- A Breen
- A Mc Court
Learning for Life Department
Life Skills
Learning for Life is central in helping young people develop the fundamental skills, knowledge, qualities and dispositions that are pre-requisites for life and work. This area of learning contains the contributory strands of: Home Economics, Personal Development, and Citizenship
Year 8 – Home Economics |
| Home Economics
· Introduction to Home Economics · Hygiene in the kitchen · Safety in the kitchen · Washing up routine · The cooker – label parts · The uses of a range of equipment used in school and in the home.
Healthy Eating · Why we eat food · Nutrients and their function · Five food groups on the balanced plate · Portions of foods we are recommended to eat. · Healthy Eating guidelines
Personal Development · Feelings and Emotions · Managing Influences and Making decision · Self-concept · Managing Change · E- Safety
Citizenship · Diversity around me · Human rights and social responsibility
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Year 9 – Life Skills |
| Home Economics
· Food Hygiene and Safety · Healthy Eating · Eat most foods – cereals, bread · Start the Day the Healthy Way · Nutrition · Fruit and Vegetable. · Vitamin C · Healthy Eating · Eat moderately foods, milk, eggs, meat, fish, cheese
Personal Development · Feelings and Emotions · Managing Influences and Making decision · Self-concept · Managing Change · E- Safety
Citizenship · Understanding Exclusion · Diversity and Inclusion · Towards equality · Democracy |
Year 10 – Life Skills in Action |
| Home Economics
· Healthy Eating · Identify how to make healthy adjustments to the diet · Disorders relating to poor eating habits. · Nutrition · The five nutrients – macro and micro · Functions and sources of protein · Energy foods – Carbohydrate and fat – functions and sources · Vitamins –different vitamins functions, sources and deficiencies · Minerals–different vitamins functions, sources and deficiencies
Personal Development · Maximising and sustaining health and well being · Concept of self · Building and maintaining healthy relationships · Recognising, assessing and managing risk · Understanding the roles and responsibilities of parenting · Developing competence as discerning consumers · E- Safety
Citizenship · Diversity and inclusion in Northern Ireland and the wider world · Rights and responsibilities regarding local, national and global issues · The role of society and government in safeguarding human rights · Non-government organisations · Key democratic institutions and their role in promoting inclusion, justice and democracy.
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Local and Global Citizenship |
Personal Development |
Employability | Controlled Assessment Unit |
| Diversity and inclusion: -Challenges and opportunities
Rights and responsibilities regarding local and global issues
Government and civil society: – social equality and human rights
Democratic institutions: – Promoting inclusion, justice and democracy. · Democracy and active participation · The role of NGOs
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Personal Health and well being
Emotions and reactions to life experiences
Relationships and sexuality
Personal Safety and well being
Responsible parenting
Making informed financial decisions |
The impact of globalisation on employment.
Preparing for employment – recruitment and selection.
Rights and responsibilities of employers and employees
Social responsibility of businesses
Exploring self-employment
Personal career management
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The task is an investigation on a topic in one of the following: 1. Local and Global Citizenship; 2. Personal Development; or 3. Employability. The task involves the following: • Part A: Planning; • Part B: Research; • Part C: Communicating Findings; • Part D: Self-Evaluation; and • Part E: Presentation of Task. |
| Examination weighting – 20% | Examination weighting – 20% | Examination weighting – 20% |
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Key Skills developed
This specification provides opportunities for students to develop evidence for assessing
the following nationally recognised Key Skills:
- Application of Number
- Communication
- Improving Own Learning and Performance
- Information and Communication Technology
- Problem-Solving
Through studying GCSE Hospitality, students develop a broad knowledge and understanding of the hospitality industry. In particular, they learn about:
- How hospitality organisations operate;
- How the hospitality industry meets people’s needs;
- The products and services offered by the hospitality industry;
- Employment possibilities in hospitality;
- The importance of quality and customer service in the hospitality industry;
- Basic food hygiene practices; and
- The skills required to provide food and drink for customers.
How will I be assessed?
The course is divided into three units:
| Unit 1: The Hospitality Industry
External assessment
GCSE Hospitality is assessed by a 1-Hour examination paper which consists of short answers, structured and extended writing questions.
Weighting 25% |
Unit 2: Reception and Accommodation
External assessment
GCSE Hospitality is assessed by a 1 Hour examination which is based on a pre-release case study
Weighting 25% |
Unit 3: Food and Drink
Internal assessment
Two controlled assessment tasks – Portfolio – consisting of three tasks – A function
Weighting 50%
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Students develop the core skills required for working in the hospitality industry and transferable skills that are important in working life.
This specification provides opportunities for students to progress into further education, training and/or employment in the hospitality industry. Many students with a qualification in GCSE Hospitality go on to have successful careers as chefs, waiters, front office managers, events managers and/or account managers. Other careers students may pursue include teaching, Environmental Health Officer, Food Technologist, Food Quality Assurance.
