An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Home Economics

REPORT

 

Ursuline Secondary School

Blackrock, County Cork.

Roll number: 62650P

 

Date of inspection: 23 & 24 January 2008

 

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

 

 

 

 

Report on the Quality of Learning and Teaching in Home Economics

 

Subject inspection report

 

This report has been written following a subject inspection in Ursuline Secondary School, Blackrock, Cork. 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 the students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and the teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers. 

 

 

Subject provision and whole school support

 

Home Economics is a popular subject in Ursuline Secondary School, demonstrating uptake levels, in both junior and senior cycle, that far exceed national averages. Students’ access to Home Economics, as well as all choice subjects, benefits from a very open and student-friendly subject-choice system, where students’ preferences determine the subject blocks formed. In addition, a year-long taster programme in first year seeks to give students first-hand experience of all six optional subjects offered on the school’s curriculum.

 

Timetabling of Home Economics is generally very good. Sufficient time is allocated for the delivery of both syllabuses and overall, students’ contact with the subject is well spread over the weekly timetable. The latter should continue to inform future timetabling of the subject. In the main, class sizes are conducive to the safe and effective delivery of the practical aspects of both syllabuses. An exception to this was apparent in first year and Transition Year (TY), where class sizes exceeded twenty-four, the number of students for which each kitchen has been designed to safely accommodate when students are engaged in practical, food studies work. Due consideration should be given to this when timetabling in the future. In almost all instances double periods are provided for each class group to facilitate the delivery of the practical aspects of the respective home economics syllabus. The exception to this is the current TY home economics class, who are timetabled for three single periods. It is recommended that, as part of the review of the home economics programme that is recommended in the following section, the timetabling of TY be reconsidered with a view to providing a double period. This would allow for a greater exploration of practical activities. Finally, in the deployment of staff, it is best that where two or more class groups exist that these are shared amongst all available staff. In other words, if there are two first-year class groups and two teachers it is recommended that a class be assigned to each teacher. This would, for example, support a greater sharing of methodologies and approaches to curriculum delivery, therefore providing for the ongoing enhancement of teaching and learning. 

 

Home Economics is well resourced in the school. Three rooms have been provided, two kitchens and a dress-design room. Each room is well equipped. The facilities are extremely organised and very well maintained. It is suggested that some consideration be given to the compilation of a maintenance record sheet. This would ideally follow on from an annual audit of the home economics facilities. Monies are made available on a needs basis for the repair and replacement of equipment, as well as for the purchase of additional equipment or resources that are deemed necessary. An annual fund for miscellaneous expenses is also provided.

 

Documentation relating to health and safety in Home Economics is filed in the subject plan. This takes the form of class rules, as well as guidelines for the use of the facilities and the associated equipment. The inclusion of details relating to a room audit is also suggested. It is recommended that the approach adopted to the documentation of the audit seek to clearly identify the hazards in the room, outline the level of risk attached to each hazard and list the guidelines that should be followed or the measures that need to be taken in order to reduce the likelihood of injury or accident. This document should be reviewed on a regular basis. Teachers’ first-hand experience of the facilities should inform this document.

 

Formal subject department meetings are organised at the beginning of each school year and thereafter on an ad hoc basis. Time permitting, they may form part of general staff meetings. It is recommended that a more structured and regular provision of formal meeting time for the purpose of ongoing collaborative subject department planning be strongly considered by management. The practice of providing agendas for and minuting the outcomes of these meetings is established practice in the home economics department. It is recommended that these be filed in the subject plan as this documentation has a significant contribution to make to the ongoing self-review and evaluation of the work of the department.

 

 

Planning and preparation

 

A team approach has been adopted to the co-ordination of subject department planning. In smaller subject departments this approach often proves very successful, as is the case in the home economics department in question. Duties attached to the role are equally shared between both teachers. In addition to the formal meeting time provided by management for the purpose of collaborative subject planning, the home economics department also meet informally on a very regular basis. In the main, these additional meetings take place on a weekly basis. This level of commitment is applauded.

 

A subject plan has been devised. This document provides much information relating to the current provision for Home Economics in Ursuline Secondary School. Ideally, subject plans should house information relating to both present and previous provision for a subject in a school. To elaborate, the subject plan currently houses, for example, teacher timetables for the present school year, 2007-2008. It is suggested that former timetables, spanning perhaps a three-year to four-year period, be included and updated as appropriate. This approach should extend to, for example, subject option blocks, class sizes and self-review exercises. This would provide for a more effective review and evaluation, internal or external, of subject provision and whole-school support for the subject, over a short-term to medium-term basis. Furthermore, and as discussed on the day of the inspection, it is suggested that the department use a SCOT analysis in future reviews. Such an approach is far more empowering than the mere identification of strengths and weaknesses and will provide a clearer focus for long-term planning. One of the very positive features of the department’s subject plan is the exercise completed which focuses on current and future intended outcomes. Two key questions guided this exercise: firstly, ‘what are our hopes for our students on leaving school?’ and secondly, ‘what would we like students’ experiences of Home Economics in this school to be?’ This personalisation of the planning process which, from a review of the department’s responses to these two questions will naturally impact on planning, preparation, teaching and assessment, and ultimately learning, is highly praised. The inclusion of the following outcome: ‘That students will enjoy their experience of the subject’ is worthy of special mention. This vision is commended. 

 

Outline programmes of work have been agreed for each class group. The most positive feature of these programmes is the fact that they are grounded in desired learning outcomes. The programmes are also, very commendably, time-based and developmental in nature. Another notable feature is the very general focus on teaching strategies, homework and assessment that is being explored in the programmes. In time, this focus should be strengthened by extending this approach to each of the individual topics planned for delivery. It is recommended that all programmes, both outline and detailed, be based on the syllabus rather than on textbooks. In future reviews, the department is strongly encouraged to seek to provide for a greater integration of theory and practical, as well as of interrelated topics. Exemplar programmes and work also provide scope for, and evidence of, ongoing evaluation and review, as noted by teachers following the delivery of individual lessons or topics. This should also be considered by the department at the next review. A very praiseworthy exercise, which has been undertaken by each teacher for each class group under their care, guidance and direction, is the development of class profiles. These profiles, which are indicative of reflective practitioners, provide detail relating to cultural background of students, students with additional or special educational needs, class ability, the resulting teacher expectations for the class, a class-specific homework policy and reflections on students’ performance in key examinations, for example, Christmas in-house examinations. This approach is very worthy of recognition and praise.

 

On a more specific note, it is strongly recommended that the Transition Year (TY) home economics programme be reviewed. The department should ensure that, in all areas studied, there is a clear distinction between the TY programme and the home economics Leaving Certificate syllabus. Currently this is not the case. A Transition Year programme is not part of the Leaving Certificate programme, and should not be seen as an opportunity for spending three years rather than two studying Leaving Certificate material. The programme content for TY, while not absolutely excluding Leaving Certificate material, should be chosen largely with a view to augmenting the Leaving Certificate experience. Where Leaving Certificate material is chosen for study, it should be explored in an original and stimulating way that is significantly different from the way it would be treated in the two years to Leaving Certificate. The department is directed to Transition Year programmes – Guidelines for Schools which is available to download at www.ty.slss.ie and can be located under the resource tab on the homepage. 

 

While it is clear that the department demonstrates a consciousness in relation to planning for students with additional or special educational needs, it is an area that would benefit from some further development. For example, in one of the class profiles, a reference was made to a number of students who are finding school difficult. It is recommended that information relating to why the students find school difficult and how the home economics teachers can help these students be explored and appropriately documented. The learning-support and resource teachers in the school should be able to assist in this regard. Such a departure should impact significantly on students’ experiences and achievements in Home Economics.     

 

It is clear from discussions with the members of the home economics department, where a number of examples of activities were cited, that cross-curricular planning is another feature of the teachers’ work. The same was found in terms of co-curricular planning. The department is encouraged to document both in their subject-specific plan. 

 

 

Teaching and learning

 

There was much evidence of short-term planning for each of the lessons observed, some of which was of a very high quality. This impacted directly on lesson structure and pacing which took cognisance of students’ levels, abilities and prior knowledge. A range of resources had been prepared and collected for use in the delivery of lesson content. This included handouts, worksheets, props and pre-prepared whiteboards. A number of the worksheets and handouts were of a very high calibre. Lessons demonstrated clear aims. Best practice was where these aims were openly shared with students as lessons commenced. It is recommended, as a means of developing this approach even further, that the associated and more specific objectives also be outlined to students. Such an approach provides motivation for students’ learning as well as a tool for students to check and evaluate their own learning as lessons draw to a close.

 

The instruction provided by teachers was very clear, accurate and highly focused. It also sought to highlight and emphasise the key concepts and principles that underpin both home economics syllabuses. Several examples of the very good practice of interlinking the new topic with other areas of the syllabus were observed. This commendable practice is highly praised. In the main, in theory lessons, a very impressive volume of work was covered and covered very well. In these instances information was organised for students into very accessible packages. To this end, graphic organisers such as flow diagrams, charts and summary tables were used to great effect. Students’ copybooks illustrated that this was an established approach in a number of classes. A recently organised workshop, organised by the Home Economics Support Service, provided templates for some other very useful graphic organisers such as fishbone. These should be available on the Support Service’s website shortly.  

 

A range of methodologies was utilised by teachers in the delivery of lesson content. Not discounting the fact that a number of the methodologies observed demanded direct student input and participation, on occasions the input from the teacher was much greater than that of the students. In these instances, there was scope to further increase opportunities for student input. The highly visual approach that was adopted for the delivery of lesson content in a number of lessons is highly praised. This style of presentation is also recommended for introduction into all lessons. If both recommendations are taken on board, the preferred learning styles of all students, be that auditory, visual or kinaesthetic, will be very well provided for. This in turn will have a direct impact on students’ performance and achievement in Home Economics and undoubtedly will add to the department’s unique vision for students studying Home Economics in Ursuline Secondary School, that is, that they will enjoy the subject.

 

In practical food studies lessons, best practice was where the intended learning outcomes for the lesson extended above and beyond the preparation and cooking of a dish. In these instances lessons provided for the revision and/or teaching of theory as well as the development of students’ culinary skills and competencies. The result was a grounding of student practical work in the relevant theory. This heightened the relevance of the assigned task and enriched the learning experience for the students. This approach is recommended in all practical food studies lessons. Such an approach is also a very effective way of teaching two, rather lengthy syllabuses. A task-based approach to practical food studies was observed with some class groups. This is commended. The department is encouraged to consider an earlier introduction of this approach, that is, from first year. A number of class groups maintain a food studies notebook. Students have been carefully inducted into how this notebook should be used to organise and document their practical work. The introductory section of the notebook contains, amongst other items, a very comprehensive set of guidelines that can be utilised by students when evaluating their food studies work. This provides details relating to evaluation headings, an example of a ‘good’ and ‘not so good’ evaluation, as well as a word bank that provides keywords relevant to colour, flavour and texture. The maintenance of this notebook is a wonderful idea and provides students with a very useful resource both in the short, medium and long term. The introduction of this system to all class groups is fully encouraged.

 

Questioning as a strategy was used very effectively in order to involve students in the lessons, to examine work previously covered and to check students’ understanding of new work being explored. In some instances higher-order questions, that require students to apply learned information to a number of scenarios or situations, were very well used. This type of questioning is strongly advocated in all lessons. In certain scenarios, where students would have some prior knowledge of the topic to be explored, the use of questioning to draw out this knowledge and formally acknowledge it could have been more effectively used. As a result it is recommended, when and where feasible, that the teachers seize all opportunities provided to employ an ‘asking’ rather than a ‘telling’ approach with students.

 

Classroom atmosphere was notably positive. In general, students demonstrated interest in the topic being explored and were attentive and well behaved. In all instances classroom environments were suitably stimulating, bright and comfortable and therefore most conducive to, and supportive of, students’ learning. The display of students’ work featured on the walls of the classrooms is highly praised. In one classroom, a display which outlined the areas being studied by home economics students, from first year right through to Leaving Certificate, took centre stage on one of the classroom walls. This display evoked much conversation with a group of first-year students over the course of a practical food studies lesson, who will very shortly be required to make their subject choices. This very clever and subtle approach to subject marketing is to be praised.

 

 

Assessment

 

The department’s overarching approach to assessment has been formalised in a subject-specific assessment policy. This document details the assessment structures that have been established, as well as the assessment objectives which guide the department’s approach to this area of their work. The production of this document, which has formalised the approach to assessment in Home Economics, is highly praised. It is clear that a range of assessment modes is utilised in order to determine students’ progress and achievement in Home Economics. This provision includes assessment modes which seek to evaluate student attainment in all examinable components of both syllabuses, be that students’ written, project, journal or practical work. As appropriate, due recognition is given to each of the areas outlined in the marks that are awarded to students at key times during the school year. This approach, which reflects the assessment objectives of both syllabuses, is also highly commended, as it provides a more accurate indicator of students’ achievement in Home Economics. In addition it highlights, for teachers and students, areas that are in need of extra attention, be that in terms of further study or a greater application to the development and refinement of skills and competencies.

 

During the formal, in-house, summer examinations common assessment papers are issued to all home economics students of a particular year group. A similar practice exists during the formal, in-house, Christmas examinations where papers issued have elements in common. This practice is encouraged as it provides for an evaluation of students’ achievement against a wider student base, fosters a co-operative approach to syllabus delivery and promotes professional dialogue around teaching, learning and assessment. In addition to the formal, in-house examinations that are arranged, a form of continuous assessment is used to track students’ progress and application to their studies on an ongoing basis. The outcomes of each assessment are systematically recorded by teachers in their diaries. In addition, records relating to attendance, participation and behaviour are also maintained. This informs feedback provided to parents at the annual parent-teacher meetings. Reflective exercises, completed by each teacher following the formal, in-house examinations, are worthy of particular mention for the potential influence that the exercises can have on planning for and delivery of both syllabuses. It was noted, from attendance records reviewed as part of the subject inspection, that student absenteeism is quite significant amongst some students in a number of classes. As suggested during the feedback meeting, this is an area that might be further examined at whole-school level.   

 

Homework was assigned in each of the lessons observed. It was clear from an examination of some students’ copybooks that, in the main, homework is assigned on a regular basis. Where this was not the case, a more regular and consistent approach to the assignment of homework should be considered. It was also obvious that a number of students are not completing work assigned as homework. Discussions with the members of the home economics department also highlighted that getting students to complete work assigned as homework is a constant challenge. It is suggested that this might be an area that would benefit from some whole-staff discussion and exploration. The monitoring of students’ homework was largely evident, although in some instances a more regular monitoring of homework is recommended. In addition the department is encouraged to vary the approach to monitoring.

 

 

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, June 2008