An Roinn Oideachais agus Eolaíochta

 Department of Education and Science

  

Subject Inspection of Technology and Technical Graphics

REPORT

 

Sacred Heart Secondary School

Clonakilty, County Cork

Roll number: 62170B

  

Date of inspection: 27 March 2007

Date of issue of report: 6 December 2007

 

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 Technology and Technical Graphics

 

 

 

Subject inspection report

 

This report has been written following a subject inspection in Sacred Heart Secondary School, Clonakilty. It presents the findings of an evaluation of the quality of teaching and learning in Technology and Technical Graphics 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 teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and teacher’s written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and the subject teacher. 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.

 

 

Subject provision and whole school support

 

Sacred Heart Secondary School provides a broad education for girls from Clonakilty and its surroundings. The technologies are represented on the curriculum of the school by Technology (TE) and Technical Graphics (TG), the subjects which are the focus of this inspection report. While at the time of the inspection these subjects did not continue into senior cycle, the school was preparing for the introduction of TE in senior cycle in the following school year, the first year of implementation of the Leaving Certificate TE syllabus. The enthusiasm of management and teacher in providing for this increased subject choice and for balance in the curriculum being offered to the students is commended. While TG was being studied only in third year at the time of the inspection, and it is not envisaged that this subject will continue to be offered in the short term, it is notable that the provision of TE in both junior and senior cycle will provide all students with the option of studying a technology subject throughout their time in the school. While the phasing out of TG is consistent with the subject preferences of the students and forms part of the planning strategy for the development of technology education in the school, it is urged that the possibility of reintroducing TG, and the eventual introduction of Design and Communication Graphics (DCG), be kept under review, taking account of student interest and the major innovation in the DCG syllabus.

 

There is one teacher of the technologies in the school, which limits the extent to which collaborative planning for TE and TG can take place. However, full use is made of the time provided for subject planning. The provision of subject department planning time and the use made of this are commended. Management is commended for the generosity of its support for the subject teacher’s involvement as an associate trainer in the support service for the technologies, T4, which has the potential to enhance the development of the subjects in the school.    

 

TG is allocated four periods per week in third year, the only year in which it is studied, and this provides for the completion of the syllabus. TE is allocated two periods per week in first year and four periods in second and third year. While the first-year allocation is low, this is acceptable in the context of this school where all first-year students study the subject, providing admirable support for student choice in second year. In all cases, classes are allocated a double-period lesson per week which facilitates practical work. This is good practice as is the even distribution of lesson times across the week for each of the subjects.

 

While TE or TG were not included in the Transition Year (TY) programme at the time of the inspection, it is intended to include a module of TE in the coming school year. In addition to its enrichment of the educational experience of the TY students, this module will be particularly valuable as a support to their choosing of subjects for senior cycle.  

 

Management are commended for the sizable investment made in providing resources for the teaching of TE and TD, including the conversion of an existing laundry for use as a technology room, since the introduction of these subjects to the school. The purchase of materials and other requirements is facilitated, depending on school resources, by means of an annual budget based on planned expenditure submitted by the teacher.

 

There are two specialist classrooms provided for the teaching of TE and TG, a technology room and a drawing and theory room. Both of these rooms were commendably neat, tidy and well organised at the time of the inspection. The technology room is spacious, bright and welcoming. Dust and fumes are extracted by a very effective ducted system.

 

There is a comprehensive health and safety statement in the school prepared in consultation with a specialist company. The teacher of TE and TG was involved in the development and review of the statement and the final draft was being finalised at the time of the inspection. Management is commended for its role in this.  

 

The teaching of TE and TG is supported by means of a laptop computer and data projector. Access is available to the computer room and this is sometimes used. The computer hardware and software being made available for the introduction of TE at senior cycle will be deployed in the drawing and theory room and will provide for greater use of information and communications technology (ICT) for student learning.   

 

On entering second year, all students have the choice of continuing to study TE. The subject-option groups for each cohort of students are determined by their preferences as expressed in an open choice. This is in line with best practice. In addition to being supported by their experience of all subjects in first year, students are assisted in their choice of subjects by the guidance counsellor, year head and subject teachers. There is a continuing high level of interest in TE and this is also evident among those students entering senior cycle in the coming school year. Arrangements for subject choice in senior cycle are also based on the preferences expressed by students in the current year cohort. The option of studying TE has been added to the subjects being offered for the coming year. In addition to receiving the advice and guidance of the guidance counsellor, subject teachers and year head when making subject choices for senior cycle, it is planned that students will also be supported by the experience of having studied a module of TE in TY from the coming school year and this is commended.

 

Planning and preparation

 

The quality of planning for TE and TG in Sacred Heart Secondary School is commendable and has led to continuous development and improvement of the quality of service being provided for students of TE. The introduction of the senior cycle subject is the culmination of long-term planning and is commended. While, as mentioned, collaborative planning within the subjects has been of necessity restricted, close links with the art department have resulted in collaboration in relation to student project work. Co-curricular planning in this area is commended. The careful planning of programmes of work was in line with the requirements of the syllabuses. Each of the lessons observed in the course of the inspection benefited from detailed preparation and planning. Preparation included very effective demonstrations on the teacher’s laptop computer for a TG lesson on orthographic projection and very appropriate detailed handout sheets for a TE lesson on Ohm’s Law.

 

Careful planning for resources has been successful in the development of very good facilities for the teaching of the subjects, including a full range of tools and equipment in the technology room, which is carefully laid out and managed to the highest standards. As mentioned earlier, the imminent deployment of computer equipment will provide increased opportunities for student learning by means of ICT. Detailed planning for the integration of these resources into the teaching of TE in both senior and junior cycles will of course be central to success and encouragement is given to this being a priority of subject department planning. It is also encouraged, if and when technically feasible, that the software in use for TE be installed in the school computer room for student use.

 

The emphasis on health and safety in the lessons observed and in the rooms visited was appropriate. Signage prominently displayed in the technology room included standard, colour-coded safety signs for the mandatory use of personal protection equipment (PPE). To improve further on the very good signage already in place, it is suggested that specific instructional notices be placed adjacent to each machine. These notices should list in brief the safety rules that apply to the machine as stated when students are given instruction in its use. Such notices can be word processed and laminated as required. It is recommended that safe operational areas (SOA) be demarcated on the floor of the technology room around machines. Yellow and black hazard tape can be used for this purpose. It is further suggested that a simple instructional safety notice be placed close to the SOA indicating its rationale and the implications for movement in its vicinity. PPE was available for the use of students and teacher and was used appropriately when required in the lessons observed. The Review of Occupational Health and Safety in the Technologies in Post-primary Schools (State Claims Agency, Department of Education and Science, 2005), available on www.education.ie, should be consulted in detail when reviewing health and safety.

 

Teaching and learning

 

The teaching methodologies and strategies adopted in the lessons observed were appropriate to the abilities, needs and interests of the students. There was good variety in the approaches taken, that added commendably to the interest of the lessons and to the learning of the students. In a second-year TE lesson on the design of electronic circuits, following revision of the previous knowledge of the students, excellent use was made of emulation software to check the effect of making various alterations. Typically, students were asked to anticipate the effect of an alteration and correct answers were affirmed. Following this, in a double period, a practical lesson on soldering prepared for the assembly of student-designed circuits. The teacher provided a clear, well paced demonstration. The purpose of the work and its link to the earlier lesson were made clear. The students were encouraged and kept engaged by the teacher’s skilful questioning. A student repeated the work as demonstrated following which the class returned to their benches and undertook the task for themselves. The teacher moved among the students providing help, encouragement and affirmation as appropriate. The integration of theory and practical work in this way, and the reinforcement of one by the other, is commended. Appropriate use was made of prepared handout sheets and other resources in the lessons observed. A box with a hinged lid was skilfully used in the introduction to a TG lesson, demonstrating in concrete terms the effect of drawing the projection of a rotated surface. The use of such resources enriches the learning experience and is commended.

 

The high standard of organisation in the technology room ensured that the necessary materials and equipment were to hand for the students. The surroundings were greatly enhanced by the visually stimulating subject-related materials on the walls and student-designed project work which was also carefully displayed.

 

The students in each of the classes visited were fully engaged with the work being done. Discipline was intrinsic. Expectations were clear and willingly accepted. The atmosphere in the classes was relaxed and friendly while the focus was on the completion of the work being undertaken. Interactions between the students and teacher and between the students themselves displayed mutual respect and the mood and tone were conducive to learning.

 

Students in the classes visited displayed appropriate understanding and knowledge of the concepts and facts relating to the subjects. They were competent in communicating this understanding when talking to the inspector.  

 

There was a high level of enthusiasm for the subjects among the students and this was to be seen in particular when the second-year TE class members were encouraged to consider the links between the work they had been doing in the lesson observed and their current design project.

Assessment

 

Sacred Heart Secondary School holds formal examinations at Christmas and in summer. In addition to these, third-year and sixth-year classes sit mock examinations in February in preparation for state examinations. In TG and TE, students are also presented with periodic class-based tests on the completion of topics and at mid-terms. Project work is graded on completion and the results are aggregated with Christmas and summer results. The provision of this range of regular assessment is commended as is its consistency with the assessment modes provided for by the TE syllabus. All results are carefully and systematically recorded in the teacher’s diary.

 

In addition to the formal assessment of student progress, it is commended that informal assessment is a regular feature of lessons in TG and TE as the teacher circulates among the students and provides affirmation, encouragement and help as appropriate to the progress being made. Homework is regularly set, corrected and marked in TG and TE, in accordance with the school policy. The marks are recorded and provide a good source of feedback to students on their progress. This is good practice.

 

The results achieved in the mock examinations and state examinations from year to year are carefully compared by the subject teacher and this comparison informs subject planning. This is commended.

 

There is regular contact with the parents of students of TG and TE. In addition to the formal communication of examination results to parents in school reports, the results of topic tests recorded in the students’ journals provide continuing information on progress in the subjects. Information, including the results of the various assessments, is also discussed at parent-teacher meetings.

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

·         It is notable that the inclusion of Technology in both junior and senior cycles will provide all students with the option of studying a technology subject throughout their time in the school.

·         The provision of regular subject-department planning time and the use made of this are commended.

·         Management is commended for the generosity of its support for the subject teacher’s involvement as an associate trainer in the support service for the technologies.

·         In addition to its enrichment of the educational experience, the inclusion of a Technology module in TY will be particularly valuable as a support to students choosing subjects for senior cycle. 

·         Management is commended for the sizable investment made in providing resources for the teaching of Technology since its introduction.

·         While collaborative planning within Technology has been restricted by its being taught by one teacher, the collaboration with the Art subject department in relation to student project work is commended.

·         The integration of theory and practical work in the teaching of Technology is commended.

 

 

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

  • It is encouraged that detailed planning for the integration of ICT-assisted learning into Technology in both senior and junior cycles become a priority of subject department planning.
  • To improve further on the very good safety signage already in place in the technology room, it is suggested that specific instructional notices be placed adjacent to each machine, listing in brief the rules that apply for the safe use of the particular machine.
  • It is recommended that safe operational areas be demarcated around machines in the technology room by the use of lines on the floor.

 

Post-evaluation meetings were held with the teacher of Technology and Technical Graphics and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.