An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Science and Chemistry

REPORT

 

Holy Rosary College

Mountbellew, County Galway

Roll number: 63090I

 

Date of inspection: 10 May 2007

Date of issue of report: 19 November 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 Science and Chemistry

 

 

Subject inspection report

 

This report has been written following a subject inspection in Holy Rosary College. It presents the findings of an evaluation of the quality of teaching and learning in Science and Chemistry 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 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

 

Holy Rosary College is a co-educational, post-primary school located in the town of Mountbellew, Co. Galway.

 

The science subjects in this school are Junior Certificate (JC) Science, Leaving Certificate (LC) Agricultural Science, LC Biology, LC Chemistry, and LC Physics. The school also offers science subjects as components of its optional Transition Year (TY) programme and its Leaving Certificate Applied (LCA) programme. Thus, there is a wide range of science subjects available to students.

 

There is good support for the study of Science as all students study it at junior cycle. During the TY programme, all students gain beneficial exposure to Agricultural Science, Biology, Chemistry, and Physics and this helps to support them when choosing their senior cycle subjects. There is open access to subject choices at senior cycle and subject options are created based on students’ preferences. This good practice is to be commended. Students are well supported when making their senior-cycle subject choices by advice from the guidance counsellor, whole-class briefings on subject content, individual advice from subject teachers, and an information evening for parents and students.

 

Agricultural Science and Biology are very popular subject options at senior cycle. The uptake among students of Chemistry and of Physics is generally good. In relation to gender, the school ensures equality of access for students to all science subjects. The uptake of Agricultural Science and of Chemistry is balanced among boys and girls. It is noted that more boys than girls choose to study Physics while more girls than boys choose Biology. The school is encouraged to continue its work to develop a gender-balanced uptake of all science subjects. The use of the TY programme to explore gender issues in science subjects might be of further benefit.

 

The time allocation for Science consists of four lesson periods weekly and this includes one double-lesson period weekly. This allocation is appropriate and meets the recommendations of the syllabus. The time allocation for Chemistry is ample. It consists of one double-lesson period and a minimum of three single-lesson periods weekly. In some cases, an additional single-lesson period is provided for Chemistry.

 

All science classes retain the same teacher during junior cycle and all chemistry classes retain the same teacher throughout senior cycle. This practice supports continuity of student learning and is to be commended.

 

There are three science laboratories in the school. Two of the laboratories have a shared preparation area and the third laboratory has a separate preparation area. While the science facilities are of older construction, they are in good repair and are clean, tidy, and well maintained. The laboratories benefit from displays of scientific equipment and glassware, photographs of students performing experiments, models, posters, and students’ work. The science staff has done good work in organising and storing chemicals and materials in the preparation areas and laboratories and this work is to be commended.

 

An annual budget is allocated for science subjects and this assists the teachers when planning for the year. Materials and equipment are managed using a database, a stocktake is performed annually, and records of stock are maintained throughout the year. These good practices are to be commended.

 

The school, appropriately, has a health and safety statement that is reviewed regularly and as specific needs arise. It was reported that the science teachers are involved in any review of the health and safety statement and this is good practice.

 

There is a satisfactory amount of information and communication technologies (ICT) resources available to the science staff. Each laboratory has a desktop computer and a data projector. Data logging equipment is also available in the laboratories. There is a high level of enthusiasm among the science staff to further develop the integration of ICT in teaching and learning. The science teachers reported that they intend to make all of their teaching resources available on the school’s network. This initiative is to be commended as it will facilitate teachers in sharing resources among themselves. Access for students to these resources will help them in their learning and understanding of the topics studied.

 

The science teachers report frequent liaison with the school’s learning-support personnel to develop and implement strategies for use with students with special educational needs. Students with special educational needs are provided with additional tuition in core subjects and where they require additional support in science subjects this is organised by the class teacher in cooperation with the learning-support staff. There is expertise among the science teachers in the area of learning support and this enables them to share best practice and to develop effective strategies for working with students with special learning needs. Good work has been done in developing differentiated worksheets and in modifying and adapting the textbooks used by students with special educational needs. This good work is to be commended.

 

There is good support for the science teachers’ continuing professional development. They have been facilitated in attending all relevant science-related in-service education courses. In addition, the school has provided whole-staff in-service courses in areas such as study skills, special educational needs, school development planning, and issues concerning young people. The school supports the science teachers in their membership of the relevant professional association by payment of membership fees and through flexible timetabling arrangements.

Planning and preparation

 

The science teachers work together as a subject department. The teachers rotate the voluntary role of science co-ordinator. This practice enables all of the science teachers to gain experience in coordinating the work of the faculty and supports a high level of collaboration among the teachers. Discussion with the science teachers revealed that they work well together and they enjoy a high level of mutual support and collegiality. This atmosphere of support extends to the positive relationships that exist among the science teachers and senior school management.

 

The science teachers meet regularly, formally and informally, to plan and prepare for the teaching and learning of their subjects. Minutes of formal meetings are recorded and this good practice ensures that any issues that arise are resolved.

 

The TY plan for Chemistry was viewed. Good work has been done in drawing up this plan. The plan appropriately builds on students’ experiences of Chemistry at junior cycle. It incorporates use of an investigative approach to the teaching of Chemistry, engages students in data logging experiments and places student performance of experimental work at the core of the learning experience. The plan successfully balances the need to prepare students academically for senior cycle while developing their interest in and knowledge of Chemistry in an innovative manner.

 

Good work has been done in drawing up a comprehensive science plan. The plan is, appropriately, based on a template devised by the School Development Planning Initiative, (SDPI), www.sdpi.ie. The plan provides a useful resource for teachers and can serve as a focus for ongoing developments in the teaching and learning of science subjects in the school. It is reported that the science teachers share the content of the year plan with students and this good practice means that students can research new topics in advance of studying them. In addition, sharing the intended content sequence can support students in their study should they be absent from school.

Teaching and learning

 

Teachers had undertaken a high level of planning and preparation for the lessons that were evaluated. All lessons were appropriate to the relevant syllabus. All requisite materials were to hand and had been prepared in advance. Teachers demonstrated a high level of subject matter expertise in the topics under study.

 

A variety of teaching methodologies was employed effectively in all of the lessons that were observed. In the chemistry lessons that were evaluated, it was particularly notable that there was a high level of ICT usage. At the beginning of the year, students were given electronic copies of all class materials and resources. This practice empowers students in their learning by enabling them to adapt materials to suit their individual learning styles, to research upcoming topics, and to access information on any topic in a fast and convenient manner. Discussion with students revealed that they appreciate these resources and view them as valuable aids for their learning. The good work done by the chemistry staff in creating these electronic resources is acknowledged and is to be commended.

 

Directed questioning was used in all lessons. It enabled teachers to engage all of the students in considering the questions posed and allowed for individual feedback from students on their knowledge and understanding. Good practice was observed where question types were balanced between recall-based and higher-order questions. Recall-based questions enabled teachers to assess the factual information held by students. Higher-order questions assisted teachers to extend students’ conceptual understanding and helped students to develop their problem-solving skills.

 

Teacher-led exposition and explanation were clear and effective in aiding students’ understanding of the topics under study. The use of overhead projection slides, video, and models provided visual stimuli and enabled teachers to clearly highlight the key learning points. In nearly all lessons, teachers used short, written exercises to recap on the material that had been taught and to reinforce students’ learning. Regular recap and reinforcement of students’ learning is good practice and is to be encouraged. Good practice was observed where a science-related newspaper article was used as a resource to assist students’ learning. This was effective as it supported students in developing their scientific literacy, linked their learning with the everyday world, and showed how science and society are related.

 

A significant feature of all lessons was a sense of a positive learning environment. There was good rapport among students and teachers. Students’ responses and efforts were affirmed and acknowledged by their teachers. Students were addressed by name and teachers adopted a relaxed, conversational style in their interactions with students. Interactions among students and teachers were underpinned by a sense of mutual respect. This resulted in a well-managed learning environment where there was good cooperation among students and teachers and high levels of student participation.

 

It was evident from observation that students were engaged in their learning. Best practice was observed where teachers responded to students’ individual learning needs by circulating among students while they worked, advising and guiding them as needed. Observation of students’ responses to questions posed by their teachers, students’ contributions during lessons, and interaction between the inspector and students revealed that they have generally good levels of knowledge and understanding of the topics under study. Interaction with students also revealed that they have good levels of interest in and positive attitudes to the study of science subjects.

Assessment

 

Students’ progress is assessed regularly and reports are sent home periodically. These practices are appropriate.

 

Senior school management performs a general analysis of the results obtained by students in the State examinations and reports on this analysis to the staff and the board of management. It is recommended that the science teachers build on this practice by incorporating a results analysis in the subject planning process. This development when coupled with analysis of students’ class results, chief examiners’ reports, examination papers, and marking schemes will serve to further inform the subject planning process.

 

Samples of students’ copybooks were viewed. These showed that experimental work is intrinsic to students’ study of Science and Chemistry. Students had completed a satisfactory amount of experimental work. Best practice was observed where teachers, to help students improve their work, regularly monitored and commented on students’ write up of experimental work. The formative feedback given by teachers is valuable as it identifies areas of learning in which students have been successful and suggests constructively how students might improve their learning. It was evident from examination of students’ copybooks that homework is a regular feature of students’ learning. This is good practice as homework provides opportunities to reinforce what has been learned and can act as a source of motivation for future learning. Best practice was observed where students systematically corrected their homework and where teachers monitored students’ work. In building on the existing good practices of the science department, it is advised that the science teachers use the subject planning process to develop agreed criteria relating to monitoring of and feedback on students’ work. This work could include consideration of the types of assessment to be used with students and would build on the science teachers’ good practice of using common end-of-term examinations.

 

Some teachers give credit in end-of-term examinations for the experimental work completed by students during the year. This good practice means that students’ experimental skills and work are acknowledged and rewarded. It is recommended that the science teachers build on the existing individual good practices by agreeing and formalising arrangements for acknowledging and rewarding the skills gained by students when performing experimental work.

 

The science teachers support students’ participation in a wide range of science-related extra-curricular and co-curricular activities. Students have benefited from involvement in science quizzes, science shows, lectures by visiting speakers, visits to third-level education colleges, and visits to the annual Tyndall lecture. The good work done by the science staff in supporting students in these activities is acknowledged and is to be commended.

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 Chemistry and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.