Electives

4.1 Housing

4.1.1 Housing styles

4.1.2 Housing provision

Outline knowledge of the historical development of housing styles in Ireland from the nineteenth century onwards

Identification of popular housing styles in Ireland today

Social, cultural, economic and environmental factors that influence the choice of housing styles

Variations in housing requirements,
include the specific physical
requirements of:

• families, single people, the elderly, people with disabilities, the homeless

An evaluation of housing provision
in Ireland today, to include:

• distribution of housing (i.e. rented or owner-occupied, private or social housing, urban or rural distribution)
• quality of accommodation
• comparative costs of buying and renting
• adequacy of housing provision to meet the variations in housing requirements

Visit:

• as part of a school trip students could visit one or a number of different houses from different periods and identify the characteristics of the housing style of the period.

Group discussion:

• use of photographs of different styles of houses as stimulus material. Discuss the appropriateness of the house style within the surrounding environment.

Housing study:

• students work in groups and select a local geographical area (e.g. townland, village, housing estate) to carry out their study. The study would involve evaluating the housing provision in that area, referring to some of the factors in column 2 (content).

3.1.3 Historical development
of the family

2.2.2 Consumer responsibility

2.1.4 Housing
3.1.3 Family structures
3.1.4 Family functions

2.1.3 Household income
Household expenditure
Planning budgets
Housing finance
2.2 Consumer studies
3.1.4 Family functions

• social housing provision, to include local authority provision, voluntary and co-operative housing
• provision of local amenities and services for housing developments, to include: schools, shops, community centres, transport, play areas, adequate street lighting, refuse collection

Factors that influence the choice of location and the choice of house style

Planning requirements: the procedure involved in obtaining planning permission or bye-law approval

Professional services available to assist in the design and building of the house, to include:

• architects, engineers, surveyors, solicitors, builders, books of house plans

Factors that influence the design of the house, to include:

• aesthetic and environmental factors, family requirements (present and future), energy-efficiency, ergonomics, initial and maintenance costs, technological developments

The regulation of house building
standards, to include:

• national house building guarantee scheme, provision of certificates and guarantees, grant provision

Case studies:

Each student is given a case study of a person or family with a particular need or set of needs.

This case study can be used for all the investigations that follow and the information gathered and compiled in a folder.

(i) Decide on a location and house style suitable for the particular case study and outline the procedure that would be followed in order to obtain planning permission for the house selected.

(ii) Design the house. Using any resources available, the student produces a simple design of the outside and inside of the house to meet the needs of the person or people in the case study and referring to the factors given in column 2.

3.1.3 Social, economic and technological changes affecting the modern family

2.1 Family resource management

2.1.3 Housing finance

2.1 Family resource management
2.1.5 Household technology
2.2.2 Consumer responsibility
3.1.3 Family structures
3.1.4 Family functions

4.3 Designing
the house
interior

4.4 The energyefficient
home

Elements and principles of design and their application to the home

Factors that influence the interior design of the home, to include:

aesthetic and comfort factors, ergonomics, family size and circumstances, special needs, cost, environmental awareness

Selection, properties and uses of flooring and floor coverings, wall finishes, furniture and soft furnishings

Criteria for selection, properties and uses of materials used in the home, to include wood, metal, glass, plastics, and fabric

Identification of energy supplies to the home, to include electricity, gas, oil, solid fuels, solar energy, the sources of these energy supplies and the sustainability of these energy sources

Emissions produced as a result of burning fuels in the home and the effects of these emissions on the environment

Identification of potential energy
inefficiencies in the home

Strategies to improve energy-efficiency and reduce emissions

(iii) Interior design

(a) Using photographs or magazine pictures of rooms, students evaluate a room with reference to the elements and principles of design and other criteria as specified by the teacher

(b) Using the case studies referred to earlier, the student designs one room in the house with reference to the requirements of the particular case study.

(iv) Make recommendations for the flooring or floor coverings, wall finishes, furniture and soft furnishings for one room.

Small investigative study to identify areas of energy-inefficiency in the home, e.g. areas where heat might be lost, how domestic hot water is heated, inefficient use of electricity, gas and other fuels, energy-inefficient cooking practices.

(v) Recommendation for how, in designing the home, energyefficiency can be increased.

Household electricity supply and the structure of the ring circuit

Voltage, wattage, amperage, kilowatthour, tariffs and costings

Safety in the use of electricity.
Fuses, circuit-breakers, and earth

Cold water supply and storage in the house

Levels of thermal comfort and their control, to include the underlying principle and uses of thermostats

Heating options available and factors to consider when choosing a heating system

Scientific principles underlying one system of domestic central heating and their application

(vi) Students make recommendations for heating, lighting and ventilation systems for one room in the house they have designed.

2.1 Family resource management

2.l.3 Household finance

2.1.5 Household technology

2.2 Consumer studies

2.2.1 Consumer choices

4.2 House building and design

1.1.7 Water

4.4 Energy-efficient home

2.2 Consumer studies

Underlying principles and methods of insulation

Underlying principles of ventilation and their application

Natural and artificial methods of ventilation

Properties of light and application of these properties

Principles for planning lighting systems

Outline of contemporary lighting developments

Underlying principles and uses of energy-efficient lighting

Students evaluate the insulation provision in their own home and make recommendations for improvements necessary.

Students evaluate the ventilation provision in the home economics room or a room in their own home and make recommendations for any improvements necessary.

Investigation of contemporary lighting developments, using magazines, brochures, shop visits, etc.

4.4 Energy-efficient home
2.1.5 Household technology

4.4 Energy-efficient home
2.2 Consumer studies

5.1 Contemporary
clothing and
fashion

5.2 Textile
science

Social, economic and industrial influences on the design and construction of clothing

Critical evaluation of current fashion trends (male and female), to include reference to:

• colour, shape, line, proportion, pattern, texture, influences, accessories, and other appropriate factors

Factors that influence clothing requirements, to include:

• function, cost versus money available, availability, new fibres, the media, trendsetters, fashion, social and cultural influences

Elements and principles of design

Classification, sources and uses of natural, regenerated and synthetic fibres

Profiles of one fabric manufactured from natural fibres, one fabric manufactured from manufactured fibres, and one blend, to include:

• fibre production and properties, identification of fibres using burning tests and microscopic evaluation, yarn production, yarn or filament modification

Group projects:

• use a selection of family photographs, magazine pictures etc. from different decades to illustrate the "look" of the time.
• make comparisons between fashion trends in the past and more recent developments.

Group discussion:

• use of magazine pictures, videos etc. to stimulate discussion on aspects of contemporary fashion.

Observing and feeling a variety of fabrics to note their physical properties.

Investigation of relevant fabrics to identify origin of fibres, method of yarn production, fabric construction, technique used, and design application.

2.1.6 Textiles
3.1.3 Family structures

2.2 Consumer studies

2.1 Family resource management

1.1.2 Basic protein structure

1.1.3 Basic structure of carbohydrates. Formation of polymers

5.3 Design evaluation
and garment construction

5.4 The clothing and textile industries

• fabric construction techniques (two/three techniques), finishes (two/three finishes), colour application (two methods), design application (two methods), and fabric performance testing (two tests)

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

Evaluation of the design of garments or outfits, with reference to the relationship between design and function, comfort, and aesthetic appeal

Knowledge and application of the design process to the construction of a garment, demonstrating the use of a range of prescribed processes.

Commercial patterns may be used

Selection and modification of a commercial pattern to meet a specific need or set of needs

An overview of the structure of the clothing and textile industries in

Ireland, to include the recognition of the role of the small businesses or cottage industries within the area of clothing and textiles and the career opportunities in clothing and textiles and related industries

Students carry out simple scientific tests on fabrics to test certain performance characteristics.

Using garments or pictures of garments, evaluate the design of garments with reference to the elements and principles of design.

Use of the design process to produce a fashion sketch of a garment or outfit to meet a specific brief.

Testing of fabrics for suitability to design, e.g. absorbency, shrinkage, water-repellence, crease recovery.

Visit to a factory, craft worker etc. in the area of clothing or textiles to assess how they fit into the industry structure, how they contribute to the area, and the career opportunity they present.

2.1.6 Textiles

2.2.1 Consumer choices

2.1.5 Household technology

6.1 Social change and the family

6.2 Education

The impact of social and economic change on family life, to include:

• the change in settlement patterns from rural to urban, reduction in working hours and increase in leisure time, improvements in the provision of education and social welfare, changing attitudes to marriage, parenting and traditional roles within the family, improved pay and conditions of work, increased participation of women in the work force, legislation on equal pay and employment opportunities, unemployment

The purpose of education:

• as a method of socialisation
• in the physical, emotional, moral and intellectual development of the individual
• as a preparation for work

Factors that influence educational achievement

The provision of education in Ireland, to include:

• pre-school, primary, second-level, third-level, adult and second-chance education, special needs education

Equality of opportunity in education, with reference to gender inequity, socio-economic status, disadvantaged students, early school leavers
Contemporary initiatives in improving the accessibility of education

Case study:

• comparison of family life one hundred years ago with family life today, with reference to: roles of various family members, leisure time available, who attended school and what this involved, number of children, etc.

Interview:

• students interview an elderly relative or member of the community with a view to comparing family experiences then and now.

3.1.3 Family structures

3.1.5 Marriage
3.1.6 Family roles

2.1 Family resource management
3.1.4 Family functions
3.1.6 Family as a caring unit
6.4 Leisure
6.5 Unemployment
6.6 Poverty
6.7 Statutory and community responses to unemployment and poverty

6.5 Unemployment

6.3 Work

6.3.1 Concepts
of work

Defining work:

• paid employment, unpaid work in the home and home-related activities, voluntary work

Attitudes to work and work attainment, to include:

• extrinsic and intrinsic satisfaction, work ethic, variations in working according to occupation

Changes in patterns of work and work availability, to include:

• the effect of developing technology on industry, the decline in primary and secondary industries and the increase in work in the service industries, increased educational requirements to acquire employment, increased participation by women in employment, improved working conditions, increasing flexibility in working hours, e.g. job-sharing, flexible hours, parental leave

The role of unpaid and voluntary work in the community and the benefits to be gained by the volunteer and the community

Brief outline knowledge of the Protection of Young Persons (Employment) Act (1996)

Using case studies of job descriptions by a variety of workers, students examine and give their opinions on the level of satisfaction derived by the worker and how this might be improved, if necessary.

Investigation of the current occupational structure in Ireland and comparison with fifty years ago.

2.1 Family resource management

3.1.3 Family structures

3.1.4 Family functions

6.2 Education

6.7 Voluntary organisation

2.1.2 Attributes affecting management

6.4 Leisure

6.5 Unemployment

6.7 Statutory and community responses to unemployment and poverty

6.3.2 Reconciling employment with family responsibilities

6.4 Leisure

Changing patterns in sex roles within the family

The impact of dual-earner families on family life, to include:

• role overload, role conflict, distribution of parental and home care responsibilities

Family requirements for child care facilities and options available to meet these requirements

Evaluation of two types of child care options available

Defining leisure and determining its function and value in today's society

Influences on leisure patterns, to include: social and cultural influences, occupation, age, gender

The role of individual and family leisure activities in physical, social and emotional development

Evaluation of the leisure facilities available in the community, to include a cost and value comparison of two facilities

Class survey:

• make a list of twenty home tasks
• compile a questionnaire to be distributed to a number of families to ascertain male and female roles.

Class discussion:

• have these roles changed in recent years, and why?

Investigation of the range of child care options available in the area.

Students list their leisure pursuits in order of priority, estimate the initial and maintenance costs of these pursuits, and establish the physical, social and emotional benefits of some of these activities.

Case studies of families in various situations and at different stages of the family life-cycle.

Students break up their time into work or school time, time spent on home duties, and leisure time for each day. Make recommendations for ways of using leisure time.

1.3.3 Meal management and planning

2.1.2 Attributes affecting management

2.2.1 Consumer choices

3.1.3 Family structures

3.1.4 Family functions

3.1.6 Roles and responsibility

6.3.1 Concepts of work

6.5 Unemployment

2.1 Family resource management

2.1.3 Management of household financial resources

3.1.4 Family functions

2.1.3 Management of resources

6.5 Unemployment

6.6 Poverty

6.6.1 Concepts of poverty

6.6.2 Causes and effects of poverty

Defining unemployment and knowledge of the extent of unemployment in Ireland Causes of unemployment, to include:

• seasonal, geographical, technical, difficulty in adapting to changing requirements of industry, level of demand for products and services, residual

Effects of unemployment on the individual, on the family unit, and on society

Defining poverty, to include absolute and relative poverty and the poverty line

The extent and distribution of poverty in Ireland today and identification of those groups at risk of poverty

Reasons why poverty continues to be a feature of modern western society, to include:

• the cycle of poverty
• the influence of social policy on poverty, the cycle of deprivation in families and geographical areas, the poverty trap

Group discussion:

• using photographs as stimuli, students discuss the relative nature of poverty.

6.3.1 Concepts of work

3.1.4 Family functions

2.1.1 Management

2.1.3 Management of household financial resources

3.1.6 Family as a caring unit

6.7 Statutory and community responses to unemployment and poverty

3.1.6 The caring family:

• special needs

2.2 Consumer studies

3.1.3 Family structures

3.1.4 Family functions

3.1.6 Family as a caring unit

• 6.7 Statutory and community responses to creating employment and eliminating poverty

Statutory responses, to include:

• social welfare assistance and benefits, initiatives encouraging foreign investment
• schemes to reduce expenditure for low-income families

Community responses, to include:

• the work of voluntary organisations
• community-based educational training and employment initiatives, emergence of co-operatives and cottage industries

Class investigation:

students work in small groups to investigate one statutory service available and present a synopsis of the information to the whole class.

Investigation of one initiative or group, preferably in the local area, which has responded to the needs of the community.