An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science and Biology
REPORT
St Joseph’s CBS
Drogheda, Co. Louth
Roll number: 63840C
Date of inspection: 10 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 Science and Biology
Subject inspection report
This report has been written following a subject inspection in St Joseph’s CBS, Drogheda. It presents the findings of an evaluation of the quality of teaching and learning in Science and Biology 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. 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
Science is a core subject to Junior Certificate level in St Joseph’s CBS. First year classes are streamed as a result of a common test at Halloween in the first term. Provision is made to allow some movement of students between streams, following further assessment during the year.
Junior certificate science classes are allocated three class periods per week, in the form of three single periods. This allocation, which falls significantly short of National Council for Curriculum and Assessment (NCCA) syllabus recommendation of four periods per week in each of the three years in the junior cycle, will inescapably have unfavourable effects on the pacing of topics and on the capacity to carry out associated experimental work. It is recommended that management explores potential timetabling options to bring the Junior Certificate science class allocation up to the recommended four periods per week.
Third year students going into senior cycle are given the option of taking up the Transition Year (TY) programme which contains a module of Science. The school currently offers Biology, Agricultural Science, Chemistry and Physics as optional subjects to Leaving Certificate level. In arranging subject options for senior cycle, students are provided with an early opportunity to choose their subjects for the Leaving Certificate. These choices are then used to create a “best-fit” model of subject options, accommodating as many students as possible. Biology is the most popular of the four science subject. Biology classes are usually allocated one double period and three single periods each week with some classes allocated two doubles and one single period. This is in keeping with NCCA recommendations.
The school has three laboratories and one demonstration room which are all fairly well maintained. Laboratory access is arranged informally among the science teachers and a roster is drawn up at the start of the year by the subject co-ordinator. The chemistry and physics laboratories share a preparation area while the biology laboratory has an adjacent storage and preparation area. The preparation area is well organised and all members of the science team have access to the lockable chemical store. However, it is recommended that the storage facility for flammable chemicals be reviewed.
A range of health and safety features is available in the laboratories. These include fire extinguishers, fire blankets, safety goggles and isolation switches for gas and electricity. A code of behaviour for the laboratory is displayed on the notice boards in some laboratories and it is recommended that this be extended to all laboratories. It would also be appropriate to add this code of behaviour to all student notebooks at the start of the school year.
The science team has benefited from opportunities for continuing professional development during national in-service training for the implementation of the revised Biology and Junior Certificate Science syllabuses. Senior management is to be commended for its commitment to facilitating this in-service and for its on-going consideration in supporting staff training needs.
Science students are encouraged to take part in a range of co-curricular and extra-curricular activities relating to science. Science students have participated in the Green Schools initiative and a group of senior physics students have visited Eircom to view ‘fibre optics in action’. The science teachers have also arranged for science students to visit the natural history museum and to a ‘Robotics’ interactive display in NUI Maynooth. It is also commendable that TY students have carried out fitness profile tests in Dublin City University.
Biology fieldwork is carried out at Dublin Zoo as well as local beach and woodland habitats and the biology students have also completed a European coast watch survey on three occasions. Senior physics students have attended an open day in DCU and NUI Maynooth while agricultural science students have visited a farm at Melifont Abbey. The science teachers involved are commended for facilitating these co-curricular and extra-curricular activities.
Planning and preparation
Significant progress has been made in terms of subject department planning. During the evaluation visit, long-term collaborative plans were made available for Junior Certificate Science. They were based on the School Development Planning Initiative template and included aims, objectives, time allocation, option structures, timetabling arrangements, grouping of students, student access to levels, class organisation, planning for students with special educational needs and planning for a culturally diverse society. There was also evidence of planning for resources, equipment and information communication technology (ICT). Curriculum content is divided into a broad summary of topics to be completed with a total of five physics chapters to be completed in the taster programme. It is recommended that the science team refers to the revised Junior Certificate science syllabus and collaboratively compiles a list of topics to be completed by each year group within an appropriate time frame. In due course this list can then be further extended into a scheme of work which includes relevant teaching methodologies and practical work. It would assist students in planning for their course if the list of topics was distributed to them at the beginning of the school year. It is further suggested that the science team reviews the science content of the taster programme. The provision of some chemistry and biology topics would give incoming first year students a broader and more balanced overview of the subject they are undertaking to Junior Certificate level.
Planning documentation for Transition Year (TY) science was available during the evaluation. This consisted mainly of a list of topics for the module. These topics included genetics, evolution, famous scientists, radioactivity, ethics and science, DNA and the atmosphere. There is potential for the TY science team to collaboratively review and extend these plans. Some useful guidance is available in the leaflet ‘Writing the TY programme’ available from the second level support service (SLSS) website ( www.slss.ie).
Planning for Leaving Certificate Biology was comprehensive. A list of topics to be completed in fifth and sixth year was outlined and included appropriate scientific investigations. Each unit of the syllabus was broken down into sub-units and the intended learning outcomes, levels (higher or ordinary) and resources were defined. This level of planning is praiseworthy and would be further enhanced by the addition of an appropriate timeframe for completion of the various elements.
It is recommended that planning documentation for all year groups include reference to health and safety precautions. This would be particularly relevant input at the beginning of the first term for all year groups.
Individual teacher planning was very satisfactory. All teachers were observed to be teaching material fully relevant to the syllabuses or programmes involved and were up to date in terms of where they might reasonably be at this stage in the academic year. Furthermore, it was noted that classes due to sit Certificate Examinations in 2007 were also being well advised in relation to study and time management to ensure thorough revision of previously covered topics.
There is a clear departmental structure and a science co-ordinator has been appointed. This is good practice. Formal meetings of the science team take place approximately three times per year and it is praiseworthy that there is also regular informal contact between members of the team.
Teaching and learning
The evaluation involved visits to first, second and third year science classes and two sixth year biology classes. Lessons were generally clear and well structured. They usually began with a roll call and proceeded at a pace which was appropriate to the ability levels of the students. Some teachers outlined the aims of the lesson at the beginning of the class and this is good practice.
A range of appropriate methodologies was observed. These proved most effective where they were varied throughout the lesson. Best practice was observed where the topic was introduced through clear explanation and where the teacher employed a number of visual aids such as diagrams and demonstrations, interspaced with questioning and monitoring of student work. It is important the teachers vary methodologies and incorporate strategies into their lessons to involve all students.
Some good revision techniques were observed where topics were interspersed with past paper examination questions and subject-specific terminology was reinforced. Commendable revision techniques involved use of spider diagrams, construction of comparison tables, labelling of diagrams shown on the PowerPoint presentations and summary diagrams. In addition, students were themselves asked to compile lists of questions which could be asked about the topic and these were then answered in class. This is good practice.
Where practical work was observed, students displayed good routines for taking out and putting away of apparatus and they worked well in group situations. Best practice was observed where the investigation was introduced beforehand through discussion of the procedure and where there was time for a plenary session afterwards to discuss results.
Good use of questioning was observed, particularly in revision classes. These were frequently directed to named students and the type of questions challenged students to link previous knowledge to the topic of the lesson. This is good practice. It is also commendable that chorus answering was discouraged and students were expected to listen to each others’ answers at all times.
In all classes visited, student behaviour was good and aided by the nature of the tasks set. Teachers moved around the classroom, questioning, monitoring and advising students. This ensured that all students were on task and engaged with the lesson content. Great efforts were made in many lessons to make lesson content relevant to students’ everyday lives.
An atmosphere of security and mutual respect permeated all lessons visited. Teachers were sensitive to student abilities and tasks set were purposeful and appropriate to the range of student abilities present.
Assessment
A variety of forms of assessment is used in St Joseph’s CBS. In some lessons visited homework was corrected at the beginning of the class and allocated at the end. This provides a good structured approach. The majority of notebooks observed were checked regularly. There is scope to add formative comments and directional feedback to notebooks in addition to checking and dating the books. This assessment of notebooks could be further enhanced by the adoption of follow-up procedures where there is periodic checking that corrections made by the teacher have been acted upon by the student. It is recommended that the science team reviews its procedures for checking and correcting notebooks with a view to the development of similar correcting practices across the science department.
In addition, it was reported that other assessment techniques are used on a regular basis. First year students are assessed at Halloween and placed into classes depending on their results. These groups also sit examinations in summer. Second and fifth year students are tested at Christmas and summer while mocks for the Certificate Examinations are held in February. It is recommended that the science team explores the potential for provision of common end-of-year tests for each year group and includes a percentage allocation for completion of coursework in the final mark.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Significant progress has been made in terms of subject department planning.
- Formal meetings of the science team take place approximately three times per year and it is praiseworthy that there is also regular informal contact between team members.
- The lessons observed were generally clear and well structured, usually beginning with a roll call.
- Some good revision techniques were observed where revision topics were interspersed with past paper examination questions and subject-specific terminology was reinforced.
- Where practical work was observed, students displayed good routines for taking out and putting away of apparatus and worked well in group situations.
- In all classes visited, discipline was good and by the nature of the tasks set.
- An atmosphere of security and mutual respect permeated all lessons visited. Teachers were sensitive to student abilities and tasks set were purposeful and appropriate to the range of student abilities present.
- In some lessons visited homework was corrected at the beginning of the class and allocated at the end. This provides a good structured approach.
- The majority of notebooks observed were checked regularly.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- It is recommended that management explores potential timetabling options to bring the Junior Certificate science class allocation up to the NCCA syllabus recommendation of four periods per week for each year in the junior cycle.
- The preparation area in the science laboratory is well organised and all members of the science team have access to the lockable chemical store. However, it is recommended that the storage facility for flammable chemicals be reviewed.
- A code of behaviour for the laboratory is displayed on the notice boards in some laboratories and it is recommended that this be extended to all laboratories.
- It is recommended that the science team refers to the revised Junior Certificate science syllabus and collaboratively compiles a list of topics to be completed by each year group within an appropriate timeframe.
- It is recommended that planning documentation for all year groups includes reference to health and safety precautions. This would be particularly relevant input at the beginning of the first term for all year groups.
- It is recommended that the science team explores the potential for provision of common end-of-year tests for each year group and includes a percentage allocation for completion of coursework.
Post-evaluation meetings were held with the teachers of Science and Biology and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.