An Roinn Oideachais agus Eolaíochta

 Department of Education and Science

  

Subject Inspection of Science and Chemistry

REPORT

  

Scoil Mhuire

Wellington Road, Cork

Roll number: 62690E

  

Date of inspection: 17 April 2007

Date of issue of report: 8 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 Scoil Mhuire. 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 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. 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

 

Scoil Mhuire is a fee-paying secondary school for girls close to the centre of Cork city. There is good support for the study of Science as it is a core subject at junior cycle. The science subjects offered as options for Leaving Certificate are Biology, Chemistry and Physics. It is good to note the generally high participation rates in all the Leaving Certificate science subjects.

 

Subject choice at senior cycle is student driven and this is good practice. There is good support for students in making their senior cycle subject and programme choices. This support includes access to guidance during third year, information nights for parents, and information and advice from subject teachers.

 

Biology is chosen by the vast majority of students on entering Transition Year (TY). To facilitate this at school level, it is therefore studied by all students in TY. This does not reduce students’ choice as they study an extra subject which may be retained for Leaving Certificate. The introduction of Environmental Studies in TY is excellent. It is in keeping with TY philosophy and provides the opportunity for students to develop their scientific literacy and learn about scientific issues in everyday life. The school is thus endeavouring to broaden the educational provision for students. However, TY students must choose the subjects that they intend to pursue for their Leaving Certificate at the start of their TY. This, naturally, impacts on the choice of subjects that students study in their TY. In light of this and the programmes of work examined in the sciences, the current TY programme could be viewed as an initial year of a three-year Leaving Certificate. The Department of Education and Science guidelines and circulars are very clear on this issue. It is recommended, therefore, that the programme be reviewed in light of these guidelines and that remedial action be taken where necessary. It is better practice if students have opportunity to study modules of all subjects.

 

Scoil Mhuire has a good resource in its science personnel. The teachers are committed and adopt a collegial and collaborative approach to their work. Classes do not always retain the same teacher throughout junior cycle or again in senior cycle. During the course of the evaluation, teachers stated that this was not an issue as a common programme of work is in place and ongoing high level of co-operation exists within the science department. Not withstanding this, to support continuity of learning it is better practice if classes retain their teacher until a syllabus is completed.

 

The time allocation for the sciences is in line with the class-contact time recommended in the syllabuses. In some instances, lessons are held on consecutive days. The reinforcement and assimilation of new concepts is therefore not facilitated easily as a number of days elapse between class contact one week and the next. While wholly mindful of the complexities of timetabling, management should endeavour to avoid this in future timetabling. All classes are of mixed ability. Students are actively encouraged to do the higher level paper for Junior Certificate, final decisions only being taken at the time of the pre-examinations.

 

A system is in place to identify students with special educational needs. Commendably, the science teachers collaborate with the learning support department as required.

 

All students have weekly access to the laboratories, with priority being given to double lessons. This is good practice. Co-operation between teachers is once again illustrated by the provision of an agreed laboratory access rota. Cognisance is taken of the school’s current position in terms of planning and building. It is understood that new laboratories are to be provided in which the current safety issues regarding gas and electrical isolation and the lack of fume cupboards will be addressed. Teachers pay due regard to safety. There is a high level of safety equipment such as fire extinguishers, safety blankets and safety glasses in the laboratories. Copies of the published guidelines on safety – Safety in School Science and Safety in the School Laboratory published by the Department of Education and Science in 1996 and subsequently amended in 2001 are available to all staff. Safety notices are displayed in the laboratories. Good work has been done in storing equipment and materials and in chemical storage. Chemicals are segregated according to Department guidelines and best practice in storage area. It is recommended that this procedure be adopted in all new laboratories and that a flame-resistant press be purchased for safe storage of flammable chemicals. The school has a health and safety statement, all teachers being involved in its review. This is good practice.

 

The display of scientific materials in the laboratories is noted as good practice as it helps to promote, visually, students’ interest in the sciences. The science department has overhead projectors, one laptop and one data projector. Teachers also have access to TV/VCR/DVD units and information and communication technology (ICT) suites are available in the school. The opportunity provided by the building of new laboratories should be utilised to enhance the level of ICT within the science department. Teachers are encouraged to employ this technology to a greater extent to support the teaching and learning of the sciences.

 

Management is commended on the commitment given to facilitate continuing professional development. All teachers have had the opportunity to attend in-career development in the sciences. Also, some teachers have done the Masters in Education (Science), and more recently teachers have attended training in the use of ICT in the teaching of Chemistry. One teacher has signed up to do a profexcel course for special education needs, paying particular focus on the more able student. Teachers are commended on their dedication in upskilling themselves in order to enhance the educational provision in the classroom. The involvement of the science department in the pilot project To Support the Learning School, which is funded by the Teacher Education Section of the Department of Education and Science, is highly commended. It is noteworthy that the school supports membership of Irish Science Teachers’ Association.

 

A high level of provision is made for co-curricular and extracurricular science activities, including fieldtrips, industrial visits, participation in quizzes, and in the Science Olympiads. At the time of the inspection, Scoil Mhuire was the current holder of Leaving Certificate Pfizer Chemistry Trophy. A system has also been put in place for the recycling of plastics in the TY classrooms. Those involved are to be praised for their commitment to facilitating these educational and stimulating activities.

 

 

Planning and preparation

 

Scoil Mhuire is actively participating in school development planning and is currently involved in curricular planning. It is very evident that the science and chemistry teachers work well as a team, demonstrate commitment, and engage in the process of collaborative planning. The existence of subject-specific policy folders in Science, Chemistry, Biology and Physics provides evidence of this. Excellent work has been done in the organisation and storage of class sets of equipment for the mandatory experiments.

 

Programmes of work in the sciences have been designed and this is a practice to be encouraged and further developed. The delivery of common schemes of work to all junior cycle science classes is noted as good practice. It is recommended that such programmes of work be broadened in time to include for example, detailed provision for specific timeframes, links between practical work and theory, resource requirements, optional assessment methods and exam preparation, as well as continual revision work, when and where appropriate. This task could be carried out on a phased basis taking, perhaps, one senior and one junior year group per annum. During the course of the evaluation, teachers stated that the first-year programme would be reviewed for the coming year, particularly in light of the school’s participation in the project, To Support the Learning School and that cognisance would be taken of the recommendation to broaden the schemes of work. It is understood that these plans are generally reviewed mid-year to analyse progress. This work is applauded.

 

Written TY programmes of work in Biology, Physics Chemistry were also examined during the course of the evaluation. All programmes contain Leaving Certificate material solely, including the mandatory experiments. Resources utilised include the textbooks or revision books for Leaving Certificate. As previously stated, this is not compliant with Department of Education and Science Circulars and Guidelines. The approach to teaching Chemistry, and the other science subjects in TY should comply with the Transition Year Guidelines which state that “Where Leaving Certificate material is chosen for study it should be done so on the clear understanding that it is to be explored in an original and stimulating way that is significantly different from the way in which it would have been treated in the two years to Leaving Certificate”. Alternative methodologies such as a thematic, historical or problem-solving approach, or the employment of the approach currently taking place in the Environmental Studies programme should be implemented. TY modules such as the Science of Sport, Forensic Science Module, Aspirin, and Microbiology could be used. These are based on scientific concepts and practical elements of Leaving Certificate syllabuses, and are compliant with Department of Education and Science Circulars.

 

The departmental planning that exists is commendably supported and facilitated by the existence of a science convenor. Formal, minuted science department meetings are supplemented with ongoing informal collaboration and co-operation. Management is commended in facilitating formal meeting time. Planning for resources is systematically organised, one teacher having a post of responsibility for ordering equipment and chemicals along with liasing with management.

 

Lessons observed, as well as planned programmes of work, were found to reflect syllabus requirements. Short-term planning was very good in the department and preparation for classes was noted as being at a very high standard. Individual folders of resources including worksheets, word searches and acetates containing visual stimuli, have been compiled, to support the learning and teaching process. This is very good work work.

 

 

Teaching and learning

 

A good level of learning and teaching was observed in Science and Chemistry in Scoil Mhuire. An exceedingly positive relationship was evident between students and teacher in all lessons. This created an environment which was conducive to learning, and was enhanced by the appropriate use of humour in some instances. Students were generally addressed by name and an atmosphere of mutual respect existed. Students proved themselves to be motivated learners in the main, and readily engaged in classroom activities when the opportunity presented itself. Students were frequently praised and affirmed and they responded positively. There was a clear sense of enjoyment in many lessons.

 

Lessons were well organised, ensuring a smooth transition from one activity to another. Advance preparation in the form of equipment and chemicals ensured that individual lessons progressed smoothly, and the employment of a wordsearch task in one instance provided for students’ active involvement in the learning process. The subject matter of most lessons observed displayed continuity with knowledge learned previously and this helped to consolidate students’ learning. Also, the pace of all lessons visited was appropriate to the students’ abilities and to the relevant tasks.

 

A variety of teaching methodologies were employed. These included questioning, listening, observation, classroom discussion, students’ practical activities and some written work. Good use was made of the whiteboard and overhead projector to provide visual images and to outline the main learning points of lessons. Explanations were clear. In some instances, props were successful in clarifying the concept under consideration. For example, students’ examination of dentures helped consolidate learning on the types and structure of teeth. In another instance, the employment of golf balls was very effective in illustrating the flow of current.

 

Good practice was evident where teachers, in delivering and developing lesson topics, built on students’ prior knowledge and experiences. There were commendable levels of attention to individual students in all lessons. Teachers used questioning as a means of involving students in the lessons. Questioning was employed in a successful manner, to build up lesson content, and as a method of recapping at the end of the lessons in order to ascertain and consolidate the learning that has taken place. It was good to note that in some instances probing questions were appropriately structured, in order to support students in their answering. In some instances, vigorous classroom discussion was evidenced in facilitating the development of lesson content. This is highly commended. In an electronics lesson, students’ questions and contributions were very effectively utilised to progress the lesson. This is excellent practice. Cross-curricular linkage was observed when the structure of the solar system was constructively employed to illustrate the structure of an atom.

 

The teachers’ knowledge of the curricula and scientific issues in the wider environment was used to good effect to improve students’ understanding in Science and Chemistry. Students’ demonstration linked learning to everyday life very effectively, when students were afforded the opportunity to observe the presence of plaque on teeth. It also assisted in engaging and motivating students in their learning. This is commended. Other examples of making the subject relevant and tangible, included classroom discussion on the voltage requirements of household appliances and the employment of household chemicals to test pH.

Practical lessons with hands-on student activities were structured, effectively organised and supported the development of students’ understanding and skills. Students worked in pairs or groups of three and the collaborative work among the students was good. The successful development of practical skills as students progress through the school was evident in the manner in which they completed relevant tasks. Where students had not previously handled specific equipment, best practice was emphasised. Equipment was set up and put away in an orderly fashion. Attention was given to appropriate safety precautions during practical work. However, care should be taken to ensure that rules with regard to drinking water within the laboratory are maintained at all times. Where plenary sessions were utilised, they were very effective in consolidating students’ learning. It is recommended that this good practice be employed during all practical sessions.

 

In instances where notes are deemed necessary, the topic should be discussed in the first instance. Consideration should be given to the practice of note making, whereby students are encouraged to discern what is important, rather than note taking or dictation. This would engage the students more actively in their learning.

 

 

Assessment

 

Subject teachers carry out assessment on an ongoing basis. Class and formal assessments are conducted throughout the year. In some instances, evidence of these tests and students’ progress can be seen in teachers’ journals. Oral assessments were integrated into all the lessons observed, teachers assessed students’ understanding through questioning in the classroom, and homework was assigned in all lessons. Written homework serves to reinforce students’ learning within lessons. From examination of students’ copies and files, the work given to the classes was found to be appropriate to ability levels.

 

Formal examinations are held twice a year for all year groups, the pre-examinations for students due to sit state examinations taking the place of summer examinations. The practice of utilising continuous assessment in TY is commended. Parent-teacher meetings and written reports for each year group reinforce this structure. Communication is also facilitated via the student journal and parental interviews as required. The implementation of common Christmas and summer examination papers in Science is applauded as it complements the common programme in place. It also helps to establish a common direction for the subject, whilst ensuring consistency and cohesiveness within the department.

 

All students have laboratory notebooks/workbooks in which they record their investigative work. These practical books are of a fine standard. In some instances, these are monitored and annotated. There was evidence of annotation of students’ work with comments on areas where they need to improve, thus incorporating the technique of Assessment for Learning (AfL). This is very good practice and teachers are encouraged to employ this strategy to a greater extent. It is recommended that the good practice of assessing students’ practical work/laboratory notebooks as a component of the end-of-term examinations and which is currently under consideration be implemented. Such practice is encouraged as it reflects the assessment objectives of the Junior Certificate syllabus.

 

There was evidence of recording of attendance rates, homework and assessment in teachers’ journals. This is good practice as it helps to build a profile of students’ engagement, progress and achievement in the subject over a period of time. Management conducts statistical analysis of state examination results, the results of which are imparted to and discussed with the staff.

 

 

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.