Home_economics - Family Focus

8/9/2019 Home_economics - Family Focus

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Home Economics:

Family Focus

Learning for Life and Work (MLD)

Nothing Ever Stays the Same:

Thematic Unit


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Writers Group

Nora O Baoil, Fleming Fulton School, Belfast (Editor)Mura Kennedy, Fleming Fulton School, Belfast (Editor)

Avril Fryer, Rostulla School, NewtownabbeyRuth McCreadie, Longstone School, BelfastJune Richardson, Cedar Lodge School, BelfastFionnuala Saunders, St Gerards Education Resource Centre, BelfastPauline Brady, Rathmore Guidance Centre, AntrimColm Hassan, Belmont School, LondonderryMary Connolly, Erne School, EnniskillenEileen McKeown, Erne School, EnniskillenMary McKendry, Castle Tower School (Loughan Campus), Ballymena

Associate TeachersDenise Maguire, Newtownabbey Educational Guidance CentreBronac OConnell, Sunlea Educational Guidance Centre, Coleraine

A CCEA Publication 2009

www.nicurriculum.org.uk

Cover Photograph: Jupiter Images


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1 Nothing Ever Stays the Same Thematic UnitHome Economics: Family Focus

Unit Title: Nothing Ever Stays the Same

Sub Theme: Home Economics: Family Focus

Thinking Skills and Personal Capabilities: Working with Others

Curriculum Objective: To develop the young person as a contributor to society

Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethicalawareness, cultural understanding

Attitudes and Dispositions: Personal responsibility, concern or others, openness to new ideas, curiosity, tolerance, integrity-moral courage,respect, community spirit, respect

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, oers choice, supportiveenvironment, on going reection, enquiry-based, challenging and engaging

The Thematic Units connect the Learning for Life and Work subject strands o Personal Development, Local and Global Citizenship, HomeEconomics and Employability and demonstrate how they contribute to the understanding o a central theme. They provide a number o

learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop theNorthern Ireland Curriculums key elements and Statements o Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement or Learning for Life and Work and also links to other Areas o Learning. Inaddition, there are opportunities to develop learners Thinking Skills and Personal Capabilities, incorporateAssessment for Learning principles

and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to ollowthem rigidly. Instead, we encourage you to choose rom the wide range o learning, teaching and assessment activities in the units and adapt

and extend them as appropriate or your classes.


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Nothing Ever Stays the Same Thematic UnitHome Economics: Family Focus

Statements o Minimum Requirement

These are the Statements o Minimum Requirement that are addressed in this unit:

Home EconomicsHome and Family Lie

Investigate some o the changingneeds o amily members atdierent stages o the lie cycle

Home EconomicsHealthy Living

Explore ways to achieve ahealthy diet

Home EconomicsHome and Family LieExplore the roles andresponsibilities o individualswithin a variety o home andamily structures

Home EconomicsHome and Family LieDevelop awareness o parentingskills


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Communication -

read a range o

texts or

inormation, ideas

and enjoyment

Understand how

actions and words

aect others

Key Question Learning Intention

Learners will haveopportunities to

Possible Learning, Teaching and Assessment Activities Skills and

Capabilities

What is a amily? explore and appreciatedierent amily structures.

Discuss together what the term amily means to dierent people? Explain that allamilies are special and can be described in dierent ways:

An extended amily consists o three or more generations living in the samehousehold. This could mean grandparents, aunts, cousins or other members o aamily.

A nuclear amily is two generations o amily members, usually parents and their

children. A single parent amily is a single parent and dependent children.

Step-amilies are a type o amily that involves parents, children o either partner

rom a frst marriage and oten children rom the present marriage. (At least onein ourteen children live with step-parents.)

Create a collage o photos o dierent amilies using magazines, catalogues, the

internet, etc. Include as many dierent amily structures and ethnic groups as possible.

Then, invite your learners to describe orally what they see. Record eedback on the

board and discuss outcomes. Together, discuss the act that to outsiders there can

be very little dierence visually between nuclear, adoptive and step amilies.

Reinorce that although amilies can be dierent, each is special. Next, divide your

learners into small groups and have them fll in the table in Resource 1.

Resource 1: About Our Families

magazinesandcatalogues

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available rom www.nicurriculum.org.uk

Skills tabs printed in orange are Thinking Skills and Personal Capabilities

Skills tabs printed in yellow are Cross Curricular Skills

Communication -

listen to and take

part in discussions,

explanations,

role-plays and

presentations


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UsingMathematics

read, interpret,

organise and

present

inormation in

mathematical

ormats

Communication

develop, express

and presentideas in a variety

o orms and

ormats, using

traditional and

digital resources,

or dierent

audiences and

purposes




Capabilities

What is a amily? explore and appreciatedierent amily structures.

Use Resource 2 to record the dierences in amily size in your class. Have your

learners create the bar graph to show these dierences graphically.

Resource2:FamilySizes

Introduce your learners to words used to describe amily members. Ask them to

call out as many names as they can think o (or example mum, dad, sister, brother,

grandfather, grandmother, aunt, uncle and cousin). Then, have them complete

Resource 3 to identiy the relationships in their amily.

Resource 3: Whos Who?

Allow your learners to use Resource 4 to construct a simple amily tree. This could

be done in class or as a home assignment. To consolidate this knowledge, ask your

learners to create a book about their amilies using the PowerPoint.

Resource 4: My Family Tree

PP: My Family E-book


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Communication

read a range o

texts or

inormation, ideas

and enjoyment

Develop routines

o turn-taking,

sharing andcooperating

Communication

listen to and take


explanations,

role plays and

presentations




Capabilities

Why is a amily

important?

examine how a amily helps

to ulfl our physical and

emotional needs.

Explore with your learners the many unctions a amily has to cover, or example:

Loving: providing a caring stable environment in which children can develop;

Economic: providing fnancial support and teaching money management; Protective: giving support to all the amily;

Social: helping young people to ft into society and helping them to be good citizens;

Educational: providing a background where everyone can learn;

Emotional: nurturing healthy relationships; and

Reproductive: having children.

Next, reect with your learners how they have changed since babyhood. Examine:

how their physical skills have developed (or example walking, running, playing

ootball and swimming);

how their mental skills have developed (or example speaking, reading, solvingproblems and thinking things through); and

their emotional and social development skills (or example knowing how to be a

good riend and not crying i you dont get frst).

Explain that the period rom birth to death is called the liecycle and that there are

six stages: baby, toddler, child, adolescent, adult and elderly. Talk to your learners

about the constant change in amilies as amily members go through various stages

o the liecycle. Discuss the stages at which we are dependent on others.


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Communication -

develop, express

and present ideasin a variety o orms

and ormats, using

traditional and

digital resources,

or dierent

audiences and

purposes




Capabilities

Why is a amily

important?

examine how a amily helps

to ulfl our physical and

emotional needs.

Finally, using Resource 5 and magazine images, allow your learners in groups or

pairs to create a liecycle collage. Aterwards, divide your learners into six groups

to represent each o the stages in the liecycle. Allow each group to choose a leader(who will act out the role play o a person in that liecycle). Have the other groups

ask the leader questions rom Resource 6, but encourage them to think o their own

as well. Then, have them guess what stage o the liecycle is being role played.

Resource 5: Liecycle

Resource 6: Role Play Questions

magazinesandcatalogues

As well as looking ater your needs, amilies can teach and orm good habits,

healthy liestyles, attitudes and responsibility. Discuss with your learners some o

the positive habits they adopted rom home.


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Using

Mathematics

read, interpret,

organise and

present inormation

in mathematical

ormats

Communication

develop, express

and present ideas

in a variety o

orma and ormats

Listen actively

and share

opinions

Using ICT

access and

manage data and

inormation




Capabilities

What types o ood

do amilies eat?

investigate actors that

inuence diet.

Todays amilies eat varied diets that are shaped by a lot o inuences. Explore the

topic by showing the Family Eating PowerPoint to your learners.

Aterwards, ask your learners: In what ways do you think television and advertising

have changed our eating habits?

Explain to them that many mothers work ull-time nowadays. How would this aect

the oods amilies eat?

Some supermarkets now sell a huge range o dierent oods (or example kangaroo

steaks, wild boar burgers and crocodile). How many amilies try these oods?

Or do we tend to eat traditional oods (or example stew and fsh and chips).

Develop the discussion by asking your learners what kind o ood they eat on holiday.

I they were in France, would they eat rogs legs and snails or would they look or

more amiliar oods?

Then, ask your learners how many o them have eaten in a Thai, Chinese, Indian,

Mexican restaurant, etc. What did they think o the ood?

PP: Family Eating


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Capabilities

What types o ood

do amilies eat?


inuence diet.

Investigate together your learners amily ood likes/dislikes and list these on the

board.

You can make links to Using Mathematics by creating a bar chart to highlight the most

popular food choices.

From the fndings, discuss which oods are healthy and unhealthy. Explain the

implications o unhealthy eating to your learners (or example obesity, heart

problems and high blood pressure).

Record cookery programmes rom TV. Show these to your learners to highlight the

need to eat healthy oods such as vegetables and ruit, and the importance o having

a low salt, sugar and at intake.

As a class, develop a cookbook. Highlight that recipes need to be healthy, relatively

easy to prepare, have versatile ingredients and appeal to a amily group. Include

traditional local recipes (or example stews, ruit crumble and local breads) and

recipes rom other countries (or example Italian, Thai, Indian and Mexican). Provide

a selection o cookbooks or recipe websites or your learners to select recipes rom.

Alternatively, encourage them to share a amily recipe.

Give your learners a copy o the cookbook to take home. Explain that helping to

prepare these healthy recipes at home is a good way to inuence their amilys diet.

cookbooks

Reer to these web links or inormation, games and recipes:

www.oodaactoie.org.uk

www.nutrition.org.uk

Go to Education then to Cook Club.


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Capabilities

What types o ood

do amilies eat?


inuence diet.

As an extension activity, you could allow your learners to work in groups or

independently to collect a number o amily recipes and create a amily cookbook.

See Resource 7.

Some o your learners could extend this activity by interviewing their grandparents

or an older person about popular and unpopular oods in their youth. Have them

make an audio recording or take notes o the interview. Ask them to present their

fndings to the rest o the class as a short talk or PowerPoint presentation.

Resource 7: Family Cookbook


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10


Respect the views

and opinions o

others, reachingagreements

using negotiation

and comprise

Communication

contribute

comments,

ask questions and

respond to others

points o view




Capabilities

Who does what in

your house?

explore how roles and

responsibilities have changed.

Discuss with your class the ways in which amily lie has changed over the last 50

years. Explain that the traditional role or the man was to supply the only income,

be the disciplinarian and to make all the major decisions or his amily. The womanwas expected to take care o the home and look ater the children and her husband.

These roles have now merged, reversed or are the sole responsibility o one parent.

Next, divide the class into groups to explore why the changes have come about. Put

the ollowing questions on the board to help prompt group discussion:

Why do men and women have dierent roles in the amily now?

Who in your house has a job? Why?

Are all the chores in your house still done by hand? Why or why not?

Are all aunties and grown-up women you know married? Why not? Who takes

care o them?

Use Resource 8 to draw all the actors together as a class.

Resource 8: Changing Roles

Have your learners consider the roles perormed in their homes by working through

Resource 9. Then have them complete Resource 10 to look specifcally at the jobs

they do themselves within the home.

Resource 9: Who Does What In Your House?

Resource 10: What Do I Do In The House?


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Communication

develop, express

and present ideas

in a variety o

orms and ormats

Using ICT

research, select,process and

interpret

inormation

Adapt behaviour

and language

to suit dierentpeople and

situations

Using ICT

access and

manage data

and inormation




Capabilities

Do people rom the

same group alwaysact the same way?

develop an awareness o

gender stereotyping.

Explain to your class the concept o stereotyping: putting people into groups and

expecting them all to be a certain type o person or behave in a certain way. For

example, all nurses are emale and all ootball ans are hooligans. Encourage themto come up with some other common stereotypes and record theses on a ip chart.

Next, ask your learners: What does it mean to act like a man? Look at the stereotype

examples o what boys shouldnt do in Resource 11 and discuss as a class. What

names are boys who act like this oten called?

Repeat the stereotype exercise or girls by looking at examples o what girls

shouldnt do in Resource 12.

Finally, use the PowerPoint below to reinorce learning about stereotypes.

Resource 11: Act Like A Man

Resource 12: Be Ladylike

PP: Talking About Stereotyping

Further Suggestions

For an extension exercise, look at how athers are portrayed on TV. Give each

learner a copy o Resource 13 and, over a period o one week, have them record

what they think are examples o good and bad dads rom TV. Then, have your

learners share their observations in a class discussion.

You could also have them search the internet or inormation on stereotyping

and have them individually or in groups create a poster or pamphlet containing

appropriate inormation.

Resource 13: Television Dads

artmaterials


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Listen actively and

share opinions

Communication

listen to and take


explanations,

role plays and

presentations




Capabilities

Is my role in the

amily changing?

develop an awareness o role

and responsibility changes.

Explain to your learners that good relationships are built on mutual support and

respect within the amily. Everyone has a role to play in helping each other and

should eel they can rely on one another. Explain that until the adolescent years,children are very dependent on their amilies or all their needs. However, it can

be a difcult stage or both adolescents and parents as young people move into

adulthood. The young person is undergoing many physical and emotional changes,

and their peers have a strong inuence on them.

As a class, discuss how your learners see their roles within their amily changing.

For example, are they now expected to take on extra responsibilities, such as baby

sitting, household chores and making simple meals?

Record both the positive and negative ways expectations are changing. Likewise, arethey now trusted to do things and go places that they werent permitted when they

were young?

Next, discuss peer pressure. Use a white board to record positive and negative

inuences o peer pressure rom your learners. Examine whether this puts a strain

on their expected role in the amily.

Emphasise to learners that their roles and responsibilities will continue to change

throughout lie. Use Resource 14 to highlight that they may in the uture have a

caring role or their parents.

Resource 14: Elderly Family


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Communication

listen to and take


explanations,

role plays and

presentations

Using ICT research, select,

process and

interpret

inormation

Take personal

responsibility or

work with othersand evaluate own

contribution to the

group

Using ICT

access and

manage data and

inormation




Capabilities

Is it difcult to be a

parent/carer?

explore the skills, attitudes

and behaviours needed or good

parenting.

Talk to your learners about how parents/carers are responsible or a childs

physical, intellectual, social and emotional needs.

Explain how attitudes and values are learnt rom parents/carers and that, by setting

a good example, children can learn to be air, confdent, respectul, kind and patient

rom their parents. Add that, unortunately, children can also learn intolerance,

aggression, condemnation and bigotry rom parents/carers.

Using the Parents/Carers PowerPoint, discuss the range o inuences and

responsibilities that parents/carers have or their children. It may be useul to use

role play beore the PowerPoint i learners need help to understand what parents/

carers need to cope with. Discuss with the group the most common causes o

conict between them and their parents/carers (or example coming in late, untidybedrooms and mobile phone use). Record the eedback and decide on role plays.

PP: Parents/Carers

Further Suggestions

As an extension activity, encourage your learners to investigate dierent amilies

that they are amiliar with rom books, television, magazines, etc. Then as groups or

individually, get them to create a poster, poem, short story, comic strip, PowerPoint,

etc. o one amilys background and structure. Finally, have them present this to the

rest o the class.


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Resources

15

Resources


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16

About Our Families

Working in small groups, fll in the table below.

Resource 1

MayerJohnsonPCSSymbolsMayerJoh

nsonLLC(contactWidgitSoftwarewww.widgit.com)

How many peopleare in your amily?

How many childrenare there in your

amily?

How many

generations opeople live in your

house?

Name somethingspecial about youramily

My family

Boys Girls

A friends family

My amily is dierent rom my riends in the ollowing ways:

[Example] I am an only child my riend has two sisters.

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................

My amily is the same as my riends amily in the ollowing ways:

[Example] We both live in Belast.

.....................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................


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Resource 2Family Sizes



Using the inormation to the let, use this bar graph to

showthenumberofclassmatesandtheirfamilysizes.

Family Size

Number of

classmates with

each family size

2

3

4

5

6

more than 6

How many members do you have in your amily?

How many amily members do your classmates have?Complete this chart to show how many amily members

your classmates have. 12

11

10

9

8

7

6

5

4

3

2

1

0

2 3 4 5 6 more than

6

Family Members

Classmates


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Whos Who?

Do you know how everyone in your amily is related? Can you fll in the blanks in the sentences below?

Use the words provided to help with spelling remember they will need to be used more than once.

Resource 3



grandather grandmother aunt uncle cousins

My mothers mother is my

My mothers ather is my

My athers ather is my

My athers mother is my

My mothers brother is my

My mothers sister is my

My athers brother is my

My athers sister is my

My aunts children are my

My uncles children are my


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Resource 4My Family Tree

Grandmother Grandfather Grandmother Grandfather

Mother Father

Me


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Lifecycle

Cut out and paste in a photo o each stage o the liecycle. Use the magazines provided or print images rom the internet.

Resource 5

Which stage o the liecycle are you at?

Can you name a member o your amily

or all the stages in the diagram?

BabyToddler

Elderly Child

AdultAdolescent


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Resource 6Role Play Questions

Ask the role play leader the ollowing questions. Come up with your own questions and fll them into the blank spaces.

What is your avourite ood?

What clothes do you like to wear?

How do you let other people

know that you are in pain?

What do you do when youare happy?

What music do you like?

What TV programmes doyou watch?




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Family Cookbook

Almost every amily has a treasured recipe that reminds them o amily get-togethers or a special estivity. You may have many such recipes handeddown through generations, taught to children or hidden away on index cards or scraps o paper. Ask your parents, carers, grannies, grandads,aunties or uncles to help you collect the recipes.

Use the fll-in-the-blank recipe cards to remind people not to leave out important inormation like the cooking temperature. Encourage your amily

to include a brie story about the recipes creator or a avourite amily memory. You may also want to ask why they chose the particular recipe.

Resource 7

Recipe: ....................................................................................................................................................................................

Shared by: ............................................................................................................................................................................

Recipe History/Why its Special: ..................................................................................................................

Serves: ................................................................ Oven Temp: ...................................................................

Ingredients:

.............. .............. .............. .............. .............. ............... ......... ............. .............. .............. ............... .............. .............. .............. ...

.............. .............. .............. .............. .............. ............... ......... ............. .............. .............. .............. ............... .............. .............. ...

.............. .............. .............. .............. .............. .............. .......... ............. .............. .............. .............. .............. ............... .............. ...

.............. .............. .............. .............. .............. .............. .......... ............. .............. .............. .............. .............. ............... .............. ...

Instructions: .....................................................................................................................................................................

...........................................................................................................................................................................................................

...........................................................................................................................................................................................................




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Resource 8Changing Roles

SCHOOL

Equal opportunities or women,

especially in education.

Smaller amilies parents otenchoose to have a small amily.

Technological advances have helped

within the home and work, such as

microwaves, shopping online, the

washing machine and the tumble dryer.

Working rom home has also become

easier with computers/internet.

Care outside the home is now available

or children and the elderly.

Divorce is easier and there is anincrease in the number o single

parents.

Women are more independent and

do not always eel the need to get

married. They own their own homesand have good jobs.




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24

Who Does What In Your House?

Put a tick beside the name o the person who does each role.

Resource 9

Role/

Responsibility

MUM DAD CARERGRAND-

PARENT

SISTER BROTHER ME OTHER

washing dishes

ironing

mowing lawn

hanging upclothes

shopping

hoovering

cooking

setting table

making beds

painting

plumbing

dusting


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Resource 10What Do I Do In The House?

Put a tick beside the tasks you perorm in your house.

Role/ResponsibilityWhat Jobs Do I Do

In The House?

washing dishes

ironing

mowing lawn

hanging up clothes

shopping

hoovering

cooking

setting table

making beds

painting

plumbing

dusting

What else could I do in the house?

MayerJohnsonPCSSymbolsMayerJohnsonLLC(contactWidgitSoftwarewww.widgit.com)


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26

Act Like A Man

Boys are told rom a young age what it means to act like a man. Below are examples o things some people believe boys

are not supposed to do. Do you agree with these ideas? Would you think less o a boy because he cried when something

sad happened?

Resource 11

Boys do not

Cook at home

Cry

Help at home

Knit

Wash dishes

Hold hands

Play with dolls



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Television Dads

During one week, watch television and look or examples o good and bad dads in programmes and advertisements.

Record your ideas in the columns below.

Resource 13

Good examples Bad examples



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Resource 14Elderly Family

As parents age and become less able to look ater themselves, their children have to consider whether they can help.

Answer the questions below to get an understanding o the elderly in your amily.

1. Who are my elderly relatives?........................................................................................................................................................................

.............................................................................................................................................................................................................................................

2. What are their needs at the current time?...............................................................................................................................................

.............................................................................................................................................................................................................................................

.............................................................................................................................................................................................................................................

3. What are their needs going to be a year rom now? In fve years? ..............................................................................................

.............................................................................................................................................................................................................................................

.............................................................................................................................................................................................................................................

4. How will their needs change in the uture? .............................................................................................................................................

.............................................................................................................................................................................................................................................

.............................................................................................................................................................................................................................................

5. What amily help is available now? ..............................................................................................................................................................

.............................................................................................................................................................................................................................................

.............................................................................................................................................................................................................................................

.............................................................................................................................................................................................................................................



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Home_economics - Family Focus

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Transcript of Home_economics - Family Focus