(PDF) KS3 Home Economics Non Statutory Guidanceccea.org.uk/.../home_ec/ks3_home_eco_nonstat_guidance.pdf · Economics Key Stage 3 Non Statutory Guidance ... helping them make reasoned

HomeEconomics

Key Stage 3 Non Statutory Guidancefor Home Economics

A CCEA Publication © 2007

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

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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.

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Section01PurposeofthisGuidance

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TheNorthernIrelandCurriculumseekstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives.Itisabouthelpingpupilsprepareforlifeandwork:

asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.

HomeEconomicshasasignificantroletoplayinthis.HomeEconomicsprovidespupilswithopportunitiestoexplorerealissuesexplicitlyrelevanttoreal-lifecontexts.Theseexperiencesleadtothedevelopmentofawiderangeoftransferableskills.Ofparticularvalueisthecontributionofthesubjecttothedevelopmentofskillssuchasdecisionmakingandworkingwithothers.

ForHomeEconomicstoberelevantinthecurriculumitmustmeettheoverallcurriculumobjectives.Theseare,developingthepupilsasindividuals,ascontributorstosocietyandascontributorstotheeconomyandtheenvironment.

MeetingCurriculumObjectivesHomeEconomicsdevelopspupilsasindividualsby:

helpingthemexploretheirhealthinapracticalcontext,enhancingtheirpotentialtoliveahealthylifestyleandmakeresponsiblechoicesabouttheirdietandfood.

HomeEconomicsdevelopspupilsascontributorstosocietyby:

givingthemasenseofthemselvesassocialbeingsandhowtheyrelatetooneanother;makingthemawareofvaluesandlifestylesthataredifferentfromtheirownandhelpingthemmakereasonedjudgementsinfamilyrelationships.

HomeEconomicsdevelopspupilsascontributorstotheeconomyby:

givingthemanawarenessofthemselvesasconsumersinachangingeconomytohelpthembecomediscerningandeffectivewhenmakingjudgementsinrelationtotheenvironmentandpersonalfinances.

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Section02HomeEconomicsintheNorthernIrelandCurriculum

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QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinHomeEconomicsto:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

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3.1 KeyStage2AnunderstandingofthebenefitsofahealthylifestyleincludinghealthyeatingispartofthecurriculumareaPersonalDevelopmentandMutualUnderstanding.PupilsatKeyStage2areencouragedtodevelophealthyattitudesandbehavioursinrelationtoeatingandfoodchoiceandalsotoconsiderfoodaspartoftheirculturalheritage.Theyarealsogivenopportunitiestodevelopanunderstandingoftheirroleandresponsibilityasconsumersinsocietyandtoexaminetheroleofadvertisingandhowthemediapresentsinformation.Underthethemeofrelationships,pupilsaremadeawareofthedifferenttypesoffamily,theskillsforparenting,theimportanceofgoodparentingandhowresponsibilitieschangeastheybecomeolder.

3.2 KeyStage4TheflexibleframeworkforstudyingHomeEconomicsatKeyStage3allows:

teacherstoestablishthefoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;

pupilstobecomeindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.

KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedintheminimumrequirementsforKeyStage3HomeEconomicsprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.

ThechangingemphasisatKeyStage3aimstopromotemoreindependentandflexiblelearnerswhohavetheskillsandcapabilitiestoaddressthedemandsatKeyStage4andbeyond.

AtKeyStage4thosepupilswhoelecttocontinuetostudyHomeEconomicscanfollowtheCCEAGCSEspecification.DetailsoftheHomeEconomicsspecificationareavailableontheCCEAwebsite.

CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.

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Section03LinkstoKeyStage2andKeyStage4

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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.

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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.

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Section04UnderstandingtheStatutoryRequirementsforHomeEconomics

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ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforHomeEconomicswithadditionalguidanceandexamples

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4.2 KeyConceptsTherearethreeKeyConceptsforHomeEconomics:

HealthyEating;HomeandFamilyLife;IndependentLiving.

EachKeyConcepthasanumberofstatementsinboldthatmakeupthestatutoryrequirementforthekeystageasawhole;notforindividualyearswithintheKeyStage.

Thebrevityofthestatementscanofferteacherstheflexibilitytointerpretanddeveloptheseasappropriatetotheirowncontext.TherecursivenatureofHomeEconomicsmeansthatthestatementsinthekeyconceptscolumnsarelikelytobecoveredanumberoftimesineveryyeargroupwithinthekeystage.

Thechallengewhenplanningisto:

providerichlearningexperiencesandopportunitiesthatwillberelevanttopupils;

choosethemesandactivitiesthatwilldevelopthewidercurriculumskillsandcapabilities;

motivateandengagepupilsbyprovidingopportunitiestoexplorerealproblemsrelatedtoHealthyEating,HomeandFamilyLifeandIndependentLiving;

providepupilswithchallengesthatareappropriatetotheirageandmaturity;

preparethepupilsforlifeandworkbyusingreallifeproblemsandcurrentissuesascontextsforlearning.

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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.

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Investigatetheimpactofstorage,preparationandcookingonfood.

Explorewaystoachieveahealthydiet.

Learningrelatedtothisstatementismostlikelytotakeplaceduringpracticalcookeryclasseswherepupilscanseeforthemselvesandexperiencetheimpactofstorage,preparationandcookingonfood.Forexample:

theimpactofstoringrawmeatincorrectlycouldbehighlightedatthestartofalessonusingameatproductandthemessagereinforcedinsubsequentlessonswhenappropriate;theimpactoftearingratherthancuttingsaladleavestopreservevitaminCcouldbehighlightedduringalessononsalads;theimpactofboilingabolognesesauceratherthansimmeringcouldbehighlightedtoshowtheeffectofheatonliquids.

Therearemanytopicsrelatedtoachievingahealthydietthatallowthepupilstoexplorerelevantissues.Departmentshavetheflexibilitytochooseareasofinterestthatwill:

encourageenquiry;provideopportunitiesforpupilstobeactiveandparticipatory;reflecttheinterest,lifeexperienceandmaturityofthepupils;bechallengingandmotivating;developpupilskillsinresearchingandmanaginginformation;helppupilsmakeinformeddecisionsaboutfoodchoice;stimulatecuriosityaboutdietandfood.

Itissuggestedthatnutrientsareexploredastheyoccurnaturallyinthecontextofatopic.Thereisnorequirementforpupilstohavelearnedaboutallofthenutrientsbytheendofthekeystage.ThefocusatKeyStage3isonfoodandhealthydietratherthannutrientstoavoidrepetitionatGCSEandASModule1.

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KeyConcept–HomeandFamilyLifeExploringHomeandFamilyLifeprovidesopportunitiestounderstandtheimportanceofthefamilyasacaringunit.


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).

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KeyConcept–IndependentLivingExploringIndependentLivingprovidesopportunitiestounderstandtheimportanceofbecomingdiscerningconsumersandeffectivemanagersofresources.


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.

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Investigatearangeoffactorsthatinfluenceconsumerchoicesanddecisions

Investigateconsumerrights,responsibilitiesandsupportavailableinarangeofscenarios.

Itisimportantthatpupilsrecognisethattheyareconsumersandthat,despitetheirage,theyhaveeveryrighttoexercisetheirconsumerrightsaswellastakingresponsibilityfortheiractions.Thefocusofthisstatementistodeveloptheskillspupilsneedtobecomediscerningconsumersforexample:

knowinghowtocomplaineffectively;managingtheirownbehaviourindifficultsituations;usingnegotiationandcompromiseeffectively;locatingandevaluatinginformationaboutgoodsandservices.

Thereisnolistoflegislationororganisationsthatpupilsmustlearnabout-selectionofthesewillbeatthediscretionoftheteacherwhowillbeguidedbytheneedsofthepupils.Thefocusforlearningshouldbehowthepupilscanusethelegislationororganisationsintheireverydaylife.Skillscanbedevelopedthroughtheuseofscenariocards,casestudiesandroleplay.

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Beingselectiveaboutwhatisexploredwillbeimportantforpupilengagementandrelevance.AguidetoexploringtopicsinHomeEconomicsisprovidedinAppendix3.

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QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartment’sprovision?

WhataretheimplicationsforfuturelearningandteachingatKeyStage3?

Action

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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.

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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

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QuestionsforDepartmentsHowcanweplanforlearningoutcomes?

Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?

Whichlearningoutcomeswillbethemostchallengingforourdepartment?

Action

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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.

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ContinuingprofessionaldevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.FormoreinformationonThinkingSkillsandPersonalCapabilities,seeAppendix2andAppendix4.

QuestionsforDepartmentsHowcanHomeEconomicsmeaningfullydevelopeachofthe5strandsoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearethekeyopportunitiesinHomeEconomicsforinfusion?

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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

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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


QuestionsforDepartments

WhatarethebenefitsofAssessmentforLearningpracticeinourclassroom?

WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

Action

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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughatthemomentthesemaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformaltowholeschoolandformallyplanned.

AnyofthefollowingcouldbeusedtohelpconnectlearningbetweenHomeEconomicsandothersubjects:

skills/learningoutcomes;keyconceptswithinLearningforLifeandWork;themes;knowledge;learningexperiences;keyelements;othersuitableapproaches.

(ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicandCollaborativeUnits,whicharepartoftheCurriculumSupportandImplementationBox).

•••••••

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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)

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•

•

•

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26


QuestionsforDepartments

Whichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowthatpupilsarelearningtomakeconnections?

Action

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27


5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

TheglossaryActive Learning and Teaching Methods for Key Stage 3isavailableatwww.nicurriculum.org.ukandisincludedintheCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.

HomeEconomicscanproviderichcontextstousearangeofactivelearningstrategies(furtherdetailscanbefoundinAppendix5).

QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?

Howdoestheclimateinourclassroomssupporttheuseofactivelearning?

Whataretheimplicationsforclassroommanagement?

Action

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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


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?

•••••

•

•

•

•

•••••

•–––

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WhendidIlastexperiencea“buzz”intheclassroom?

Whattheme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivity(ies)weretheydoing?Whatwasthepurposeoftheirlearning?WhydidIchoosetheseparticularresourcestousewiththosepupils?

ThisguidancehasbeendesignedtobeapracticalhelptoheadsofdepartmentandHomeEconomicsteachersatKeyStage3andshouldbeusedinconjunctionwiththewholeschooldevelopmentplanandotherrelevantdocumentation.

EveryHomeEconomicsdepartmentandschoolisdifferentandwilldevelopafocustosuittheirneedsandtheneedsoftheirpupils.MoreinformationonselectingafocusfordevelopmentcanbefoundinAppendix6.

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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


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


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


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37


Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.

TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

Appendix2ThinkingSkillsandPersonalCapabilities

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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


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


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


(d)arriveatapersonalviewpointconsiderarangeofviewpointsdevelopapersonalviewpoint

(e)makeadecisionandtakeaction,ifappropriateconsiderthefactorswhichmayinfluencedecisionsandactionsrecognisethatcompromise/andorprioritisingmaybenecessarywhenmakingadecision

(f)evaluatetheprocesswhatcanbelearnt?onreflection,whatmightbeimproved?whatconclusionsmightbedrawn?

••

••

•••

41


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


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


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


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


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


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

.

HomeEconomics

Key Stage 3 Non Statutory Guidancefor Home Economics

A CCEA Publication © 2007

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(PDF) KS3 Home Economics Non Statutory Guidanceccea.org.uk/.../home_ec/ks3_home_eco_nonstat_guidance.pdf · Economics Key Stage 3 Non Statutory Guidance ... helping them make reasoned