An Roinn Oideachais agus Eolaíochta
Department
of Education and Science
Subject
Inspection of Physics
REPORT
St Joseph’s
Secondary School
Tulla,
County Clare
Roll number:
62020F
Date of
inspection: 14 March 2007
Date of
issue of report: 17 January 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality
of Learning and Teaching in Physics
Subject
inspection report
This report has been written following a subject
inspection in
Subject
provision and whole school support
There is one physics class in each of fourth and fifth
years. Far fewer students take Physics or Chemistry than do Biology. Classes in
Physics are of mixed ability, time allocation is adequate and there is a double
class period each week for the subject.
The school has a Transition Year that includes a
module on science. As the objectives of the module all relate to developing
students’ skills in laboratory work, the teaching and learning strategies are
based on student activity. The science teachers are highly commended for their
initiative in using the TY science module to develop students’ practical
skills. The content of the programme is mostly based in the biology area with a
smaller chemistry component. The teachers concerned should consider varying the
content from year to year and including a physics element.
There are two laboratories, one for Physics and
Biology, the other for Chemistry and Biology, and both serve Science. Students
of Physics have all of their classes in the physics laboratory, which has a
well-organised preparation and storage area. Teachers are commended on the work
that they have put into organising the science laboratories. Chemicals are
appropriately stored. The physics laboratory was built by combining two general
classrooms, thus adding further to the large number of pre-fabricated
classrooms in the school. Because of the number of windows in the laboratory
wall space is minimal and equipment storage is somewhat problematic. This
reduces the extent to which charts and other material can be displayed.
Health and safety equipment in the laboratory is
appropriate and there are laboratory rules included in the department plan for
Physics. The physics staff has availed of all
available continuing professional development. The laboratory has a dedicated
laptop with docking station and a data projector. There is adequate equipment
available in the school for the teaching of the physics syllabus. Physics
equipment at junior-cycle and at senior-cycle level is very well organised.
The school held a Science Week in November and a
project is currently underway to develop an ecological garden as a resource for
school cross-curricular activities. During the science week fifth-class pupils
from nearby primary schools were invited into the school and participated in
science-related activities. The science department also plays an active part
each year in the open night that is part of the introduction of incoming first
years to the school.
Planning
and preparation
Departmental planning for Physics takes place within
the context of the science department. As part of their collaboration science
teachers meet regularly to plan their work. The role of subject coordinator is
shared. There is a subject plan for Physics that is integrated into the science
plan. The formal subject-departmental planning within the science department
builds on the co-operation and sharing that exists among the science teachers.
The planning documentation for Physics provides a
clear description of the work to be completed within the subject area and
supports short-term planning. It includes information on the timetabling of
Physics, assessment of Physics, and the organization of practical work in
Physics. It also includes information on the resources required, and the
scheduling of the physics programme over the two
years of senior cycle.
Planning has taken place for the integration of ICT
into teaching and learning and many resources have been secured. Planning and
preparation for Physics includes planning for differentiated approaches to
teaching and learning in accordance with the range of student ability, needs
and interests. Planning also includes provision for
identifying, sourcing and sharing the material and other resources required to
support the teaching of Physics. Appropriate provision was also evident for
health and safety requirements in the use of materials or specialist equipment.
Teaching
and learning
Each lesson observed was clearly structured and the
content and pace were appropriate to the class group and the subject matter. In
one class observed students were performing laboratory work and in the other
class some work was being carried out on particle physics and current
electricity. The high level of the teacher’s competence and skill in the
subject area was reflected in the teaching of the lessons observed. A range of
appropriate and varied teaching methodologies was used, including student
practical work, use of ICT and whiteboard.
The use by the teacher of differentiated teaching
methods to meet the needs of students was very evident in one of the classes
observed where students at Higher Level and at Ordinary Level were in the same
class. It is acknowledged that the planning and carrying out of such teaching
requires high levels of skill and preparation. In both lessons students were actively
and purposefully involved.
The other lesson observed was a practical class in
which students were carrying out a range of experiments. The laboratory was set
out in workstations and the teacher circulated, continually assisting, giving
advice and monitoring progress. A commendable aspect of the organisation of the
class was the fact that students worked independently in setting up, carrying
out, and putting away their equipment. Students were briefed on the experiments
they were carrying out by other students who had previously carried out that
experiment.
Students’ records of practical work carried out were
well presented and are checked regularly by the teacher. Students are given
feedback that is developmental in nature. A feature of the teaching was the
attitude of the teacher who continually encouraged students to critique their
results and asked them to suggest how they might improve them.
An appropriate range of resources was used and ICT was
effectively integrated into one of the lessons. Further work on the development
of ICT in regard to Physics is advised with a view to a greater level of
incorporation. Classroom management was effective and
discipline was maintained. There was a high quality relationship evident
between teacher and students. The teacher was enthusiastic about the subject
and also generated and maintained enthusiasm for the topic of the lessons.
Assessment
A range of
assessment modes is regularly used to assess student competence and progress.
Assessment modes used include daily oral questioning of students, examination
of homework, and written assessment following each unit of work. Practical work
is monitored and laboratory notebooks are assessed regularly. It is commendable
that students are given credit in formal school examinations for their
performance of practical work. The school has formal examinations twice yearly
with school reports being sent home each time.
Summary of
main findings and recommendations
The following are the main strengths identified in the
evaluation:
- School management is strongly supportive of Physics in the school.
- Physics teaching takes place in the context of the science
department of the school, the work of which is based on a culture of
openness and sharing.
- There is a policy at school level and within Physics of promotion
of high levels of student achievement.
- Student practical work has been assigned a high priority with high
quality practice and records.
- Lessons observed were characterised by high quality preparation,
clarity and coherence, and effective student-teacher interactions.
- Students worked independently in Physics lessons and were engaged
in learning.
- Classroom atmosphere was conducive to learning with high levels of
discipline and student participation.
- Teaching took account of the different levels of ability of
students.
As a means of building on these strengths and to
address areas for development, the following key recommendations are made:
- Planning for Physics should be further developed so as to include
more detailed references to assessment and to weekly class planning.
- The use of ICT in the teaching of Physics should be developed
through making greater use of resources currently available as well as
developing other resources.
- The programme for Transition Year Science should be reviewed so as
to develop a physics component in future years.
Post-evaluation meetings were held with the teacher of
Physics and with the deputy principal at the conclusion of the evaluation when
the draft findings and recommendations of the evaluation were presented and
discussed.