Subject Inspection Report Science & Chemistry

This report has been written following a subject inspection in Our Lady’s Secondary School. 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, and the response of the board will be found in the appendix of this report.

Subject provision and whole school support

Our Lady’s Secondary School is a co-educational post-primary school located in the town of Templemore, Co. Tipperary.

The science subjects offered by the school include Science in junior cycle and Agricultural Science, Biology, Chemistry, Physics, and Transition Year (TY) Science in senior cycle. This is a wide range of subjects and shows good support by the school for the study of science subjects.

A “best-fit” method is used to create the option blocks from which students choose their subjects at junior cycle and at senior cycle and this is good practice. There are good structures in place that support students when choosing their subjects. These supports include whole-class and individual advice from the guidance counsellor. In addition, there are formal information sessions for parents and students and there is a careers exhibition for third-year students. The school arranges for sixth-year students to speak with students who are making their senior-cycle subject choices and to offer advice on subject content and options and this initiative is to be commended.

All students study Science in first year and this is to be commended. In second year, Science is one of the optional subjects from which students select their final junior cycle subjects. Almost all the girls and the majority of boys choose to study Science at junior cycle. It is noted that fewer boys than girls choose Science. While acknowledging the fact that the school operates an open system of subject choice, it is important that boys continue to be encouraged to study Science.

The uptake among students of Agricultural Science is good. It is noted that significantly more boys than girls study it. The uptake of Chemistry is good with generally balanced participation levels between boys and girls. More boys than girls study Physics and significantly more girls than boys study Biology. In continuing to build on the school’s support for the study of science subjects, it is recommended that the science department develop and include a formal strategy within the subject department plan that targets the ongoing promotion of science subjects and includes consideration of gender-based issues in subject uptake.

The school offers an optional TY programme. Science is a core component of the TY programme and this is to be commended as it helps to inform students’ subject choices for senior cycle and enables them to further develop their scientific skills and knowledge.

The time allocation for Science consists of one double-lesson period and two single-lesson periods weekly in second year and in third year. The allocation in first year consists of one double-lesson period and one single-lesson period weekly. The syllabus recommends a total time allocation of 240 to 270 hours of class contact during junior cycle. This is equivalent to four class periods weekly of forty minutes duration each. In this context, it is recommended that the school review the time allocation for Science to ensure that it meets with the recommendations of the syllabus.

The time allocation for Chemistry is ample and consists of one double-lesson period and a minimum of three single-lesson periods weekly. This allocation meets the recommendations of the syllabus. The allocation of double-lesson periods in Science and in Chemistry is good practice as it facilitates students in conducting mandatory experimental work that is a core component of the syllabuses.

There are good supports in place for new and trainee teachers. These supports include a staff induction process, a formal subject-specific meeting at which new teachers discuss curricular planning and subject planning, ongoing support and advice from subject colleagues and the deputy principal, and informal support from other colleagues.

All class groups are of mixed ability. The school strives to ensure that students retain the same science teacher during junior cycle and the same chemistry teacher during senior cycle. This supports continuity of learning for students and is to be commended.

There is one science laboratory, one demonstration room, and a preparation room in the school. A sense of a scientific learning space is generated in the laboratory through displays of scientific glassware, models, charts, books, and some student work. It is noted that the school is engaged with the Planning and Building Unit of the Department of Education and Science in planning for an extension that will include three new science laboratories and a demonstration room. The science teachers have devised a rota to ensure that students have the opportunity to perform their experimental work in the laboratory. The science teachers have done good work in organising the preparation room and in storing and labelling chemicals and this work is to be commended.

The school has a health and safety statement and this is appropriate. The statement was drawn up in consultation with the staff and the school reports that it is formally reviewed every two years. The school reports that review of the health and safety statement is included on the agenda for staff meetings and this is appropriate as annual review of the health and safety statement coupled with further review as needs arise is good practice.

Resources are managed using an annual stocktake and this is good practice. Equipment and materials are ordered on a needs basis. There is satisfaction among the science teachers regarding the amount of equipment and materials that is available for the teaching of science subjects.

The information and communication technologies (ICT) resources available to the science staff include data logging equipment, internet access, a notebook computer, a data projector, and access to the school’s computer rooms. The availability of these resources is of benefit to teachers in planning and teaching lesson content and the work done by the science staff in integrating ICT in the teaching of science subjects is to be commended.

The school strives to ensure that students with special educational needs are well supported. All teachers are informed of those students with special educational needs and the school’s learning-support teacher supports teachers in their work with these students. In first year, an additional teacher has been assigned to support the teaching of Science. The good support provided by the school for students with special educational needs is to be commended.

The school has a culture of good support for teachers’ continuing professional development and this is to be commended. Whole-staff professional development has taken place on topics such as special educational needs, health and safety, curricular areas, and stress management. The science teachers have been facilitated in attending all relevant in-service science education courses.

Planning and preparation

The school has actively engaged in the process of school development planning and a significant amount of development work has been successfully completed in the last three years.

The science teachers work together as an effective and collaborative team. They rotate the roles of science co-ordinator and subject secretary among team members. This demonstrates a high level of collegiality and shared responsibility for the operation of the science department. The science teachers meet regularly, formally and informally, to plan and prepare for the teaching and learning of their subjects. Minutes of formal meetings are kept and this practice helps to ensure that any issues that arise during meetings are highlighted for progression and resolution.

The teachers have done good work in drawing up subject plans for their subject areas. The plans are available on the internal, shared computer system and this is good practice as it enables all teachers to easily review and adapt the plans. Copies of the science plan, the chemistry plan, and the TY science plan were viewed. Examination of the plans showed that the science teachers are reflective in their practices. In particular, the sections on planning for students with special educational needs show that the teachers have given careful thought to the most effective strategies to use with students with special educational needs and this is to be commended. Good work has been done in identifying possible areas for cross-curricular links. Development of these links is to be encouraged as linkage with other subject areas helps students to gain a deeper knowledge and understanding of the topics under study. The sections on teaching methodologies provide valuable ideas for teachers to further explore and discuss when sharing their practices. This will support teachers in further embedding an investigative approach to the teaching and learning of science subjects and it is advised that this provide the focus for future planning work.

The plans include a list of the syllabus content to be taught annually. In building on this good work, it is advised that timings for teaching subject content be agreed among the science teachers and that this content sequence is shared with students. This will support students who wish to research topics in advance of studying them in class and will enable any students who might be absent from school to maintain continuity with the topics being taught. The inclusion of a list of web links in the chemistry plan means that teachers can easily research topics and find additional teaching resources. When sharing the content sequence with students it would be beneficial to also share this list of web links. It is advised that the TY science plan be shared with students and this could further encourage students’ participation in the TY programme as students will see the beneficial course of study that has been planned for them.

Teachers presented individual plans and schemes of work for examination. These were of a high standard and acted as valuable resources to support teaching and learning. Best practice was noted where teachers had reflected on the topics they had taught and had identified what had worked well and what they would do differently when next teaching the topics.

Teaching and learning

All lessons that were evaluated were appropriate to the relevant syllabus. A high level of lesson preparation had been undertaken and this was evident from the range of resources that teachers had prepared in advance. It was notable that in the planning for one lesson, the worksheet prepared by the teacher had been adapted to specifically meet the learning needs of students with special educational needs and this is to be commended. Teachers showed a high level of subject matter expertise in the topics under study and this demonstrated a high level of lesson preparation.

A variety of methodologies was used effectively in the lessons that were evaluated. The methodologies that were observed included use of questioning, written exercises, ICT, worksheets, board work, student performance of experimental work, and teacher-led explanation and exposition.

In all lessons, teachers worked to meet students’ individual learning needs and this is best practice. Teachers circulated among students while the students worked. They advised, guided, and assisted students based on students’ individual needs.

In a number of lessons, an ICT-based presentation was used to assist and enhance the presentation of lesson content. The use of ICT can help to motivate students’ interest in the topics being taught and can help to display the subject material in a visually appealing manner. Directed questioning was the main questioning style used in the lessons that were observed. It was effective in engaging students in considering the questions posed by their teachers and in enabling teachers to gain feedback from individual students on their knowledge and understanding. The use of short, written exercises and worksheets was effective in focusing and reinforcing students’ learning. Teacher-led explanation and exposition was clear and assisted students in developing their knowledge and understanding of the topics under study. Best practice was observed where there was an emphasis on ensuring that students understood and were comfortable with new scientific terminology. The board was used to highlight key learning points and this is good practice. Where students undertook experimental work it was performed safely and students showed good skills in working together. Good practice was observed where students wrote up their experimental work in their own words. This practice enables them to create a personal record of the work that they have completed and helps them to develop their scientific literacy.

Discipline was sensitively maintained in all lessons. Students were engaged in their learning and there were generally high levels of student participation in class activities. A notable feature of all of the lessons that were observed was the good rapport among students and teachers. This rapport was supported by the fact that students were addressed by name and their responses were accepted positively and affirmed.

Interaction between the inspector and students revealed that they have high levels of interest in Science and in Chemistry. Observation of students’ responses to questions posed by their teachers, questions posed by students, and interaction with them showed that they had generally good levels of knowledge and understanding of the topics under study.

Assessment

Students’ progress in Science and in Chemistry is assessed regularly and reports are sent home periodically. These practices are appropriate. There are good structures in place that facilitate communication between the school and parents. These include use of students’ diaries, formal examination reports, parent-teacher meetings, information evenings, and contact between the school and parents as needs arise for individual students.

The school has commenced work on developing a whole-school assessment policy and a whole-school homework policy. It is noted that the science department has, within the subject-planning process, developed its own homework and assessment procedures and this work is to be commended. It is encouraged that these procedures be reviewed and adapted as necessary on completion of the relevant whole-school policies. The science teachers have developed the practice of using common assessments with first-year students and there is enthusiasm among the science staff to extend this practice to include second-year students. The development of this initiative is to be encouraged as use of common assessments enables comparison of students’ attainment across class groups and serves to inform the subject-planning process. The school has a merit sticker system in operation. This system serves to acknowledge and reward students’ efforts and achievements on a daily basis. This is to be commended as it affirms students for their work and can enhance and support students’ motivation.

Samples of students’ copybooks were viewed. Examination of the copybooks showed that students had completed a satisfactory amount of work relative to their year group and the time of year. It was also evident that homework is a regular feature of students’ learning. The copybooks showed good practice in relation to the monitoring of students’ work. Teachers regularly monitor students’ work and this includes tick-based correction and initialling of the work. Samples of students’ work also included advice and affirming comments written by their teachers. Affirmation of students’ efforts and advice on how to improve their learning are good practices and are to be commended. Students’ experimental copybooks included a safety sheet for experiments that had been undertaken and this practice is to be commended as it helps students in undertaking their work safely.

The science department has developed the practice of awarding credit for the write up of students’ experimental work as part of end-of-year examinations for first-year and second-year students. This is to be commended as it affirms students for their work and tangibly rewards successful completion of experimental work. In building on this good practice, it is recommended that the science teachers develop additional modes of assessment that reward students for the range of practical skills gained through performance of experimental work.

Senior school management analyses the results obtained by students in the State examinations and reports on this analysis to teachers and to the board of management. In conjunction with this practice the science teachers perform their own analysis of the results obtained by students and this is to be commended as such an analysis in conjunction with chief examiners’ reports, examination papers, marking schemes, and students’ previous results can beneficially inform subject planning. The analysis performed by the science staff showed that in previous years a significant number of students at ordinary level attained to a point where it would be advisable to encourage them to sit the higher-level paper. It is noted that a much smaller number of students are taking ordinary-level science in 2007 and this suggests that the trends shown by the science teachers’ analysis have been successfully addressed and this is to be commended.

There is a long tradition of support in this school for students’ participation in a wide range of extra-curricular and co-curricular science-related activities. The science teachers have supported students’ engagement in activities such as science quizzes and competitions, visits to the annual Tyndall lecture, visits to Lisheen Mines, project work, forensics, the Young Scientist and Technology Exhibition, lectures by visiting speakers, and recycling initiatives. The very good work done by the science teachers in enabling and supporting students 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:

The science teachers are committed, dedicated and professional in their work.
The science teachers work well together in a collaborative manner. They have done good work in planning for the teaching and learning of their subjects.
A variety of methodologies was used effectively in the lessons that were observed.
Students were engaged in their learning.
There was good rapport among students and teachers.
Students demonstrated high levels of interest in science subjects.
Teachers worked to meet students’ individual learning needs.
There is a wide range of science subjects available to students.
There is good support for students with special educational needs.
There is good support for students when making their subject choices at junior cycle and at senior cycle. A “best-fit” method is used to ensure that students gain their preferred subject choices.
The very good work done by the science teachers in enabling and supporting students in a wide range of science-related activities is acknowledged and is to be commended.
Good work has been done in developing common assessments for use with first-year students and there is enthusiasm among the science teachers to further extend the use of common assessments.

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

In continuing to build on the school’s support for the study of science subjects, it is recommended that the science department develop and include a formal strategy within the subject department plan that targets the ongoing promotion of science subjects and includes consideration of gender-based issues in subject uptake.
In developing the good work done by the teachers in subject planning, it is recommended that the embedding of an investigative approach to the teaching and learning of science subjects provide the focus for future planning work.
It is recommended that the school review the time allocation for Science to ensure that it meets with the recommendations of the syllabus.

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.

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management wish to acknowledge the professional and courteous manner in which this subject inspection was conducted. In particular the Board would like to thank the inspector for positive feedback and affirmation given to teachers of science at Our Lady’s. The Board recognises the positive report given to teachers and compliments them on their commitment to teaching and learning in the area of science. The Board takes cognisance of the recommendations for future development and commits to supporting teachers to address the following items:

Ongoing promotion of science subjects taking into account gender based issues in subject intake. Although the gender up-take of subjects in Our Lady’s is in line with the national average, teachers have committed to devising strategies to encourage gender balance in all science subjects.

The revised Junior Cycle Science and Leaving Certificate Chemistry syllabi facilitate the use of an investigative approach to teaching and learning. Teachers are committed to embedding this approach together with other new teaching methodologies for the teaching of science. While acknowledging the curricular improvements it is felt by teachers and the Board that schools need a technical assistant to support delivery of the improved syllabi.

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

Since the completion of the inspection the school has invested a significant amount of money in upgrading an old science laboratory. This solution is a temporary one as the school has a building project at Stage 2 and this project will include three new science laboratories. Applications for the refurbishment of science laboratories under the Summer Works Scheme 2006 were unsuccessful.

The Board is committed to providing a broad curriculum throughout both junior and senior cycle. This poses particular challenges in terms of time allocation especially at junior cycle level. The Board will continue to explore how it can provide the recommended time allocation for subjects.