An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Home Economics
REPORT
St. Dominic’s Secondary School,
Kylemore Rd, Ballyfermot,Dublin 10
Roll number: 60720A
Date of inspection: 26 November 2007
Subject provision and whole school support
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 St Dominic’s Secondary School. 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 school 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 the home economics teachers.
Subject provision and whole school support
Home Economics is a well-established optional subject in St Dominic’s Secondary School. It is an integral part of all curricular programmes offered in the school.
Junior Certificate uptake of Home Economics is good. A taster programme operates in first year to facilitate students in making informed subject choices. This good practice also ensures equality of access to Home Economics for all students. Management and staff are commended for their efforts in this regard. However, as the final selection of optional subjects is not made until the end of first year the current timetabled allocation for first-year Home Economics is only one double period per week. This makes effective continuity in teaching and learning very difficult, as class groups only meet with their teacher once a week. It is recognised that five class periods are allocated to Home Economics in second and third year in an effort to redress the imbalance. In the interests of facilitating the incremental progression of students’ skills over a longer period, consideration could be given to running a shorter taster programme for just part of the year or alternatively reviewing the number of class periods allocated to the optional subjects during the first year. It is laudable that option bands in second year are generated based on students’ preferences. The fact that Home Economics is offered on two option bands maximises students’ access to the subject. This is commendable practice.
At present only students who studied Home Economics for their Junior Certificate can take the subject in the Transition Year (TY) programme. While the TY programme is useful to lay a solid foundation for the Leaving Certificate programme, it should also afford students an opportunity to experience other subjects in advance of making their choices for senior cycle. Therefore, it is recommended that access to Home Economics in TY should be reviewed to ensure that all students have an opportunity to select the subject. This would present an opportunity for the home economics team to promote the subject to a wider range of students.
Senior-cycle uptake of Home Economics has varied in recent years. Uptake of Leaving Certificate Home Economics has improved significantly this year and the home economics team is commended for their efforts in this regard. Option pools for the Leaving Certificate are also generated from students’ preferences and a conscious effort is made to accommodate all students in their subject selection. Hotel, Catering and Tourism (HCT) is a vibrant vocational specialism in the Leaving Certificate Applied (LCA) programme.
Home Economics benefits from a good level of whole-school support. There is a good commitment to continuous professional development (CPD) evident among the home economics team and this is facilitated and supported by management. There are two home economics teachers on the staff. A subject co-ordinator is in place in a voluntary capacity. Subject planning is facilitated by management and this process is underpinned by a laudable commitment to whole-school CPD. This has impacted very positively on recent developments in the teaching and learning of Home Economics, particularly in the areas of literacy development and co-operative learning. Part of the agenda that is prepared for the planning meetings is set by the senior management team and this practice has proved effective in enabling work at whole-school policy level to feed into the work of subject planning teams thus impacting positively on teaching and learning. Detailed records are kept from all the formal meetings and information from subject department meetings is given to management. This helps to ensure that a cohesive approach is taken to the continued development and support of Home Economics in the school.
The subject benefits from a good level of provision. For the majority of classes teaching time is good and the class periods are well spread throughout the week thus ensuring that students benefit from an even distribution of class contact time. However, the timetabling arrangements for LCA HCT need to be reviewed. Syllabus guidelines for this subject recommend a minimum of four class periods per week. Currently some of the HCT classes have only one treble class. One group has four consecutive lessons. This arrangement impacts negatively on effective continuity in teaching and learning as students only meet their teacher once a week. Students who are absent on a day when the lessons are scheduled are particularly affected. It is recommended that the timetabling arrangements for HCT should be reviewed to ensure that all classes have the fourth class period timetabled for another day of the week to maximise students’ learning opportunities.
All home economics classes are mixed ability. The home economics team is encouraging students to aim for high academic standards and, where possible, to take Home Economics at the highest possible level in the certificate examinations. It is commendable that participation rates at higher level in Junior Certificate Home Economics have improved recently. It is advocated that this issue be monitored closely and that an analysis of student outcomes as evidenced by results in the certificate examinations is undertaken as part of the agenda of subject meetings. This useful exercise should inform reflective debate on the teaching and learning of Home Economics and the general whole-school provision for the subject.
There are three specialist rooms for Home Economics, two kitchens and one textiles room. One kitchen was extensively refurbished and modernised to a very high standard about twelve years ago. The textiles room is well maintained and appropriately resourced. Management is supportive of any requests made for the provision of additional resources. The second kitchen which is located in the St Dominic’s building was re-wired recently but remains in need of a significant upgrade. Plans have been initiated to seek approval from the Department of Education and Science for a major upgrade of the St Dominic’s building. The board of management should progress this project, as resources permit. While it is recognised that there is a need for a second home economics kitchen but in view of the current condition of the second kitchen and having due regard to health and safety considerations as well as the requirements of the home economics syllabuses, access to the refurbished kitchen should be reviewed. A review of individual teacher timetables indicates that there is further scope to maximise student access to this excellent facility for practical food studies lessons.
Health and safety is given high priority in Home Economics. A subject-specific health and safety policy is in place that includes procedures for an annual review of each specialist room. It is commendable that safety notices are displayed in the specialist rooms. This is very good practice and the home economics team is commended for their efforts in this regard. During the course of the evaluation it was reported that personnel from a number of other projects run by the school use the home economics kitchen for a range of student activities. This has presented significant challenges for the home economics team in terms of room maintenance. While it is recognised that the home economics rooms can be used for other activities, it is recommended that agreed procedures are established in relation to access to and maintenance of equipment, health and safety routines regarding the use of equipment and student supervision. It would be useful if the home economics team could compile an inventory of stock in each specialist room to assist with room maintenance and facilitate the systematic upgrading and replacing of equipment on a phased basis as resources permit.
Planning for the effective use of information and communication technology (ICT) is evident in Home Economics. There is a dedicated computer and printer in the textiles room and it is commendable that home economics lessons are occasionally held in the computer room, which is available on request. As evidence of the on-going interest in maximising the potential of ICT, the home economics team has prioritised CPD in the use of the interactive white board. As resources permit, consideration could be given to the provision of a data projector in the textiles room to facilitate the use of ICT for whole-class presentations.
Good practice is evident in planning for the education requirements of students with special education needs. There is good liaison between the home economics and the learning support departments to devise strategies that support students’ specific educational needs. Very good strategies to maximise the inclusion of all students in Home Economics have been documented in the subject planning folder.
Planning and preparation
Subject department planning is well established and the home economics team is committed to the process of collaborative planning. In addition to the formal time provided, the team meets informally as the need arises to progress department work. The co-ordinator’s position rotates among the teaching team. This good practice shares the workload and allows each member of the team assume a leadership role in the continued development of the subject in the school.
A systematic and proactive approach is being taken to planning for Home Economics in the school. It was noted positively that the home economics team carries out an annual analysis of what is working well and the areas that need further development in relation to home economics provision. Good progress has been made in the development of a subject plan. Materials distributed at the in-service courses are stored systematically in one of the subject folders. This good practice ensures that the information is made available to each member of the team and can be referred to as the need arises.
An agreed scheme of work has been developed for all year groups. Each scheme outlines the class materials, timetabled allocation and content that will be covered. The content is presented as a list of topics and a list of cookery dishes that will be competed before and after Christmas in each year. There is a commendable emphasis placed on project work with some year groups. This is an ideal strategy to promote autonomous and co-operative learning. Very good attention is paid to the teaching and learning of the core textiles section of the Junior Certificate syllabus. It is commendable that all plans are reviewed regularly.
Subject planning by its nature is an on-going process that will always benefit from advancement and revision. An analysis of the planning documentation indicates that the schemes of work would benefit from some adjustments. All the schemes should be further developed to ensure that there is a clear focus on the expected learning outcomes in terms of students’ knowledge acquisition and skills development. The specific time allocated to each topic should be clarified. This information helps with the pacing of lessons and ensures that the syllabus will be covered in the time allocated. The sequence of lesson content should be presented in a manner that reflects the integrated approach recommended in all home economics syllabuses. In reviewing the Junior Certificate scheme, particular attention should focus on the balance between the theoretical and practical coursework completed in the area of food studies to ensure that students are supported in building on basic skills in a wide range of food preparation and cooking processes from first year through to third year. As each scheme of work is implemented, information on effective teaching strategies and suitable resources should be shared and discussed at planning meetings and this information can be included as the collaborative plan evolves. This work should be progressed over time, taking, for example, one junior and one senior year group per annum.
From reviewing the programme of work for TY Home Economics and the Leaving Certificate scheme for after Christmas of sixth year, it is evident that there is considerable overlap in terms of the content chosen. It is recommended that this be reviewed. The home economics team is commended for the interesting range of project work completed as part of the TY module. The assessment criteria which have been devised for this project work should be included in the subject plan.
A good range of additional resources and teaching aids have been collected and developed by the home economics team. A range of educational packs, resource books, commercial posters, magazines and leaflets are also available. To complement the whole-school initiative to integrate the key word approach into the teaching and learning of all subjects, the home economics team has devised a set of key words to use with junior-cycle students. In addition, a commendable effort is taken by the teachers to ensure that the range of resources available for home economics lessons maximise the inclusion of all students. A range of teaching aids such as some word games, jigsaws and differentiated worksheets have been developed. It was reported that these resources have proved very effective in facilitating students’ literacy development and reinforcing learning. These practices are highly commended.
A number of fieldtrips are planned to complement the delivery of course content. Of particular note is the fact that past pupils who are working in the catering industry are invited to speak to LCA students to assist in the completion of key assignments. These good practices broaden students’ knowledge and skills, as well as enhancing their enjoyment of the subject
Teaching and learning
A variety of lessons, both theoretical and practical were observed during the course of the evaluation. In all instances classroom management was very good. Teaching and learning took place in a calm, secure and supportive learning environment and all classroom interactions were characterised by a very good student-teacher rapport. The good practice of taking the roll call at the beginning of lessons was noted.
Advance planning for lessons that included the preparation of some resource materials to support students’ learning was evident. Lessons were generally well structured, though in some instances there was scope to adjust the pace and pitch of lesson content to maximise students’ learning. The topic of each lesson was made clear to students at the outset of each lesson. On occasion the board or the textbook was used to good effect to explain some learning outcomes for the topic. This good practice should be extended. When clear learning outcomes for an individual lesson are shared with students it provides an additional focus and structure to the lesson and assists students in consolidating their learning. Syllabus requirements together with students’ level and abilities should inform the learning outcomes. This is reflective of one of the principles underpinning Assessment for Learning (AfL). Information on AfL is available on the National Council for Curriculum and Assessment website at www.ncca.ie and from the Home Economics Support Service.
Teachers displayed very good subject knowledge as evidenced by the attention paid to detail in the explanations of any new concepts taught. Deliberate efforts were made to link the lesson content to the everyday experiences of students. This good practice enabled students to develop a deeper meaning of the topic being taught. Good efforts were made to link the lesson material with prior learning. This very good practice is encouraged further to assist students in establishing links with related topics and to prepare them for the integrated nature of the certificate examination papers in Home Economics. Some very good practice was evident in the use of worksheets that were designed to assist students in the development of the higher-order thinking skills of analysis, interpretation and evaluation of information. Questioning strategies were also used to good effect to encourage students to write detailed evaluations of their completed task. Further strategies that assist students in the evaluation and interpretation of information are encouraged as these are key skills required for the practical and written certificate examinations in Home Economics.
A commendable emphasis is placed on the development of students’ literacy skills through the teaching and learning of Home Economics. In the lessons observed some good strategies were used to reinforce and check students understanding of the technical language associated with the topics being taught. In a number of instances very good use was made of the classroom board to highlight the spellings or explain the meanings of the new vocabulary. Of particular note is the project completed by first-year students who designed illustrated equipment labels for use in the kitchen. Good use is also made of the key word posters produced by the Junior Certificate Support Service. These commendable practices help students to develop the linguistic skills necessary for written examinations. Consideration could also be given to using the key work book marks produced by the JCSP support service in the students’ home economics notebooks.
Some good use is made of ICT to develop worksheets to support the teaching and learning of Home Economics. It is commendable that home economics students are afforded opportunities to use ICT to enhance their learning. Part of one home economics lesson observed was held in the computer room. This good practice provided students with opportunities to research some information related to the topic being studied. Students were highly engaged in this work and demonstrated very good ICT skills.
It is commendable that in classes where worksheets were used the students were provided with clear instructions on how to complete the work. This ensured that they remained productively engaged with the task. However, to maximise the learning potential of worksheet activities it is recommended that time is provided in lessons to take student feedback from each worksheet activity and that the key points of information are summarised clearly to reinforce students’ learning. This strategy is another useful assessment for learning tool, as it takes place at the site and time of learning and provides opportunities for the provision of constructive feedback to individual students.
In the practical lessons observed good use was made of the classroom board to set the scene and get students organised for the lesson. Clear procedures were evident in relation to the organisation of practical lessons. Good attention was paid to health and safety routines and students worked well both independently and in collaboration with each other. Teacher instruction was mainly through whole-class teaching or providing individual help to students as required. It was obvious that the practice of the teacher moving round to each work unit provided students with the opportunity to seek additional help in a very supportive manner. An occasional spot demonstration was used to ‘stage’ the preparation and cooking the dish. A commendable emphasis was placed on attention to detail in the teacher explanations given during these spot demonstrations. To enhance these good practices, it is recommended that regular use is made of spot demonstrations to stage the preparation, cooking and serving of the dishes in order to support students further in developing the key practical skills in the areas of food preparation and cooking processes. As it is important that practical lessons should not focus solely on the completion of a particular dish, spot demonstrations also present regular opportunities to integrate the relevant theoretical knowledge with practical skills. In planning for practical lessons, it is advocated that occasional opportunities be created to allow students acquire skills in the stages of the design brief process from first year, even on a small scale, in order to develop students’ skills over time in the analysis, planning, implementation and evaluation of a food studies task.
In a number of instances homework assignments were returned to students. In these lessons very good quality feedback was provided by the teachers to individual students on the work completed. Careful attention was paid to the development of key techniques in answering questions in preparation for the written examinations. This is very good practice as regular constructive feedback enhances learning by informing students about their own individual progress, highlights areas for improvement and ultimately challenges and assists students to reach their full potential.
Observation of student copybooks and folders indicated some good progression in their work and, in some instances, there was evidence that the guidelines issued to classes regarding the maintenance of notebooks and folders were working well. There was some very good use made of mind maps as a strategy to compile information and aid students’ revision of individual topics. However, there was some variation in the quality of student work presented in notebooks. In the majority of cases, student notebooks only recorded work for the current academic year. This practice should be reviewed. Due to the integrated nature of Home Economics, students need to reflect back on the work covered in previous years. Therefore it is recommended that the home economics team review the modus operandi for the maintenance of student notebooks, particularly in junior cycle. This review should include the development of an agreed notebook system where students record key points of information covered in theoretical and practical lessons over the duration of the syllabus. Worksheets, handouts and evaluation sheets used in lessons should be stored systematically in their notebooks. This would prove a useful revision aid to students.
Observation of students’ recent and current project work in the area of craft and design indicated a commendable level of creativity in the interpretation of their design brief. Some of the past work completed as part of core textiles was very useful in assisting students to develop key practical skills to a high standard. Best practice was observed in optional study work where students demonstrated a very good level of complexity in their chosen craft skill and where student originality was evident in the analysis, interpretation and evaluation of the design brief in the support folder. Students have also made very good progress in the completion of LCA tasks. It is worth noting that the chief examiners’ reports and associated marking schemes issued by the State Examinations Commission are very useful for further guidance and advice on the coursework components at junior and senior cycle. These documents are available at www.examinations.ie.
Some issues were noted during the course of the evaluation that impacted negatively on the quality of students’ learning. On occasion students were missing some of the materials necessary to participate fully in the lesson. Planning for such eventualities should be an integral element of all advance planning in order to maximise opportunities for learning. In this context consideration may need to be given to devising a system where the school would supply the materials required for practical food studies lessons. It was also noted that some students’ irregular attendance is impacting on individual levels of learning and attainment. The school is commended for the initiatives being taken to encourage regular attendance and this work needs to be monitored closely.
The learning environment of the specialist rooms is greatly enhanced by the displays of students’ project work and a range of appropriate educational posters. The themed notice boards, reference library as well as the LCA corner in the textiles room are particularly noteworthy. Such practices are highly commended as they help to stimulate and engage student interest. Displays of student work also promote a sense of student ownership and responsibility for the creation of a stimulating learning environment.
Assessment
Students’ progress and achievement in Home Economics are assessed on an on-going basis through oral questioning, homework assignments and continuous monitoring of students’ practical and project work. Class tests are administered at regular intervals. Records of students’ attendance, class tests, homework activities and progress in practical coursework are recorded systematically in the teacher’s journal. This good practice helps to build a profile of students’ progress and achievement in the subject over time and is a useful evidence base when providing advice to students on examination levels for the state examinations.
The home economics team operates a commendable system of summative assessment. The common papers which are set by the teaching team reflect the format of the relevant certificate examination paper. In addition differentiated written papers are drafted when necessary. Grades awarded to students at key times of the year comprise an aggregate mark which reflects students’ achievement in the relevant practical coursework components. As these procedures mirror the arrangements in place for the certificate examinations, it is a good indicator of students’ performance in the subject.
A home economics homework policy has been developed recently by the subject co-ordinator. This document provides very good advice in relation to the setting and monitoring of homework. As a next stage in the development of this policy consideration should be given to listing the types of homework assigned to ensure that there is a good range of activities assigned to students in every year group.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· Home Economics is a well-established subject in St Dominic’s Secondary School. It is an integral part of all curricular programmes offered in the school.
· The subject benefits from a good level of provision. Management is supportive of any requests made for the provision of additional resources to support the teaching and learning of Home Economics.
· Subject department planning is well established. A subject co-ordinator is appointed on a rotational basis and some good progress has been made in the development of a subject plan.
· The home economics team is encouraging students to aim for high academic standards and, where possible, to take Home Economics at the highest possible level in the certificate examinations.
· There is good collaboration between the home economics team and the learning support team in planning for students with special education needs in Home Economics.
· A good range of additional resources have been developed and collated by the home economics team.
· Some good use is made of ICT to support the teaching and learning of Home Economics.
· A commendable emphasis is placed on the development of students’ literacy skills through the teaching and learning of Home Economics.
· Classroom management was very good. A calm, affirming and encouraging atmosphere was evident in all the lessons observed.
· A commendable range of assessment modes is used to monitor students’ progress in Home Economics.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· Access to Home Economics in the Transition Year Programme should be reviewed.
· The timetabling arrangements for Hotel, Catering and Tourism should be reviewed to provide for effective continuity in teaching and learning.
· Clear agreed procedures should be established between all school groups accessing the home economics rooms.
· The collaborative programmes of work should be developed over time to ensure that there is a clear focus on the expected learning outcomes for students in terms of knowledge acquisition and skills development.
· The advice provided in this report in relation to teaching and learning should inform the future planning of lessons to enhance the good practices already evident.
Post-evaluation meetings were held with the teachers of Home Economics and with the senior management team at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published June 2008