Book 1.indb 1 14/02/18 8:27 PM - content.folensonline.ie · 10 Milk, cheese and eggs ... 8...

Book 1.indb 1 14/02/18 8:27 PM

ContentsThe Skills for Life programme .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ivIntroduction .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 2Junior Cycle Home Economics.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 3Wellbeing.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 9Planning for Junior Cycle Home Economics . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..11Active methodologies .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..29Assessment . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..31Structure of chapter plans.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..33

STRAND 1 Food, health and culinary skills .. .. .. .. .. .. .. .. .. .. .. .. .. .. 34 1 Food choices . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..34 2 Nutrition .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..36 3 Balanced eating .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..38 4 Special diets .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..40 5 Meal planning .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..42 6 Food safety and hygiene .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..44 7 Food preparation .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..46 8 Cooking food . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..48 9 Meat, fish and protein alternatives.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..50 10 Milk, cheese and eggs.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..52 11 Vegetables, fruit and cereals .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..54 12 Home baking . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..56 13 Food shopping . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..58 14 Food sustainability .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..60 15 Digestion . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..62 16 Recipes and culinary skills . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..64 17 Classroom-based assessment 2 and the practical exam .. .. .. .. .. .. .. .. .. .. .. .. .. ..64

STRAND 2 Responsible family living .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 78 18 The family.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 78 19 Health and wellbeing . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 80 20 The consumer. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 82 21 Decision-making .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 84 22 Design in the home .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 86 23 Technology in the home . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 88 24 Sustainable and responsible living.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 90

STRAND 3 Textiles and craft . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 92 25 Textile trends and choices. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..92 26 Sewing skills .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..94 27 Fabric embellishment .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 98 28 Sustainability in textiles .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .100 29 Textile care .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .102 30 Classroom-based assessment 1: Creative textiles .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .104Answers to crosswords and word searches in the Skills and Learning Log . .. .. .. .. .. .. 112Connect 4 template.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .116

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11

Meat, fish and protein alternatives

Planning for Junior Cycle Home Economics1 Planning a scheme of

workHow to structure a Home Economics subject plan. A basic outline and a more detailed model are suggested.

2 Planning Units of Work The structure of a Unit of Work – the basis of teaching in the new Junior Cycle. Some sample units are included to get you started.

3 Action verbs Highlights the action verbs used in the Home Economics specification.

4 Delivering the specification

Two alternatives for delivering the Home Economics specification in your school.

5 Active methodologies Resources for teaching and learning. This section provides a menu of active methodologies you can use in the classroom.

6 Assessment for Learning Assessment is central to the new Junior Cycle. Assessment for Learning (AfL) is the preferred approach to assessment in the classroom. This section explains and provides tips for embedding AfL in the Home Economics classroom.

7 Assessment in Junior Cycle Home Economics

Outline of the different assessment methods throughout the Junior Cycle Home Economics programme.

8 Structure of Teacher’s Guide chapters

Outline of the plan for each chapter in the Teacher’s Guide.

Planning a scheme of workA scheme of work is a planning document written by the teachers in the Home Economics department. It provides the ‘big picture’ of how the Junior Cycle Home Economics specification will be delivered in your school. It helps teachers to plan at which stages students will acquire the knowledge and skills outlined in the specification. Schemes of Work are usually included as part of your school’s self-evaluation (SSE) plans and are also required for whole-school evaluation (WSE) and subject inspections. A sample of a detailed scheme of work can be found below. This is a sample of the format used to generate the Home Economics subject folder.

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12 Skills for Life Teacher’s Guide

Planning for Junior Cycle Home Economics

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Book 1.indb 12 14/02/18 8:27 PM

13Skills for Life Teacher’s Guide


Planning Units of WorkAs part of the implementation process for the new Junior Cycle, all teachers are receiving 22 hours non-contact classroom preparation time and teacher collaboration time – this is now referred to as ‘Professional Time’. This time can be used for planning Units of Work before the CBAs and SLARs (Subject Learning and Assessment Review) come on-stream.

The terms used in the new specification slightly differ from what would have previously been used, so provided below is a list of updated terms:

Unit of Work: This is a set of learning experiences (lessons) grouped around a topic or theme and based on a set of linked learning outcomes.

Learning Outcomes (LOs): Learning outcomes come directly from the specification. Learning outcomes state what knowledge and skills students should learn. It is important to note that a learning outcome does not have to be completed in one go. LOs can be revisited over the course of the three-year Junior Cycle.

Learning Intentions (LIs): These are what you would like the students to learn during a Unit of Work, topic or lesson. In the Planning and Resource Guide, these are described for each topic. In the textbook, these Learning Intentions are translated into a student-friendly ‘What Will I Learn?’ section.

Success Criteria: In the Teacher’s Guide, the Success Criteria describes what the student should be able to do when the chapter is completed.

Components of a Unit of Work

1. Unit of Work (Title)

2. Learning outcomes for this Unit

There are always a number of LOs which may be relevant. It would be good practice to pick approximately three of the most relevant LOs.

3. List the action verbs

Take these from the learning outcomes. The action verbs represent skills students should develop while studying a Unit of Work.

4. Identify the Learning Intentions

This section asks you to identify what content students should learn as part of the Unit of Work. In the textbook, these are identified in each topic as ‘What you will learn’. In this Teacher’s Guide, these are identified under ‘Learning Intentions’ and ‘Success Criteria’.

5. Identify the Elements

Identify the Elements to be used in teaching. The four Elements are 1. Individual and family empowerment2. Health and wellbeing3. Sustainable and responsible living4. Consumer competenceThese are the lens through which you teach the specification. You do not need to have every element in every lesson.

6. Identify Key Skills Identify the Junior Cycle Key Skills that are addressed in the Unit of Work. In the textbook, these are presented for each topic, and you could extract them to suit your Units of Work.

7. Reflection Each Unit of Work should provide students with an opportunity to reflect on their learning. This can be done at the level of the Unit of Work, chapter or lesson. Opportunities for reflection are included in each chapter of the Skills and Learning Log.

Book 1.indb 13 14/02/18 8:27 PM



8. Assessment Each Unit of Work should contain a section on assessment that allows you to track student understanding and progress in attaining the outcomes of the Specifi cation. The form and content of the assessments are left to your professional judgement. Summative assessment takes the form of the end of the lesson, end of topic or end of unit tests. Formative assessment is the continuous assessment you make in your classroom as you check for students understanding as they progress through a lesson (see section on Assessment for Learning below).Note: this is separate from the assessment guidelines which the NCCA issue, in particular, those related to the classroom-based assessments (Year 2 and Year 3) and the Practical Exam in Year 3.

Action verbsAction verbs represent skills students should develop while learning during a Unit of Work. The Junior Cycle for Teachers released an action verbs document which should be used and referred to when planning Junior Cycle Home Economics. This is available on FolensOnline.ie.

Delivering the specifi cationBelow are three diff erent ways you could deliver the specifi cation to your students.

Planning by chapter – this method has used the student textbook as the guideline. It goes through each chapter of the book and gives the learning outcomes, links to other chapters and links to the Wellbeing Indicators.

Planning by specifi cation – this method has used the Junior Cycle Home Economics specifi cation as the guideline. The specifi cation is broken down into its strands and elements. It is then linked to the chapters of the student textbook which need to be referred to in order to achieve each learning outcome.

Planning by year – this is a template for planning the overview of the year. It will need to be used in conjunction with either the planning by chapter or specifi cation methods. Note: This planning table is a good template to use in your journal for each group. It is a working document and needs to be adapted per group. At the end of the year, there should be lots of notes on the document to help you plan the next year, especially in the fi rst number of years as you adapt to the new specifi cation.

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34

Food choices1About this chapterThis chapter is the introduction to the food, health and culinary skills strand of the new Home Economics specification. It gives you, the teacher, the opportunity to find out what your students already know and what their attitudes are in relation to food, for example special diets, allergies, likes and dislikes and so on. This will help you to differentiate your teaching going forward in the areas of food, health and culinary skills.

This chapter is also an introduction to the terms sustainability, ecological issues and ethical issues. These are terms many students may not have come across before and therefore it is very important to spend time teaching these concepts and making sure students understand the terms, as they underpin the ethos of the entire new specification.

Learning outcomes1.1 Identify the factors that affect personal food choices.

1.15 Investigate the impact of their food choices from an ecological and ethical perspective.

Learning intentionsStudents will be able to:

Success criteriaStudents will have successfully covered the material in this

chapter if they can:

Explain the reasons why we eat food

l List the reasons why we eat food l Discuss the reasons in their own words

Define the functions of food l Identify the functions of food l Discuss the functions in their own words

Identify the factors that affect food choices

l Recognise the factors that affect food choice l Give a reason for each factor

Investigate how our food choices impact on the environment

l Explain the term sustainability l Give their own opinion on how the transport of food around

the world affects the environment

Demonstrate how our senses affect food choices

l Identify the five senses l Explain how the senses affect food choice

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1


Food choices

Active methodologiesResearch project: Food milesGive each student a different food item – choose some that are local and some that travel a long distance. Ask the students to use a food miles calculator (this can be found easily by searching the internet) to calculate the distance their item has had to travel to get to them. If internet at home is a problem take them to the computer room and do it in school. When students bring back their answers, ask them to guess which food item came from furthest away. You could get them to do this by lining up in the order they think is right and then they move as you go through them so they finish in the right order. Set up a class discussion around the topic of food miles and students’ opinions on the topic after students have completed their own research. Sample questions could include: Do you think it is good that food travels this much around the world? What could we do to stop our food miles building up?

Digital resourcesThe following digital resources are available on the Skills for Life programme page on FolensOnline.ie.

l Chapter 1 PowerPoint: Use this to teach this chapter or for revision with your students.

l YouTube: Field to Fork (Episode 2): Provides a good introduction to and explanation of food miles.

Extension activities: Tic-Tac-ToeList four factors that affect food choice

Make a one-minute video on how bananas travel to Ireland

Discuss how family and friends influence our food choices

Create a mind map for this chapter

Describe the five senses Draw the Fairtrade symbol

Design a poster encouraging people to buy food locally

Create a three slide PowerPoint on a staple food of your choice

Explain the functions of food

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80

About this chapterHealth and wellbeing is at the core of the new Junior Cycle, and Home Economics has a significant role to play in the rolling out of the wellbeing programme in schools. This chapter covers just some of the areas of Home Economics which fall under the area of health and wellbeing, for example stress, exercise and health hazards.

Learning outcomes2.4 Discuss the requirements of a safe and nurturing home environment.




Demonstrate the importance of a safe and nurturing home in ensuring health and wellbeing

l Define wellbeing l Discuss what a safe home is and what the effect of having a

safe home has on a child’s health and wellbeing

Discuss the guidelines for a healthy lifestyle

l Define immunisation/vaccination and explain the importance of vaccination in young children

l Demonstrate the importance of rest and relaxation l Explain leisure and give examples of their own leisure

activities l Outline how to follow a healthy balanced diet using the food

pyramid

Outline the benefits of regular exercise

l Explain the term ‘exercise’ and its benefits l Give examples of different types of exercise l Demonstrate different types of exercise

Express the meaning of the terms ‘mental health’ and ‘attitudes’

l Define mental health l Explain attitudes, relaxation and stress

Identify and explain the causes of stress and ways of relieving stress

l List the causes of stress l Demonstrate ways to relieve stress l Outline cyberbullying and the importance of internet safety

Demonstrate the guidelines for personal and household hygiene

l Explain good personal and household hygiene l Demonstrate good practice in relation to personal and

household hygiene

Discuss the effects of smoking, alcohol and drug abuse

l Define smoking, alcohol abuse and drug abuse l Explain why each are bad for health and wellbeing l Outline the effect each has on the individual and the family l Give examples of places and programmes which can help in

relation to smoking and alcohol and drug abuse

19 Health and wellbeing

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19


Health and wellbeing




Highlight the actions taken by the government to discourage people from smoking and abusing alcohol

l List the actions taken by the government to discourage people from smoking and abusing alcohol

l Apply the government actions to a campaign for young people

Distinguish the difference between what is meant by commonly used drugs, controlled drugs and illegal drugs

l Define drugs, controlled drugs and illegal drugs l Explain the differences between the three types l Outline the effects of drugs on the individual and the family

Active methodologiesMindfulnessThe act of mindfulness is an integral part of health and wellbeing. There are many ways to practice mindfulness; mindfulness colouring, tai-chi, yoga and meditation to name just a few. These techniques can teach students how to stop and take time to free their mind which will reduce their stress levels and give them time to reflect on events occurring at the present time. It is a good idea to start with basic mindfulness techniques such as mindfulness colouring and breathing techniques so that students get used to relaxing and spending time in quiet reflection. You can then move onto guided meditations or yoga/tai-chi. There is an example of a guided meditation in the online resource section below.


l Chapter 19 PowerPoint: Use this to teach or revise this chapter with your students. l YouTube: Guided meditation for children: The Friendly Whale. l YouTube: Short video on internet safety for children. l YouTube: A video showing the effects of smoking on the lungs.

Extension activities: Tic-Tac-ToeDesign a poster to help stop cyberbullying in your school

Create a fishbone study guide on health and wellbeing

Investigate immunisation. Compile a list of all the vaccines a child in Ireland should receive

Challenge yourself to do 30 minutes of exercise every day outside of school. Take photos and report back to the class

Define health and wellbeing Carry out a random act of kindness for someone in your family or community

Research the effects of a specific drug/smoking/alcohol. Present your findings to the class

Keep a sleep diary. Challenge yourself to get eight hours of good sleep a night

Take part in a mindfulness activity

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94

Sewing skills26About this chapterThis chapter is all about sewing skills. It demonstrates both hand- and machine-sewing skills. These skills are an essential foundation for the CBA 1 and therefore it is important to spend time on them. If students get the basics right from the beginning, the rest will come in time.

Learning outcomes3.1 Demonstrate basic hand- and machine-sewing techniques.




Discuss the use and method for basic hand stitches

l List the basic hand stitches l Explain in their own words how to do each stitch l Demonstrate how to complete each stitch

Describe what is meant by a seam, how to make a flat seam and seam finishes

l Define a seam l Explain how to complete a seam l Demonstrate how to complete a flat seam and a number of

seam finishes

Identify the parts of the sewing machine

l List the parts of the sewing machine l Label the diagram of the sewing machine correctly

Outline the points to consider when choosing a sewing machine

l Identify the factors which should be considered when choosing a sewing machine

l Explain the different modern features available on sewing machines

Examine the different machine stitches and their uses

l Name the different machine stitches and explain where they can be used

l Demonstrate the basic machine stitches

Thread a sewing machine and use it safely

l Explain in their own words how to thread a sewing machine l Demonstrate how to thread a sewing machine l Outline the safety instructions to follow when working with a

sewing machine

Demonstrate how to care for a sewing machine and possible faults that could occur

l Outline the instructions to follow in caring for a sewing machine l Describe the different faults that can occur when using the

sewing machine l Explain how to prevent and/or stop the faults that may occur

Outline the basic sewing equipment

l List the basic sewing equipment l Explain when and how the equipment is used

Outline the points to consider when buying fabrics

l Describe the factors that must be considered when buying fabrics

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26


Sewing skills




Demonstrate how to cut out fabric correctly and how to transfer pattern markings to fabric

l Explain what pattern markings are and how to transfer them to fabric

l Describe how to cut fabric correctly l Demonstrate these skills

Active methodologiesThe sewing machine driving licenceThere are two parts to this activity; the sewing machine theory test and the sewing machine driving licence. This is a great way to encourage students to learn the theory and skills associated with the sewing machine. Students must pass their theory test before they can complete their driving test, i.e. they must understand the theory before they can practically use the sewing machine. Put together a short theory test that you feel would be appropriate for your students and then use the template for the driving test. Give students a certifi cate on completion on both their theory and practical exams.


l Chapter 26 PowerPoint: Use this to teach or revise this chapter with your students.

l YouTube: How to wind the bobbin and thread a sewing machine. l YouTube: Basic hand stitching. l YouTube: Printable Sewing Maching Driving Test and certificate templates.

Extension activities: Tic-Tac-ToeGo to the fabric shop and investigate the price of diff erent fabrics. Bring back three samples

Create a sewing sample folder; include samples of each stitch and technique you have learned (include hand and machine stitches)

Design and complete a textiles fabric project e.g. an apron

Complete your sewing machine driver theory test

Draw a labelled diagram of a sewing machine

Complete your sewing machine driving test

Produce a step by step video guide on how to thread the sewing machine

Create a mind map revision guide to the chapter

Design a poster of your favourite/assigned stitch, included step by step instructions for your peers and present to the class

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26


Sewing skills

Sewing Machine Driving Test

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26


Sewing skills

Sewing Machine Driving Licence

Awarded to:____________________________________________________

on completion of:1. Threading the sewing machine successfully and safely

2. The Sewing Machine Driving Test

Signed: ____________________________Date: ______________________________

Note: Your licence can be revoked at any point if you do not demonstrate safe use of the sewing machine.

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112

Answers to crosswords and word searches in the Skills and Learning LogStrand 1 Chapter 3Crossword, p.19

Across: 5. Anaemia, 6. Calcium, 8. Four, 9. Sedentary, 10. Energy, 11. Convalescent, 12. Carbohydrate, 13. Metabolic

Down: 1. Balanced, 2. Fat, 3. Kilocalories, 4. Weaning, 7. Osteoporosis, 8. Food

Chapter 5Word search, p.31

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Book 1.indb 112 14/02/18 8:28 PM

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Book 1.indb 1 14/02/18 8:27 PM - content.folensonline.ie · 10 Milk, cheese and eggs ... 8...

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