An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

 

Subject Inspection of Home Economics

REPORT

 

Ballinrobe Community School,

Ballinrobe, Co. Mayo.

Roll number: 91462E

 

Date of inspection: 20 April 2007

Date of issue of report:  6 December 2007

 

 

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 Ballinrobe Community School, Co. Mayo. 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 subject teachers.

 

 

Subject Provision and Whole School Support

 

Home Economics is firmly established on the curriculum at Ballinrobe Community School. It is a popular subject choice in junior cycle and reasonably popular in senior cycle. It is selected mainly by girls, although a small number of boys also take the subject. The home economics teachers work collaboratively, are generous with their time, professional in their approach and open to the on-going development of subject provision. This was evident from the level of reflection, planning documentation, and individual preparation for high quality teaching and learning in the classes observed. It is also notable that the teachers have this year embarked on the provision of a FETAC Childcare course to post Leaving Certificate students.

 

Incoming first-year students select their optional subjects prior to entering the school and these choices are informed by, among other things, an exposure to displays on subjects during the open evenings for prospective first years. The incoming first-year students are asked to choose three practical subjects from a choice of six available. This arrangement permits students to study a broad range of optional subjects in first year and should facilitate students in making a more informed choice with regard to subjects available for junior cycle. On transfer to second year, students make their final subject choices for junior cycle and Home Economics is usually selected by over a third of students. 

 

The Transition Year (TY) is offered as a senior-cycle option, however, there were insufficient numbers to run it this year. Usually TY students are involved in undertaking a variety of practical cookery assignments and, upon the successful completion of the Safe Food for Life programme, students receive certificates.

 

Home Economics is an optional subject in all other year groups. Management operates a student-centred system of subject choice, which ensures that students have unrestricted access to subjects such as Home Economics. Every effort is made to ensure that all students are placed in their subject option of choice. Students and their parents are well supported in choosing subjects and levels within subjects. The Home Economics department is to be commended on its active role in providing advice for prospective students. The school reports that numbers enrolled are generally on the increase in senior cycle. This uptake is supported by the teachers’ active promotion and marketing of the subject at information evenings. It is important that consideration be given to the implementation of strategies which would further encourage the senior students to study the subject to Leaving Certificate level.

 

A small number of senior cycle students, mainly boys, undertake the Leaving Certificate Applied (LCA) Programme and Hotel, Catering and Tourism is a popular vocational specialism with all LCA students. The home economics teachers make a valuable contribution to the LCA programme through the promotion of a range of extra and co-curricular activities. In addition, the home economics department endeavours to promote Home Economics as a popular subject option by such activities as: marketing of the subject to prospective students and parents at information nights, showcasing student work at school events, hosting of awareness campaigns, and the use of local media to publicise subject events. Such initiatives are praiseworthy and should be continued.

 

There is very good resource provision and whole school support for Home Economics and a high level of commitment from teachers and management to the organisation, planning and teaching of the subject is evident. The school generally provides class materials for practical work in Home Economics, supplemented by the students when required. Management is committed to maintaining classes to a reasonable size, which is commendable. Classes are organised on a mixed-ability basis and the home economics department is very pro-active in encouraging all students to fully realise their potential. Last year, the school celebrated the achievement of a Leaving Certificate student who was awarded the highest mark in Home Economics nationally. The school management and teachers are to be commended for encouraging and motivating students to this level.

 

Class period provision is generally in line with syllabus recommendations, including at least one double class to facilitate mandatory practical coursework. However, with regard to first year all optional subjects, including Home Economics have been reduced to three class periods per week. While provision at this level is currently below the four class periods normally allocated to optional subjects, through this initiative students are permitted to experience a broad range of subjects in first year. In order to make good this apparent shortfall in teaching time and to continue to enable all first year students to study a broad range of subjects, management should support the teachers in exploring the further development of the existing informal cross-curricular links so as to engage in formal cross-curricular planning for students in conjunction with Social Personal and Health Education (SPHE), Science and Business Studies teachers. In doing so, teachers involved should endeavour to develop complementary approaches to themes, which are common to each of their syllabuses. The existing informal cross-curricular links with subjects such as Art, Religious Education, Business and Science are notable. In addition if this arrangement is considered to be effective and it is decided to continue with it, then it is recommended that management support teachers in developing and sustaining such cross-curricular links through the provision of adequate meeting time during staff planning days.

 

Management’s support of the teachers’ continuing professional development (CPD) is laudable. School-based in-service is organised and new teachers are well supported. Teachers are encouraged to participate in Teacher Professional Networks. The teachers have participated in a variety of in-service training sessions such as those provided by the Second Level Support Service for LCA. It is notable that management plans to provide subject departments with more time for subject planning, as part of its ongoing commitment to school development planning. The provision of agenda and the keeping of minutes for subject departments as observed during the evaluation are noted as very desirable practices.

 

The home economics department has developed its own guidelines for hygiene and safety and is involved in the current review of the school’s health and safety statement to ensure compliance with current legislation. There is evidence of very good health and safety practice in home economics classes and reference is made to food hygiene and safety in the planning documents for Home Economics. Appropriate safety equipment is available in the home economics rooms.

 

Teachers have access to shared television and video/DVD equipment. In addition, as the home economics teachers make frequent use of the overhead projector (OHP), the provision of a dedicated OHP for use in the kitchen is warranted. Teachers make good use of information and communication technologies (ICT) in class preparation and during classroom instruction, and consequently have produced a wide variety of teaching resources using ICT. However, it was identified during the inspection that teachers have a great desire to incorporate more ICT into teaching and learning as more technology becomes available and expertise is developed over time. Students are also encouraged to utilise ICT for investigations and project work in Home Economics during their computer classes and their own study time and access to the school’s two computer rooms can be pre-arranged by the teachers, subject to availability. Considering the willingness of the home economics teachers to integrate ICT into lessons, it is recommended that management encourage and support this initiative in the context of continued improvement of ICT to enhance the teaching and learning of Home Economics. This would assist teachers in the provision of differentiated learning for students. In the context of teachers currently using their own laptop computers in class, a positive start would be the installation of white screens and the provision of data projectors in the home economics rooms and in time the provision of an interactive white board could be considered.

 

It is commendable that there are two separate specialist rooms for Home Economics: a kitchen which functions as a food studies laboratory and a designated textiles room. These rooms are very well organised and well resourced with a range of equipment necessary for the teaching of the subject and are generally shared by the teachers as necessary. Teachers have maintained equipment and resources for Home Economics to a very high standard. In the context of annual stocktaking, an audit on equipment is undertaken and management is supportive of requests made for the ongoing replacement and updating of equipment as necessary. Looking towards the future, the home economics team should continue to review existing resources and plan for the acquisition and use of further equipment and teaching resources as necessary. In the context of whole school developments and ongoing maintenance of the home economics rooms, it is recommended that the specialist room for textiles should be refurbished and modernised in line with best practice guidelines. 

 

 

Planning and Preparation

 

Management is supportive of subject department planning and the home economics department readily engages in the recommended practice of collaborative planning both on a formal and informal basis. A subject co-ordinator is appointed annually on a voluntary basis, agenda are decided in advance of department meetings, and records of subject department meetings are maintained. The monitoring and review of subject plans to meet students’ needs is built into subject department meetings and subsequent issues are regularly communicated to the principal. Teachers tend to meet informally on a regular basis throughout the week to monitor and review progress. The professional commitment and interest of the teachers involved is commendable.

 

The home economics department has developed a comprehensive subject plan for Home Economics, which includes details on the organisation, planning, teaching and learning, and assessment of the subject. This subject plan is grounded in the school’s mission statement and includes information on in-career development, class seating plans, health and safety, first aid procedures, teaching methodologies, teaching resources, use of ICT, homework, assessment, record keeping, reporting mechanisms, and records of subject department meetings. In addition, curricular plans of work have been drawn up for each year group. These plans are syllabus based and provide a clear outline of the content including the relevant practical and project work to be completed each term. Details regarding class activities, teaching methodologies, homework, revision and assessment are also included.  There is good emphasis on revision and it is notable that revision plans are dovetailed around students’ learning of new material. There is evidence of good practice in planning for common content, revision and assessment in Home Economics. Teachers maintain records of work completed and this aids review and future planning. This plan is very much a working document, and there was evidence that it is reviewed regularly and that amendments are made as appropriate. The home economics teachers make good use of the home economics syllabuses, teacher guidelines and other relevant documentation to facilitate programme planning at all levels. Records of student achievement in State examinations are analysed by management in conjunction with the teachers and this informs future planning of teaching strategies and learning activities. The teachers are complimented on the work in this area.

 

In the context of ongoing subject planning, it is a stated intention of the home economics department to further develop this good work to include more detailed short-term plans of work. Suggested additions could include reference to expected learning outcomes; the specific sequence and timeframes for the completion of relevant practical/project/course work; choice of teaching methodologies and use of resources for particular lessons; the establishment of clear links between theory and the related practical work; provision for the integration of subject matter as recommended in the syllabuses; the specific timeframes and expectations for homework and assessment; and, where applicable, details on examination preparation. This process could begin at the next review stage and be implemented on a phased basis.

 

It is praiseworthy that a comprehensive Textile Studies programme is implemented at junior cycle to fully comply with syllabus requirements. This includes the development of skills in such areas as basic hand stitches and then proceeds to using the sewing machine and in time the completion of a household article and an item of clothing. Teachers adopt the good practice of developing the design brief process from an early stage in junior cycle, in both food studies and practical textiles work and students demonstrated best practice in developing the design folder in tandem with the textile or craft item. In addition students are introduced to the skills required for project work such as research, investigations, surveys and case studies on an incremental basis from first year onwards. This approach enables them to develop essential knowledge and skills over time, in the areas of analysis, investigation, problem solving, action planning and evaluation.

 

Classroom notice boards are used to great effect to display charts, articles, evidence of students’ work and competitions. This is to be commended as it contributes to a feeling of pride and achievement in students. The home economics department has developed an impressive range of shared teaching aids and resource materials, using ICT, that are effectively tailored for specific year groups. In addition to the existing school library, the home economics department has established a mini-library/resource area offering a variety of learning resources including reference books, leaflets, relevant publications, posters, DVDs, videos and commercially-prepared resource packs. It is evident that these resources are used effectively in lessons. While the provision of resources to support the teaching and learning of Home Economics is adequate, in the context of future planning management should support the home economics team with regard to on-going investment in the development and expansion of resources to support teaching and learning in Home Economics.

 

A range of co-curricular and extra-curricular activities such as visits to outside agencies and participation in competitions provide students with opportunities to extend learning beyond the classroom. In addition, the use of guest demonstrators and speakers on selected topics that support and enhance learning is planned for. There is a well focused approach to cross-curricular activity for the development of LCA student tasks for Hotel, Catering and Tourism, as well as visits to restaurants to support and enhance learning. Such activities are commendable as they broaden students’ educational experience and ultimately make learning more real and enjoyable.  

 

Effective use is made of the experience and expertise of home economics teachers in catering for the needs of students including those with special educational needs (SEN). The teachers are made aware of any students with SEN and liaise with the special needs co-ordinator in the school on an ongoing basis ensuring that materials are adapted to suit the needs and abilities of students as appropriate.

 

In general, the very high standard of planning and preparation observed in Home Economics is reflective of the professionalism and dedication of the subject teachers to the ongoing development of Home Economics as a popular subject option.

 

Teaching and Learning  

 

There was evidence of very good teaching and learning in both the practical and theory lessons observed. Short-term planning for lessons, which included the prior preparation of the materials for class, was very good. Lessons were clearly focused, well sequenced and presented at a pace that accommodated the individual abilities of the students. Learning outcomes for the lesson were clear and shared with students at the outset and there was evidence of good continuity with previous learning and appropriate integration of theory with practical skills. The teachers showed an awareness of the students’ learning styles and adapted the teaching and learning to suit the students’ needs.

 

Student interest was stimulated and maintained by the use of a variety of teaching strategies. Teaching and learning were particularly effective where opportunities were provided for students to engage with lesson content in an active way. There were some very good examples of the use of appropriate active learning methodologies such as brainstorming, pair work, student presentations to peers, developing mind maps for revision and group discussion. Very good practice was observed where students were encouraged to think, consider, analyse and synthesise issues and answers during activity-based learning. This practice is commendable as it assists students in developing higher-order thinking skills and should continue to be incorporated regularly into lessons. Teachers also demonstrated good practice in utilising students’ experiences and prior learning to introduce and develop new concepts. Other teaching methodologies observed included oral questioning, teacher spot demonstration, individualised learning, explanation, board work and the use of worksheets. Effective questioning and explaining strategies were used in the classes observed to engage students in the learning activity, to check understanding, to support students in the development of higher order thinking skills and to link new information with prior learning. Much emphasis was placed on students’ understanding of content and processes and there were very good examples of linking the lesson content to students’ everyday experiences.

 

In the context of the various mixed-ability classes observed differentiation by questioning was evident. All students were included and targeted, thus encouraging the active participation of students who are less able and providing a challenge for students more familiar with the subject matter. Differentiation by teacher intervention was discreetly employed during practical work and this could be further developed across all classes by means of group work, pair work, problem-solving and collaborative learning.

 

Teachers displayed a high level of subject expertise in the topics under study. Instruction was clear, accurate, and contextualised. It was frequently supported by the use of a range of relevant visual and tactile stimuli and resources to enhance teaching and consolidate learning such as overhead transparencies, student handouts, worksheets, samples and the board. Teachers make good use of ICT in the provision of differentiated learning. Developing further integration and use of ICT is recommended as it assists students by increasing the range of teaching and learning strategies in use.

 

With regard to food studies practical classes, there was evidence of well-established systems of practice and thorough preparation of students for practical examinations in food studies. During practical work observed, there was an appropriate balance of teacher instruction, demonstration and time to allow students to work independently. Good emphasis on the explanation of key concepts and on the development of skills was observed. The design brief process is adhered to and, as part of preparation for practical food studies classes, teachers have prepared recipe and evaluation sheets to assist students in meeting the brief. The expert use of demonstration during food practical lessons observed is to be commended as it allows students to observe teachers modelling the proper execution of procedures, processes and skills. Formal demonstrations to small groups and to individual students and impromptu demonstrations to highlight salient points were therefore utilised effectively. Students themselves were organised and knowledgeable in their approach, worked collaboratively and actively participated in tasks. Best practice was observed when a recipe sheet/work plan and associated time planning were incorporated into the lesson. Hygiene and safety notices were displayed in the classroom and safe practices emphasised at all times. Students are encouraged to undertake evaluations of practical tasks completed and to focus on the product, the process and the task itself. This informs continuous assessment of student work. There was  commendable concern for students’ understanding of content and for the acquisition of appropriate manipulative skills in practical classes.

 

Teacher-student interactions were engaging, purposeful and mutually respectful and reflect well the student-centred ethos permeating the school. Students were well managed, guided and directed in all learning activities and their work was monitored carefully by teachers in a very supportive, encouraging and caring manner. This contributed to a positive classroom atmosphere that was conducive to effective learning. The students were well behaved and were affirmed and encouraged in all their contributions and efforts. Discipline was sensitively maintained and students were attentive, interested and participated well in the learning process. The seating arrangements for students were conducive to full participation and effective classroom management. The learning environment of the home economics room is enhanced through the display of a number of educational posters and of student work. This is to be commended as it contributes to a feeling of pride and achievement in students and endeavours to serve as a stimulus and source of motivation for the present cohort of students.

 

The students responded well to questions and demonstrated very good understanding of subject knowledge and various skills in practical work appropriate to their class group and level. Student work examined included very good examples of well-organised folders containing a variety of materials relevant to all aspects of the syllabus. Observation of students’ project work in the area of Childcare, Textiles and Design and Craftwork indicated a high level of competence in terms of investigations, organisation and presentation. Project work displayed the incremental development of students’ skills in accordance with their level and ability. Processes such as crochet, knitting, appliqué, embroidery are regular features of the craftwork completed. It is praiseworthy that good use is made of ICT for both research and presentation of coursework. Overall, the level of teacher guidance and the evidence of students’ skills, creativity and originality in the area of project work are to be commended. The teachers set high expectations for students, encourage learner autonomy, carry out thorough monitoring and appraisal of student work regularly and promote good study and revision practices. The majority of students aspire to the higher level course, particularly at junior cycle. Students are supported by a team of very enthusiastic and committed teachers. The approaches to teaching and learning as outlined above reflect many of the principles of best practice.

 

 

Assessment

 

A consciousness of examination standards and associated practical requirements informs the work of the home economics teachers.  Relevant State Examination Commission (SEC) documentation is used to inform assessment procedures employed. Therefore, a range of assessment modes is utilised to determine student progress and competence and to ensure that each student has good experience in examination techniques. These include oral questioning, work sheets, written exercises, class tests, in-house examinations and some assessment of project and practical work. Where appropriate, the individual teachers record the results of these, a practice which is commendable as it assists teachers in building a profile of students’ progress and achievement in the subject over a period of time. In LCA, the procedures for monitoring key assignments and student tasks are effective.  Records of students’ work and examination results are documented systematically and students and their parents are advised regularly on their progress in the subject. Reports are sent home to parents periodically.  Communication with parents is maintained through parent-teacher meetings, phone calls, letters, special meetings and through the year head system.

 

The home economics department operates a system of continual assessment and, in so far as possible, the grades awarded for home economics examinations in junior cycle during the year are an aggregated mark for written tests, food and culinary skills practical work and projects completed during that term. Teachers endeavour to develop common Christmas and end-of-year house examinations for students. In addition, those preparing to take the State examinations sit pre-certificate examinations in the spring and students’ progress is reviewed and their examination levels are decided in consultation with the subject teachers and parents.

 

The school had developed an agreed homework policy, and the home economics department has developed its own guidelines for homework, assessment, and record keeping and reporting. Clear procedures are in place for regular assessment of student learning. Homework is assigned regularly and is subsequently marked by the teachers or reviewed as a class activity. Homework activities are designed to accommodate the various learning styles evident in mixed-ability groups and, on occasion, encourage the development of higher-order thinking skills or require students to engage in reflective independent or collaborative research. Students’ folders contained an impressive range of completed work, spanning the entire syllabus. In order to assure the quality of work presented by students, very good practice was observed with regard to regular monitoring of students’ folders. In relation to formative assessment, some useful teacher comments provided valuable feedback to students on their progress and affirmed work well done. This good work is illustrative of the principles that underpin assessment for learning and should be further developed across all year groups.

 

Practices and procedures in relation to homework, revision and assessment in Home Economics are commendable. Teachers plan to further develop this good work by formalising “agreed expectations” for student homework for each year group through the process of subject planning.

 

 

Summary of Main Findings and Recommendations

 

The following are the main strengths identified in the evaluation:

 

·         There is very good resource provision and whole school support for Home Economics and a high level of commitment from teachers and management to the organisation, planning and teaching of the subject is evident.

 

 

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

 

·         In order to make good the apparent shortfall in teaching time and to continue to enable all first year students to study a broad range of subjects, management should support the teachers in exploring the further development of existing informal cross-curricular links so as to engage in formal cross-curricular planning to develop complementary approaches across programmes.

·         Considering the willingness of the home economics teachers to integrate ICT into lessons and in the context of continued improvement of ICT, it is recommended that management encourage and support teachers’ efforts to integrate ICT to enhance the teaching and learning of Home Economics.

·         Looking towards the future, the home economics team should continue to review existing resources and plan for the acquisition and use of further equipment and teaching resources as necessary.

·         In the context of whole school developments and ongoing maintenance of the home economics rooms, it is recommended that the specialist room for textiles should be refurbished and modernised in line with best practice guidelines. 

 

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