Introduction

The Inspectorate of the Department of Education and Science undertook an evaluation of the learning and teaching in Science and Mathematics in a sample of schools nationally.

This evaluation was the third in a series of thematic evaluations of aspects of the primary curriculum and was part of an ongoing review of curriculum implementation in primary schools. The purpose of this evaluation is to provide information on the extent of curriculum implementation in Science. The evaluation focused on the teaching and learning in Science and Mathematics and on the quality of pupils’ achievement in these curricular areas. This evaluation identifies and affirms good practice, and makes recommendations for teaching and the enhancement of pupils’ learning experiences and levels of achievement.

Two inspectors were involved in the evaluation in SN Fhoirtcheirn/Fhinin. The evaluation involved the observation of teaching and learning in different class settings, a review of planning and policy documents, and an evaluation of the progress of pupils, including those receiving supplementary teaching in Mathematics. A school questionnaire was administered and structured interviews with the principal and class teachers were conducted. Drawing on the evaluations undertaken in the schools nationally, the Inspectorate will publish a composite report on the quality of teaching and learning in Science in primary schools. 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.

1. School background and context

SN Fhoirtcherin/Fhinin is a six-teacher co-educational Catholic primary school situated in the village of Myshall, Co. Carlow. At the time of the inspection, two of the four mainstream class teachers were substitute teachers.

2. Provision and use of resources

2.1 Resources for Science

The teachers are diligent in accessing science resources from a range of sources. They avail of the local environment, the science sessions provided by the Institute of Technology, Carlow, and science supplements published by national newspapers, in their implementation of the science curriculum. In addition, a good range of material resources is available to every class. The use made of resources in classrooms varies. In some classrooms the pupils are provided with effective opportunities to use science materials individually, in groups and in pairs in order to scaffold their learning and develop scientific skills. In other classrooms resources are used predominantly by the teacher to demonstrate concepts and conduct experiments, with more limited involvement of the pupils in manipulating the relevant materials. Review of the use of material resources in classrooms is recommended with the aim of ensuring that all pupils have appropriate opportunities to use the required resources during science lessons, particularly in the context of experiment work.

2.2 Resources for Mathematics

A commendable range of resources is available in the school to support the teaching of mathematics. In a number of classrooms a mathematics-rich environment has been created through mathematics investigation tables and displays. The creation of such an environment in all classrooms is advised.

3. Quality of whole -school planning in Science and in Mathematics

3.1 Whole-school planning in Science

Whole-school planning for science is of a very good standard. Clear and detailed written plans are in place to guide teaching and learning in this curriculum area. Those plans are informed by appropriate curriculum objectives for each class level. A suitable cycle for the teaching of the strands is set out. Provision is made for the review of the plan. Cognisance is taken of the science context of the school and active, practical methodologies are promoted.

3.2 Whole-school planning in Mathematics

There is a comprehensive whole-school plan in place for Mathematics. An appropriate series of topics and mathematical activities for concept and skill development in each strand are highlighted. This plan sets out a wide range of methodologies involving the use of structured mathematical materials. It emphasises the importance of assessment and differentiation in supporting pupils with special education needs. It regards parental involvement, community links and staff development as integral to pupils’ mathematical skill development. Strategies for the successful dissemination of the school plan, along with an outline of work for each class level are included.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

3.3 Classroom planning

In general, classroom planning for science does not adequately reflect the school plan or the specific objectives of the science curriculum. It does not adequately provide for the development of skills or for individual needs. Similarly, classroom planning for mathematics generally does not reflect the school plan or specific curriculum objectives or provide adequately for individual needs. Review of classroom planning for science and mathematics is recommended in order to ensure that it is in keeping with the school plan and that it includes specific curriculum objectives and provision for individual needs.

Most teachers maintain monthly progress records for science. The focus of those records is largely on the knowledge taught with insufficient attention to skills. It is recommended that all teachers maintain monthly progress records for science in which the knowledge and skills taught are documented. Monthly progress records for mathematics, where completed, lack consistency across the school. The use of a common approach to monthly records for mathematics is recommended.

4. Quality of learning and teaching in Science and Mathematics

4.1 Quality of learning and teaching in Science

A science-rich environment is successfully promoted in some classrooms with science illustrations, investigation tables and many very good examples of the children’s work on display. In other classrooms, there is scope for developing such an environment.

In the teaching of science lesson objectives are clearly explained to the children in some class settings; in others the lesson objective is unclear. Most science lessons are structured and well paced with due emphasis on the children’s ideas as the starting point of the lesson. Talk and discussion, working in the local environment, and demonstration are among the key methodological strengths of science teaching in this school. Experiment work is also regularly undertaken. In a number of classrooms, that work tends to be unduly teacher-directed; there is insufficient involvement of the pupils in conducting the experiments. The process of designing and making requires further systematic teaching in a number of classrooms.

In general, during science lessons the pupils require greater opportunities to devise their own way of working, particularly with regard to the choice of resources, methods of solving problems, and modes of recording. Attention needs to be given to differentiating learning activities and methods to meet the needs of individual pupils. Greater use of group and paired activities is advised. Hence it is recommended that opportunities for the pupils to interact with materials and with one another are optimised.

Pupils in all classes display an interest in science and an awareness and understanding of topical science issues, particularly in relation to environmental awareness and care. They contribute enthusiastically to discussion of the strands. They show some ability to relate scientific concepts to everyday life. They demonstrate an accurate use of science terminology. The performance of pupils in the senior classes on tasks assigned to them during the inspection to test their procedural knowledge was excellent. All demonstrated mastery of the knowledge and skills required by the task assigned. A majority of the children in the junior and middle classes demonstrated mastery of the necessary procedural knowledge and skills.

Pupil performance on tasks designed to test conceptual knowledge was more varied. Overall, the children demonstrated mastery of all of the concepts tested in the Energy and Forces tasks with the exception of the concepts tested in the Magnetism and Electricity tasks. In relation to the strand of Living Things, almost all pupils demonstrated mastery of the concepts tested in the Myself and Human Life tasks but a significant majority did not display mastery of the Plants and Animals or Plant and Animal Life concepts tested. Two types of tasks were assigned in testing the pupils’ mastery of the strand of Materials: tasks on the Properties and Characteristics of Materials and tasks on Materials and Change. Half the pupils demonstrated mastery of the concepts tested in the former tasks; fewer than half displayed mastery of the concepts tested in the latter tasks.

A formal, systematic approach to assessment in science is set out in the school plan. Steps are being taken to implement it.

4.2 Quality of learning and teaching in Mathematics

Both boys and girls participate and benefit equally from activities and resources in Mathematics lessons, with evidence of integration across some curriculum areas. The development of pupils’ mathematical language is appropriately addressed. The quality of teaching and learning in mathematics varies across the school. Teacher-directed whole-class teaching is the predominant teaching method in use with some evidence of group and pair work in the junior classes. Much of the work is textbook based. It is recommended that all teachers use a variety of methodologies including hands-on discovery methods to support pupils’ skill development in mathematics. The diligent correction of copies and workbooks as evidenced in the senior classes needs to be extended to all classes.

In the junior classes, attention is given to concept formation and language development through early mathematical activities. Suitable emphasis is placed on oral work to extend the pupils’ mathematical thinking. Good use is made of mathematical resources to support learning. Pupils in some classes experience learning in an environment that requires greater structure than that currently provided. The maintenance of an orderly learning environment in which children have the necessary freedom to explore and discover is important.

In the middle and senior standards pupils showed some understanding of the concepts taught in Data and Chance and Shape and Space. The lessons observed involved limited use of resources and did not involve pupils optimally. The development of competence in the areas of problem solving and estimation skills needs to be addressed.

Standardised mathematics tests are administered annually to pupils from first class to sixth class. In some classrooms, teacher observation and termly teacher-devised tests are the assessment tools used. The consistent implementation of a whole-school approach to assessment in mathematics is required in order to ensure that the results of individual teacher observation and teacher-devised tests are analysed and used to inform future planning. It is recommended that the school seek the assistance of the support services in order to advance the teaching of mathematics in the school.

4.3 Quality of supplementary teaching for pupils in Mathematics

A learning-support teacher, based in this school and shared with another school, provides additional support in mathematics to five pupils from second to fourth class. The pupils are provided with that support in groups and individually in the learning-support room. Teacher observation and the results of standardised tests inform the process whereby children are selected for learning support and the process of deciding whether such support should be continued. Parents, class teachers and the learning-support teacher co-operate in the formulation of each child’s individual profile learning programme (IPLP). The IPLP is reviewed every six months and learning targets are amended as necessary.

5. Future development of Science and Mathematics

The following are the main strengths identified in the evaluation:

· Whole-school planning for science is of a very good standard.

· There is a comprehensive whole-school plan in place for mathematics.

· Children in all classes display an interest in science and an awareness and understanding of topical science issues.

· Talk and discussion, working in the local environment, and demonstration are among the key methodological strengths of science teaching in this school.

· The development of pupils’ mathematical language is appropriately addressed throughout the school.

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

· Review of the use of material resources in classrooms is recommended with the aim of ensuring that all pupils have appropriate opportunities to use the required resources during science lessons.

· Review of classroom planning for science and mathematics is recommended in order to ensure that it is in keeping with the school plan and that it includes specific curriculum objectives and provision for individual needs.

· It is recommended that all teachers maintain monthly progress records for science and for mathematics.

· It is recommended that learning activities in science provide for differentiated learning, and that they optimise opportunities for the children to devise their own way of working and to interact with materials and with one another.

· It is recommended that a whole-school policy on assessment in mathematics be implemented.

· It is recommended that the school seek the assistance of the support services in order to advance the teaching of mathematics in the school.

Conclusion

The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal and teachers during the course of the evaluation. It is hoped that this report will be directly useful to the school as a basis for review and development of practice at school level. It is anticipated that the composite report on the quality of teaching and learning of Science will serve as a valuable reference at system level and will inform the further development of policy and provision for the teaching of Science.