Home Economics Subject Specific Pedagogics provides a holistic, cohesive, cumulative TE professional preparation and development programme for teaching Home Economics. It endeavours to foster in students an appreciation of the importance of critical engagement in professional practice and the ability to engage in professionally relevant critical thinking and reflective practice. This module relates theory to practice; connecting Home Economics academic content knowledge with teaching methods and teaching strategies specific to Home Economics while keeping student learning and development in relation to Home Economics at its core. It facilitates the provision of an experiential gradient and continuum of teaching activity, leading from lectures/workshops in Home Economics Subject Specific Pedagogies to a practicum consisting of School Based Practicum (SBP) accompanied by an emphasis on self-evaluation and reflection.

1. Explore the relevance and importance of current thinking and theoretical perspectives in thearea of Junior Cycle in HE;

2. Analyse and review the JC and LC HE syllabi and teacher guidelines;

3. Demonstrate connection of evolving mastery in HE academic studies to teaching with a view to developing the concept of PCK;

4. Develop teaching skills, strategies and approaches pertinent to teaching HE at JC and LC levels to include varying the presentation, inductive problem solving teaching strategies; inclusive, active learning pedagogies in conjunction with effective CRM in HE lessons, demonstration and practical class facilitation where appropriate; skills of co-teaching / team-teaching for TY.

5. Critically reflect on practice through problematisingteaching and learning experiences;

6. Explore current issues in HE education evidencingengagement with appropriate literature/theory.

7. Use opportunities to enhance personalliteracy at all levels and recognise opportunities within the subject content to facilitate literacy development amonglearners;

8. Use opportunities to enhance their own numeracy and recognise opportunities within the subject content to facilitate numeracy development amongst their learners.

This module requires students to critique their own values and beliefs in relation to social issues. Emphasis will be placed on the Home Economist as a social advocate. It will use a systemic approach to highlight the interconnectedness of individuals, families and communities.

1. Critique social policies pertaining to individuals, families and communities nationally and internationally

2. Analyse social issues facing individuals, families and communities in Ireland today

3. Evaluate a range of interventions targeted at supporting individuals, families and communities

4. Apply appropriate sociological theories to different social issues

5. Critically evaluate the concepts of advocacy and empowerment as they apply to Home Economics practice

6. Evaluate the connectedness between professional identity as a Home Economist and the necessity for a strong philosophical practice

This module enables students to explore fashion design and clothing construction, with cognisance to national and global trends and sustainable and responsible practices. It prepares students for teaching Textiles, Fashion & Design aspects of junior and senior cycle post-primary Home Economics curricula in a variety of settings.

1. Create a design for a sustainable garment utilising the design process and applying the principles and elements of design

2. Collect, combine and customise a range of fabrics for use in the construction of the sustainable garment

3. Demonstrate proficiency in literacy, numeracy and spatial awareness in utilising a commercial pattern and adapting for style and fit

4. Display technical proficiency, creativity and intra-personal awareness in the construction and finishing of the sustainable garment with textile style detailing

5. Demonstrate logical thinking, reasoning and reflection in the evaluation of content in all components of the module

6. Demonstrate competency in the application of relevant practical studio and laboratory skills, processes and health and safety procedures

This module will equip students with an understanding of microorganisms and the microbiological principles of food safety, food preservation and food processing. Factors influencing the spoilage and contamination of food will be examined, and how these factors may be controlled as well as applied in food preservation. Knowledge and skills acquired through scientific laboratory work will be applied to food preservation practices in practical food laboratory sessions, wherein sensory analysis of fresh, fermented, and preserved foods will be considered, alongside applications to teaching, learning and assessment in the Home Economics classroom.

1. Discuss the factors concerned with the growth, survival, and death of different types of microorganisms

2. Explain the role of microorganisms in food production, food spoilage and food poisoning

3. Apply HACCP principles to food preparation settings

4. Investigate traditional, natural and technological methods of food processing and preservation

5. Apply the underlying principles of techniques used in the preservation of various types of foodstuffs, including the use of acid, salt, atmosphere and temperature control

6. Evaluate changes to the sensory properties of food arising from various methods of preservation

Food Science and Nutrition in year two of the course is designed as a follow-on to the basic concepts introduced in Food Preparation and Culinary Skills, and Nutrition, Diet and Health in year one of the programme. The module affords participants the opportunity to understand the interdisciplinary nature of the subjects in food science and nutrition and their interaction with biochemistry, physiology and microbiology; as well as to appreciate how the structure and composition of foodstuffs influence diet and health of individuals and populations.

This module is designed to develop students' knowledge and understanding of food composition with specific reference to the macro-nutrient's proteins, lipids and carbohydrates, as well as selected micro-nutrients. A variety of theoretical and practical science laboratory-based sessions will allow students to develop an in-depth understanding of the chemistry of each and of carbohydrate metabolism. Practical food preparation sessions will enable students to appreciate how these components influence changes occurring in foodstuffs during preparation, cooking and storage. Practical sessions are structured in a manner which will afford students the opportunity to apply theory to practice and to develop knowledge, skills and attitudes required for the teaching of food science and nutrition in the classroom setting.

1. Apply the scientific method of investigation in different contexts.

2. Perform a variety of experimental procedures pertinent to food science utilising appropriate scientific process skills.

3. Develop and apply skills of problem solving.

4. Be able to use and evaluate primary and secondary data sources to expand knowledge and understanding of the subject.

5. Explain the molecular structures and properties of each of the major classes of biomolecules and selected micro-nutrients.

6. Outline the metabolic pathways associated with carbohydrate catabolism.

7. Explain the functional properties of proteins, fats and carbohydrates in foodstuffs and the role of dietary fats, proteins, carbohydrates, minerals and vitamins and evaluate the role of these in the maintenance of good health.

8. Consider how functional properties impact on the sensory attributes of foodstuffs during practical food preparation, storage and consumption, and critique how these principles may be applied in theory and practice in the teaching of home economics in the school setting.

9. Demonstrate higher order skills and strategies for reading comprehension, written and oral communication in the area of food science and nutrition.

10. Demonstrate an ability to accurately apply mathematical concepts required for food science and nutrition in practice.

11. Utilise various Educational Technology tools to further enhance their knowledge and skills and to improve their quality of teaching and learning.

12. Evaluate, organise and synthesise information using Educational Technology.