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AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA
L EAVING C ERTIFICATE
HOME ECONOMICS
SCIENTIFIC & SOCIAL
SYLLABUS
(O RDINARY L EVEL AND H IGHER L EVEL )LEAVING CERTIFICATE PROGRAMMES
Aims and Principles The Leaving Certificate (Established)
1. The general aim of education is to contribute The Leaving Certificate (Established) programme
towards the development of all aspects of the offers students a broad and balanced education
individual, including aesthetic, creative, critical, while allowing for some specialisation.
cultural, emotional, expressive, intellectual, for Syllabuses are provided in a wide range of sub-
personal and home life, for working life, for liv- jects. All subjects are offered at Ordinary and
ing in the community and for leisure. Higher levels. In addition, Mathematics and Irish
are also offered at Foundation level.
2. Leaving Certificate programmes are presented
within this general aim, with a particular empha- The certificate is used for purposes of selection
sis on the preparation of students for the into further education, employment, training and
requirements of further education or training, for higher education.
employment and for their role as participative,
enterprising citizens. The Leaving Certificate Vocational
Programme (LCVP)
3. All Leaving Certificate programmes aim to pro-
vide continuity with and progression from the The Leaving Certificate Vocational Programme is
Junior Certificate programme. The relative an intervention within the Leaving Certificate
weighting given to the various components — (Established). LCVP students study a minimum
e.g. personal and social (including moral and of five subjects (at Higher, Ordinary or
spiritual) development, vocational studies and Foundation levels), including Irish and two sub-
preparation for further education and for adult jects from specified vocational subject groupings.
and working life — within the programmes may They are also required to take a recognised
vary. course in a Modern European language, other
than Irish or English. In addition LCVP students
4. Programmes leading to the award of the Leaving take three Link Modules on Enterprise Education,
Certificate are of two years duration and are Preparation for Work and Work Experience.
offered in three forms:
In particular, the LCVP aims to foster in students
i. The Leaving Certificate (Established) a spirit of enterprise and initiative and to devel-
op their interpersonal, vocational and technolog-
ii. The Leaving Certificate Vocational Programme ical skills.
iii. The Leaving Certificate Applied The Leaving Certificate Applied
The Leaving Certificate Applied is a distinct, self-
5. All Leaving Certificate programmes, in contribut- contained Leaving Certificate programme. It is
ing to a high quality education, emphasise the designed for those students who do not wish to
importance of : proceed directly to third level education or for
those whose needs, aspirations and aptitudes
• self-directed learning and independent are not adequately catered for by the other two
thought Leaving Certificate programmes. The Leaving
Certificate Applied is structured around three
• a spirit of inquiry, critical thinking, problem main elements – Vocational Preparation,
solving, self-reliance, initiative and enterprise Vocational Education and General Education -
which are interrelated and interdependent. This
• preparation for further education, for adult programme is characterised by educational expe-
and working life riences of an active, practical and student-cen-
tred nature.
• lifelong learning.LEAVING CERTIFICATE
HOME ECONOMICS—
SCIENTIFIC
AND SOCIAL
(ORDINARY AND HIGHER LEVEL)• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . 2 ELECTIVES
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 There are three electives, from which one will be chosen
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 4. Elective 1: Home design
Syllabus structure . . . . . . . . . . . . . . . . . . . . . . . . .5 and management
Level differentiation . . . . . . . . . . . . . . . . . . . . . . .6 4.1 Housing . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Syllabus content: legislation . . . . . . . . . . . . . . . . .6 4.2 House building and design . . . . . . . . . . . . .31
Practical work . . . . . . . . . . . . . . . . . . . . . . . . . . .6 4.3 Designing the house interior . . . . . . . . . . . .32
Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 4.4 The energy-efficient home . . . . . . . . . . . . . .32
Safety, health and welfare . . . . . . . . . . . . . . . . . . .6 4.5 Systems and services . . . . . . . . . . . . . . . . . .33
Teachers’ guidelines . . . . . . . . . . . . . . . . . . . . . . .6
5. Elective 2: Textiles,
ASSESSMENT Fashion, and Design
Assessment objectives . . . . . . . . . . . . . . . . . . . . . .7 5.1 Contemporary clothing and fashion . . . . . . .35
Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . .7 5.2 Textile science . . . . . . . . . . . . . . . . . . . . . . .35
Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 5.3 Design evaluation
and garment construction . . . . . . . . . . . . . .36
PROGRAMME OF STUDY
5.4 The clothing and textile industries . . . . . . . .36
CORE
1. Food studies
6. Elective 3: Social studies
1.1 Food science and nutrition . . . . . . . . . . . . . .8
6.1 Social change and the family . . . . . . . . . . . .37
1.2 Diet and health . . . . . . . . . . . . . . . . . . . . . .13
6.2 Education . . . . . . . . . . . . . . . . . . . . . . . . . .37
1.3 Preparation and processing of food . . . . . . . .15
6.3 Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
2. Resource management 6.4 Leisure . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
and consumer studies 6.5 Unemployment . . . . . . . . . . . . . . . . . . . . . .40
2.1 Family resource management . . . . . . . . . . . .20 6.6 Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
2.2 Consumer studies . . . . . . . . . . . . . . . . . . . .23 6.7 Statutory and community responses
to creating employment and
3. Social studies eliminating poverty . . . . . . . . . . . . . . . . . . .41
3.1 The family in society . . . . . . . . . . . . . . . . . .24
1• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
INTRODUCTION Aims
Rationale
The aims of the syllabus are to:
(i) Home economics–scientific and social is an
applied subject combining theory with practice • provide continuity and progression from the
in order to develop understanding and solve aims and content of the Junior Certificate
problems. It is concerned with the way home economics programme
individuals and families manage their resources
• allow students, male and female, to acquire
to meet physical, emotional, intellectual, social
and develop the knowledge, understanding,
and economic needs.
skills, competence and attitudes necessary to
(ii) Home economics focuses on the acquisition of
contribute to a personal and family environment
knowledge and the development of skills and
conducive to human development, health,
attitudes that will enable students to take control
leisure, security, and happiness
of their own lives at present and in the future,
whether that be in the home, in further • provide a suitable basis for the formation of
education, in the world of work, or other life post-school life, with the emphasis on future
situations. The wide range of learning education, vocational training and employment
experiences to which the students are exposed needs; to include the particular needs of the
will allow them to be flexible and adaptable in food industry, clothing, textile and craft
the changing situations of modern life. It industries, tourism, and social and health
prepares students of both sexes for life in a services; and to develop an appreciation of
consumer-oriented society and provides a the significance of their learning to the
learning foundation for those seeking Irish economy and the European Union
employment in a wide range of careers, such as
• develop an understanding of the physical,
the food industry, tourism, clothing and design,
emotional, intellectual, economic and social
and the health and social services.
needs of individuals or families and to encourage
an appreciation of the diversity of socio-
(iii) Home economics emphasises the interdependent
economic and cultural influences on family life
relationship that exists between individuals or
families and their immediate and distant • encourage students to develop and apply the
environments and promotes a sense of management skills necessary for the effective
responsibility towards sustaining resources within organisation and management of available
those environments. resources to satisfy personal and family needs
in a continuously changing economic, social
and technological climate
• develop an awareness of the interdependence
of the individual or family and the environment
and to promote a sense of responsibility to
global issues
2• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
Understanding
• be sensitive to aspects of Irish and Students should understand
European cultures
• relevant facts, principles, terminology, methods,
• nurture and develop a spirit of enterprise, and concepts
inventiveness, aesthetic awareness, and creativity
• the physical, intellectual, emotional and social
• encourage students to become discerning needs of people
consumers, able to seek out and evaluate
information and weigh evidence as a basis • the effects of social and technological change on
for making sound judgements and choices the family, society, industry, and the economy
• develop an awareness of health and • the responsibilities an individual has towards the
safety practices in activities related to family group, the community, and the world at large
home economics • the social and economic dimensions of
• develop personal qualities: perseverance, home economics
self-confidence, co-operativeness, team spirit, • the relationship that exists between the individual
adaptability, and flexibility. or family and the environment.
Skills
Objectives
The objectives of the syllabus are: Students should be able to
• develop skills of handling, observing and
Knowledge
evaluating food, textiles and equipment in the
Students should have knowledge of wide range of practical activities encountered
• relevant facts, principles, terminology, methods,
• research, study, analyse, synthesise and interpret
and concepts
material as a basis for expressing and
• managerial processes related to the individual, communicating viewpoints in planning and
home, family, and community evaluating alternatives and making judgements
and decisions through problem-solving
• the relationship of nutritional needs to the
health of the individual and the community • develop and extend organisational, manipulative
and creative skills in relation to the preparation,
• current technological advances affecting food,
cooking and presentation of food
materials, textiles and equipment used in the
home, with reference, where relevant, to • develop an appreciation of the quality and
industrial processes suitability of clothes and fabrics
• elements and principles of design in relation to • develop creative ability and respond to design
clothing, food, and the home through the exploration of materials and processes
• sociological factors affecting the individual • apply principles of safe and hygienic practices
and families.
3• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
• gain the experience of communicating, interacting Attitudes
and co-operating through working in groups Students should appreciate
• analyse and evaluate the effectiveness of a course • that the use of effective managerial processes
of action and redirect it if necessary affects the quality of life
• apply the principles of management to any • the role of the consumer in society
relevant activity.
• the importance of being discerning consumers,
Competence able to seek out and evaluate information and
Students should be able to to weigh evidence as a basis for making
judgements and choices
• present information in a variety of forms
in a structured and logical way • the importance of safe and hygienic practices in
the home and elsewhere and the fact that safety
• initiate and implement independent awareness should be an integral part of life in
work schedules the use of food, materials, and equipment
• arrive at conclusions or solutions to tasks • the responsibilities they have towards
or problems in a planned, systematic way themselves and their families, peers,
• plan, prepare and present meals to and other members of society
specific requirements • the value of aesthetic considerations in relation
• make and evaluate decisions based on the to all aspects of life
consideration of all available information • the value of individuality, creativity, and enterprise
• produce a garment that demonstrates the use • applications and influence of technology,
of a range of prescribed processes (textiles, fashion, the effect it has on society, and its impact
and design elective only) on the environment
• transfer acquired knowledge and skills to new • the effect that the decisions of individuals
situations at home or in industry so that they can have on wider national and global issues
produce a variety of solutions to novel problems,
evaluate the possibility of suggested solutions, • that there is an interdependent relationship
and form reasoned proposals for action. between individuals and their environment
• the importance of home economics issues to
the economic development of the local
community, the country, and the EU.
4• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
Syllabus Structure
Core
The core consists of three areas:
T FOOD STUDIES
EMEN
ANAG 45%
E S O U RCE M ER STUDIES
R
ONSUM
AND C 25%
IES
UD
L ST
CIA 10%
SO
Electives ELECTIVE
20%
There are three electives,
from which one will be chosen
HOME DESIGN OR TEXTILES, FASHION, OR SOCIAL STUDIES
AND MANAGEMENT AND DESIGN 20%
20% 20%
Each elective is an extension of the content of the core.
Format The fourth column indicates links with other parts
The syllabus is presented in four columns, under the of the syllabus and is included as an aid to teachers in
headings: integrating topics from one content area to another.
• topic The syllabus has been structured to facilitate
• content–expected knowledge and understanding the development of the specific content of
the syllabus in a clear and informative way.
• activities to support the course objectives
The format in which the syllabus is presented
• links with other parts of the syllabus. does not imply any particular order of
teaching. Teaching strategies should promote,
The topic column gives main headings and number
in a positive manner, the aims and objectives
references, from which the topics covered can be
of the syllabus.
conveniently referred to.
The content column gives further details of the It is recommended that the subject be taught within a
content required. Content required for Higher level framework that integrates the related elements and
only is indicated (in black print) in this column also. processes within each of the three areas of the core
and the selected elective. This is facilitated by the
The support activities column is included to assist cross-referencing in column 4: links with other parts
teachers in achieving the objectives of the syllabus. of the syllabus.
The activities included encourage variety in learning
methods. Alternative suitable activities may also
be used.
5• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
Level differentiation Time
The syllabus has been designed as a common syllabus The syllabus is designed for 180 hours of class contact
for Ordinary and Higher levels. Some material has time (the equivalent of five class periods of 40 minutes
been designated Higher level only. This material, each per week). At least one double period is required
which is an extension of Ordinary level, is printed in per week to facilitate practical work.
black throughout the syllabus.
Safety, health and welfare
Higher level students will be expected to demonstrate
Normal safety conventions will apply to the teaching of
a greater depth of understanding of concepts,
the syllabus. Teachers must work within the guidelines
processes and principles and a greater degree of
of the Safety, Health and Welfare at Work Act (1989)
proficiency in skills, both practical and procedural.
and any subsequent amendments. Teachers are
encouraged to develop in their students positive
Syllabus content–legislation
attitudes and approaches to safety in the range of
Where legislation or regulations are referred to in the
activities they encounter and to inculcate in them
syllabus content, it is expected that candidates will
an awareness of the values of creating a safe
have a knowledge of the most recent developments.
working environment.
Practical work
Teachers guidelines
Practical work is an integral component of the syllabus.
A set of teachers guidelines (non-prescriptive material)
Practical activities provide opportunities for achieving will accompany the syllabus.
the syllabus objectives as the content is studied.
Slides, posters, books, videos and computer programs
are excellent resource materials, and their use in
implementing the syllabus is recommended.
Standard safety precautions must be observed, and due
care must be taken when carrying out all activities.
6• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
ASSESSMENT Differentiation
The syllabus will be assessed in accordance with its The syllabus aims to cater for a wide range of student
objectives. In any year the examination will be abilities. While it has been designed as a common
representative of a range of elements from the syllabus. syllabus for Ordinary and Higher levels, some material
has been designated Higher level only. This Higher level
Assessment objectives material is an extension of Ordinary level material.
Candidates will be required to demonstrate their Assessment will be available at Ordinary and Higher
(i) knowledge and understanding of relevant facts, levels. Examination questions and tasks will be based
principles, terminology, methods and concepts, on the syllabus content appropriate to each level. In
as outlined in the syllabus addition, Higher level students will be expected to
demonstrate a greater depth of understanding of
(ii) ability to apply this knowledge and concepts, processes and principles and a greater degree
understanding to a variety of relevant situations of proficiency in skills, both practical and procedural.
(iii) ability to research, record, analyse, synthesise and
interpret material and to present information in Format
a structured and logical way Assessment will be in the form of a terminal written
examination and an assessment of practical work,
(iv) ability to analyse and evaluate the effectiveness of which is an integral part of the study of home
a course of action economics. There will also be an assessment of practical
(v) organisational, manipulative and creative skills in work for those candidates who study the textiles,
relation to relevant areas of the syllabus fashion and design elective.
(vi) ability to make informed choices and decisions As home economics is a multi-disciplinary subject, it is
based on the consideration of all available recommended that it be taught within a framework
information. that integrates the related elements and processes
within the core and the selected elective. It follows,
therefore, that assessment questions and tasks will
promote this principle of integration.
7• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
PROGRAMME OF STUDY
CORE
(Black text is for Higher level only.)
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.1 Food science
and
nutrition
1.1.1 Food choices Factors affecting food choices, Discussion on the differences in meal 1.2.3 Dietary and food
to include: patterns in different societies and requirements
• culture, eating patterns, sensory the factors that contribute to 1.2.4 The Irish diet
aspects, nutritional awareness, these differences. 1.3.3 Meal management
health status, availability, finance, and planning
marketing and advertising Theme day or week featuring foods 2.1.1 Components
from a particular culture or time. of management
2.1.3 Management of household
financial resources
2..2.1 Consumer choices
1.1.2 Protein Composition 1.1.2 Digestion and absorption
• basic structure of amino acids of proteins
• essential amino acids, peptides,
peptide bond, hydrolysis
Structure Use of models to illustrate protein
• outline knowledge of primary, structure, using different-coloured
secondary and tertiary structure blocks or shapes to illustrate
amino acids.
Classification 1.3.2 Food commodities
• simple proteins Make a poster to show examples
animal–fibrous, globular of each classification, for display
plant–glutelins, prolamines in the classroom.
• conjugated proteins
Sources
• animal and plant protein sources Prepare a poster to illustrate sources. 1.3.3 Meal management and planning
• distribution in food of the following 1.3.2 Food commodities
proteins: albumin, casein, gelatine,
gluten, myosin, actin, collagen
Properties
• denaturation–coagulation, foam Experiments or cookery 1.3.2 Food commodities
formation, gel formation activities to demonstrate the • protein foods
• effects of dry and moist heat, practical applications of the 1.3.4 Food preparation
mechanical action, pH and enzymes properties of protein. and cooking processes
on protein during preparation, 1.3.9 Preservation
cooking, and digestion
8• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
Functions
• biological functions of structural
proteins, physiologically active
proteins, and nutrient proteins
Biological value Planning and preparation of simple 1.2.3 Vegetarian dietary requirements
• complete and incomplete protein, meals to illustrate protein
complementation complementation.
Energy value
• contribution to total energy value 1.2.1 Energy requirements
of average diet
• role of protein as a
supplementary energy source
• deamination
Digestion and absorption
• hydrolysis of protein and
digestion sequences
• absorption and outline of
utilisation of amino acids
1.1.3 Carbohydrates Formation of carbohydrates
in plants
Composition and structure
• basic structure of a monosaccharide Use of labelled blocks to illustrate
• formation of disaccharides formation of disaccharides and
and polysaccharides polysaccharides.
Classification
• monosaccharides, disaccharides,
polysaccarides
Sources
• sources of monosaccharides, Collage or poster to illustrate sources. 1.3.2 Food commodities
disaccharides, starch, cellulose, • fruit and vegetables, cereals
pectin, non-starch polysaccharides
(dietary fibre)
9• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
Properties
• sweetness, solubility, gelatinisation Experiments or cookery activities that 1.3.4 Sauce-making
of starch, hydrolysis–to include demonstrate the practical applications 1.3.4 Principles underlying the
inversion, crystallisation, and of caramelisation and inversion of cooking of starch-based foods
caramelisation, dextrinisation, pectin sugar and the dextrinisation and
extraction and gel formation gelatinisation of starch.
• effects of dry and moist heat on
carbohydrates during cooking
• effects of enzymes on
carbohydrates during digestion
Functions
• biological functions of sugars, 1.3.2 Food commodities
starch, and non-starch 1.3.4 Principles underlying the
polysaccharides cooking of food
• culinary functions of sugars,
starch, pectin
Energy value
• contribution to total energy value Simple comparative study on energy 1.2.1 Energy requirements
of the average diet value of foods with or without added
sugar, e.g. cereals.
Dietary targets for non-starch Compare the energy value of a food, 1.2.3 Dietary and food requirements
polysaccharide intake and how e.g. bar of chocolate, with the length 1.2.4 The Irish diet
these can be achieved of time it takes the body to use up
that energy, depending on activity,
e.g. how long you would have to
walk, swim, etc.
Digestion and absorption
• hydrolysis of carbohydrates, 1.2.3 Dietary and food requirements
digestion sequences, absorption • diabetes
mechanism, outline of utilisation
of glucose
10• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.1.4 Lipids Classification of fatty acids 1.2.3 Dietary requirements
• saturated, monounsaturated, • coronary heart disease
polyunsaturated
• essential fatty acids
• cis and trans fatty acids
Composition and
structure of lipids
• structure of saturated, 1.1.4 Digestion and absorption
monounsaturated and
polyunsaturated fatty acids
• chemical composition and molecular
structure of a triglyceride
Classification of lipids
• classification of lipids according to
their source and proportion of
saturated, monounsaturated and
polyunsaturated fatty acids
Sources
• animal, marine and vegetable Produce a poster to illustrate sources. 1.3.2 Food commodities
sources
• distribution of saturated,
monounsaturated and
polyunsaturated fatty acids in food
Properties
• melting, smoke and flash Comparison of the melting, smoke 1.3.6 Food additives
points of lipids and flash points of a number of 1.3.2 Storage of foods containing
• formation of emulsions, to include commonly used fats and oils. lipids. Use of fats and oils
the identification and function of in cooking
emulsifying agents and stabilisers Making mayonnaise or other dressings 1.3.6 Food additives
• plasticity, rancidity, and to demonstrate the formation of
hydrogenation emulsions.
• identification and functions
of antioxidants
11• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S – S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
Functions
• biological functions of lipids
in the diet
Energy value
• contribution to total energy value 1.2.1 Energy requirements
of the average diet 1.2.3 Dietary and food requirements
Digestion and absorption
• hydrolysis of lipids, digestion
sequences, absorption mechanism,
outline of utilisation of triglycerides
1.1.5 Vitamins Sources, functions, effects of Evaluation of fresh and processed 1.2.3 Dietary and food requirements
deficiency, recommended dietary foods as providers of vitamins 1.2.4 The Irish diet
allowances (RDAs), properties of the and minerals, using information 1.3.2 Food commodities
fat-soluble vitamins A (retinol and available on food labels and food • vegetables
beta carotene), D (cholecalciferol), composition tables. 1.3.4 Food preparation
E (tocopherols), K (naphthoquinones), 1.3.5 Food processing
and the water-soluble vitamins 1.3.6 Food additives
C (ascorbic acid), B12 (cobalamin) • antioxidants
and folate
Sources, functions, effects of
deficiency and properties of the other
B complex vitamins, as a group, to
include, B1 (thiamine), B2 (riboflavin),
niacin, and B6 (pyridoxine)
1.1.6 Mineral Identification of the major mineral 1.2.3 Dietary and food requirements
elements elements and trace mineral elements 1.2.4 The Irish diet
necessary in the diet 1.3.6 Food additives
• nutritional supplements
Sources, functions, effects of deficiency
and recommended dietary allowances
(RDAs) of calcium, iron, zinc, iodine,
potassium, and sodium
12• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
Factors affecting absorption of mineral
elements in the body, to include:
• the role of vitamins in assisting 1.1.3 Carbohydrates
the absorption of calcium and iron 1.1.5 Vitamins
• sources of iron, i.e. haem iron and 1.2.3 Specific dietary requirements
non-haem iron • vegan
• the effects of phytates and oxalates 1.3.2 Food commodities
on the absorption of calcium
1.1.7 Water General properties
Biological importance
1.2 Diet and
health
1.2.1 Energy Factors determining energy Use of case studies to evaluate
requirements energy balance.
Role of energy in the body: Students work in groups or 1.2.3 Dietary and food requirements
• basal metabolic rate individually on case studies that give 1.3.3 Meal management and planning
• growth details of life-style and diet and
• physical activity make recommendations on how
energy intake and expenditure can
be adjusted to achieve a satisfactory
energy balance.
Importance of balancing energy Series of case studies presenting 1.1.2 Energy value of protein
intake and output the specific dietary requirements of 1.1.3 Energy value of carbohydrates
individuals or groups. Students would 1.1.4 Energy value of lipids
make recommendations. Students
would make or plan menus for
individual or groups presented.
1.2.2 Dietary Current nutritional guidelines: Food composition tables, current 1.2.4 The Irish diet
guidelines • how and why they are formulated dietary guidelines and computer 1.3.3 Meal management and planning
• use of recommended dietary programs can be widely used to
allowances (RDAs), support this section.
• use of food composition tables
13• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.2.3 Dietary Factors affecting dietary and food Case studies highlighting limitations
and food requirements, to include age, sex, on low-income families when planning
requirements health status, pregnancy, and activity family menus.
Inter-relationship of dietary 1.1.3 Non-starch polysaccharides
deficiencies and excesses and 1.1.3 Biological functions of sugars
diet-related problems, to include: and starches
• bowel disease, osteoporosis, obesity, 1.1.4 Lipids
coronary heart disease, diabetes, 1.1.5 Vitamins
dental caries 1.1.6 Mineral elements
1.2.1 Energy
The specific dietary requirements
of the following modified diets: 1.1.2 Protein complementation
• coronary heart disease, lacto-
vegetarian, vegan, coeliac, diabetic
1.2.4 The Irish diet Changes in food and eating patterns Compare a typical day’s menu from 1.1.1 Food choices
in the Irish diet from the beginning the beginning of the twentieth 3.1.3 Social, economic and
of the twentieth century century and a typical day’s menu technological changes affecting
from the present day, with reference modern family structures
to current dietary guidelines.
Comparison of the Irish diet with 1.2.2 Dietary guidelines
current dietary guidelines
Aspects of malnutrition currently A visiting speaker on the evidence of 1.1.3 Dietary targets for non-starch
identified, to include: a link between diet and disease (e.g. polysaccharides
• low dietary fibre, high saturated Irish Cancer Society, Irish Heart 1.1.5 Vitamins
fat, relatively low iron and calcium Foundation, dietician, Health 1.1.6 Mineral elements
intakes, reference to causes, effects, Promotion Unit, etc.).
and corrective measures
14• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.3 Preparation
and
processing
of food
1.3.1 The Irish Brief outline of the structure of
food industry the Irish food industry, to include
identification of the various sectors
and major food imports and exports
The role of small businesses Collect information on a local factory,
and home enterprises within the business or home enterprise and
food industry assess how the business fits into the
industry structure, how it contributes
Outline knowledge of the to the area, and the career
career opportunities in food opportunities it presents.
and related industries
1.3.2 Food Nutritional significance, contribution Examine the effect of processing on 1.1.2 Properties of protein
commodities to the diet, selection, effects of the nutritional value of food, e.g. 1.1.3 Properties of carbohydrate
storage, preparation, cooking and milk butter, milk cheese. • sugar and starch
processing of the main food 1.1.4 Properties of lipids
commodities available to the Use samples of the various food 1.1.5 Properties of vitamins
consumer, to include: commodities for assessing and 1.1.6 Properties of mineral elements
• milk and dairy products describing their sensory aspects. 1.3.4 Food preparation and
• meat, fish, eggs and alternatives cooking processes
• vegetables and fruit
• cereals
• fats and oils
1.3.3 Meal Management and planning of meals 1.1.1 Food choices
management with reference to: 1.2.2 Dietary guidelines
and planning • current dietary guidelines 1.2.4 The Irish diet
• dietary requirements through 2.1.2 Factors affecting management
the life cycle of family resources
• dietary requirements specified 2.1.3 Management of household
in 1.2.3 and 1.2.4 financial resources
• resources available, i.e. knowledge 2.1.5 Household technology
and skills, time, money, equipment,
choice of foods
15• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.3.4 Food Physical and chemical changes that Investigation to assess the control of
preparation occur in food during preparation and enzymic browning in food, e.g. on a
and cooking cooking, to include: fresh apple.
processes • enzymic browning, non-enzymic
browning, loss of nutrients
Principles underlying the cooking of 1.1.2 Properties of protein
food and the correct applications of 1.1.3 Properties of carbohydrates
these principles to the food 1.1.4 Properties of lipids
commodities listed in 1.3.2 1.1.5 Properties of vitamins
1.1.6 Properties of mineral elements
Classification, preparation, cooking 1.3.2 Food commodities
and presentation of soups, sauces,
and two types of pastry
Choice and application of suitable
cooking methods to compare nutrients
and improve the palatability of food
Selection, safe use and care of food 1.2.2 Dietary guidelines
preparation and cooking equipment 1.3.3 Meal planning
2.1.5 Household technology
Recipe balance and adaptation
Aesthetic awareness in the choice,
preparation and presentation of food
Preparation and presentation of a 1.3.10 Food safety and hygiene
selection of dishes and meals suitable 3.1.6 Gender issues in relation
for individuals, family groups, and to family roles
certain modified diets (as listed in
1.2.3 and 1.2.4)
Critical evaluation of dishes or meals 1.3.5 Food processing
prepared and cooked and the 1.3.6 Food additives
conducting of comparative assessments 2.2.1 Consumer choices
of home-made and commercial
products or meals, sensory analysis
16• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.3.5 Food Identification of the range of 1.3.1 Irish food industry
processing processed foods available 1.3.2 Food commodities
and packaging
Profiles of three types of Visit to a local factory or processing
processed food: plant, e.g. creamery, mill, cheese
• food that undergoes extensive processing plant. 1.1.1 Food choices
processing, e.g. flour 1.2.4 The Irish diet
• food processed to extend shelf life, 1.3.2 Food commodities
e.g. milk
• added-value food, e.g.
prepared foods or meals
Packaging and materials used,
to include:
• evaluation of their suitability for 2.2.2 Consumer responsibility
purpose and environmental impact
• evaluation of food labelling as a
source of consumer information
Contaminants that may enter the 2.2.1 Consumer choices
food chain at various stages of 1.3.10 Food safety and hygiene
processing, e.g. antibiotics, chemicals
1.3.6 Food additives Classification, examples, origin and Examination of food labels to 1.1.1 Food choices
functions of food additives, to include: establish what additives are used and 1.1.4 Lipids
• colourings, flavourings, sweeteners, to suggest reasons for use. Properties
preservatives, nutritional • formation of emulsions
supplements, and physical and use of emulsifying
conditioning agents agents and stabilisers
Outline of the legal control of the 1.1.5 Vitamins C and E
use of preservatives, colours, 1.3.5 Food processing and packaging
emulsifiers and antioxidants in food 1.3.8 Food spoilage
in the European Union, to include 1.3.9 Presentation
the use of E numbers 1.3.10 Food safety and hygiene
2.2.3 Consumer protection
17• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.3.7 Food Brief outline of the protection
legislation provided to the consumer by current
national and European food
legislation, to include:
• Food Hygiene Regulations Students could find information on a 1.3.4 Food preparation
(1950-1989) piece of legislation and, by sharing and cooking processes
• Labelling Regulations findings, build up a file.
(1982 and 1991) 1.3.2 Food commodities
• Sale of Food and Drugs Acts 1.3.6 Food additives
(1875, 1879, 1899, 1936)
• Health (Official Control of
Foodstuffs) Regulations (1991)
1.3.8 Food spoilage Micro-organisms that cause food Use of media reports on specific cases
spoilage and foodborne diseases, to of food poisoning. Students identify
include: the factors that may have contributed
• moulds, yeasts, and three common to the particular case. 1.3.2 Food commodities
strains of food poisoning bacteria,
with reference to habitat, sources, 1.3.4 Food preparation and
environmental factors affecting cooking principles
growth, high-risk foods, incubation 1.3.9 Preservation
period, toxic and infectious food
poisoning, and symptoms
The role of micro-organisms in 1.3.10 Food safety and hygiene
food spoilage
Principles underlying the control 1.3.2 Food commodities: milk
of microbial spoilage of food and dairy products
Outline knowledge of the uses of
micro-organisms in food production
The role of enzymes in food spoilage, 1.1.2 Protein
to include the principles underlying
the control of enzymatic spoilage
of food
18• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
1. FOOD STUDIES (45%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
1.3.9 Preservation Principles and methods of food
preservation, to include:
• freezing, heat processing, 1.1.2 Properties of protein
dehydration, chemical preservation, • denaturation
fermentation, and irradiation
Comparative evaluation of foods 1.1.3 Properties of carbohydrates
that have been preserved by 1.3.5 Food processing
different methods 1.3.8 Food spoilage
2.2.1 Consumer choices
Practical application of two
methods of preservation
1.3.10 Food safety Safe food preparation, to include: 1.3 Preparation and processing
and hygiene • food storage, reheating of food
procedures, personal hygiene, 1.3.7 Food legislation
and kitchen hygiene
• hazard analysis in food processing
operations (HACCP), ISO 9000
A brief outline of the role of national Students gather information on
agencies in food safety, to include: national agencies involved in food
• Department of Agriculture, safety and build up a file.
Food and Rural Development
• Department of Health and Children
• Public Analyst Laboratories
• Regional Health Boards
• Food Safety Authority
• Director of Consumer Affairs
(Food Safety Legislation).
19• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
PROGRAMME OF STUDY
CORE
2. RESOURCE MANAGEMENT AND CONSUMER STUDIES 25%
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
2.1 Family Purpose of resource management
resource Management systems
management The family as a managerial unit
2.1.1 Components
Inputs: Use of case studies to plan routines 1.3 Preparation and processing
of management
• human and material resources, in relation to a variety of of food
needs, wants, goals circumstances suited to modern 3.1.4 Family functions
Throughputs: patterns of living, including issues of 3.1.6 Family as a caring unit
• planning, organising, implementing work sharing, responsibility for family • roles and responsibilities,
Outputs: tasks, delegation, and gender equity. gender issues
• goals achieved, changes in values,
goals and standards, satisfaction,
evaluation, and effective use
of feedback
Decision-making and communication Use of check-lists in planning
and implementing routines
or work schedules.
2.1.2 Attributes Factors that affect management, 1.1.1 Food choices
affecting to include: 1.3.3 Meal management and planning
management • stages in life-cycle, employment 3.1.3 Family structures
pattern, culture, values, standards, 3.1.6 Family as a caring unit
sex roles, management of dual
role, life-style as determined by
socio-economic status and
composition of family
20• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
2. RESOURCE MANAGEMENT AND CONSUMER STUDIES 25%
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
2.1.3 Management The household as a financial unit 3.1.4 Family functions
of household within the economy
financial
resources Household income with regard
to social factors:
• age, sex, social class, and culture
Wages, salaries, pensions, social 2.2.1 Consumer choices
welfare allowances and benefits as
actual or potential sources of
household income
Household expenditure:
• patterns of household expenditure Case studies of sample household
relative to varying levels of budgets for families living on
household income varying incomes.
• essential and discretionary 3.1.4 Family functions
expenditure patterns
Planning of personal and family Investigation of different forms 1.3.3 Meal management
budgets to ensure effective of credit available, from newspaper and planning
management of financial resources, advertisements, brochures, mail order • resources available
including credit catalogues, credit card promotional
material, etc.
Housing finance: factors determining Investigation of the different types 3.1.7 Family Home Protection
requirements, sources and conditions of home finance available, comparing Act (1976)
attaching, mortgage protection costs and conditions. • making a will
Methods of payment (cash or credit) Comparisons of cash prices with
for household goods and services, cost of different forms of credit.
to include:
• criteria for selection, availability
A brief outline of the protection
provided to the consumer by current
legislation, to include:
• Hire Purchase Act (1946, 1960)
• Consumer Credit Act (1995)
Methods of saving
Insurance, to include:
• pay-related social insurance,
health insurance, household
insurance, life assurance
21• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
2. RESOURCE MANAGEMENT AND CONSUMER STUDIES 25%
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
2.1.4 Housing Factors that determine individual and 2.1.2 Attributes affecting
family housing choices, to include: management
• socio-economic factors, national 3.1.3 Family structures
housing policy, trends in housing 3.1.4 Family functions
development, availability
2.1.5 Household Technological developments available 1.3.4 Food preparation equipment
technology to the household and their
contribution to the management
of the home
Consumer considerations in selecting Students conduct individual studies 2.2.1 Consumer choices
a large and a small household on one large and one small 2.2.2 Consumer responsibility
appliance, to include: household appliance. 2.2.3 Consumer protection
• selection criteria, obtaining
consumer information,
design, efficiency
Underlying working principles and 1.3.4 Food preparation and
guidelines for use of: cooking processes
• one appliance with a motor 1.3.10 Food safety and hygiene
• one appliance with a
heating element
• one refrigeration appliance
• a microwave oven
2.1.6 Textiles Use of textiles as a resource for 2.1.3 Management of household
household and clothing purposes financial resources
2.2.1 Consumer choices
Selection criteria:
• fitness for purpose and suitability
in use determined by fabric
properties, cost, personal choice,
aesthetic appeal
Textile care:
• basic scientific principles underlying Simple scientific tests to compare
the care of fabrics relative to their shrinkage, water-repellence and the
general properties crease recovery of a variety of fabrics
Safety considerations in the selection
of household textiles
22• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
2. RESOURCE MANAGEMENT AND CONSUMER STUDIES 25%
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
The identification and effects of one
fire-retardant finish
Fire Safety (Domestic Furniture)
Order (1988):
• identification and purpose of the
order and the labels specified
2.2 Consumer
studies
2.2.1 Consumer Factors that affect consumers’ An investigation of some of the 1.3.2 Selection of various
choices decision-making, with specific following merchandising techniques food commodities
reference to varying household and shopping systems: 1.3.5 Food processing and packaging
income, merchandising and 2.1.3 Household financial resources
advertising, packaging and labelling • advertising, packaging, mail order 2.1.5 Household technology
buying, ‘easy-pay’ systems,
The purchasing process, to include: television buying, shopper loyalty
• classification of retail outlets, schemes, discount offers
retail psychology, shopping
patterns, consumer research
2.2.2 Consumer Responsibility of the consumer Students divide into small groups. 1.3.2 Food commodities
responsibility in informed decision-making, Each group to study a particular 1.3.5 Food processing and packaging
with regard to: activity in the home, e.g. heating 2.1.5 Household technology
• consumer information and rights the home, washing clothes, food 2.1.6 Textiles
• management of the environment, consumption, with reference to the 3.1.6 Family as a caring unit
to include use of renewable potential effects on the environment
and non-renewable resources, and recommendations for ways in
recycling, pollution which harmful effects could be
counteracted
2.2.3 Consumer The rights of the consumer as defined 1.3.2 Food commodities
protection by current legislation, to include: 1.3.5 Food processing and packaging
• Sale of Goods and Supply of 2.1.5 Household technology
Services Act (1980) 2.1.6 Textiles
• Consumer Information Act (1978)
Voluntary and statutory bodies
concerned with consumer protection
Procedures to be followed when a
problem occurs with a product or
service, to include the function and
operation of the small claims procedure
23• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
PROGRAMME OF STUDY
CORE
(Black text is for Higher level only.)
3. SOCIAL STUDIES (10%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
3.1 The family
in society
3.1.1 Introducing Sociological concepts, to include: These concepts should be
sociological • society, culture, norms integrated throughout this section,
concepts and mores, values where applicable
• role, status, socio-economic
groupings, social mobility
• primary and secondary social
groups, kinship, socialisation
• social institutions
• social change
3.1.2 Defining the The universality of the Case studies of family situations in
family concept of family other societies, e.g. extracts from
Definitions of “the family” literature, examples from films.
Group discussions on family
variations. Each group to define
“the family” and consider the
variation in definitions.
3.1.3 Family The historical development of the
structures family in Ireland from the beginning
of the twentieth century to the
present day
Characteristics of modern family Comparison of Irish families with 2.1.3 Management of household
structures, to include: families in other European countries financial resources in relation
• lone parent, nuclear, extended and according to family structure, to different family structures
blended families (i.e. where either size, roles, etc. 2.1.5 Household technology
or both parents have children from
previous relationships)
Social, economic and technological
changes affecting modern
family structures
24• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
3. SOCIAL STUDIES (10%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
3.1.4 Family Family functions: Brainstorming session: all the 1.2.3 Dietary and food requirements
functions • physical, economic, emotional, functions carried out by the family. 2.1 Family resource management
educational, and social Classify these functions into the five 2.1.3 Management of household
different categories. financial resources
How these family functions may be 2.1.4 Housing
adopted or supplemented by other
social institutions
3.1.5 Marriage Definition of marriage
Outline knowledge of some cultural Use of case studies, photographs, 3.1.3 Family structures
variations in marital arrangements, extracts from the media or literature 3.1.4 Family functions
commitment, customs, legal obligation, illustrating some of the cultural
rights and responsibilities within the variations in marital arrangements.
marriage relationship
Facilities and services available to
those preparing for marriage
Choices available when a marriage 3.1.7 Family law
has broken down, to include:
• marriage counselling
• family mediation
• legal separation
• legal nullity
• divorce
3.1.6 Family as a Roles and responsibilities of family Group discussion using case 2.1 Family resource management
caring unit members and how these roles change studies as stimuli.
through the life-cycle of the family
Gender issues in relation to Case studies or interviews with older 1.3.3 Meal management and planning
family roles members of the community to show
how family roles have changed in the
Social and economic factors that last fifty to one hundred years.
have affected the changing roles
of family members in recent times
Role conflict
25• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
3. SOCIAL STUDIES (10%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
Child-parent relationships, to include: 2.1.1 Decision-making and
• physical and psychological needs communication
of young children and adolescents 3.1.7 The Child Care Act (1991)
and how the family can meet
these needs
• the rights of children within
the family
• conflict between adolescents
and adults and how it can be
dealt with
• importance of good communication Use of role-playing to emphasise the 2.2 Consumer studies
within the family importance of good communication
within the family and how this can be
used to avoid or deal with conflict.
The role of older people within the Investigation of a range of 1.2.3 Dietary and food requirements
family, to include: accommodation options available of older family members
• the importance of independence for older family members, stressing
for the older person within the advantages and disadvantages
the family group of each option.
• generation conflict and how to
deal with the conflict
Use of role-playing and case studies 2.1.4 Housing
to illustrate how to prevent and
deal with generation conflict
within the family.
Response of the family unit to Short investigative study on how a 1.2.3 Specific dietary requirements
those with special physical, family might respond to one of its
mental or emotional needs, members with a specific physical,
to include statutory and voluntary mental or emotional requirement.
services available
26• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
3. SOCIAL STUDIES (10%)
Topic Content: expected Activities to support Links to other parts
knowledge and understanding the course objectives of the syllabus
3.1.7 Family law Protection available for families under These acts should be referred 2.1.3 Housing finance
current Irish family law, to include: to where appropriate throughout
• The Family Law (Maintenance of the section.
Spouses and Children) Act (1976)
• The Family Home
Protection Act (1976)
• The Family Law Act (1976)
section 22: barring orders
• The Judicial Separation Act (1989)
• The Child Care Act (1991)
The importance of and outline
procedure for making a will
27• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
28• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •
ELECTIVES Assessment
There are three electives, from which one will The assessment of this elective will be in the form
be chosen. Each elective is an extension of some of an assessment of practical work and terminal
aspects of the core. written examination.
Elective 1: Home design Elective 3: Social studies, page 37
and management, page 30
Aim
Aim To allow students to further develop their knowledge,
To allow students to further develop their knowledge, understanding and skills in relation to certain aspects
understanding and skills in relation to certain aspects of the core, particularly social studies.
of the core, particularly resource management and
consumer studies. Content
A study of social issues that relate to the family:
Content education, work, unemployment, leisure, and poverty.
The provision, design, building and management of
the home to meet individual or family needs and with Assessment
consideration for environmental and social The assessment of this elective will be by terminal
responsibility. written examination only.
Assessment
The assessment of this elective will be by terminal
written examination only.
Elective 2: Textiles, fashion,
and design, page 35
Aim
To allow students to further develop their knowledge,
understanding and skills in relation to certain aspects
of the core, particularly textiles and design.
Content
A study of the design, construction and appraisal
of clothing, giving consideration to design
and scientific factors.
Candidates will be expected to make a garment
that demonstrates the use of a range of
prescribed processes.
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