Subject Inspection Report

This report has been written following a subject inspection in Rice College. It presents the findings of an evaluation of the quality of teaching and learning in Materials Technology (Wood), Construction Studies, Technical Graphics and Technical Drawing 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 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; a response was not received from the board.

Subject provision and whole school support

Materials Technology (Wood) (MTW) and Technical Graphics (TG) are offered as junior-cycle optional subjects in this co-educational voluntary secondary school while Construction Studies (CS) and Technical Drawing (TD) are offered as follow-on senior-cycle optional subjects. Junior-cycle students study MTW and TG as part of the Junior Certificate programme while senior-cycle students study CS and TD as part of the established Leaving Certificate (LC) or as one of a combination of optional subjects that form vocational subject groupings (VSG) for the Leaving Certificate Vocational Programme (LCVP).

First year students in the school are exposed to a taster programme of available optional subjects and option bands based on students' choices are then developed from second year onwards. This allows students to make informed subject choices based on their experience. An open choice of available optional subjects is operated for students entering senior-cycle in the school. These practices ensure that junior- and senior-cycle students' choices and interests are facilitated and are commended.

Students and parents are informed in relation to programme and optional subject choice at important transition points and the school's senior management team, guidance counsellor and subject teachers are all centrally involved in this process. This is commended.

All junior-cycle MTW and TG classes and senior-cycle CS and TD classes receive appropriate time allocations. These allocations include double and single class periods that allow adequate time for practical work, project work, drawing and theory to be accommodated and this provision is commended.

The programmes of study in MTW, CS, TG and TD are delivered in specialist rooms that are well appointed, equipped, and maintained. One MTW/CS room is newly completed and has been equipped during this school year and both MTW/CS rooms are equipped with dust extraction systems. This provision is commended.

The current specialist classrooms are decorated with wall charts related to wood and construction technology, health and safety signage, numerous examples of students' practical and project work and students' drawings. This practice ensures that a visually rich and stimulating learning environment is created in each classroom and that students' work is affirmed. This is commended. It is recommended however, that additional wall charts related to the appropriate use of hand, portable power and machine tools be displayed in the MTW and CS rooms in order to enhance current displays and promote health and safety consciousness among students.

Students of the subjects currently have direct access to the school's computer rooms and one computer in the drawing room is equipped with subject-appropriate drawing software. The school is currently engaged in planning and preparation for the introduction of the new Leaving Certificate Design and Communication Graphics (DCG) syllabus in September 2007. This syllabus will replace the current TD syllabus. As part of this preparation process a new computer room to accommodate the additional computer hardware and software associated with the introduction of this new subject is being developed. This new computer room will allow priority of access to teachers and students of the school's technology subjects and its provision is commended.

Planning and preparation

The school is engaged in ongoing development planning and a formal subject department structure is in place. MTW, CS, TG and TD teachers form a discrete subject department within the school's overall planning structure. Individual teachers have responsibility for particular subject areas and a coordinator of the four subjects is in place. This system is operating effectively and is commended.

A collaborative approach to planning is adopted by the MTW, CS, TG and TD teachers and a high level of cooperation and peer-group support was evident during the inspection. Teachers meet formally at the start of each school year to discuss subject-related issues; they keep formal records and discuss issues with the principal when appropriate. Teachers also meet informally on a regular basis. These arrangements work effectively.

A comprehensive technology subjects plan have been developed in the school and this is divided into plans for the individual subjects. This documentation includes syllabuses, programmes of work in line with syllabus requirements for each year group in each subject area, and aims and objectives for all programmes being delivered. Areas for further development have also been identified and the overall plan has been refined for ease of implementation by teachers. Work in this area is highly commended. However, in preparation for the introduction of the new DCG syllabus in September 2007, the current TD subject plan should be revised.

There have not been any opportunities for in-career development in MTW or CS in recent years but teachers are currently availing of the opportunities related to the introduction of the new DCG syllabus being provided by the Technology Subjects Support Service (T4). This is commended. It is recommended that teachers avail of the professional development opportunities related to the introduction of the new Architectural Technology syllabus that will be provided by T4 in the future.

All MTW, CS, TG and TD class groups are of mixed ability and students sit examinations at the level appropriate to their abilities. Teachers of the subjects liaise with the school's learning-support team when planning for students with special educational needs in their class groups and this is commended.

Requests for resources for the subjects are made through the principal and this arrangement works well in the school.

Teaching and learning

An appropriately ordered learning environment was created and maintained and teaching of a very high standard was observed during all lessons evaluated. This is highly commended.

All lessons were coherent, had clear aims and objectives, were well structured to ensure continuity and progression through the syllabuses, and were appropriately paced in terms of the class groups observed. Lessons were suitable for the time of year and took account of the differentiated needs of students. This is commended as good practice.

Teachers employed appropriate methodologies in terms of students’ abilities, needs and interests and a range of strategies was used. For example, excellent teacher demonstrations were employed during all lessons evaluated. These form an extremely important part of both practical, drawing and theory lessons in the technology subjects as they allow students to observe the teacher modelling proper procedures, processes, practices and all associated skills. Formal demonstrations to whole class groups, smaller groups, and individual students were used. This practice is commended.

Global and directed questions, including higher order questions, were used effectively to revise material covered in previous lessons, to introduce new topics, to direct student attention and to summarise at the end of lessons. This approach to questioning is commended.

Excellent chalkboard, overhead projector (OHP) and multi-media projector presentations were used during lessons to focus student attention, to support their learning, and to summarise at the end of lessons. This practice is commended.

The principles demonstrated during lessons were presented incrementally and teachers scaffolded students' development in the topics covered. This practice is commended.

The technological terminology associated with the subjects was used continually by teachers during lessons and students communicated effectively using this terminology. Familiarity with and appropriate use of terminology is an important part of the technological process and the approach adopted by teachers is commended.

Classroom routines were evidenced during all lessons observed. These are particularly important in specialist classrooms and when practical lessons are being undertaken as they ensure the learning environment is well organised, managed and safe during activities and the use of such routines is commended. It is recommended however, that all safety procedures and practices be informed by the Review of Occupational Health and Safety in the Technologies in Post-Primary Schools (2005).

Textbooks are used for the technology subjects but these were not heavily relied upon during lessons evaluated. A wide variety of resources has been developed or identified by teachers, is distributed in handout form to students, is used effectively to complement texts, for reference purposes, to supplement lesson content, and for homework assignments. This approach is commended.

During the lessons evaluated, teachers moved easily around the classrooms and engaged with individual students and assessed their progress in the completion of classroom tasks. This is commended as good practice.

The quality of students’ understanding was reflected in their ability to ask and answer questions and in the competencies exhibited in their work on tasks during lessons. Written and drawn classwork and homework was of a standard consistent with a range of abilities and was commendable. The content of junior- and senior-cycle students' notebooks and portfolios was appropriate and freehand and ruled drawings were of a standard that displayed a mastery of the knowledge and competencies associated with a wide variety of syllabus topics. This is also commended. Efforts should continually be made however, to further enhance students' design and practical skills and to emphasise the importance of freehand and ruled drawings and information-rich concise note-making as forms of technological communication.

Ample opportunities for students to engage in independent and collaborative learning were built into all lessons evaluated and this practice is commended.

An excellent rapport between students and teachers was evident in all classrooms visited. This promoted an atmosphere where students contributions to and participation in lessons were being encouraged and students readily engaged with all classroom activities. Students in all classes evaluated were enthusiastic, motivated, displayed their understanding of the concepts associated with lessons, worked in an atmosphere conducive to learning and had their purposeful work and contributions appropriately affirmed by teachers.

Assessment

A range of assessment modes related to subject-specific objectives is employed in MTW, CS, TG and TD and practical, project, written and drawn classwork and homework is routinely assessed, commented on and graded. This practice is commended.

Each year all students sit house examinations at the end of the first term and first, second and fifth year students also sit end-of-year examinations. Formal mock examinations are scheduled for Junior Certificate and Leaving Certificate students during the second term each year.

The results of first, second and fifth year students’ achievements are communicated to parents by means of school reports following end-of-term and end-of-year examinations. Reports are also issued to parents of Junior Certificate and Leaving Certificate students following the mock examinations during the second term.

The quality of record keeping of student attendance at MTW, CS, TG and TD lessons is of a high standard and the results of all student assessments are recorded systematically.

Parent-teacher meetings for each year group are organised each year and regular contact between teachers and parents using the student journal or by telephone is encouraged. These practices are commended.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

There is strong whole-school support for MTW, CS, TG and TD.

There is a formal technology subjects department in the school, a high level of collaboration and cooperation among teachers, and comprehensive subject planning documentation.
Teaching of a very high standard was observed during the course of the subject inspection.
The standard of students' practical and project work and of freehand, ruled and scaled drawings was high while reflecting the range of abilities in the class groups evaluated.
Students were enthusiastic and displayed positive attitudes towards the subjects.
An excellent rapport between students and teachers was evident in all lessons evaluated.

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

The school's TD subject plan will need to be revised to reflect the introduction of the new Design and Communication Graphics syllabus in September 2007.
Additional posters on the appropriate use of hand, portable power and machine tools should be displayed in the MTW/CS rooms.
Efforts to further enhance students’ design, practical and communication skills in MTW, CS, TG and TD should continually be made.

Post-evaluation meetings were held with the teachers of Materials Technology (Wood) and Construction Studies and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.