Subject Inspection Report

This report has been written following a subject inspection in St Josephs Community College. It presents the findings of an evaluation of the quality of teaching and learning in Metalwork and Engineering 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 the teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and the teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and the subject teacher. 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

Metalwork is offered at junior cycle and Engineering is offered at senior cycle. There is an appropriate time allocation for Metalwork and Engineering in junior and senior cycle. These allocations include double and single class periods that allow adequate time for practical work, project work and theory to be accommodated.

First year students are provided with a taster programme of all optional subjects that runs for the entire year. Prior to entering second year, students list in their order of preference the subjects they would like to study for the Junior Certificate. Subject bands based on student preferences are subsequently developed. While every effort is made to accommodate students’ choices, these choices are subject to the constraints of staffing and timetabling. For senior cycle, students are also provided with an open choice of subjects and subject bands are subsequently developed. This structure for subject choice is to be commended as best practice.

Students and parents are supported in making informed decisions regarding subject and programme choice through information evenings for first year and senior cycle students and the taster programme in first year. The school's senior management team, guidance counsellor and programme co-ordinators are all centrally involved in this process.

A significant proportion of boys study Metalwork and Engineering in junior and senior cycle respectively. And a good proportion of girls study Metalwork in junior cycle. The subject teacher and school management are encouraged to continue to develop the good uptake among girls in junior cycle and explore how more girls can be encouraged to take the subject in senior cycle.

The Metalwork and Engineering subject department seek funding as the need arises from the school management. Funding sought is generally granted. In addition the school has recently received funding from the Department of Education and Science (DES) for the upgrade of the Engineering room. All of this funding spent to date has been done so in accordance with the relevant DES circulars.

There is one Metalwork and Engineering room in the school. The room is very well resourced in terms of equipment, materials and teaching resources. The room is very well maintained. However, there are a number of decommissioned machines, old equipment, tools and material in the storeroom that should be removed. This will provide additional space for new items of equipment. The Metalwork and Engineering teacher is in the process of continuing to upgrade the room to prepare for the revised Engineering Technology syllabus. A general-purposes classroom is used for all theory lessons, as there are no stools in the Engineering room. It is suggested that some Engineering related wallcharts and posters should be put on display in the room used for theory lessons. It is further suggested that when appropriate students should be brought to the Engineering room for practical demonstrations of theory topics. In the long-term it is suggested that the Engineering teacher should look at the layout and organisation of benches and equipment with a view to facilitating theory lessons in the Engineering room.

The school management encourages and facilitates staff to attend continuous professional development (CPD) courses. The Metalwork and Engineering Teacher is currently attending CPD courses being provided by the Technology Subjects Support Service (T4). In addition the in-school management organises CPD during staff days.

Planning and preparation

The teachers of the technology subjects occasional meet to discuss issues of relevance to their subject area. It is suggested that a formal structure should be developed for such meetings and that the school management should develop a suggested agenda for these meetings in consultation with the teaching staff. It is recommended that the initial focus should be the development of a subject plan for each of the technology subjects. It is suggested that the templates available on the School Development Planning Initiative (SDPI) website would be useful in this regard.

The Metalwork and Engineering teacher has developed long-term schemes of work that provide a clear description of the practical and theoretical knowledge and skills that students in each year group should acquire. In addition the Metalwork and Engineering teacher records those topics that students have completed and the homework assigned. It is recommended that the Metalwork and Engineering teacher should develop the long-term schemes of work for each year group, it is suggested that the practical and theory schemes should be combined to indicate the subject matter covered each month. It is further suggested that the Metalwork and Engineering should include a comment section at the end of each month to record those areas that students are having most difficulty understanding in order to give greater focus to revision lessons at the end of each topic and term.

The content and sequence of the subject matter in the schemes of work are appropriate to each year group. Each project introduces new manufacturing and processing skills and consolidates skills previously learnt. This is to be commended as best practice.

The Metalwork and Engineering teacher is informed of students with special educational needs and those requiring learning support at the start of each year. This is to be commended as best practice as it allows the teacher to plan and prepare for such students in each class.

The Metalwork and Engineering teacher had planned and prepared for each lesson observed during the course of the evaluation. In the practical lessons observed the teacher had prepared material blanks and each student had a set of working drawings. In addition all equipment and tools were readily accessible for demonstration purposes. In the theory lessons observed the teacher had prepared overhead transparencies, worksheets and in the lesson on motor engine theory had brought an example of a piston into the classroom.

Information and Communication Technology (ICT) resources are easily accessible to the subject teacher. It is recommended that a collaborative approach between the teachers of the technology subjects and the school management to the planning and implementation of the ICT resource funding recently received for the new Technical Drawing syllabus (Design and Communication Graphics) be undertaken. It is necessary to ensure that these resources are available to the teachers of all the technology subjects as the need arises.

The Metalwork and Engineering teacher has identified and developed a number of resources for the teaching of the subject and is continually planning for their introduction into lessons. There were wall charts on display in the Engineering room and the teacher has developed handouts for some theory topics.

Teaching and learning

Both theory and practical lessons were observed during the course of the evaluation. All lessons observed had a clear learning purpose and the planned learning outcomes for each lesson were shared with students at the start of each lesson. In the practical lessons observed student progress was checked and clear expectations were set for the lesson. In the theory lesson observed students were instructed of the key learning outcomes for each lesson and in all instances the topic was introduced through a short question and answer session to assess student understanding. All lessons observed were clearly structured so that content and pace were appropriate to the class group, the subject matter and the time available.

A range of appropriate and varied teaching methodologies was employed in the lessons observed.

In the practical lessons observed the teacher used demonstrations to model best practice and to introduce new processing skills or revise skills previously covered. These varied from demonstrations to entire class groups, small groups and to individuals. In all instances the teacher highlighted the correct use of tools and equipment, processing techniques and used the appropriate terminology. First year students are instructed to draw each exercise in their notebooks and to detail the stages in the manufacture of each project. This is to be commended as very good practice as provides the teacher with the opportunity to highlight key concepts and skills and to highlight any difficulties students may encounter. It also ensures that students have a better understanding of subsequent demonstrations by the teacher in practical lessons. The whithboard and overhead transparencies were used appropriately to highlight key terminology and for graphical representation to assist student understanding in the theory lessons observed. It is recommended that the use of ICT for theory lessons should be explored and developed in assist in student understanding and engagement with the subject matter.

Classroom management was effective and was conducive to a safe, orderly and participative learning environment. Classroom discipline was supported by appropriate lesson content and pacing, and by constant movement around the classroom to ensure students were on task and engaged in lesson activities. Teacher movement around the room also facilitated the opportunity to assess student understanding of the topic.

The classroom environment in the Engineering room was stimulating for learning and teaching and student project work is on display around the room. Teacher-student interactions were engaging, purposeful and mutually respectful. In all instances student responses were affirmed. Student achievement in the engineering teachers’ subject association “Young Engineers” competition is acknowledged through a display of awards in the Engineering room. There are also photographs of some of the best student projects on display. It is suggested that the Metalwork and Engineering teacher should continue to develop this very good practice both inside and outside of the classroom as it not only helps to promote the subject in the school but also acts as a source of motivation for the present cohort of students.

In the lessons observed students demonstrated a willingness to co-operate with their teacher in their learning and engaged in all classroom activities and discussions. In all lessons observed students were active in their learning and in all lessons observed their questioning and responses to questions reflected a very good quality of understanding. In all lessons observed students’ project and practical work indicated a very good level of learning. The quality of note taking in students copies varied from year to year. It is recommended that the Metalwork and Engineering teacher should develop short and concise notes for each topic and that these should be used in all theory lessons as the basis for discussion on each theory topic. It is further suggested that students should have a separate copy for notes that are used to revise for examinations and for homework.

Assessment

Class theory or practical tests are administered on a regular basis to all year groups and formal tests are held at Christmas and at the end of the school year. Written reports are regularly sent to all parents and these reports provide a profile of student achievement in the subject.

A range of assessment modes is regularly used to assess student competence and progress. These include in-class questioning, monitoring and evaluation of student practical work and homework, theory tests and end-of-term class tests.

The assessment modes used are congruent with the aims and objectives of the subject syllabuses. Marks awarded for Christmas and end-of-year examinations are a combination of theory and practical activities.

Feedback on assessment is used to assist students to reflect on their learning. In some instances this is done through written comments in student homework copies and in other instances oral feedback is provided to students upon the completion of practical exercises. It is recommended that the Metalwork and Engineering teacher should develop a feedback sheet for all practical activities which students might keep in their notebooks. It is suggested that the Metalwork and Engineering teacher should record or encourage students to evaluate their own projects to identify how they might be improved. This will also allow the teacher to evaluate and modify their teaching strategies where appropriate and will also help to diagnose and address individual and class learning needs.

The nature and extent of homework varies from year group to year group. It is recommended that homework should be given on a more regular basis to all year groups which consolidates learning in class or lays the foundations for the development of new skills.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

· There is an appropriate time allocation for Metalwork and Engineering

· Students are provided with an open choice of optional subjects for junior and senior cycle.

· Students and parents are well informed regarding subject choice.

· The Metalwork and Engineering room is very well resourced in terms of equipment, materials and teaching resources.

· The subject teacher has developed long-term schemes of work that provide a clear description of the knowledge and skills that students in each year group should acquire.

· All lessons observed were well planned and prepared for.

· Each lesson observed had a clear learning purpose that was shared with students.

· A range of appropriate and varied teaching methodologies was employed in the lessons observed.

· Classroom management was effective and was conducive to a safe, orderly and participative learning environment.

· Teacher-student interactions were engaging, purposeful and mutually respectful. In all instances student responses were affirmed.

· Student achievement in national competitions is acknowledged through a display of awards in the Engineering room.

· In all lessons observed students’ project and practical work indicated a very good level of learning.

· The assessment modes used are congruent with the aims and objectives of the subject syllabuses.

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

· All decommissioned machinery, old tools, equipment and materials should be removed from the Engineering room.

· A formal structure for subject department meetings should be developed and the initial focus for such meetings should be the development of a subject plan.

· The use of information and communication technologies for theory lessons should be explored and developed.

· Homework should be given on a more regular basis to all year groups which consolidates learning in class or lays the foundations for the development of new skills.

Post-evaluation meetings were held with the teacher of Metalwork and Engineering and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.