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Home Economics Education: Preparation for a Sustainable and Healthy Future

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• Helen Maguire &
• Amanda McCloat  

Part of the book series: State of the World ((STWO))

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As complex societal and ecological challenges increasingly jeopardize the future of the planet, it is critical that humans, and especially younger generations, develop new ways of being in the world. All global citizens urgently require new modes of thinking and doing. As we settle into the realities of the Anthropocene—an epoch in which human beings are changing the Earth in profound and potentially irreversible ways—fundamental transformations in learning are required to enable all citizens to adapt. People everywhere will need to develop applicable life skills, appropriate competencies in specific domains, and improved critical and reflective capabilities.

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Juliet Schor, “Foreword,” in Arjen E. J. Wals and Peter Blaze Corcoran, eds., Learning for Sustainability in Times of Accelerating Change (Wageningen, The Netherlands: Wageningen Academic Publishers, 2012), 15–18; Damian Carrington, “The Anthropocene Epoch: Scientists Declare Dawn of Human-influenced Age,” The Guardian (U.K.), August 29, 2016.

Amanda McCloat and Helen Maguire, “Reorienting Home Economics Teacher Education to Address Education for Sustainable Development,” in Miriam O’Donoghue, Global Sustainable Development: A Challenge for Consumer Citizens , e-book, 2008; Eleanore Vaines, “Wholeness, Transforming Practices and Everyday Life,” in Mary Gale Smith, Linda Peterat, and Mary Leah de Zwart, eds., Home Economics Now: Transformative Practice, Ecology and Everyday Life (Vancouver, BC: Pacific Educational Press, 2004), 133–65.

Sue L. T. McGregor, “Everyday Life: A Home Economics Concept,” Kappa Omicron Nu FORUM (National Honor Society for the Human Sciences) 19, no. 1 (2012); Vaines, “Wholeness, Transforming Practices and Everyday Life.”

Sue L. T. McGregor, Locating the Human Condition Concept Within Home Economics , McGregor Monograph Series No. 201002 (Halifax, NS, Canada: 2010), 240; Irish Department of Education and Skills, Leaving Certificate: Home Economics Scientific & Social Syllabus (Dublin: The Stationery Office, 2001), 2; Irish Department of Education and Skills, The Junior Certificate Home Economics Syllabus (Dublin: The Stationery Office, 2002).

Roland Tormey et al., “Working in the Action/Research Nexus for ESD: Two Case Studies from Ireland,” International Journal of Sustainability in Higher Education 9, no. 4 (2008): 428–40; International Federation for Home Economics, “IFHE Position Statement: Home Economics in the 21st Century” (Bonn, Germany: 2008); Helen Maguire et al., “Images and Objects: A Tool for Teaching Education for Sustainable Development and Responsible Living in Home Economics,” in Ulf Schrader et al., eds., Enabling Responsible Living (Berlin: Springer, 2013).

Suzanne Piscopo and Karen Mugliett, “Redefining and Repackaging Home Economics: Case of a Mediterranean Island,” Victorian Journal of Home Economics 53, no. 1 (2014): 2; Japan Association of Home Economics Education, Home Economics Education in Japan 2012 (Tokyo: 2012); Finnish National Board of Education, “Part IV: Chapters 7.10–7.21,” in National Core Curriculum for Basic Education 2004 (Vammala, Finland: 2004); Skolverket (Swedish National Agency for Education), Sweden: Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011 (Stockholm: 2011).

Consumer Classroom, “Resources,” www.consumerclassroom.eu/online-teaching-resources .

University of Kentucky, College of Agriculture, Food and Environment, School of Human Environmental Sciences, Family & Consumer Sciences Extension, Building Strong Families for Kentucky: 2014 (Lexington, KY: 2014). Box 14-1 from the following sources: Isadore Reaud, personal communication with author, September 19, 2016; Pornpimol Kanchanalak, “It’s a Bird, It’s a Plane, It’s the Bamboo School,” The Nation , October 9, 2014; Mechai Viravaidya Foundation, “Mechai Bamboo School,” www.mechaifoundation.org/index2.php , viewed October 15, 2016; Mechai Viravaidya, “Mechai Pattana Bamboo School – Buriram, Thailand,” video, September 14, 2012, www.youtube.com/watch?v=kpuPr54kJBU .

Presentation Secondary Mitchelstown, “Green Schools,” http://presmitchelstown.ie/?page_id=1805 .

Glenamaddy Community School, “Home Economics,” www.glenamaddycs.ie/index.php/subject-departments/home-economics .

Gaelic Athletic Association (GAA), “Healthy Club Focus: GAA Recipes for Success!” March 2, 2016, www.gaa.ie/gaa-tv/healthy-club-focus-gaa-recipes-for-success/ .

Utah Education Network, “Family and Consumer Sciences: Classroom & Laboratory Management,” www.uen.org/cte/family/class .

Adam Vaughan, “Failure to Teach Cooking at School ‘Contributing to £12bn a Year Food Waste,’” The Guardian (U.K.), July 13, 2016; Hedmark University of Applied Sciences, “The Partnership for Education and Research About Responsible Living (PERL/UNITWIN),” http://eng.hihm.no/project-sites/living-responsibly ; Little Flower Girls’ School, “Fair Trade Does Great Trade,” www.littleflowerschool.co.uk/about/latest-news/241-fair-trade-does-great-trade .

St. Aidan’s Comprehensive School, “First Year Textile Projects,” www.staidans.ie/first-year-textile-projects.html .

Heathcote High School, “Home Economics,” www.heathcote-h.schools.nsw.edu.au/curriculum-activities/faculties/home-economics .

Donna Pendergast, “Sustaining the Home Economics Profession in New Times: A Convergent Moment,” in Anna-Liisa Rauma, Sinikka Pöllänen, and Pirita Seitamaa-Hakkarainen, eds., Human Perspectives on Sustainable Future, Proceedings of the 5th International Household and Family Research Conference (Joensuu, Finland: University of Joensuu, 2006), 3–32; Donna Pendergast, “The Intention of Home Economics Education: A Powerful Enabler for Future Proofing the Profession,” in Donna Pendergast, Sue L. T. McGregor, and Kaija Turkki, Creating Home Economics Futures: The Next 100 Years (Samford Valley, Queensland, Australia: Australian Academic Press, 2012), 12–24; Terttu Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research, An Introduction,” in Terttu Tuomi-Grohn, ed., Reinventing Art of Everyday Making (Frankfurt: Peter Lang, 2008), 7.

Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research,” 9.

Box 14-2 from the following sources: World Health Organization (WHO), “Global Database of Age-Friendly Practices,” https://extranet.who.int/datacol/custom_view_report.asp?survey_id=3536&view_id=6301&display_filter=1 ; Tine Buffel et al., “Promoting Sustainable Communities Through Intergenerational Practice,” Procedia – Social and Behavioral Sciences 116 (February 21, 2014): 1,785–91; Ann Kristin Boström , Lifelong Learning, Intergenerational Learning, and Social Capital (Stockholm: Institute of International Education, Stockholm University, 2003); Alan Hatton-Yeo and Clare Batty, “Evaluating the Contribution of Intergenerational Practice,” in Peter Ratcliffe and Ines Newman, Promoting Social Cohesion: Implications for Policy and Evaluation (Bristol, U.K.: Policy Press, 2011); Mariano Sanchez et al., “Intergenerational Programmes: Towards a Society for All Ages,” Journal of Intergenerational Relationships 6, no. 4 (2008): 485–87; Judi Aubel, “Elders: A Cultural Resource for Promoting Sustainable Development,” in Worldwatch Institute, State of the World 2010: Transforming Cultures (Washington, DC: Island Press, 2010); Zohl de Ishtar, “Elders Passing Cultural Knowledge to Their Young Women,” Kapululangu Aboriginal Women Law and Culture Centre, December 9, 2012; Wendy Stueck, “Seabird Island Band’s Walks in Woods Aim to Pass Down Aboriginal Heritage,” Globe and Mail (Toronto), April 13, 2016; Jayalaxshmi Mistry and Andrea Berardi, “Bridging Indigenous and Scientific Knowledge,” Science 352, no. 6291 (June 10, 2016): 1,274–75; Ben Goldfarb, “Researchers Around the World Are Learning from Indigenous Communities. Here’s Why That’s a Good Thing,” Ensia , May 31, 2016; Nathalie Fernbach and Harriet Tatham, “Indigenous Knowledge and Western Science Unite to Save the Reef,” ABC News , June 2, 2016; Donald Huisingh, “New Challenges in Education for Sustainable Development,” Clean Technology and Environmental Policy 8, no. 15 (February 3–8, 2006); D’Vera Cohn and Jeffrey S. Passel, “A Record 60.6 Million Americans Live in Multigenerational Households,” Pew Research Center, August 11, 2016; International Longevity Centre Global Alliance, Global Perspectives on Multigenerational Households and Intergenerational Relations (London: International Longevity Centre–UK, March 2012); Sally Newman and Alan Hatton-Yeo, “Intergenerational Learning and the Contributions of Older People,” Ageing Horizons 8 (2008): 31–39; WHO, “WHO Global Network for Age-friendly Cities and Communities,” www.who.int/ageing/projects/age_friendly_cities_network/en/ ; Tiffany R. Jansen, “The Nursing Home That’s Also a Dorm,” CityLab.com , October 2, 2015; Lacy Cooke, “New Dutch Housing Model Lets Students Stay at a Senior Living Home for Free,” Inhabit, September 23, 2016; European Map of Intergenerational Learning website, www.emil-network.eu ; Kyle Wiens, “Why Seniors Are the Heroes of the Fixer Movement,” iFixit.org , June 14, 2014; Martin Charter and Scott Keiller, Grassroots Innovation and the Circular Economy: A Global Survey of Repair Cafés and Hackerspaces (Surrey, U.K.: Centre for Sustainable Design, University for the Creative Arts, 2014); Repair Café, “About Repair Café,” https://repaircafe.org/en/about/ ; WHO, World Health Report: Research for Universal Health Coverage (Geneva: 2013); Donald Ropes, “Intergenerational Learning in Organizations: An Effective Way to Stimulate Older Employee Learning and Development,” Development and Learning in Organizations 28, no. 2 (2014): 7–9; Lisa Quast, “Reverse Mentoring: What It Is and Why It Is Beneficial,” Forbes , January 3, 2011; Jane Wakefield, “Technology in Schools: Future Changes in Classrooms,” BBC News , February 2, 2015.

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Maguire, H., McCloat, A. (2017). Home Economics Education: Preparation for a Sustainable and Healthy Future. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_14

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• Home Economics

Brief overview of the subject: Home Economics Scientific & Social

Leaving Certificate home economics provides students with knowledge, understanding, skills and attitudes necessary for managing their own lives, for further and higher education and work. The learning experiences in home economics develop flexibility and adaptability in students, prepare them for a consumer-oriented society and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies and tourism. This syllabus is for students in the senior cycle of post-primary education and is assessed at Higher and Ordinary levels.

Level Differentiation The syllabus has been designed as a common syllabus for Ordinary and Higher levels.

Some material has been designated Higher level only.  The text book indicates clearly what material is Higher Level only.

Number of classes per week: 5

Expected hours of homework/outside study per week: 2.5 hours (min)

Main areas of study:

The syllabus is based on a core of three areas of study that is studied by all students and one elective area, from a choice of three.

Core – 80%

Food studies – 45%

• 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

Resource management and consumer studies – 25%

• 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

Social studies -10%

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

Electives – 20% The elective allows students the opportunity to undertake a more detailed study of one area of the core.

There are three electives, from which one may be chosen:

Home design and management Textiles, fashion and design Social studies Social studies

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

• 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

·       Leaving Certificate Home Economics – Scientific and Social is assessed, at Ordinary and Higher level in the form of a terminal written examination and an assessment of practical work, which is an integral part of the study of home economics.

Written Exam paper – 80% (higher & ordinary level)

The exam is 2 hours 30 minutes in duration.

The written examination consists of three sections:

·       Section A 12 short questions – Students answer 10. These deal with all the core areas of practice. (60 marks allocated)

·       Section B 5 questions – Students are to answer Question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas). (180 marks allocated)

·       Section C 3 questions – Students are to answer 1 Elective question, based on which Elective was chosen to do in class. (80 marks allocated)

Practical Coursework – 20% (common level)

Five assignments will be issued to the school at the beginning of Fifth Year. Students are required to complete four assignments from the following five areas of practice: –          A Application of nutritional principles

–          B Food preparation and cooking processes

–          C Food technology

–          D Properties of a food

–          E Comparative analysis

Students are required to document each assignment in a Food Studies Practical Coursework Journal. The completed Food Studies Practical Coursework Journal must be submitted for examination in November of the Leaving Certificate year. Different assignments are issued each year by the State Examinations Commission. Assignments are common to Higher and Ordinary levels. Skills Required:

Time management, organisation, discipline to work independently, problem solving, adaptability, analysis and application, investigation, and a strong work ethic.

It would be advisable for students opting for Leaving Certificate Home Economics to have completed the Junior Certificate course.  Some of the areas covered on the Junior Cert Home Economics course are continued at Leaving Certificate level.

Cross-curricular links: English, Biology, Business Studies, Art, Building Construction, History, Geography

Link to syllabus :

http://www.curriculumonline.ie

  Department Members:

Monica Keating

Geraldine Newell

Textbooks for Current cohort for Relevant Year groups:

Complete Home Economics by L. Gillick & L.Healy (Educate.ie)

Complete Home Economics Exam Skillbuilder Workbook by L. Gillick & L.Healy (Educate.ie)

Complete Home Economics Food Studies Assignment Guide by L. Gillick & L.Healy (Educate.ie)

Exam papers

Hardback A4 Copy

A4 Plastic Cover for Cookery Journal

During the year, students need to bring in ingredients for practical cookery classes

Useful Websites and Online Resources:

www.examinations.ie

Career opportunities :

The learning experiences in home economics develop flexibility and adaptability in students, prepare them for a consumer-oriented society and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies, education and tourism:

1. Teaching

2. Food Industry- Chef, sensory analyst, baker, waitress, health &

safety hygienist

3. Textiles & Design Industry

5. Nutrition & Dietician

6. Hotel Management Business Management

7. Culinary Travel and Tourism

8. Social Care and childcare

9. Exercise and Health Instructing

10. Health Promotion

11. Interior Design

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• Agricultural Science
• Business Studies
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• Materials Technology (Wood)
• Social and Personal Health Education
• Civic, Social and Political Education
• Religious Education
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Food studies assignments, home economics study guides, food studies, home design & management, osteoporosis, resource management & consumer studies, social studies, autumn writing competition - results..., the great reads award 2023, author visit: méabh collins, library annual report 2022-2023.

• 094 9023060
• davittcollege@msletb.ie

• Data Access Form

Davitt College

A dynamic and vibrant centre of teaching and learning under the patronage of Mayo Sligo Leitrim Education & Training Board (MSLETB)

Home Economics

Home Economics has a direct relevance to the lives of every young person, both now and in the future.

Home Economics is an applied subject combining theory with practice in order to develop understanding and problem solving skills. It is concerned with the way individuals and families manage their resources to meet physical, emotional, intellectual, social and economic needs. The subject focuses on the acquisition and the development of skills and attitudes that will enable students to take control of their own lives at present and in the future, whether that be at home, in further education, in the world of work or other life situations.

We live in a society of constant change, the wide range of learning experiences to which students are exposed will allow them to be flexible and adaptable in the changing situations of modern life. It prepares students of both sexes for a life in a consumer dominated society and provides a learning foundation for those seeking employment in a wide range of careers.

As a department we seek to ensure that the social and personal confidence, initiative and competence of the young person is developed throughout their years of study.

In Davitt College Home Economics is a popular subject which is offered at both Junior Cycle and Senior Cycle. The school has two fully equipped kitchens.

Home Economics Course Content

The syllabus is based on a core of five areas of study that will be studied by all students and one optional study, from a choice of three.

• Food studies and culinary skills
• Consumer Studies
• Social and health studies
• Resource management and home studies
• Textiles studies

Optional Study

The optional study allows students the opportunity to undertake a more detailed study of one of the core. One optional study may be chosen from the following three:

• Design and craftwork
• Textile skills are an extension of textile studies.

Leaving Cert Home Economics

Most of the work on the Junior Cert course forms the basis for Leaving Certificate Home Economics. Students are required to complete a Food Studies Journal in 5th Year which is based on five Cookery Assignments. This is submitted to the Department of Science at the beginning of 6th Year and is accounts for 20% of the overall leaving cert grade in Home Economics. The study of Home Economics compliments the study of Biology and Business.

Leaving Certificate Home Economics is essential for entry to B Ed in Home Economics, required for teaching Home Economics and is recommended for Faille Ireland courses e.g. Hotel and Tourism Management, Event Management, Professional Cookery, Receptionist, Bar Management etc. Home Economics also has links with Human Nutrition and Dietetics, Food Innovation, Health Promotion and Physical Education, Bioscience, Environmental Health, Nursing, Early Childcare Studies and Interior Design.

Assessment:

Junior Certificate

Home Economics is assessed, at Ordinary and Higher Level, through three different methods of assessment.

Higher Level

Written Exam: 50%

Food studies practical examination: 35%

An elective study project: 15%

Ordinary Level

Written Exam: 40%

Food studies practical examination: 45%

Leaving Certificate

Home Economics Practical Coursework Journal 20%

Written Exam 80% [/one_half]

[one_half_last]

Ethnic Cookery

Cupcake Decorating

[/one_half_last]

Privacy Overview

Home Economics

A long and diverse course, this subject is a lot more than just cooking. 

Don't forget to practice Question 1(a) from Section B where you have to analyze a graph or chart. These type of questions will not appear in your textbook. Don't forget to study all topics in your elective. Part (a) is compulsory so if you cut corners you can get caught out. Students who do Biology and Business will find some overlapping topics which makes things easier. 

Higher Level Course Content:

• Consumer Studies
• Diet & Health
• Elective 1: Energy & Emissions
• Elective 1: Heating, Water, Lighting..
• Elective 1: Housing (Planning, building..)
• Elective 1: Interior Design
• Elective 2: Fabrics
• Elective 2: Patterns & Fashion
• Elective 3: (un)employment & Poverty
• Elective 3: Education in Ireland
• Elective 3: Family Life & Leisure
• Environment
• Food Assignments
• Food Industry & Packaging
• Food Spoilage & Food Safety
• Foods: Meat, Fish, Cereal, Fruit/Veg, Dairy, Eggs
• Household Appliances
• Household Finances
• Marriage & Family Law
• Meal Planning & Preparation
• Nutrition: Carbohydrates
• Nutrition: Lipids
• Nutrition: Protein
• Nutrition: Vitamins and Minerals

Ordinary Level Course Content:

• Elective1: Energy & Emissions
• Elective1: Heating, Water, Lighting..
• Elective1: Interior Design
• Elective1: Irish Housing
• Elective2: Fabrics
• Elective2: Patterns & Fashion
• Elective3: (un)employment & Poverty
• Elective3: Education in Ireland
• Elective3: Family Life & Leisure
• Older Persons

Practical Coursework   - 20%

This is worth 20% of the final mark this is submitted in journal form in sixth year.

Written Exam paper – 80%

The written examination is a two-and-a-half hour exam at both levels and has three sections:

Section A (60 marks)

12 short questions and you're marked on you're best 10.  These deal mainly with all the core areas. 

Section B (180 marks)

5 questions of which you must answer question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas).  

Section C (80 marks)

3 questions of which you must answer one question, an elective question based on your chosen elective.

Future Careers with Leaving Certificate Home Economics

Home Economics is not an essential requirement for any courses in the CAO system but teaches useful cooking skills that will be used by all. Future careers include Fashion, Cookery, Chef, Tourism, Business, Social Work.

Download the Leaving Cert Home Economics Syllabus

Download the Leaving Cert Home Economics Chief Examiner's Report (2017) 

Download the Leaving Cert Home Economics Guidlines for Teachers

Past Papers

Community activity.

Home Economics, Social and Scientific

Subject Content

The syllabus consists of Core Areas, Practical Coursework and Electives.

The Core Areas

1 . Food Studies - 45% 2.  Resource Management and Consumer Studies - 25% 3.  Social Studies - 10%

Along with the Core Areas, a mandatory section comprises of Practical Coursework must be completed during the two years and will be sent to the Department of Education and Science for inspection. 

This is 20% of the final examination marks. The advantage of this element is that it is mainly completed in 5 th year and submitted in November of 6 th year, in booklet form…months before other subject coursework, which gives the Home Economics class an advantage of having 20% work completely done well before mocks, oral exams etc. begin.

1. Home Design and Management, 2. Textiles, Fashion and Design or 3. Social Studies

Students opt for  one Elective area only.  Those choosing the Textiles, Fashion and Design elective must produce a garment which will be inspected and graded.

The Elective areas are extensions of the content contained in the Core Areas and provide students with the opportunity to study certain topics in more depth.

Here in the College, we concentrate on the Social Elective as students tend to be interested in this area and have a natural knowledge on the topics already from social media and life experience. Topics covered include Education, Employment, Leisure and Poverty.

Exam Structure

The Leaving Certificate Home Economics (Social and Scientific) revised syllabus is examined as follows:

1.  Written Exam paper – 80% The written examination consists of three sections:

Section A 12 short questions – Students answer 10.  These deal mainly with all the Core Areas of practice. (60 marks allocated)

Section B 5 questions - Students are to answer Question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas).  (180 marks allocated)

Section C 3 questions - Students are to answer one Elective question, based on the Elective Social Studies, which we choose to do as already stated.  (80 marks allocated)

2.  Practical Coursework - 20%

This is worth 20% of the final mark – this is submitted in booklet form earlier in the Leaving Certificate year. 

It would be advisable for students opting for Leaving Certificate Home Economics to have completed the Junior Cycle course, but it is not essential.  Some of the areas covered on the Junior Cycle Home Economics course are continued at Leaving Certificate level.

Those students who opt for Transition Year will be introduced to the Food Science and Nutrition section – an overall view of the Junior Cycle Food Section is mainly covered.

Much of the course is theory based – students are often under the illusion that “it’s all cooking” and find it quite a shock when they realise even the Practical Section has to be written up and presented – because there is no Practical Examination as at Junior Certificate Level.

It is a wide course, covering many life skills.  I find students enjoy the subject, but they must be willing to learn and to undertake quite a substantial theoretical subject. There is both an Honours and Ordinary level within the subject.  Students’ can opt to take the written exam at Higher or Ordinary level, however the Coursework Journal is at a general level and is corrected as such.

There is also a link with some other subjects, namely Business Studies, Biology and even Religion – again, this cross-curricular advantage is helpful when choosing subjects.

Finished Papers

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