Subject Inspection Report Chemistry & Science 2007

This report has been written following a subject inspection in St Joseph’s Secondary School. It presents the findings of an evaluation of the quality of teaching and learning in Chemistry and Science 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. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

Subject provision and whole school support

St Joseph’s Secondary School is an all-girls’ secondary school located in the town of Doon, Co. Limerick. The school is preparing for a forthcoming amalgamation and there is cooperation with the partner schools on the science subjects offered.

The science subjects offered to students are Junior Certificate (JC) Science, Transition Year (TY) Science, Leaving Certificate (LC) Agricultural Science, LC Biology, LC Chemistry, and LC Physics. Thus, students may study a wide range of science subjects and this is to be commended.

There is good support for students when making their subject choices at junior cycle and at senior cycle. Students are offered an open choice of optional subjects and this is best practice. There is good support for the study of Science and this is shown by the fact that all first-year students and all TY students study it. The school offers Science as an optional subject from second year onwards. The uptake of Science at junior cycle is generally satisfactory. The numbers of students studying Biology and Agricultural Science are generally high. While the numbers of students studying Chemistry and studying Physics are generally lower, the school continues to provide these subjects and so supports students who wish to study them. There is enthusiasm among senior school management and the subject teachers to increase the uptake of Chemistry and of Physics and this is to be encouraged.

The time allocation for Chemistry is five lesson periods per week and this includes a weekly double-lesson period. This allocation is appropriate. At junior cycle, the time allocation for Science includes provision of one double-lesson period weekly and this is appropriate as it facilitates students’ participation in investigative experimental work on which the revised syllabus is predicated. The syllabus recommends an overall time allocation of between 240 hours and 270 hours. The current time allocated to Science is somewhat less than that recommended. Senior school management is aware of the deficit and is committed to addressing it. It is recommended that this issue be prioritised for action.

The TY science programme is appropriately documented. The programme focuses on a range of diverse topics such as food, infectious diseases, fuels, heat and light, conservation, and reproduction. This diversity of topics is to be commended. Students undertake project work as part of the TY science programme. Students have significant autonomy in selecting the topics for their project work and in undertaking their work and these are good practices. The time allocation for TY Science consists of two lesson periods weekly. It was reported that students use these lesson periods primarily to research and develop their project work. Examination of students’ project work showed that they have done good work and have developed a body of knowledge in their project area. In building on the activity-based nature of the TY science programme, it would be beneficial to extend the programme by including practical laboratory-based work to supplement students’ project work. This will ensure that students continue to develop their laboratory skills and this will support them when undertaking experimental work at senior cycle.

Science classes are of mixed ability. After first year, all class groups retain the same teacher during their study of Science. They retain the same teacher at senior cycle during their study of Chemistry. These good practices are to be commended as they help to ensure continuity of learning.

All science subjects are taught in a laboratory and this supports teachers in frequently engaging students in practical activities and in providing demonstrations that illustrate the concepts taught. There are two science laboratories with an adjacent preparation area. These facilities were viewed. The science facilities are clean and well maintained. Good work has been done in organising the preparation area and in storing chemicals according to Departmental guidelines. In the laboratories there is a strong sense of a scientific learning space. This is generated through displays of scientific posters, equipment, glassware, and students’ work. These displays can act as a valuable learning resource and their use in this manner is to be encouraged.

While there is no formal budget for science subjects the science teachers report satisfaction with the level of resourcing available. The laboratories are well stocked and there are ample supplies of materials to support students’ study of science subjects.

The school, appropriately, has a health and safety statement. It was last reviewed in 2006 and the science teachers were involved in the review. It is reported that the statement is reviewed as needs arise and this is appropriate. Annual review of the health and safety statement with involvement of all staff is good practice and is to be encouraged.

The information and communication technology (ICT) resources available to the science staff include a data projector, data logging equipment, desktop computers, notebook computer and access to the school’s computer room. There is enthusiasm among senior school management and the science teachers to increase the use of ICT in teaching and learning. The further integration of ICT will enable teachers to maximise the range of teaching and learning strategies in use and it is recommended that the subject planning process be used to plan for this. Advice in relation to the use of ICT may be accessed through the network of ICT advisors attached to education centres and through the National Centre for Technology in Education, www.ncte.ie.

The school is responsive to the individual needs of students with special educational needs. There is a system in place to identify students with special educational needs. Such students are supported in their learning by their class teachers and by provision of additional tuition in some subject areas. Some staff members have undertaken training in aspects of special needs education and this is to be commended as it has increased the level of professional expertise within the school. Also, a member of the science department is involved in the delivery of learning support to students and this offers opportunities for students to gain assistance with any difficulties they may be experiencing in science subjects. In building on the good work done in supporting students with special educational needs, it is recommended that future work focus on the sharing of methodologies and resources specific to each student’s individual needs. Some useful resources for teachers in their work with students with special educational needs may be found at www.sess.ie and www.profexcel.net.

There is good support for the science teachers’ continuing professional development. All of them have attended the Junior Science Support Service (JSSS) in-service education courses. The school has most recently organised whole-school in-service education courses on teaching autistic students and teaching students with hearing difficulties. There is good support for teachers who wish to join the relevant professional associations. The board of management is examining how it may financially support teachers who wish to undertake relevant further studies. This culture of support for teachers’ continuing professional development is to be commended.

Planning and preparation

The school has actively engaged in the process of school development planning. Work is progressing on the development of a curriculum policy and consideration will be given during its development to the range of science subjects offered by the school. This demonstrates a proactive approach to planning for the future of science subjects in the school.

The science teachers work well together in a collegial and cooperative manner. They meet formally and informally throughout the school year to plan and prepare for the teaching and learning of science subjects. It is reported that formal meetings are minuted and this good practice is to be commended.

The voluntary role of co-ordinator is rotated among the science staff annually. The co-ordinator accepts responsibility for the ordering of stock and the organisation of subject department meetings to progress and support subject planning. The good work done by the science staff in the role of co-ordinator is acknowledged and commended.

A comprehensive subject plan was viewed for Science and for Chemistry. The good work done by the science teachers in developing these plans is to be commended. Within the science plan there is reference to developing cross-curricular links with Mathematics, Home Economics, Physical Education, and Geography to support students’ learning in Science and this good practice is to be encouraged. It is noted that the science teachers have given careful consideration to the sequencing of topics and that the entire biology component of the JC science syllabus is taught during first year. This is to ensure that any student who does not select Science at the end of second year will have sufficient knowledge and understanding to study Biology at senior cycle.

Teaching and learning

All of the lessons that were observed were appropriate to the relevant syllabus. There was good short-term lesson preparation and this was shown by the prior preparation of a range of resources that were used to help students’ understanding. The teachers’ good work in preparing and developing these resources is to be commended.

A range of methodologies was used and this range included questioning, student performance of experimental work, teacher-led exposition and explanation, teacher-led demonstration, group work, use of the whiteboard, and use of textbooks.

In all lessons, the main questioning style used was directed in nature. This is good practice as it enables teachers to engage students individually in responding to the questions posed. It also facilitates feedback from students that helps teachers to adapt the presentation of material to best suit students’ needs. While recall-based questions were the main question type used there was some good use of higher-order questions and this is to be encouraged.

Student performance of experimental work was carried out safely. Students worked well together. This demonstrates that students are developing team-working skills through the performance of experimental work. Best practice was observed where students were involved in setting up for and tidying up after their work. These practices help students to plan for their work and to gain a sense of responsibility for its efficient conduct. While students worked, their teachers circulated among them, guiding and advising them on their experimental work. This demonstrates a positive approach by teachers to supporting students’ individual learning needs. In a minority of lessons, the approach to experimental work was mainly procedural in nature. The use of defined procedures is useful as it assists students when initially developing laboratory and practical skills. However, it is advised that experimental work move towards a more investigative approach as students develop these skills. Best practice in the use of the scientific method was observed in lessons where students undertook their experimental work in an investigative manner. This involved the students in formulating a hypothesis in advance of their work, testing the hypothesis, and evaluating their results with a view to refining the original hypothesis. It is recommended that the science staff build on this approach to experimental work by developing the range of practical activities in which students use an investigative approach. Some useful advice in relation to the investigative approach to experimental work may be found at www.juniorscience.ie.

During teacher-led demonstration, exposition and explanation the key learning points were clearly outlined and students’ questions were dealt with in a positive manner. Teachers worked assiduously to facilitate students’ learning and this meant that in some lessons there was a very high level of teacher-led activity. It is important to balance the level of teacher-led activity with the level of student activity to support students in developing greater autonomy in their learning. It is recommended that the subject planning process be used to develop strategies that further support students in developing greater autonomy in their learning.

Where groups work was observed students’ involvement in it was well managed and students worked industriously. The whiteboard was used effectively to highlight the key learning points and to display diagrams that assisted students in understanding the topic being taught.

Good practice was observed where teachers used everyday examples to illustrate the concepts under study and to build on students’ experiences. Teachers also linked the topics under study with material that had been previously taught and this helped students in understanding by enabling them to build on what was already familiar to them. In examination classes, there was use of past examination papers to assist students in developing good exam technique and this is appropriate. It was noted that teachers had considered which scientific terms were likely to cause difficulty for students and they focused on ensuring that students understood these terms. This good practice is to be commended.

In all lessons that were observed there was good rapport among students and teachers. Students’ responses to questions were accepted and affirmed. Discipline was sensitively maintained and was supported by an atmosphere of mutual respect. Students were addressed by name and teachers adopted an informal, conversational style when interacting with them. In some lessons, there was a particularly high level of enthusiasm among students to volunteer answers and to participate in lesson activities. This enthusiasm was well managed and demonstrated a high level of interest in Science among students. Interaction between the inspector and students showed that they have generally good levels of interest in science subjects.

It was evident from observation that students were engaged in their learning. They variously listened attentively to their teachers, responded to questions, asked questions, performed experimental work, and completed written exercises. Relative to their year groups and abilities students showed generally good levels of knowledge and understanding of the topics under study and this was demonstrated by their responses to teachers’ questions, the questions that students posed and interaction with the inspector.

Assessment

Students’ progress is assessed regularly and reports are sent home periodically. Teachers record students’ absences and assessment results and these practices are appropriate. There are good structures in place to support communication with parents and these include use of a student journal, parent-teacher meetings, year head system, information evenings, and contact with class teachers as needs arise.

All students are encouraged to follow higher-level Science for as long as possible. This shows that high expectations are set for students and this motivates students and helps to create a learning environment where students’ best efforts are required.

There is a formal school homework policy in place. It provides valuable advice for students, parents, and teachers and suggests guidelines on the time to spend on homework and study. The school is developing a whole-school assessment policy and the school expects that this will be completed by June 2007. It is reported that the assessment policy will seek to encourage teachers to regularly use common assessments. This good practice is to be encouraged as comparison of students’ attainment across class groups will further inform and support the subject planning process.

Samples of students’ work were reviewed during the inspection. These samples showed that homework is a regular feature of students’ learning and this is good practice. There is regular monitoring and annotation of students’ work by teachers and there was evidence of teachers including affirming comments on students’ work when monitoring it. In addition, it was observed that students routinely complete corrections of the assessments they have undertaken and this good practice is to be commended as it helps students to learn from their errors.

The science department has developed the practice of comparing each class groups’ results in the State examinations with the relevant national averages. This is to be commended as the analysis of examination outcomes in conjunction with analysis of marking schemes, chief examiners’ reports, and examination questions serves to inform the subject planning process and supports teachers in developing and implementing teaching and learning strategies that optimise students’ learning.

Best practice was observed where students gained credit for their participation in and completion of practical activities as part of an end-of-term assessment. This practice is to be commended because it is reflective of the assessment practices used in the JC Science examination and because it enables students to gain useful feedback on all aspects of their work, academic and practical. It is recommended that the science teachers build on this good practice by formalising their assessment procedures so that students gain credit for the fullest range of academic and practical skills they have acquired.

The science teachers support students’ participation in a range of science-related extra-curricular and co-curricular activities. These activities include trips to neighbouring third-level education institutes, field trips, Science Week activities, science quizzes, Green Flag activities, and essay writing competitions. The good work of the science teachers in supporting students in these activities 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 committed and professional.
The science staff work collaboratively and enjoy collegial, professional working relationships.
Good work has been done in developing subject plans in Science and in Chemistry.
There was good rapport and positive student-teacher relationships in the lessons evaluated.
Students showed generally good levels of interest in Science and in Chemistry.
A variety of methodologies was used in the lessons that were observed.
Students, relative to their year groups and abilities, showed generally good knowledge and understanding of the topics under study.
Teachers’ work in enabling students’ participation in science-related extra-curricular activities is to be commended.
All lessons that were observed were appropriate to the relevant syllabus.
The school is responsive to the individual needs of students with special educational needs.
Good progress has been achieved in school development planning.
There is good support for 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 noted that senior school management is committed to addressing the deficit in the time allocated to Science and it is recommended that this action be prioritised.
In building on the activity-based nature of the TY science programme, it would be beneficial to extend the programme by including practical laboratory-based work to supplement students’ project work.
In building on the good work done in supporting students with special educational needs, it is recommended that future work focus on the sharing of methodologies and resources specific to each student’s individual needs.
It is recommended that the science teachers build on their existing good practices by formalising their assessment procedures so that students gain credit for the fullest range of academic and practical skills they have acquired.

Post-evaluation meetings were held with the teachers of Chemistry and Science and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

Time granted to Science is being increased by one period per week in first year starting next school year (2007-2008) i.e. from 3 periods to 4 periods per week.