An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Metalwork and Engineering
REPORT
Muine Bheag Vocational School,
Muine Bheag, County Carlow
Roll number: 70430U
Date of inspection: 10 March 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Metalwork and Engineering
Subject inspection report
This report has been written following a subject inspection in Muine Bheag Vocational School, Co. Carlow. 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 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 the teachers, examined students’ work, and had discussions with the teachers. 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 teachers. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; a response was not received from the board.
Subject provision and whole school support
Muine Bheag Vocational School has been providing technology education for its students since its establishment in 1963. Currently, students are introduced to technology through the school’s provision of Metalwork and Engineering in the Junior Certificate, the Junior Certificate School Programme (JCSP), the Leaving Certificate and the Leaving Certificate Vocational Programme (LCVP). The number of class periods allocated to Metalwork and Engineering in all programmes is appropriate. This allocation provides ample time for the completion of both the practical and theoretical components of the syllabuses. However it is suggested that school management considers offering the five class periods allocated to senior cycle students in an alternative manner, such as two double periods and one single period in order to expose students to Engineering on a more regular basis throughout the week.
All first-year students partake in a one-year programme that allows them to sample all optional subjects available to them. As part of this programme students are introduced to Metalwork for three periods a week which allows them to make their optional subject choices at the end of first year based on their experience and on their aptitude for the subject. It also provides those students who do not choose Metalwork as an optional subject with a valuable foundation in technology education. The level of support for students when making optional subject choices is commended.
There is a very high uptake of both Metalwork and Engineering among boys in the school. The subject department should continue to promote Metalwork and Engineering among all students with a view to increasing the number of girls choosing the subjects. This could be achieved through the further development of innovative projects incorporating multiple materials and basic electronics.
The school has received funding for health and safety purposes as per circular letter PBU 5/2005, and has updated the machinery and facilities in the Metalwork and Engineering room. The items of equipment purchased are generally in accordance with those outlined on the current equipment list of the relevant Department of Education and Science circulars. This room is very well maintained and all tools are stored safely through the use of some innovative storage solutions. The room is fitted with audio-visual equipment, a broadband connection and a data projector. This provision of information and communication technology (ICT) hardware allows teachers to easily incorporate a variety of visual ICT resources into lessons.
School management encourages and facilitates staff to attend continuous professional development (CPD) courses. This, combined with the subject department’s promotion of the annual Engineering and Technology Teacher’s Association (ETTA) competition within the school and region, gives the subject teachers a valuable insight into current trends and best practice in project design within the subject area.
Planning and preparation
The teachers of Metalwork and Engineering form a subject department in Muine Bheag Vocational School. Formal meetings are held regularly and the role of convener is rotated, as is best practice. As a result of these meetings a subject department plan is being developed. To further build on this planning, the subject department should identify a strategic plan detailing the developmental priorities of the subject. One of these priorities should be the improvement of students’ theoretical knowledge and understanding. In order to achieve this long-term goal, the subject department should identify strategies that would realise this objective. Such strategies could include: further links with the learning support team; increased correction and formative feedback in students’ copies and the development of resource materials more appropriate to students’ reading age.
The subject department plan also includes a common agreed curricular plan for the theoretical aspects of the syllabus for each year group. The curricular planning for practical skills is devolved to individual teachers. By developing a common curricular plan for practical skills, based on the key skills that each student should achieve by the end of each year, teachers would still retain the autonomy to use the projects that they feel best suit particular groups, while ensuring that students in all year groups progress in a uniform manner.
Students of Metalwork and Engineering who are in receipt of learning support are given literacy support in relation to relevant technological vocabulary. This additional assistance helps students with many theoretical aspects of the syllabus and is commended. In order to build on this assistance, the subject department should promote the use of short concise notes supported by fully labelled diagrams in the teaching and learning of theoretical material.
The project work planned for all year groups is generally good. There is an opportunity however, mainly at junior cycle, to update some projects in order to make them more appealing to students’ interests, while still incorporating the key learning outcomes.
All lessons observed during the evaluation were very well planned. Material blanks, ICT resources and working drawings had been prepared for each student and each demonstration was well thought out and executed. This level of lesson planning is commended.
Teaching and learning
Lessons observed were mainly practical but contained a significant portion of theoretical content. This integration of theory and practical work, together with the teachers constantly varying the learning stimulus, helped to maintain student engagement in lessons.
In lessons observed, students were informed of the key learning objectives at the beginning. On one occasion, this was achieved by students being asked a thought-provoking question in relation to mechanisms. As students endeavoured to answer this question the teacher explained the importance of the topic and what was expected of them. In another lesson, junior cycle students were introduced to an electronic circuit at the beginning of the lesson. The importance of this particular circuit was shared with students as each student needed to incorporate it into their Junior Certificate project. On both occasions, students were made aware of the importance of the subject matter and also the criteria for success. This practice is commended.
In all lessons, teachers used group and individual demonstrations to explain various processes and techniques. These demonstrations were clear, effective and concise. After one demonstration, students were encouraged to practise the demonstrated procedure a number of times prior to attempting it on their own project. This was a very beneficial practice as it allowed students to become proficient in the skill through repetition.
In all lessons observed, teachers circulated among the students to provide quality individual advice and support. These regular teacher-student interactions also assisted classroom management. Student behaviour was very good in all lessons and a positive learning environment was evident.
ICT was effectively incorporated into all lessons observed. In a senior cycle lesson, digital image manipulation was demonstrated to students. Students then proceeded to take digital images of their Leaving Certificate projects and incorporated them into their design folder. This had the effect of improving the aesthetic qualities of students’ work while also incorporating important ICT skills. In a junior cycle lesson, ICT was also incorporated into the teaching and learning of practical skills. In this case it was used to help students visualise and understand the required circuitry for their Junior Certificate project. In both cases the use of ICT was both warranted and useful.
The Metalwork and Engineering room is bright and conducive to both practical and theoretical teaching and learning. This is achieved by the variety of posters on display in the room and the accessibility of teaching resources. Some very good examples of student project work and photographs of their awards and achievements are also displayed in the room. These help to promote a positive image of the subject and also provide junior cycle students with achievable goals and positive role models.
In all lessons observed, students’ commitment and enthusiasm for the subject was palpable. Students’ practical work was of a very good quality and indicated a high level of learning consistent with, and in some cases significantly higher than, the skills necessary to complete the syllabuses. Almost all students follow the higher-level course at junior cycle and achieve very well at this level. At senior cycle, the majority of students sits the ordinary-level examination and also achieve very well. The subject department’s policy of encouraging all students to follow the higher-level course, even to the point of completing the higher-level project, reflects the very high level of students’ practical skills. If appropriate interventions are made in the area of student learning in the theoretical aspects of the Leaving Certificate syllabus, a larger number of students could continue to follow the higher-level course, as opposed to reverting back to the ordinary-level written examination.
Assessment
Student assessment occurs through both formal end-of-term examinations, and through informal assessment techniques employed during the year. Practical work is regularly assessed and formative feedback is administered to students as appropriate. In order to develop students’ theoretical knowledge this practice should be extended to students’ written work.
It is subject department policy to examine students in both the practical and theoretical elements of the syllabuses in end-of-term examinations for all non-examination year groups. This is congruent with the aims and objectives of the subjects’ syllabuses and is very good practice as it gives recognition to the skills learned during the term while also placing a focus on the theoretical work carried out.
JCSP students are profiled in an innovative and positive manner in Metalwork lessons. Each student is graded on each project completed and can plot their progress on a large chart displayed in the classroom. It was reported that this method of profiling encourages students to achieve as they are awarded with a gold, silver or bronze award for their efforts.
Engineering students in Muine Bheag Vocational School have had a number of successes in regional and national competitions. These successes are further evidence of the subject department’s commitment to quality practical and project work.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Metalwork and Engineering are offered to all students in the school.
- First-year students, prior to making their optional subject choices, get the opportunity to sample Metalwork.
- The subject department is very well resourced with good access to ICT and audio-visual equipment.
- The quality of project work, especially at senior cycle is of a very high standard.
- All students are encouraged to complete the higher-level project element of the state examinations.
- A very high proportion of junior cycle students follow the higher-level course.
- JCSP students are profiled in an innovative and positive manner.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The subject department should incorporate a long-term plan into their plan. This plan should list the priorities identified for the subject department’s development; one of which should be the improvement of students’ theoretical knowledge and understanding.
- A common curricular plan for the development of students’ practical skills should be developed based on key learning outcomes over specific timeframes.
- Some junior cycle project work should be updated in order to maximise student engagement in the subject.
- It is recommended that every effort be made to increase the number of senior cycle students who complete the higher-level course.
- In order to develop students’ theoretical knowledge, the practice of giving students formative feedback on their project work should be further extended to their written work.
Post-evaluation meetings were held with the teachers 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.
Published November 2008