This report has been written following a subject inspection at Gairmscoil Fheichín Naofa, Corr na Móna, Co. na Gaillimhe. 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 one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and 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

This co-educational secondary school is situated in a Gaeltacht area. A broad programme of education is provided in both junior cycle and senior cycle. The number of students attending the school is small and this is a considerable advantage as regards teaching and learning.

Home Economics is studied by 45% of the school’s junior cycle students, all of whom are girls. This percentage reflects the national norm for this subject in the junior cycle. It is regrettable however, that it is only girls who take the subject and the boys do not have the opportunity to study Home Economics in the junior cycle. Two single periods and one double period are allocated in the first year, in the second year and in the third year. This provision is in keeping with the requirements of the syllabus.

Usually the first year and the second year students form one single class group, as the number of students is small. It is not clear that this arrangement provides for the different learning requirements of these two groups. The school is advised to see to it that a continuous graduated programme be put in place and that each year-group receives the learning opportunities appropriate to their level of ability. First and second year classes could be separated henceforth or some extra classes could be allocated to the second year students.

On average, 38% of senior students opt to study Home Economics, which is in line with the percentage of senior students who study this subject nationally. Senior students have five periods per week, including a double period. Senior students can choose between Home Economics and Construction. Every effort is made to ensure that each student gets his or her choice. Most of the girls opt for Home Economics, as do a small number of boys from time to time. At present there are no boys studying Home Economics and the school is aware that an interest in the subject must be promoted among both boys and girls.

There is a great demand for Home Economics among the girls. The school is advised to prepare and implement a plan to increase the participation rate among boys in the subject. This could be approached in different ways. Home Economics is timetabled at the same times as Construction and Woodwork. Boys should be given a more open choice during the junior cycle to enable them to get some experience of the subject.

The subject teacher is advised to devise a plan for the subject in order to encourage interest in Home Economics on a whole school basis. A notice board could be used, for instance and an information campaign organised during the school year on different aspects of the subject. It might also be worthwhile to use local news media to advertise occasions and events associated with the subject. Research of various influences that affect students when they are faced with a choice between Home Economics and other subjects is also advised.

Most students take the higher course in Home Economics. The management and the subject teacher deserve the highest commendation for their work in encouraging self-confidence among the students as regards this subject. Students taking the higher level course and the students taking the ordinary level course are taught in the same class.

School management provides support for the subject in relation to timetable, provision of teaching staff and the provision of resources. The time allocated to the subject satisfies the requirements of the syllabus. Although no specific annual budget is allocated to the subject, the teacher applies to the principal for additional resources as required. Documentation relating to the syllabus is distributed promptly by management, and the teacher is given both opportunity and encouragement to avail of various courses associated with the teacher’s obligations. The teacher recently participated in the inservice training session, which were offered by the Leaving Certificate Home Economics Support Service.

Instruction in various aspects of Home Economics is provided in accordance with the syllabus. The programme is largely implemented through Irish. A small number of students whose first language is not Irish receive additional help through the medium of English. Every effort is made to keep the students and their parents informed of the subjects available in the school. They are given guidance, advice and assistance when choosing subjects. The principal, the subject teacher and the guidance teacher in particular deserve praise for their work in this matter.

The school currently has one teacher for Home Economics. One room in the school is used as a kitchen and as a sewing room. All Home Economics classes are taught in this room. Although they are reasonably well resourced and equipped, neither the kitchen nor the storage facility are in compliance with the requirements of the revised Leaving Certificate Home Economics syllabus. At present there is no extraction fan in the kitchen and this is urgently required. The facilities need to be upgraded to meet health and safety requirements when the students are engaged in practical work. Currently, an application for improvements from the school is with the Department of Education and Science Planning and Building Unit. It is recommended that the school makes a considerable investment to improve the school’s Home Economics facilities and to ensure their appropriate maintainence.

Due to a shortage of rooms in the school, the kitchen is also used for other subjects. Home Economics class work would be greatly enhanced if the room could be reserved for that subject alone. The kitchen is used by students as a dining area and meeting place, at lunch time. The school is advised to discontinue this practice for health and safety reasons. It is clear that Home Economics classes are conducted in compliance with the school’s health and safety policy. The subject teacher deserves particular praise for her work on this policy and on the health and safety statement for the Home Economics room.

The subject teacher and the principal are to be commended for their efforts to utilise information and communications technology (ICT) to enhance the teaching and learning of Home Economics. Broadband is now available in the school and the school is commended for providing a laptop computer and a projector for the teachers’ use. A computer and projector are among the facilities available in the Home Economics room. The computer room is also available for teaching this subject. A television and a video recorder are also provided. Further consideration of the use of ICT to enhance the teaching and learning in Home Economics is recommended. The school is advised to continue to develop its computer facilities.

PLANNING AND PREPARATION

As part of school development planning, members of staff are given an opportunity to participate fully in policy development. The teachers participate in career development courses which assist them with this work. There is no requirement for a formal co-ordinator in the subject, as the school has only one Home Economics teacher. There is evidence of commendable communication and co-operation among teachers with regard to cross-curricular planning. There is regular contact between the Home Economics teacher and various other teachers in this regard, in particular teachers of the following subjects: Science, Biology, Business Studies, Social, Personal and Health Education (SPHE), Leaving Certificate Vocational Programme (LCVP) and ICT. Thus, it is ensured that the various programmes are not overlapping with one another. Arrangements for providing for the various levels of ability among the students are also discussed.

The high standard of planning and preparation displayed in Home Economics is commendable. Comprehensive long term and short-term schemes of work have been developed, including a work plan for textiles. These schemes of work are designed in accordance with the requirements of the syllabus. Each makes reference to timetable, methodology, resources and evaluation methods. It is clear from the written preparation that the various elements of the programme are integrated and that appropriate emphasis is placed on both theory and practical work. The subject teacher and the principal work hard together to regularly review plans relating to the subject and both deserve the highest praise for this work.

There is a very good range of teaching resources for Home Economics available in the school, including reference books, leaflets, suitable publications and videotapes. A Home Economics library is available to the teacher and students. It is recommended that the supply of resources in this library be added to on a regular basis. It is obvious from the lessons observed that the teacher undertakes careful preparation. Suitable learning objectives are clearly defined and commendable progress in learning is observed. Projectors, leaflets, books and the blackboard are used to good effect during teaching. The subject teacher makes use of the State Examination Commission’s marking scheme materials as well as the Chief Examiner’s Reports in order to keep herself informed about development of schemes of work for the Junior Certificate and the Leaving Certificate. The teacher has experience as an Assistant Examiner for the Junior Certificate. It would be worthwhile for the teacher to continue to make good use of the Home Economics syllabuses, the guidelines to teachers and other suitable materials to facilitate subject planning.

Careful planning is undertaken to accommodate students with special educational needs in Home Economics classes. Extra periods are provided for certain students. The Home Economics teacher is in regular contact with the learning support teacher. They work to ensure that the learning material available is suitable for the students’ learning needs. This practice is in line with the schools policy for students with special needs.

The high standard of planning greatly enhances the standard of teaching and of learning in Home Economics. The enthusiasm, diligence and professionalism of the teacher in this regard are recognised and commended.

TEACHING AND LEARNING

A very high standard of teaching and learning was evident in all the Home Economics lessons observed. Learning objectives were clearly outlined and the subject material is presented effectively to the students. Overall, the results of careful planning are to be observed in the rich and progressive programme of instruction. The teacher succeeds in integrating the various aspects of the subject very well. The pace of instruction is in keeping with the needs of the students.

Good use is made of appropriate methods of teaching which are suited to the level of ability and interest of the students. The subject material is explained effectively and the students are skilfully questioned. A commendable variety of approaches is evident. Students are provided with opportunities to undertake tasks in groups, in pairs and individually. They are given opportunities to participate in problem solving, and in other types of active learning which are appropriate to various levels of ability. It is evident that the teacher gives serious consideration to making the learning material suitable for students with special needs. The teacher succeeds in arousing interest in the subject among the students while encouraging them effectively in their learning. A great deal of effort is made to develop higher order reasoning skills among the students. Very good use of demonstration as a strategy was observed as part of the practical work. The students were given an opportunity to give a narration on process and this practice is highly recommended.

In most of the classes observed effective use is made of a range of suitable resources, such as overhead projectors, teacher’s notes, sample answers, work sheets, reference books, lists, suitable publications, video tapes/ DVDs, kitchen/sewing equipment, the internet and the board, in order to improve the instruction and to reinforce the learning. Some of the lessons are based on the textbooks and are enriched through effective questioning and explanation. The layout and presentation of the lessons are approached in such manner as to facilitate the understanding and the memorisation of the learning material. Regular outings are organised and the students are encouraged to participate in various competitions. The Home Economics teacher is to be highly commended for her diligent work for the benefit of the students under her care. She spends a great deal of time on preparation work to ensure that the students are able to undertake the various elements of the examination through Irish. Equally the small number of students taking the examination through English is appropriately provided for.

Very good relationships are evident between the teacher and students. She presents the lessons in an enjoyable way, she praises the students often and she instils confidence in them. Charts and examples of students’ work are exhibited to create an encouraging atmosphere in the classroom. The various activities are conducted in an orderly manner and the teacher entices the students to observe the clear rules of behaviour, which she has laid down. The good communication students have with their teacher inspires a positive attitude to Home Economics among the students. Overall, it is clear that the teacher relates in an understanding way with the students and that they are happy and content in her care. The classroom is an encouraging place which fosters learning among students. There are posters; samples of practical work and written work of the students on display in the Home Economics room to spark interest.

It is evident that students understand that the teacher expects a high standard of work from them. The majority of students undertake to do the higher course. It is clear, from questioning the students, that they have an appropriate understanding of the course content. They are able to answer various questions, including memory questions and higher order questions competently. Homework is used effectively to reinforce learning. At the end of the lesson the teacher customarily gives a brief on the next lesson. This greatly adds to continuity of learning and aids the students’ understanding of the progress they are making in the subject.

From viewing the students’ work, it is clear that the appropriate skills are being developed effectively. The quaility of project work in Textiles, Child Care and Crafts is to be commended. The students display a considerable ability in organising and presenting their subject assignments. The teacher provide appropriate guidelines to the students in relation to project work. Overall, project work is used efffectively to develop the students’ creative abilities and their knowledge skills. A high standard of work is evident in both the practical and written work undertaken by students. The skills and knowledge acquired are appropriate to the age and abilities of the students.

ASSESSMENT AND ACHIEVEMENT

A range of assessment methods are used regularly in Home Economics to examine the students’ progress and to ensure they have sufficient practice in examination technique. Formative assessments of the students are carried out frequently by means of questioning and homework. Various methods are used during instruction in order to check on understanding of learning. Students are frequently given written tests at the end of work modules. A whole school policy on homework including the use of students’ diaries is in operation. The teacher marks the homework or reviews it as class work. An organized study period is provided four afternoons per week. Overall, the teacher is commended for the good practice observed in relation to homework and assessment in general.

The students in first year, second and third year take formal examinations in December and at the end of the school year. Fourth year students take one examination per term. Third and fifth year students take monthly examinations. In addition to State Examinations these students undergo Christmas examinations and pre-certificate examinations are held for them in spring. The subject teacher maintains a continuous account of examination results, and she maintains regular contact with the students regarding their progress in the subject. The student’s progress is revised and the examination levels are decided in conjunction with the subject teacher and with the parents. Written reports on the progress of individual students are sent to parents/guardians. Progress is also discussed at the parents and teacher meetings which are organised annually. The school journal is also used to disseminate information.

Emphasis is placed on the importance of study and examinations and good study practices are developed among students. The excellent work of the students is visible in study folders, notebooks and copybooks. The school maintains an account of State Examination results and these are analysed by the teaching staff at the beginning of the school year.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS

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

There is a very good demand for Home Economics at both junior and senior cycle.
It will prove difficult to provide for the various needs of first year and second year students while taught in the same class.
Boys and girls in the school do not have equal access to the Home Economics programme. The majority of the girls take the subject, together with a low number of boys occasionally.
School management supports the subject in regard to the provision of time, resources and teaching staff. Teaching time allocated to the subject meets the requirements of the syllabuses.
The subject is taught through the medium of Irish. Additional teaching, through English, is available as necessary to some students.
Commendable direction, advice and assistance are given to students and their parents in choosing subjects and subject levels.
The Home Economics room and the storage area are unsatisfactory, especially for practical work. An application for upgrading the kitchen is with the Department of Education and Science. There is an urgent need for this work. An extraction fan is required for the kitchen as a matter of urgency.
Due to a shortage of space in the school at present, the kitchen is used for other subjects and also as a dining area and meeting place for the students at lunch time.
A high standard of planning and preparation is evident in Home Economics. Very good progress has been made in the long term and short term planning and there are comprehensive schemes of work designed for each class, which meet the needs of the syllabus.
The provision for supporting students with special needs in the Home Economics classes is commendable.
A very high standard of teaching and learning is evident during lessons.
Good use is made of appropriate methods of teaching, which are suitable to the ability, age and interest of the students.
Very good use is made of a range of suitable resources to enhance the lessons and facilitate and consolidate the learning.
An orderly environment is provided and good behavioural practices are encouraged among the students. Good relationships are maintained between the teacher and the students.
In general a high standard is evident in the work of the students, including practical work, project work and written work. The students show a good understanding of the various aspects of the subject.
The teacher succeeds in encouraging the students to achieve to their best efforts and therefore the majority of the students intend to sit the higher level course.
A range of assessment methods is used regularly in Home Economics to examine the students’ progress and to ensure that every student has adequate experience in examination technique.

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

It is recommended that the school ensure that classes are organised so as to respond to the different needs of the students in first year and second year.
It is recommended that the school ensures that boys and girls both have equal access to Home Economics.
It is recommended that the range of influences that affect students when they have to opt between Home Economics and other subjects be researched.
Refurbishment of the kitchen and the storage area is recommended.
The immediate installation of an extraction fan in the kitchen is recommended.
Ongoing investment and improvement of Home Economics facilities is recommended.
It is recommended the Home Economics room be used solely for that subject.
It is recommended the computer facilities available to Home Economics be further developed and used widely for the benefit of students’ learning.

Post-evaluation meetings were held with the principal and with the teacher of Home Economics at the conclusion of the evaluation at which 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 school report

Area 2: Follow-up actions that have been undertaken or that have been planned to implement the conclusions and recommendations of the inspection since its completion

In this year’s Timetable, 2006/07, Years 1 and 2 have one separate class per weekly their own. Years 1 and 2 also have a joint double class and a single class.
At the beginning of this schoolyear, Year 1 was given the choice between Home Economics and a Technology Subject (Woodwork) as a month long trial in both subjects – the pupils’ decision was accepted. Year 4 was also given the choice between Home Economics and Construction Studies.
In August 2006, the school kitchen and the storage area beside the kitchen underwent significant refurbishment.
Five extractor fans were installed, one above each cooker.
Investment is ongoing in Home Economics facilities as is necessary.
We will be able to use the Home Economics room for that subject alone when additional rooms are added to the School.
An application has been made to the Department of Education and Science since March 2002 and it has been acknowledged that additional rooms are badly needed in the school.