An Roinn Oideachais
agus Eolaíochta
Department
of Education and Science
Subject
Inspection of Science and Biology
REPORT
St Eunan’s College
Letterkenny,
Roll number:
62830R
Date of
inspection: 22 November 2007
Subject provision and whole
school support
Summary of main findings and
recommendations
Report on the
Quality of Learning and Teaching in Science and Biology
Subject
inspection report
This report has been written
following a subject inspection in St Eunan’s College,
Letterkenny. It presents the findings of an
evaluation of the quality of teaching and learning in Science and Biology and
makes recommendations for the further development of the teaching of these
subjects in the school. The evaluation was conducted over two days 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
Science is a core subject to Junior Certificate level
in the school and is allocated four class periods per week. Senior cycle
Biology is allocated five class periods in fifth year. Six periods are
allocated to three of the sixth class groups while one sixth year group is
allocated five class periods. These allocations are appropriate and in line
with National Council for Curriculum and Assessment (NCCA) recommendations for
these subjects. Most science and biology classes are allocated one double
period to facilitate investigative practical work. It is recommended that when
planning next year’s timetable, management explore methods by which one double
period per week can be allocated to all Junior Certificate science and Leaving
certificate biology groups. The school also has an optional Transition Year
(TY) programme at senior cycle. The programme contains a module of biology and
electronics which is allocated two periods per week as well as
physics/chemistry which is allocated three periods per week.
The school has two science laboratories. Leaving
certificate biology, chemistry and physics as well as junior certificate
science are taught by ten teachers in the current school year. Access to the
laboratories is restricted due to the demand from a large number of science
classes and because one of the laboratories is currently used as a base
classroom. It is recommended that management reviews its procedures for the
allocation of laboratory access in order to ensure that optimal use is made of
the two laboratories for the practical work in both junior and senior cycles.
It is also suggested that, to the extent possible, laboratories should only be
used for the science subjects as the current arrangements impact negatively on
the extent to which all class groups can engage in the level of practical work
required by the Junior Certificate science and Leaving Certificate biology
syllabuses.
The laboratories have a shared lockable preparation
and storage area which is well organised and commendably, chemicals are stored
in a colour-coded sequence. It is recommended that the storage arrangement for
chemicals be enhanced to include a fireproof cabinet for flammable chemicals.
At the time of this evaluation, the science team was in the process of
organising the equipment into boxes appropriate to individual experiments. This
level of organisation is commendable; it will particularly facilitate four of
the ten science and biology teachers who do not have a base classroom and
consequently, must bring materials for some experiments to their individual
classrooms. Both management and the science team cited the restrictions arising
from the lack of accommodation as a significant limitation in the school.
The laboratories are in need of refurbishment. Each
laboratory contains three benches with a sink and gas tap at either end. This
limits the number of workstations to six. During the evaluation, a number of
health and safety issues were noted. A significant amount of the formica on the side benches has
been chipped and worn away leaving sharp edges. As a result, these benches are
unsuitable for students to sit at. An open drainage channel runs the length of
the benches connecting each sink. The exit doors, including the fire exit door
is not fire-proofed. Floors are covered in linoleum which is broken in places.
It was reported that the school currently has an application with the Planning
and Building Unit of the Department of Education and Science for a new school
building. The proposed plans include four new science laboratories which would
help alleviate the demand for laboratory access. It is recommended that
management continue to take the appropriate steps to progress the application
for a new school building. In the interim, it is very important that measures
are taken to refurbish the existing two laboratories in order to address the
health and safety issues identified above.
The school has a health and safety statement which was
reviewed two years ago. It was reported that this statement will be reviewed
again in the 2008/9 school year. This is commendable and it is suggested that a
member of the science team should have input into this review. Each laboratory
contains a fire extinguisher and isolation switches for gas have been installed
in both rooms recently. It is recommended that a fire blanket and first aid kit
be made available in both laboratories. Commendably, a list of health and
safety rules for the laboratory is prominently displayed on the notice boards
in each of the laboratories and a list of emergency service telephone numbers
is displayed in the preparation area. This is good practice. Appropriate health
and safety precautions were adhered to during practical work observed.
There is limited provision for information and
communication technology (ICT) within Junior Certificate Science and Leaving
Certificate Biology. The school has two computer suites and it was reported
that access to these suites is limited. It is suggested that the science team
negotiates with the teachers of ICT in order to better access to ICT for science
classes. It is recommended that management explores methods by which the ICT
provision for Science could be augmented in the school.
The science team has availed of opportunities for
continuing professional development during national in-service training in the
revised Junior Certificate Science and Leaving Certificate Biology syllabuses.
Management is to be commended for its commitment in facilitating teachers to
attend this in-service. Resources and further support is available on the
following websites: www.nbsstralee.ie
and www.juniorscience.ie
The science department actively promotes co-curricular
and extra-curricular activities within the school. Students are encouraged to
participate in the Young Scientist exhibition each year. The school has
recently received the An Taisce Flag. This is a
project undertaken by science students in TY. Last year a science show was
organised for third-year students in order to promote the uptake of Physics at
senior cycle in the school. This is good practice. Ecology fieldwork is carried
out either on the school grounds or in
Planning
and preparation
Management supports the planning process by
facilitating a subject department meeting at the end of the school year.
Additional meetings of the science department have taken place in teachers’ own
time. Minutes of these meetings were available in the science department’s
planning folder. Other informal meetings of the science team take place on a
regular basis. This practice is laudable.
The subject department is co-ordinated effectively by
a subject convenor as part of a special duties post. The science team is not
allocated a specified budget for resources. Instead, allocation is on a
requisition basis and it was reported that no application has ever been
refused. However, this can be a lengthy process as applications must be
processed by the board of management. It is recommended that the science
department puts together a three-year developmental plan which would address
short-term and long-term goals such as the expansion of the technological
resources available as well as prioritising areas for development within the
laboratories. This planning could then be progressed by the provision of an annual
budget for the science department. It is recommended that management gives
consideration to the allocation of an appropriate budget for the science
subjects.
Common long-term plans were available for both Junior
Certificate Science and for Leaving Certificate Biology. These plans were
syllabus-based and made reference to appropriate methodologies and learning
outcomes. This is good practice. The science team devised these plans
collaboratively and each team member retains a copy of the plans. This allows
the plans to be used as working documents and the science team reported that
they are reviewed at the end of each year.
Planning documentation contained a list of topics and
practical work planned for each year group. Some teachers distribute these lists
to students at the beginning of the school year. This is good practice and it
is recommended that this practice be adopted by all science teachers. This will
ensure that all students and their parents are aware of the topics to be
completed during the school year. It will also assist students in planning for
their revision. Senior students could be encouraged to use the online syllabus
outline available at www.education.ie
and other forms of revision assistance on the internet such as www.scoilnet.ie .
Transition year planning documentation for the biology
module was made available during the evaluation. This module includes topics
such as the
In the classes observed there was evidence of good
short-term planning. Appropriate materials and resources necessary for each
lesson had been prepared in advance. This level of preparation contributed to
the quality of teaching and learning and this is to be commended. Commendably,
common resources including periodicals, DVDs, videos and catalogues of
equipment are available to the science team. . These resources are stored in
the science resource room.
Teaching
and learning
Lessons were observed in both junior cycle Science and
Leaving Certificate Biology. The lessons included topics such as acids and
bases, mitosis, the skeletal system, area, evaporation, the nature of the cell
membrane, volume, the measurement of length and how to wire a plug correctly.
Lessons had clear aims and were well structured. A
variety of methodologies was observed and these included group work, pair work,
questioning, whole-class discussions, board-work and
teacher demonstration. Where teaching methodologies were varied within the
lesson, it served to promote student engagement and to enhance the quality of
teaching and learning of Science and Biology in the classroom. It is
commendable that many of the good teaching methodologies observed were carried
out in the classrooms as well as in the laboratories. It is recommended that
the practice of employing a variety of teaching methodologies be adopted by all
members of the science team, with particular emphasis on the utilisation of
active teaching methodologies.
A range of resources was used appropriately to augment
some lessons. Examples included the use of worksheets, models, key words,
jigsaws, posters, use of the overhead projector (OHP) and the data projector.
In some classes visited very effective use was made of visual stimuli. In one
lesson, for example, the model of the skeleton, OHP diagram of the skeleton and
student worksheets containing a similar diagram were used to complement each
other very effectively. In another lesson, the good use of posters, student
worksheets and a related data projector display served to explain the concept
of measurement of area. This was followed by an opportunity for students to
gain some hands-on work. The use of such visual stimuli made a significant
contribution to enhancing student understanding of scientific processes and
helped to keep students focused on the lessons.
In all lessons observed, classroom management was
effective, discipline was good and teachers circulated among the students,
assisting, examining and encouraging them. This is good practice. Where topics
were made relevant to students’ everyday lives by the inclusion of many
day-to-day examples it served to encourage lively discussion. Many of the
classes visited were of mixed ability. When questioned, the quality of student
responses indicated a good level of understanding of the topics studied. Most
teachers regularly checked that learning was taking place through observation,
questioning and the completion of worksheets. This checking of the achievement
of short-term learning and teaching goals is good practice.
Where practical work was observed, students worked
enthusiastically and with due regard for health and safety issues. Best
practice was observed where students worked in groups of two or three. Rules of
the laboratory were displayed at the beginning of most laboratory notebooks and
this good practice is commended. As access to the laboratories is limited it is
important that teachers utilise their time in the laboratories to maximum
effect by placing emphasis on ‘hands-on’ practical work. Best practice was
observed where students were challenged by the content of the lessons and were
engaged in their own learning. This was particularly evident in one lesson
where a senior cycle experiment was altered to give a more investigative nature
to the practical work. This good practice highlighted the high expectations of
the teacher and promoted higher-order thinking skills. Adequate time was
allowed for plenary sessions at the beginning and end of the practical lesson
in order to prepare students for their work and afterwards to review the lesson
as a whole. In a minority of lessons students were encouraged to transcribe the
practical write-up from the OHP transparencies. It is recommended that students
should write up their record of the practical activity in their own words. This
practice would mirror the coursework investigation of the revised Junior
Certificate science syllabus.
Assessment
A range of assessment strategies is utilised by the
science teachers, including questioning, observation, worksheets, practical
write-ups and drawings.
It was reported that the school is in the process of
developing a homework policy. Writing and learning homework is assigned where
appropriate. Students are encouraged to note this in their homework journals at
the end of lessons. However, it was noted that some senior cycle students did
not possess a homework journal. The majority of homework tasks observed were
checked and dated regularly. In some of the homework and classwork
notebooks the teacher had provided annotations and formative feedback. This is
good practice and should be extended to all notebooks. There is also scope for
the science team to explore assessment for learning (AfL) practices such as comment-only marking and the
provision of formative feedback. Useful support information on AfL is available on the NCCA
website at www.ncca.ie.
A sample of student notebooks was observed from a range of classes. Despite
restrictions in laboratory access, it was noted that students maintained an
up-to-date record of mandatory Junior Certificate practical write-ups. Senior
cycle students also maintained records of their practical work. Most practical
notebooks observed were of a good standard and the majority showed evidence of
checking and annotation.
Evidence in the science planning folder indicated that
class tests are held on a regular basis. Formal in-house examinations are
carried out at Christmas and summer for first, second and fifth-year students.
Reports to parents are issued following these examinations. Third and
sixth-year students are assessed on a continuous basis throughout the first
term and the average result is conveyed in their Christmas report. It is
commendable that the science team plans to provide a common test at the end of
the year for all first year-students. It is recommended that this good practice
be extended to further year groups where feasible. The practice of including a
percentage of the total marks for the standard of work in the practical
notebooks or the completion of an investigation, in line with the revised
Junior Certificate science examination is utilised by some teachers. It is
recommended that a percentage for coursework be incorporated into the common
end-of-year tests for all Junior Certificate science students.
Summary of
main findings and recommendations
The following are the main strengths identified in the
evaluation:
·
Science is a core subject to Junior Certificate level in the school. The
time allocated to Science in junior cycle and Biology in senior cycle is
appropriate and in line with NCCA recommendations.
·
At the time of
this evaluation, the science team was in the process of organising the
equipment into boxes appropriate to individual experiments.
·
The science teachers has availed of opportunities for continuing
professional development during national in-service training in the revised
Junior Certificate science and Leaving Certificate biology syllabuses.
·
The science
department actively promotes co-curricular and extra-curricular activities
within the school.
·
The subject
department is co-ordinated effectively by a subject convenor.
·
Common long-term plans were available for both Junior Certificate
Science and for Leaving Certificate Biology.
·
In the lessons
observed there was evidence of good short-term planning. Appropriate materials
and resources necessary for each lesson had been prepared in advance. Lessons
had clear aims and were well structured.
·
Where teaching
methodologies were varied within the lesson, it served to promote student
engagement and to enhance the quality of teaching and learning of Science in the
classroom.
·
In all lessons
observed, classroom management was effective, discipline was good and teachers
circulated among the students, assisting, examining and encouraging them.
·
Where practical
work was observed, students worked enthusiastically and with due regard for
health and safety issues.
As a means of building on these strengths and to
address areas for development, the following key recommendations are made:
·
It is recommended that the storage arrangement for chemicals be enhanced
to include a fireproof cabinet for flammable chemicals.
·
It is
recommended that management continue to take the appropriate steps to progress
the application for a new school building. In the interim, it is very important
that measures are taken to refurbish the existing two laboratories in order to
address the health and safety issues identified above.
·
It is
recommended that when planning next year’s timetable, management explores
methods by which one double period per week can be allocated to all Junior
Certificate science and Leaving Certificate biology groups.
·
It is
recommended that management reviews the procedures for the allocation of
laboratory access in order to ensure that optimal use is made of the two
laboratories for the practical work in both junior and senior cycles.
·
It is
recommended that management explores methods by which the ICT provision for
Science and Biology could be augmented in the school.
·
The science department should create a three-year developmental plan
which could address short-term and long-term goals such as the expansion of
more technological resources as well as prioritising areas for development
within the laboratories.
·
It is
recommended that the practice of employing a variety of teaching methodologies
be adopted by all members of the science team, with particular emphasis on the
utilisation of active teaching methodologies.
·
It is
recommended that students should write up their record of the practical
activity undertaken in their own words.
·
The science
team should explore assessment for learning (AfL)
practices such as comment-only marking and the provision of formative feedback.
·
The science
team’s plan to provide a common test at the end of the year for all first-year
students should be extended to further year groups where feasible.
·
It is
recommended that a percentage for coursework be incorporated into the common
end-of-year tests for all Junior Certificate students.
Post-evaluation meetings were held with the teachers
of Science and with the principal at the conclusion of the evaluation when the
draft findings and recommendations of the evaluation were presented and
discussed.
Published June 2008
Appendix
School Response to the Report
Submitted by
the Board of Management
Area 2: Follow-up actions planned or
undertaken since the completion of the inspection activity to implement the
findings and recommendations of the inspection
Storage arrangement for chemicals has been enhanced to
include a fireproof cabinet for flammable chemicals
ICT provision
A number of laptops and data projectors will be
allocated to Science Laboratories and classrooms
Fire blankets and First Aid kits are available in each
laboratory
Common end of year examinations extended to include
all Junior cycle classes by 2009
10% for course work will be incorporated into common
end of year tests as of 2008-05-23
Other teaching and learning recommendations will be
considered for September 2008
A three year development programme will be discussed
and implemented for the school year 2008/09
Management will address the findings of the inspection
and attend to the recommendations especially regarding Health and Safety
provision
Management will endeavour to facilitate through time
tabling the suggested allocation of classes to science and the blocking of
Junior Science classes.