An Roinn Oideachais agus Eolaíochta

 Department of Education and Science

 

  

Subject Inspection of Home Economics

REPORT

 

Saint Vincent’s Secondary School

Saint Mary’s Road, Cork

Roll number: 62590A

  

Date of inspection: 15 February 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 St. Vincent’s Secondary School, Cork. 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 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 embedded in the curriculum offered in St. Vincent’s Secondary School, Cork. While generally speaking it is an optional subject in the school, a taster programme in first year means that all students are afforded the opportunity to study Home Economics for the year. It is also a mandatory subject for students who take part in the school’s Transition Year (TY) programme. In line with the school’s very open system of subject choice in junior cycle, and in response to student demand, the school offers Home Economics in two subject bands. In senior cycle, Home Economics is also offered in the two pre-determined subject bands. All of these initiatives make the subject very accessible to students and, as a result, are highly commended.

 

Home Economics is an extremely popular subject in the school. Currently almost all of the junior-cycle students have opted to study Home Economics and most of the senior-cycle students have also chosen it as one of their optional examination subjects. A lot of credit is due to both management and the members of the department for these very strong and most impressive uptake levels.

 

On the whole, timetabled provision for Home Economics cannot be faulted. It is favourable to the subject, in that sufficient time is allocated to the delivery of each syllabus and to the students, in that their contact with the subject is evenly spread over the weekly timetable. Timetabling four teachers to ensure access to two food laboratories is never easy. Management in St. Vincent’s however is to be credited for making every effort to minimise the consecutive timetabling of double periods, thereby ensuring almost uninterrupted access to the specialist rooms for every teacher and their associated class groups. It is positive to note that efforts are also made to ensure that teachers retain assigned class groups in junior cycle and again in senior cycle. One aspect of the overall timetable creates a difficulty for the delivery of the practical elements of both syllabuses particularly. This is the scheduling of four, thirty-minute classes on Wednesday’s timetable. Over and above the difficulty it poses with regard to completing assigned work on time, it makes it extremely difficult to ensure that students get to avail of all of the potential learning opportunities that practical classes present. A review of this aspect of timetabling is therefore strongly recommended.  

Class sizes are most conducive to students’ effective participation and learning in all classes, practical and theory. Additional teaching posts, has allowed management, when timetabling for Home Economics, to provide smaller class sizes as required. This has facilitated the splitting of certain class groups so that students can avail of a smaller teacher-student ratio and the many accompanying benefits attached to this. The value of this resource cannot be underestimated.

 

The home economics department is provided with an annual budget for the provision of equipment and resources. The independence and creative scope that this approach provides can be seen in a variety of initiatives which have been introduced by the department. A highly organised recycling bank, the display of posters with a particular relevance to the school, designed by the subject department and printed by a local printer, and the display of photos which capture students’ participation levels, accomplishments and achievements in Home Economics are but some of the endeavours observed. Requests for additional resources that cannot be provided for through the annual budget are also, budget permitting, rarely refused by management. Access to information and communication technology (ICT) for students and teachers of Home Economics has been significantly enhanced through the provision of a printer and personal computer, which is has broadband internet access, in one of the food laboratories. The intention to provide similar technology in the second laboratory is commended and fully encouraged.

 

The school houses two good-sized food laboratories, G1 and G2, as well as a needlework room. Management and the home economics department are currently investigating the possibility of converting the needlework room to a third food laboratory. While admittedly this would eradicate the current timetabling difficulties, it may give rise to other problems. First and foremost, the size of the room in question will greatly restrict the number of work units that can be provided and therefore the class groups that can be timetabled for the room. Secondly, a dual-purpose room, used for needlework and the preparation of food, does present some health and safety concerns. It is also important to consider that the two existing food laboratories have been in use for approximately 30 years and so, at this point, are in need of upgrading and refurbishment. Careful consideration should be given to how available money might be best spent. Furthermore, while the design of G1 is acceptable, the design and layout of G2 is far from ideal and, depending on the number of students working in the room, is less conducive to safe practice.   

 

A number of other health and safety concerns are also identifiable in G1 and G2. To begin with, the rooms are very cold, a fact that is made even more obvious upon entry and exit where the difference in room temperature between the corridor outside and the rooms themselves is quite dramatic. In theory lessons where, in the main, students are required to sit at desks for between thirty and forty minutes, these temperatures are far from ideal. Both rooms house large, convector-style heaters which work on the basis of drawing air in at the bottom, heating it and releasing warm air out the top. This system is not suitable for rooms where food is being prepared but particularly so in the rooms in question, where the age of the appliances has led to a build up of dust and other particles, both within and on the heaters themselves. When in use, these heaters have also been found to cause headaches and irritation to the respiratory tract. The flooring in G2 is also not non-slip and therefore poses a risk to the health and safety of students and teachers when the room is fully operational. Both rooms house chalk boards which are not ideal teaching tools in a food laboratory. Whiteboards would be far more suitable. These health and safety concerns need to be addressed as a matter of priority. Management is encouraged to continue to  explore every possible avenue with a view to accessing the assistance and means required in order that the situation, as outlined in this paragraph and the previous one, can be resolved.   

 

It is good to note that management is supportive of the concept and practice of collaborative subject department planning, thereby providing teachers with formal meeting time throughout the school year.

 

Finally, while a health and safety statement specific to Home Economics has been devised, it is recommended that consideration be given to the drafting of a more comprehensive document that identifies the actual hazards, highlights the risks attached to each hazard and outlines the control measures that need to be either implemented or followed to reduce the likelihood of an accident occurring. The introduction of a regular audit of subject facilities and an accompanying reporting mechanism for communication of identified concerns should also be implemented.

Planning and preparation

 

Planning in the home economics department, in the context of subject department planning, is currently co-ordinated by a post-holder. Ideally, in the interests of professional development, the position of subject co-ordinator should be rotated amongst all members of the department. A change in current practice is therefore recommended.

 

The home economics department is in the process of compiling a subject plan. In order to progress the plan the members of the department, in addition to the formal meeting time provided, meet informally on a very regular basis. This additional commitment is applauded. The very good practice of minuting the outcomes of such meetings is well established. As a means of further ensuring efficiency and effectiveness with regard to all planning, the custom of agreeing on agendas for future meetings should be strengthened. Furthermore it is recommended that, at this point, the home economics department engages in a SWOT analysis, in order to identify the subject’s strengths, weaknesses and opportunities for development, as well as any apparent threats to the subject in the school. The outcomes of the analysis should be used to direct and guide future planning in Home Economics.

 

It is very positive that programmes of work, which commendably are based on the syllabuses rather than the textbooks, are being devised for each year group. While, on the whole, these are at an infancy stage, certain features of the programmes are very well developed. They are time-bound and provide very specific information with regard to not only what work is planned for each term, but work planned for each week and even each lesson. This very detailed forward planning and organisation is highly praised. It is also very commendable that the programmes have become working documents in individual teacher’s files and include lots of teacher observations and evaluative comment with regard to work undertaken. This will be of great benefit to the recommended annual review process. The recognition amongst the members of the department that these schemes will always be a work in progress is also very progressive. In time, the programmes could be developed further, with a particular emphasis on methodologies and resources. This would give rise to a more formal sharing amongst teachers of ideas and approaches to the teaching of various topics and would foster discussions with regard to improving student understanding and learning. Other suggested additions include: the integration of topics, the linking of practical work and the relevant theory, assessment procedures, homework exercises and, when and where applicable, student revision. This task, as it is quite onerous, could be carried out on a phased basis, taking, for example, one junior and one senior year group per annum. 

 

Planning for the collection and preparation of resources designed to assist teaching and promote student learning is also evident. The open sharing of these is also very praiseworthy. The preparation of worksheets and assessment papers, designed to make learning more accessible and rewarding to weaker students or students with specific learning needs was also apparent. As a means of further supporting teachers in the area of planning for weaker students or students with special educational needs (SEN), systems should be established to allow for a greater level of liaison between subject teachers and the learning support or resource teacher. Any advice or input that could be provided by these specialists would further equip teachers in their efforts to provide for such students.   

 

Traditionally, the home economics department in St. Vincent’s has demonstrated a keen interest in becoming involved in cross-curricular projects. Previously, the department was involved in a programme referred to as the School Integration Programme, which entailed the establishment of links between Home Economics and ICT. Currently the department is involved in an NCCA pilot programme which involves the linking of ICT and Home Economics and comprises an investigation of the use of ICT in the teaching of nutrition to junior-cycle classes. A member of the department is also involved in the Health Promoting School initiative which forges links between Home Economics, Physical Education and Social, Personal and Health Education. The teachers concerned demonstrate an enthusiasm for and commitment to planning for the provision of co-curricular, subject-relevant activities. Opportunities to extend student learning beyond the four walls of the classroom are constantly being availed of. As a result of effective and imaginative planning, students have been exposed to a range of activities and events including: guest speakers, talks, workshops and the organisation and participation in food demonstrations in the Blackpool Shopping Centre. The department’s energy, drive and ardour for this area of their work is highly praised.

Teaching and learning

 

The quality of short-term planning for lessons observed over the course of the inspection was of a high standard. A range of resources had been collected or prepared for use in the delivery of lessons. Many of these were computer generated and of good quality, and included acetates, worksheets, recipe sheets, handouts, case studies and posters. Teachers’ files and students’ folders also suggested that the preparation, collection and use of resources, such as those listed, is an established practice in the department. Food and product samples, as well as kitchen equipment, were also used during practical lessons to support student learning in the topics being explored.  

 

All lessons demonstrated clear aims which were also openly shared with students. In one instance, the aim and its accompanying objectives were highlighted at each of the key junctures of the lesson. This was a very effective way of refocusing students, increasing the relevance of the various sections of the lesson and reminding students of the planned outcome. This approach is highly praised and therefore further encouraged. Overall, lessons were well structured and appropriately paced.

 

Teacher instruction was highly informed. This led to a most impressive non-reliance on the textbook and a delivery that was natural and free-flowing. The teaching observed demonstrated clarity and precision. Efforts were also made on a constant basis by all teachers to contextualise and make relevant the information being presented to students. This was achieved most effectively by the use of anecdotes that had a certain resonance with students’ experiences, as well as by drawing on students’ knowledge of the world. Constant references were also made over the course of lessons to work previously covered, as well as to sections of the relevant syllabus which could be linked with the lesson or topic being taught. Both of these approaches are commended for the contribution that they make to student understanding and learning in Home Economics.

 

Students were exposed to a range of methodologies and strategies over the course of all lessons. It was good to note that some of the approaches incorporated were very student-centred and activity based, and provided visual and kinaesthetic stimulation as well as auditory stimulation. In other instances, the approaches used were predominantly verbal. A key challenge for all teachers is to ensure that learners of all types are provided for in every planned learning activity. As a means of addressing this, it is recommended that, when planning lessons, the inclusion of experiences that will have a wider and greater appeal to the preferred learning style of all students should be fostered and developed. A number of activities incorporated into the lessons observed had their basis in worksheets. While this was a predominantly successful approach, in some instances, all of the potential learning opportunities were not fully realised or availed of. Considering the time and energy that is involved in the planning of and preparation for both the worksheet and the associated activities, it is recommended that the staging of all activities take account of all of the intended learning outcomes.  

 

It was very positive to note that recap was a dominant feature of most of the lessons observed. This was provided for throughout lessons, usually before moving on to another section or area of the topic being explored. Questioning was used very effectively in this regard. Generally the questions were posed to the class group and then individuals were invited to respond. On occasions, questions were also directed to named students. This ensured an equal distribution of questions amongst the students in the class. Student answering demonstrated definite learning in each of the topics being investigated. Similarly, provision was made for a lesson summary. It is commendable that this took many forms, including worksheet completion, case-study analysis and questioning. Teachers’ consciousness with regard to recap and lesson summary, and their planning for the provision of them are highly praised, as both approaches have a significant role to play in helping to ensure student understanding and learning.  

 

Practical lessons were carefully planned, well managed and expertly run. Students, despite it being only their third or fourth time in the food laboratory, demonstrated a keen awareness of established systems and practices and, relatively speaking, demonstrated an impressive degree of culinary skill and know-how. This is a tribute to the teachers who work with them. Constant reference was made throughout lessons to safety, hygiene, resource management and best practice, as well as to the relevant principles of cookery. Some efforts were made to teach theory relevant to the task at hand over the course of the practical lessons. This approach is further encouraged. While lesson planning included provision for evaluative exercises that would be completed by students for homework, it is important that students engage in some evaluative work during the lesson itself. This has many benefits, not least being that it is good training for the practical examination in third year and for the completion of journals in fifth year.  

 

Classroom atmosphere was most positive. Students were well behaved and, in the main, were focused and attentive. Students also responded favourably to teacher direction and instruction. On the whole, students were most anxious to participate in lesson content and were also at ease with contributing comments or answers to questions. This participation and contribution was welcomed, encouraged and affirmed. An underlying curiosity and enthusiasm for the subject bubbled to the surface on occasions, creating a sense of excitement and fun. This was particularly evident in the practical lessons observed.  

Assessment

 

Students’ progress and achievement in Home Economics is measured, chiefly, through a combination of oral questioning in class and student performance in written, topic-tests.  Periodically, students’ project work is also assessed. To date, neither junior cycle students’ food studies practical work, nor senior cycle students’ journal work have been formally assessed. This is an area that should be addressed by the subject department as a matter of priority. Ideally the mark awarded to students at key times during the school year should include students’ achievement in the relevant areas of each syllabus. The resulting aggregate mark would be a more accurate indicator of students’ actual performance in Home Economics. It would also reflect the assessment objectives of both syllabuses.

 

All students sit formal, house examinations at Christmas. Pre-examinations are held in February or March for third-year and sixth-year classes. Students of non-examination classes are required to take part in formal, house examinations again in May. Results are posted home to parents following each of these examinations. Reference is made in all school reports to the quality of students’ homework as well as to their co-operation and participation levels. The home economics department has begun to issue common assessment papers during the summer examinations to students of similar year groups. This approach is to be credited.

 

There was, in some cases, evidence of the regular assigning of homework. Where this was not the case, a similar approach is recommended. Some of the monitoring of students’ homework was illustrative of an approach to marking which provided students with constructive feedback in the form of comments on work undertaken. This approach to assessment, which is consistent with assessment for learning or AfL, an approach that has been endorsed by the National Council for Curriculum and Assessment (NCCA), is fully encouraged. Additional information on this assessment mode can be located on the website of the NCCA at www.ncca.ie. In some instances, the correction of students’ work lacked the affirmation, praise and encouragement that were such a dominant feature of lesson delivery. Where applicable, this should also be addressed in the future monitoring of students’ homework. The periodic grading of students’ homework is also encouraged. As a means of supporting teachers’ work in the correction of the coursework journals in fifth year, it would be important to access the sample marking schemes that have been provided. These are available on the website of the Home Economics Support Service at www.homeeconomics.ie. Finally, on a more minor point, the dating of all monitoring that is undertaken is also recommended.  

 

Some very high-quality systems of record-keeping were observed in teachers’ files. Detailed records of homework assigned and students’ completion of same were maintained in some cases. In addition to the recording of students’ attendance levels, participation levels with regard to, for example, students having all of the necessary materials for lessons, were also noted. Moreover, records of students’ performance in class-based assessments were systematically recorded and filed. Some of these also provided comment on students’ performance and on their overall application to the study of the examined topic. This approach is highly commended as it assures full teacher accountability during parent-teacher meetings, which are held once per annum for each year group.       

Summary of main findings and recommendations

 

The following are the main strengths 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 teachers 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.