An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Physics
REPORT
Rathmines College
College of Further Education
Town Hall, Rathmines, Dublin 6
Roll number: 70280E
Date of inspection: 8 and 11 May 2007
Date of issue of report: 6 December 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Physics
Subject inspection report
This report has been written following a subject inspection in Rathmines College. It presents the findings of an evaluation of the quality of teaching and learning in Physics and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over two days 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.
Subject provision and whole school support
Rathmines College offers Physics as part of a one-year repeat Leaving Certificate, which is a full-time day course. Currently, there are ninety nine repeat Leaving Certificate students of which fifteen are studying Physics. In addition Chemistry and Biology are offered and in the current year there is one class group in Chemistry and two class groups in Biology. The college has no junior cycle provision or Transition Year programme. However, the vast majority of students take Post Leaving Certificate, (PLC) courses many of which lead to Further Education and Training Awards Council (FETAC) awards.
The uptake of senior Science subjects is generally good. It is college policy to accept only repeat Leaving Certificate students into Physics. Students are well supported in making informed choices regarding repeat Leaving Certificate subjects by the guidance service and subject teacher specialists. Having consulted with the relevant department, students are facilitated in changing subjects if necessary in October. A general information evening for parents is held in September to explain how the repeat Leaving Certificate works.
Time allocation to Physics is satisfactory at four hours per week. There is good distribution of class time with each one-hour class period timetabled on a different day of the week. This is commended as it provides regular contact with the subject and optimises learning.
There has been good take-up of inservice provision over recent years and many Department of Education and Science inservice courses in Physics, Chemistry and Biology have been attended by relevant teachers in the college. In addition data logging courses provided by the Curriculum Development Unit (CDU) have been attended. Many staff have been trained in first-aid and the college has supported attendance at a City of Dublin Vocational Educational Committee, (CDVEC) course for the safety coordinator. This is commended. In addition staff are facilitated in providing inservice. It is commendable that the college pays membership to professional bodies and subject associations, subscription to relevant magazines and facilitates attendance at meetings and seminars. Many staff have taken the opportunity to access IT evening courses provided by the CDVEC and it is commendable that some teachers in the science department are attending ICT courses to broaden their skills.
The college does not currently have science laboratories. However, chemistry and biology students have access to laboratory facilities at Dublin Institute of Technology (DIT), Kevin Street. Access for physics students is under consideration by the college as there are many constraints regarding local practical provision. It is recommended that such links be pursued with DIT for Physics so that students can gain access to appropriate practical provision. Some equipment, including data logging equipment, is available in the physics room and a certain amount of practical work can be organised on site. An audit of this equipment should be carried out to ensure that there is sufficient equipment to support the teaching of the syllabus.
The health and safety statement was drawn up in 2005 following a safety audit, it is reviewed biannually and is currently being reviewed on request from the CDVEC. Science teachers were consulted in the process.
The college library and computer rooms have broadband access. There is a data projector and laptop computer in the physics room and software resources are available. It is recommended that broadband internet access be extended into the physics classroom as planned. In addition a central bank of ICT resources should be developed.
Planning and preparation
The college plan is well developed and has outlined good action plans for future development. This plan makes reference to the need for further infrastructure incorporating science facilities as part of phase two of a building programme. School development planning has developed to curricular areas particularly for further education courses, which is the main focus of the college.
There is a commendable subject department plan for Physics in place. In addition to the subject aims and objectives, other areas addressed include: methodologies; ICT; resources; planning for special needs; assessment; reporting procedures and continuous professional development. This plan also includes a weekly course outline for Physics. It is recommended that this plan be extended and reviewed to take account of the following factors: trends in the uptake of Physics; further development of cross-linking with Chemistry and Biology including some common planning; development of the practical aspects of the subject; links with DIT and the further development of resources. All subjects including Physics have a resource file containing schemes of work, curriculum documents and assessment and examination materials. This is commended.
Subject department meetings take place once per term and in the case of a one teacher subject department, this meeting takes place with senior management. Minutes of these meetings are kept in accordance with the college’s quality assurance procedures which came into force in September 2006. Physics department resource needs are assessed at the end of the school year and requests are generally met favourably by school management.
There was very good planning in advance of lessons observed. Teaching resources and practical equipment were ready in advance. The lesson content was very well planned. This contributed to the overall successful outcomes of lessons observed.
Teaching and learning
There was a clear structure to all lessons. Lesson objectives were clear and this contributed to a very good atmosphere of learning. A very good rapport existed between students and teacher. Students were enthusiastic and keen to learn, they responded positively and showed a genuine interest in the lesson material. The very good learning environment created contributed greatly to the successful outcomes of the lessons and students were constantly affirmed.
Varied methodologies contributed to positive lesson outcomes. The board was used very effectively and material was put up there in advance of lessons for easy reference throughout the lesson. This worked very well. For example physics formulas relevant to lesson content were written up on the board and referred to many times during practical demonstrations. However, learning could have been consolidated further for some more difficult concepts with greater use of ICT and it is recommended that this be considered in future lessons. For example, some relevant physics applets or short animations would have enhanced and contributed to learning.
Demonstrations played a major part in reinforcing learning of material presented. For example during a lesson on electricity and electromagnetism many demonstrations, some with student participation, were carried out effectively. The planning and sequential delivery of these demonstrations worked very well. Students were asked for any comments on the results of the demonstrations and were sufficiently challenged to come up with valid explanations of the physics principles that apply.
Very effective use was made of questioning in all lessons observed. Probing questions were asked in an effort to stimulate interest in the lesson content. Students’ answers were frequently affirmed. Students also asked questions to aid their learning and understanding. Differentiation was used skilfully in posing questions and a constant awareness of the range of abilities was demonstrated. In some lessons, general questions were asked of the whole class while more directed questions at named students would have been more effective in increasing participation. It is recommended that this approach be used at appropriate times.
It is commendable that, in addition to providing for the whole class group, great efforts were made to support students individually. Students were given an assignment, worked individually or in pairs. This provided the opportunity to circulate and give extensive support to those who needed it and to affirm those who were succeeding at their assignment. Previous Leaving Certificate questions had been analysed and an assignment sheet was distributed to students. It is commendable that students were consulted in detail regarding their revision preferences in advance of the Leaving Certificate examination. A ‘physics revision preferences’ sheet was distributed to members of the class group.
Many practical aspects of Physics were expertly explained with clarity. As a result students stayed motivated throughout the lessons. It is recommended that a further effort is made to present the history and everyday applications of Physics in lessons.
The uptake of higher-level Physics over recent years is good. Student outcomes in terms of knowledge and skills observed are very good, as evidenced by answers to questions posed in the course of this evaluation. Students were generally confident at answering questions on their work during the lessons observed.
Assessment
The college has assessment policies in place for each of the different course groupings. The overall Christmas assessment result is calculated from the average of two continuous assessments held prior to Christmas. Trial Leaving Certificate examinations take place in March.
All contact with parents is in the context of the age profile of students given that the class groups visited were repeat Leaving Certificate classes. Parents are kept well informed. Reports are issued to parents and students in December and after the trial examinations. There is a general parents meeting in January and further individual parent meetings are organised as necessary. It is commendable that parents have good access to the college guidance service.
A good homework policy has been formulated for repeat students. It is commendable that this policy ‘consolidates and supplements the work done in class and promotes independent learning and creativity’. It is commendable that this objective is being achieved. Students sign an agreement to abide by the homework policy on commencement of the school year. Homework examined is generally completed to a good standard and was assigned at the conclusion of many lessons observed.
Teachers are given an analysis of State examination results and there is a general discussion of these results at staff meetings, which informs teacher planning and review. It is also commendable that the college tracks students’ progression into work and further study as evidenced from the college prospectus.
Students are requested to record if they have any special needs at application and registration. CDVEC psychological services are used occasionally to provide back-up material and certification. However, work in this area has mostly been confined to PLC students.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- The college offers Physics as part of a one-year repeat Leaving Certificate and there is good senior science provision.
- The uptake of senior science subjects is very good. There has been good take-up of inservice provision over recent years by senior science teachers. Good links have been developed with DIT.
- The school has a very good physics department plan in place. There was very good planning in advance of lessons observed.
- Lesson objectives were clear and this contributed to a very good atmosphere of learning. Students were enthusiastic and keen to learn and were constantly affirmed. The very good learning environment created contributed greatly to the successful outcomes of the lessons.
- Varied methodologies contributed to positive lesson outcomes. Very effective use was made of questioning. Great efforts were made to support students individually and the differentiated teaching practices implemented are commended. Many practical aspects of Physics were expertly explained with clarity.
- The uptake of higher-level Physics is good. Students were generally confident at answering questions on their work during the lessons observed.
- There are good assessment practices in place. There is a specific homework policy for repeat Leaving Certificate students.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- An audit of physics equipment should be carried out to ensure that there is sufficient equipment to support the teaching of the syllabus. Links should be pursued with DIT so that students can gain access to appropriate practical provision in line with physics syllabus requirements.
- Broadband internet access should be extended into the physics classroom as planned. In addition a central bank of ICT resources should be developed.
- The physics plan should be extended and reviewed.
- Greater use of ICT is recommended. For example some relevant physics applets or short animations would have enhanced and contributed to some lessons.
- More directed questions at named students should be considered in an effort to increase student participation.
- Further efforts should be made to present the history of Physics and everyday applications of Physics in lessons.
Post-evaluation meetings were held with the teachers of Science and Physics, together with the principal, at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.