An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science and Biology
REPORT
St Mary’s College, Dundalk
Roll number: 63890R
Date of inspection: 8 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 Junior Certificate Science and Leaving Certificate Biology
Subject inspection report
This report has been written following a subject inspection in St Mary’s College, Dundalk. It presents the findings of an evaluation of the quality of teaching and learning in Junior Certificate Science and Leaving Certificate Biology 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 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
All Junior Certificate students take science for the three years of junior cycle. All Junior Certificate science classes are allocated four class periods per week. This is in line with the National Council for Curriculum and Assessment (NCCA) recommendations. As a result of option groupings some science classes have two double periods in the week. This results in limited class contact during the week. It is recommended that management reviews this allocation when planning the timetable for future years. All junior science classes are of mixed ability and it is commendable that classes retain the same teacher through second and third year.
There is an optional Transition Year (TY) in senior cycle in which students take a module of Science. Leaving Certificate Biology, Chemistry and Physics are available to students. Biology classes are allocated five periods per week which corresponds to NCCA recommendations. Appropriately, this allocation includes at least one double period per week which is held in a science laboratory.
All opportunities have been availed of to release science teachers for continuing professional development during recent and current national in-service training programmes. Management is commended for this commitment.
The school has three science laboratories which are in need of some refurbishment. It was reported that management has made an application to the Building Unit of the Department of Education and Science in respect of one these laboratories. There is also a need to update the other two laboratories and it is suggested that the summer works scheme be explored as a potential avenue for refurbishment of these. It is recommended that management explores potential avenues to enhance the laboratories. In the interests of health and safety it is important that this renovation work would include the provision of gas and electricity isolation switches in close proximity to the teacher’s desk.
Two of the laboratories have a separate lockable storage and preparation area. One storage area is well organised and houses a range of chemicals arranged in an appropriate colour-coded manner. There is potential to adopt a similar organisational mode in the second one. It is recommended that a flame-proof cabinet be provided for each storage area in order to appropriately house flammable chemicals.
Most science classes have access to the laboratory for their double periods. Where this is not possible, access is on a rotational basis and organised informally between members of the science team. All laboratories are networked to the school computer room and have broadband internet connectivity. A laptop computer, a desktop computer, overhead projector (OHP) and data projector are available in the physics and chemistry laboratories. It is intended to supply the biology laboratory with a laptop and data projector in the future. There is a television and video recorder in the biology laboratory and similar audiovisual aids are shared between the chemistry and physics laboratories.
The school actively promotes student involvement in science-related co-curricular and extra-curricular activities. Science teachers have organised a trip to Norbrook Pharmaceutical Laboratory in Newry, W5 in Belfast and to the BT Young Scientist exhibition in Dublin. Students have also been brought to Dublin City University (DCU) and NUI Maynooth for revision of practical work at senior cycle and biology fieldwork on the ‘rocky sea shore’ has been carried out at a local habitat. The science team is to be commended for organising a guest speaker from ‘Brainwave Ireland’ to talk to students about epilepsy.
Planning and preparation
During the evaluation visit long term common plans were made available for Junior Certificate Science and Leaving Certificate Biology. The plans made appropriate reference to the school’s mission statement and they indicated that good use had been made of the school development planning initiative (SDPI) templates. Planning documentation contained a list of aims, objectives, skills and attitudes to be developed by the learner. Commendably, they also made reference to grouping of students, textbooks and materials to be used, and record-keeping by the science team.
It is commendable that in the planning documentation the curriculum content was listed for each year group. Also, the syllabus learning objectives for each of the mandatory experiments were included where appropriate. There is potential to distribute these lists to students as a method of focusing them on their work and in preparation for revision. It is important that students have a clear outline of the course and Certificate examination students could be encouraged to look at the syllabus on the Department of Education and Science website. Schemes of work contained lists of topics inserted in an appropriate time-frame, sometimes indicating the number of classes to be dedicated to the topic. This planning documentation provides an important guide for all teachers in planning their lessons.
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 conservation, pH and titration, rock formation, cosmetics, clothing dyes and pigments and paints, memory and learning, weather, medicines and you, sports science, genetics and forensics. There is scope for the TY science team to collaboratively review these plans and explore the potential for alternating some of the modular content between the two TY teachers. Some useful guidance is available in the leaflet ‘Writing the TY programme’ available from the second level support service (SLSS) website at www.slss.ie
It was reported that the science department liases regularly with the learning support team in the school. This is good practice. Strategies noted in the science department plan for supporting students who have learning difficulties included special homework arrangements, differentiated teaching methods, early intervention and one-to-one tuition where appropriate.
Short term planning was effective and included pre-prepared materials and resources such as worksheets. This attention to planning serves to enhance the teaching and learning in each lesson. The teacher-generated worksheets were most effective when they were tailored to suit the abilities of the individuals in the class groups. In order to further this good short term planning it is suggested that the science team considers the development of a common bank of resources, for example a filing cabinet, to include worksheets and OHP transparencies which are easily accessible by all science teachers and can be added to as more resources are developed. These resources can then be adapted if necessary to suit the differing needs of the students.
Formal meetings of the science team take place three times per year and minutes of these meetings are recorded. In addition, regular informal meetings are held. This is laudable practice. Currently the science team does not have a subject co-ordinator and it is recommended that a co-ordinator be appointed from within the science team to fulfil this position on a rotating basis. This would help devolve responsibility and share workload.
Teaching and learning
During the evaluation, one first year science class, one second year science class, two third year science classes and two sixth year biology classes were observed.
Lessons were well structured and proceeded at a suitable pace. In some classes the teacher outlined the expected learning outcome at the outset of the lesson which is good practice as it gives the lesson a focal point. In general, the classes observed had a positive atmosphere. A positive teacher-student rapport was evident throughout the lessons and this contributed to a constructive learning environment. Students were generally attentive, interested and anxious to participate in the learning processes. In most lessons it was evident that students had a good understanding of the task in hand and when questioned they displayed appropriate knowledge of topics completed. Elements compounds and mixtures, ecosystems, immunity and genetic crosses were the topics of study in these lessons. Most classes were revision classes and made appropriate use of past paper examination questions.
A range of methodologies was used and included use of the whiteboard, questioning, use of information communications technology (ICT) and whole-class discussions. Best practice was observed where teaching was enthusiastic and engaging and where a range of methodologies was employed in the lesson. Active learning methodologies such as group-work and pair-work were observed in some lessons and these serve to encourage student participation and increase their engagement with the lesson content. Use of ICT was observed where a PowerPoint presentation served to provide a good visual display.
In most lessons there was an appropriate balance between teacher input and student activities. Teacher explanation was very clear and accurate. It is praiseworthy that a deliberate effort was made to link the lesson content to the everyday experience of students. This practice can prove effective in fostering a deeper meaning of the topic being taught. Innovative use was made of spider diagrams to summarise content and highlight key points of information, particularly in revision lessons. Questioning was also used effectively to link prior learning and check understanding of lesson content. On occasion, questioning to analyse and apply information challenged students and this practice should be incorporated further into all lessons to aid students to develop their higher-order thinking skills.
In many classes the teacher moved around the classroom checking and monitoring students’ work. This is good practice. In some lessons observed, commendable use was made of praise to affirm students’ progress. Students displayed a sense of security in seeking clarification or assistance during lessons. It was obvious that the practice of the teacher moving around the room gave students the opportunity to seek individual help and clarification in a supportive manner.
The physical environment of the laboratories could be improved by displays of educational posters and students’ work. This could be further enhanced by notice boards displaying up-to-date articles relevant to topics on the science syllabus. Students could be encouraged to take an active role in providing relevant material and updating notice boards regularly.
Assessment
All science and biology students are allocated a weekly mark for effort shown in their lessons. The marks for all subjects are recorded in the staffroom so teachers can monitor student progress when necessary. All students have a journal to note down homework and teachers may record instances of note, both positive and negative, in this book. Parents are encouraged to monitor these notebooks regularly.
Regular monitoring of student progress is also achieved by the administration of five class tests during the academic year. A whole school in-house examination concludes the yearly assessment in June. This mode of assessment is used for all years except first and fifth years who are provided with a ‘settling in’ period at the start of the year where they are not tested. Results of these tests are conveyed to parents in a monthly report. Certificate examination students sit mock examinations in the second term.
It was reported that all junior cycle science students sit a common examination paper at the end of the year. This is commendable practice. In addition all science students are examined in the coursework covered that year. It is recommended that the assessment of coursework be incorporated into the final mark so as to reflect the modes of assessment used in the Certificate examinations.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Junior Certificate science is a core subject for all junior cycle students. All Junior Certificate science classes are allocated four class periods per week. This is in line with the National Council for Curriculum and Assessment (NCCA) recommendations.
- Biology, Chemistry and Physics are available to students entering senior cycle. Biology classes are allocated five periods per week which corresponds to NCCA recommendations.
- It is commendable that in the planning documentation the curriculum content was outlined for each year group and included the syllabus-based learning objectives for each of the mandatory experiments where appropriate.
- A positive teacher-student rapport was evident throughout the lessons and this contributed to a constructive learning environment.
- Students were generally attentive, interested and anxious to participate in the learning processes.
- All students are allocated a weekly mark for effort shown in Science. These marks are recorded in the staffroom so all teachers can monitor student progress.
- All students have a journal to note down homework and teachers may record instances of note, both positive and negative, in this book.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- As a result of option groupings some science classes have two double periods in the week. This results in limited class contact during the week. It is recommended that management reviews this allocation when planning the timetable.
- It is recommended that a flameproof cabinet be provided for each storage area in order to appropriately house flammable chemicals.
- Currently the science team does not have a subject co-ordinator and it is recommended that a co-ordinator be appointed from within the science team to fulfil this position on a rotating basis.
- It is recommended that the assessment of coursework be incorporated into the final mark so as to reflect the modes of assessment used in the Certificate examinations.
- It is recommended that management explore potential avenues to enhance the laboratories.
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.