Contents Home Economics Workshop 2017-2018 · Strand 1: Food, Health and Culinary Skills This strand focuses on developing students’ food, health and culinary skills. Students are

Contents

HomeEconomicsWorkshop2017-2018

www.jct.ie

2

JuniorCycleHomeEconomics...……………………………………………………………………………..………3

JuniorCycleHomeEconomics:RationaleandAim………………………………………………………….4

JuniorCycleHomeEconomics:GlossaryofHomeEconomicsTerms……………………………….5

JuniorCycleHomeEconomics:StatementsofLearning…………………………………………………..6

JuniorCycleFramework:TheKeySkills…………………………………………………………………………..7

JuniorCycleHomeEconomics:CourseOverview–TheStrands……………………………………...8

JuniorCycleHomeEconomics:CourseOverview–TheElements……………………………………9

JuniorCycleHomeEconomics:LearningOutcomes……………………………………………………….10

JuniorCycleHomeEconomicsLearningOutcomes–Strand1………………………………………..11



ExperiencingtheLearning……………………………………………………………………………………………..14

JuniorCycleHomeEconomics:ActionVerbs……………………………………………………………..15,16

JuniorCycleFramework:NewTerminology…………………………………………………………………..17

JuniorCycleHomeEconomicsSupport………………………………………………………………………….18

Notes…………………………………………………………………………………………………………………………….19

ContactDetails………………………………………………………………………………………………………………20

TableofContents

3

InHomeEconomics,whatdoyouwantforyourstudents?

MyVisionforHomeEconomicsinJuniorCycle

Logontowww.menti.com

JuniorCycleHomeEconomics

VisionofJuniorCycle

“Juniorcycleplacesstudentsatthecentreoftheeducationalexperience,enablingthemtoactivelyparticipateintheir

communitiesandinsocietyandtoberesourcefulandconfidentlearnersinallaspectsandstagesoftheirlives.”

(TowardsaFrameworkforJuniorCycle,NCCA.2011,p.9)

A.2.

A.1.

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RationaleThecentral focusofhomeeconomicsasa fieldof study isachievingoptimal,healthyandsustainablelivingforindividuals,familiesandsociety.Individualsandfamiliesineverysocietyarecontinuallyfacedwithnewandemergentissuesthatcanimpactontheirwellbeing.Suchissuesincludeconcernsrelatingtofood,nutrition,dietandhealth;familyandsocialconcerns;consumerissues;sustainabilityinthehome;responsiblefamilyresourcemanagement;andtextilesandclothing.

In home economics, students learn how to address these practical, real-world, perennialproblems of individuals, families, households and society in socially responsible ways.Practical perennial problems or concerns are endured from generation to generation byfamilies and require critical decision-making skills to resolve them. Home economicseducationusesasystemsapproachtoempowerindividualsandfamilieswiththeknowledgeandskillstoaddressthesereal-lifeconcernsofeverydayliving.Homeeconomicsdrawsondiversedisciplinesintegratingsocial,physicalandhumansciences.Itstrivestosolveeverydaychallengesusingablendofknowledgeandskillsacquiredfrommultipledisciplines.Homeeconomics education develops students’ essential lifeskills and personal independence. Itsupports the development of studentswho are critical, creative thinkers and encouragesstudentstobeproblem-solverscapableofmakingethicallyandsociallyresponsibledecisions.

Aim

Homeeconomicsaimstodevelopstudents’knowledge,attitudes,understanding,skillsandvaluestoachieveoptimal,healthyandsustainable livingforeverypersonasanindividual,andasamemberoffamiliesandsociety.Studentsdeveloppracticalfoodandhealthliteracyskillssothattheyareenabledtoadoptahealthylifestyleandmakeinformeddecisionsthatpositivelyimpacttheirhealthandwellbeingasindividualsaswellaswithintheirfamiliesandsociety.Homeeconomicsnurturesstudents’resourcefulness, innovation,adaptability,andcompetency as consumers. It develops students’ creative design and textile skills. Homeeconomics develops students who are environmentally conscious and dedicated to asustainableandresponsiblewayoflife.

(JuniorCycleHomeEconomicsSpecification)

Notes

JuniorCycleHomeEconomics:RationaleandAim

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ThisglossaryisdesignedtoclarifytheterminologyasusedintheJuniorCycleHomeEconomicsspecificationtoenableteachersandstudentstounderstandhowthetermsareinterpretedandapplied.


Term Interpretation

Designbriefprocess

Anopenbriefisusedtooutlinetherequirementsofaparticulartask.TheDBPisideallycyclicalandreflectiveandmayinvolvethefollowingstages:definingtheproblem/task;investigation/research;generatingideas;developingpossiblesolutions;presentingideastoothersforfeedback;refiningthedesign;productionofproduct;evaluation.

Foodliteracy Foodliteracyinvolvestheinter-relatedknowledge,skills,attitudesandbehaviourswhicharerequiredtoplan,prepareandcookfood.

Practicalperennialproblems

Practicalperennialproblemsareconcernsenduredfromgenerationtogenerationbyfamilies,bothlocallyandglobally,whichrequirethoughtfulactionandreflective,criticaldecision-makingskillstoresolve.

Systemsapproach

Asystemsapproachlooksattheinterrelatednessofcontextsandnoonesituationinisolation.Itconsidersmultiplecontextsaffectingthecomplexitiesoflifeandfamilylifeinthetwenty-firstcentury.

FoodskillsFoodskillsreferstothebroadrangeofknowledgeandskillsappliedduringtheplanning,preparation,implementationandevaluationofameal/dish/product.

Diet-relateddiseases

Diet-relateddiseases(ornutrition-relatedchronicdiseases)arediseasesthatmayresultfromdietaryintakethatdeviatesfrompopulationdietaryrecommendations.Theseincludechronicdiseasessuchasobesity,diabetes,cardiovasculardisease,osteoporosisanddentaldisease.

Specialdietaryconsideration

Althoughthereisnolegaldefinition,peoplewith‘specialdietaryconsiderations’wouldincludethosewhoareadvisedto,orchoosetodeviatefrompopulationdietaryrecommendations.Thiscouldbeforbothmedical(e.g.coeliacdisease,foodallergies,foodintolerance,inflammatoryboweldisease)andnon-medicalreasons(e.g.vegetariandiets,religiousorculturalreasons).

JuniorCycleHomeEconomics:Glossaryof

HomeEconomicsTerms

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Thestatement Examplesofrelevantlearning

SOL9:Thestudentunderstandstheoriginsandimpactsofsocial,economic,andenvironmentalaspectsoftheworldaroundher/him.

Studentswillreflectonandanalysetheimpactsofproductsandprocessesinthehomeonpeople,societyandenvironments.

SOL10:Thestudenthastheawareness,knowledge,skills,valuesandmotivationtolivesustainably.

Studentswilldeveloptheircriticalthinkinganddecisionmakingskillsinordertoliveasustainableandresponsiblewayoflife.

SOL11:Thestudenttakesactiontosafeguardandpromoteher/hiswellbeingandthatofothers.

Studentswillmakeinformeddecisionsthatimpacthis/herhealth,wellbeingandsafetyandthatofothers.

SOL13:Thestudentunderstandstheimportanceoffoodanddietinmakinghealthylifestylechoices.

Studentswilldeveloptheirfoodandhealthliteracyskillssothattheymakepositivelifestylechoicesforthemselvesasindividualsaswellaswithintheirfamiliesandsociety.

SOL14:Thestudentmakesinformedfinancialdecisionsanddevelopsgoodconsumerskills.

Studentswilldeveloptheirskillsasdiscerningconsumersanddemonstrateconsumercompetencywhenmanagingfinancialresourcesinthehome.

SOL22:Thestudenttakesinitiative,isinnovativeanddevelopsentrepreneurialskills.

Studentswilldeveloptheirentrepreneurialskillsastheyseektobeinnovativeindealingwithlife’schallengesandopportunities.

SOL23:Thestudentbringsanideafromconceptiontorealisation

Studentswillapplythedesignbriefprocessintextilesandfoodtotakeanideafromconcepttorealisation.


JuniorCycleHomeEconomics:StatementsofLearning

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A.4.


OpportunitiesforembeddingKeySkillsinHomeEconomics

JuniorCycleFramework:TheKeySkills

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Strand1:Food,HealthandCulinarySkills

Thisstrandfocusesondevelopingstudents’food,healthandculinaryskills.Studentsareenabledtodevelopahealthy,sustainableattitudeandpositiverelationshipwithfoodthroughpracticalexperientiallearning.Theyapplytheirunderstandingofnutrition,dietandhealthprinciplesinordertoadoptahealthylifestyleandmakeinformeddecisionsthatimpactthehealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Theapplicationofpracticalfoodandhealthliteracyskillsisintegraltothisstrandandincludesmenuplanning;shopping;cooking;healthandsafetyfoodskills;portioncontrol;readingfoodlabels;dietaryanalysis;costing;sensoryanalysis;foodwaste.

Strand2:ResponsibleFamilyLiving

Thisstrandfacilitatesstudentstoexplore,fromasystemsperspective,responsiblefamilyliving.Studentsdevelopanunderstandingofthedifferentformsandroleoffamiliesasthecoresocialunit.Theydevelopanunderstandingoftheroleofthefamilyinthedevelopmentofthechildinasafeandnurturingenvironment.Studentsdeveloplifeskillstoenablethemtomanageresourcesresponsiblyandsustainablyinthehome,familyandcommunity.Theyarefacilitatedtobecomediscerning,competentconsumerswhoareabletoapplyeffectivedecision-makingskillsineverydaycontextsinthehomeandcommunity.Enablingstudentstobecomeresponsibleandhaveacaringattitudetowardsotherindividuals,familymembers,societyandtheenvironmentisintegraltothisstrand.

Strand3:TextilesandCraft

Thisstrandfocusesondevelopingstudents’textileskills,knowledgeandcreativity.Practicaltextileandcraftskillsareintegraltothisstrandandincludehandandmachinesewingskills,andfabrictexturingandembellishmenttechniques.Studentsareenabledtomakesustainabledecisionsasconsumersinthechoiceandmaintenanceofclothingandtextile.Studentswillapplythedesignbriefprocessindesigningandmakingatextileitemforanindividualorthehome.


JuniorCycleHomeEconomics:CourseOverview-TheStrands

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JuniorCycleHomeEconomics:CourseOverview-TheElements

IndividualandFamilyEmpowerment

Acrossthestrands,thelearningoutcomesinthiselementfocusonasystemsapproachtoindividualandfamilyempowerment.Studentsdeveloppracticallifeskillsthatcanbeadaptedtoaddresspractical,realworld,perennialproblemsorconcernsineverydaycontextsinthehome,familyandsociety.Theyarefacilitatedtodevelopascritical,creativethinkersandproblemsolversabletomakeinformeddecisionstoachieveoptimal,healthyandsustainablelivingforindividuals,households,familiesandsociety.

HealthandWellbeing

Thiselementfocusesondevelopingstudents’knowledge,skillsandunderstandingtomakeinformeddecisionsthatpositivelyimpactontheirhealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Acrosseachofthethreestrandsstudentsarefacilitated,usingasystemsapproach,toaddressnewandemergentpracticalconcernsthatcanimpactonthewellbeingofindividuals,familiesandsociety.

SustainableandResponsibleLiving

Acrossthestrands,thelearningoutcomesinthiselementfacilitatestudentstodevelopasfuture-orientedthinkersandenvironmentally-consciouscitizens,committedtoasustainableandresponsiblewayoflife.Developingstudents’self-efficacy,criticalreflectionanddiscernmentinthechoiceanduseofresourcesinthehome;intechnologicalchange;inenvironmentalissuesandtheimpactoftheseonresourcemanagementinthehomeandinpersonalconsumptionforeverydaylivingunderpinthelearningoutcomesinthiselementacrosseachofthethreestrands.

ConsumerCompetence

Thiselementfocusesondevelopingstudentswhohavetheknowledge,skillsandunderstandingtomakeinformedanddiscerningconsumerchoicesthataffectindividuals,familiesandhouseholdsincontemporarysociety.Studentsdeveloptheessentiallifeskillstobecomeactive,adaptable,consumerliteratecitizensabletoapplyeffectivedecisionmakingskillsineverydaycontexts.

A.5.

A.5.

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1

Notes

TwothingsIknowaboutLearningOutcomes

OnethingIwouldliketofindoutaboutLearningOutcomes

JuniorCycleHomeEconomics:LearningOutcomes

A.1.

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Strand1:Food,HealthandCulinaryskills

Briefoverviewofstrand

This strand focuses on developing students’ food, health and culinary skills. Students are enabled todevelopahealthy,sustainableattitudeandpositiverelationshipwithfoodthroughpracticalexperientiallearning.Theyapplytheirunderstandingofnutrition,dietandhealthprinciplesinordertoadoptahealthylifestyleandmakeinformeddecisionsthatimpactthehealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Theapplicationofpracticalfoodandhealthliteracyskillsisintegraltothisstrand and includesmenu planning; shopping; cooking; health and safety food skills; portion control;readingfoodlabels;dietaryanalysis;costing;sensoryanalysis;andfoodwaste.

Elements LearningOutcomes

Studentsshouldbeableto:


1.1 identifythefactorsthataffectpersonalfoodchoices1.2 plan,prepare,costandevaluatehealthyandnutritiousindividualandfamily

mealsandsnacks1.3 applyarangeofcookingprinciplesandtechniquesinthepreparationof

healthyindividualandfamilymealsincorporatingbudgetaryconsiderations1.4 demonstrateculinaryandcreativeskillsinrelationtothepreparation,

cookingandpresentationoffood1.5 applysafeandhygienicpracticesinfoodhandling,preparation,storageand

serving1.6 usingaproblem-basedlearningapproach,applynutritionalknowledgein

theplanningandpreparationoffoodforthefamily1.7 useavailabletechnologyforfoodplanningandpreparation

HealthandWellbeing 1.8 discusstheelementsofahealthylifestyle1.9 recognisetheimportanceofnutritionanddietincontributingtohealthand

wellbeing1.10 explaintheroleofthenutrientsincontributingtoahealthybalanceddiet1.11 describethebasicstructureandbasicfunctionsofthedigestivesystem1.12 investigatethenutritionalrequirementsateachstageofthelifecycle1.13 planandpreparemealsforindividualswithdiet-relateddiseases1.14 applythenutritionalrequirementsofindividualswithspecialdietary

considerationswhenplanningandpreparingmealsSustainableandResponsibleLiving

1.15 investigatetheimpactoftheirfoodchoicesfromanecologicalandethicalperspective

1.16 applysustainablepracticestotheselectionandmanagementoffoodandmaterialresources

ConsumerCompetence

1.17 comparecommonfoodsusedinfoodpreparationandhowtheyaffectthenutritionandsensoryqualityoftheproduct

1.18 evaluatecommercialandhomemadefoodproducts1.19 interprettheinformationfoundonavarietyoffoodproductsusingfront-

andback-of-packfoodlabels

JuniorCycleHomeEconomics:LearningOutcomes–Strand1

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Strand2:ResponsibleFamilyLiving


Thisstrandfacilitatesstudentstoexplore,fromasystemsperspective,responsiblefamilyliving.Studentsdevelopanunderstandingofthedifferentformsandroleoffamiliesasthecoresocialunit.Theydevelopanunderstandingoftheroleofthefamilyinthedevelopmentofthechildinasafeandnurturinghomeenvironment. Students develop lifeskills to enable them to manage resources responsibly andsustainablyinthehome,familyandcommunity.Theyarefacilitatedtobecomediscerning,competentconsumerswhoareabletoapplyeffectivedecision-makingskillsineverydaycontextsinthehomeandcommunity. Enabling students to become responsible and have a caring attitude towards otherindividuals,familymembers,societyandtheenvironmentisintegraltothisstrand.

Elements LearningOutcomes



2.1 discussthedifferentformsofthefamily2.2 exploretherolesandresponsibilitiesofthefamily2.3 discussfamilyrelationshipsandtheimportanceofstrengthening

relationshipsbetweenindividualsandfamilies

HealthandWellbeing 2.4 discusstherequirementsofasafeandnurturinghomeenvironment2.5 assesstheimportanceofmakinginformedandresponsibledecisionsin

everydaylife2.6 applythedesignprinciplesandguidelinestoroomplanningandthedesign

ofaninteriorspaceinthehomeSustainableandResponsibleLiving

2.7 identifyhowindividuals,familiesandhouseholdscancontributetosustainableandresponsibleliving

2.8 describesustainableeverydaypracticesinthehometoincludeenergyefficiency,wastemanagementandwaterconservation

2.9 exploretheinfluenceoftechnologyonthemanagementofpersonal,familyandhouseholdresources

ConsumerCompetence

2.10 applyconsumerdecision-makingskillsinthemanagementofpersonal,familyandhouseholdresourcesforeverydayliving

2.11 debateconsumers’rightsandresponsibilities2.12 examinehowconsumersareprotectedinIrelandbylegislation,statutory

andnon-statutoryagencies2.13 applyfinancialliteracyskillsinthepreparationandevaluationofabudget

forindependentliving


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Strand3:TextilesandCraft


Thisstrandfocusesondevelopingstudents’textileskills,knowledgeandcreativity.Practicaltextileandcraftskillsareintegraltothisstrandandincludehandandmachinesewingskills,andfabrictexturingandembellishmenttechniques.Studentsareenabledtomakesustainabledecisionsasconsumersinthechoiceandmaintenanceof clothing and textile. Studentswill apply thedesignbrief process indesigning andmakingatextileitemforanindividualorthehome.

For the purposes of the learning outcomes and assessment in this specification the term ‘textile item’encompassesalltextile-basedcraftsforanindividualandthehome.

Elements

LearningOutcomes



3.1 demonstratebasichandandmachinesewingtechniques3.2 applythedesignbriefprocessandprinciplestothemakingofacreative

textileitemforanindividualorthehome3.3 applybasichandsewingand/ormachinesewingtechniquestothemakingof

atextileitemforanindividualorthehomeinasafeandappropriateway3.4 demonstratefabricembellishmenttechniques

HealthandWellbeing

3.5 appreciatethetherapeuticandleisureroleofparticipatingintextilework

SustainableandResponsibleLiving

3.6 demonstratewaysinwhichclothingand/ortextilehouseholditemscanberepaired,re-used,re-purposed,recycledandupcycled

3.7 evaluatetextilecareproceduresusedinthehomefromanenvironmentalperspective

3.8 discusstheinfluencesoftrendsandchoicesontextileandclothing,includingethicalandecologicalconsiderations

ConsumerCompetence

3.9 applytheirknowledgeoftextilecaresymbols


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A.2.

The Cube: Having discussed the information on the cube,choose one snack from each of the four types of snacksexploredandexplainwhyyouchoseit.

Typesofsnacks

Chosensnack Explainwhyyouchosethissnack

Cerealbar

Yoghurt

Cheese

Smoothie

Other

Completethesurveyanddiscusstheresults

Notes:

ExperiencingtheLearning

15

Analysestudyorexaminesomethingindetail,breakdowninordertobringouttheessentialelementsorstructure;identifypartsandrelationships,andtointerpretinformationtoreachconclusions

Applyselectanduseinformationand/orknowledgeandunderstandingtoexplainagivensituationorrealcircumstances

Appreciaterecognisethemeaningof,haveapracticalunderstandingof

Deviseplan,createorformulateaprocedureorsystembycarefulthought

Convertchangetoanotherform

Createtomakeorbringintoexistencesomethingnew

Debateargueaboutasubject,especiallyinaformalmanner

Assessjudge,evaluateorestimatethenature,ability,orqualityofsomething

Classifygroupthingsbasedoncommoncharacteristics

Comparegiveanaccountofthesimilaritiesand(or)differencesbetweentwo(ormore)itemsorsituations,referringtoboth(all)ofthemthroughout

Completefinishmakingordoing;bringtoasuccessfulconclusion

Conductorganiseandcarryout

Developprogressorimprovetobecomemoremature,advanced,orelaborate

Differentiaterecogniseorascertainwhatmakessomethingdifferent

Demonstrateproveormakeclearbyreasoningorevidence,illustratingwithexamplesorpracticalapplication

Considerdescribepatternsindata;useknowledgeandunderstandingtointerpretpatterns,makepredictionsandcheckreliability

Constructdevelopinformationinadiagrammaticorlogicalform;notbyfactualrecallbutbyanalogyorbyusingandputtingtogetherinformation

Describedevelopadetailedpictureorimageof,forexampleastructureoraprocess,usingwordsordiagramswhereappropriate;produceaplan,simulationormodel

Determineascertainorestablishexactlybyresearchorcalculation

Discussofferaconsidered,balancedreviewthatincludesarangeofarguments,factorsorhypotheses;opinionsorconclusionsshouldbepresentedclearlyandsupportedbyappropriateevidence

HomeEconomics:ActionVerbs

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Distinguishmakethedifferencesbetweentwoormoreconceptsoritemsclear

Recommendputforwardsomethingwithapprovalasbeingsuitableforaparticularpurpose

Investigateobserve,study,ormakeadetailedandsystematicexamination,inordertoestablishfactsandreachnewconclusions

Justifygivevalidreasonsorevidencetosupportananswerorconclusion

Evaluate(data)collectandexaminedatatomakejudgmentsandappraisals;describehowevidencesupportsordoesnotsupportaconclusioninaninquiryorinvestigation;identifythelimitationsofdatainconclusions;makejudgmentsaboutideas,solutionsormethods

Evaluate(ethicaljudgement)collectandexamineevidencetomakejudgmentsandappraisals;describehowevidencesupportsordoesnotsupportajudgement;identifythelimitationsofevidenceinconclusions;makejudgmentsaboutideas,solutionsormethods

Explaingiveadetailedaccountincludingreasonsorcauses

Examineconsideranargumentorconceptinawaythatuncoverstheassumptionsandrelationshipsoftheissue

Exploresystematicallylookintosomethingclosely;toscrutiniseorprobe

Proposeputforwardaplanorsuggestionforconsideration

Relateassociate,givingreasons

Preparemakesomethingreadyforuseorpresentation

Identifyrecognisepatterns,facts,ordetails;provideananswerfromanumberofpossibilities;recogniseandstatebrieflyadistinguishingfactorfeature

Presentpromoteorproposeanidea;deliverorillustrateevidence;showsomethingforotherstoexamine

Recogniseidentifyfacts,characteristicsorconceptsthatarecritical(relevant/appropriate)totheunderstandingofasituation,event,processorphenomenon

Useapplyknowledgeorrulestoputtheoryintopractice

Interpretuseknowledgeandunderstandingtorecognisetrendsanddrawconclusionsfromgiveninformation

Understandhaveandapplyawell-organisedbodyofknowledge

Suggestproposeasolution,hypothesisorotherpossibleanswer

Stateprovideaconcisestatementwithlittleornosupportingargument

Verifygiveevidencetosupportthetruthofastatement

17


Specification Asubjectorshortcoursespecificationdetailstheintendedlearningoutcomes,andhowtheycanbeachievedanddemonstrated.Thespecificationoutlineshowthelearninginanysubjectorshortcourseislinkedtoparticularstatementsoflearningandkeyskills.

Classroom-BasedAssessment:

CBA

Assessmentsinsubjectsandshortcoursesprovidestudentswithopportunitiestodemonstratetheirunderstandingandskillsinwaysnotpossibleinaformalexamination.Classroom-BasedAssessments,facilitatedbytheclassroomteacher,areundertakenbystudentsinadefinedtimeperiod,withinclasscontacttimeandtoanationaltimetable.

SubjectLearningandAssessmentReview

meeting

SLAR

FollowingthecompletionofaClassroom-BasedAssessment,teacherswillengageinreviewmeetings,wheretheywillshareanddiscusssamplesoftheirassessmentsofstudentworkandbuildcommonunderstandingaboutthequalityofstudentlearning.

JuniorCycleProfileofAchievement

JCPA

TheJCPAistheawardthatstudentswillreceiveattheendoftheirjuniorcycle.Theawardwillrewardachievementacrossallareasoflearningandassessmentincludingongoing,formativeassessment;Classroom-BasedAssessments;andSECgrades,whichincluderesultsfromthefinalexaminationsandtheAssessmentTasks.

LearningOutcomes Learningoutcomesarestatementsincurriculumspecificationstodescribetheunderstanding,skillsandvaluesstudentsshouldbeabletodemonstrateafteraperiodoflearning.

LearningIntentions Alearningintentionforalessonorseriesoflessonsisastatement,createdbytheteacher,whichdescribesclearlywhattheteacherwantsthestudentstoknow,understandandbeabletodoasaresultofthelearningandteachingactivities.

JuniorCycleFramework:NewTerminology

18

JuniorCycleHomeEconomicsSupport

Notes

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Notes

20

ContactDetails:

AdministrativeOffice: DirectorsOffice:

MonaghanEducationCentre, LMETB,

ArmaghRoad, ChapelStreet,

Monaghan. Dundalk.

www.metc.ie

FollowusonTwitter @JCforTeachers

@jctHomeEc

UsefulWebsites:

www.jct.ie www.jctregistration.ie

www.juniorcycle.ie www.ncca.ie

www.curriculumonline.ie www.schoolself-evaluation.ie

Ourhopesforyouonyourreturntoschool…

Documents

Contents Home Economics Workshop 2017-2018 · Strand 1: Food, Health and Culinary Skills This strand focuses on developing students’ food, health and culinary skills. Students are