An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science
REPORT
Scoil Carmel
O’Connell Avenue, Limerick
Roll number: 64300V
Date of inspection: 17 May 2007
Date of issue of report: 17 January 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Science
Subject inspection report
This report has been written following a subject inspection in Scoil Carmel. It presents the findings of an evaluation of the quality of teaching and learning in Science and makes recommendations for the further development of the teaching of this subject 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 of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.
Subject provision and whole school support
Scoil Carmel is an all-girls’ post-primary school located in Limerick City. The school reports that its student cohort is diverse and consists of students with a wide range of learning aptitudes and abilities. The school strives to cater for all of its students and a strong sense of care for students by school staff permeated all discussions during the evaluation.
The science subjects offered by the school include Junior Certificate Science, Transition Year (TY) Science, Leaving Certificate (LC) Biology, LC Chemistry, and LC Physics. There is good support for the study of Science in junior cycle as it is a core component of the school’s junior cycle curriculum and is studied by all students. The uptake of Chemistry and of Biology is high and this suggests positive attitudes among students to studying these subjects.
Subject options at senior cycle are based on students’ preferences and this is to be commended as good practice. There are good supports for students when choosing their subjects for senior cycle and these include whole-class and individual support from the guidance counsellor, advice from subject teachers, and open nights for parents where subject choices and senior cycle options are discussed.
The optional TY programme offered by the school consists of modules of Biology, Chemistry, and Physics. Exposure to this range of subjects helps students when deciding on their subject choices for senior cycle.
The time allocation for Science meets with the recommendations of the syllabus. The time allocation for all senior-cycle science subjects also meets with the recommendations of the respective syllabuses.
The induction of new and trainee teachers is supported by ongoing informal mentoring by established colleagues. The school, in co-operation with several third-level colleges, has commenced work on developing a formal mentoring programme and this is to be encouraged.
Students retain the same science teacher during second year and third year. At senior cycle, all students retain the same subject teacher during their programme of study. These practices are to be commended as they support continuity of students’ learning.
There are two laboratories in the school and they have a shared preparation area. The preparation room is well organised and the science teachers have done good work in colour coding and storing chemicals according to Department of Education and Science guidelines. The science teachers have developed the use of a resource press as a shared storage area and this is working well. The science staff uses an inventory checklist at the end of each academic year to aid planning for the purchase of new and replacement resources and this is good practice. Laboratory resources are ordered on a needs basis and there is satisfaction among the science teachers that there are sufficient resources available for the teaching and learning of science subjects.
The school has a health and safety statement that was devised collaboratively by staff members and this is good practice. It is reported that the statement is reviewed periodically. Annual review of the health and safety statement coupled with review as needs arise is good practice and is to be encouraged.
The school strives to ensure that all students with special educational needs are supported in their learning. In Science, a teacher is allocated to provide learning support for students with special educational needs and special needs assistants work with students where needed. The learning-support co-ordinator liases with class teachers regarding learning strategies for individual students and this is good practice. The science teachers report a high level of support by the learning-support co-ordinator for their work with students. The science teachers strive to ensure that academically gifted students are afforded opportunities to participate in a range of learning events suited to their ability levels and this is to be commended.
During the evaluation, the school raised the issue of a high level of absenteeism among some students. The school has responded to this issue by allocating a post-holder within the posts-of-responsibility structure to monitor students’ attendances. Senior school management is also involved in supporting students’ attendance and the school is engaged in devising and implementing strategies to encourage better attendance levels among students. This good work is to be encouraged.
There is good support for the science teachers’ continuing professional development. The school actively facilitates the science teachers in attending all relevant in-service education courses. In addition whole-staff in-service has been organised in areas such as classroom management, differentiation and mixed ability teaching. The school supports teachers’ participation in further study by providing financial assistance. Discussion with the science teachers revealed that they are reflective in identifying their professional development needs and they expressed a desire to undertake further in-service in strategies and methodologies for mixed-ability teaching and this is to be encouraged. Thus, to assist in building on the range of methodologies and approaches used with students it is recommended that the science teachers engage with the Junior Science Support Service, (JSSS), www.juniorscience.ie, and the Special Education Support Service, (SESS), www.sess.ie.
Planning and preparation
The science teachers work well together in a professional and mutually supportive manner. A strong sense of collegiality and collaboration among the teachers is demonstrated by the fact that each year a science teacher undertakes the voluntary role of co-ordinator for the department.
The science teachers meet regularly, formally and informally, to plan for their work. Formal meetings are minuted and this good practice helps to ensure that any issues that arise during meetings are highlighted for action and resolution.
The TY Science plan is appropriately documented. The plan contains a variety of topics including microbiology, genetics, electronics, environmental science, and flora and fauna studies. In addition, there is reference to cross-curricular links with other subjects and this is good practice as it helps students to recognise the inter-disciplinary nature of knowledge.
A copy of the science plan was viewed. It is a considered document that contains useful information to assist the science teachers in their work. The plan includes an outline of the content to be covered with each year group and the timescale for the teaching of that content. It is advised that this element of the plan be shared with students. This would be helpful to any student who wishes to research a topic in advance and it would support students who might be absent from school to keep abreast of what was being taught in school. The good work done by the science teachers in drawing up the subject plan is to be commended.
Teaching and learning
All lessons that were observed were appropriate to the syllabus. A high level of lesson preparation was evident where teachers had prepared worksheets, revision exercises, and resource materials in advance. All requisite class materials had been appropriately prepared and were to hand.
A variety of methodologies was used in the lessons that were evaluated. Teacher-led exposition and explanation was clear and effective in aiding students’ understanding of the topics under study. Good practice was observed where recap and reinforcement of the main learning points were used frequently and this was observed in a number of lessons. In addition, the use of short written exercises assisted teachers in reinforcing students’ learning and this is good practice.
A notable feature of lessons was the individual advice and assistance teachers gave to students. This happened mainly by teachers circulating among the students while the students worked. Such an approach to meeting students’ individual learning needs is to be commended. Where pair work was used, students were organised quickly into pairs and they worked well on the assigned task.
Questioning was used in all lessons and the most effective questioning style used was directed questioning. This style of questioning enabled teachers to pose a question to the whole class, to allow time for students to reflect on the question, to select individual students to respond to the question and to glean information on students’ individual levels of knowledge and understanding. This information helped teachers to adapt their approach to the topic being taught and so develop those areas of students’ understanding where students were experiencing difficulties.
Board work and overhead projection slides were used effectively to highlight the key learning points in lessons and to enable students to note these points. Student performance of demonstration experiments was effective in motivating students to engage with the topic under study.
In a number of lessons, there were newcomer students for whom English is an additional language. Diagrams and models, because of their high visual impact, were used to assist students in these lessons to engage with the topics under study. The school reports that a significant number of newcomer students are enrolled and of these students a sizable number require English language support. Some useful support materials for working with students for whom English is an additional language may be accessed through Integrate Ireland Language Training, (IILT), www.iilt.ie.
Good practice was noted where teachers linked the topics being taught to contemporary scientific issues. This helps students to develop an understanding of the importance of scientific knowledge and concepts to modern society and this is to be commended.
Observation during lessons and interaction between the inspector and students showed that there was variety in students’ levels of engagement, interest, knowledge and understanding and this reflects the diversity of students’ learning aptitudes and abilities as highlighted by the science teachers. In many lessons, the level of student participation was generally good but in some lessons, it was noted that a small number of students did not readily engage with the lesson material. In addressing these issues, the science department’s plan refers to differentiation of materials for differing learners and this is good practice. In building on this practice, it is advised that the focus for engagement with the JSSS and SESS be on increasing levels of student engagement with and activity in lessons where required, management of students’ activities during lessons, and development of differentiated class resources for diverse mixed-ability class groups.
Discipline was sensitively maintained in all lessons that were observed and there was good rapport among students and teachers. A good learning atmosphere was supported by frequent affirmation of students’ responses and efforts by their teachers. Students were addressed by name and teachers adopted a relaxed, conversational tone when speaking with students.
Assessment
Students’ progress is assessed regularly and reports are sent home periodically. These practices are appropriate. There are good structures in place that facilitate communication between parents and the school and these include use of students’ journals, formal examination reports, parent-teacher meetings, information evenings for parents, and individual contact with parents by phone or in person by appointment. The school has also put in place a student review system that is supportive when addressing concerns regarding a student’s academic progress or behaviour.
The school reports that it analyses students’ results in the State examinations in co-operation with the Mercy office, school staff, and board of management. The results of this analysis are shared with the relevant parties and this practice is to be commended as such analysis when used in conjunction with students’ previous class results, chief examiners’ reports, examination papers and marking schemes helps to inform the subject planning process.
The school has developed the practice of using common assessments with first-year students at the end of the academic year and the science teachers use common assessments with students during second year. The use of common assessments is good practice as it enables teachers to compare student attainment across a year group and this facilitates the sharing of experience among teachers about the teaching of different topics.
Samples of students’ copybooks were viewed. These showed good practice where there was frequent monitoring by teachers of students’ work and feedback on how to improve that work. Examination of students’ experimental copybooks showed that they had generally completed a satisfactory amount of experimental work relative to their year group. In some cases, there was variety in the level of completion of the write up of experimental work and further monitoring by teachers would help to ensure that students complete this work. When advising students on the write up of their experimental work it is suggested that teachers encourage students to include a brief description of the planning they undertook in advance of performing their work. This is to be encouraged as it is reflective of the practices used in the State examinations and provides appropriate preparation for students in advance of sitting the State examinations.
Currently, a draft whole-school homework policy is being developed and the completion of this work is to be encouraged. The science teachers assess student performance of experimental work as the students work by using oral feedback and by assigning credit in end-of-term examinations for the write up of experiments in students’ copybooks. Rewarding students for the write up of experimental work is good practice as it acknowledges and affirms their efforts and their learning experiences. In building on this practice, it is recommended that students be given credit for the practical skills gained in performing their experimental work and for the completion of homework. By incorporating these elements within the science department’s assessment and homework practices, all students will gain further incentive and motivation for their learning. Such strategies to increase student motivation and to incentivise learning can be useful in supporting regular attendance by students. In rewarding students for their homework and other learning it is important that regular monitoring by teachers visibly and supportively reinforces the concept that high but realistic standards are required of students.
The school has a long history of involvement in science-related extra-curricular and co-curricular events. Students have participated in science quizzes, recycling initiatives, the annual Tyndall lecture, visits to third-level colleges and institutes to participate in lectures and laboratory work, a Comenius international project, summer science camps, and the science Olympiads. This is a wide range of activities and teachers’ dedication and commitment to enabling students’ participation in these events is acknowledged and is to be highly commended.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· The science teachers are committed and dedicated in their work.
· There is good support by the school for the study of science subjects as Science is a core subject and there is a good range of science subjects available to students at senior cycle.
· There is good support for students with special educational needs.
· The science staff has done good work in developing a science plan.
· The science teachers work well together in a collegial and collaborative manner.
· All lessons that were evaluated were appropriate to the syllabus.
· Good practice was evident where teachers reward students for experimental work completed by assigning credit in end-of-term examinations for the write up of that work.
· Teachers’ dedication and commitment to enabling students’ participation in a wide range of science-related extra-curricular and co-curricular activities is acknowledged and is to be highly commended.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· To assist in building on the range of methodologies and approaches used with students it is recommended that the science teachers engage with the Junior Science Support Service, www.juniorscience.ie, and the Special Education Support Service, www.sess.ie.
· It is recommended that students be given credit for the practical skills gained in performing their experimental work and for the completion of homework. In rewarding students for their homework and other learning it is important that regular monitoring by teachers visibly and supportively reinforces the concept that high but realistic standards are required of students.
Post-evaluation meetings were held with the teachers of Science and with the principal and deputy principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.