An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Chemistry
REPORT
Saint Mary’s Secondary School
Nenagh County Tipperary
Roll number: 65380E
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Chemistry
Subject inspection report
This report has been written following a subject inspection in St Mary’s Secondary School, Nenagh. It presents the findings of an evaluation of the quality of teaching and learning in Chemistry 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, deputy principal and 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
There is good whole-school support for the sciences in St Mary’s Secondary School, Nenagh. Science is a core subject in first year and optional thereafter. Given the importance of developing students’ scientific literacy and the fact that a clear majority of the students study Science for Junior Certificate, the school should strongly consider making Science a core subject. It is also good to note that Leaving Certificate subject pre-selection does not occur in Transition Year (TY), allowing students an extra year of experience and maturity before making their choices. Commendably all students take half-year modules of Biology, Chemistry and Physics in Transition Year. This is very good practice as it provides the opportunity to enhance students’ scientific process skills. It was reported that this system of providing science in TY had helped increase the uptake of the physical sciences for Leaving Certificate. The uptake of Biology is very good and that of Chemistry and Physics is fair. Consideration should be given to the inclusion of science elective modules in the Leaving Certificate Applied (LCA) programme, most especially in view of its acceptance as an entry requirement for some beauty therapy courses.
The facilities are appropriate to the teaching and learning of the subject. The laboratories are well resourced and there is good emphasis on health and safety. Chemicals are stored according to Department of Education and Science guidelines and best safety practice. This is commended. A print-rich environment enhances the learning environment, with scientific posters displayed on the walls of the laboratories and on notice boards in the corridor between the laboratories. This is praiseworthy. Teachers have access to the computer room in addition to the information and communication technologies (ICT) equipment in the science department. There is a ceiling-mounted data projector in both the physics laboratory and the demonstration room. Teachers have laptop computers and broadband access is available in the laboratories and the demonstration room. During the evaluation there were a few issues with regard to broadband access but these were in the process of being resolved. It was reported that data logging equipment was used for experimental work. Management and the science department are commended for the continuing work in enhancing scientific and ICT resources to support the teaching and learning of the sciences. Teachers are encouraged to increase the use of ICT to enhance the teaching process.
Appropriate provision is made for all science subjects in all relevant curricular programmes. Timetabling is good across almost all years and programmes. The time allocation for Junior Certificate Science is below that recommended in first year because the school operates a year-long taster system for all optional subjects. This taster system assists students in making informed choices for Junior Certificate and is commended. The school should explore the possibility of addressing the shortfall in time in the second and third years of junior cycle. Subject choice is student-driven at the end of first year and again for Leaving Certificate. This is very good practice. Students and their parents receive good support from the guidance counsellor when choosing their subjects. Guidance is timetabled in TY. In addition the guidance counsellor provides individual and whole-class guidance to other year groups as appropriate. Parents are informed through information nights.
Contact is maintained between the subject teachers and members of the special educational needs department, thus striving to meet the needs of all students in the mixed-ability setting. Some students receive additional support in Biology. This is commended. It is recommended that the links between the science department and the special educational needs department be further developed. Consideration could be given to the development of a glossary of scientific terms by the science department that could be used by the special educational needs department.
Management encourages teachers to avail of all continuing professional development (CPD) training being offered. All teachers have attended in-career development in the sciences. This is commended. In addition, management supports the teachers’ membership of the Irish Science Teachers’ Association (ISTA). This is laudable.
The school has a health and safety statement that was reviewed in 2008. Hazards in different areas of the school, the risk rating of these hazards and the controls needed to reduce these risks have been outlined. Building on this good practice, the person responsible for implementing the control suggestions should be included. In addition all partners must be consulted, including the board of management who must ratify the policy following any changes made.
A good level of provision is made for co-curricular and extracurricular science activities, including fieldtrips, participation in the Young Scientist and Technology competition and participation in Science Week activities such as the Tyndall lectures. Teachers are commended for their commitment in providing such activities that help to stimulate students’ interest in science.
Planning and preparation
The formal departmental planning that exists is commendably supported and facilitated by the work of a science co-ordinator. Formal meetings that are minuted are supplemented by ongoing informal communication and collaboration. This is good practice. Well-stocked laboratories provide evidence of successful planning for resources. A system is in place for purchasing and updating chemicals and equipment. A post holder has responsibility for the ordering and the replenishment of resources.
The science team is proactive with regard to subject planning as is evident in the existence of the science plan that has been developed for Junior Certificate Science. This is good practice as it provides for standardisation of the subject across the school and facilitates the sharing of resources. The wide-ranging plan incorporates for example, the common programme of work, minutes of meetings, the laboratory timetable, the school rules and mission statement and recommendations from a previous Department of Education and Science inspection. This is commended. Building on this good work, it is recommended that timeframes, such as were observed in the first-year programme, be incorporated into the second-year and third-year programmes of work. The science programme of work could be further enhanced by the inclusion of suggested resources and modes of assessment on a topic-by-topic basis.
It is good to note that TY and Leaving Certificate chemistry plans have also been devised. Significantly, the Leaving Certificate chemistry plan includes the programme of work with monthly timeframes, an outline of material common to both Chemistry and Physics, a list of effective teaching methodologies and assessment procedures. This is praiseworthy. The TY plan is practically based and contains topics not included in any of the certificate syllabuses. This approach is commended, as it is in line with the TY philosophy and with the Department of Education and Science circulars and guidelines. It is suggested that the opportunity that TY provides in incorporating modules of work not included in Department syllabuses be utilised to a greater extent.
Commendably, comprehensive folders containing teaching resources both in electronic and written format and information on safety have been developed. In addition a compilation of data logging experiments illustrated a high quality of individual planning in Chemistry. Very good levels of preparation and advance planning enhanced teaching and learning. In the lessons observed, equipment and resources were ready in advance and handouts had been prepared and were ready for distribution.
Teaching and learning
A positive atmosphere pertained in the chemistry lessons observed. It was evident that there was mutual respect and very good rapport between the students and the teacher, thus facilitating students’ learning. Classroom management was effective. Appropriate use of humour further enhanced the constructive learning environment observed in the lessons. Students were comfortable asking questions and were attentive, interested and participated well in the learning process. Students received individual attention from their teacher and their contributions to the lessons were welcomed and appropriately addressed.
Lessons were well structured and the pace was good. Explanations were clear. The initial minutes of the lessons were used to review what had been covered and learnt in a previous lesson, thus providing continuity in learning. This is laudable. In the lessons observed, the aims were shared with the students at the outset. It is recommended that learning outcomes could be outlined at this stage and these could be revisited during the recapitulation phase. The board and acetates were utilised to highlight the key words of the lesson content and acetates were also appropriately used to provide visual stimuli. This is commended. Students constructed models of organic molecules in one lesson. This strategy was successful in developing the new lesson content.
In one lesson, students participated keenly in a hands-on, structured and well-organised practical activity. Students worked in pairs and were confident and capable in setting up and completing the experiment. It is recommended that all students wear the safety goggles provided at all times while carrying out practical work. Their teacher monitored their work. Instruction was offered as required and was at all times encouraging and supportive. Commendably the practical lesson concluded with a plenary session that involved review, discussion and consolidation of students’ learning, a practice that is encouraged.
Questioning was effectively used to aid the introduction of and subsequent broadening of a topic and to evaluate students’ learning. Chorus answering to questioning should be discouraged as its employment does not assist the teacher in ascertaining how well individual students understand the material. In the Leaving Certificate lesson appropriate reference was made to the State examination.
The teacher has high expectations of the students commensurate with their abilities and learning styles. A good level of learning was evident in the chemistry lessons. Students demonstrated clear knowledge and understanding of topics under study and all had developed appropriate skills and competencies to complete their practical activities. This is commended.
Assessment
Whole-school assessment policies follow regular lines in the subject inspected. All classes sit formal tests at Christmas. State examination classes then sit pre-examination papers in the spring, with all other classes having written examinations prior to the summer holidays. End-of-topic tests are set, where appropriate. It was reported that common tests are administered in Science. This is commended as it ensures a consistency of approach and helps provide standardisation of students’ learning across a year group. It is suggested that opportunities for other forms of assessment such as student self-assessment and peer assessment be utilised as appropriate. Quizzes are frequently used as a mode of assessment in TY. Alternative modes of assessment, including assessment of practical work should also be explored for TY.
Both written and learning homework is set regularly to reinforce students’ in-class learning. From examination of students’ copybooks the work given to the classes was found to be appropriate to the students’ age and ability levels. As a further means of assisting the greatest number of students towards the highest level of attainment of which they are capable, the strategies suggested in Assessment for Learning (AfL) could be investigated (www.ncca.ie). A weekly revision schedule is devised for Leaving Certificate students. Students complete examination questions to consolidate this revision. This is good practice.
Practical notebooks are generally of a good standard and are closely monitored and annotated. This is commended.
Records of attendance rates and assessment results are maintained by the teacher. This good practice helps to build a profile of students’ engagement, progress and achievement in the subject over a period of time. A good level of contact is maintained between the school and the parents. Results are communicated to parents and students twice a year and at each year group's annual parent-teacher meeting. The student's journal is also utilised as a means of communication between teachers and parents. Individual parents can make appointments as necessary.
The school is currently developing a written homework policy. This is commended. Management and staff have a policy of analysing State examination results and the results of this analysis are relayed to parents and the board of management. This is praiseworthy.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Good whole-school support for the sciences has facilitated the provision of Science as a core subject in first-year and Biology, Chemistry and Physics for TY and for Leaving Certificate.
- In addition to formal meetings, a good level of informal communication and collaboration facilitates effective planning.
- A fine standard of teaching and learning that was supported by the advance preparation of individual lessons was observed in the teaching of Chemistry.
- Effective teaching strategies were employed in the teaching and learning of Chemistry.
- Students were interested and engaged and participated well in the learning process.
- Relationships in the classroom provided a positive atmosphere in which achievement flourished.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The school should strongly consider making Science a core subject for Junior Certificate.
- Links between the science department and the special educational needs department should be further developed
- It is recommended that timeframes, such as were observed in the first-year programme, be incorporated into the second-year and third-year programmes of work. The science programme of work could be further enhanced by the inclusion of suggested resources and modes of assessment on a topic-by-topic basis.
- It is recommended that all of the students wear the safety goggles provided at all times while carrying out practical work.
Post-evaluation meetings were held with the teacher of Chemistry 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.
Published April 2009