Waddell (1978)

Notes on the text

Part I

Preliminary pages Contents, Membership
Chapter 1 Introduction
Chapter 2 Educational matters
Chapter 3 Structure of the examining system
Chapter 4 Cost
Chapter 5 Conclusions
Appendices

Part II

Preliminary pages Contents, Membership

Report of the Education Study Group (ESG)

Glossary, Introduction
Chapter 1 Feasibility of common exam system
Chapter 2 English
Chapter 3 Mathematics
Chapter 4 Science
Chapter 5 History
Chapter 6 Geography
Chapter 7 Modern languages
Chapter 8 Classics
Chapter 9 Commerce
Chapter 10 Social science
Chapter 11 Religious studies
Chapter 12 Craft design and technology
Chapter 13 Technical drawing
Chapter 14 Home economics
Chapter 15 Needlecraft and dress
Chapter 16 Art
Chapter 17 Music
Chapter 18 Further work
Appendix A List of witnesses
Appendix B Questions
Appendix C Statistics
Appendix D Joint examinations

Report of the Cost Study Group (CSG)

Chapter 1 Introduction
Chapter 2 Costs in 1976
Chapter 3 Costing a common system
Chapter 4 Changeover costs
Annexes

Report of the Steering Committee established to consider proposals for replacing the General Certificate of Education Ordinary Level and Certificate of Secondary Education examinations by a common system of examining

Chairman: Sir James Waddell CB

Presented to Parliament by the Secretary of State for Education and Science and the Secretary of State for Wales by Command of Her Majesty July 1978

London: Her Majesty's Stationery Office 1978
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Part I: Cmnd 7281-I
Part II: Cmnd 7281-II

Part II - ESG Report

Chapter 14 Home economics
[pages 64 - 65]

Introduction

216. The basis of home economics education is a recognition of physical emotional and practical needs of people and the ways in which they can be met in the individual, family and community contexts. Each of the main content areas (home and environment, food and nutrition, health and safety, organisation and management of resources and consumer education) involves both theory and practical work, and applies knowledge and experience common to other disciplines.

The evidence

217. One joint examination entitled 'Housecraft' was mounted. A discussion was held with the consortium and with subject interests.

Table 13

The ability range

218. Pupils entered for the trial examination rarely included the highest level of ability, and there is some evidence of the entry of candidates below the 40th percentile. The large number of candidates, particularly in 1977, was likely to encompass adequately the range of ability currently entered for GCE and CSE examinations in this subject.

The syllabus and objectives

219. The aims of the syllabus are broadly based. The pupils work in each of the four main content areas, with the aim of developing sound training in running a home, a social sense, to help in raising a family and living in a community. The syllabus material does allow study at different depths according to individual needs and the assessment objectives are made clear through the notes for the guidance of teachers, area agreement trials and course work criteria.

220. Although all the four syllabus areas are inherently suitable for any section of the ability range with appropriate treatment, more emphasis on scientific principles would provide a better basis for more advanced work in the, sixth form or further education.

The examination and the ability range

221. The examination consists of an assessment of practical work (50 per cent), a written theory paper (25 per cent) and an assessment of course work over the two year course (25 per cent). It does test a proper sample of the syllabus, although there is a heavy emphasis on cookery and laundry work. The balance between different elements of assessment seems to be appropriate.

222. A considerable difficulty arising from the use of common question papers has been found in phrasing questions so that the least able can understand them and the more able be suitably challenged. The consortium has made attempts to improve this situation in the light of experience; it could be helpful if course objectives were specified directly, and this might lead to a greater awareness of the depth of study required.

Marking and grading

223. The examination achieved discrimination at all levels. The criteria to assist teacher assessment of practical work appear to be effective; those for assessment of course work seem to be less clearly understood and less helpful.

Conclusion

224. None of the tasks set in the examination is inappropriate for all levels of ability in terms of content, skills and concepts, and feasibility would seem to be established. A more careful spelling out of course objectives, and possibly the consideration of other techniques to assist the least able candidates in understanding questions, could be of benefit. The extension of the examination to general usage would depend on overcoming the problems of scale in setting up inter-school assessment. A solution to this difficulty seems practicable.