(pdf) ks3 home economics non statutory guidance · 1 guidance for home economics at key stage 3...
TRANSCRIPT
1 Section01 PurposeofthisGuidance
3 Section02 HomeEconomicsintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirements
forHomeEconomics7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 KeyConcepts15 4.3 LearningOutcomes18 4.4 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning27 5.4 ActiveLearning
29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning
33 Appendices:33 Appendix1 Cross-CurricularSkills37 Appendix2 ThinkingSkillsandPersonalCapabilities39 Appendix3 ExploringTopicsinHomeEconomics41 Appendix4 MoreonThinkingSkillsandPersonalCapabilities44 Appendix5 ActiveLearningStrategies46 Appendix6 SelectingaFocusforDevelopment
Contents
GuidanceforHomeEconomicsatKeyStage3
1
GuidanceforHomeEconomicsatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
HomeEconomicsispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforHomeEconomicsinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforHomeEconomics.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
••
Section01PurposeofthisGuidance
01
3
GuidanceforHomeEconomicsatKeyStage3
TheNorthernIrelandCurriculumseekstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives.Itisabouthelpingpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.
HomeEconomicshasasignificantroletoplayinthis.HomeEconomicsprovidespupilswithopportunitiestoexplorerealissuesexplicitlyrelevanttoreal-lifecontexts.Theseexperiencesleadtothedevelopmentofawiderangeoftransferableskills.Ofparticularvalueisthecontributionofthesubjecttothedevelopmentofskillssuchasdecisionmakingandworkingwithothers.
ForHomeEconomicstoberelevantinthecurriculumitmustmeettheoverallcurriculumobjectives.Theseare,developingthepupilsasindividuals,ascontributorstosocietyandascontributorstotheeconomyandtheenvironment.
MeetingCurriculumObjectivesHomeEconomicsdevelopspupilsasindividualsby:
helpingthemexploretheirhealthinapracticalcontext,enhancingtheirpotentialtoliveahealthylifestyleandmakeresponsiblechoicesabouttheirdietandfood.
HomeEconomicsdevelopspupilsascontributorstosocietyby:
givingthemasenseofthemselvesassocialbeingsandhowtheyrelatetooneanother;makingthemawareofvaluesandlifestylesthataredifferentfromtheirownandhelpingthemmakereasonedjudgementsinfamilyrelationships.
HomeEconomicsdevelopspupilsascontributorstotheeconomyby:
givingthemanawarenessofthemselvesasconsumersinachangingeconomytohelpthembecomediscerningandeffectivewhenmakingjudgementsinrelationtotheenvironmentandpersonalfinances.
•••
•
•
•
Section02HomeEconomicsintheNorthernIrelandCurriculum
02
4
GuidanceforHomeEconomicsatKeyStage3
QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinHomeEconomicsto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
•
•
•
5
GuidanceforHomeEconomicsatKeyStage3
3.1 KeyStage2AnunderstandingofthebenefitsofahealthylifestyleincludinghealthyeatingispartofthecurriculumareaPersonalDevelopmentandMutualUnderstanding.PupilsatKeyStage2areencouragedtodevelophealthyattitudesandbehavioursinrelationtoeatingandfoodchoiceandalsotoconsiderfoodaspartoftheirculturalheritage.Theyarealsogivenopportunitiestodevelopanunderstandingoftheirroleandresponsibilityasconsumersinsocietyandtoexaminetheroleofadvertisingandhowthemediapresentsinformation.Underthethemeofrelationships,pupilsaremadeawareofthedifferenttypesoffamily,theskillsforparenting,theimportanceofgoodparentingandhowresponsibilitieschangeastheybecomeolder.
3.2 KeyStage4TheflexibleframeworkforstudyingHomeEconomicsatKeyStage3allows:
teacherstoestablishthefoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;
pupilstobecomeindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedintheminimumrequirementsforKeyStage3HomeEconomicsprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
ThechangingemphasisatKeyStage3aimstopromotemoreindependentandflexiblelearnerswhohavetheskillsandcapabilitiestoaddressthedemandsatKeyStage4andbeyond.
AtKeyStage4thosepupilswhoelecttocontinuetostudyHomeEconomicscanfollowtheCCEAGCSEspecification.DetailsoftheHomeEconomicsspecificationareavailableontheCCEAwebsite.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
•
•
Section03LinkstoKeyStage2andKeyStage4
03
7
GuidanceforHomeEconomicsatKeyStage3
KeyConcept-HealthyEatingExploringHealthyEatingprovidesopportunitiestodevelopunderstandingrequiredinthechoice,planning,storage,preparation,cookingandservingoffood.
KeyConcept-HomeandFamilyLifeExploringHomeandFamilyLifeprovidesopportunitiestounderstandtheimportanceofthefamilyasacaringunit.
KeyConcept-IndependentLivingExploringIndependentLivingprovidesopportunitiestounderstandtheimportanceofbecomingdiscerningconsumersandeffectivemanagersofresources.
Pupilsshouldhaveopportunitiesto:
Developpracticalskillsinthesafe,hygienic,healthyandcreativeuseoffoodstoplan,prepare,cookandservearangeofmeals,forexample,creativeuseofingredients,cookingfordifferentculturesandoccasions,etc.
Developthepracticalskillsinthesafeuseofarangeofutensilsandappliancesinthepreparation,cookingandservingofavarietyofdishes,forexample,selectingtheequipmentappropriatetothetask;makinguseoflaboursavingappliancesandnewtechnologyinthekitchen,etc.
Investigatetheimpactofstorage,preparationandcookingonfood,forexample,nutritionalvalue,preventionoffoodpoisoning,spoilage,etc.
Explorewaystoachieveahealthydiet,forexample,anunderstandingofthecurrentdietaryrecommendationsandhowtheycanbeappliedtofoodchoiceandpreparation;understandingdietrelateddisordersasaconsequenceofpoorfoodchoice.
Pupilsshouldhaveopportunitiesto:
Exploretherolesandresponsibilitiesofindividualswithinavarietyofhomeandfamilystructures,forexample,sharingroleswithinthefamily,rolereversal,etc.
Developawarenessofparentingskills,forexample,howparents/carerscannurturephysical,intellectual,emotional,social,moraldevelopment.
Investigatesomeofthechangingneedsoffamilymembersatdifferentstagesofthelifecycle,forexample,physical(includingnutritional),intellectual,emotional,socialneeds.
Explorestrategiestomanagefamilyscenarios,forexample,managingchangesinfamilycircumstancessuchassiblingrivalry,caringforrelatives,etc.
Developarangeofskillstopromoteindependencethroughplanning,managingandusingresources,forexample,taskandtimemanagement,cookingforandmanagingself,managingmoney,etc.
Investigatearangeoffactorsthatinfluenceconsumerchoicesanddecisions,forexample,mediaandadvertising,peerpressure,ethicalissues,valueformoney,methodsofpayment,impulseandplannedpurchases,etc.
Investigateconsumerrights,responsibilitiesandsupportavailableinarangeofscenarios,forexample,makinguseofrelevantlegislationandconsumerorganisations;complainingeffectively,etc.
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofHomeEconomics.
Pupilsshouldbeableto:
demonstrateskillsinthesafe,hygienic,healthyandcreativeuseoffood;researchandmanageinformationeffectivelytoinvestigateHomeEconomicsissues,includingUsingMathematicsandUsingICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateselfmanagementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visual,written,mathematicalandICTformats,showingclearawarenessofaudienceandpurpose.
••
•
••••
NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
KeyConceptsThekeyconceptsprovidethereal
andrelevantcontextsinwhichHomeEconomicsknowledge,understandingandskillsaredeveloped.Theseshouldbedevelopedthroughoutthe
keystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
HomeEconomics.
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;KeyConcepts (Healthy Eating, Home and Family Life, Independent Living);LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
••••
Section04UnderstandingtheStatutoryRequirementsforHomeEconomics
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforHomeEconomicswithadditionalguidanceandexamples
8
GuidanceforHomeEconomicsatKeyStage3
4.2 KeyConceptsTherearethreeKeyConceptsforHomeEconomics:
HealthyEating;HomeandFamilyLife;IndependentLiving.
EachKeyConcepthasanumberofstatementsinboldthatmakeupthestatutoryrequirementforthekeystageasawhole;notforindividualyearswithintheKeyStage.
Thebrevityofthestatementscanofferteacherstheflexibilitytointerpretanddeveloptheseasappropriatetotheirowncontext.TherecursivenatureofHomeEconomicsmeansthatthestatementsinthekeyconceptscolumnsarelikelytobecoveredanumberoftimesineveryyeargroupwithinthekeystage.
Thechallengewhenplanningisto:
providerichlearningexperiencesandopportunitiesthatwillberelevanttopupils;
choosethemesandactivitiesthatwilldevelopthewidercurriculumskillsandcapabilities;
motivateandengagepupilsbyprovidingopportunitiestoexplorerealproblemsrelatedtoHealthyEating,HomeandFamilyLifeandIndependentLiving;
providepupilswithchallengesthatareappropriatetotheirageandmaturity;
preparethepupilsforlifeandworkbyusingreallifeproblemsandcurrentissuesascontextsforlearning.
•••
•
•
•
•
•
9
GuidanceforHomeEconomicsatKeyStage3
Pupilsshouldhaveopportunitiesto: Exemplification
Developpracticalskillsinthesafe,hygienic,healthyandcreativeuseoffoodstoplan,prepare,cookandservearangeofmeals.
Developthepracticalskillsinthesafeuseofarangeofutensilsandappliancesinthepreparation,cookingandservingofavarietyofdishes.
Pupilsshouldbeprovidedwithopportunitiestodeveloparangeofcookeryskillsthatshowprogressionthroughoutthekeystage.Forexample,thefocusinyear8mightbeskillsrelatedtothepreparationofsnackssuitablefortheiragegroup,progressingtomorecomplexdishesandfamilymealsinyear10.Recipesshouldbechosentoengagethepupilsandstimulatetheirinterestinfoodandeatingaswellasaddressingthekeyprinciplesofhealthyeating.Theyshouldbecomemorechallengingeachyearandshouldencourageexperimentationwithfoodsoutsidethepupils’usualexperiences.Pupilsshouldalso,whenappropriate,begivenanelementofchoicewithingredients.Thiswillencouragethemtothinkforthemselves,tothinkabouttherecipeandthefoodandtobecreativewithabasicrecipe.Forexample,theyshouldbeencouragedtoselecttheirownchoiceoftoppings,fillings,vegetables,herbsorspices.Practicalcookerylessonslendthemselvesverywelltothedevelopmentofawiderangeofskillsbeyondthoseassociatedwithfood.Forexample,thereareopportunitiestodevelopself-managementskillsandskillstopromoteindependence.Pupilscantakeresponsibilityfortheplanningoftheirownworkandmanagingtheirtimeratherthanalwaysfollowingateacherdirectedroutine.
Thekeymessageinthisstatementisthatpupilsdeveloptheskillsofusingequipmentratherthanwritingaboutit.Theseskillshavetobepractisedinapracticalcookerycontext,e.g.learnaboutthecookerbyusingit,learnabouthygieneandsafetybyusingcolourcodedchoppingboardsandovenglovesappropriately.Ifthereisvarietyandprogressioninpracticalcookeryskillsthenautomatically,therewillbeopportunitiesforpupilstouseandassesstheusefulnessofawiderangeofutensilsandappliancesincludingthemostrecentdevelopmentsonthemarket.Itissuggestedthatteachersintroduceequipmentthatthepupilsarelikelytouseagainorencourageaflexibleapproachbyimprovising.Forexample,measurepastainhandfuls,squeezelemonswithyourhand,measureflourwithatablespoon.
KeyConcept–HealthyEatingExploringHealthyEatingprovidesopportunitiestodevelopunderstandingrequiredinthechoice,planning,storage,preparation,cookingandservingoffood.
Thenatureofthiskeyconceptmeansthatthestatementsarelikelytobecoveredanumberoftimesineveryyeargroupwithinthekeystage.
10
GuidanceforHomeEconomicsatKeyStage3
Pupilsshouldhaveopportunitiesto: Exemplification
Investigatetheimpactofstorage,preparationandcookingonfood.
Explorewaystoachieveahealthydiet.
Learningrelatedtothisstatementismostlikelytotakeplaceduringpracticalcookeryclasseswherepupilscanseeforthemselvesandexperiencetheimpactofstorage,preparationandcookingonfood.Forexample:
theimpactofstoringrawmeatincorrectlycouldbehighlightedatthestartofalessonusingameatproductandthemessagereinforcedinsubsequentlessonswhenappropriate;theimpactoftearingratherthancuttingsaladleavestopreservevitaminCcouldbehighlightedduringalessononsalads;theimpactofboilingabolognesesauceratherthansimmeringcouldbehighlightedtoshowtheeffectofheatonliquids.
Therearemanytopicsrelatedtoachievingahealthydietthatallowthepupilstoexplorerelevantissues.Departmentshavetheflexibilitytochooseareasofinterestthatwill:
encourageenquiry;provideopportunitiesforpupilstobeactiveandparticipatory;reflecttheinterest,lifeexperienceandmaturityofthepupils;bechallengingandmotivating;developpupilskillsinresearchingandmanaginginformation;helppupilsmakeinformeddecisionsaboutfoodchoice;stimulatecuriosityaboutdietandfood.
Itissuggestedthatnutrientsareexploredastheyoccurnaturallyinthecontextofatopic.Thereisnorequirementforpupilstohavelearnedaboutallofthenutrientsbytheendofthekeystage.ThefocusatKeyStage3isonfoodandhealthydietratherthannutrientstoavoidrepetitionatGCSEandASModule1.
•
•
•
••
•
••
•
•
11
GuidanceforHomeEconomicsatKeyStage3
KeyConcept–HomeandFamilyLifeExploringHomeandFamilyLifeprovidesopportunitiestounderstandtheimportanceofthefamilyasacaringunit.
Pupilsshouldhaveopportunitiesto: Exemplification
ExploreaspectsofHomeandFamilyLife
Althoughtherearefourstatementsofminimumrequirementtheyaredifficulttoseparate.Itissuggestedthatanumberofissuesrelevanttotheage,interestsandlifeexperiencesofthepupilswouldbeexploredandthatthesewouldreflectaspectsfromthekeyconceptasawholeaswellasaddressingarangeofthinkingskillsandpersonalcapabilities.Theseissuescanrelatetorealpeopleandrealplacesandcanallowpupilstoconsidertheirownviewsandopinions.
ExploringHomeandFamilyLifeprovidesopportunitiestounderstandtheimportanceofthefamilyasacaringunit.
Example1Anyfamilymemberwithinanyfamilystructurecouldbeusedasstimulusfordiscussionorexploration.Considerationofatopicsuchas‘GrandparentsandtheExtendedFamily’couldencourageinvestigationandunderstandingofsomeofthefollowing:
theroleofolderpeopleinfamilies(roles and responsibilities of individuals);theimportanceofextendedfamilyrelationshipsforchildrenandtheirparents(roles and responsibilities of individuals);attitudestowardstheoldergeneration(changing needs of family members);problemsbetweengenerations(strategies to manage family scenarios);caringforanolderrelative(strategies to manage family scenarios);
aswellasprovidingopportunitiesforthedevelopmentofthinkingskillsandcapabilitiessuchas:
workingwithothers(respecting the views and opinions of others).
Example2Considerationofatopicsuchas‘FamilyCelebrations/Events’couldencourageexplorationandunderstandingofsomeofthefollowing:
celebratingtraditionscanbringnuclearandextendedfamiliesclosertogether(strategies to manage family scenarios);eatingtogetherasafamilyprovidesopportunitiesforindividualstodevelopemotionallyandsocially(changing needs of family members)(responsibilities of parenting);
aswellasprovidingopportunitiesforthedevelopmentofthinkingskillsandcapabilitiessuchas:
thinking,problem-solving,decision-making(examining evidence, distinguishing fact from opinion).
•
•
•
•
•
•
•
•
•
•
12
GuidanceforHomeEconomicsatKeyStage3
KeyConcept–IndependentLivingExploringIndependentLivingprovidesopportunitiestounderstandtheimportanceofbecomingdiscerningconsumersandeffectivemanagersofresources.
Pupilsshouldhaveopportunitiesto: Exemplification
Developarangeofskillstopromoteindependencethroughplanning,managingandusingresources.
Investigatearangeoffactorsthatinfluenceconsumerchoicesanddecisions.
Skillstopromoteindependencecanbedevelopedverywellthroughpracticalcookery.Providingopportunitiesforpupilstotakepersonalresponsibilityfortheplanningoftheirownworkandmanagingtheirtime,andusingactivitiesthathelpthepupiltobelessdependentonteacherdirectionisasteptowardsindependence.
Thisprinciplecouldbeappliedtootheractivitiesinwhichpupilsmakesomeofthedecisions,forexample:
pupilsdecidethedeadlineforatask;pupilsdecidetheheadingsforafactsheettheyareproducing;pupilsdecidewhichresourcestheywillusetoproducetheirwork–ICT,poster;pupilsdecidehowworkwillbedividedwhenworkingingroups;pupilshelpdecidethesuccesscriteriaforatask.
Thereisawiderangeoffactorsthatinfluenceconsumerchoicesanddecisions.Itissuggestedthatsome,ratherthanallofthem,wouldbeconsideredastheyoccurnaturallyintheplannedprogramme.Thefactorschosenshouldreflecttheinterestandmaturityofpupilsandtheapproachneedstobechallengingthroughoutthekeystage.Pupilsshouldbeencouragedtolookatfactorsfromapersonal,local,nationalandglobalperspective.Forexample:
impulse/plannedpurchasesasafactorthatinfluencesconsumerchoicescouldbeconsideredwhenlookingatmoneymanagement;valueformoneyasafactorthatinfluencesconsumerchoicescouldbeconsideredaspartofahealthydiet(costofahealthydiet/achievingahealthydietonabudget);ethicalissuessuchasfairtradeorfoodmilesasafactorthatinfluencesconsumerchoicescouldbeconsideredwhenlookingattheresponsibilitiesofaconsumer.
••
•
•
•
•
•
•
13
GuidanceforHomeEconomicsatKeyStage3
Pupilsshouldhaveopportunitiesto: Exemplification
Investigatearangeoffactorsthatinfluenceconsumerchoicesanddecisions
Investigateconsumerrights,responsibilitiesandsupportavailableinarangeofscenarios.
Itisimportantthatpupilsrecognisethattheyareconsumersandthat,despitetheirage,theyhaveeveryrighttoexercisetheirconsumerrightsaswellastakingresponsibilityfortheiractions.Thefocusofthisstatementistodeveloptheskillspupilsneedtobecomediscerningconsumersforexample:
knowinghowtocomplaineffectively;managingtheirownbehaviourindifficultsituations;usingnegotiationandcompromiseeffectively;locatingandevaluatinginformationaboutgoodsandservices.
Thereisnolistoflegislationororganisationsthatpupilsmustlearnabout-selectionofthesewillbeatthediscretionoftheteacherwhowillbeguidedbytheneedsofthepupils.Thefocusforlearningshouldbehowthepupilscanusethelegislationororganisationsintheireverydaylife.Skillscanbedevelopedthroughtheuseofscenariocards,casestudiesandroleplay.
••
••
Beingselectiveaboutwhatisexploredwillbeimportantforpupilengagementandrelevance.AguidetoexploringtopicsinHomeEconomicsisprovidedinAppendix3.
14
GuidanceforHomeEconomicsatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartment’sprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
•
•
15
GuidanceforHomeEconomicsatKeyStage3
4.3 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinHomeEconomics.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofHomeEconomicstomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
••
•
16
GuidanceforHomeEconomicsatKeyStage3
SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Demonstrateskillsinthesafe,hygienic,healthyandcreativeuseoffood
Managinginformation,BeingCreative,Decision-Making,WorkingwithOthers,Self-Management
Researchandmanageinformationeffectively,toinvestigateHomeEconomicissues,includingUsingMathematicsandUsingICTwhereappropriate
ManagingInformationCommunication,UsingMathematics,UsingICT
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate
Thinking,Problem-Solving,Decision-MakingCommunication,UsingMathematics,UsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough
BeingCreative
Workeffectivelywithothers WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance
Self-Management
Communicateeffectivelyinoral,visual,written,mathematicalandICTformats,showingclearawarenessofaudienceandpurpose
CommunicationUsingICTUsingMathematics
17
GuidanceforHomeEconomicsatKeyStage3
QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
Action
•
•
•
18
GuidanceforHomeEconomicsatKeyStage3
4.4 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Eachstrandisbrokendownintofurtherdetail(seeAppendix4).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported,forexample,linkingcauseandeffect,examiningevidence,planningatask,etc.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.Thissingleframeworkaimstomakethedevelopmentofthinkingskillsandpersonalcapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
Thebigshift,however,istofocusonopportunitiesinHomeEconomicswhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularHomeEconomicsconceptorcontext.
Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion-addingonethingtoanothertogivenewsignificance.
Planningforinfusioninvolves,forexample:
(a)lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas:evaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc.
(b)identifyingthespecificskillsandcapabilitiesbestdevelopedthroughHomeEconomicsandsettingupcontextstointroduceandpracticethem,suchas:distinguishingfactfromopinioninrelationtomediainformationabouthealthyeating,makinglinksbetweencauseandeffectofownbehaviourinafamilysituation,examiningoptionsandweighingupprosandconsinrelationtoconsumerchoices,respectingtheviewsandopinionsofothers,reachingagreementsusingnegotiationandcompromisewhenexploringtherolesandresponsibilitiesofindividualswithinavarietyofhomeandfamilystructures,learningwaystomanageowntimewhencompletingpracticalcookeryactivities.
ThisexplicitapproachtodevelopingtheThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalcapabilitiestoothercontexts.
ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.
•••••
19
GuidanceforHomeEconomicsatKeyStage3
ContinuingprofessionaldevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.FormoreinformationonThinkingSkillsandPersonalCapabilities,seeAppendix2andAppendix4.
QuestionsforDepartmentsHowcanHomeEconomicsmeaningfullydevelopeachofthe5strandsoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearethekeyopportunitiesinHomeEconomicsforinfusion?
Action
•
•
21
GuidanceforHomeEconomicsatKeyStage3
5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousetheminimumstatutoryrequirementstatementstodeviseschemesandunitsofworkinHomeEconomicsthatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.TheHomeEconomicsskillsandconceptscanbedevelopedthroughmanycurrentissueslocallyorinthemediathatpupilsexpressaninterestin,forexample,currentadvertisingcampaignsusedtolaunchormarketanewfood,orinvestigatingmediacoverageofthelatestfoodscare.
IntegratedTheHomeEconomicsrequirementiswrittentohelpteachersseealternativestotheteachingofdiscreteHomeEconomicsthemesandtoconstructunitsofworkthatintegratetheknowledgeandunderstandingfromdiscretethemestohelppupilsgainabetterunderstandingofhowtheworldaroundusworks.
ValuesBasedTheKeyConceptsprovideopportunitiesforpupilstoreflecton,forexample,moral,ethical,spiritual,socialandculturaldimensionsofHomeEconomicsissuesrelatingtorealpeopleandrealplacesandtoconsidertheirownviewsandopinionsaboutthem,forexample,theethicsofthegeneticengineeringoffoodorexploringissuesrelatedtoFairTradeproducts.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividual,collectivesocialandenvironmentalresponsibilities.Furthermore,opportunitiesaresignpostedforpupilstoact–individuallyorasawholeclass/school–onthoseareasofconcern,forexample,consumerresponsibilitiesaboutchoiceoffoodandequipment.
FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughHomeEconomicsmighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
05
22
GuidanceforHomeEconomicsatKeyStage3
5.2 AssessmentforLearningAssessmentforLearningisanapproachthatcansupportthelearningandteachingprocess.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustorecogniselearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
InAssessmentforLearning:
thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;learnersareabletotakeresponsibilityfortheirownlearningandforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
••
•
ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromoteAssessmentforLearningacrossthecurriculum.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..).Explainthereasonforlearning(Wearelearningthisbecause…….).
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccessandtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
•
•
Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
23
GuidanceforHomeEconomicsatKeyStage3
QuestionsforDepartments
WhatarethebenefitsofAssessmentforLearningpracticeinourclassroom?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
Action
•
•
•
•
24
GuidanceforHomeEconomicsatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughatthemomentthesemaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformaltowholeschoolandformallyplanned.
AnyofthefollowingcouldbeusedtohelpconnectlearningbetweenHomeEconomicsandothersubjects:
skills/learningoutcomes;keyconceptswithinLearningforLifeandWork;themes;knowledge;learningexperiences;keyelements;othersuitableapproaches.
(ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicandCollaborativeUnits,whicharepartoftheCurriculumSupportandImplementationBox).
•••••••
25
GuidanceforHomeEconomicsatKeyStage3
ConnectingtootherstrandsofLearningforLifeandWork(LLW)OnewayofbeginningtomakeconnectionsistouseLearningforLifeandWorkasafocus.HomeEconomicsandtheotherthreesubjectstrandswithinLearningforLifeandWork(LocalandGlobalCitizenship,EducationforEmployabilityandPersonalDevelopment)contributedirectlytothethreecurriculumobjectivestodeveloptheyoungpersonas:
anindividual;acontributortosociety;acontributortotheeconomyandenvironment.
TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichLearningforLifeandWorkprovisionasawhole.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext.
ConnectingtoKeyElementsHomeEconomicscanconnecttothekeyelementsintheotherareasoflearning,forexample:
PersonalHealthHealthawarenesscampaigns(English could explore the use of language in these type of texts)Lifestyleanddietarydifferenceswithinandbetweencountries(Home Economics could collaborate with the Modern Languages department)Incidenceofdiseasesuchasheartdiseaseandcancersandnutritionalrequirementsforgroupsofpeople(statistics could be analysed in partnership with Mathematics)Nutritioninsport(Home Economics could collaborate with the Physical Education department)
EconomicAwarenessBudgetingandfinancialplanningforconsumers(mathematicalskillsmightbeacquiredin Mathematics and promoted in Home Economics)
EthicalAwarenessEthicaldilemmasarisingfromscientificdevelopmentsinfoodsuchasGMfood(could be explored by Science and Home Economics)
•••
••
•
•
•
•
•
•
26
GuidanceforHomeEconomicsatKeyStage3
QuestionsforDepartments
Whichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
Action
•
•
•
27
GuidanceforHomeEconomicsatKeyStage3
5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
TheglossaryActive Learning and Teaching Methods for Key Stage 3isavailableatwww.nicurriculum.org.ukandisincludedintheCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
HomeEconomicscanproviderichcontextstousearangeofactivelearningstrategies(furtherdetailscanbefoundinAppendix5).
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?
Howdoestheclimateinourclassroomssupporttheuseofactivelearning?
Whataretheimplicationsforclassroommanagement?
Action
•
•
•
29
GuidanceforHomeEconomicsatKeyStage3
Section06AuditingandPlanning
06
Itisimportanttofindoutwhetherornotschemesofworkaresuitableformeetingthedetailofthestatutoryrequirements.ItisthereforeimportanttoevaluateexistingschemesofworkinrelationtothestatutorystatementsinHomeEconomics.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbythisprocess.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.SomeoftheseareoutlinedintheTablebelowandsomemightbebettersuitedtoHomeEconomicsmorethanothers.
Furtherdetailsareavailableatwww.nicurriculum.org.uk.
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.
ThinkingSkillsandPersonalCapabilities
Startingwithcurrentunitsofwork,itispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
30
GuidanceforHomeEconomicsatKeyStage3
6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofwork,youneedtoconsider:
howHomeEconomicsisdeliveredacrossthewholekeystage;howHomeEconomicslinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilitiesacrossthekeystage;howHomeEconomicscanactivelylinkwithothercurricularareas;howHomeEconomicsalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofwork,youneedtoconsider:
identifyingbigquestions/issuestoengagepupilsandsupportanenquirybasedapproach;thelearningandteachingactivitiesandstrategiesthatcandeveloptheskillsmosteffectively;howtobuildintimeformonitoring,evaluatingandreviewing.
ShortTermPlanningInplanningalessonorseriesoflessons,youneedtoconsider:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinatask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocesswhichrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.
Foranyschemeofwork/lessonorseriesoflessonsitmightbeusefultoask:
Howwelldidthepupilsrespond?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howmuchdidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceoflearning?howdoIknowthis?howdidIcollectit?
WhatmodificationscouldImakeinthecontent?inthelearningmaterials?inthelearningactivities?
•••••
•
•
•
•
•••••
•–––
•––––
•–––
31
GuidanceforHomeEconomicsatKeyStage3
WhendidIlastexperiencea“buzz”intheclassroom?
Whattheme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivity(ies)weretheydoing?Whatwasthepurposeoftheirlearning?WhydidIchoosetheseparticularresourcestousewiththosepupils?
ThisguidancehasbeendesignedtobeapracticalhelptoheadsofdepartmentandHomeEconomicsteachersatKeyStage3andshouldbeusedinconjunctionwiththewholeschooldevelopmentplanandotherrelevantdocumentation.
EveryHomeEconomicsdepartmentandschoolisdifferentandwilldevelopafocustosuittheirneedsandtheneedsoftheirpupils.MoreinformationonselectingafocusfordevelopmentcanbefoundinAppendix6.
–––––
33
GuidanceforHomeEconomicsatKeyStage3
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
•••
•••
•••••
••
•
•
Appendix1Cross-CurricularSkills
Appendices
34
GuidanceforHomeEconomicsatKeyStage3
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
•
••••••••
••
35
GuidanceforHomeEconomicsatKeyStage3
UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
••••
•
•
••
•
•
••
36
GuidanceforHomeEconomicsatKeyStage3
Cros
s-cu
rric
ular
ski
llCo
mm
unic
atio
nU
sing
Mat
hem
atic
sU
sing
ICT
Purp
ose
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss
curr
icul
ars
kill
ofc
omm
unic
atio
n
Top
rovi
deo
ppor
tuni
ties
for
pupi
ls
toa
cqui
re,d
evel
opa
ndd
emon
stra
te
the
cros
scu
rric
ular
ski
llof
Usi
ng
Mat
hem
atic
s
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss
curr
icul
ars
kill
ofU
sing
ICT
Exam
ples
of
proc
esse
sD
iscu
ssio
n,p
rese
ntat
ion,
dem
onst
ratio
n,
aski
ngq
uest
ions
,rea
ding
text
for
info
rmat
ion,
usi
nge
vide
nce
from
text
to
exp
lain
opi
nion
,com
mun
icat
ing
info
rmat
ion
ina
cle
ara
ndo
rgan
ised
way
,pr
esen
tide
asin
av
arie
tyo
ffor
mat
sfo
rdi
ffere
nta
udie
nces
and
pur
pose
set
c.
Use
mat
hem
atic
alk
now
ledg
ean
dco
ncep
ts,u
sem
athe
mat
ics
tos
olve
pr
oble
ms
and
mak
ede
cisi
ons,
men
tal
mat
hem
atic
s,m
ake
and
test
pre
dict
ions
,da
tah
andl
ing,
usi
ngs
tatis
tics,
de
velo
ping
fina
ncia
lcap
abili
tye
tc.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pu
blis
hid
eas
usin
ga
rang
eof
dig
ital
med
ia,c
omm
unic
ate
elec
tron
ical
ly,e
tc.
Exam
ples
ofc
onte
xts
inH
ome
Econ
omic
sPl
anni
ngh
owto
pre
sent
info
rmat
ion
clea
rly
for
diffe
rent
pur
pose
s,fo
rex
ampl
e,d
ieta
rya
dvic
efo
ryo
unge
rch
ildre
n,le
tter
ofc
ompl
aint
for
faul
ty
good
sO
btai
ning
vie
wpo
ints
ofo
ther
son
is
sues
suc
has
par
entin
gsk
ills,
m
anag
ing
aspe
cts
offa
mily
life
or
role
re
vers
alin
fam
ilies
• •
Calc
ulat
eco
sto
frec
ipes
tod
eter
min
eva
lue
for
mon
eya
ndto
mak
eco
mpa
riso
nsM
easu
rein
gred
ient
san
dm
ake
estim
ates
Anal
yse
data
on
food
labe
lsto
de
term
ine
nutr
ition
alv
alue
Anal
yse
stat
istic
sin
rela
tion
totr
ends
in
die
trel
ated
dis
orde
rsa
ndd
isea
ses
inN
orth
ern
Irel
and
• • • •
Use
com
pute
rpr
ogra
mm
esto
an
alys
edi
ets,
reci
pes
orm
eals
Em
ailh
ealth
pro
fess
iona
lse
.g.
diet
icia
nor
Env
iron
men
talH
ealth
O
ffice
ras
as
ourc
eof
info
rmat
ion
Crea
tep
ower
poi
ntp
rese
ntat
ion
on
food
and
cul
ture
top
rese
ntto
pee
rs
• • •
Cros
s-Cu
rric
ular
ski
llsin
Hom
eEc
onom
ics
37
GuidanceforHomeEconomicsatKeyStage3
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
Appendix2ThinkingSkillsandPersonalCapabilities
Cros
s-cu
rric
ular
ski
llCo
mm
unic
atio
nU
sing
Mat
hem
atic
sU
sing
ICT
Purp
ose
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss
curr
icul
ars
kill
ofc
omm
unic
atio
n
Top
rovi
deo
ppor
tuni
ties
for
pupi
ls
toa
cqui
re,d
evel
opa
ndd
emon
stra
te
the
cros
scu
rric
ular
ski
llof
Usi
ng
Mat
hem
atic
s
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss
curr
icul
ars
kill
ofU
sing
ICT
Exam
ples
of
proc
esse
sD
iscu
ssio
n,p
rese
ntat
ion,
dem
onst
ratio
n,
aski
ngq
uest
ions
,rea
ding
text
for
info
rmat
ion,
usi
nge
vide
nce
from
text
to
exp
lain
opi
nion
,com
mun
icat
ing
info
rmat
ion
ina
cle
ara
ndo
rgan
ised
way
,pr
esen
tide
asin
av
arie
tyo
ffor
mat
sfo
rdi
ffere
nta
udie
nces
and
pur
pose
set
c.
Use
mat
hem
atic
alk
now
ledg
ean
dco
ncep
ts,u
sem
athe
mat
ics
tos
olve
pr
oble
ms
and
mak
ede
cisi
ons,
men
tal
mat
hem
atic
s,m
ake
and
test
pre
dict
ions
,da
tah
andl
ing,
usi
ngs
tatis
tics,
de
velo
ping
fina
ncia
lcap
abili
tye
tc.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pu
blis
hid
eas
usin
ga
rang
eof
dig
ital
med
ia,c
omm
unic
ate
elec
tron
ical
ly,e
tc.
Exam
ples
ofc
onte
xts
inH
ome
Econ
omic
sPl
anni
ngh
owto
pre
sent
info
rmat
ion
clea
rly
for
diffe
rent
pur
pose
s,fo
rex
ampl
e,d
ieta
rya
dvic
efo
ryo
unge
rch
ildre
n,le
tter
ofc
ompl
aint
for
faul
ty
good
sO
btai
ning
vie
wpo
ints
ofo
ther
son
is
sues
suc
has
par
entin
gsk
ills,
m
anag
ing
aspe
cts
offa
mily
life
or
role
re
vers
alin
fam
ilies
• •
Calc
ulat
eco
sto
frec
ipes
tod
eter
min
eva
lue
for
mon
eya
ndto
mak
eco
mpa
riso
nsM
easu
rein
gred
ient
san
dm
ake
estim
ates
Anal
yse
data
on
food
labe
lsto
de
term
ine
nutr
ition
alv
alue
Anal
yse
stat
istic
sin
rela
tion
totr
ends
in
die
trel
ated
dis
orde
rsa
ndd
isea
ses
inN
orth
ern
Irel
and
• • • •
Use
com
pute
rpr
ogra
mm
esto
an
alys
edi
ets,
reci
pes
orm
eals
Em
ailh
ealth
pro
fess
iona
lse
.g.
diet
icia
nor
Env
iron
men
talH
ealth
O
ffice
ras
as
ourc
eof
info
rmat
ion
Crea
tep
ower
poi
ntp
rese
ntat
ion
on
food
and
cul
ture
top
rese
ntto
pee
rs
• • •
Cros
s-Cu
rric
ular
ski
llsin
Hom
eEc
onom
ics
38
GuidanceforHomeEconomicsatKeyStage3
Thin
king
Ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
Hom
eEc
onom
ics
Use
diff
eren
tsou
rces
of
info
rmat
ion
toin
vest
igat
eso
me
ofth
ech
angi
ng
need
sof
afa
mily
m
embe
r,fo
rex
ampl
ean
ad
oles
cent
or
ato
ddle
r
Inte
rpre
tdat
aco
llect
ed
abou
tmet
hods
ofp
ayin
gfo
rgo
ods
Res
earc
han
dco
llate
in
form
atio
non
the
nutr
itive
val
ueo
ffoo
ds,
such
as
brea
kfas
tcer
eals
or
low
fatp
rodu
cts
Sequ
ence
task
sto
co
mpl
ete
apr
actic
al
cook
ery
activ
ity
inde
pend
ently
Eval
uate
pos
sibl
eso
lutio
nsto
afa
mily
is
sue,
suc
has
todd
ler
tant
rum
s
Des
ign
afo
odla
belo
rad
vert
ise
aca
mpa
ign
for
ane
wp
rodu
ct
Expe
rim
entw
ithfo
od
Colla
bora
tew
itho
ther
sto
pro
duce
ag
roup
pr
esen
tatio
nfo
rpe
ers
Dev
elop
rout
ines
or
turn
taki
ng,s
hare
and
co
oper
ate
whe
ncl
eani
ng
upa
fter
prac
tical
coo
kery
ac
tiviti
es
Org
anis
ean
dpl
anh
ow
toin
vest
igat
eth
eea
ting
habi
tso
ftee
nage
rs
Eval
uate
ow
npe
rfor
man
cein
aw
ritt
en
asse
ssm
ent,
sugg
estin
gho
wth
eir
wor
kco
uld
be
impr
oved
Plan
and
set
goa
lsfo
ran
indi
vidu
alp
ract
ical
co
oker
yac
tivity
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Hom
eEc
onom
ics
39
GuidanceforHomeEconomicsatKeyStage3
Althoughbeingselectiveabouttopicsmaybeimportantforpupilengagementandrelevance,itistheapproachthatwillopenupopportunitiestodevelopthinkingskillsandcapabilitiesandallowforvariedandpositivelearningexperiencesforthepupil.
GettingStartedIntroductoryactivitiesareimportanttoestablishwhatpupilsalreadyknowaboutanissueortopic,toconnecttheissuewiththeirlifeexperienceandinterestsandtoshowwhyitisanimportantandinterestingissuetoexplore.Introductoryactivitiesmayincludebrainstorming,cardmatching/rankingexercises.Itmaytaketheformofastimulusresourcesuchasavideoclipfromacurrenthealthorfoodprogramme,photographs,statisticalevidenceabouteatinghabitsinNorthernIreland,anewspaperarticleoraleadingquestionsuchas‘Isfastfoodjunkfood?’.
InvestigatingorexploringthetopicUsefullearningapproacheswillincludedifferenttypesofinvestigationorresearchincludinguseoftheinternet,visitors,classsurveys,interviews,questionnaires.Pupilsmayexploretheirownandothers’viewsandopinionsthroughsmallgroupwork,circletime,discussion,debates,role-play.Viewsandconclusionsmaybeeffectivelypresentedinvisual,oral,writtenandICTformats.
ConcludingthetopicItisofteninconcludingactivitiesthatthemostprofoundlearningtakesplaceorismadeexplicit.Pupilsshouldhaveopportunitiestoreflectonwhattheyhavedone,whattheyhavelearntandhowtheymightputtheirlearningintopracticeinrelationtotheirdietandfoodchoice.Learningmayneedtobedrawnoutbytheteacherthroughdiscussion.Itwillalsobeusefultoevaluatewhathasbeendone,perhapsusingevaluationsheetsordiscussion.
ExploringIssuesinHomeEconomicsTheprocessofexploringissuesinHomeEconomicsisnotnewandisprobablyawellestablishedpracticeinmanydepartments.
Theprocessofexploringissuesrequirespupilsto:
(a)identifytheissue(s)whataretheissues?whyaretheyissues?whoisinvolvedand/oraffected?inwhatwaysaretheyaffected?
(b)assemblerelevantinformationuseofprimaryandsecondarysourcesofinformation
(c)analyseviewpointsidentifyandcompareviewpointsofselfandothersgivereasonswhytheseareheldconsiderthevalidityofothers’viewpoints
••••
•
•••
Appendix3ExploringTopicsinHomeEconomics
40
GuidanceforHomeEconomicsatKeyStage3
(d)arriveatapersonalviewpointconsiderarangeofviewpointsdevelopapersonalviewpoint
(e)makeadecisionandtakeaction,ifappropriateconsiderthefactorswhichmayinfluencedecisionsandactionsrecognisethatcompromise/andorprioritisingmaybenecessarywhenmakingadecision
(f)evaluatetheprocesswhatcanbelearnt?onreflection,whatmightbeimproved?whatconclusionsmightbedrawn?
••
••
•••
41
GuidanceforHomeEconomicsatKeyStage3
ManagingInformationinvolves:Asking,accessing,selecting,recording,integrating,communicating.
Forexample:Askfocusedquestions;Planandsetgoals,breaktaskintosub-tasks;Useownandother’sideastolocatesourcesofinformation;Select,classify,compareandevaluateinformation;Selectmostappropriatemethodforatask;Usearangeofmethodsforcollating,recordingandrepresentinginformation;Communicatewithasenseofaudienceandpurpose.
Thinking,Problem-Solving,Decision-Makinginvolves:Activatinglearning,deepeningunderstanding,copingwithchallenges.
Forexample:Sequence,order,classify,makecomparisons;Makepredictions,examineevidence,distinguishfactfromopinion;Makelinksbetweencauseandeffect;Justifymethods,opinionsandconclusions;Generatepossiblesolutions,tryoutalternativeapproaches,evaluateoutcomes;Examineoptions,weighupprosandcons;Usedifferenttypesofquestions;Makeconnectionsbetweenlearningindifferentcontexts.
BeingCreativeinvolves:Imagining,generating,inventing,takingrisks.
Forexample:Seekoutquestionstoexploreandproblemstosolve;Experimentwithideasandquestions;Makenewconnectionsbetweenideas/information;Learnfromandvalueotherpeople’sideas;Makeideasrealbyexperimentingwithdifferentdesigns,actions,outcomes;Challengetheroutinemethod;Valuetheunexpectedorsurprising;Seeopportunitiesinmistakesandfailures;Takerisksforlearning.
•••••••
••••••••
•••••••••
Appendix4MoreonThinkingSkillsandPersonalCapabilities
42
GuidanceforHomeEconomicsatKeyStage3
WorkingwithOthersinvolvesBeingcollaborative,beingsensitivetoothers’feelings,beingfairandresponsible.
Forexample:Listenactivelyandshareopinions;Developroutinesofturn-taking,sharingandcooperating;Giveandrespondtofeedback;Understandhowactionsandwordsaffectothers;Adaptbehaviourandlanguagetosuitdifferentpeopleandsituations;Takepersonalresponsibilityforworkwithothersandevaluateowncontributiontothegroup;Befair;Respecttheviewsandopinionsofothers,reachingagreementsusingnegotiationandcompromise;Suggestwaysofimprovingtheirapproachtoworkingcollaboratively.
Self-ManagementinvolvesKnowingstrengthsandweaknesses,settinggoalsandtargets,managingandregulatingself.
Forexample:Beawareofpersonalstrengths,limitationsandinterests;Setpersonaltargetsandreviewthem;Managebehaviourinarangeofsituations;Organiseandplanhowtogoaboutatask;Focus,sustainattentionandpersistwithtasks;Reviewlearningandsomeaspectthatmightbeimproved;Learnwaystomanageowntime;Seekadvicewhennecessary;Compareownapproachwithothersandindifferentcontexts.
••••••
••
•
•••••••••
43
GuidanceforHomeEconomicsatKeyStage3
ThefivestrandsarebestconsideredasoverlappingsetsratherthanseparateentitiesandtheexpectationisthatHomeEconomicsteacherswillfindlearningactivitieswherecertainskillsandcapabilitieswillbeintegraltothelearningandwillnaturallyclusterwheretheyaremostlikelytobedevelopedandmostreadilyassessed.
Forexample,practicalcookerytaskscanprovideopportunitiesforpupilstotakeresponsibilityfortheplanningoftheirownworkandmanagingtheirtime(self-management skills).Alearningactivityplannedtoexploretheresponsibilitiesofaparentwillprovideopportunitiesforpupilstoexamineoptionsandmakelinksbetweencauseandeffect(thinking, problem-solving and decision-making),listenactivelyandshareopinions(working with others)andpossiblyaskfocusedquestionsandlocatesourcesofinformation(managing information).
Agroupactivitythatencouragespupilstoinvestigateanopenendedactivitysuchas‘ShouldIbuyFairTradeproducts?’willprovideopportunitiesforexaminingevidenceanddistinguishingfactfromopinion(thinking, problem-solving and decision-making)sourcing,recordingandcommunicatinginformation(managing information),negotiatingandcompromisingwithothers(working with others),experimentingwithideasandquestions(being creative).
Itisimportanttorecognisethatprogressioninskillsandcapabilitiesisnotlinear.Pupilscanonlymakeprogressthroughpracticeandrepetitionoftheskills.TherequirementforHomeEconomicsispresentedinawaythatallowstheteachertoplanlearningactivitiesthatwillsuittheage,interestandabilityofthepupilsaswellasdevelopingarangeofskillsandcapabilitiesinarangeofcontextsandatincreasinglevelsofchallengeanddemandastheyprogressthroughthekeystage.
44
GuidanceforHomeEconomicsatKeyStage3
WhyistheconceptofActiveLearningimportant?TheNorthernIrelandCurriculumisdesignedtogiveschoolsflexibility.Partofthisflexibilityisinthewaythatschools,departmentsandindividualteacherschoosetoadoptteachingmethodswhichfacilitateactivelearning.
Aclassroomcultureconducivetoactivelearningisparamountinthesuccessfuluseofselectedactivities.Apre-requisiteforthesuccessoftheactivitiesisteacherconfidenceandcomfortinstructuringandmanagingactivelearning.Thepotentialthatactivelearninghastomotivateandengagepupilsshouldbeconsideredduringplanning,alongsideissuesofclassroommanagementandimplicationsfordiscipline.
Itaimstoaccommodatevisual,auditoryandkinaestheticstylesoflearningthrough:
takingpart;solvingproblems;makingdecisions;beingcreative;thinkingcritically;communicatingeffectively;workingefficientlyinteamsandgroups.
AnumberofteachingmethodswhichpromoteactivelearningaresetoutinthebookletentitledActive Learning and Teaching Methodsfor Key Stage 3 (includedintheCurriculumSupportandImplementationBox).
Itishopedthatteacherswillgraduallyintegrateintotheirpracticeactivitiessuchasthosedescribedinthebooklet.
•••••••
Appendix5ActiveLearningStrategies
45
GuidanceforHomeEconomicsatKeyStage3
TheexamplesbelowarefromActive Learning and Teaching Methods.Thisbookletgivesguidanceongenericapproachestoactivelearning.
TheactivitieslistedheremaybeusefulforteachersofHomeEconomics.
FactorOpinionThisactivityaskspupilstojudgewhethersomethingisafactoranopinion.Distinguishingfactfromopinionbasedonevidenceisanimportantskill.Forexample,mediareportsandarticlesondiet,food,attitudestowardsteenagers,responsibilitiesofparenting,stereotyping,consumerresponsibilitiescouldallprovidesuitablematerialforthistypeofactivity.
MemoryGameMuchlearningdependsonactiveandeffectiveuseofmemoryandmemoryskills.Thisactivityprovidespupilswithrelevantcontextsinwhichtheycanbecomeawareofmemorisationstrategiesandthereforehelpsmakethemmoreeffectivelearners.Itcanalsobeamoreinterestingwaytodeliverfactualinformationsuchasconsumerlegislation.
OddOneOutThisisausefulactivitywhichcanbeincorporatedatanypointofatopic–asaspringboardforinitialexplorationofthetopicorasatooltoconsolidateknowledge.
PeopleBingoThisactivitycanbeusedasanicebreakerfornewgroups,asanintroductiontoaparticulartopicorasameansofdevelopingcommunicativeskills.ThisworksforalmostanytopicinHomeEconomics,forexample,healthyliving,organicfood,eatingfruitandvegetables.
RevolvingcircleThismethodbuildsuppupilconfidenceincommunicationtechniquesastheyengageinshortdiscussions.Italsoallowspupilstosampleawiderangeofviewswithoutholdingawholeclassdiscussion.Pupilsmay,asaresult,refinetheirideasoropinionsonaparticularissue.AwiderangeofissueswithinHomeandFamilylifecouldbeconsideredinthisway,forexample,theroleofmenandwomeninthefamily,acceptablerulesforfamilylife,caringforolderpeople.
UsingPhotographsPhotographsorshortvideoclipscanbeusedtostimulatediscussiononawiderangeofHomeEconomicsissues,forexample,photographofafastfoodrestauranttostimulatediscussiononfastfood,videoclipofchildrenbehavingbadlyfromasuitabletelevisionprogrammetostimulatediscussiononparenting,rangeofphotographsrelatingtoaparticularissuesuchasobesity.
46
GuidanceforHomeEconomicsatKeyStage3
FocusAreaforDevelopment
Rationaleforchange Suggestions
Includetopicsthataremorechallengingandengaging
Thisisaboutmotivatingandchallengingthepupils.Canyoubecomeinterestedandinspiredaboutfoodwithoutgroupingit?Whatismoreimportant–learningtheadvantagesanddisadvantagesofadepartmentstoreorknowinghowtocompareinterestratesforcreditcards?Therearenorightorwronganswerstothesequestionsbutcheckthatthetopicsarerelevantandchallengingforpupils.Thisisanopportunitytoreflectonwhatpupilsreallyneedtoknowandunderstand,andtoletgoofcontentthatisnolongerapplicableintoday’sworld.
Pupilsoftenrelatebesttowhatiscurrentlyinthemedia;topicsofinterestwillvaryfromschooltoschool
Introducingawiderrangeofrecipestodevelopmorepracticalcookeryskillsandincreaseenjoyment
Pupilsenjoypracticalcookery.Theseclassesprovidevaluablelearningexperiencesforthem.Theycandevelopskills–cookingskills,workingwithothers,thinkingforthemselves,usingequipment.Thepracticalclassroomprovidesopportunitiesforteacherstoprovideapositivelearningexperience,encouragepositiveandhealthyattitudestofood,celebratesuccessandprovidepositivereinforcementforpupils.
Increasepracticalcookeryopportunitieswithrecipesthatreflecttheinterestsandabilitiesofthepupils
Developingassessmentforlearning
Thistypeofactivitycouldprovideopportunitiesforpupilstobecomemoreactivelyinvolvedandinterestedintheirlearninganddevelopment.
Developanassessmentwherepupilsreceivepositivecommentsandadviceonwhattoimproveandhowtoimproveitratherthanamark
Involvepupilsinagreeingsuccesscriteria
Introducinglearningexperiencesthatareactiveandhandsonorareenquirybased
Pupilslearnbydoingandenjoyahandsonapproach.Theactivitydoeshavetoberelevanttothemandsuitablefortheiragegroup.Iftheactivityistoochallengingornotchallengingenoughthenitwon’tprovideagoodlearningexperience.Thisiswhyteachersneedtodeveloptheirownactivitiestosuittheirpupils.Therearesomeverygoodresourcesalreadyavailablewhichwillallowpupilstoworkingroupstoconsiderconsumerissuesinanentertainingandinformativeway.
Developalessonthatincludespupilactivityandinvolvement
Appendix6SelectingaFocusforDevelopment
Lear
ning
for
Life
and
Wor
k: H
ome
Econ
omic
sTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r th
e K
ey C
once
pts
and
Lear
ning
Out
com
es.
Addi
tiona
l non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Key
Con
cept
- H
ealt
hy E
atin
gEx
plor
ing
Hea
lthy
Eatin
g pr
ovid
es o
ppor
tuni
ties
to d
evel
op u
nder
stan
ding
re
quir
ed in
the
choi
ce, p
lann
ing,
sto
rage
, pre
para
tion,
coo
king
and
ser
ving
of
food
.
Key
Con
cept
- H
ome
and
Fam
ily L
ifeEx
plor
ing
Hom
e an
d Fa
mily
Life
pro
vide
s op
port
uniti
es to
und
erst
and
the
impo
rtan
ce o
f the
fam
ily a
s a
cari
ng u
nit.
Key
Con
cept
- In
depe
nden
t Liv
ing
Expl
orin
g In
depe
nden
t Liv
ing
prov
ides
opp
ortu
nitie
s to
und
erst
and
the
impo
r-ta
nce
of b
ecom
ing
disc
erni
ng c
onsu
mer
s an
d ef
fect
ive
man
ager
s of
reso
urce
s.
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Dev
elop
pra
ctic
al s
kills
in th
e sa
fe, h
ygie
nic,
hea
lthy
and
cre
ativ
e us
e of
food
s to
pla
n, p
repa
re, c
ook
and
serv
e a
rang
e of
mea
ls, f
or e
xam
ple,
cre
ativ
e us
e of
in
gred
ient
s, c
ooki
ng fo
r di
ffere
nt c
ultu
res
and
occa
sion
s, e
tc.
Dev
elop
the
prac
tical
ski
lls in
the
safe
use
of a
ran
ge o
f ute
nsils
and
ap
plia
nces
in th
e pr
epar
atio
n, c
ooki
ng a
nd s
ervi
ng o
f a v
arie
ty o
f dis
hes,
for
exam
ple,
sel
ectin
g th
e eq
uipm
ent a
ppro
pria
te to
the
task
; mak
ing
use
of la
bour
sa
ving
app
lianc
es a
nd n
ew te
chno
logy
in th
e ki
tche
n, e
tc.
Inve
stig
ate
the
impa
ct o
f sto
rage
, pre
para
tion
and
cook
ing
on fo
od, f
orex
ampl
e,nu
triti
onal
val
ue, p
reve
ntio
n of
food
poi
soni
ng, s
poila
ge, e
tc.
Expl
ore
way
s to
ach
ieve
a h
ealt
hy d
iet,
for
exam
ple,
an
unde
rsta
ndin
g of
the
curr
ent d
ieta
ry r
ecom
men
datio
ns a
nd h
ow th
ey c
an b
e ap
plie
d to
food
cho
ice
and
prep
arat
ion;
und
erst
andi
ng d
iet r
elat
ed d
isor
ders
as
a co
nseq
uenc
e of
poo
r fo
od
choi
ce.
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expl
ore
the
role
s an
d re
spon
sibi
litie
s of
indi
vidu
als
with
in a
var
iety
of h
ome
and
fam
ily s
truc
ture
s, fo
r ex
ampl
e, s
hari
ng r
oles
with
in th
e fa
mily
, rol
e re
vers
al,
etc.
Dev
elop
aw
aren
ess
of p
aren
ting
skill
s, fo
r ex
ampl
e, h
ow p
aren
ts/c
arer
s ca
n nu
rtur
e ph
ysic
al, i
ntel
lect
ual,
emot
iona
l, so
cial
, mor
al d
evel
opm
ent.
Inve
stig
ate
som
e of
the
chan
ging
nee
ds o
f fam
ily m
embe
rs a
t diff
eren
t st
ages
of t
he li
fe c
ycle
, for
exa
mpl
e, p
hysi
cal (
incl
udin
g nu
triti
onal
), in
telle
ctua
l, em
otio
nal,
soci
al n
eeds
.
Expl
ore
stra
tegi
es to
man
age
fam
ily s
cena
rios
, for
exa
mpl
e, m
anag
ing
chan
ges
in fa
mily
cir
cum
stan
ces
such
as
sibl
ing
riva
lry,
car
ing
for
rela
tives
, etc
.
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Dev
elop
a r
ange
of s
kills
to p
rom
ote
inde
pend
ence
thro
ugh
plan
ning
, m
anag
ing
and
usin
g re
sour
ces,
for
exam
ple,
task
and
tim
e m
anag
emen
t, co
okin
g fo
r an
d m
anag
ing
self,
man
agin
g m
oney
, etc
.
Inve
stig
ate
a ra
nge
of fa
ctor
s th
at in
fluen
ce c
onsu
mer
cho
ices
and
dec
isio
ns,
for
exam
ple,
med
ia a
nd a
dver
tisin
g, p
eer
pres
sure
, eth
ical
issu
es, v
alue
for
mon
ey, m
etho
ds o
f pay
men
t, im
puls
e an
d pl
anne
d pu
rcha
ses,
etc
.
Inve
stig
ate
cons
umer
rig
hts,
res
pons
ibili
ties
and
supp
ort a
vaila
ble
in a
ran
ge
of s
cena
rios
, for
exa
mpl
e, m
akin
g us
e of
rel
evan
t leg
isla
tion
and
cons
umer
or
gani
satio
ns; c
ompl
aini
ng e
ffect
ivel
y, e
tc.
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
ofsk
ills
and
appl
icat
ion
of k
now
ledg
e an
d un
ders
tand
ing
of H
ome
Econ
omic
s.
Pupi
ls s
houl
d be
abl
e to
:
dem
onst
rate
ski
lls in
the
safe
, hyg
ieni
c, h
ealt
hy a
nd c
reat
ive
use
of fo
od;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e H
ome
Econ
omic
s is
sues
, inc
ludi
ng U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re a
ppro
pria
te;
show
dee
per
unde
rsta
ndin
g by
thin
king
cri
tical
ly a
nd fl
exib
ly, s
olvi
ng p
robl
ems
and
mak
ing
info
rmed
dec
isio
ns, d
emon
stra
ting
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
;de
mon
stra
te c
reat
ivity
and
initi
ativ
e w
hen
deve
lopi
ng id
eas
and
follo
win
g th
em th
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
t by
wor
king
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
in o
ral,
visu
al, w
ritt
en, m
athe
mat
ical
and
ICT
form
ats,
sho
win
g cl
ear
awar
enes
s of
aud
ienc
e an
d pu
rpos
e.
• • • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.