Subject Inspection Report Home Economics 2007

This report has been written following a subject inspection in Mohill Vocational 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 one day 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 subject teacher. The board of management 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

There is a long tradition of Home Economics in Mohill Vocational School which has a current enrolment of ninety-nine boys and fifty-eight girls and there is evidence of a high level of commitment, from a very experienced teacher, to the planning and teaching of the subject in the school. It is commendable that a taster programme allows first year students to sample all optional subjects in order to make an informed choice; the length of the taster programme varies somewhat from year to year. Uptake of Home Economics is particularly strong in junior cycle and the school reports that the numbers taking the subject in senior cycle are increasing steadily. However, at all levels it is primarily girls who chose the subject. Management reports that the subject option pools are generated based on student preference. Nevertheless, it is noted that Home Economics is offered in what would be considered traditional subject option pools. For example, in junior cycle, it is offered alongside Technical Graphics in second year and Materials Technology (Wood) in third year while in senior cycle it is offered alongside Construction Studies. Whilst recognising the constraints regarding options and subject choice in a small school, it is recommended that strategies be explored to promote Home Economics as an option subject with appeal for all students, in order to encourage greater gender balance at all levels. It is praiseworthy that Hotel, Catering and Tourism and Social Studies are included in the Leaving Certificate Applied (LCA).

Teaching time allocated to classes is adequate and in line with syllabus recommendations. However, it is noted that a number of double class periods are timetabled to run over break-time and lunchtime, which means that the double periods are split. This is not conducive to the smooth operation of practical lessons and it is recommended that this practice be reviewed. In dealing with this, some thought might also be given to splitting one of the double class periods allocated to classes in junior cycle into two single periods, thus creating an additional opportunity for class contact time.

There is one specialist classroom for Home Economics, in the form of a kitchen, which is well organised and maintained. Due to the overall shortage of space in the school, it is necessary to use this room for the teaching of other subjects. It is also used as a venue for some students to eat their lunch. Since such practices are not advisable from a health and safety perspective, every effort should be made to ensure that effective measures are put in place so that there is no risk to health and safety. Management, staff and students are eagerly awaiting the modern facilities that will be available in the new school following the impending amalgamation of Mohill Vocational School and the local Marian College.

While information and communication technology (ICT) facilities are not available in the kitchen, students have limited access to the computer room. There is no annual budget for Home Economics, but resources are allocated on the basis of teacher requisition. Management is very supportive of requests made for the ongoing replacement and updating of equipment. There is a school policy in relation to health and safety and it is commendable that health and safety guidelines have been developed for Home Economics. Appropriate health and safety notices are on display in the specialist classroom.

Planning and preparation

Subject planning has recently begun as part of the school development planning process and, to date, a good deal of work has been done in subject planning for Home Economics. In addition to the formal time allocation, much of the planning is carried out in the teacher’s own time. Programmes of work have been drawn up for all year groups and they provide a clear outline of the work to be covered on a term-by-term basis. Commendably, the programmes are based on the syllabuses and include the theory and practical work to be covered for each year group. Reference is also made to some of the resources to be used to support teaching and learning and it is good practice that opportunities for revision are also included throughout the year. In order to enhance the very good work that has already taken place in subject planning, it is recommended that the programmes of work be further developed to focus on the learning outcomes for students, in terms of expected knowledge, understanding and skills. This would ensure that the focus is on learning as well as teaching. The integration of theory with the relevant practical coursework should also be clearly outlined. This work could be carried out on a phased basis. More specific timeframes could also be included where this is not already the case. It is noted that planning for students with special educational needs is also a feature of the subject planning. There is very good evidence that the teacher keeps daily records of work completed to date. This is excellent practice.

It is very commendable that there is some collaboration between the home economics teacher in Mohill Vocational School and her counterpart in Marian College in relation to the sharing of ideas and resources. This initiative is particularly valuable in terms of supporting teachers in small schools where the subject department consists of only one teacher. However, in this case, it will also pave the way for a collaborative approach to subject planning when the two schools amalgamate in the near future. In this regard, a common subject-planning framework could be used in any future planning for the subject in advance of the amalgamation.

A wide range of commercial resources has been collected to support the learning and teaching of Home Economics. In addition, the teacher has developed a very good range of student worksheets and handouts on a variety of topics for both junior and senior cycle and these are filed systematically under the relevant headings. A bank of questions, examination papers and associated marking schemes is also available.

Teaching and learning

Lessons were well planned and well structured to meet the varying needs of the students. In keeping with the objectives of the syllabuses, the core principles of integration and application of knowledge infiltrated the teaching and learning processes in all lessons; this excellent practice is commended. Continuity with previous lessons was maintained using questioning to check learning and understanding.

There was evidence of very high quality teaching and learning. Teacher instruction was very clear and accurate and the teacher demonstrated a very commendable concern for students’ understanding of content. The manner in which difficult concepts were simplified and explained was impressive and students responded positively to the well-chosen range of teaching strategies, resources and active learning methodologies that were appropriate to the subject matter and the level and ability of the students. The methodologies kept students focused and engaged with the learning process. As an example, in a junior cycle lesson on pastry, key words from a brainstorm were recorded and then used to check students’ knowledge and understanding. This was followed by an analysis of a variety of recipes that were used to help students apply their knowledge. A word search was then creatively used to help students, individually, formulate the rules for pastry. These activities were interspersed with teacher instruction and appropriate use of the textbook and students’ copybooks. This lesson provided a very fine example of an appropriate balance between teacher instruction and student activity, both individually and in groups. The lesson demonstrated good examples of differentiation as well as a developmental approach to building on knowledge and understanding accompanied by the integration of previous knowledge and new information.

Students engaged readily with the classroom activities and they were purposeful in their work. There was a good emphasis on independent learning as well as class participation. As students worked individually, the teacher moved around the classroom checking progress and students availed of the opportunity to seek clarification where necessary. Observation of students’ copybooks and practical coursework journals indicated good progress in their work. Interaction with students indicated that they had a good knowledge of the subject matter.

In a senior class, students were focused on preparation for the forthcoming certificate examinations. Particularly impressive was a strategy employed where students were given the opportunity to work on past examination questions which required them to analyse and interpret information. This was supported by the use of probing questions from the teacher, where the students were effectively challenged and coached to use the information correctly and helped to develop examination techniques in line with the marking criteria of the written examination. The practice of working on past examination questions is commended and it is recommended that this approach be extended to non-examination classes. This could involve the assignment of a question from a past examination paper for homework, following the completion of a section. It was noted that students are also well trained in terms of keeping notes and highlighting essential information in handouts and their textbooks.

In all of the classes visited, classroom management was excellent. Teaching and learning took place in a firm, purposeful and supportive atmosphere that was highly conducive to learning Student participation was encouraged and very good use was made of praise to affirm students’ efforts thus building self-confidence.

Assessment

A range of assessment modes, including the assessment of practical work, is used to assess student achievement and progress. It is good that these reflect the assessment objectives of the syllabuses.

During the lessons observed, questioning was effectively used and it was noted that questions were generally directed at specific students. It was noted that students were not rushed, but were given time to answer the question; this is good practice. Students’ responses to questions indicated a very good level of knowledge of previous subject matter and provided further evidence of the very good quality teaching and learning. There were some good examples of questions that challenged students to think and analyse. It is recommended that this practice of the use of higher-order questioning should be further developed in both oral and written work.

There is evidence that homework is regularly assigned and there were some good examples of thorough monitoring and marking of students’ work and of providing them with constructive written feedback. This commendable practice should be further developed so that students can benefit from feedback on their progress and use it to enhance their own learning. Further information on this practice of assessment for learning is available on the NCCA website (www.ncca.ie). Students achieve good outcomes in Home Economics in the school and it is noteworthy that participation rates at higher level in both junior and senior cycle are also high.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

There is evidence of a high level of commitment to the planning and teaching of the subject in the school. Uptake of Home Economics is very strong particularly in junior cycle.
The school is eagerly awaiting new facilities for Home Economics as part of the impending amalgamation. Subject planning for Home Economics is well underway and the collaboration between the staff of the two schools is commended.
There was evidence of very high quality teaching and learning. The well chosen range of teaching strategies, resources and active learning methodologies kept students focused and engaged with the learning process.
As is appropriate, the core principles of integration and application of knowledge infiltrated the teaching and learning processes.
Students were appropriately supported and challenged in their preparation for the certificate examinations.
Teaching and learning took place in a firm, purposeful and supportive atmosphere that was highly conducive to learning.
There is evidence that homework is regularly assigned and there were some good examples of thorough monitoring and marking of students’ work and of providing them with constructive written feedback.

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

Strategies should be explored to promote Home Economics as an option subject with appeal for all students, in order to encourage greater gender balance at all levels.
The practice of timetabling double class periods over break-time and lunchtime should be reviewed.
When the programmes of work are being reviewed, it would be helpful to outline the specific learning outcomes for each topic. The practice of working on past examination questions should be extended to non-examination classes.
The use of higher-order questioning should be further developed in both oral and written work.

Post-evaluation meetings were held with the teacher 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.

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

Classes are not now timetabled over breaks (one exception)