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Home Economics

The study of Home economics provides students with a wide range of learning experiences, knowledge, understanding and skills necessary for living.

Many of these pertinent life skills that will help students succeed independent of their chosen career paths are incorporated in the curriculum. Of essence is the teaching of personal development, decision making and intrapersonal skills because it allows students acquire the necessary skills deemed critical for occupational success and help supply them with an understanding on how economic, social, and cultural factors personally affect them and their behaviours in consumerism. The curriculum also introduces the students to a wide variety of potential career paths such as the fields of education, nutrition, social service, and hospitality management by introducing them to courses in health and food technology, fashion and textile technology and lifestyle and consumer technology, as well as aspects of hospitality and care.

In teaching home economics, the school follows the path which helps to develop successful learners, confident individuals, responsible citizens and effective contributors as outlined below:

Successful Learners

A variety of learning experiences which enable students to achieve success in developing a range of skills relevant to their day-to-day lives are offered. Meaningful contexts for tasks which involve learning through practical activity are used. High expectations for achievement are also set.

This process involves learning through practical activity and investigative approaches. Thus enabling the students develop capacities in both the practical and intellectual contexts of home economics. Such as acquiring the knowledge on which to base food choices and the skills required for cooking.

Students also take part in activities which help them to develop skills of enterprise and creativity by setting their learning in stimulating contexts to help them see the relevance of home economics particularly in relation to vocational opportunities. On the school’s open day, under the supervision of the home economics teacher, students work together in teams to plan, produce and market food products for sale in the school. Hence developing the ability to solve problems, work together in teams, develop leadership skills and make relevant links with industry.

Confident Individuals

Through practical activity, we immerse students in task management and teamwork. They are encouraged to reflect on their own work and to offer constructive comment on the work of others because they often gain a great deal of satisfaction from the outcome of practical activity. That feeling of satisfaction helps to increase their confidence and self-esteem.

Works of students are displayed in the home economics lab and across the school to celebrate student’s successes and promote the range of activities undertaken in the department. By this process, our students develop a sense of mental wellbeing and can pursue activities and learn skills which they may then continue in leisure pursuits. Also, they would be able to:

  1. » Make informed decisions, particularly in relation to adopting a healthy lifestyle
  2. » Plan and organise their work well, in order to make very good progress in a wide range of tasks
  3. » Think independently and creatively and propose innovative solutions to problems
  4. » Develop skills of literacy, numeracy and accuracy within home economics through acts of reading recipes and measuring to detail

Responsible Citizens

To function properly, society needs citizens with effective life skills who can bring technological capability to the home and workplace. The approaches used in home economics allow students to develop recognition of differences in cultural background, composition of family groups, behavioural expectations, diet and household priorities. Cooperating with others when carrying out tasks enhances students’ awareness and respect for the values, attitudes and contributions of others.

The school places strong emphasis on developing students’ capabilities and attitudes in relation to environmental issues, particularly those related to economical use of finite resources. Students take part in activities which develop and demonstrate responsible attitudes, for example through recycling activities. Students are also involved in tasks which are set in the context of the local community so as to contribute significantly to the development of their understanding of the impact of their actions, and of how they can help to meet needs within the community. For example, students are involved in activities which contribute to community organisations that support the elderly and needy.

Our teachers encourage students to recognise the importance of equality and diversity through, for example, setting tasks in contexts which help them to understand something of the customs of other cultures. During class sessions, students discuss roles and responsibilities – within families, the community and the workplace – and debate issues of gender and stereotype.

Effective Contributors

We aim to foster awareness in students of the need to balance life and work. This aim is to provide them with knowledge, skills and an appreciation of values which will help them to make appropriate decisions about their own lifestyle and to be effective contributors to society. This positive experience of home economics can help them to make effective contributions at home, in the local and wider community, in the workplace and in leisure activities.

The school strongly advocates students contributing fully to life after school through the use of skills and knowledge acquired in home economics because, if students graduate and can’t manage basic household and personal tasks, they will be back at home in no time looking at Mummy and Daddy for help.

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"Behold the handmaid of the Lord; be it done to me according to thy word," (Lk 1:38).
"Behold the handmaid of the Lord; be it done to me according to thy word," (Lk 1:38).