An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Science and Biology

REPORT

 

Breifne College

Cootehill Road, Cavan.

Roll number: 70380I

 

Date of inspection:  24 January 2008

 

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

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 Breifne College, conducted as part of a whole-school evaluation. 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 this subject 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.

 

 

Subject provision and whole school support

 

Science is a core subject at Junior Certificate level in Breifne College and is allocated four class periods per week. Biology classes are allocated five periods per week and these include one double period for practical work. This allocation is in line with National Council for Curriculum and Assessment (NCCA) recommendations. Teachers generally retain the same science class from one year to the next and this level of continuity is commendable. The school offers a range of programmes in senior cycle, including the Leaving Certificate, the Leaving Certificate Applied (LCA) and the Leaving Certificate Vocational Programme (LCVP). Biology, Chemistry and Physics are all available as Leaving Certificate subjects.

 

The science team consists of six teachers all of whom teach Science in junior cycle. The school has two laboratories and a demonstration room. Access to the laboratories is arranged informally between members of the science team. The arrangements allow laboratory access for each class every second week. Teachers reported that this places restrictions on completing the practical element of the Junior Certificate science syllabus. The school currently has an application with the Planning and Building Unit of the Department of Education and Science for a new school building. This application includes provision for extra laboratories and the science team hopes that this will help alleviate some of the demand for laboratory access. The two science laboratories share a common storage and preparation area. It is commendable that chemicals have been organised in a colour-coded sequence and flammables are housed in a flameproof cabinet. It is recommended that an appropriate ventilation system be installed in the chemical store.

 

The science coordinator monitors stock levels and records any item that is running low in a notebook in the preparation room. Members of the science team are also encouraged to note chemicals required in this notebook. The science team is in the process of compiling an electronic version of this stock book which will be available in the science department section of the school server. The science team hope that this will facilitate the monitoring of stock. Health and safety materials such as fire extinguishers, fire blankets, first aid kits and safety goggles are found in both laboratories. A code of conduct for the laboratory is displayed on the walls in both laboratories. It is commendable that this code is also displayed in some of the student’s laboratory notebooks. This good practice should be extended to all notebooks. There is also scope to add this code to the school journal in future. An accident report book and accident reporting procedures are available in the preparation area. It is suggested that a list of telephone numbers for the emergency services and names of teachers with qualifications in the area of first aid be displayed adjacent to them.

 

Members of the science team have benefited from the in-service training provided by the support services set up for the implementation of the revised Leaving Certificate biology and Junior Certificate science syllabuses. Management is commended for facilitating participation in this in-service.

 

It is commendable that the school had two entries in the 2008 BT Young Scientist and Technology Exhibition; these were entitled “the relationship between social networking sites and personality types” and “the problems faced by foreign national students in Ireland today”. Some of the entrants met with the inspector during the course of the evaluation and provided a clear and succinct outline of their project. Science is also promoted in the school through the provision of guest speakers. For example, a former student of the school, currently a PhD research student in NUI Maynooth, made a presentation to science students on the physical sciences. Teachers have also organised trips to W5 in Belfast. Teachers are commended for the level of time and commitment to these activities.

 

 

Planning and preparation

 

Significant progress has been made in terms of subject department planning for Junior Certificate Science and Leaving Certificate Biology. During the evaluation, long-term collaborative plans were made available for both subjects. They were based on the template provided by the School Development Planning Initiative which had been amended by the science department to suit their needs. This is good practice. Planning documentation included aims, objectives, time allocation, option structures, timetabling arrangements, grouping of students, student access to levels, class organisation. It is commendable that the documents also contained planning for students with special educational needs and planning for the increasing culturally diversity of the student population. Both the Junior Certificate science plans and Leaving Certificate biology plans provide for a review that looks at areas that are working well in addition to areas for improvement.

 

The plan presented for teaching the curriculum content of the course was well organised. Each unit of the syllabus was broken down into sub-units outlining the related learning outcomes, associated practical activities and resources available. This level of planning is praiseworthy. It is commendable that each topic included a suggested timeframe for its completion. The plans also included a list of suggested teaching methodologies. This detail would be more beneficial if incorporated into the table of curriculum content as an additional column. It is recommended that, at the next review of the science department’s curriculum plans, appropriate teaching methodologies be incorporated into the curriculum content section.

 

It is commendable that the plans for each year group included a section on health and safety for delivery at the beginning of the school year. A list of the topics to be completed in class for the year was circulated to some students. This is good practice. It is recommended that all students be issued with a list of topics to be completed for the year. This assists students in planning and organising their work. Individual teacher planning was very satisfactory. All teachers were observed to be teaching material fully relevant to the syllabuses or programmes involved and were up-to-date in terms of where they might reasonably be at this stage in the academic year.

 

The science department is co-ordinated by a subject convenor whose duties include chairing department meetings, co-ordination of the science department plan and sourcing and purchasing materials. It is recommended that the science team puts together a three-year developmental plan for the department. This would allow the team to plan for the review of planning documentation, laboratory organisation and the acquisition of some of the more substantial materials. Formal meetings of the science team take place approximately three times per year and it is praiseworthy that there is also regular informal contact between members of the team.

 

The science team has invested a considerable amount of both planning and other non-teaching time in the development of resources for the science department. A range of resources was made available during the evaluation. These included transparencies for the overhead projector (OHP), CD ROMs, worksheets and class tests. Many resources including PowerPoint presentations, downloaded diagrams, video clips, past papers and chief examiners’ reports have been added to the school server. This process is ongoing. All members of the science department reported that they benefit from these resources. The science team aspires to organise the resources under the topic headings found in the syllabuses and this is commendable. Responsibility for the review and reorganisation of these materials could be devolved among members of the science team.

 

 

Teaching and learning

 

Five lessons were visited during the evaluation, from both senior cycle Biology and Junior Certificate Science.

 

The lessons observed had clear aims and were well structured. They were delivered using a variety of methodologies that included group work, brainstorming, the use of models, pair work, a quiz, board work, worksheets and information and communication technology (ICT). Students were challenged by the content of the lessons and were engaged in their own learning. Lessons generally began with the correction of homework and, in some of the lessons observed, this provided the context for the introduction of new subject material. Lessons generally concluded with homework being assigned. This very structured approach is commended at it creates a positive environment that encourages student interest and reinforces lesson content.

 

The teachers observed displayed commitment and enthusiasm for their subjects. Questioning was used effectively in a number of lessons visited where the teacher encouraged students to expand and elaborate on their answers in order to give a full and clear explanation. This promotes higher-order thinking in the students and communicates the high expectations of the teacher. Most student responses indicated a sound understanding of scientific concepts and good scientific literacy, which is praiseworthy.

 

Lessons were characterised by good interactions both between the students and between students and teachers. In all the lessons observed, teachers frequently provided affirmation to their students and encouraged them to be actively involved in the lesson. This created a mutually respectful atmosphere between the students and their teachers. This is good practice and nurtures a positive environment in which learning can take place.

 

Effective use of ICT was observed in a number of lessons. One lesson made effective use of the interactive white board in accessing resources on the support services website (www.juniorscience.ie). This proved particularly effective in engaging students as it enabled key words to be explained by clicking on any one to give a hyperlinked pop-up explanation. The good visual approach was further enhanced by the use of models, materials and wall charts. The variety incorporated into the teaching methodologies coupled with effective questioning served to encourage students to contribute, query and engage with the lesson content. ICT was also used effectively in a revision class. Resources on a range of topics were readily accessed during the class and included diagrams, apparatus and photos. These were helpful in revising topics, linking learning with previous lessons and reinforcing lesson content.

 

Observation of students’ notebooks and practical books indicated that appropriate skill development was taking place. The notebooks and practical books were generally well maintained. Students were confident and competent in the organisation and presentation of materials. An appropriate level of teacher guidance was evident. All lessons visited were well paced and time had been built into the lesson structure to allow for summary and recapitulation. This was a very effective method of reinforcing the lesson content. Where experimental work was carried out, results were discussed as a class group at the conclusion of the practical activity and the key points were noted on the board. This structured approach is commended.

 

 

Assessment

 

A range of assessment modes, both formative and summative, is regularly used to assess students’ progress in Science and Biology. Formative assessment is carried out on an on-going basis through oral questioning, student observation, written assignments and the assessment of project and practical work. Class tests are administered at regular intervals. Teachers’ records, which were made available to the inspector at the beginning of the lessons visited, provided information on student achievement in class tests as well as attendance and homework records. Most teachers also provided a profile of the ability level of the students in the class. This level of record keeping is laudable. Results of these examinations are conveyed to parents in student reports and some teachers also use the student journal to report on progress.

 

In-house examinations are held at Halloween, Christmas and summer. It was reported that these generally involve common tests for a number of classes in each year group. This is good practice and the science team is in the process of extending this practice to all classes. The majority of in-house examinations contain an allocation of marks for the standard of notebooks or of the write-up of a practical activity. This is commendable as coursework is now an integral part of the Junior Certificate programme and this is a good method of encouraging students to improve. A sample of students’ notebooks observed showed evidence of regular checking and annotation. Where exercises have been checked and annotated by the teacher it is important that students be encouraged to act upon these corrections in order to consolidate the learning process. It is recommended that the science team explores the development of procedures for follow-up on exercises that have been checked and annotated by the teacher. There were some examples of assessment for learning practices evident in students’ notebooks and hardback copies. This is commendable. These teacher comments can provide valuable feedback to students on their progress and affirm work well done. It is recommended that the science team should access information on assessment for learning on the NCCA website at www.ncca.ie. 

 

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

 

 

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

 

 

 

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 November 2008