Syllabus Structure

SYLLABUS STRUCTURE AND FORMAT

The syllabus consists of a core and three electives.

The core consists of three areas:

Food studies 45%
Resource management and consumer studies 25%
Social studies 10%

There are three electives from which the teacher and classgroup must choose one. The electives are extensions of content contained in the core and provide students with the opportunity to study certain topics in more depth.

The electives are:

The syllabus is presented in four columns under the headings:

• topic
• content--expected knowledge and understanding
• activities to support the course objectives
• links to other parts of the syllabus.

The topic column gives the main area of study being referred to, for example Protein. Each topic also has a reference number, for example 1.1.2 Protein. These reference numbers are included to facilitate cross-linking between different areas of the syllabus. They will also be used in the guidelines to refer to specific areas of the syllabus. Teachers can also use them when planning programmes of work to simplify finding content areas in the syllabus.

The content--expected knowledge and understanding column gives further details of the depth of treatment required for the particular topics. Content required for Higher level only is presented in black text in this column. The content outlined in this column is what the students will be required to know and understand for examinations and around which their skills, competence and attitudes should be based.

The activities to support the course objectives column is included to assist teachers in achieving the aims and objectives of the syllabus. The aim of the activities included is to encourage the use of a variety of learning methodologies and to give some examples of how and where these learning methodologies might be used in the delivery of the syllabus content. The activities suggested are not prescriptive. Alternative and additional suitable activities may also be used.

The links to other parts of the syllabus column is included as an aid to teachers in forming links between different areas of the syllabus and to facilitate the principle of integration that is crucial to the successful implementation of the aims and objectives of the syllabus. Reference numbers are included here to further facilitate this principle.

The syllabus structure and format described above, has been designed to offer more choice and provide more clarity on how the course objectives may be realised.

The syllabus is presented in an expanded format that should clarify for teachers, when planning their programmes of work, exactly what material should be covered. For this reason these Guidelines for Teachers do not go into a lot of detail in relation to content.

CORE

FOOD STUDIES (45%)

OBJECTIVES

• To enable students to have the knowledge and understanding of food and food-related issues necessary for personal and family health and to apply this knowledge and understanding to the wider area of the food industry
• To enable students to develop and extend organisational, manipulative and creative skills in relation to the preparation, cooking and presentation of food

This area of the core should not be taught in isolation but should be integrated with the other two core areas and the selected elective, as appropriate.

Practical and investigative work should be an integral part of this area of the syllabus.

TOPICS COVERED

The main areas in the food studies area are:

1.1 Food science and nutrition

This area includes a small section on food choices and the factors that affect our choice of foods, the food constituents (which are covered in some detail), and water.

1.2 Diet and health

This area includes energy, dietary guidelines, dietary and food requirements, and a section on the Irish diet.

1.3 Preparation and processing of food

This is the most extensive area of food studies and includes the Irish food industry, food commodities, meal management and planning, food preparation and cooking processes, food processing and packaging, food additives, food legislation, food spoilage, preservation, and food safety and hygiene.

LINKS WITH OTHER PARTS OF THE SYLLABUS

This area of the syllabus can be linked with management (2.1), household technology (2.1.5), consumer choices (2.2.1), consumer responsibility (2.2.2), consumer protection (2.2.3), and the family (3.1).

Many links can also be made between different areas within the food studies area; for example, food commodities (1.3.2) can be linked with food spoilage (1.3.8).

It may also be possible to make links between the food studies area and the chosen elective, depending on the elective. For example, there will be few apparent links with the home design and management elective and the textiles, fashion, and design elective, but the whole area of management (2.1) can be linked with reconciling employment with family responsibilities (6.3.2) in the social studies elective.

ASSESSMENT

The food studies area of the core will be assessed in the following way:

• on the written paper, both on Section A (short answer) and Section B (long answer) questions
• as part of the assessment of practical coursework (all assignments will be based on food studies, although other areas of the core will be integrated also).

RESOURCE MANAGEMENT AND CONSUMER STUDIES ( 2 5 % )

OBJECTIVES

• To enable students to develop and apply the management skills necessary for the effective organisation and management of available resources to satisfy personal and family needs
• To enable students to have the knowledge and skills necessary to be discerning and responsible consumers

This area of the core should not be taught in isolation but should be integrated with the other two core areas and the selected elective, as appropriate.

Investigative work and active learning methods should be an integral part of this area of the syllabus.

TOPICS COVERED

The main areas in the resource management and consumer studies area are:

2.1 Family resource management

This area includes components of management, attributes affecting management, management of household financial resources, housing, household technology and textiles (a very short section covering textiles as a resource for household and clothing purposes).

2.2 Consumer studies

This area includes a brief section on consumer choices and more substantial sections on consumer responsibility and consumer protection.

LINKS WITH OTHER PARTS OF THE SYLLABUS

This area of the syllabus can be linked with food choices (1.1.1), preparation and processing of food (1.3), and the family (3.1).

Many links can also be made between different areas within the resource management and consumer studies area; for example, textiles (2.1.6) can be linked with management of household financial resources (2.1.3) and consumer choices (2.2.1).

It is also possible and advisable to make links between this area of the syllabus and the chosen elective. All three electives can be linked to this area.

ASSESSMENT

The resource management and consumer studies area of the core will be assessed in the following way:

• on the written paper, both on Section A (short answer) and Section B (long answer) questions
• as part of the practical assessment (all assignments will be based on food studies, and other areas of the core will be integrated).

SOCIAL STUDIES (10%)

OBJECTIVE

• To enable students to understand sociological factors affecting the individual and families

This area of the core should not be taught in isolation but should be integrated with the other two core areas and the selected elective.

Investigative work and active learning methods should be an integral part of this area of the syllabus.

TOPICS COVERED

There is one main area in the social studies area:

3.1 The family in society

This area includes a small glossary called introducing sociological concepts, defining the family, family structures, family functions, marriage, family as a caring unit and family law.

Groups selecting the social studies elective can study social studies in more depth.

LINKS WITH OTHER PARTS OF THE SYLLABUS

This area of the syllabus can be linked with management (2.1), dietary and food requirements (1.2.3) and meal management and planning (1.3.3).

Links can also be made between different areas within the social studies area, for example, marriage (3.1.5) can be linked with family structures (3.1.3) and family law (3.1.7).

It may also be possible to make links between the social studies area and the chosen elective. In particular, there will be strong links with the social studies elective. There are also links with the home design and management elective, for example, housing provision (4.1.2).

ASSESSMENT

The social studies area of the core will be assessed in the following way:

• on the written paper, Section B (long answer) questions.

ELECTIVES

ELECTIVE 1 : HOME DESIGN AND MANAGEMENT

AIM

• To allow students to further develop their knowledge, understanding and skills in relation to certain aspects of the core, particularly resource management and consumer studies

OBJECTIVES

• To provide students with knowledge and understanding of the design, building and management of the home to meet individual and family needs and with consideration for environmental and social responsibility
• To enable students to develop creative ability and respond to design through the design process and the evaluation of design

Investigative work and active learning methods should be an integral part of this area of the syllabus.

TOPICS COVERED

The main areas in the home design and management elective are:

4.1 Housing

This area includes a small section on housing styles and a section on housing provision.

4.2 House building and design

This section includes planning requirements, professional services, and house design.

4.3 Designing the house interior

This area includes the elements and principles of design and their application to the home and criteria for the selection of materials.

4.4 The energy-efficient home

Energy supplies and their effects on the environment, potential energy inefficiencies and strategies for improving efficiency.

4.5 Systems and services

This area includes electricity, water, heating, ventilation, and lighting.

LINKS WITH OTHER PARTS OF THE SYLLABUS

While it will be more practical to teach this elective as an individual unit, linkages should be made between the elective and relevant areas of the core.

Most of the links made between this elective and the core will be with the resource management and consumer studies section. Links can be made with family resource management (2.1), housing (2.1.4), household technology (2.1.5), textiles (2.1.6), consumer studies (2.2), and the family (3.1).

ASSESSMENT

The assessment of this elective will be by terminal written examination only.

ELECTIVE 2 : TEXTILES, FASHION, AND DESIGN

AIM

• To allow students to further develop their knowledge, understanding and skills in relation to certain aspects of the core, particularly textiles and design

OBJECTIVES

• To provide students with the knowledge and understanding of the design, construction and appraisal of clothing, giving consideration to design and scientific factors
• To enable students to develop creative ability and to respond to design through the exploration of materials and process
• To enable students to develop and extend design, manipulative and creative skills

Practical and investigative work should be an integral part of this elective.

TOPICS COVERED

The main areas in the textiles, fashion, and design elective are:

5.1 Contemporary clothing and fashion

A brief section on the social, economic and industrial influences on the design and construction of clothing and a critical evaluation of fashion trends.

5.2 Textile science

This section includes details of fibres, fabric profiles, and fabric construction techniques.

5.3 Design evaluation andgarment construction

The application of the elements and principles of design to garment construction and evaluation.

5.4 The clothing and textileindustries

A brief overview of the clothing and textile industries in Ireland.

LINKS WITH OTHER PARTS OF THE SYLLABUS

While it will be more practical to teach this elective as an individual unit, linkages should be made between the elective and relevant areas of the core.

Most of the links between this elective and the core will be with the resource management and consumer studies section. Links can be made with family resource management (2.1), household technology (2.1.5), textiles (2.1.6), and consumer studies (2.2).

ASSESSMENT

The textiles, fashion, and design elective will be assessed in the following way:

• on the written paper (10% of the total mark)
• by a practical assessment. Candidates will be required to produce a design folder for a garment or outfit and to construct one garment that demonstrates the prescribed process or processes (10% of the total mark).

ELECTIVE 3 : SOCIAL STUDIES

AIM

• To allow students to further develop their knowledge, understanding and skills in relation to certain aspects of the core, particularly social studies

OBJECTIVES

• To provide students with knowledge and understanding of the social issues that relate to the family, education, work, unemployment, leisure, and poverty
• To enable students to develop the skills to analyse and interpret material as a basis for expressing and communicating balanced viewpoints

Investigative work and active learning methods should be an integral part of this area of the syllabus.

TOPICS COVERED

The main areas of the social studies elective are:

6.1 Social change and the family

A brief introduction investigating the impact of social and economic change on family life.

6.2 Education

The purpose of education and its provision in Ireland, factors that influence educational achievement, and equality of opportunity.

6.3 Work

This section includes attitudes to work, changes in patterns of work, and the role of unpaid and voluntary work. Part of

this section is devoted to reconciling employment with family responsibilities.

6.4 Leisure

Influences on leisure patterns and the role of leisure in the development of the individual. There is also a section on evaluating the leisure facilities available in the community.

6.5 Unemployment

Definition, causes, and effects.

6.6 Poverty

This section includes concepts of poverty and causes and effects.

6.7 Statutory and community responses to creating employment and eliminating poverty

Social Welfare assistance and benefits and statutory and community schemes.

LINKS WITH OTHER PARTS OF THE SYLLABUS

While it will be more practical to teach this elective as an individual unit, linkages should be made between the elective and relevant areas of the core.

Most of the links between this elective and the core will be with the social studies section. Links can be made with family resource management (2.1), consumer choices (2.2.1), the family (3.1), and marriage (3.1.5). Many links can also be made between different areas within the elective.

ASSESSMENT

The assessment of this elective will be by terminal written examination only.