An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

Subject Inspection of Home Economics

REPORT

 

Schull Community College

Colla Road, Schull, County Cork

Roll number: 71102I

  

Date of inspection: 14 March 2006

Date of issue of report: 26 October 2006

 

 

This Subject Inspection report

Subject Provision and Whole School Support

Planning and Preparation

Teaching and Learning

Assessment and Achievement

Summary of Main Findings and Recommendations


 

Report on the Quality of Learning and Teaching in Home Economics

 

 

This Subject Inspection report

 

This report has been written following a subject inspection in Schull Community College.  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 the 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 deputy principal and subject teacher.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

Subject Provision and Whole School Support

 

Home Economics is well-instituted in the curriculum offered by Schull Community College.  It is a relatively popular subject in the school, albeit traditionally a subject chosen predominantly by the female student cohort.  It is an optional subject on the curriculum with the exception of first year, where every student studies the subject for an entire year and Transition Year, where all students are required to complete an eight-week module in Home Economics.  

 

Overall, uptake levels in the subject are very healthy, particularly in light of the fact that it is a mixed school which offers a broad range of subjects to all of the students in attendance.  Students are very well supported by the school in the process of choosing subjects, both at the end of first year and again before proceeding to fifth year.  The established approach in this area is extremely student-centred and espouses the principles of transparency, equality and fairness.    This, coupled with the fact that Home Economics is mandatory in first year and in TY, practically guarantees students unrestricted and informed access to a whole range of option subjects, including Home Economics.  Management also highlights a very high satisfaction rating among parents and students with regard to this system.  Students of the subject are encouraged to aim for high academic standards, as evidenced by the substantial percentage of students traditionally opting to take a higher-level paper in Home Economics in both of the State examinations. 

 

On the whole, the subject benefits from a very acceptable level of subject provision and whole school support.  From a timetabling perspective it is good to note that sufficient time is being allocated to Home Economics and continued consideration should be given to ensuring an even spread of students’ contact with the subject, in all year groups, over the weekly timetable.  Management’s support for the concept and practice of collaborative planning, through the provision of four formal meetings per annum as a means of facilitating this work, is deserving of much credit and praise.  While this approach is not necessarily relevant to a one-teacher subject department, management is also to be commended for overcoming this apparent drawback by providing opportunities for the Home Economics department to collaborate and work in partnership with other relevant subject departments and teachers.  The observed practice of providing an agenda for the formal planning meetings is very praiseworthy. As a means of building on such good practice it is recommended that the outcomes of such meetings also be minuted.  Furthermore, it is recommended that any key discoveries or decisions taken by the Home Economics department, in the interest of teaching and learning in the subject, be recorded for future reference and reflection.  This approach is particularly important in one-teacher departments where, if such records are not in place, continuity and subject development can be compromised in instances where mid to long-term teacher absences arise.  Management is extremely supportive of teachers’ continuing professional development (CPD) and readily endorses teacher attendance at all in-service provided externally as well as instigating and facilitating a range of measures designed to support teachers internally in their desire to up-skill and develop professionally.  Home Economics, both from a subject facility and Information Communication Technologies (ICTs) perspective, is very well resourced in the school and it is good to note that management operates a very pro-active policy with regard to the provision of adequate resources.                

 

Management and staff are to be credited for the design and implementation of a health and safety statement for the Home Economics room and are to be commended for instigating a review of this statement in 2003.  At this stage, however, it would be appropriate to consider revisiting the statement and reviewing its contents and its application. It is suggested that simultaneously, a detailed audit of the subject facilities also be carried out.

 

 

Planning and Preparation

 

A very professional approach has been adopted by the Home Economics Department to the planning and preparation required for the teaching of Home Economics.  A lot of credit is due for overcoming the apparent disadvantages of operating in a single-teacher department when it comes to the concept and practice of collaborative planning.  The department has in fact embraced the practice and readily consults and engages with other teachers in the immediate school environs, as well as with other Home Economics teachers working in the area.  Such an approach is recognised by the Home Economics department as an excellent means of sharing ideas, exchanging information and discussing good practice.          

 

A subject-specific planning document is being prepared by the department which, because of its comprehensive nature, deserves much recognition and praise.  It was good to note too, that the document reflects the framework proposed by the Home Economics Support Service at one of their recently-organised network meetings.  Furthermore, this planning document must be commended for its inclusion of a series of reflective and evaluative exercises concerning certain facets of the department’s work, such as the identification of long-term goals for the subject and providing for students with special educational needs (SENs).    

 

The very desirable practice of developing schemes of work for each year group was also evident in the planning documentation reviewed during the inspection.  The schemes vary in their depth of treatment and in their overall approach. In order to enhance the good work already underway, it is recommended that a consistent approach be adopted to the compilation of schemes and that schemes be developed over time.  Suggested additions include:  topics to be covered on a term-by-term basis, suitable methodologies, appropriate and available resources, topic-specific assignments and homework; assessment modes, links between theory and practical work, integration of subject matter, as well as exam preparation and revision, when and where appropriate.  Since this is quite an involved process, it is recommended that it be implemented on a phased basis taking, for example, one junior and one senior year group per annum.  Course syllabuses and Guidelines for Teachers should provide the basis for such detailed planning.  With regard to the textile area of the Junior Certificate course and in light of course guidelines, it is recommended that as part of the reappraisal of programmes of work in junior cycle, that planning for the provision of this area of the course be reviewed. Finally, with regard to planned programmes of work, it is also suggested that consideration be given to the utilisation of ICT for the drafting of such work, as this approach allows for the efficient implementation of any rudimentary amendments and revisions as they arise. 

 

It was good to note that the department has recognised the role that the past State-examination paper marking schemes and Chief Examiner’s reports can play in guiding and directing planning for the effective delivery of the curriculum.  Traditionally in the department, a significant amount of time and energy has also been devoted to planning for the provision of co-curricular and extra-curricular activities, designed to extend student learning beyond the classroom.  Such an approach is very commendable and is fully encouraged in the delivery of both Home Economics syllabuses.  Attempts are also made by the department to establish cross-curricular links between Home Economics and subjects such as Business, Science and ICT.      

 

A subject-specific resource library has been complied by the department which is very deserving of on-going investment and expansion, particularly in light of the fact that independent student research is now a requirement of both junior and senior cycle subject syllabuses.   

 

 

Teaching and Learning

 

The quality of the short-term planning for all lessons observed was excellent, as evidenced by the very methodical approach to lesson content that was observed and the extensive range of appropriate support materials prepared and collected for each lesson.

 

There was evidence of high-quality teaching in all of the lessons visited.  Lessons were consistent with the planned schemes of work and the very good practice of sharing the intended learning outcomes with the students at the outset was an established practice in all instances.  Lessons themselves were well-structured and appropriately paced. 

 

Most lessons began with a recap of work covered previously.  This was achieved most effectively through the posing of a series of questions intended firstly, to check student understanding of the work to date and secondly, to establish links between the new work to be explored and work previously covered.  A most impressive flash-card system was utilised with senior cycle students.  Students compile their own revision notes on cards for homework, following which a selection of the cards are utilised by the teacher as a source of revision questions at the outset of the next lesson.  This was very effective for the purposes stated previously but also as a means of helping students to become independent, active, autonomous learners. 

 

Questioning was also used very effectively throughout lessons to engage students in lesson content and encourage student participation, to check understanding of new work being introduced and to help students to recognise the significance of the integrative nature of Home Economics.  Some good examples of higher-order questioning were also apparent over the course of lessons.  This style of questioning, which focuses on the ‘why’ end of the questioning spectrum and helps develop students’ ability to apply, analyse, synthesise and evaluate information, is an excellent means of preparing students for higher-level papers in both of the State examinations and so is fully encouraged.  Questions were well-distributed amongst the class groups and a very good use of students’ names was also noted, both as a means of encouraging student answers and recognising and affirming student contribution and effort.  Students who were finding it difficult to answer a question posed to them were also gently prompted in a very supportive and encouraging style, with the intention of assisting students to answer the question correctly whilst building their confidence levels.   

 

The instruction provided was clear, concise and well-informed.  Explanations of difficult concepts were provided in a way that drew on students’ own knowledge base while identifying easy ways to remember the more tedious detail required.  A number of methodologies were utilised in the delivery of lesson content including whole-class teaching, on-spot demonstrations, one-to-one individual instruction, student participation in demonstrations, pair-work and student note-taking.  As a means of building on this varied approach to the delivery of lesson content it is recommended that consideration be given to the greater inclusion of some of the more active methodologies.  These methodologies encourage independent, collaborative and co-operative learning, which are key focuses of both Home Economics syllabuses.   

 

In the practical classes visited there was evidence of excellent preparation of students for the food and culinary skills examination.  There was much evidence of student understanding of and adherence to established practices and procedures in their approach to this area of the course.  Lessons were punctuated with appropriate references to the theory relevant to the task at hand.  Students were encouraged to be original and creative in their approach to preparing and cooking food through the provision of a basic recipe that allowed great scope for students to individually choose how the end product would taste and look.  Students’ imagination and resourcefulness were also called upon for the serving-up of their finished dishes, which was carried out with great flair, enthusiasm and pride.  Students were very competent in their culinary pursuits, worked confidently and independently and demonstrated a keen awareness of both safety and hygiene.  The excellent practice of involving students in an evaluative exercise of their work and their completed dishes was also included in the lesson.

 

It was good to note the very early introduction of the design process in the delivery of the Junior Certificate syllabus in the subject.  Evidence of students’ application of the process to designated tasks could be seen in work produced by students from first year onwards and this approach is worthy of much praise.  A series of support sheets have also been devised by the department to assist students in their understanding and application of this core element of Home Economics at junior cycle.              

 

A wonderful atmosphere permeated each lesson, which is due in no small way to the very positive teacher-student rapport that was observed.  Students were very much at ease when contributing to class content and their contributions were encouraged, acknowledged and affirmed.  Student activity was managed efficiently and effectively and students themselves were very focused and attentive, demonstrating a heightened curiosity for topics being explored.  The Home Economics room was very stimulating, enhanced through the display of a series of topic-related posters, student work and photographs. 

 

Students were very purposeful in their work assignments, they demonstrated a high level of engagement in all classroom activities and exhibited a good level of knowledge and understanding of the subject.

 

Assessment and Achievement

 

A wide range of assessment methods is utilised by the department in determining student progress and achievement in Home Economics.  Students are assessed orally on a daily basis and are provided with written class tests as required.  The provision of the occasional, unannounced spot-check test, is proving very effective in ensuring that students complete any study assigned for homework.  The outcomes of such tests are housed in students’ folders.  To ensure that students reap the full benefit of this approach, it is recommended that they be provided with a copy of the questions posed in class for filing alongside the appropriate answer sheet.  The assessment of students’ project and practical work is also established practice in the department.  As a means of strengthening the approach here it is recommended that a percentage of the grade awarded for such work be included as part of the overall mark awarded to students at key times during the school year.  The resulting aggregate grade is a more accurate indicator of students’ actual ability in the subject and also reflects the assessment objectives of both syllabuses.  All students of the subject, with the exception of first years, are provided with a terminal written exam in Home Economics at the end of the school year. It is recommended that the practice of not providing first year students with a written exam at the end of the school year be reviewed.       

 

There was evidence of the regular setting, correcting and monitoring of homework.  Much of the correction and monitoring of this homework is completed in class. It is recommended that periodically student work be collected and enhanced through the provision of individual and personalised feedback.  In addition, it is suggested that consideration might be given to the adoption of an approach referred to as assessment for learning (afl).  Information on this mode of assessment can be located on the website of the National Council for Curriculum and Assessment at www.ncca.ie.   

 

Student outcomes are systematically recorded and utilised as a means of assessing student progress on a continuous basis.  Such outcomes are communicated to parents through the issuing of two reports, one at Christmas and the second during the summer, as well as through the parent- and student-teacher meetings which are held once per annum for each year-group.    

 

The department has some preparatory work completed with regard to devising subject-specific homework and assessment policies.  This is a very commendable move and this work should be progressed in time with a view to making the policies more year-group specific in terms of content and approach. 

 

The displayed students’ craft work was completed to a high standard. It was good to note that students are being introduced to a range of crafts including fabric painting, quilting and appliqué.  The originality and creativity of each of the finished pieces was also very noteworthy and each piece was accompanied by neatly organised and beautifully presented design process folders.           

 

 

Summary of Main Findings and Recommendations

 

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

 

 

 

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

 

 

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