Subject Inspection Report

This report has been written following a subject inspection in St Joseph’s Secondary School, Castleisland. 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. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

Subject provision and whole school support

St Joseph’s Secondary School, which operates under the auspices of the Presentation Order, provides post-primary education for girls in Castleisland. The school encourages all students to study Science in first year, in advance of choosing between Home Economics and Science on entering second year. Currently, the majority of students studies Science to the end of first year, but numbers opting to continue the subject through to Junior Certificate are low. In view of this low uptake, management and staff should devise strategies to increase the percentage of students taking Science. During the course of the evaluation, it was stated that the staffing level in the sciences is a major obstacle to making Science a core subject. Notwithstanding this, management is encouraged to reinvestigate the possibility of such a strategy, in view of the take up of Biology for Leaving Certificate by some students who have not studied Junior Certificate Science, and also on account of the absence of Transition Year (TY). The uptake of Chemistry and Biology for Leaving Certificate is good.

Significantly, the time allocation for the sciences is in line with the class-contact time recommended in the syllabuses. Classes, which are of mixed ability, generally retain the same teacher throughout junior cycle. This supports continuity of student learning and is commended.

Students are well supported when choosing subjects for Leaving Certificate. First-year and third-year students avail of the support and advice of the guidance counsellor and subject teachers before choosing their optional subjects. The option blocks for Leaving Certificate are devised based on students’ preferences and best practice. Parents are informed, by means of information evenings, of the procedures for subject choice in senior cycle and of the implications of the specific choices. This is good practice. Commendably, students are encouraged to do higher level in the sciences.

All science lessons take place in the two well-resourced laboratories, each with separate storage and preparation areas. Equipment and materials are stored in an organised manner in each area. Good work has been done on the storage of chemicals which are stored in accordance with storage classification guidelines. To enhance this safe storage, it is recommended that a flame- resistant press be purchased for the storage of flammable chemicals. Commendably a list of chemicals for disposal has been compiled. Management and staff should proactively investigate the mechanism for such disposal, and subsequently arrange for their removal. There is a high level of safety equipment, such as fire extinguishers, safety blankets and safety glasses, in the laboratories. It is good to note that gas isolation switches are present in both laboratories. However, it is recommended that an electrical isolation switch, similar to the gas switch, be installed in each laboratory. It is suggested that management could apply for funding for this work from the Department of Education and Science, under the Summer Works Scheme.

Each laboratory contains an overhead projector and a computer. A data projector and data logging equipment are also available to support the teaching and learning of the sciences. Access to the ICT suite is available when required. The provision and effective use of such facilities is noteworthy. Management is commended on the financial support that is made available on a needs basis for the provision of necessary materials and resources. The laboratories provide a visually stimulating learning environment, with the display of posters and scientific models. Exhibiting students’ work is highly commended as it provides for public acclamation of their work. It is good to note that a library of scientific books is available in each laboratory, which students can use to help develop their scientific literacy skills.

Management is commended on the commitment given to facilitate continuing professional development. All teachers have had the opportunity to attend in-career development in the sciences. Whole-staff development workshops focusing subject planning and school development planning (SDP) have also taken place. The dedication and enthusiasm of teachers themselves is evidenced by their willingness to host chemistry in-career training for local teachers. Commendably, the school also supports membership of the Irish Science Teachers’ Association.

Co-curricular and extra-curricular science activities including fieldtrips, visits to the Institute of Technology, Tralee, and science week activities are employed to expand students’ scientific experience and consolidate their learning. This is commended.

Planning and preparation

It is praiseworthy that considerable informal and productive communication and collaboration takes place between formal meetings, which are held a few times a year. It is good to note that minutes of the chemistry meetings are maintained. Significantly, programmes of work, incorporating timeframes, have been devised in Science, Chemistry and Biology. Consideration should be given to enhancing this good work by the inclusion of resources employed. Well-stocked laboratories provide evidence of successful planning for resources.

Evidence of individual teacher planning and preparation seen was most satisfactory. Lessons observed, as well as planned programmes of work, were found to reflect syllabus requirements. Preparation for lessons was noted as being of a very high standard. This was evidenced by the prior preparation of acetates and the compilation of appropriate equipment and experimental resources. There were some instances of comprehensive folders of resources and plans of work, which support the teaching process. This is commended.

Teaching and learning

In all lessons visited, a warm positive atmosphere and a clear and fair code of behaviour were very much in evidence, thus providing an environment conducive to students’ learning. Students were relaxed and natural from the outset of lessons. The basic teacher-student rapport evident in all lessons was very good, in some instances enhanced by appropriately used humour. At all times students’ contributions were encouraged and affirmed throughout the lessons observed.

Many elements of good practice were observed in the chemistry and science lessons, and a variety of methodologies were suitably employed. The lessons observed were well thought-out, student centred and directed at a pace appropriate to the students. There was clear evidence of a coherent lesson structure and logical progression from one section of a lesson to the next. In the main, the focus was on active learning, which was achieved through hands-on student practical activities, written work and questioning which was interspersed throughout the lessons.

Where new material was taught, good use was made of students’ previous knowledge and there was clear communication of content. This is highly commended. The creation of links with Science in everyday life helped harness the students’ general interest in the subject. This is laudable. In general the blackboard was used effectively to highlight salient points. In one instance, the textbook was utilised successfully to provide visual clarification of the scientific concept being taught. Where relevant, significant learning points were emphasised as students were preparing for the state examination. Further training was also evident by the extent of examination questions completed by the students.

There was evidence of good continuity with previous lessons through questioning. Assessment of students’ understanding, and progress was ascertained through relevant questioning. The policy of directing questions to individual students is noted as good practice, and so it is recommended that this be continued and further developed where appropriate. There was good evidence of learning as students were generally confident and capable of answering questions put to them during the course of the visit.

It was good to see classroom discussion followed by short student practical activities. Practical sessions were structured and well organised. A good emphasis was placed on safe procedures of work. Students performed their experimental tasks in a confident and capable manner, and demonstrated a good level of practical expertise. In one instance, the overhead projector was used effectively to highlight the salient points of the experimental procedure, thus providing support for students as they worked. While the students performed their practical activities, the teachers constantly circulated the laboratory giving appropriate attention and advice. This is praiseworthy. Questioning was used very successfully in advance of the experimental work in order to ascertain students’ understanding. Immediately following the practical activities the students were engaged in plenary sessions on the results acquired, questioning once again being employed to consolidate learning. This is good practice. Commendably, there was some emphasis on the investigative approach to practical work. Teachers are encouraged to extend the use of this approach at junior cycle in line with the principles of the revised curriculum. The use of student practical work as a means of revision is highly commended.

Assessment

Regular formal assessment is in evidence in St. Joseph’s Secondary School, Castleisland. All class groups have two formal examinations during the Christmas term and three formal examinations between Christmas and the summer. It is noteworthy that common assessment is utilised in first year. This practice assists in providing for standardisation of learning across the year group. Teachers are encouraged to expand the employment of common assessment where appropriate.

Ongoing appraisal of students’ learning is also ascertained by means of questioning in lessons and topic tests. This is commended. A good level of contact is maintained between the school and parents. Students’ progress is communicated home via twice-yearly reports and parent-teacher meetings. Contact with parents is also maintained via newsletters and information evenings. Commendably the school operates an open door policy for parents.

All students have a laboratory notebook/workbook in which they record all their practical work. There was some evidence of monitoring of the practical notebooks. Teachers are encouraged to build on this element of good practice. In some classes practical work is included in a scheme of continuous assessment. This is commended. It is understood that teachers intend to extend this good practice to all class groups.

In all lessons, the students’ level of engagement indicated a high level of enthusiasm for Science and Chemistry. Consolidation of work done during lessons is achieved in part by written homework, which is assigned on a regular basis. There was evidence of monitoring of homework.

Consideration could be given to the desirable practice of teacher annotation, which reflects the principle of assessment for learning (AfL). This practice is intrinsically valuable in enhancing the students’ role in their own learning. Information on AfL can be accessed at www.ncca.ie.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

St. Joseph’s Secondary School has a good resource in its science personnel. Effective teaching strategies were employed in the teaching and learning of Science and Chemistry.
Relationships in the classroom provide a confident and positive atmosphere in which achievement flourishes. Students were attentive and interested in their work.

Good whole-school support for the sciences has facilitated the provision of Science for Junior Certificate, and Biology and Chemistry for Leaving Certificate. Well-resourced laboratories and ICT facilities are available to support the curriculum.

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

The resolution of the safety issue with respect to electrical isolation and the storage of flammable chemicals should be persevered with. Management and staff should proactively investigate the mechanism for disposal of redundant chemicals, and subsequently arrange for their removal.
Management and staff should devise strategies to increase the percentage of students taking Science.
Consideration could be given to the desirable practice of teacher annotation, which reflects the principle of assessment for learning (AfL).

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