Home Economics

Mrs Murphy (Subject Leader)

What will I study?

Year 8 Year 9 Year 10
Introduction to Home Economics

Hygiene in the kitchen

Safety in the kitchen

Washing up routine

The cooker – label parts

The uses of a range of equipment used in school and in the home.

Healthy Eating

Why we eat food

Nutrients and their function

Five food groups on the balanced plate

Portions of foods we are recommended to eat.

Healthy Eating guidelines

Benefits of eating breakfast

 Personal Development

Feelings and Emotions

Managing Influences and Making decision

Healthy Eating

Diet and Health

Eat Less Sugar

Eat more Fibre

Personal Development

Kitchen Equipment

Self-concept

Managing Change

Living By Myself

Advertising

Food Labelling

Consumer Studies

What is a consumer?

Budgeting

Vegetarianism

The Ethical Consumer

Meal Planning

 

Citizenship

Diversity around me

Human rights and social responsibility

How will I be assessed?

Assessments (Practical and Theory)

 

Useful links

www.bbc.co.uk/health

www.bhf.org.uk

www.citizensadvice.org.uk

www.coeliac.co.uk

www.consumerfocus.org.uk

www.consumerline.org

www.dairycouncil.co.uk

www.diabetes.org.uk

www.eating-disorders.org.uk

www.foodafactoflife.org.uk

www.food.gov.uk

www.gccni.org.uk

www.lmcni.com

www.nspcc.org.uk

www.nutrition.org.uk

www.oft.gov.uk

www.salt.gov.uk

www.safefoodonline.com

www.vegsoc.org

GCSE Home Economics (Child Development)

This specification focuses on the study of the physical, social, intellectual and emotional development of young children from conception to the age of five years.

Students gain knowledge and understanding of:

  • pregnancy;
  • the needs of young children;
  • the roles and responsibilities of parents;
  • the social and environmental influences that affect family life;
  • how important it is to maintain a healthy lifestyle;
  • home economics skills (including practical skills);
  • human needs in a multicultural society; and
  • relevant technological and scientific developments.

This specification encourages students to adopt a critical and analytical approach to decision-making and problem-solving. Students evaluate choices and decisions and become informed and discerning consumers.

The specification provides a sound basis for the further study of Home Economics and related subjects at a more advanced level.

 

What will I study?

Year 11 – Unit 1 and Unit 4

Year 12 – Unit 2 and Unit 3

Unit 1:Parenthood, Pregnancy and Childbirth

Controlled Assessment Unit 4

Unit 2: Child Development 0-5 years

Controlled Assessment Unit 3

Parenthood and responsibilities

Pregnancy

Healthy diet and lifestyle in pregnancy

Birth

 

Controlled Assessment

Unit 4: Controlled Assessment Short Task

Research-based activity;

Practical activity; and

Evaluation activity.

The newborn baby

Physical development of the child up to five years old

Intellectual development of the child up to five years old

The social and emotional development of a child up to five years

Child care provision and sources of support available

Safety, first aid and childhood diseases

Choosing clothes and shoes for young children

Weaning and dietary needs of the child.

 

Controlled Assessment

Unit 3: Controlled Assessment Investigation Task

Task analysis activity;

Research-based activity;

Planning and carrying out primary investigation; and

Evaluation activity.

 

How will I be assessed?

Unit 1: Externally assessed 1 hour exam at end of Year 11 worth 20%

Unit 2: Externally assessed 1 hour exam at end of Year 12 worth 20%

Unit 3 & 4 Controlled Assessment tasks will be completed. Unit 3 is worth 40% and Unit 4 is worth 20% of the overall GCSE grade. Unit 4 to be completed at end of Year 11 and Unit 3 at end of Year 12

 

Useful links

www.anred.com

www.bbc.co.uk/health

www.bhf.org.uk

www.citizensadvice.org.uk

www.coeliac.co.uk

www.consumerfocus.org.uk

www.consumerline.org

www.dairycouncil.co.uk

www.diabetes.org.uk

www.eating-disorders.org.uk

www.foodafactoflife.org.uk

www.food.gov.uk

www.gccni.org.uk

www.lmcni.com

www.nichsa.com

www.nicma.org

www.nos.org.uk

www.nspcc.org.uk

www.nutrition.org.uk

www.oft.gov.uk

www.pachelp.org

www.parentsadvicecentre.org

www.publichealth.hscni.net

www.rospa.org.uk

www.salt.gov.uk

www.safefoodonline.com

www.vegsoc.org

GCE Applied Health & Social Care

The health, social care and early years sectors are major employers in the public, voluntary and private sectors in Northern Ireland. This broad qualification gives students the opportunity to study a diverse range of subjects, including communication, physiology, social policy and psychology.

The qualification appeals to students with an interest in health, well-being and caring for others. It’s likely to interest students who enjoyed studying Health and Social Care, Home Economics, Child Development, Psychology or Sociology at GCSE, although none of these are a prerequisite.

Students develop skills that are valued in further and higher education, as well as in the workplace. These skills include research, investigation, analysis, communication, problem solving and working with others.

 

What will I study?

Unit 1 –Promoting Quality Care Unit 2 – Communication in Health, Social Care and Early Years settings Unit 3 – Health and Well Being
In this unit, students explore values of care. By investigating practices in a selected health, social care or early years setting, students learn how care workers apply the values on a daily basis.

Students learn how legislation impacts on health, social care and early years settings. They evaluate the effectiveness of policies in promoting quality care. Students research one example of poor practice and its effects on the well-being of service users, potential service users, the staff responsible, families and care workers or the organisation.

 

In this unit, students explore communication skills and techniques used in a health, social care or early years setting and develop their communication skills.

Students gain an understanding of how important effective communication skills are in developing good relationships and promoting quality care.

Students complete a report on the communication skills they observe in a health, social care or early years setting. They also evaluate their own communication skills by carrying out an interaction. This interaction must take place in the setting.

In this unit, students learn about key concepts of health and well-being, the range of service users’ needs and the impact of health and ill health on individuals. They investigate a range of factors that affect health and well-being. Students examine health promotion approaches and investigate a campaign. They consider the roles of a range of organisations responsible for health and well-being.

Students recognise the impact of discrimination on health and well-being and the importance of anti-discriminatory practice in health, social care and early years settings.

How will I be assessed?

Unit 1: Internally assessed portfolio – Students produce a written report based on practice in a health, social care or early years setting that they have experienced, weighting 25% of AS / 10% of A Level

Unit 2: Internally assessed portfolio – Students produce a written report on communication in a health, social care or early years setting weighting 25% of AS / 10% of A level

Unit 3: Externally assessed 2 hour paper