyphehane, demonstrating very high uptake levels in both junior and senior cycles. A lot of credit is due to the home economics teachers for this very positive finding. Incoming first-year students choose the subjects they wish to study prior to entry, choosing again before proceeding to second year. Quite remarkably, all of the current first-year students have chosen to study Home Economics. This reflects the trend in uptake highlighted above.

 

Access to the subject was found to be favourable for second and third year students, with Home Economics being included in each of the two subject bands that were offered to the current second-year and third-year class groups. Senior cycle Home Economics benefits from a level of student accessibility that is on par with all of the other nine subjects offered to students. In the main, junior and senior cycle subject blocks are formulated by management and staff. Student preferences, accessed via a student survey, have occasionally in the past been used to influence decisions made on the grouping of subjects and the organisation of subject blocks. Whilst acknowledging the additional challenges that this poses, it is recommended that consideration be given to re-introducing an open choice for students in the preparation of subject blocks in the senior cycle. It is very commendable that all Transition Year (TY) students study Home Economics for the year.

 

The school provides the Leaving Certificate Applied (LCA) programme as an option for its students. Currently the programme does not include either the Hotel, Catering and Tourism (HCT) or the Childcare/Community Care vocational specialisms. In light of the very favourable uptake levels in Home Economics generally in the school, it is recommended that the specialisms on offer as part of the LCA programme be reviewed and that some consideration be given to students’ views in that review.

 

The timetabling of Home Economics is very favourable. The time allocated to the subject is consistent with syllabus recommendations. Double periods are provided for practical work and students’ contact with the subject is evenly spread over the weekly timetable.

 

Home economics students in the school are being encouraged to aim for high academic standards, as evidenced by the numbers of students sitting higher level papers in both the Junior and Leaving Certificate examinations. The subject department monitors and reviews student outcomes in these examinations and a statistical analysis of grades achieved is undertaken. The department also seeks to interpret the emerging statistics, which takes the form of a series of statements that offer a department commentary on the results for each year group. This provides a context for the results and informs future approaches to teaching and assessment in Home Economics in the school. This very reflective practice is deserving of particular mention and recognition.

 

Home Economics is very well resourced. The school houses a large subject department consisting of two home economics kitchens and a textiles room. Each room is highly organised and well maintained. Adequate storage space is provided in the three rooms. This is very well utilised by department members, whose systematic approach to storage is very impressive. The sharing of resources for teaching and assessment amongst department members is facilitated via a room-based subject library and a highly organised filing cabinet, full with catalogued materials. Teachers’ work in this regard is very highly praised. Good provision has been made in the two home economics kitchens to facilitate web access for teachers and students. Both rooms are equipped with a computer and printer, and data projectors and laptops are available to the members of the department for use during lesson delivery.   

 

In line with best practice, guidelines on health and safety in both the home economics kitchens and the textiles room have been prepared. Health and safety signage has also been provided in the home economics kitchens. The development, within the school’s safety statement, of a more context-specific statement that applies to the home economics room is recommended. Ideally, the approach adopted should provide for the identification of hazards, the level and type of risk, as well as the control measures. Control measures can either be permanent or ongoing. Ongoing measures are those that are encapsulated in guidelines for room usage, which need to be adhered to when the rooms are operational. The completion of an annual safety and maintenance audit should also be considered. This should be filed in the subject plan and copied to management. This practice would also help to keep the safety statement up to date and would assist all those responsible for maintaining the rooms.  

 

 

Planning and preparation

 

Planning and preparation is a significant aspect of the work of the home economics department. This is evident in a number of areas but particularly in the classroom, where overall it was seen to be having a very positive impact on teaching and learning. Collaborative, subject department planning is facilitated by management through the provision of formal meeting time throughout the school year. In addition to this, the members of the home economics department meet on a weekly basis for the purpose of subject planning. This takes place during a non-timetabled class period that is common to the timetables of all department members. This additional commitment by the teachers of Home Economics deserves particular mention. As a result, subject planning in Home Economics is at an advanced stage. It is very positive that minutes are maintained for each of these meetings.

 

A subject co-ordinator is in place, and in line with best practice, the position is rotated amongst all department members. Much progress has been made in relation to the development of a subject plan. This is manifested in a very comprehensive, department document. The use of information and communications technologies (ICT) in the preparation of this document is noted and commended. The progress made illustrates the benefits of department members’ commitment to plan collaboratively. In addition, teachers fully recognise the individual strengths and talents of their colleagues and, in a very positive sense, capitalise on this in the best interests of both general and individual planning and preparation. It is clear from reading the minutes of department meetings that the home economics department works in a very pro-active fashion. The reflective nature of their practice also shines through.

 

The members of the department have undertaken a subject review which has identified how well different aspects of subject provision are working in the school. The subject plan also houses another very positive exercise which was completed in October 2007, as part of a School Development Planning Initiative (SDPI) workshop. This resulted in the identification of two developmental goals, together with the associated action planning required to ensure attainment of each goal. The progress made in relation to the two goals is noted and commended. As an alternative approach to the type of subject review mentioned at the start of this paragraph and to further facilitate the type of work inspired by the SDPI exercise in 2007, the department is encouraged to complete a SCOT analysis on an annual basis. In line with SDP practice, the members of the department should then prepare action plans for any areas for development that arise from completion of this analysis. These might identify, for example; specific aims, the actions required to achieve each aim, the time-scale for achievement of the aims, the personnel involved and the criteria against which the department’s work or progress can be measured and evaluated.  

 

Programmes of work are very well developed. Each programme is grounded in a set of learning outcomes. They also demonstrate a consistency with the characteristics of good quality programme plans. This is very positive. The programmes are used on a daily basis by teachers, being utilised by them to record completed work. The organisation of programme content on a lesson-by-lesson basis is particularly impressive. It is very good to note that, from first year, junior cycle programme plans include provision for the design-brief approach to both practical food studies and textile lessons. Fifth-year programme plans provide specific detail on the food assignments for Leaving Certificate 2010 and it is very positive to see that it is planned to explore the tasks in conjunction with the relevant theory. Detail is provided in relation to resources and methodologies. Some of the programme plans also make provision for assessment. Teachers are encouraged to develop this further. In addition, some consideration should also be given to the inclusion of details on homework. The incorporation of a space to accommodate teachers’ comments or evaluations following each lesson might also be considered. This would help to ensure the working nature of the documents. The development of a one-page or two-page programme outline is also suggested, as this would help to review the course content planned for any one year group, as well as for each cycle as a whole. On a more specific note, it was observed that the TY programme of work draws heavily from the Leaving Certificate home economics syllabus. It is recommended, therefore, that the content of this programme be reviewed. With reference to the TY Guidelines for Schools, the members of the home economics department need to ensure that there is a clear distinction between the TY programme and the Leaving Certificate syllabus. Where Leaving Certificate material is chosen for study, it should be done on the clear understanding that it is to be explored in an original and stimulating way that is significantly different from the way in which it would be treated in the two years to Leaving Certificate. This should be very clear from a reading of the department’s TY programme of work and currently this is not the case. This needs to be addressed immediately.  

 

There was clear evidence to suggest that teachers are very conscious and considerate of students with special educational needs in the preparation of both the classroom environment and the resource materials for use in lessons. Teachers’ work in this regard is assisted by the strong lines of communication which have been established between the school’s resource and learning support teachers and the members of the home economics department. Members of the home economics department provide subject-specific goals for the individual educational plans (IEPs) of students with resource entitlements. This is very commendable. Practice observed on the day of the inspection also highlighted the valuable contribution that is being made by special needs assistants (SNAs) in terms of providing for students with special educational needs, particularly in practical lessons. The totality of the department’s work in this regard, together with all of the personnel involved, is highly praised. Planning for the provision of various co-curricular and extracurricular activities, designed to extend students’ learning beyond the classroom, is also alive and well in the home economics department. In the teaching of topics, efforts are also made to create cross-curricular links between Home Economics and other subjects such as Science. The practice identified in the latter two points is commended.

 

 

Teaching and learning

 

Some excellent teaching practice was observed as part of the home economics subject inspection in Presentation Secondary School, Ballyphehane. Short-term planning for lessons was of a very high quality. Lessons were carefully planned and included the preparation and presentation of lesson plans, some of which set out very specific details relating to lessons’ aims, class context, intended learning outcomes, resources, activities and homework. This level of planning and preparation is very highly praised. In one case the lesson plan was a little ambitious but this can be easily addressed at the planning stage. A large number and a very impressive range of resources had been prepared and collected for use in lesson delivery. This included; food samples, food labels, graphic organisers, handouts, pictures and images, a PowerPoint presentation, past Certificate examination questions, the findings of research carried out by the World Health Organisation (WHO), samples of embroidery stitches, sewing equipment and worksheets. The inclusion and use of ICT as a teaching resource is deserving of particular mention. It was good to note that there was a clear consistency between lessons delivered and the planned programmes of work. The majority of lessons commenced with a very thorough examination of students’ learning from previous lessons. This practice is commended.

 

In the main, lessons were extremely purposeful, demonstrating a consistency with the intentions set out in lesson plans. Similarly, in most instances the lesson’s aims were met. Best practice was where the purpose of the lesson and the plan for the lesson were shared with students. In some cases this was grounded in the desired learning outcomes. This is considered excellent practice and therefore recommended for wider use. Informing students of the lesson’s purpose is also recommended for use in all lessons for two main reasons. Firstly, it is important so that students know what to expect and can therefore take some responsibility for their own learning. Secondly, it provides a reference framework for teachers in terms of what needs to be dealt with in each lesson. Regarding teachers’ approach to lesson summary, very best practice occurred when teachers revisited the aims as lessons concluded and this was observed in a number of lessons. As well as benefiting learners, this practice enables teachers to measure whether or not all the intended work was covered and whether or not it was covered in sufficient detail. Therefore, this too is recommended for wider use.

 

General teacher instruction was mainly clear and very accurate, as were the instructions issued by teachers for student activity. Student activity was highly organised and well managed. Overall, the lessons were appropriately pitched, taking account of students’ abilities and levels. Similarly, in the majority of lessons, the depth of treatment by teachers in relation to the topics or areas being explored was appropriate and fully consistent with the demands of the subject’s syllabuses. It was in lessons where class discussion was utilised as one of the main methodologies that the clarity of the instruction provided and the depth of treatment of the topic being explored were not up to the standard required. This was because in these instances discussion as a methodology was over relied upon, often lacking guidance and structure. As a result, in these lessons much of what students had to say was either not wholly relevant to what was being taught in the lesson or, with reference to the subject syllabus, was lacking in terms of substance and, therefore, value. While class discussion is recognised as a very worthwhile methodology, students need to be primed with a certain amount of information before engaging in this methodology. They need this to ensure they are adequately informed about the topic being explored, and therefore better placed to make contributions that will benefit both them and their fellow students. It is suggested that a carefully constructed activity or series of activities, together with some formal instruction from the teacher would provide for this. A very natural differentiation of lesson content and classroom activities was apparent in each of the lessons visited. As required, this was carried out on a whole-class or one-to-one basis. Instruction provided to examination classes placed an appropriate emphasis on the structure and layout of Certificate examination papers, the format of questions, the interpretation of marking schemes and the most desirable answering techniques. The information and guidance provided to students by teachers was very well informed, with very commendable references being made in one lesson to the findings of a relevant chief examiner’s report published by the State Examinations Commission.  

 

A range of strategies was utilised by teachers in the delivery of lesson content. This included; brainstorming, discussion, food sampling, highlighting and annotating textbooks, on-spot demonstrations, pair work, whole-class and one-to-one instruction. A general but key observation was, that while a number of the methodologies utilised were student-centred and required the active participation and involvement of students, in general, teacher input tended to predominate over student input or activity. It is suggested therefore that teachers need to be more conscious of seeking to create a greater balance between teacher input and student input or activity both in terms of the planning and the delivery of lessons. In one lesson, it was very positive to note that the lesson structure, together with the activities that were planned for the students, sought to provide for each of the three main preferred learning styles, auditory, visual and kinaesthetic. This consciousness and the associated action helped to vary lesson content and provide for a very engaging lesson for all students. It became clear as the lesson progressed that the approach adopted also enhanced students’ participation and, ultimately, their learning. This consciousness and provision is very highly praised and recommended for wider use in the teaching of Home Economics in the school.

 

As a strategy, questioning was put to very good use in all lessons. Questions were well distributed, more often than not to named students, and sufficient wait-time was provided by teachers before an answer was requested. Students’ answers were appropriately affirmed. In instances where students demonstrated a difficulty in answering, teachers were very encouraging and extremely supportive, gently prompting students as required. In some lessons very effective use was made of higher-order questions that required students to apply their existing knowledge to different scenarios and situations. In one lesson the teacher availed of the opportunities posed by students’ questions to introduce information relating to another area of the syllabus, thereby providing for the teaching of topics using the integrated approach that is recommended in the syllabus. This is highly praised.  

 

In line with that which is documented in the department’s programme plans, it was very positive to see that the design-brief approach was an integral part of lesson delivery in both practical food studies and textile lessons for all year groups, from first year to third year. In the practical food studies lesson observed, despite the fact that due to the timing of the inspection the class visited had very little exposure to this aspect of the junior cycle syllabus, students were very clear in relation to procedures to be adhered to when preparing and cooking food. Strong emphasis was placed on hygiene, safety and good practice. Students responded favourably, giving careful consideration to the advice and directions provided by the teacher.  

 

In all lessons, classroom atmosphere was notably positive. Students were very happy to contribute to lessons, be that through the asking or answering of questions or through the addition of comment or opinion. It is very likely that this is due to the fact that the home economics teachers encourage and welcome student contribution, affirming their efforts and, as appropriate, applauding them for their participation and achievement. This is highly praised. Classroom environments were rich with subject-specific displays which, very favourably, included students’ own work. As a result, classrooms provided a very stimulating and interesting environment. It is commendable that the textile room housed a display that was inspired by the third-year programme of work for this time of the year. This is a very valuable approach to the organisation of classroom displays, providing resources that can be drawn on and referenced during lesson content. This is further encouraged.

 

 

Assessment

 

It is very commendable that the home economics department has developed a subject-specific assessment policy. This outlines the agreed approach to the assessment of students’ progress and achievement in Home Economics. The document illustrates that the department has adopted a very comprehensive approach to assessment. A range of assessment modes is employed in order to determine students’ progress and attainment in all examinable components of each syllabus. This reflects the assessment criteria set out in both syllabuses and is therefore deserving of recognition and praise. It is very positive that in recent times teachers have begun to issue an aggregate mark both in Christmas and summer reports. This is considered best practice as it is a more accurate indicator of students’ actual attainment in Home Economics, providing for the inclusion of students’ achievement in theory, practical, project and journal work. The issuing of common assessments at key junctures of the school year, to students of any one year group, is established practice in the home economics department. A number of examination papers were reviewed as part of the subject inspection and it was good to note that these were consistent with the structure and approach that is evident in past Certificate examination papers. Teachers are further encouraged in their efforts to ensure that questions issued to students during class tests also reflect the style and type of question offered in the relevant Certificate examinations. 

 

The department has established some very innovative, student-friendly, assessment practices. These include the issuing home of cookery and textile assessment stickers, best chef awards, and postcards. A very interesting exercise was observed in the copybooks of one senior cycle class. The exercise sought to focus students’ attention on what they have achieved, what they hope to achieve and what they might need to do in order to make these hopes a reality. The department’s work in this regard is very highly commended. Strong lines of communication have also been established between the home economics teachers and students’ parents. In addition to the recently introduced postcards home initiative, parents are also kept informed by letter in relation to students’ involvement in practical, project and journal work. This is a very valuable means of keeping students on task since it informs parents of demands and deadlines relative to these aspects of Home Economics.

 

The department, very commendably, is in the process of developing a subject-specific homework policy. It was observed that homework is assigned on a regular basis and that students’ completion of homework is being monitored. In the observation of teachers’ correction of students’ homework, as well as in their correction of students’ test-papers and examinations, some exemplary annotation of students’ work was noted. The feedback provided to students is both constructive and affirming. It is also, very notably, encouraging and supportive of students’ efforts. This approach is very positive. Teachers take a systematic approach to the recording of information relating to students’ attendance levels, participation rates, progress and achievement.   

 

 

Summary of main findings and recommendations

 

The following are the main strengths 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 teachers of Home Economics and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published, April 2009

 

 

 

 

Appendix

School response to the report

Submitted by the Board of Management

 

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

The Board of Management conveys its gratitude to the Department of Education and Science Inspectorate for the professional, fair and thorough manner in which the Inspection was carried out. The content of the Report is both detailed and accurate affirming good practice and encouraging further development. The school is satisfied that the report accurately reflects the very high standard of planning and excellent practice in the Home Economics department.

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.          

 

Student preferences have been elicited this year before subject options for both junior and senior cycles have been set. The options have been influenced by the student subject preferences.

 

The school has been involved in school development planning using the SCOT analysis for over twenty years and this will continue in all areas.

 

A review of the TY Home Economics programme is underway to take on board the Department’s recommendations in this matter.

 

The Board looks forward to ongoing support for the implementation of the recommendations from the Department of Education and Science.