An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science and Chemistry
REPORT
Saint Joseph’s College
Borrisoleigh, County Tipperary
Roll number: 65241N
Date of inspection: 22 October 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Science and Chemistry
Subject inspection report
This report has been written following a subject inspection in St Joseph’s College, Borrisoleigh carried out as part of a whole school evaluation. It presents the findings of an evaluation of the quality of teaching and learning in Science and Chemistry and makes recommendations for the further development of the teaching of these subjects in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers.
Subject provision and whole school support
In this school, Science is a core subject at junior cycle and all science classes are of mixed ability. School management sets very high standards and expectations for teachers and for students and these were evident from school documentation, meetings with teachers and meetings with the principal. The current practice is for the school to enter all students for Science at higher level in the Junior Certificate (JC) Examination. Very few exceptions have been made in this practice. Based on analysis of information available in relation to student attainment in this school and while acknowledging the need to set high expectations for students it is highly unlikely that with a mixed-ability student cohort that all students will be successful at higher level. Lack of examination success in a subject can lead to loss of self-esteem and a desire among students to discontinue their study of that subject at senior cycle. Therefore, it is recommended that at junior cycle the school allow students, in consultation with their parents and subject teachers, to choose the levels at which they will take the State examinations in Science.
The school has three science laboratories and there are adjoining preparation and storage areas. The laboratories and preparation areas are clean, bright, and well maintained. The preparation and storage areas were viewed and it was evident that the science teachers have done good work in organising and storing equipment and chemicals and this good work is to be commended. The acquisition of a flameproof cabinet was an issue that was highlighted during the inspection. The issue was discussed during the subject inspection post-evaluation meeting and school management undertook to resolve the issue. This is to be commended. The laboratories benefit from displays of scientific charts, posters and students’ work. These displays help to create in each laboratory a sense of a scientific learning space and this is good practice.
While the laboratories are adequately supplied with glassware and chemicals, there is no budget in place for science subjects. The lack of a budget and uncertainty over the amount of money that is available for the purchase of teaching resources hinders effective planning for resource acquisition. In this context, it is recommended that the school and the science teachers agree an annual budget and on foot of this that the science teachers identify and prioritise the purchase of the additional teaching resources they require. The nature of teaching science subjects is that materials are occasionally required that must be purchased shortly before the lesson in which they are to be used. Currently, the school does not have an effective system in place to enable the teachers to purchase such lesson materials and consequently teachers have, at times, purchased materials using their own funds. Thus, it is recommended that the school establish a petty cash system to facilitate the purchase of materials for use in science lessons.
The time allocation of Science consists of four lesson periods weekly and for Chemistry it consists of five lesson periods weekly. In Science and in Chemistry the time allocation includes a weekly double lesson period. The provision of a double lesson period is recommended by the Science and the Chemistry syllabuses and its provision is to be commended. However, the total time allocation for Science is less than the minimum recommended allocation of 240 hours at junior cycle and in Chemistry the total time allocation is less than the minimum recommended allocation of 180 hours. Therefore, it is recommended that the school increase the time allocation for Science and for Chemistry to ensure that it meets with the recommendations of the Science and Chemistry syllabuses.
The information and communications technologies (ICT) resources available to the science teachers include a desktop computer, printers and broadband access in one laboratory. Interview with the science teachers revealed that they are enthusiastic to develop the use of ICT in the teaching and learning of science subjects. This is to be encouraged and in supporting the teachers in their work it is recommended that the networking of the school that was funded by the Department of Education and Science under the Schools Broadband Rollout 2004 be extended to include all of the science laboratories. This initiative in conjunction with the acquisition of further ICT hardware on a phased basis using the agreed science budget will support the science teachers in further integrating the use of ICT in the teaching and learning of science subjects.
The science teachers have all attended the relevant in-service programmes for Science and Chemistry and this shows good support for their continuing professional development.
Interview with the science teachers revealed a high level of professional care for students with special educational needs. They report regular liaison with the school’s learning-support teacher, individual attention for students with special educational needs, differentiated assessments, and some teachers use practices such as science spelling tests to develop students’ scientific literacy. These practices are supportive of students with special educational needs and are to be commended.
Planning and preparation
While the most senior teacher acts as subject co-ordinator it was evident from interview with the science teachers that they work together in a collegial, collaborative and mutually supportive manner. They meet frequently, mainly informally, to plan for the teaching of their subjects. Records are maintained of formal meetings and this good practice is commended. The teachers have done good work in drawing up formal subject plans for Science and for Chemistry. These plans were viewed and they contain useful information that beneficially informs the teaching and learning of these subjects. In building on this good work and to help in developing these plans it is advised that the science teachers focus on developing teaching strategies to support the use of an investigative approach in science teaching and learning.
Individual teacher planning files were viewed and these showed that teachers systematically plan, prepare and record the work undertaken and students’ progress in their work. This is good practice. Best practice was noted where planning documentation included reflective notes on the lessons taught. These notes described briefly what had worked well in lessons and what could be further refined. This practice is commended as its focus is the ongoing improvement of teaching and learning.
Teaching and learning
Lesson preparation was of a high standard. All materials such as glassware, chemicals, equipment and supplementary lesson notes had been appropriately prepared in advance by the teachers. All lessons were appropriate to the relevant syllabus. The good work done by the science teachers in preparing for the teaching of their subjects is to be commended.
High standards of teaching and learning were evident in the lessons that were observed. A range of methodologies was used to good effect in all lessons. The main methodologies used included questioning, student performance of practical work, use of the board, and teacher-led explanation and exposition. The main questioning style that teachers used was directed questioning and it was used effectively. Teachers generally used a mixture of recall-based and higher-order questions and this is good practice. The use of recall-based questions helped to reinforce knowledge of the facts that students had learned while higher-order questions helped to develop students’ problem-solving and creative skills. In developing the use of an investigative approach to the teaching and learning of science subjects the use of higher-order questions is to be encouraged. Teachers used the board to highlight key learning points and to aid students’ learning through use of clear diagrams. Teacher-led explanation and exposition were effective in developing students’ understanding of the topics under study.
Best practice was noted where recap and reinforcement of the key learning points were interwoven throughout lessons and where lessons concluded with a summary of what had been achieved. The use of regular recap and reinforcement helps to ensure that students are clear about the main learning points for each lesson and aids their recall of these points.
Where practical work was observed it was performed safely. Students showed good skills in working cooperatively and all students completed their work successfully. Good practice was evident where students were involved in setting up for and tidying up after their practical work. Best practice was observed in all lessons involving practical work as teachers circulated among the students while they worked and gave individual guidance and assistance. This approach to meeting students’ individual learning needs is to be commended.
Discipline was positively maintained in all lessons. All lessons were characterised by very good rapport among students and teachers. The positive learning atmosphere that was observed was supported by a sense of mutual respect and this was shown by how students felt comfortable in asking questions and how their questions and efforts were accepted and affirmed at all times.
Observation showed that students were engaged by lesson activities and were progressing in their learning. Interaction between the inspector and students showed that relative to the mixed-ability nature of the class groups, students had generally good levels of knowledge and understanding of the lesson topics. Discussion with students showed that they had positive attitudes to and good levels of interest in science subjects.
Assessment
Students’ progress in Science and Chemistry is assessed regularly by their teachers and reports are sent home periodically. These practices are appropriate.
The science teachers have developed the use of common assessments and this supports collaborative planning and reflection on effective practices by enabling comparison of students’ attainment across class and year groups.
Samples of students’ copybooks were viewed. These showed that homework is a regular feature of students’ learning and this is good practice. All teachers frequently monitor students’ work and this monitoring includes provision of guiding and affirming comments. The use of comment-based feedback helps students to improve their learning, is reflective of assessment for learning principles and is to be commended as good practice. It was also evident from the copybooks that students have completed a satisfactory amount of experimental and theory work relative to their year group and point in the syllabus. In some cases, teachers use project work to develop students’ knowledge and understanding of various topics. Some samples of this work were viewed and it was noted that students’ project work was of a high standard.
Good practice was noted in relation to reward for and assessment of students’ practical work. The teachers give credit in end-of-term assessments for the write up of students’ experimental work and this is reflective of State examination practices. In addition, while they perform their practical work students gain valuable oral feedback from their teachers. In building on these good practices it is recommended that the science teachers develop additional assessment strategies that reward the development of students’ practical skills. Such strategies should include assessment of the planning, psychomotor, and problem-solving skills displayed by students while they are performing their experimental work.
The science teachers are active in supporting students’ participation in a range of science-related extra-curricular and co-curricular activities. Student participation in such activities broadens and enhances their experience of the sciences. The good work done by the science teachers in enabling students to engage with a range of extra-curricular and co-curricular scientific endeavours is acknowledged and is to be commended.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· The science teachers are professional, committed, and dedicated in their work.
· There were high standards of teaching and learning in the lessons that were observed.
· There was very good rapport among students and teachers.
· Students were engaged in their learning and showed generally good levels of knowledge and understanding of the lesson topics.
· Homework is a key feature of students’ learning and there is appropriate monitoring of students’ work by their teachers.
· There are subject plans in place in Science and in Chemistry and these plans beneficially inform the teaching and learning of these subjects.
· Lesson preparation and planning were of a high standard.
· The science teachers work together in a collegial, collaborative and mutually supportive manner.
· The science teachers have done good work in organising and storing equipment and chemicals.
· There is good support from management for the science teachers’ continuing professional development.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that at junior cycle the school allow students, in consultation with their parents and subject teachers, to choose the levels at which they will take the State examinations in Science.
· It is recommended that the school and the science teachers agree an annual budget and on foot of this that the science teachers identify and prioritise the purchase of the additional teaching resources they require and that the school establish a petty cash system to facilitate the purchase of materials for use in science lessons.
· It is recommended that the school increase the time allocation for Science and for Chemistry to ensure that it meets with the recommendations of the Science and Chemistry syllabuses.
· In building on the good work done in drawing up subject plans and to help in developing these plans it is advised that the science teachers focus on developing teaching strategies to support the use of an investigative approach in science teaching and learning.
A post-evaluation meeting was held with the teachers of Science and Chemistry and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published June 2008