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Never let your schooling interrupt your education.
August 20, 2017 // by Kris // 7 Comments
Written by Kris Bales of Weird, Unsocialized Homeschoolers
I ’m getting ready to show my age. Back when I was in junior high (See? The age-showing is happening already because middle school wasn’t even a thing back then), we took our first elective class in 8th grade. Except it wasn’t really an elective.
All the boys took shop and, directly across the hall, all the girls took home ec. (See? More age showing with all that “boys build things/girls cook and sew things” stuff.)
I still remember proudly making biscuits, as I’d learned in home ec, for my dad one weekend.
(He was either being exceptionally kind or I have totally forgotten those 8th grade lessons because I can’t make biscuits worth a flip anymore.)
There is still an embroidered, apple-shaped pillow somewhere, and the latch-hook rug I made for my grandmother still hangs on her bedroom wall, even though she passed away many years ago.
We’re long past the “boys take shop/girls take home ec” days, but that doesn’t mean we should be past teaching the skills of home economics.
Home economics encompasses all the skills needed to maintain a home such as:
Basically, what was once called home ec is what most of us now refer to as life skills – and it includes skills that both boys and girls need.
So, how do you teach home ec – life skills – in your homeschool?
I love the cooking course that Jamie does with her kids. A lot of times, it just makes sense to intentionally address some aspect of home ec.
I know a lot of people teach their kids to cook as they go about their normal meal prep times, but that tends to not work well for me. I find that I just want to get supper on the table.
On the other hand, if I’m purposefully using the time to teach a cooking concept, I start earlier than normal, allowing more time for teaching.
Get Dad involved by asking him to teach basic auto maintenance (changing the oil, airing the tires, changing a flat), lawn care, household repairs, or using the grill.
(Yes, moms can certainly teach those things, too. I just know at my house, my husband handles most of that, and asking him to share his knowledge with the kids is an easy way to get him involved in our homeschool.)
I like to use summer break to work on life skills . Schedules are usually more open, allowing time to focus on teaching kids practical skills such as doing laundry, cleaning toilets, or washing dishes.
Summer is also a great time to allow an older sibling to pass on a skill to a younger sibling. For example, an older sibling might teach the younger how to clean the bathroom. Cleaning bathrooms then becomes the younger sibling’s job and the older sibling can learn a new skill to become his responsibility.
Many times, it makes sense to incorporate life skills concepts into your daily life, rather than teach them as a separate subject in your homeschool.
Maybe you have your kids sit down with you as you plan the week’s meals and have them suggest a meal for one or two nights. Or you take them to the grocery store with you and they see how you use your list and coupons to stick to your grocery budget.
Recently, my husband had to do some minor electrical work in our home. He called our 17-year-old son in to watch, help, and learn. My son’s BFF and his dad have spent the last year or two restoring a car, learning all kinds of things about auto mechanics as they go.
If you have a high school student, don’t overlook these learning moments. Give them transcript credit for home ec (or life skills) based on the mastery approach. The mastery approach just means that students receive credit for mastering a set of skills, though the “course” may have spanned a few years rather than a single semester or school year.
As an example of the mastery approach, recently a friend was worried that her high school senior still needed credit for a health class. However, after discussing it, she realized that her daughter had already covered all the concepts that a specific health course would have covered.
She’d taken a CPR course. She’d learned some of the skills in their church’s scouting-type group. Some of the lessons had been covered in other courses, such as biology.
It really was pointless for her to take a separate course when she’d already mastered all of the topics in a variety of settings over the course of her high school years. Instead, she was given credit based on her demonstrated mastery of the skills.
Home economics are still valuable lessons for today’s teens – boys and girls. (And feel free to teach your boys and girls shop class topics while you’re at it.)
What life skills are you working on in your homeschool this year?
What’s Your Homeschool Mom Personality? Take Jamie’s quiz now and receive a free personality report to help you organize your homeschool based on what your personality type needs most!
Kris Bales is the quirky, Christ-following, painfully honest voice behind Weird, Unsocialized Homeschoolers . She and her husband of over 25 years are parents to two homeschool grads and one high school student. Kris has a pretty serious addiction to sweet tea and Words with Friends. She also seems intent on becoming the crazy cat lady long before she's old and alone.
August 21, 2017 at 12:04 pm
Kris, Thanks for this helpful post. I especially appreciated the comment about giving credit for mastery on a high school transcript. That was an encouraging thought. I have 3 and my oldest is 11 so we aren’t there yet, but I see it coming around the corner and am trying to start learning what I will need to do to prepare my kids (and myself) for all that transcript. stuff. So this was really a “breath of fresh air” kind of thought for me to learn that I can give credit for a class even though they are learning life skills little by little over their childhood “lifetime” and not in one semester. But if they’they’ve mastered the content, they KNOW it & can be given credit for it. That is SO encouraging! Thank you!
August 22, 2017 at 8:07 am
Kris, I am about to join you in the age thing. 😉 Middle school wasn’t around either for me and I still struggle with exactly what grades they cover. I agree we need to make sure we teach our kids life skills. It takes time and effort but it is so worth it. <3 Now Biscuits I can make, but squares, hahaha nope! Trade? Jen’s latest post: 9 Signs That You Are In Survival Mode And How to Get Out
August 23, 2017 at 1:51 pm
I love this post! And I like your tip about giving credit when your child has mastery. I always stress about things being ‘official’, but you are so right. Why add a class or book when you’ve already mastered the material? Good advice!
February 26, 2019 at 5:29 pm
You make some great points for expanding home ec to life skills. I also appreciate the approach of giving credit for mastery. When evaluating the chores, I want to see the high schoolers take initiative, especially with the cleanup. If I have to remind and nag, they aren’t really mastering it yet. My older students joined a robotics club where they can plan and design a robot, and build it using a variety of materials and tools, and help write the engineering notebook and market their business idea. Can look at http://www.bestinc.org to see if BEST has a hub and homeschooling robotics team in your area.
June 24, 2019 at 9:56 am
My boys, 15 and 18, got a crash course in cooking, laundry, and housekeeping earlier this year when I broke my ankle. It was pretty much figure it out, or you don’t eat, or have clean clothes for the first couple of weeks. We probably still need a little more work on the housekeeping end. 😉
October 16, 2022 at 8:06 am
Thanks for the list of what Home EC is comprised of. I wasn’t thinking of a couple of those topics and definitely like the idea of adding them.
You write well, and it’s enjoyable to read. I laughed through your first two paragraphs and had to read them to my husband too. 😁
February 23, 2021 at 8:38 am
I was just wondering what happened to all of these life skills classes. Our classes weren’t segregated by gender, so I learned auto mechanics, wood working, and welding in 8th grade, as well as the cooking class, and sewing. I still have the trivet I welded in 8th grade many years ago. I’ve decided since public education has removed these esssential classes, I’m going to start them with my reluctant 14 yr old son. HIs older brother went to Camp Grandpa for the summers to learn basic repair classes and cooking with me. My eldest are amazing at life skills while my youngest is great on the Xbox. Sad and bad parenting on my part. I’m up for this challenge if you have a set curriculum to help follow to make it more legit for him. 🙂 Thank you!
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Children’s School Lives Study: Report 7
Examples of students' learning in Home Economics can be viewed here.
The purpose of these examples is to support teachers' professional development. They are not to be used for any other purpose.
All examples of student work marked with TCA require a teacher account in order to be viewed. You can set up an account here using your Teaching Council registration number.
More examples will be added over time.
Creative mobile at in line with expectations
An example of CBA 1 at in line with expectations
Second year example of work applying the design brief process to food planning
Design a bedroom for a teenager
Responsible and sustainable food choices
Sustainable Practice: Example 1
Sustainable Practice: Example 2
Nutritional requirements at each stage of the lifecycle: Example 3
Special dietary considerations: Example 4
CBA 1 Creative Textiles Cushion Cover
CBA1 Creative Textiles: A Bag for Life
CBA 1 Creative Textiles: Cushion with Appliqué
CBA 1 Creative Textiles: Upcycling - Bedsheet becomes an Apron
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The story of western correspondents in Russia is the story of Russia's attitude to the west. Russia has at different times been alternately open to western ideas and contacts, cautious and distant or, for much of the twentieth century, all but closed off. From the revolutionary period of the First World War onwards, correspondents in Russia have striven to tell the story of a country known to few outsiders. Their stories have not always been well received by political elites, audiences, and even editors in their own countries-but their accounts have been a huge influence on how the West understands Russia. Not always perfect, at times downright misleading, they have, overall, been immensely valuable. In Assignment Moscow , former foreign correspondent James Rodgers analyses the news coverage of Russia throughout history, from the coverage of the siege of the Winter Palace and a plot to kill Stalin, to the Chernobyl explosion and the Salisbury poison scandal.
“ Assignment Moscow exposes how the Moscow correspondent has had to adapt to multiple manifestations of censorship, or compete with state-run media, the severity of which has ebbed and flowed with changes in regime.” ― History Today “Rodgers's narrative rests on an enormous number of articles in Anglo-American media, books by and about journalists, and his own interviews with many Moscow correspondents.” ― Foreign Affairs Magazine “Rodgers retains his focus on the correspondent's interactions with Russia and Russians, rather than being sidetracked into discussions of normative values or political controversy. This approach prepares the reader for the conclusion, which celebrates the openness and curiosity of the best Russia correspondents, reminding the reader that what they have just read is a history not of Russia but of how Western correspondents have told Russia's stories. Differentiating the two is an important and hitherto neglected task but one that James Rodgers has achieved masterfully.” ― Journalism “Reporting from Russia has never been easy; Rodgers vividly captures the changing fortunes of Moscow correspondents over the past hundred years, as they penetrated the mysteries of life in Russia and brought them to our newspapers and screens. Some were duped, some were fellow-travellers or spies; most battled against censors and blank-faced politicians; all have helped to shape our understanding of the world's biggest country.” ― Angus Roxburgh, former Moscow correspondent for the BBC, Sunday Times and Economist “Writing about journalism in Russia since the revolution, James Rodgers rightly emphasises that to understand Russia you have to talk to people of all kinds. But he argues that even correspondents who knew the language and the history found it hard to report dispassionately because of official obstruction and their own emotional involvement.” ― Rodric Braithwaite “A highly original, engrossing and accessible book, Assignment Moscow stands out among journalistic accounts of Russia for its subtlety, humility and historic scope. It tells the story of British and American journalists who aimed to throw light on Russia from Lenin to Putin, and in the process illuminated the West itself.” ― Arkady Ostrovsky, Author of The Invention of Russia: The Rise of Putin and the age of Fake News, Winner of the 2016 Orwell Prize “It is hard to believe that in the torrent of books published on Russia each year, that one could come along as original and valuable as Assignment Moscow. One comes to appreciate the service of our reporting men and women in Moscow. For all their fallibilities, without their dedication, we wouldn't have half the understanding of Russia that we have today, imperfect as it will always be. We therefore owe them – and especially Rodgers as journalist, teacher, analyst and cataloguer – a huge debt.” ― James Nixey, Chatham House “[Rodgers'] experience has been wisely distilled in this fair-minded, balanced and perceptive exploration of the problems reporters have faced in trying to report from Russia.” ― British Journalism Review “Reveals how journalists' experiences reporting from Russia for the past 100 years mirrors its changing attitude to the West.” ― The Journalist
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James rodgers.
James Rodgers writes books on international affairs, especially armed conflict. His work has a focus on how the stories of those events are told to the world. Much of his writing draws on his own experience reporting from the former Soviet Union and the Middle East as a journalist from the 1990s onwards. During his BBC career (1995-2010), James completed postings in Moscow, Brussels, and Gaza where, from 2002-2004, he was the only international correspondent based in the territory. His numerous other assignments included New York and Washington following the September 11th attacks; reporting from Iraq in 2003 and 2004 during the United States-led invasion; and covering the wars in Chechnya.
James now lectures in International Journalism at City, University of London. He still works as a journalist, too--contributing work to the BBC, NBC Think, Forbes.com, Monocle Radio, and others.
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Becoming a foreign correspondent in the crucible of the cold war.
A personal journey through some of the darkest moments of the cold war and the early days of television news
Marvin Kalb, the award-winning journalist who has written extensively about the world he reported on during his long career, now turns his eye on the young man who became that journalist. Chosen by legendary broadcaster Edward R. Murrow to become one of what came to be known as the Murrow Boys, Kalb in this newest volume of his memoirs takes readers back to his first days as a journalist, and what also were the first days of broadcast news.
Kalb captures the excitement of being present at the creation of a whole new way of bringing news immediately to the public. And what news. Cold War tensions were high between Eisenhower’s America and Khrushchev’s Soviet Union. Kalb is at the center, occupying a unique spot as a student of Russia tasked with explaining Moscow to Washington and the American public. He joins a cast of legendary figures along the way, from Murrow himself to Eric Severeid, Howard K. Smith, Richard Hottelet, Charles Kuralt, and Daniel Schorr among many others. He finds himself assigned as Moscow correspondent of CBS News just as the U2 incident—the downing of a US spy plane over Russian territory—is unfolding.
As readers of his first volume, The Year I Was Peter the Great , will recall, being the right person, in the right place, at the right time found Kalb face to face with Khrushchev. Assignment Russia sees Kalb once again an eyewitness to history—and a writer and analyst who has helped shape the first draft of that history.
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“It is impossible to put this engrossing book down—it illuminates so many dark corners of the Cold War. With a master correspondent’s insight, skepticism, sensitivity, and great clarity, Kalb brings vividly to life all the hopes and fears of the most consequential foe this nation has had.” —Ken Burns, filmmaker
“A fascinating memoir of Marvin Kalb’s Cold War adventures as he sought to penetrate the mysteries of Nikita Khrushchev’s Soviet Russia while building his career as one of broadcast journalism’s legends.” —Jack Matlock, U.S. ambassador to Russia (1987–1991)
“Marvin Kalb’s engaging Assignment Russia is like Hamilton’s ‘The Room Where It Happens.’ It is a delightful narrative of Kalb’s personal encounters with some of the most famous characters of the 1950s and 1960s, like CBS’s legendary Edward R. Murrow, who hired Kalb, or Soviet leader Nikita Khrushchev, who nicknamed him ‘Peter the Great.’ It is also an engrossing memoir of a foreign correspondent’s adventures in the enemy camp during the Cold War. I loved it, I learned from it, and, I dare say, had fun reading it.” —Lesley Stahl, co-anchor, CBS’s 60 Minutes
“Marvin Kalb’s great new book Assignment Russia is a rollicking and engaging memoir that takes you to the front lines of the Cold War, to a mic in the early days of broadcast news, and into the mind and career of one of ‘Murrow’s Boys.’ It’s an important book from a legend in journalism, a book you can’t put down.” —Jake Tapper, CNN anchor and chief Washington correspondent
“A nostalgic treat for older readers…a wake-up call for younger ones.” —Edward Kosner, The Wall Street Journal
“Kalb’s fond, generous memoir, which vividly delineates a bygone era of early journalism, will appeal to students of 20th-century American history as well as aspiring broadcast journalists. The author was involved in many significant Cold War moments, and he brings us directly into that world. Hopefully Kalb is back at his desk; readers will be eager for the next volume.” — Kirkus Reviews
“Readers should be forewarned that once they pick up the book, it will be hard to put it down until they reach the end.” —Naseer Ahmad, Pakistan Link
Marvin Kalb is a former senior adviser to the Pulitzer Center on Crisis Reporting, a Harvard Professor emeritus, former network news correspondent at NBC and CBS, senior fellow nonresident at the Brookings Institution, and author of 16 other books, the most recent of which is the first volume of his memoirs, The Year I Was Peter the Great (Brookings).
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For Your Listening Pleasure
In this guide, Junior Cycle home ec teacher and state examiner, Linda Dolan, shares her advice on how to succeed in your Junior Cycle Home Ec CBA 1.
At this stage, you may have heard your teacher or other students mention CBAs or Classroom-Based Assessments. Although they might sound a bit daunting, there is absolutely nothing to worry about. Basically, they are two small projects that you have to complete for every subject in second and third year. Your subject teacher will assign you a specific project or task and you will be awarded a descriptor for your work (I will talk more about descriptors later).
CBAs give teachers the chance to assess their students using these specific tasks which are set out in the curriculum specification for each subject. They are completed during class time, within a certain time frame allocated through the NCCA guidelines. There are two CBAs to be completed for home economics and they are common level.
CBAs are not something that should be feared as they offer you a brilliant opportunity to showcase your skills and creativity. Don’t overthink it as we have done all the thinking and planning for you. Follow this guide for a stress-free approach to exceptional CBAs.
There is a unique grading system for the CBAs where you will be awarded a descriptor for your work from your teacher. A descriptor is simply a short one-line description of how well you did in the project and is reported on your Junior Cycle Profile of Achievement (JCPA).
There are four descriptors of achievement for each CBA. Your teacher will use the Features of Quality of home economics to determine what descriptor you deserve. The Features of Quality are the criteria used to assess your work as best fitting one of the following descriptors:
The design brief process is completed to a very high standard and is very comprehensive. The principles of design and sustainability are clearly evident in the process and have been applied to a very high standard. The application of craft/textile skills overall has been consistently executed to a very high standard in the creation of the craft/textile item and the student demonstrates a very high level of creativity and originality. Student reflection is very comprehensive, demonstrating an ability to evaluate effectively on the design brief process.
The design brief process is completed to a high standard, with the principles of design and sustainability evident in the process and applied to a high standard with some scope for improvement. The application of craft/textile skills has been executed to a high standard in the creation of the craft/textile item and the student demonstrates a good level of creativity and some originality. The student reflection is comprehensive, demonstrating an ability to evaluate the design brief process.
The design brief process is completed to an acceptable standard, with the principles of design and sustainability evident but not fully expanded. The design brief process has some omissions. The application of craft/textile skills has been executed well in the creation of the craft/textile item and the item demonstrates some creativity. The student reflection is completed to an acceptable standard but has some omissions, demonstrating some ability to evaluate the design brief process.
The design brief process provides a very basic summary of information, with the principles of design and sustainability not fully expanded. The design brief process has significant omissions. The application of craft/textile skills has been executed poorly in the creation of the craft/textile item and the item demonstrates little creativity. The student reflection omits significant information and demonstrates a poor evaluation of the design brief process.
This is a piece of work that reflects the Features of Quality for the CBA to a very high standard. While not necessarily perfect, the strengths of the work far exceeds its flaws, which are minor. You can easily address suggestions for improvement.
This a piece of work that reflects the Features of Quality for the CBA very well and you have shown a clear understanding of how to complete each area of the task. Feedback from the teacher might show that it is necessary to address some aspect of the work in need of further attention or polishing but on the whole, the work is of a high standard.
This is a piece of work that reflects most of the Features of Quality for the CBA well. It shows a good understanding of the task at hand and does not have any big mistakes. Feedback might point to areas needing further attention or correction but the work is generally competent and accurate.
This is a piece of work that falls someway short of the demands of the CBA and its associated Features of Quality. You have made a good attempt but the task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental areas or omissions that need to be addressed.
What is this cba about.
This Classroom-Based Assessment is often referred to as the 'sewing CBA'. This CBA gives you the chance to show off your textile skills and to be really creative while doing so. You are given two options:
Make a textile item for an individual or the home.
Recycle or upcycle a textile item for an individual or the home.
The title of the CBA is 'creative textiles' so don’t forget that this is your time to let your creative side shine.
Sewing and craft skills (embroidery, tie-dye, crochet, etc.) are a massive part of this project and this CBA will really give you a chance to explore these areas.
Another big part of the CBA is engaging in the 'design brief process'. What is the design brief process? This basically documents the details of your upcoming design under various headings. This is presented in written/typed form and must be handed up to your teacher alongside the sewing piece. In a nutshell, what you must do is:
Pick either option 1 or 2 above.
Do some research on your chosen craft.
Plan out the item.
Create the item (stitch, knit, embellish, etc.).
Finish off the written/typed piece by reflecting on the process.
Hand the two pieces up to your teacher.
2 pieces are required for CBA 1: the sewing piece and the written/typed piece.
Your teacher will give you the guidelines on when your class will complete this CBA but it is usually over an 8-10 week period during class time in second year. The date by which Creative Textiles is completed may vary from school to school and from teacher to teacher. This flexibility is to allow for the planning, organising and sharing of resources such as specialised sewing rooms. You will have done some textile work in first year in preparation for this project.
Let's have a closer look at what you need to complete for this CBA.
The craft piece must be a textile item. Therefore, it must be made of some type of material/cloth, etc. I will give some options later on in the guide. Remember that you can either make the item from scratch (option 1) OR recycle/upcycle an already existing item (option 2). Whichever option you choose, remember your target audience (either for a person or for a home).
It is completely up to you as to what way you want to present the written part of the CBA. However, you should always take your teacher’s advice on board. Here are some ideas:
Typed/written booklet
Typed/written document in a display folder
Powerpoint presentation
Your teacher will use a set of guidelines called the Features of Quality to grade your work. This is similar to 'success criteria', a term you might be more familiar with. The main areas in the Features of Quality are as follows:
Top tip: don’t spend all your time on the sewing piece. Often, the written piece is left until last and rushed as a result which leads to students getting a lower descriptor.
Your work is getting judged only against the Features of Quality and not against other students’ work. Make sure you are aware of these features and what they mean. These elements are what your teacher will be looking for in the Features of Quality for this CBA in order to give you the highest descriptor possible.
Below are the steps to follow to complete your CBA.
As we said earlier, the first thing you need to do is make a decision between making a textile item for an individual or the home or recycling/upcycling a textile item for an individual or the home. Below are some ways you could research for your CBA:
Ask your peers/older brothers and sisters for suggestions.
Ask your teacher to show you some past examples.
Go online and type 'craft projects' into Google. You will find some fabulous websites such as Pinterest.com , upcyclemystuff.com , etc.
Have a flick through some craft magazines and books.
The preparation for this CBA will be supported by your teacher and you have this guide for reference. You are not alone.
Use your own initiative in selecting and creating your creative textiles item. You are more creative than you think.
Make sure you are familiar with the Features of Quality and discuss the Features of Quality with your teacher and peers.
Select a creative textile item that can be completed within the time allocated. There is no point in making a patchwork quilt if it is going to take you 2 years.
Choose a textile item which is within your level of ability and practice your craft/textile skills before starting the project.
Have a look above under the heading, 'What format should this CBA take?' and choose an option that best suits you, your style and your ability. Follow your teacher’s advice and instructions.
Don’t feel under any pressure to type your piece if you do not have the facilities to do so. A handwritten piece is just as effective.
Written evidence of the design brief process should be submitted in whichever format you have chosen and should include the following information (see template below, under 'useful links').
You must follow the design brief process to give an account of your proposed solution. The following are headings and information you must include:
Statement of the chosen brief.
All you have to do here is write/slash type your brief word for word.
Factors to be considered when choosing a possible solution to include the principles of design and sustainability.
Investigation of two possible solutions (can be sketched).
Chosen solution: creative designs/sketches/drawings of the craft/textile item, etc.
List and explain two clear reasons for your choice.
Include a list of resources which you will need in order to complete the brief.
Include a flowchart/work plan outlining the steps you will take while undertaking the process and the order in which they are taken.
Include a care label.
In your reflection, you are evaluating the design brief process. It should include:
What headings and information do I need?
Complete steps 1-7 of the design brief process before you start your sewing project. That way, you have planned your item out effectively and you will have a clear vision of what you are aiming for. These two pieces are partners in crime so make sure you do not submit one without the other.
At this stage, you have researched and chosen what item you are making and you have completed the design brief process as far as step 7. Now, your mission is to follow your work plan/flowchart and make your craft piece. If you run into any difficulty, ask your teacher or peers for help. However, YouTubing a stitch/method is also an excellent way of learning.
Remember that your creative textile item should meet the brief and you must show evidence of the following:
A range of basic stitches and/or hand sewing and/or machine sewing techniques in the making of the product.
Fabric embellishment/texturing techniques (where applicable).
A textile care label.
Take photos of the process as you work. You might like to include these in your written piece and it is always lovely to look back and see how far you've come.
Reflect on your own work on an ongoing basis by identifying what you have done well and where you can improve in relation to the design brief process and the textile item.
As previously mentioned, the reflection is a massively important part of the design brief process and must be completed with time and care. Effective evaluation of your piece is required by every student. Be as specific as possible and always give a reason why. Ask yourself the following questions:
Some ideas: yes, I designed the item myself. I used multiple sources for inspiration and I have never seen anyone with this design before. The item has two different patterns and incorporates different shades of orange and yellow.
Some ideas: yes, all the stitches are uniform in size. The size of the stitches suits each area of the design and the embellishment is neat and tidy.
Some ideas: chain stitch around the wings, putting the elastic bands on the t-shirt before tie-dying and ensuring that the triangle-shaped pieces of fabric were all the same size for the bunting.
Some ideas: sewing the straps on the bag tightly enough to make them functional, ensuring I had enough of the bright orange embroidery thread to finish the sun and managing my time.
Some ideas: how difficult it is to work with denim as it is a tough fabric, how many French knots I needed to create the flowers and how tricky it was to complete an effective work plan.
Some ideas: I would not use the satin stitch for the door of the car, spend more time on the written element of the CBA, type it instead of hand write it as it would be easier to modify it and practice my stitches more before I start.
Want to know how to lay out your CBA? Download our scaffold template.
Best of luck! You've got this.
With more than 8 years of experience in teaching, Linda now teaches in Mercy College, Sligo and is a state examiner for JC Home Economics. Linda's motto is "Believe in yourself and you are halfway there".
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The written examination is a two-and-a-half hour exam at both levels and has three sections: 12 short questions and you're marked on you're best 10. These deal mainly with all the core areas. 5 questions of which you must answer question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas). 3 questions of which ...
Why not start the community off by adding a post or uploading a resource? Find Home Ec. past exam papers listed by topic with marking scheme for each question. Study notes, syllabus, sample answers, resources, links and videos within each topic.
Resource: 7 Fundamentals of Home Ec. Remember when you're teaching your kids at home, classes will overlap. While cooking, you can teach math (measurements) and science (temperatures). Don't feel like you have to put each topic in its own class. That's the freedom of homeschooling, we are able to do things how we feel they work best.
The percentage of people eating the RDA for this shelf has decreased from 40% in 1998 to 26% in 2007. This is quite a big drop. Men, needing and consuming on average more carbohydrates than women, are more likely to be eating more than 6+ servings a day. Too much processed carbohydrate intake can lead to health problems and insufficient intake ...
Answer breakdown. To answer the question, you must refer to the figures in the table and suggest a reason for the figures. I used four rows in my answer: 4 points @ 6 marks each = 24 marks. As you can see, my answer is clear and concise. The examiner will love to see something that's easy to read and not too long-winded.
This guide does not include the project and focuses on one Elective only, Elective 3. This is our first edition of the Home Economics notes, so we're currently offering them at a special price of 29 euro. With our Home Economics guide, you will get: priority access for Leaving Cert study advice. Email [email protected] with your query.
Complete Home Economics is a student-friendly, up-to-date and comprehensive package for Higher and Ordinary Level students. The Complete Home Economics printed package includes a textbook, a Food Studies Assignment Guide, an Exam Skillbuilder Workbook, a Teacher's Resource Book and digital resources. Complete Home Economics ebook:
• A home Written Piece: It is completely up to you as to what way you want to present the written part of the CBA. However, you should always take your teacher's advice on board. Here are some ideas: • Typed/ written booklet • Typed/ written document in a display folder • Scrapbook • Moodboard • Powerpoint presentation
It all begins in the home! Covering thirty-two weeks, this High School Home Economics course gives your teens some of the tools necessary to be successful in life, by covering important topics such as time management, money management, cooking, hospitality, emergency preparedness, meal preparation, and more through text-based lessons ...
Please read before starting your research. Home Economics - Practical Food Studies Assignments Journal - Blank. Here is a blank journal to be used for practice drafts. Chief Examiners Report 2017. Please read the most recent report and note the recommendations of the Chief Examiner. PDST Sensory Analysis Teacher Manual.
Home economics encompasses all the skills needed to maintain a home such as: Preparing healthy meals. Sewing (at least enough for simple repairs like replacing a button) Housekeeping. Basic household repairs. Menu planning and grocery shopping. Budgeting and money management. Balancing a check book/finances.
omplete Home Economics is a student-friendly, up-to-date and comprehensive package for Higher and Ordinary Level students. The Complete Home Economics package includes a textbook (with free ebook), a Food Studies Assignment Guide, an Exam Skillbuilder Workbook, a Teachers Resource Book and digital resources.
Hence, going through past exam paper questions is probably the best study method you can use for home ec. Here are three ways you can go about this: Find all of the past exam papers on our Papers page. Go through questions individually on our Questions by Topic page. Try out our quiz questions (each quiz is inspired by actual exam paper questions).
Examples of student work. Examples of students' learning in Home Economics can be viewed here. The purpose of these examples is to support teachers' professional development. They are not to be used for any other purpose. All examples of student work marked with TCA require a teacher account in order to be viewed.
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Google Classroom, Activities, Lesson Plans, Projects. Download free and premium Home Economics teaching resources including printables, games, activities, boom cards, assessments, ebooks and so much more. Get instant access to tens of thousands of resources today.
A highly original, engrossing and accessible book, Assignment Moscow stands out among journalistic accounts of Russia for its subtlety, humility and historic scope. It tells the story of British and American journalists who aimed to throw light on Russia from Lenin to Putin, and in the process illuminated the West itself. Arkady Ostrovsky ...
Home Ec is one of the best subjects you can do in the Leaving Cert, in terms of gaining life information and practical experience/knowledge. In this blog, Eimear goes through her tips and tricks on getting a H1 in this subject. In Home Ec you can learn so much, from mortgages to water systems to recipes to diseases, etc.
― Rodric Braithwaite "A highly original, engrossing and accessible book, Assignment Moscow stands out among journalistic accounts of Russia for its subtlety, humility and historic scope. It tells the story of British and American journalists who aimed to throw light on Russia from Lenin to Putin, and in the process illuminated the West ...
Marvin Kalb—Assignment Russia: Becoming a Foreign Corresponding in the Crucible of the Cold War - with Jake Tapper. April 13: National Press Club Virtual Book Event —Marvin Kalb, Assignment ...
A highly original, engrossing and accessible book, Assignment Moscow stands out among journalistic accounts of Russia for its subtlety, humility and historic scope. It tells the story of British and American journalists who aimed to throw light on Russia from Lenin to Putin, and in the process illuminated the West itself. Arkady Ostrovsky ...
This Classroom-Based Assessment is often referred to as the 'sewing CBA'. This CBA gives you the chance to show off your textile skills and to be really creative while doing so. You are given two options: Make a textile item for an individual or the home. Recycle or upcycle a textile item for an individual or the home.