An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

  

Subject Inspection of Science and Chemistry

REPORT

  

Saint Michael’s Community College

Kilmihil, County Clare

Roll number: 70860W

  

Date of inspection: 28 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 Science and Chemistry

Subject inspection report

 

This report has been written following a subject inspection in St Michael’s Community 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 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

 

St Michael’s Community College is located in the town of Kilmihil, Co. Clare. There is good support for the study of Junior Certificate (JC) Science as it is a core subject on the school’s junior cycle curriculum. The science subjects offered by the school at senior cycle are Leaving Certificate (LC) Biology, LC Chemistry, LC Physics, and LC Agricultural Science. This is a wide range of science subjects and it affords students a broad choice when making their senior-cycle subject choices.

 

Subject choice at senior cycle is based on a “best-fit” model where students’ choices determine the option blocks that are created. This is best practice and is to be commended. There are good structures in place that support students in making their senior-cycle subject choices and these include advice and support from the guidance counsellor, subject teachers, and information nights for parents. The level of uptake among students of Agricultural Science and of Biology is generally good while smaller numbers of students choose Chemistry and Physics. The school is conscious of the impact of small class groups on timetabling arrangements, but it strives to maintain the breadth of science subjects offered to students at senior cycle. The school ensures equality of access to all subjects. Male and female students may select to study any of the science subjects offered at senior cycle. In this school, female students tend to choose Biology and Chemistry while male students tend to choose Agricultural Science and Physics at senior cycle. The school is aware of these gender-based trends in subject uptake and it is encouraged that the school investigate the reasons underpinning them. Based on the results of this investigation the school should devise a formal strategy to promote a more gender-balanced uptake of science subjects among students.

 

The school, in the past, has offered the Transition Year (TY) programme as an option. Science was a component of this programme. The school strove to ensure that all students gained exposure during the TY programme to all of the senior-cycle science subjects. This is to be commended as subject sampling during the TY programme helps students to make informed subject choices for senior cycle. It is noted that a programme for science subjects is in place should the TY programme be included again on the school’s curriculum.

 

The time allocation for Chemistry is in keeping with the recommendations of the syllabus and is appropriate. The total time allocation for Science is in keeping with the recommendations of the syllabus and is appropriate. It is noted that science classes have one double class period weekly in first year and two double class periods weekly in second year and in third year. The provision of double class periods facilitates students’ performance of practical, investigative work on which the syllabus is predicated. The idea of considering the number of weekly class contact points was suggested during the evaluation, particularly as a greater number of class contact points can be helpful in supporting continuity of students’ learning and revision during third year when focus is directed towards the State examination.

 

Until recently, class groups were streamed based on ability. Currently, class groups for Chemistry and for Science in first year and in second year are of mixed ability. It is envisaged by the school that all class groups will be of mixed ability from next year onwards. The school works to support continuity of learning for students at junior cycle and at senior cycle through timetabling arrangements that strive to ensure that students retain the same teacher during their course of study and this is to be commended.

 

There is one laboratory and an adjoining preparation and storage area in the school. These facilities were viewed. The science teachers have done good work in organising the preparation and storage area. It is clean, well organised, and well maintained. Chemicals have been colour coded and are stored in accordance with Departmental guidelines. An issue relating to damp on the ceiling of the chemical store was pointed out and it is advised that this issue be addressed by the school. As there is only one laboratory in the school and as the school supports a broad range of science subjects this creates timetabling constraints relating to access to the laboratory. To overcome the constraints the science teachers have done good work in drawing up and implementing a rota system that ensures that students have sufficient time in the laboratory to complete their experimental work. This good work and the commitment of the science teachers to ensuring that all students gain the necessary practical skills by performing experimental work in the laboratory are to be commended.

 

The school has a health and safety statement and the science department has devised an additional document dealing with health and safety. The good work done by the science teachers in drawing up this document is to be commended. The school’s health and safety statement is under review currently and the science department’s statement was reviewed in January 2007. The annual review of such statements coupled with review as needs arise is good practice and is to be encouraged.

 

The information and communication technology (ICT) resources available to the science staff include data logging equipment, internet access in the laboratory, and access to the school’s computer room. There is a strong sense of enthusiasm among the science teachers to further expand the range of ICT resources and their use in the teaching and learning of science subjects and this is to be encouraged. Discussion took place during the evaluation on the acquisition of further resources such as a computer and data projector and senior school management revealed that it would actively support the acquisition of such resources as a priority. The responsiveness of senior school management to identified needs is to be commended.

 

There is good awareness of students with special educational needs and the science teachers are committed to supporting each student to realise his or her individual potential. The science teachers have produced differentiated and graded worksheets for use with students with special educational needs. There is informal liaison among the science teachers and the school’s special educational needs co-ordinator. Information to support teachers when working with students with special educational needs is disseminated frequently. The school reports that individual education plans (IEPS) dealing with literacy and numeracy issues are in place for students with special educational needs. This good practice is to be commended as it shows the commitment of the school to meeting students’ individual learning needs. In building on this good practice, it is recommended that the school extend the use of IEPs to include teaching and learning in all science subjects. To support the school in this work it is advised that the school engage with the Special Education Support Service (SESS), www.sess.ie.

 

There is good support for the science teachers’ continuing professional development. Teachers have been facilitated in attending relevant in-service education courses. In the event that a teacher has not been in a position to attend some of the Junior Science Support Service (JSSS) in-service courses, they may wish to avail of the in-service courses organised during 2007. These courses include elective courses in specific areas of the syllabus. It is advised that support for science teaching may be accessed through the JSSS, www.juniorscience.ie. The school is proactive in organising whole-school in-service courses for staff and this demonstrates a culture of supporting teachers’ continuing professional development. Additionally, support is available for teachers’ continuing professional development through Co. Clare Vocational Education Committee (VEC).

Planning and preparation

 

The school has engaged with school development planning and formal planning for science subjects is well established. The school expressed a desire to formalise arrangements for subject meetings and this shows support for subject departments in progressing their planning work. The science staff meets formally and informally throughout the school year to plan for the teaching and learning of science subjects. Minutes of formal meetings are maintained and this is good practice as it assists in ensuring progression of any issues that arise.

 

The science teachers work well together as a science department. The work of the department is co-ordinated by one of the teachers on a voluntary basis. The science teachers expressed the desire that this role would rotate among them annually. This is to be encouraged as rotation of the role of science co-ordinator enables all of the teachers to gain the fullest possible exposure to the issues that impact on the teaching and learning of science subjects in the school. In addition, rotation of the role supports the existing strong spirit of collaboration and collegiality among the science teachers.

 

Comprehensive subject planning documentation was viewed. The planning document builds, appropriately, on a template developed by the School Development Planning Initiative (SDPI), www.sdpi.ie, for subject department planning. The planning document usefully informs the teaching and learning of science subjects in the school. The good work done by the science teachers in progressing subject planning is to be commended. The science teachers are reflective and proactive in their planning work. They are enthusiastic to further enhance the range of available laboratory and teaching resources and this is to be encouraged. Senior school management shows good support for the study of science subjects.

Teaching and learning

 

All lessons that were evaluated were appropriate to the relevant syllabuses and teachers had done good work in planning and preparing for them. Teachers demonstrated a high level of subject matter expertise in the material taught. In some lessons, teachers had prepared worksheets and additional resources for use with students and this work is to be commended.

 

A variety of methodologies was used. Directed questioning was the main questioning style that was used by teachers. It was effective in engaging students in considering the questions posed and in enabling teachers to gain feedback on students’ learning by selecting individual students to respond. Recall-based questions were the main type of questions that were used and they were effective in reinforcing learning. There was some good use of higher-order questions that extended students’ learning by providing opportunities for them to evaluate a problem and to suggest possible solutions. The development of higher-order thinking skills is embedded within the revised JC Science syllabus through the use of investigative learning in theoretical and practical activities. It is recommended that the science teachers build on their good work in planning for the teaching and learning of science subjects by developing their use of investigative methodologies. Developing greater use of investigative methodologies will be of benefit as it will enable students to further develop their thinking skills, gain greater autonomy in their learning and accept more responsibility for their work. Support for the science teachers in this work may be accessed through the JSSS.

 

The board was used effectively to collect students’ ideas and opinions, develop mind maps, demonstrate the balancing of chemical equations, and highlight the key points in lessons. In several lessons that were observed there was a significant emphasis on ensuring that students were familiar with and understood the relevant scientific terminology. In a number of lessons, there was good use of teacher-led demonstrations to aid students in understanding the concepts being taught. Good practice was observed where teachers linked the topics being taught to everyday examples with which students were familiar. This helped students to develop their learning by building on familiar experiences. The use of ICT was noted in a lesson where students were encouraged to look up a specific website relevant to the topic being taught. Lessons were closed most effectively where there was recap and reinforcement of the key learning points. Teachers assigned homework to assist students in reinforcing and developing their learning and this is to be commended. In one lesson, homework was designed to additionally develop students’ scientific literacy and creative writing skills. Such adaptive use of homework tasks that reinforce learning and expand students’ creative and literary skills is to be commended.

 

A significant feature of the lessons that were observed was the existence of a positive learning environment. This was supported by extensive use of affirmation of students’ responses and efforts. Students were addressed by name and it was evident that there was good rapport among students and teachers. This was seen in the good-humoured and mutually respectful interactions of students and teachers and the sense of positive discipline among the students.

 

There were high levels of student participation in the lessons that were evaluated. Students were encouraged by their teachers to engage with the topics under study and it was evident from observation that students were engaged in all lesson activities.

 

The science laboratory benefits from displays of students’ work, charts, posters, and scientific resources. These displays help to create a stimulating visual learning environment while supporting a sense of a scientific learning space. This is to be commended as regular displays of students’ work can act as valuable learning resources and assist students to gain a sense of responsibility for their environment.

 

Interaction between the inspector and students and observation of students’ responses to questions posed by their teachers revealed that they had generally good levels of knowledge and understanding in the topics that were under study. Discussion with students revealed that they have good levels of interest in science subjects.

Assessment

 

Students’ progress is assessed regularly and reports are sent home periodically. These practices are appropriate. There are good structures in place that support communication between the school and parents. These include formal parent-teacher meetings, use of students’ diaries for notes and a formal letter when there are concerns or difficulties regarding students’ work.

 

The school developed a formal, whole-school homework policy in 2003 and has identified the review of this policy as a priority area. The science teachers have done good work in building on the school’s homework policy by devising and agreeing a homework policy for science students. They have also done good work in formally describing their assessment procedures. These procedures include monitoring and assessing students’ laboratory copybooks regularly, regular class-based assessments and the setting and checking of homework daily. Examination of samples of students’ copybooks revealed that these practices are embedded in the work of the science department and this is to be commended. There is enthusiasm among the science staff to develop the practice of setting and using common assessments. This is to be encouraged as the use of common assessments facilitates the comparison of student attainment across class groups and can inform the subject planning process.

 

The assessment of students’ experimental work mainly involves oral feedback while students are working and the assessment of the write up of the completed work. Examination of the write up of experimental work contained in students’ laboratory notebooks revealed that they have generally completed a satisfactory amount of work of good quality. It is advisable that students be encouraged to develop their practices when writing up their experimental work by including a brief description of the planning that they undertook prior to their work. Good practice was noted where students gained marks in their end-of-term assessments for the prior completion of experimental work and for the manner in which they undertook their work. This practice is beneficial as it tangibly acknowledges the value of the experimental work undertaken by students and provides positive motivation for students by rewarding their successes in completing the work. In building on this good practice, the science teachers are enthusiastic to develop further strategies that reward students for the range of skills gained through experimental work and this is to be encouraged.

 

It is reported that students’ progress and examination results including their results in the State examinations are monitored by senior school management and the guidance counsellor. Subject teachers monitor the results of their own class groups. Senior school management envisages that subject departments will move towards incorporating within the subject planning process an analysis of the results obtained by students in a year group. The development of this practice is to be encouraged as its use in conjunction with an analysis of the examination papers, the relevant chief examiners’ reports and previous assessment results obtained by students enables teachers to further refine teaching and learning processes.

 

The commitment of the science teachers is evident from their support for students’ participation in a range of science-related extra-curricular and co-curricular activities. The range of activities includes participation in the Young Scientist and Technology Exhibition, field trips, Science Week activities, trips to third-level colleges, science quizzes and recycling initiatives. The good work done by the science staff in supporting students’ involvement 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.