Subject Inspection Report

This report has been written following a subject inspection in St. Paul's Secondary School. It presents the findings of an evaluation of the quality of teaching and learning in Construction Studies 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

Construction Studies (CS) and Technical Drawing (TD) are offered as optional Leaving Certificate subjects in this co-educational voluntary secondary school. Leaving Certificate students of CS and TD will usually have studied Materials Technology (Wood) and Technical Graphics (TG) for Junior Certificate and MTW/CS and Computer Aided Design (CAD) modules during the school's compulsory transition year (TY) programme. Students study CS and/or 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). In addition to CAD in TY, a City and Guilds CAD programme, for students not studying a modern language for Leaving Certificate, is provided as an option for senior-cycle students.

Students entering first year choose their three optional subjects by indicating their preferences on a form listing pre-defined optional subject bands distributed when the principal visits the feeder primary schools during the second term each year. Although first year students choose their optional subjects prior to entering the school the school accommodates limited movement between classes at the start of the school year when this is required. TY students are exposed to all available optional Leaving Certificate subjects during the course of their programme and final subject choices are informed by experience of subjects during TY, the TY guidance programme and discussions with subject teachers, the school's senior management team and the LCVP coordinator during TY. These practices are designed to meet the needs and interests of students within the resources available to the school.

It is noteworthy that MTW and TG class groups in junior-cycle and CS and TD class groups in fifth and sixth year are comprised predominantly of boys. It is recommended therefore, that ways to encourage and enable a higher take-up of the subjects by girls should be examined by the school.

All junior-cycle classes receive appropriate time allocations. CS and TD classes in fifth and sixth year receive a generous time allocation and plans to enhance the allocation for TY CAD in the 2007/2008 school year have already been made. Allocations for the technology subjects include double and single class periods that allow adequate time for practical and project work, drawing and theory to be accommodated, and these arrangements are commended.

Well equipped MTW/CS, TD and computer rooms are used for the delivery of the subjects and this is commended. The MTW/CS room however, is small, crowded, dark and has little wood and/or project storage space. Large machines are positioned at the rear of the room and this further reduces the space available for the woodwork benches and for circulation. Dust extraction is currently provided using mobile extraction units but the school is in the process of providing a central dust extraction system under the terms of Circular Letter M45/01. The provision of this central system is highly commended but the large plant and ducting associated with it will further exacerbate the difficulties associated with space in the room. In order to address these difficulties and improve the facilities available to students of MTW and CS the school has made, and is actively pursuing with Department of Education and Science an application for the provision of a new MTW/CS room.

Computer hardware and drawing software are available to students of the subjects in the computer room and this is commended. Planning for the provision of additional hardware and software associated with the introduction of the new Design and Communication Graphics (DCG) syllabus in September 2007 is under way and provision of this equipment will enhance the school's existing level of provision.

Planning and preparation

The school is engaged in ongoing development planning and a subject department structure is in place. Teachers of the technology subjects form a discrete subject department and the coordination of individual subjects is undertaken by individual teachers. This system is operating effectively and is commended.

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

Comprehensive MTW, CS, TG, TD and CAD plans have been developed and subject 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. Subject plans also include references to timing of lessons within the planned programmes, methodologies to be employed, resources required for the delivery of programmes of work, provision for students with special educational needs (SEN), assessment procedures and timing of assessments, homework and prescribed texts. Plans for individual lessons are also prepared and were available during the subject inspection. Teachers' work in this area is highly commended.

Teachers are engaged in ongoing in-service related to the introduction of the new Design and Communication Graphics (DCG) in September 2007 and this is commended. There have not been any opportunities for in-career development in MTW or CS in recent years and it is recommended therefore, that teachers avail of continuous professional development (CPD) opportunities related to the introduction of the new LC Architectural Technology syllabus to be provided by the Technology Subjects Support Service (T4) T4 in future years.

All MTW and CS 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 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 during all lessons evaluated and teaching of a very high standard was observed. This is 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 methodologies appropriate to students’ abilities, needs and interests and a range of strategies was used. For example, a recurring cycle of teacher demonstration followed by student work on assigned tasks followed by eacher assessment of students' progress was operated very effectively during CS and TD lessons evaluated. Peer-teaching among students was also used very effectively during TY CAD lessons. These practices are highly 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.

Chalkboard, whiteboard and multi-media projector presentations were used effectively during lessons. These presentations served to focus student attention, to support their learning and to summarise at the end of lessons. Handout materials were used in tandem with these presentations and this practice is commended.

The CS, TD and CAD principles demonstrated during lessons were presented incrementally and teachers effectively scaffolded students' development in the topics covered during lessons. 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. This approach emphasises the importance of using appropriate terminology and is commended.

Classroom routines were evidenced during all lessons observed. These ensured the learning environment was well organised, managed and safe. The use of such routines is commended. In order to enhance existing practices and procedures it is recommended that these should be informed by the Review of Occupational Health and Safety in the Technologies in Post-Primary Schools (2005).

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

The quality of students’ understanding was reflected in their ability to ask and answer questions and in the competencies exhibited in their work on lesson tasks. Students' written and drawn work was of a standard consistent with a range of abilities. The content of students' notebooks and portfolios was appropriate and freehand, ruled and computer-generated drawings were of a standard that displayed a mastery of the knowledge and competencies associated with a wide variety of syllabus topics. Efforts should continually be made however, to further enhance students' subject-specific knowledge and all associated practical and communication skills.

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. Students were enthusiastic, motivated, displayed their understanding of the concepts associated with lessons, and worked in an atmosphere that was conducive to learning. Their purposeful work and contributions were appropriately affirmed by teachers and this is commended.

Assessment

A range of assessment modes related to subject-specific objectives is employed in MTW, CS, TG, TD and CAD and practical, project, written and drawn classwork and homework is routinely assessed, commented on and graded and these practices are commended. It is recommended however, that assessment of students' notes copies and drawing portfolios should contribute to overall end-of-term and end-of-year assessment grades in the future.

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, TD and CAD 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, TD and CAD.

There is a formal technology subjects department. A high level of collaboration and cooperation among teachers, and comprehensive subject planning documentation were noted.
There is strong up-take of the subjects by boys.
Teaching of a very high standard was observed during the subject inspection.
The teaching methodologies employed during lessons were appropriate and effective.
Lesson presentation of a very high standard was observed.
The quality of students' practical and project work and of freehand, ruled and scaled drawings was of a very high standard while reflecting the range of abilities in the class groups evaluated.
Students displayed positive attitudes to 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:

Ways to encourage and enable more girls to take the technology subjects should be examined.
Efforts to further enhance students’ knowledge and appropriate practical, drawing and theory skills in the subjects should continually be made.

Post-evaluation meetings were held with the teachers of Construction Studies and Technical Drawing and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.