home ec assignment example

We’re very excited to present our work on Home Economics (Higher Level). The contents of are detailed below. This is a distilled set of notes with a small section on H1 past paper answers. It is 132 A4 pages (27,000 words) of only the most relevant insights for your H1 .  We know how hard it can be, and it is our passion to make it easier for the students who come after us. Our team, composed of people who got 625+ points, teachers and State examiners, distilled our own best notes, sample answers and tips, so that you don’t have to fight these battles on your own or reinvent the wheel. Whether you want 625 points, or to simply maximise your points, this will – guaranteed – have useful insights to make your life easier.  If you are unhappy with the product, contact us within 2 weeks of purchase and we will issue a refund in full.

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

✔notes as detailed below

Contents of H1 Leaving Cert Home Economics Guide

Introduction Course Breakdown Exam Breakdown General Advice

Core area 1: Food Studies

Food Choice

Protein Chemical Structure Peptide Links Structure of Proteins Classification of Proteins Biological Value of Protein Complementary Role / Supplementary Role Properties of Proteins Effects of Dry and Moist Heat Absorption of Protein Deamination Digestion of Protein

Carbohydrates (note this chapter is available as a sample at the bottom of this page) Classification of Carbohydrates Properties of Sugar Properties of Starch Properties of Non Starch Polysaccharides (NSP) Effect of Heat on Carbohydrates Biological Function of Carbohydrates Absorption of Carbohydrates Digestion of Carbohydrates

Lipids Chemical Structure Classification of Fatty Acids Essential Fatty Acids Omega-3 Fatty Acids Cis Fatty Acids (good) Trans Fatty Acids (bad) Classification by source Properties of Lipids Biological Functions of Lipids Absorption of Lipids Digestion of Lipids

Vitamins B-Group Vitamins (water soluble) Vitamin C Fat-Soluble Vitamins

Minerals Calcium Iron Zinc Iodine Sodium Potassium Diet-Related Health Problems Bowel Disorders Osteoporosis Obesity Coronary Heart Disease DiabetesModified Diets

Dietary requirements through lifecycle Babies Children and Teenagers Adults and Older People Pregnant and Breastfeeding Women

The Irish Diet Areas of Malnutrition in the Irish Diet

Food Commodities Meat Fish Eggs Milk Cream Butter Yoghurt Cheese Cereals Fruit and Vegetables Alternative Protein Foods (Novel Foods) Food Preparation and Cooking Processes Physical and chemical changes during food preparation Physical changes during cooking Chemical changes during cooking Methods of Heat Transfer Soup

Sensory Analysis Testing

Food Processing

Food Packaging and Labelling

Food Additives

Microbiology

Food Spoilage

Food Preservation Freezing Jam Making Commercial Preservation Effects of Preservation on Food Comparative evaluation of freezing and canning strawberries

Food Safety Hazard Analysis and Critical Control Points (HACCP) Food Legislation

Core Area 2: Resource Management and Consumer Studies

Family Resource Management Household Finances Money Advice and Budgeting Service (MABS) Credit Savings Insurance Housing Finance Housing

Household Technology A small appliance with a motor – Food Processor An appliance with a heating element – Kettle A refrigeration appliance – Fridge Microwave Oven

Textiles Scientific Principles underlying the care of fabrics Types of Fabric Consumer Studies Retail Outlets Retail Psychology Consumer Rights and Responsibilities Consumer Protection Legislation Statutory Protection Agencies Voluntary Protection Agencies

Core Area 3: Social Studies

The Family in Society Sociological Terms Family Structures Historical Development of the Family Social, economic and technological changes affecting families Family Functions Marriage Marriage Customs Marriage Preparation Separation Nullity of Marriage Divorce The Family as a Caring Unit The Rights of Children Adolescent-parent relationships Special Needs

Elective 3: Social Studies

Social Change & The Family Social & economic changes in Ireland Changing settlement patterns Reduction in working hours Provision of education Provision of social welfare Changing attitudes to marriage Modern technology More women in the workforce

Education Purpose of education Factors that influence educational achievement Pre-school Education Primary Schools Second Level Education Third Level Education

Work Job Satisfaction Working Laws Unemployment Unemployment in Ireland

Childcare Factors to consider Childminders vs Créches

Poverty Types Causes of Poverty Social Policy Effects of Poverty

Leisure Functions Factors influencing leisure

Sample Answers

2019 Section B Q1 2016 Section B Q2 2016 Section B Q5 2020 Section C Q3

Exam Advice

Sample chapter: Carbohydrates – Leaving Cert Home Economics

Classification of carbohydrates.

• Monosaccharides: a simple sugar that contains one single sugar unit. Examples include glucose and fructose

• Disaccharides: formed when two monosaccharides join together resulting in the loss of water. This is known as the condensation reaction. Examples include sucrose and lactose.

• Polysaccharides: formed when three or more monosaccharides join together resulting in the loss of water with each new link. Chains can be straight or branched. Examples include starch, glycogen and cellulose.

Properties of Sugar

• Assist Aeration: when sugar is whisked, aeration occurs. The sugar helps to denature the egg protein, causing it to unfold and entrap air bubbles.
• Caramelisation: on heating, sugar melts and caramelises. Caramelisation normally occurs at 160 °C resulting in an attractive brown colour and a sweet taste. If overheated (past 177 °C), caramel will carbonise and burn.
• Maillard Reaction: the non-enzymatic browning of food due to a reaction between certain amino acids and sugars under dry heat e.g. shortbread biscuits
• Crystallisation: if more sugar is added to a liquid than it can dissolve, crystals form which can solidify when set e.g. jam making.
• Hydrolysis: this is the reverse of the condensation reaction. It occurs during digestion. Water and enzymes split disaccharides into two monosaccharides.
• Inversion: this is when sucrose splits into glucose and fructose, it is an invert sugar. This is used in jam making.

Properties of Starch

• Gelatinisation: when starch is combined with a liquid, the grains swell and burst, they absorb the liquid. This increases the viscosity. As the temperature increases, it becomes more viscous and forms a sol.
• Hydrolysis: this is the reverse of the condensation reaction. Occurs during digestion. Water and enzymes split disaccharides into two monosaccharides. 
• Dextrinisation: when starchy foods are heated, dextrins form. More heat causes pyrodextrins to form which causes colour to develop e.g. toast

Properties of Non Starch Polysaccharides (NSP)

• Cellulose: insoluble in water and cannot be digested by the body without any water. It helps to stimulate peristalsis and prevent bowel disorders.
• Pectin: present in plant cell walls ( in fruit and vegetables). Only present when they are ripe. It is used as a setting agent. For it to be extracted, heat and acid are needed.

Effect of Heat on Carbohydrates

Dry Heat: caramelisation, maillard reaction

Moist Heat: syrup formation

Biological Function of Carbohydrates

Supplies the body with heat and energy

By consuming enough carbs, protein can fulfill its primary function

Stimulates peristalsis

Excess carbs are converted to glycogen and kept as long term energy store

Absorption of Carbohydrates

After digestion, the monosaccharides are ready to be absorbed by the small intestine. They pass through the wall of the villi and into the bloodstream.

Glucose is then: 1) oxidised to produce heat and energy 2) converted to glycogen and stored in the liver and muscles (long term energy) 3) excess glucose is converted to fat and stored as adipose tissue under the skin

Digestion of Carbohydrates

You may also like: Leaving Cert Home Economics predictions

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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.

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More examples will be added over time. 

CBA 1 Creative Textiles: Mobile

Creative mobile at in line with expectations

CBA 1 Creative Textiles: Upcycled top

An example of CBA 1 at in line with expectations

Soup savers

Second year example of work applying the design brief process to food planning

Dream Bedroom

Design a bedroom for a teenager

Food sustainability

Responsible and sustainable food choices

CBA 2 Food Literacy Skills

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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Home Economics Short Questions Leaving Cert

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How to homeschool home ec

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.

What is home ec?

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:

• 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
• Making appointments (Some people hate calling to make a doctor’s appointment, but it’s something we all have to do at some point.)

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.

How to Teach Home Ec

So, how do you teach home ec – life skills – in your homeschool?

Teach it as an elective.

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.)

Use school breaks.

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.

Incorporate the concepts into your daily life.

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.

Reader Interactions

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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• Jan 28, 2023

Complete Home Economics: A Guide for Leaving Certificate Students

Updated: Mar 27, 2023

What is the main focus of the Home Economics curriculum for Leaving Cert students?

As a Leaving Certificate student, you may be wondering what Complete Home Economics is and how it relates to your final exams. Complete Home Economics is a subject that covers a range of topics, including nutrition, food science, and textile design and production. This guide will provide you with an overview of the Complete Home Economics course, including the topics covered and how to prepare for your exams.

How does studying Home Economics prepare Leaving Cert students for life after secondary school?

Studying Home Economics can prepare Leaving Cert students for life after secondary school by teaching them important life skills such as budgeting, meal planning, and household management. Additionally, it can also help them to develop critical thinking and problem-solving skills that are useful in a variety of career paths.

Understanding the Complete Home Economics Course

The Complete Home Economics course covers a range of topics, including nutrition and health, food science, and textile design and production. Additionally, you'll also learn about the principles of design, color theory, and fabric selection, as well as the use of different techniques and tools for textile production.

Preparing for the Theoretical Exam

To prepare for the theoretical exam , you should focus on understanding the main concepts and principles covered in the course. This includes studying the principles of nutrition and health, as well as understanding the science behind food preparation and preservation. Additionally, you can use past papers and sample exams to practice and familiarize yourself with the format of the exam.

Preparing for the Practical Exam

To prepare for the practical exam, you should focus on developing your skills and techniques in textile design and production. This involves regularly practicing different textile production techniques and using tools, as well as working on projects that demonstrate your understanding of design principles and color theory. Additionally, you should also practice safety precautions when working with textile materials and equipment.

The Complete Home Economics course is an important part of your final exams, and by understanding the course and preparing for both the theoretical and practical exams, you'll be able to achieve the best possible results. Remember to focus on understanding the main concepts and principles, as well as regularly practicing your skills and techniques, and you'll be well on your way to success.

Are you a Leaving Certificate student looking to improve your grades and reach your full potential?

Look no further! Our grinds service offers personalized tutoring from experienced and qualified teachers. Our tailored approach ensures that you receive the support and guidance you need to excel in your exams and achieve your goals.

With our help, you will be well-prepared and confident on the day of your exams. Don't miss out on this valuable opportunity – contact us today to learn more and start achieving your dreams!

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High School Home Economics

Welcome to Our High School Home Economics Homeschool Curriculum

Would you like your teen to be more independent before they leave the nest? We raise our children to take care of themselves, and home economics should not be overlooked. A happy, well-run home is a major ingredient to ensuring our children learn how to be responsible people, parents, workers, teammates, and more. 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, worksheets, and additional links.

Getting Started with Our High School Home Economics Homeschool Curriculum

Through the eighteen units in this high school home economics course, students will learn the basics of kitchen organization, basic cooking skills, how to shop smart, meal planning, money and time management, hospitality, housecleaning and decluttering, laundry, home decorating, basic sewing skills, routine home maintenance, babysitting, first aid, preparing for emergencies, drawing up a family purpose statement, and more.

• Grades: 9–12

Supplies Needed

Corresponding lessons on SchoolhouseTeachers.com; journal for notetaking and research.

Go to Class Lessons and download the lesson plan and lessons file. Start with the Day 1 reading assignment. Follow the instructions each day on the lesson plan and check them off when completed.

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Course Sample for Our High School Home Economics Homeschool Curriculum

To view a full sample of this course, click here .

Instructions

It will be beneficial to create an account for each of the following to collect ideas for the sections below: pinterest.com , allrecipes.com , and evite.com . Be sure to get a parent’s permission first.

Keep notes online (Evernote, Word document, etc.) or in a Homekeeping notebook.

Students are to explore all links, read all material, and keep notes on items that pertain to their family’s needs.

Kitchen Organization

Basic kitchen equipment: using the link below, make your own list of items you will use but don’t have.

https://www.realsimple.com/food-recipes/tools-products/kitchen-tools-checklist

Decide which appliances below your family owns/needs and purchase them if necessary.

• food processor
• toaster oven
• coffee/spice grinder
• pressure cooker
• slow cooker
• rice cooker
• waffle iron
• ice cream machine

Using the links below, make a list of pantry ingredients and then check your cabinets to see what you have. Stock up on anything you need.

https://www.foodnetwork.com/recipes/articles/basic-pantry-101 http://dish.allrecipes.com/the-perfect-pantry/

• baking staples
• canned or bottled items
• dried pasta
• spices/seasonings
• veggies (garlic/onions, potatoes)
• dried fruit
• Food storage
• Crackers/bread

Assess your kitchen, and reorganize and clean where necessary.

• Keep like items together (canned goods, baking goods, pasta, etc.) and store them near the area where they will be used.
• Tall things should be placed toward the back of the shelf. Consider using a Lazy Susan for spices (and alphabetize them.)
• Place frequently used items at eye level in cabinets.
• Use plastic drawer dividers.
• Purchase more home organizing aids if needed.

Organize your supplies and tools into “centers”:

• cleaning supplies (try storing them under the counter in a litter box)
• over-sink cutting boards
• Organize items in categories on shelves.
• Store condiments in open plastic bread container (pull out, push back: great for sandwich prep).
• Choose four pans to use on a regular basis and keep them near the stove.
• Put lids in plastic box.
• Use vertical letter trays/racks to store pans and tins.

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Course Outline for Our High School Home Economics Homeschool Curriculum

Take a look at the many topics explored in this high school home economics course:  

• Section I: Kitchen Organization
• Section II: Basic Cooking Skills
• Section III: Smart Shopping
• Section IV: Meal Planning
• Section V: Money Management
• Section VI: Hospitality
• Section VII: Time Management
• Section VIII: Cleaning the House
• Section IX: Laundry
• Section X: Decluttering the Home
• Section XI: Home Decorating
• Section XII: Basic Sewing Skills
• Section XIII: Family Purpose Statement
• Section XIV: Home Maintenance
• Section XV: Streetwise
• Section XVI: Babysitting
• Section XVII: First Aid
• Section XVIII: Emergency Preparedness

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More About Our High School Home Economics Homeschool Curriculum

External links may be included within the course content; they do not constitute an endorsement or an approval by SchoolhouseTeachers.com of any of the products, services, or opinions of the corporation, organization, or individual. Contact the external site for answers to questions regarding its content. Parents may wish to preview all links because third-party websites include ads that may change over time. 

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Length: 18 units Content type: Text based Grades: 9–12

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How to succeed in your Junior Cycle Home Ec CBA 1

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.

Introduction

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.

Descriptors

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.

Teacher breakdown

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.

CBA 1 guide

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.

Points to remember

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.

When do I complete this CBA?

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.

What format should this CBA take?

Let's have a closer look at what you need to complete for this CBA.

Craft piece

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).

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

Powerpoint presentation

How am I graded on this CBA?

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:

• Follow the headings for the DBF (more on this below) when you are doing your written piece and make sure you address each one clearly.
• Explain the Principles of Design in relation to your craft piece (balance, pattern, etc.).
• Describe how you were sustainable while doing this project. This is a very important element of the CBA. For example, you could use an old T-shirt you had at home instead of going to a shop and buying new materials.
• These skills must be carried out to an excellent standard in order for you to achieve the highest descriptor which is 'exceptional'.
• Your item must be original (try not to do what everyone else is doing) so think outside the box and come up with something unique.
• You must show a very high level of creativity so let your creative juices flow.
• Take care while stitching. If you mess up a stitch, remove it and try again.
• Always practice your skills on a scrap piece of material before applying it to the real thing.
• Ensure your stitching is even and aesthetically pleasing.
• Only use the sewing machine under the supervision of a teacher.
• Make sure you keep your craft piece away from any food or drinks. The last thing you want is to spill your cup of tea on your beloved project.

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.

• The reflection at the end is extremely important.
• You must show a strong ability to evaluate effectively on the process.
• Because this is the last part of the written piece you might feel like racing through it. Don’t do that as this is a part that your teacher will zone in on when deciding on your grade.

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.

Getting started

Below are the steps to follow to complete your CBA.

Choose your textile item

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.

Some ideas for your CBA

Some things to keep in mind

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.

Choose the format

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.

Apply the design brief process

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:

The Design Brief Process

Statement of the chosen brief.

All you have to do here is write/slash type your brief word for word.

Factors to be considered

Factors to be considered when choosing a possible solution to include the principles of design and sustainability.

Investigation

Investigation of two possible solutions (can be sketched).

Chosen solution

Chosen solution: creative designs/sketches/drawings of the craft/textile item, etc.

Two reasons for your choice

List and explain two clear reasons for your choice.

List resources

Include a list of resources which you will need in order to complete the brief.

Flowchart/work plan

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:

• an evaluation of the textile item;
• a reflection on what went well and challenges encountered during the design brief process;
• conclusions, i.e. "if I was to go through the design brief process again and/or make/recycle a textile item again what would I do differently?"

What headings and information do I need?

Now you are ready to go!

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.

Make the craft item

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.

Complete the evaluation and reflection

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:

Is the item I have made creative and original? How?

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.

Is the quality of the sewing/fabric embellishment technique good? Why?

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.

What went well? What are my strengths? What did I excel at?

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.

What did I find difficult? What do I need to work on?

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.

What surprised me?

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.

If I was to make this piece/go through the design brief process again, what would I do differently?

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.

Useful links

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".