POST-PRIMARY. Home Economics. Guidelines for Teachers of Students with MILD. General Learning Disabilities

Transcription

1 POST-PRIMARY Home Ecoomics Guidelies for Teachers of Studets with MILD Geeral Learig Disabilities

2 Cotets Itroductio 3 Approaches ad methodologies 4 Exemplars 10

3 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Itroductio These guidelies are desiged to support the Home Ecoomics teacher i the cotext of a whole school pla for studets with special educatioal eeds. These guidelies are iteded to support the teacher of studets withe mild geeral learig disabilities who are accessig the Juior Certificate programme i Home Ecoomics. Similar materials have bee prepared for teachers workig with studets accessig the Primary School Curriculum. Cotiuity ad progressio are importat features of the educatioal experiece of all studets, but are particularly importat i the case of studets with special educatioal eeds. Therefore, all the exemplars preseted here iclude a referece to opportuities for prior learig i the Primary School Curriculum. I Approaches ad methodologies idividual differeces are emphasised ad potetial areas of difficulty ad their implicatios for learig are outlied, ad liked with suggestios for teachig strategies. The exemplars have bee prepared to show how studets with mild geeral learig disabilities ca access the Juior Certificate syllabus for Home Ecoomics through differetiated approaches ad methodologies. It is hoped that these exemplars will eable teachers to provide further access to the remaiig areas of the Home Ecoomics curriculum. A strog emphasis is placed o usig a active approach to learig ad providig cocrete experieces which relate to the studets eviromet ad prior learig. A rage of assessmet strategies is idetified i order to esure that studets ca receive meaigful feedback ad experiece success i learig.

4 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Approaches ad methodologies Idividual differeces i learig stregths ad eeds. Cosultatio with ad/or ivolvemet i the Idividual Educatio Plaig process as well as teacher observatio will assist the Home Ecoomics teacher i orgaisig a appropriate learig programme for studets with mild geeral learig disabilities. Such a approach will etail suitably differetiated approaches ad methodologies. Teachig strategies Whe desigig, plaig ad structurig a programme, it is importat that the teacher is aware of both stregths ad potetial areas of difficulty that studets with mild geeral learig disabilities may have. The followig tables suggest some strategies to meet some areas of potetial difficulty. It is importat to remember that ot all studets with mild geeral learig disabilities face all of these challeges. Neither is it a exhaustive list. These are strategies which help overcome some commoly foud areas of potetial difficulty.

5 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Addressig potetial areas of difficulty for studets with mild geeral learig disabilities s Potetial area of difficulty Readig = Implicatios for learig Readig difficulties ca prevet the studet from egagig with Home Ecoomics. Ofte she/he is capable of completig the task but becomes frustrated ad cofused by prited words. He/she may have difficulty readig measurig jugs ad weighig scales. + Possible strategies Provide alterative forms of iformatio usig visual presetatio of material. Source recipes that show the method i a picture sequece. Ask the studet to pick out the parts of the text he/she ca read ad to highlight relevat iformatio. Number key poits, use a favorite pe, ad uderlie usig colors. Use the Juior Certificate School Programme key word poster to highlight the importat words i a topic. Avoid presetig the studet with pages from a textbook by givig modified worksheets (with diagrams) or verbally delivered istructios/ Whe photocopyig, elarge the text, sca color pictures, ad elarge diagrams or sketches so that they are easier to read. Choose measurig jugs ad weighig scales that are easy to use ad easy to read. Use the metric system ad do ot itroduce the imperial system. For some studets it might be worth cosiderig usig the America cup system. Teach studets how to read a weighig scales ad a measurig jug, ad to distiguish betwee measurig solids ad liquids.

6 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY s Potetial area of difficulty Vocabulary/laguage = Implicatios for learig The studet caot follow complex seteces or multiple meaigs ad may process oly part of a istructio. The studet fids it difficult to verbalise what she/he is doig i the subject or to relate the vocabulary of Home Ecoomics to real life situatios. Studets fid it difficult to evaluate their ow work. + Possible strategies Idetify the laguage specific to this subject area, esurig that it is reiforced i differet settigs ad i other areas of experiece, both i ad out of school. Ecourage the studet to use relevat terms whe appropriate, for example amig equipmet or actios. Commuicate clearly to both studets ad parets the laguage that is beig covered each week (for example, usig a ote i the studet copy of Keywords of the week, buildig up a dictioary of Home Ecoomics terms). Esure that ew words are repeated ad proouced out loud. At the start of the academic year each child should be asked to draw a picture idicatig some vocabulary relatig to Home Ecoomics, for example a sketch of saucepas for the saucepa cupboard. This should be lamiated ad stuck o the appropriate cupboard. This will esure the studets take ote of the ew vocabulary ad have a greater persoal uderstadig of the locatio of equipmet ad the meaig of words. Whe evaluatig work emphasise that you are lookig for describig words. Ask the studets to imagie they are describig their work to a fried o the telephoe or to somebody with a visual impairmet. s Potetial area of difficulty Motor difficulty (poor maual dexterity) = Implicatios for learig The studets ca be clumsy ad accidets may happe very easily ad very quickly. + Possible strategies Choose equipmet very carefully, payig particular attetio to ease of use, ease of cleaig, ad whether or ot the item is safe to use. Graters, vegetable peelers, ca opeers, grills, kettles, ad iros are items that studets may fid difficult to maipulate. Choose the safest optio for each. Choose light weight bowls. Esure studets put a damp cloth uder plastic choppig boards or bowls to prevet them from slippig. Sped time esurig that studets kow how to use the equipmet correctly. Choose apros that are secured with Velcro rather tha traditioal tyig methods.

7 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY s Potetial area of difficulty Beig overwhelmed whe eterig the kitche = Implicatios for learig Studets do ot kow what to do ad waste valuable lesso time lookig aroud. Studets may ot be able to fid the equipmet. Some studets may have behavioral problems. + Possible strategies Have a set sequece or order for the begiig of each lesso. If it is a theory lesso istruct the studets to sit dow ad take out their books. If it is a practical lesso ask each studet to wash his/her hads ad put o a apro. This should become a habit after a couple of weeks. It is essetial to have the same lesso sequece every week so that the studets kow all the stages ivolved i a practical lesso from puttig o a apro to washig up ad puttig equipmet away. Allow studets to work at the same work uit for a term ad the to move to aother uit. This will esure that studets become familiar with their ow work area, ad i time they will lear about other equipmet ad cookers whe they move to a differet uit. Keep disruptive studets very busy. Esure that the work load is distributed to prevet ay idleess. For example, if makig spaghetti bologese get the disruptive studets to make the sauce ad the weaker studets to cook the spaghetti. This eeds to be doe i a very subtle way. It is also importat to esure that all studets get practice at each stage of the recipe so have other tasks lied up for disruptive studets. Be careful ot to make it look as if the disruptive studets are gettig preferetial treatmet. Write o the board the time whe the dish eeds to be i the ove, cookig o the hob, etc. Refer to this throughout the lesso to ecourage the studets to stay focused o the task.

8 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY s Potetial area of difficulty Poor visualisatio skills, difficulty with the cocept of delayed gratificatio = Implicatios for learig Studets caot visualise what will be prepared durig the lesso. Studets get dishearteed ad despodet with the slow progress of textile or craft ad desig work. + Possible strategies I the itroductio to a lesso explai clearly what will be made. Show a picture or photo of the fiished dish. Guide studets i their choice of item for a Juior Certificate project to esure it will ot take loger tha the prescribed 15% of class-work time. Have samples of work already completed by studets i previous years. Ecourage studets to keep a diary of work so that they ca see that their work for the week is a valuable step alog the way to the fiished item. s Potetial area of difficulty Skills beig taught may coflict with home practices. + Possible strategies = Implicatios for learig Studets do ot have resources at home to practice the skills they lear i school. Studets come from homes where there is o emphasis o healthy eatig or hygiee. Whe usig equipmet esure that studets kow its ame ad its use. Ask what they could use istead if they did ot have this equipmet at home. For example, whe usig a had bleder to make quee cakes, ask what simpler equipmet could be used istead (a mixig bowl ad woode spoo). By askig the studets to imagie what they would do whe they leave home challege them (regardless of preset circumstaces) to imagie what simpler equipmet would do. Ask studets where they would buy utesils ad appliaces locally. Highlight the availability of various sources, for example supermarkets, hardware stores, Oxfam shops, sales of work, ad car boot sales. Discuss the approximate cost of utesils ad equipmet. Whe teachig about hygiee i the home esure that studets are aware of correct practices ad routies i cleaig fridges, etc. Whe teachig about fast food, esure that the studets realise it is ot a healthy optio for every day but that oce a week it would be OK. Ask the studets to suggest quick ad cheap alteratives to fast food.

9 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY s Potetial area of difficulty Sourcig of igrediets = Implicatios for learig The studets will ot taste food or refuse to brig i igrediets. + Possible strategies Iitially, cook very simple ad plai food with studets. Ask the class what they would like to lear how to make. Keep a store cupboard of basic igrediets that are used i small amouts ad would be expesive for the studets to buy. Prepare small quatities of food that could be served ad eate durig the lesso time. Ask studets to cotribute a small amout of moey to esure the igrediets would be supplied for the class. Depedig o the school there may be fudig to provide the igrediets for the studets. s Potetial area of difficulty Lack of textbooks/resources = Implicatios for learig Studets waste lesso time ad possibly causig trouble whe out of class. + Possible strategies Keep a selectio of textbooks ad work books i the Home Ecoomics room to esure studets are ot goig to ad from their lockers. s Potetial area of difficulty Safety = Implicatios for learig Accidets may happe easily. Studets may uderestimate the serious cosequeces that ca arise from messig. Studets may be uaware of the dagers associated with some appliaces. + Possible strategies The first lesso of the school year should be o safety. The first page of the studets copy should cotai safety rules which the studets ad teacher devise collaboratively. Safety should be referred to costatly ad reiforced i every class. Accidetal spillages should be discussed from a safety poit of view. Whe studets are usig a ufamiliar appliace safety aspects associated with usage ad cleaig should be emphasized. Sharp kives, vegetable peelers, skewers, ti-opeers, ad garlic crushes should be kept i a locked cupboard.

10 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplars The exemplars preseted here are desiged to show how the strategies outlied above ca be applied i classrooms ad to model practice that ca meet the eeds of Juior Cycle courses ad to serve the particular learig eeds of studets with mild geeral learig disabilities. Structure Each of the exemplars is preceded by a summary i the form of two tables. The first table is a itroductio to the exemplar. It outlies the relevat sectios of the Primary School Curriculum, Juior Certificate (Ordiary level), ad the Juior Certificate School Programme (JCSP). It also highlights some of the characteristics of studets with mild geeral learig disabilities that relate specifically to the area covered i the exemplar ad lists some possible strategies. I additio, a time scale ad a list of resources are provided. The secod table outlies the exemplar i more detail by providig suggested outcomes, supportig activities, ad assessmet strategies for a lesso/series of lessos. 10 Exemplars No. Syllabus topic Exemplar title Page 1. Textiles Shoppig for clothes Food Studies ad Culiary Skills Vegetable soup Food Studies ad Culiary Skills Pasta bake Food Studies ad Culiary Skills Makig a smoothie Social ad health studies Carig for your teeth Safety i the Home Safety i the home 58

11 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Syllabus topic: Textiles Shoppig for clothes Primary School Curriculum (5th ad 6th classes) Visual Arts Strad: Fabric ad Fibre Strad uit: Lookig ad respodig Juior Certificate (Ordiary level) Textiles Juior Certificate School Programme Work with fabrics ad practice the skills eeded for producig two fiished pieces Sciece Strad: Materials Strad uit: Properties ad characteristics of materials Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take four to five class periods. Potetial areas of difficulty 11 > Limited vocabulary (uderstadig such expressios as of-the-peg clothig, haute couture, fashio treds) > Categorisatio (idetifyig differet types of shops) > Uderstadig the cocept of properties of the various fabrics > Lack of awareess of the stages i the decisio makig process > Poor memory (recogisig ad rememberig symbols used to idicate fabric compositio ad quality) > Laguage (uderstadig idirect or complicated questios, expressig feeligs about clothes, usig the laguage of choice ad opiio) > Readig > Writig > Spatial awareess (drawig, sketchig, tracig) Strategies used i this exemplar Pair work, group work, idepedet research, iductive questioig, idividual work sheets, word pairig, drawig ad tracig, usig a measurig tape, cuttig ad pastig, usig ICT

12 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Resources Teeage fashio magazies Samples of clothig or fabric i cotto, lie, wool, silk Work sheet cotaiig a word pairig exercise Collectio of clothig labels ad symbols that are foud o ew clothes (excludig wash care labels) Blow-up photocopy or poster of a clothes label Overheads Four to six set of scissors, pritt stick, measurig tape Poster paper ad markers Access to the World Wide Web 12

13 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to uderstad words we use to describe the properties of fabrics ad clothig idetify each of the atural fibres, properties, textures ad uses egage i discussio, icludig listeig ad aswerig i the cotext of iductive questios, relatig to what factors ifluece teeagers whe they are selectig clothig recogise specific types of shoppig outlets where clothig ca be purchased Listig o the board the key words used to describe the properties of fabrics ad clothig Ecouragig studets to say words i a meaigful cotext before readig/writig Group activity o a fabric Teacher iitiated ad pair/ small group work where questios are asked eablig the studets to discover what factors ifluece teeagers whe selectig clothig Supplyig pictures as well as words to help i the sometimes difficult task of self- expressio, describig feeligs, usig words that idicate choices, etc. Allowig lots of time for this activity as studets resposes ca be slow sometimes Namig the variety of shops available locally for purchasig clothes Studets workig i small groups sketchig local shoppig area ad categorisig shops The teacher observes whether studets egage with class activities complete the word pairig work sheet o properties of clothig ad fabrics ad idetify of the correct fabric (doe i pairs ad givig equal emphasis to aswerig orally ad to writig) produce a chart/display participate i talkig/listeig activity. The teacher observes whether studets ca poit to examples of a term use the term i coversatio copy/write the term o a poster or i his/her copy explai the term(s) simply measure waist/iside leg correctly ad records these measuremets ad appropriate sizes i their copies. While studets are workig o tracig ad drawig the fashio symbols the teacher checks their uderstadig o a oe-tooe basis. 13 Follow-up discussio about prices, competitio, ad mail order optios Studets rate themselves i terms of participatio i ad ejoymet of this activity.

14 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies become aware of four ew phrases used i the fashio idustry recogise ad uderstad symbols used i the merchadisig of clothig become aware of the measuremets eeded whe buyig clothes. Usig pictures from fashio magazies to show the curret fashio treds ad thereby reiforce the meaig of the term fashio tred. Pair work. Select ad cut out pictures; categorise pictures accordig to haute couture, off the peg, accessory, etc. Studets describig their chose picture Studets creatig four wall posters of differet categories Studets i pairs idetifyig symbols foud o clothig (excludig wash care labels) Drawig or tracig the symbols ad writig the meaig Explaiig iformatio o clothes labels Studets measurig their ow waist/iside leg measuremets ad recordig these correctly their copies Class discussio o sizes Studets idetifyig ad recordig their ow likely sizes i certai clothes Studets self assess their improved kowledge of their ow area, askig questios such as, What did I lear today about tow/the mall? (This could be doe through iformal teacher/ studet talk withi their groups.) Follow-up assessmet Juior Certificate questios: six short questios from ordiary level sectio A to be aswered i pairs to build up studets cofidece i approachig a Juior Certificate exam. 14

15 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 1 Idetifyig the properties of four fabrics used i clothig By usig appropriate questios the teacher ca ecourage studets to give most of the properties of the four atural fibres used to make fabric ad clothes. Example Hold up a old cotto t-shirt ad ask the group to describe how the t-shirt feels. Pass the t-shirt aroud ad tell the studets, as ecouragemet, that there is o wrog aswer. As the studets call out valid properties list them o the board, i.e. soft, stretchy, strog, ad light. The teacher may add i remider questios such as, Would this be easy to wash? Could you chage the colour by dyig this? Would the fabric crease? Go back over all the properties ad let the studets kow that these words are kow as the properties. Do the same with wool, silk ad lie usig similar questios. Group Activity Arrage the class ito four groups, oe for each atural fibre: cotto, wool, silk, lie. Each group collects ad explores objects ad materials made of the fibre. Pupils evaluate ad develop their work by producig a chart o a atural fibre for display to the other groups. This should iclude 15 Collectig samples of, for example, cotto (rememberig cotto wool ad thread as well as fabric) Stickig them oto chart Namig them ad sayig where they got them (brought from home or chose from a rage of samples provided by the teacher) Lookig through magazies or searchig the iteret (if there is access to it) for clothes made from their fabric Cuttig ad pastig these pictures o a chart Sayig why they thik this fabric was chose for these clothes. Listig some fibres that they foud mixed with the atural fabric. Each group displays ad explais their project to their classmates, studets should be ecouraged to touch the fabrics i the process. Studets each say what the fabric feels like for them ad what they like or do t like about it.

16 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 2 Explorig the factors that ifluece teeagers whe shoppig for clothes Itroduce a case study, for example: Mike is goig to tow to buy a ew pair of deims ad a fleece top. His Mam has give him the moey ad told him to thik carefully before he buys aythig. What should Mike be thikig about? Esure that the studets are listeig carefully ad iitiate a class discussio usig questios that focus o oe factor at a time, for example Is the size of the deims importat? Should he buy deims i a extra big size? Why? Is the cost importat? Is the brad ame importat? Should Mike ask his frieds for advice? (Explai brad ame ad advice.) What else should Mike be thikig about? Should he brig the receipt home? Should he buy a washable fleece or oe that you dry clea? Should Mike buy a fleece with a zip or without? 16 I your group list these i order of importace. Discuss your reasos. Size Brad Name/ Label Colour ad style Shop you buy them i Care Label Cost Askig frieds advice Brigig the receipt home 26, 28, 32, 34, 36, 38 XL, S

17 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 3 Idetifyig fashio treds ad explaiig terms used i fashio Pass aroud some teeage fashio magazies ad let the studets cut out pictures of fashio treds. Explai that fashio treds are thigs that are fashioable ow. Ask for examples ad the give a few more so that the studets kow what to look out for. Let the class work i pairs. Go aroud the group while the studets are pickig the pictures to check that they all uderstad how to do the task. Explai the rakig system of the fashio idustry with Haute Couture beig the clothes that desigers make for celebrities like pop-stars ad footballers. Models wear these clothes i fashio shows. Shops the copy the clothes ad you get off-the-peg ad prêt à porter clothes. These are Frech terms because a lot of desigers come from Frace. Discuss fashioable accessories ad how they are used. Let the studets paste the pictures they have cut out ito their copies ad get them to write the headig Fashio Treds ad the date. Go aroud the group ad ask each studet to describe the picture he/she has cut out. Examples of pictures of the differet categories could be compiled by voluteers ito four wall posters for the classroom. Use the web for resources here, if studets have access. 17

18 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 4 Idetifyig differet clothes stores Teacher could make a sketch of a shoppig mall with various outlets, idicatig key types of shop, such as chai store, departmet store, boutique, supermarket, charity shop or swop shop. Write these key words o the board. Refer to the earest shoppig area to the school, be it a shoppig cetre or a mai street. Ask the studets to ame the types of shops. They will presumably give the ame of the store. Provide groups of two to four studets with A3 or A2 sheets ad markers ad ecourage them to draw a rough sketch of the shoppig area ad, as the shops are metioed, to idicate to the class the type of shop that it is. This cocept may be difficult for studets to grasp but their task is to make a list of shops i their correct categories. A grid like the followig, o which studets place ticks for the differet kids of shops, might help: Our Mall Chai Store Boutique Supermarket Charity Shop Grocer Swop Shop Hard-Ware The teacher ca iitiate a follow-up discussio with the studets o the eed for a balace of types of shops to esure that there is competitio, for example if there are oly two boutiques i a tow they ca charge higher prices because there is owhere else for people to shop. If a ew chai store opes it might have cheaper prices ad that meas the departmet store also has to lower its prices. Studets will provide lots of examples from their ow experiece. 18 Also metio that clothes ca be bought o lie or by mail order through the post. Postal catalogues could be circulated amog the groups for examiatio ad discussio. A overhead slide of a local village/tow map could be used to get the discussio goig. Studets could list shop categories ad the teacher ad studets could use a grid to tick.

19 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 5 Examiig ad sketchig symbols ad iformatio foud o clothes labels Photocopy the symbols for wool, silk, cotto, ad lie. For wool there are two symbols. It would be useful to elarge the symbols if possible to make them easier to see. Have some examples of the labels that are foud o actual clothig ad if possible some tags from ew clothes idicatig product iformatio. Pass the photocopies aroud ad get the studets to colour them i ad to write the ames o them. Also get the studets to trace or sketch the symbols. The studets could work i pairs to do this. Get the studets to examie the labels o their ow clothes to see if they ca fid ay matchig symbols with those o the photocopies. With a matchig game, like domioes or sap, the studets could match symbols ad their explaatios. Put up a large, previously draw poster or overhead slide of clothig labels ad ask various studets to suggest what the iformatio meas. 19

20 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Activity 6 Takig measuremets eeded whe you are shoppig for clothes Itroduce this activity by sayig that the best way to kow if clothig fits is to try it o. To save time whe you are shoppig ad to save you tryig o lots of clothes it is really importat to kow your measuremets or size. There are some measuremets that you eed for buyig trousers ad skirts ad some that are eeded for shirts ad tops. Get each studet to measure his/her iside leg legth ad to write the measuremets dow. Get each studet to measure his/her waist measuremet ad to write it dow also. Name: My Measuremets Waist Iside leg This is sufficiet practice for usig the measurig tape. Explai that some clothig is sold as small, medium, large, etc., but that there is usually a measuremet give also. Some clothig is sold i sizes like 10, 12, 14, 16 or 38, 40, 42, 44 20

21 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Kow your fabric This ca be differetiated by havig the qualities prited o cards. The studets the sort accordig to the fabrics, or vice versa. Alteratively, the hadout could be arraged so that studets lik words by drawig lies, rather tha havig to write them. Provide samples of the above fabrics to each pair/group to assist them. Cotto Lie Wool Silk Match oe of the above fabrics with each of the words listed below Example Delicate Silk Stretchy 21 Light Shiy Strog Soft Cool Washable Itchy Smooth

22 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics JC Questios OL Chages i fashio are kow as fashio treds. Give two examples of curret fashio treds. (i) (ii) Give two reasos why accessories (belts, scarves, jewellery) are used i fashio. (i) (ii) List the factors that would ifluece you whe choosig clothes for yourself Name oe popular clothig accessory for teeage boys ad oe for teeage girls. (i) boys (ii) girls

23 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 1: Home Ecoomics Some Cross-curricular Liks Frech Cultural studies (Fashio terms) Eglish Media studies ad advertisig Sciece Measuremet Idetificatio ad classificatio of materials Properties of textiles Mathematics Measurig, profit ad loss, discouts Shoppig for Clothes Geography Patters i ecoomic activity Locatio Chage over time Fieldwork History Clothes: our sese of the past Art Fashio desig Use of materials 23 SPHE Emotioal Health Self cofidece Body image Iflueces ad decisios Self maagemet CSPE Rights ad resposibilities Busiess studies Cosumer studies Maage persoal fiaces, expediture, ad budgetig Ecoomic awareess

24 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Syllabus topic: Food Studies ad Culiary Skills Vegetable soup Primary School Curriculum (5th ad 6th classes) Sciece Strad: Livig thigs Skills developmet: Desigig ad makig Juior Certificate (Ordiary level) Food studies ad Culiary skills: Food i relatio to healthy eatig Food preparatio Juior Certificate School Programme Food studies ad Culiary skills Pla, prepare, cook ad preset simple well-balaced meals for idividuals ad groups Mathematics Strad: Measures Eglish Strads: Receptiveess to laguage Competece ad cofidece i usig laguage 24 Time scale: The full rage of learig ad assessmet activities preseted i this exemplar should take four class periods. Activities 1 ad 2 take place i a sigle lesso, as does Activity 5. Activities three to seve, the practical lesso, require at least a double period of oe hour thirty miutes. Potetial areas of difficulty > Laguage (ew vocabulary, listeig ad expressig oeself, readig the recipe, lists of igrediets ad equipmet, writig tasks) > Reluctace to try ew tastes (limited experiece of a variety of vegetables) > Recogisig equipmet ad its uses (kowig the correct switch to use) > Poor motor skills (difficulty preparig simple vegetables, usig simple pieces of equipmet) > Measurig liquids Strategies used i this exemplar Pair work ad group work Iductive questioig Preparig, cookig ad servig mixed vegetable soup Classifyig vegetables ito four types o the white board or o a poster Repetitio ad over learig of the ames of the vegetables ad herbs Usig a multi-sesory approach (lots of experieces of touch, taste, sight, souds, ad smell) Comparig the prices of vegetables

25 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Resources Picture book of the various vegetables, picture book of Jack ad the Beastalk, posters from the Healthy Eatig promotios of Health Boards, samples of dried pulses, work sheet, valuatio sheet Depedig o the procedure i the particular school the studets will either eed the recipe i advace or the teacher will eed to arrage for the provisio of the igrediets. 25

26 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to prepare, cook ad serve vegetable soup build up a more extesive vocabulary relatig to vegetables write the igrediets, equipmet ad the four mai types of vegetables o their work sheets list four types of soup that could be made at home ad state why the group made vegetable soup evaluate the quality of the soup. Readig the brief/task for the lesso ad usig a pe or highlighter to circle the key words Preparig, cookig ad servig vegetable soup Listig o the work sheet the igrediets ad equipmet eeded for the lesso Usig a chart o the board categorise vegetables ito four mai types Namig four other types of vegetable soup they could make, ad suggestig why it is a good idea to make vegetable soup Evaluatig the quality of the soup. The teacher observes of the ability of the studets to pick out the four key words i the brief/task perform the ecessary practical skills of preparig, washig, choppig, etc. ame ad write o the work sheet four other types of vegetable soup ame sufficiet vegetables to allow at least twelve to be grouped o the board by the teacher or by themselves o charts. aswer questios o the differet types of coveiece soups available o the market. 26

27 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Activity 1 This activity ca be doe i pairs. Had each studet a work sheet. Ask them to write their ame(s) o it ad to fill i the date. Before readig the work sheet esure that studets uderstad words such as vitami C, fibre, prepare. Ask oe studet to read the task. Ask the studets to pick out the four key words ad to circle them. Give the studets a couple of momets ad the check the key words of each studet. Write these o the board or o a overhead slide. Allow studets to write them i their otebooks, givig them plety of time for the writig. Activity 2 Discuss differet kids of soup that the studets kow. Ask the studets to ame four types of vegetable soup that could be made. Ask them to fill i the ames o the work sheet ad help them with the spellig if ecessary. Discuss why we have decided to make homemade vegetable soup. Usig the mai key words assist the studets with the spellig ad fill the aswers i o the work sheet. These ca be completed i pairs. Useful words ad phrases, such as healthy, tasty, quick, is low i fat ad high i fibre, a good idea i the cold weather, cheaper tha packet or tied, could be displayed o the board like. Check studets uderstadig of terms like fibre. Explai if ecessary, or ivite a studet to explai to the others. 27

28 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Activity 3 Preparig the soup The followig steps should be followed i the preparatio of the soup. Always use the same procedure before cookig i a practical lesso (tie back hair, put o apro, wash hads, etc.). A poster illustratig this hygiee ad safety procedure should be displayed promietly ad referred to frequetly. The list of igrediets ad the equipmet required should be writte up o the board before the before the lesso begis. Show ad ame the igrediets. This could be doe as a game i pairs i which oe studet describes a vegetable ad the other gets it/poits to it ad ames it. Get the studets to read out the list of igrediets. Repeat this a couple of times, payig attetio to uusual soudig words like parsip. Ask the studets to collect the igrediets ad set them up at their uit. The igrediets should be set up i a lie i the order i which they will be used. Ask the studets to read out the list of equipmet from the board ad to collect the equipmet. Reiforce ames ad purposes/uses of equipmet. Posters o the wall with pictures ad ames of equipmet will help these studets. Workig i groups of two or three, let each studet prepare oe vegetable (oio, leek, carrot, etc.). A spot demostratio will be ecessary to esure the studets ca prepare the vegetables safely ad hygieically. Talk through this as it is beig demostrated ad ecourage studets to do the same. The vegetables should be pushed oto plates usig kives ad the three more vegetables prepared, for example celery, parsip ad potato. The stock should be made ext. The studets must be remided of safety whe usig the boilig water from the kettle. Oe studet should make the stock ad the rest of the studets should watch. Special referece should be made to the use of a measurig jug ad how to read the ml scale. Next the cooker rig ca be switched o. Ask the studets what temperature should be used ad to give reasos. Explai that a low heat should be used so that the oio ad the leek do ot bur. Measure two spoos of oil ito the saucepa. Add the oio. Allow to cook for two to three mis. The add the leek. Allow oe studet to stir the vegetables while holdig the hadle of the saucepa. Alterate the studets that are stirrig ad addig the vegetables. Whe all the vegetables have bee sautéed for five miutes add i the stock. Tur up the heat. Cover ad leave to reach simmerig poit. Oce it is at the boil reduce the heat to esure the soup simmers getly. The dirty equipmet should be stacked at oe side of the sik ad the uit wiped dow. 28

29 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Activity 4 While the soup is cookig the studets should sit dow ad focus o writig the igrediets used o their work sheets. This is sufficiet for some studets. Others could also write dow the equipmet used, depedig o their ability. Ask the studets to read out the list ad get them to repeat ay uusual words like parsip or colader. These tasks ca be completed i pairs. Activity 5 Write the followig headig o the board: The four family types of vegetables Divide the board ito four quarters. I each quarter write the followig sub headigs: The four family types of vegetables Type 1 The gree family (cabbage, broccoli, lettuce) Type 3 The pulse family (Explai that pulses grow i pods ad that they are high i protei, for example peas, beas.) Type 2 The root family (carrot, parsip, turip, potato) Type 4 The fruit family (Fruits have seeds iside them, for example tomatoes, peppers, courgettes, aubergies. Cut the fruits ad let the studets feel ad take out the seeds.) 29 Read the chart out loud agai with the etire group puttig a emphasis o the family ame/type. As reiforcemet studets could be divided ito four groups. Each group is give a poster o which to write or draw vegetables i each type. For fu, ad effective learig, the studets could preted to be differet vegetables ad gather i their families. Sortig pictures like these o cards may be used to help the over learig of differet categories. However, havig real vegetables to had is ivaluable.

30 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Activity 6 At this poit the soup should be ready for servig. Show the studets how to test to test the soup to see if it is cooked by usig a fork to check the carrots ad the potatoes. The vegetables should be teder. Use a had held bleder to bled the soup. Emphasise the importace of safety whe usig the had held bleder. Serve the soup usig a soup ladle. While the studets are eatig the soup ecourage them to evaluate it. Discuss accompaimets ad garishes ad explai the meaig of both terms. The aswers to the evaluatio could be put o the board to allow the studets to take them dow after the washig up is completed. Activity 7 Washig, risig, dryig, ad puttig away equipmet Note: I some schools the soup would ot be cosumed durig the lesso. However, soup is quite awkward to trasport home, so it would be advisable to make smaller quatities ad let the studets fiish it i class. 30

31 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Worksheet (pair work) May people should be eatig more fruit ad vegetables. Fresh vegetables are very importat i a balaced diet because they cotai vitami C ad fibre. Vegetable soup is a ourishig way of icludig soup i the daily diet. Prepare cook ad serve a healthy vegetable soup usig fresh vegetables. Name four types of vegetable soup that you could make i class. (Studets could use illustrated posters/cards from Activity 5 to idicate their igrediet combiatios.) 31 Give four reasos why it is a good idea to make vegetable soup. Highlight these from a rage of optios, or put i happy faces beside chose optios: Cheap Quick to make Uhealthy Low-fat Tasty Easy to make Dear Slow to make Healthy High fat Not a great taste Hard to make

32 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics List or draw the igrediets eeded List or draw the equipmet eeded. 32

33 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Evaluatio Sheet Allow studets to work together o completig this worksheet. This could be made more studet friedly by providig three or four aswers for the studet to circle or choose from. Name of studet(s) Today we made The colour of the fiished dish was The flavour ad taste of the fiished dish was: SALTY SPICEY PEPPERY CREAMY OTHER 33 Loop oe or more of these to describe the texture ad cosistecy of the fiished dish. SMOOTH CREAMY LUMPY THICK WATERY TIVANIMC AND EBRIF Uscramble the letters to fid the utriets of the fiished dish: Write them here. If I was makig this dish agai I would:

34 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics I served the dish with (You ca write or draw your aswer.) I garished or decorated the dish with 34 (You ca write or draw your aswer.)

35 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 2: Home Ecoomics Some Cross-curricular Liks Sciece Plat structure Food chais Safety Eergy Food ad digestio Measurig Idetifyig Classifyig Eglish Writig istructios Creative writig describig taste Readig differet text types Media studies advertisig Makig Vegetable Soup SPHE Healthy Eatig Nutritio Diet Healthy choices Mathematics Measurig volume Estimatig quatities Geography Patters i ecoomic activity The earth as a resource 35

36 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Syllabus topic: Food Studies ad Culiary Skills Pasta bake Primary School Curriculum (5th ad 6th classes) Sciece Strad: Livig thigs Skills developmet: Desigig ad makig Juior Certificate (Ordiary level) Food Studies & Culiary skills: Food preparatio Juior Certificate School Programme Food studies &culiary skills Pla, prepare, cook ad preset simple well-balaced meals for idividuals ad groups Mathematics Strad: Measures Eglish Strads: Receptiveess to laguage Competece ad cofidece i usig laguage Time scale: The full rage of learig ad assessmet activities preseted i this exemplar should take a double period of oe hour ad thirty miutes. 36 Potetial areas of difficulty > Laguage (listeig ad expressig oeself, readig the recipe/lists of igrediets/ames of equipmet, writig tasks, vocabulary) > Limited experiece of a variety of food ad pasta shapes > Poor memory (rememberig the ames of differet pastas) > Categorisig (distiguishig types of milk available to the cosumer) > Recogisig equipmet ad its uses (a grater, kowig the correct switch to use) > Poor motor skills (usig pieces of equipmet, turig o the cooker) > Measurig liquids ad usig the weighig scales > Short attetio spa Strategies used i this exemplar Pair work, group work, Explorig colour, texture, shape, taste Improvig cotrol of materials ad tools, for example usig a measurig jug, cuttig ad pastig, preparig, cookig ad servig macaroi cheese Observig ad comparig the igrediets with which they are workig, for example examiig four differet milk cartos to fid out what iformatio a carto of milk cotais, drawig ad listig four differet pasta shapes that could be used istead of macaroi to make the recipe Ope questioig Idepedet research o differet mai course recipes that iclude milk/cheese Teachig cocepts ad vocabulary, for example calcium, vitami D, Evaluatig the recipe by respodig to it ad showig likes ad dislikes for differet kids of tastes

37 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Resources Recipe books showig pictures of macaroi cheese, lasage, pizza, quiche, etc. Four cartos of full fat milk, super milk, low fat milk ad skimmed milk, either full or empty ad rised out Four packs of dried pasta shapes, such as pee, pasta shells, spaghetti, lasage or pasta spirals Evaluatio sheet Access to ICT (Key i Macaroi cheese ito a search egie ad sites with lots of recipes ad illustratios become available.) Iteret sites such as ( ad may be useful here. Depedig o the igrediets procedure i the school, the childre will either eed the recipe i advace or the teacher will eed to arrage for the provisio of the igrediets. 37

38 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to idetify four mai course dishes rich i calcium ad vitami D prepare, cook ad serve pasta i cheese sauce dish examie four differet milk cartos look at differet pasta shapes evaluate the macaroi cheese. Lookig through various cookery books studets select four mai course dishes that are a good source of calcium ad vitami D, i.e. those they iclude lots of milk (Studets ad or the teacher ca access lots of iformatio at Examiig the differet types of pasta shapes Listig the ames of four shapes i their copies with a drawig of each shape Choosig a favourite shape Preparig, cookig ad servig pasta bake Lookig at four differet milk cartos ad readig out the various pieces of iformatio o them Writig the ames ad the prices of the milks Discussig how usig the differet types of milk would affect the fiished dish Teacher observes of the ability of the studets to pick out mai course dishes high i calcium ad vitami D. to carry out the simple practical tasks such as weighig, measurig, gratig, etc. Studets evaluate their ability to carry out the simple practical tasks such as weighig, measurig, gratig, etc. show their cosumer skills by readig ad idetifyig the importat iformatio ad key poits o the milk cartos show their laguage skills ad ability to evaluate the fiished macaroi cheese usig descriptive adjectives, two for colour, two for flavour, ad two for texture. 38 Evaluatig the fiished macaroi cheese usig simple headigs ad oe or two simple adjectives

39 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Activity 1 Welcome the studets ad explai that today they are goig to lear all about foods that ca help make their boes stroger ad loger. Foods that ca help their ails grow ad that will help them have healthy teeth. Explai that they are goig to lear all about foods rich i calcium ad vitami D. Ask the studets to ame a food rich i calcium. The studets might suggest milk or cheese. The group might eed promptig. List all the dairy products: milk, cheese, butter, cream, yogurt, ad ice cream. Explai to the group that for the body to be able to use the calcium properly it eeds vitami D ad that oe of the best places to get vitami D is from the su. This is why i the summer your ails grow much quicker ad much stroger ad you might eed to cut them more ofte. Pass aroud a recipe book for each group of studets ad let the studets have eough time to fid four mai course recipes with either lots of milk or cheese. The get each group to ame oe recipe. The teacher ca list these o the board. Ask the studets to read out the aswers out loud to familiarise themselves with the prouciatio. Aswers could iclude: macaroi cheese, lasage, quiche, pizza, pasta carboara, baco with a parsley sauce, fish with a white sauce, vegetaria caelloi, ad seafood chowder. Extesio Activity Teacher shows the NDC website usig a data projector ad takes the studets o a virtual tour, lookig at questioaires o calcium itake, playig games about healthy food choices etc. cotais alterative recipes. Ilovesheese.com is aother useful lik. 39

40 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Activity 2 Take out the four packs of pasta. Ask the group if they kow the coutry where pasta is eate every day? Most studets should kow it comes from Italy but they might be shy i aswerig or eed promptig. Ask the studets to ame the four types of pasta i frot of them ad to describe the shape. For example, macaroi has short bedy tubes, spaghetti has log thi strigs, lasage is a flat sheet, ad pee is a short fat tube cut diagoally or slaty. Ask the studets to write the ames of the pasta ito their copies ad to draw the shapes beside them. Write the headig Pasta Shapes o the board so that they ca copy it dow. Studets may select a pasta shape that appeals to them for their Pasta Bake. 40

41 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Activity 3 Preparig, cookig ad servig pasta bake The dish outlied here is for macaroi cheese. Easy variatios o the dish ca be demostrated, ad chose by the studets, by icludig, for example cooked chicke, cooked vegetables, etc. Workig i groups of two or three each studet should put o their apros ad wash their hads. Each group should collect the igrediets eeded: pasta, cheese, milk, margarie, flour, salt ad pepper, a tomato ad mustard powder. Next the studets collect the equipmet: two saucepas, two woode spoos, a colader, a bowl for waste, a grater, a measurig jug, a weighig scales, a oveproof dish, ove gloves, a sharp kife, a choppig board, a balloo whisk. Start by boilig the kettle to esure there is hot water ready to cook the pasta. Next weigh out 25g of the margarie ad 25g of flour ad place them i the smaller of the two saucepas. Next measure out the milk usig the measurig jug. Esure that each studet gets a opportuity to look at the jug to estimate or poit to where the 350ml lie is. As soo as the kettle is boiled put the pasta o to cook. Brig to the boil ad the simmer getly. Preheat the ove to 180 degrees Celsius. Next make the roux. Explai that a roux always has equal or the same amout of fat ad flour but that the quatity of milk might vary depedig o how thick the sauce eeds to be. Get the studets to repeat out loud the Frech term roux. The cheese should be grated by oe of the studets ot ivolved i makig the roux. Cook the flour ad margarie i the saucepa, remove from the heat, tur off the heat, ad add the milk very gradually esurig there are o lumps left betwee each additio of milk. Use the balloo whisk to esure the sauce is smooth. Oce all the milk has bee added the saucepa ca be trasferred back to the heat ad cooked at a very low heat util the sauce thickes. The pasta should be cooked at the same time as the sauce is fiished. Strai the pasta i the sik usig the colader. The colader should sit i the sik to prevet scaldig. Remove the sauce from the heat. Add i the salt ad pepper ad a half teaspoo of mustard powder bleded with two tablespoos of water. Add i half the grated cheese ad allow the cheese to melt. Next slice the tomato horizotally ito four or five slices. Combie the draied pasta shapes with the cheese sauce. Pour ito the oveproof dish esurig that the sauce does ot spill oto the sides of the dish as it will bur durig cookig. Place the slices of tomato o top i a attractive arragemet, ad sprikle with the remaiig cheese. Place i the cetre of the preheated ove. The studets should wash, rise, dry, ad put the equipmet away. The they should clear their work tables ad put remaiig igrediets ito the refrigerator or wrap them i clig film to brig home. 41

42 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Activity 4 Examiig differet types of milk cartos Place the four cartos of differet types of milk o the table ad ask the studets to read out the ame of each. Esure that all the studets read some part of the carto. Ask the studets why certai words are i big writig. Which words do they thik are the most importat? Ask the studets if they thik the colours used are suitable ad effective? Would they suggest other colours? Why? Explai that the whole milk is best for childre because it has all the vitamis icluded. Explai that whe the fat is removed i low fat or skimmed milk the vitamis are take away with the fat. Who would they thik low fat milk or skimmed milk is suitable for? (adults o a low fat diet) Explai that milk is oe of the best foods that people ca take ito their bodies ad that is why it is the first food give to babies. Ask what the best milk is for a baby. Explai that breast milk from the mother is the best because it has lots of extra thigs icluded that are perfect for the baby. Explai that some mothers give their babies formulae milk which is also good but ot as atural. Explai that cow s milk caot be give to babies util they are oe year old. Ecourage the studets to talk about milk, feedig babies, etc. Other milks, such as goat s milk, soya milk, codesed milk or evaporated milk, could be show at this poit. Pictures of the milks ca also be show if that is more appropriate. Ask the studets if they would like to taste ay of the milks. Provide them with tastes. A fu activity, such as The Milk Challege! i which studets close their eyes ad guess which milk type they are drikig ca be effective. 42 Write the headig Types of Milk o the board so that the studets ca take it dow it i their copies. Ask them to write dow the ames of the milks ad the prices beside them. The teacher leads a discussio o the implicatios of the differet milk types for the fiished pasta dish. Activity 5 By ow the macaroi cheese should be cooked ad quite crispy o the top. Remove it from the ove usig ove gloves. Evaluate the macaroi cheese usig the evaluatio sheet. Depedig o school policy some studets may eat the food i class or brig it home. If it is to be take home it should be allowed to cool dow fully before a lid/ cover is put o it.

43 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 3: Home Ecoomics Evaluatio of pasta bake Use a coloured pe to circle two words that describes your macaroi cheese best, ad the fill i the seteces below. 1. Colour Golde Brow Black Yellow Brow Orage Pale Orage The macaroi cheese I made has a ad colour. 2. Flavour Creamy Cheesy Rich Salty Milky Sweet The flavour of taste of the macaroi cheese I made today is ad Texture Lumpy Chewy Slimy Sticky Dry Ruy Crispy The macaroi cheese I made today has a ad texture. 4 Nutriets Protei Fat Calcium Vitami D Iro Vitami C The macaroi cheese I made today is very healthy because it has lots of, ad. 5. Accompaimets Gree Salad Baked Potato Chips Coleslaw Greek Salad Brow Bread The healthiest thigs to serve with macaroi cheese are ad.

44 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Syllabus topic: Food Studies ad Culiary Skills Makig a smoothie Primary School Curriculum (5th ad 6th classes) SESE: Geography Strad: Huma eviromets Strad uit: People ad other lads SPHE Strad: myself Strad uit: Takig care of my body Juior Certificate (Ordiary level) Food Studies ad Culiary Skills Food i relatio to healthy eatig Food choices Food preparatio Meal plaig Juior Certificate School Programme Food Studies ad Culiary skills: Pla, prepare, cook ad preset simple ad well-balaced meals for idividuals ad groups. Sciece Strad: Livig thigs Strad uit: Huma life Time scale: The full rage of learig ad assessmet activities preseted i this exemplar should take a double period of oe hour ad thirty miutes. 44 Potetial areas of difficulty > Uderstadig the physiological importace of breakfast > Gettig studets to chage their attitudes to breakfast > Poor listeig skills > Poor readig skills > Poor cocetratio > Short attetio spa > Reluctace to try ew foods Strategies used i this exemplar Idetifyig feeligs Group discussio o the importace of breakfast, usig iductive questioig, listeig ad explaiig Map work plus discussio of breakfasts aroud the world Demostratig with studets as assistat chefs Narrative Mark s story (See activity 4.) Pair/group work plaig breakfast for Mark Resources Alarm clock, large colourful map of the world, differet examples of uusual breakfast foods for example muesli, croissats, muffis, kippers (or pictures of these foods), igrediets for smoothies, list of equipmet, post cards from differet coutries, cut out pictures of healthy breakfast foods

45 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to idetify three mai reasos why breakfast is importat list four differet coutries ad a breakfast food associated with each watch a demostratio of how to make a smoothie ad choose a ame for it desig a healthy breakfast meu for a eight-year-old boy who ormally does ot eat breakfast. Studets aswerig questios that will elicit from them the key poits of the lesso Writig the key poits o the board ad explaiig why breakfast is so importat every day Listig coutries i Europe ad aroud the world, locatig them o a map, ad idicatig the foods eate for breakfast i those coutries Watchig as the teacher ad two studets actig as assistat chefs prepare ad serve a healthy smoothie Desigig a healthy breakfast meu for a eight-year-old boy who ormally does ot eat breakfast, usig the four food groups to esure that it is a balaced meu The teacher observes the ability of the studets to aswer the questios o breakfast iductively show their geeral kowledge, kowledge of coutries, ad the breakfasts traditioally eate i those coutries by participatig i discussio ad aswerig/ askig questios cocetrate while watchig the smoothie beig made ad suggest ames for the smoothie uderstad the four food groups by plaig ad desigig a healthy breakfast meu for a eight-year-old boy who ormally does ot eat breakfast. complete the work sheets. 45

46 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Activity 1 Set the alarm clock ad allow it to go off. Ask the studets to describe how they ormally feel whe they hear the soud of a alarm clock. The studets may reply tired, sleepy, hugry, stressed, worried, ervous, happy, eergetic, excited, etc. Explai to the studets that we all wake up i the morig with a empty tummy ad that it is importat to fill it up with the correct mixture of food. Ask the studets if they have had breakfast that particular day ad whether they eat breakfast every day. Some will possibly aswer o. Ask the class if they have ever oticed that some people are very craky ad cross i the morig. Explai that this is possibly because they have t filled their body up with the right foods at breakfast time. Ask them to imagie what it would be like if a empty car was filled up with water istead of petrol. Ask them to imagie how far it would drive. Explai to the studets that because people do ot ormally have a big meal at luch time it is really importat to give the body fuel/food early i the morig for breakfast. Some people oly have very light luches ad they eed a substatial breakfast to keep them goig. Ask the class to poit out some tips o how to save time i the morig. Write the four key poits from the discussio o the board. The huma body eeds eergy i the form of food to give it the power to do work. May people are craky ad tired if they do ot eat breakfast. A mixture of foods should be eate to esure the breakfast is healthy. Do t rush, eat slowly, ad set the table the ight before to save time. 46 Ask the studets to write these i their copies.

47 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Activity 2 Ask the studets to try ad work out the time zoe i the world where people are gettig up ad havig breakfast. For example, if a home ecoomics lesso is beig taught i the afteroo there are possibly people wakig up i New York or Bosto. Explai to the studets that everyoe i the world eeds food for their bodies whe they wake up after a ight s sleep. This meas that everyoe that ca afford it ormally has breakfast to keep them goig ad to give them eergy for their day s work. Ask the studets to look at a map of the world or of Europe. Hold up the map so that each studet ca see it. Ask the class to ame a food that might be eate i Frace for breakfast. They might possibly metio croissats or a Frech stick with apricot jam. Go through the Europea coutries ad some other coutries where the breakfast foods might be familiar to the group, for example Switzerlad Muesli Germay Cold meats ad cheese Filad Porridge Eglad Cooked breakfast with kippers Belgium Waffles USA Bagels, doughuts, muffis Caada Pacakes ad maple syrup Thailad Soup with oodles or rice Idoesia Fresh pieapple ad Java coffee Irelad Porridge, cooked breakfast with black puddig. 47 If possible show some photos of some of the uusual foods. Maybe brig i a few old post cards to help the studets to relate to the coutries o the map. Ask the studets if they have ever bee abroad ad what they had for their breakfast. Ask them to idetify what would be served i a full Irish breakfast, ad whether they ever had a breakfast i a Bed ad Breakfast i Irelad?

48 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Activity 3 Explai to the group that it is importat to fill the body up with healthy food for breakfast ad that sugary or fatty foods like doughuts or fried food, would ot be the best idea for breakfast every day. Ask the group if they kow what a smoothie is, ad whether they have ever tasted oe. Ask for two voluteers, or perhaps select two studets, to help act as assistat chefs. The studets should wash their hads ad put o apros. Explai to the class that you are goig to make a fruit smoothie that would be healthy for breakfast. Had out the recipe for the smoothie to each studet. Ask assistat 1 to collect the equipmet ad to put it i a suitable place for a demostratio. Ask assistat 2 to collect the igrediets ad to set them out with the equipmet. Proceed as follows ad allow the assistats to be ivolved as much as possible. Wash all the fruit to be used very carefully. Explai that all the sprays ad isecticides eed to be washed off the skis of the fruit. Peel ay fruit that eeds to be peeled ad demostrate the correct way of doig so, i.e. safely, hygieically ad ecoomically. Esure that oly a thi ski is removed if possible as lots of vitamis are foud uder the ski. Explai to the studets that may combiatios of fruit ca be used depedig o what is i seaso. Explai that i seaso meas the fruit is pletiful, is at its best, ad is geerally better value tha whe it is out of seaso. Bled the chose fruit with a little hoey (oe teaspoo per perso) ad some yogurt or fruit juice. Try to make sufficiet for each studet i the class. Use small disposable cups to esure that each studet gets to feel like they have had a full smoothie. The cups ca be arraged o a tray ad the the studets ca pass them aroud. Tidy away ad stack up what eeds to be washed. Ask the assistats to wash the dirty utesils (possibly ot the bleder blade as it is very dagerous). While the tidyig up is beig doe the studets ca drik the smoothie ad liste as the teacher explais why smoothies are healthy. 48 Explai to the studets that by drikig this smoothie they are gettig lots of vitami C, which is eeded for healthy ski ad blood ad to prevet colds. They are also gettig lots of fibre, which prevets costipatio or eve bowel cacer, ad that there is calcium i the smoothie if yogurt has bee used. Calcium is eeded for healthy boes teeth ad ails ad childre ad teeagers eed lots of calcium as their bodies are growig. They are also gettig other vitamis ad mierals i smaller amouts. This is why it is oe of the best driks to have i the morig.

49 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Activity 4 Read out the followig case study. Mark is ie years old boy. Mark ever has breakfast before he goes to school. He says he is ever hugry i the morig ad feels sick if he eats. He oly has just eough time to get the school bus. He ormally has a bar of chocolate ad a packet of crisps for his break at school ad for luch he has four crackers with butter ad jam ad a bottle of Coke. He has bee doig really badly i his maths. They always do maths i the morig before break time. He was i trouble a few times for ot listeig. His teacher has told him that maybe it would help if he got up earlier, ate a breakfast slowly, ad brought a healthy sack for break time ad sadwiches for his luch. His Graddad keeps tryig to get him to have a bowl of porridge i the morig. Mark has decided he will try the breakfasts for oe week to see if they make a differece, ad he is goig to get up half a hour earlier. Ca you help him? What should he eat for his breakfast? Ask the studets to remember the four food groups whe suggestig foods. Put a poster up of the four food groups ad tell the group they must choose oe food from each group to esure it is a healthy balaced meu. Allow the studets to work i pairs ad give them five miutes to write out the meu. If some studets have difficulty readig ad writig it would help to have pictures of food cut out so that they could use the pictures rather tha the writte form. 49 After five miutes go aroud to the differet groups ad ask them to call out the breakfast meus. If there is isufficiet time this task could be set for homework or the class could be asked to thik about it for the ext day. Pairs/groups make posters of the meus, explaiig the selectio of items, to preset to the class.

50 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 4: Home Ecoomics Tasty Fruit Smoothie (Makes four disposable cups) Igrediets Three or four fruits depedig o availability ad seasoality, for example baaa, half a puet strawberries, two pears, ad two peaches 1 teaspoo of hoey per perso Approximately two cups of yogurt ad/or fruit juice Equipmet Colader Bowl for waste Sharp kife Choppig board Bleder Disposable cups Teaspoo Large jug Method Wash fruit very carefully ad peel if ecessary. Put prepared fruit ito the bleder with the hoey ad the juice/yogurt Whiz the bleder very carefully a umber of times util the smoothie is of a smooth cosistecy. Pour ito a large jug ad the pour ito idividual disposable cups. Serve immediately. Wash up ad tidy away. 50

51 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Syllabus topic: Social ad health studies Carig for your teeth Primary School Curriculum (5th ad 6th classes) SESE: Geography Strad: Livig thigs Strad Uit: Huma life Juior Certificate (Ordiary level) Health educatio: Hygiee Juior Certificate School Programme Persoal Hygiee SPHE Strad: Myself Strad uit: Takig care of my body Time scale: The full rage of learig ad assessmet activities preseted i this exemplar should take two lesso periods, preferably a double period. Potetial areas of difficulty > Poor memory (difficulty rememberig uusual words) > Reluctace to try ew detal products > Lack of appreciatio of the role ad importace of healthy teeth > Poor readig skills > Poor listeig skills > Short attetio spa > Iability to follow istructios 51 Strategies used i this exemplar Examiig differet detal hygiee products ad discussig their uses Lookig at a poster showig the structure of the tooth Studets watchig the teacher draw a simple diagram o the board ad the copyig the diagram i their copy books Colorig i the diagram ad labelig it Discussig the four types of teeth ad the eed for havig differet types of teeth Lookig at a flow chart detailig the cause of tooth decay ad how to prevet it Listig foods eeded for healthy teeth ad plaig a luch meu aroud them Creatig a shoppig list of items eeded for healthy teeth ad fidig out the prices of them

52 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Resources A old bushy toothbrush, a ew toothbrush i its box, toothpaste, detal floss, a mouth wash such as Listerie, a battery operated toothbrush, the receipt listig prices of items purchased, a poster showig the structure of the teeth, a picture or diagram showig the arragemet of teeth i a adult mouth, empty yogurt cartos, empty milk cartos The Natioal Dairy Coucil has produced a teachig pack etitled Teachers toolkit for healthy teeth ad boes, which is aimed at the childre i primary school but would also be a useful resource for juior studets at secod level. It cotais work cards, word searches, crosswords, etc. that are all very well preseted. is a useful website if access is available. updates useful liks for this ad other topics. 52

53 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to examie a selectio of differet detal hygiee products o the market ad state how each is used look at a diagram showig the structure of a tooth, watch how to draw a simple versio of the diagram, ad copy the diagram ito their copy books label ad shade or colour the diagram discuss the four differet types of teeth ad the fuctio of each examie the causes of tooth decay ad i pairs compose a flow chart highlightig the causes of tooth decay ad how to prevet it list health foods suitable to ecourage strog teeth pla a meu suitable for ecouragig healthy teeth Examiig a selectio of detal hygiee products, old ad ew Askig the studets simple questios relatig to the products to determie the use of each item ad the ecessity of it i terms of healthy teeth Lookig at a diagram or poster showig the structure of the tooth Esurig that each studet ca relate the poster to his/her ow teeth Watchig how the teacher draws a simple ad clear diagram of the same structure o the board ad the copyig the diagram ito their copy books Labellig the diagram as show o the board ad shadig or colorig it to highlight the mai structural differeces withi the tooth Examiig a chart or picture of the arragemet of teeth i the mouth The teacher observes the ability of studets to suggest a use for each of the detal hygiee products copy a diagram from the board discuss the types of teeth ad the to show their uderstadig of the fuctio of each type by aswerig radom iductively asked questios uderstad the causes of tooth decay by desigig a flow chart to idicate the causes of tooth decay ad how to prevet it show their kowledge of calcium rich foods by desigig a healthy luch meu that would be good for the teeth show their cosumer skills by writig a shoppig list of the essetial items for detal hygiee ad estimatig the cost of each. 53 write a shoppig list of all the essetial items eeded for healthy teeth ad discuss the possible cost of each item. Focusig the explaatio o the fuctio or job of each of the four types of teeth Discussig the importace of each type i relatio to eatig Listeig to a descriptio of the causes of tooth decay Desigig, i pairs, a flow chart to highlight the key stages i the developmet of tooth decay ad how to prevet each stage

54 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies Askig studets to list foods that would help produce healthy teeth ad plaig a luch meu that would iclude the listed foods. (The plaig of the meu could be give as home work if there is ot sufficiet time to do it i class.) Desigig ad writig a shoppig list, i pairs, to iclude essetial detal hygiee items Estimatig the cost of the items ad comparig their estimates with the actual cost o the teacher s receipt. 54

55 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Activity Oe Hold up a old bushy toothbrush ad ask the studets if they have oes like that at home. Ask them to guess how old it is. They might be surprised to lear it is oly about two moths old. Ask them to suggest how ofte a toothbrush should be replaced ad why. Hold up a ew toothbrush ad the various other detal hygiee products. Ask the studets to ame the products ad to state the use of each product. Ask them to suggest the best place to buy the products, ad which oes would be absolutely essetial for good detal hygiee. Activity two Put up a large poster of the tooth showig all the mai parts. This may be o display already i the Home Ecoomics room. Go through each part explaiig its importace: Eamel Detie Pulp Cavity Gum Cemetum Boe The hard white substace protectig the iside of the tooth. Eamel is the hardest substace i the huma body so it meas the teeth are very strog. Iside the eamel Cotais all the blood vessels ad erves The soft part aroud the teeth Holds tooth i place Givig the jaw structure. 55 Poit out the root ad the crow of the tooth. Next ask all the studets to tur i the directio of the board ad to watch as the teacher draws a simpler diagram of the tooth. Draw the diagram carefully ad label it eatly with all the writig goig i oe directio ad usig straight lies as poiters to each part. Allow the studets five miutes to draw the simple diagram of the tooth ito their copy books. The get them to label the diagram, to give it a title, ad to color or shade the importat parts. Walk aroud the class while the studets are workig, to check their work.

56 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Activity three Ask the studets whether they ever oticed what type of teeth bugs buy has. Ask them ext why they thik he has such big frot teeth. Explai that he eeds very big ad strog frot teeth because he eats so may carrots ad he eeds to be able to bite them whe they are raw ad cruchy. Ask the studets whether we eed teeth to bite aythig. Explai that the four frot teeth o the top ad o the bottom of the mouth are desiged especially for bitig thigs like carrots. They are called icisors. Write the word icisors o the board ad the write bitig beside it. Ask the studets to use their togue to feel the eight icisors i their ow mouth. Next ask them to feel the tooth ext to the icisors. Ask them to suggest how it feels. They might describe it as beig poity. Ask the class if they have ever see the poity teeth that a dog has. Explai that they are called the caie teeth ad that they are used for tearig food ad that is why dogs have such big oes because they eed to tear raw meat. Explai that we have four caie teeth. Write the word caie o the board ad write tearig beside it. Next ask the studets to describe how the rest of the teeth i their mouths feel. What sort of actio do they ormally do with the back ad side teeth. The studets might suggest that they chew food. Use your two fists to demostrate the crushig ad gridig actio of the molars ad pre-molars. Write both types of teeth o the board ad the fuctio of each. Show a diagram or chart idicatig the arragemet of the teeth i a adult mouth. A plastic model would be eve better. Explai that the first set of teeth that childre get are called milk teeth, that they have a differet arragemet, ad that they are ormally replaced by adult teeth aroud the age of seve. 56 Activity Four Explai to studets that if they do ot brush their teeth at least twice a day everyday a sticky substace called plaque builds up o the teeth ad betwee the teeth. This sticky substace feels very rough if you ru your togue over it. The plaque cotais bacteria that react with food ad sugar o the teeth ad causes acid to be produced. The acid attacks the eamel o the teeth. This is called tooth decay. Evetually the acid eats it away to produce a hole i the tooth. Whe the erve is exposed it is very sore ad this is what causes toothache. Ask the studets to work i pairs to produce a flow chart showig the four stages leadig to tooth decay ad toothache. Ask them to write the prevetative steps i a differet color. Give the studets five miutes to do this. Allow them to use their text books for spellig words ad to idetify the sequetial process leadig to the decay of the teeth. Remid studets that they eed to brush or massage their gums as part of the process of prevetig tooth decay.

57 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 5: Home Ecoomics Activity Five Ask the studets to ame some foods that would be good for their teeth. The studets might metio apples or they might metio calcium rich foods. Explai that teeth eed lots of calcium ad vitami D, also protei ad vitami C for healthy gums. Ask the studets to list some foods that would cotai these utriets. Suggest that the studets write a healthy luch meu for a school-goig child that would be very good for his/her teeth. The studets could do this as homework if there is isufficiet time i class. Activity Six This could also be give as a home work exercise or the studets could do it workig i pairs. Write a shoppig list of the essetial items that would be eeded to esure good detal hygiee. Ask the studets to write i the approximate cost beside each item. If this is doe i class, or if it is doe as homework ad is beig corrected i class the ext day, be sure to show the studets the receipts for the items that were purchased by the teacher as this helps their cosumer skills ad will make the prices more real. 57

58 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Syllabus topic: Safety i the home Safety i the home Primary School Curriculum (5th ad 6th classes) SPHE Strad: Myself Strad Uit: Safety ad protectio Juior Certificate (Ordiary level) Resource Maagemet ad Home Studies: Safety i the home : prevetio of accidets Juior Certificate School Programme SPHE: Persoal security ad safety: idetify ad suggest differet ways for promotig persoal security ad safety. Home studies: Home maagemet ad home maiteace Time scale: The cotet of this exemplar should take oe double class period of oe hour ad thirty miutes for a small group of four to six studets. With a large group (approximately 26 studets) allow two double periods of oe hour ad twety miutes ad a te miute recall of cotet at the start of the secod period. Potetial areas of difficulty > Uderstadig of the cause of accidets i the home > Thikig through the cosequeces of a actio > Takig resposibility for situatios arisig i the home > Readig safety iformatio o various products or items > Lack of awareess of the importace of readig ad keepig istructios for utesils ad appliaces > Poor motor skills leadig to clumsiess i hadlig appliaces usig appliaces > Poor cocetratio > Poor listeig skills > Poor memory > Poor sesory respose ad lack of spatial awareess. 58 Strategies used i this exemplar Usig questios to get the studets to recall accidets that have happeed i the home or that the studets have heard about Usig a press clippig from a local ewspaper to ecourage studets to talk about accidets i the home Lookig at a drawig of a dagerous sceario i a kitche or home ad colorig i the possible hazards Numberig the potetial hazards Writig a short list of the mai rules prevetig accidets i the home Watchig a short video o safety i the home Examiig ad idetifyig the cotets of a first aid box Writig a short list of the cotets of the first aid box Attemptig the Juior Certificate Ordiary Level examiatio Questio Accessig relevat websites

59 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Resources Press cuttig detailig a accidet that happeed i the home possibly take from a provicial or local ewspaper A elarged drawig or sketch of a potetially dagerous situatio i the kitche or the home Colorig pecils, video o home safety, laptop ad projector, home safety items from hardware store, a first aid box complete with it s cotets, a white board ad white board marker, photocopies of the examiatio questio from the Juior Certificate Ordiary Level Examiatio, e.g

60 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to imagie or remember accidets that they have witessed i the home or that they have heard about examie a sketch/drawig idicatig a dagerous situatio i the home ad colour i ad umber the potetial hazards copy from the white board a list of rules to prevet accidets i the home examie the cotets of a first aid box, idetify each item, ad state it s use copy from the white board the basic cotets of a first aid box fill i the Juior Certificate Ordiary Level examiatio questio, 1999 Sectio B. Itroducig the lesso by iductively askig the studets if a accidet has ever happeed to them i the home, or whether they have heard of accidets that have happeed i the home Usig a press clippig from the local ewspaper to highlight the fact that accidets ca happe i ay perso s home Examiig a drawig of a potetially dagerous sceario i the home Allowig the studets three miutes to look quietly at the picture ad to spot the hazards Discussig the picture ad the potetial accidets Allowig the studets three miutes to color i the potetial hazards ad the to umber each oe Fidig out how may hazards were icluded i the picture The teacher observes the ability of studets to aswer iductive questios about accidets i the home ad discuss the topic as part of a group examie the drawig idicatig potetial hazards i the home idetify hazards, color them i, ad umber each hazard write a short list of rules to prevet accidets i the home copy a list correctly after participatig i a class discussio recogise ad ame items from the first aid box state a use for each item respod to exam questio to idicate their level of uderstadig ad kowledge. 60 Writig six to te simple rules that prevet accidets i the home o the white board Studets copyig the rules ito their copy books Watchig a video, accessig websites, havig a visitor to classroom, examiig safety devices for the home.

61 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Suggested outcomes Supportig activities Assessmet strategies Examiig the cotets of a first aid box by idetifyig the items foud i the Home Ecoomics kitche s first aid box Statig a use for each item Listig o the white board the cotets of a first aid box ad gettig the studets to copy this i their copy books Aswerig the Juior Certificate Ordiary Level Sectio B examiatio questio, 1999 or its equivalet. 61

62 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Activity 1 Studets ormally ejoy recoutig tales of accidets that have happeed i the home. They will kow of cousis, eighbours, frieds, etc. that have witessed or experieced terrible accidets. Be careful to structure the questios i a way that will facilitate studets resposes, i.e. deal with accidets i the kitche, the the bathroom, the the sittig room, etc. Try ot to let ay oe studet domiate the coversatio. If studets are slow to respod or uable to thik of accidets i the home it may be a good idea to show a ewspaper cuttig from a local paper to ecourage the flow of discussio. This short itroductio to the lesso ad it should ot take loger tha five to seve miutes. Activity 2 Allow the class to work i pairs but give each studet a elarged photocopy of a drawig or sketch of a dagerous sceario i the home to esure they all have a copy to paste ito their copy books. Allow the studets five miutes to look at the picture to poit out the potetial hazards that might be waitig to happe. Ask the studets to color i the potetial hazards. Provide plety of colorig pecils to esure there is o argumet over the colors. Ask the pairs of studets to umber the hazards ad to report the umber of hazards they have foud. 62 Most Home Ecoomics text books or work books iclude black or white illustratios of the type of sketch/drawig that could be used. They ca also be foud i the Leavig Certificate Applied Hotel Caterig ad Tourism examiatio papers ad work book. Activity 3 The studets should ow be able to list six simple rules o safety i the home. Ask them to suggest ways of prevetig accidets i the home. Keep the poits simple ad brief. For example, if the studets go ito log wided explaatios of the dagers associated with trailig flexes say, Yes, that is a excellet poit, ad write the followig summary of the poit o the board: Keep log flexes well back from the edge of couter to stop childre pullig them over. Ask the studets to copy dow the six seteces ad to give them the followig headig: Rules to prevet accidets happeig i the home

63 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Activity 4 Useful approaches for learig about prevetio of accidets i the home. The teacher may have his/her ow preferred video o home safety. Videos are available commercially from some security firms, fire safety, ad isurace compaies. The followig websites are also very useful. Some cotai accessible ad effective iformatio for youg people, icludig games which would provoke plety of discussio ad are excellet learig aids. The studets do ot seem to have difficulty cocetratig o the material ad it is very good to use differet activities i the Home Ecoomics kitche Note Have the video/ Laptop + projector set up before class begis to avoid wastig time ad to dey studets a opportuity to misbehave. 63 The Local Fire Authority may be happy to sed someoe to give a talk o Home safety to the group. This is also a excellet, iteractive ad iterestig approach to the topic of safety withi the home ad allows the visitig persoel to prepare for the ages ad abilities of the class group. A alterative activity would be to examie some safety equipmet for the home, for example safety catches, socket covers, door stoppers, appliace locks, corer covers, a stair gate, etc. The equipmet should be available from hardware stores. If equipmet is uavailable, or usuitable for the classroom, try to show pictures of them i catalogues. Discuss the cost ivolved i purchasig the equipmet.

64 Guidelies Mild Geeral Learig Disabilities / Home Ecoomics / POST-PRIMARY Exemplar 6: Home Ecoomics Activity 5 Examiig the cotets of a first aid box. Hold up the closed first aid box ad ask the studets to ame what they would expect to fid iside. The studets might list a variety of cotets. Ope the box ad ask the group to ame each item ad to state a use for it. Ask the studets why it is a good idea to have a first aid box i the house ad to discuss where it should be stored. Activity 6 Ask them to call out the ideal cotets of a first aid box ad write these o the board. The studets copy the list i their copy books ad write the title. It might be a good idea if studets drew a picture of the first aid box to make the list more meaigful to them ad to help them to remember the iformatio writte o the page. Activity 7 Studets aswer the Juior Certificate Ordiary Level Sectio B examiatio questio, 1999, or part of the questio o safety i the home, i class or for home work, depedig o the time available. 64 It would be a good idea to allow studets to work i pairs if they are i first year or secod year but studets i third year should attempt aswerig the questios idepedetly. Some studets will eed oe-to-oe help ad it would be helpful to walk aroud the group while they are workig to help those that may be havig difficulty. I the mai, the questio covers the cotet of the lesso, but also asks for some additioal iformatio. The questio could be photocopied ad the relevat parts cut ad pasted to make it suitable for the particular group of studets.