KEY THEMES
The three areas of the core provide the basis for the four key themes, which permeate all areas of the course. The electives are extensions of these themes, in particular management of resources, consumer competence and responsibility, and family social issues. (See Fig. 4.1 below)
| Areas of the core | Key themes | Electives |
Food studies and health
| Food, diet and
health
| |
Resource management and consumer studies
| Management of resources
Consumer competence and responsibility
| Home design and management
Textiles, fashion, and design
|
| Social studies | Family social
issues | Social studies |
Although each of the key themes is based on a particular area of the core, they are also very important in other areas and in the electives. For example, while the theory of the management of resources is covered in the resource management and consumer studies section of the core, its practical application is important in that section and also in the food studies (e.g. planning and preparation of meals) and the social studies (e.g. gender issues in the family) areas. It will be equally important in each of the electives.
Likewise, while the theoretical content relating to food, diet and health is found in the food studies area, it also has relevance in the social studies area (e.g. family needs) and the resource management and consumer studies area (e.g. household technology and consumer choices).
USING THE KEY THEMES TO FACILITATE INTEGRATION
The integrated approach recommended in the syllabus can be facilitated by centring all learning experiences on the four key themes.
The key themes can be integrated through the use of a wide variety of tasks and activities, including practical food assignments, problem-solving, management applications, and case study tasks, to fulfil the objectives of the syllabus.
Fig. 4.4 shows the key themes across the top of the page and the syllabus objectives down the left-hand side. Some examples of tasks and activities are given down the righthand side of the table.
Tasks can be designed to include all four key themes in a unit of work, and over a series of tasks all course objectives will be fulfilled. It is of course desirable to fulfil a number of the course objectives in as many tasks as possible, as these need to be constantly reinforced.
This system can be used when planning units of work, and then the combination of all the units would make up the overall programme of work for the year. In this case it is important to use the model in conjunction with a check-list to ensure that all areas of the syllabus are covered.
It is important to note that the model is intended as an example only and that it is neither prescriptive nor intended as a course outline.
SAMPLE WORK SKELETON FOR THE LEAVING CERTIFICATE SYLLABUS
| Year 1 | Term 1
Number of weeks: 15 | Term 2
Number of weeks: 11 | Term 3
Number of weeks: 5 |
| | Introductory cookery class Main syllabus area: Food science and diet and health--integrating resource management, consumer studies, and social studies Assignments: 1 or 2 | Main Syllabus Area: Food science and diet and health plus integrated topics Assignments: 1 or 2 | Main Syllabus Area:Resource management and consumer studies Assignments: 1 |
| Year 2 | Term 1
Number of weeks: 15 | Term 2
Number of weeks: 10 | Term 3
Number of weeks: 6 |
| | Main syllabus areas: Food processing Social studies--core Assignments: 1 or 2 Begin elective | Complete elective | Revision |
Fig. 4.2
| Year 1 | Term 1
Number of weeks: | Term 2
Number of weeks: | Term 3
Number of weeks: |
| | Main syllabus area: Assignments | Main Syllabus Area: Assignments | Main Syllabus Area: Assignments |
| Year 2 | Term 1
Number of weeks: | Term 2
Number of weeks: | Term 3
Number of weeks: |
| | Main syllabus areas: Assignments | Main syllabus areas: Assignments | Main syllabus areas: Assignments |
Fig. 4.3
Key themes > Objectives | | Food, diet,and health | Managementof resources | Consumercompetence and responsibility | Family social issues | Examples of tasksand activities |
| Nutritional needs | - Balanced diet, nutrients required, cooking skills
- Special requirements
| - Costing
- Budgeting
- Effective use of equipment and fuel
- Time management
| - Control of waste
- Shopping for best value
- Cost of foodstuffs
| - Family incomes
- Family functions
- Older people within the family
| - Sample Food assignment 1 p. 34, application of nutritional principles
|
| Technologicaladvances | - Modified atmosphere packaging
- Effect on shelf life of foods
| - Overpackaging
- Saving time in family work schedules
| - Expense of packaging
- Disposal of rubbish
| | - Investigation of packaging used on prepared consumer foods
|
| Elements andprinciples of design | - · Uses of machines in food preparation
- Design and function
- Properties of food being used, e.g. eggs
| - Contribution to management of the home
- Working principles and use of appliances
| - Costing of various appliances
- Factors to consider when buying
| | - Evaluation of a small household appliance--food processor
|
| Sociological factors | - Dietary needs of the elderly and how these might be met
| - Different accommodation options
| - Effect of older family members on household budget
| - Family as a caring unit
- Caring for the elderly
| - Accommodation options for an older family member
|
| Managementprocesses | - Meal planning
- Meal preparation
| - Shopping for food and other resources, work schedules, control of finances
| - Control of waste
- Recycling
| - Family structures
- Family roles
- Sex roles
| - Planning a schedule
- Family tasks in the house
|
| Environmentalawareness | - Evaluation of the packaging used on one day's food and the amount of waste produced
| - Family washing, heating the home-effect on the environment
| - Responsibilities to the environment
| | - Study of a range of home activities and their effects on the environment
|
| Creativity | - Eggs--composition properties
- Effects of cooking
- Food value
| - Organising a work plan
- Use of equipment-whisking etc.
| - What to look for when shopping for eggs
| | - Sample Food assignment 2 p. 34, sweet and savoury egg dishes
|
| Safety and hygiene | - Food safety and hygiene principles
- Use of HACCP
- Food poisoning
| - Importance of hygiene and safety considerations in the management of the home
| - Food hygiene regulations
- Safe practices in relation to food preparation
| - Importance of food safety in relation to vulnerable family members, e.g. the young, the elderly
| - Planning, preparing and presenting a chicken dish and an accompanying salad
|
| Skills--proceduraland manipulative | - Menu planning skills
- Special diets
- Skills in preparation and presentation of a meal
- Protein-complementary value
| - Planning and following a work plan
- Organising shopping
| - Costing a meal
- Investigation of suitable foods, including convenience foods
| | |
| Communications | - Different eating patterns in the various societies investigated
| - How these different societies carry out family roles; compare them with Irish families
| | - Investigation: films, literature etc. of different types of families in other societies
| - Group activity: investigation of family situations in other societies
|
Fig. 4.4: Using key themes to facilitate integration
Key themes > Objectives| | Food, diet, and health
| Management of resources
| Consumer competence and responsibility
| Family social issues | Examples of tasks and activities |
| Nutritional needs | | | | | |
| Technologicaladvances | | | | | |
| Elements andprinciples of design | | | | | |
| Sociological factors | | | | | |
| Managementprocesses | | | | | |
| Environmentalawareness | | | | | |
| Creativity | | | | | |
| Safety and hygiene | | | | | |
| Skills--proceduraland manipulative | | | | | |
| Communications | | | | | |
Fig. 4.5: Using key themes to facilitate integration