An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Metalwork and Engineering
REPORT
St. John Bosco Community College,
Kildysart,
County Clare
Roll number: 76075K
Date of inspection: 2 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 Metalwork and Engineering
Subject inspection report
This report has been written following a subject inspection in St John Bosco Community College. It presents the findings of an evaluation of the quality of teaching and learning in Metalwork and Engineering and makes recommendations for the further development of the teaching of this subject 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 the teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and the teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and the subject teacher. 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
Metalwork is offered at junior cycle and Engineering is offered at senior cycle and forms part of both the Established Leaving Certificate (LC) and the Leaving Certificate Vocational Programme (LCVP) in St John Bosco Community College.
There is an appropriate time allocation for Metalwork and Engineering in junior and senior cycle. These allocations include double and single class periods that allow adequate time for practical work, project work and theory to be accommodated.
Students entering first year must select optional subjects from pre-set subject bands. Subject bands are based on traditional gender stereotypes. Metalwork is currently offered opposite Home Economics and Technical Graphics, and at senior cycle Engineering is offered opposite Home Economics and Chemistry. Taking into account the number of students enrolled in the school a large proportion of boys study Metalwork and Engineering in junior and senior cycle respectively. The numbers of girls studying Metalwork and Engineering is very small. These subject bands reinforce this gender stereotyping and it is recommended that the area of open subject choice at junior and senior cycle be explored further in the context of school development planning.
Students and parents are very well supported through information evenings and guidance support in relation to programme and subject option choices for junior and senior cycle.
There is one Engineering room in the school. The room is very well maintained and resourced in terms of equipment, materials and teaching aids. The school has also received funding for health and safety purposes. The teacher is planning to invest this money in additional safety switches on machines in the room.
The school management encourages and facilitates staff to attend continuous professional development (CPD) courses. In addition the school management organise CPD during staff days.
Planning and preparation
A subject department comprising Engineering, Construction Studies, Technical Drawing and Art has been formed in St John Bosco Community College. Subject departments meet formally at the start of the school year and on both a formal and informal basis throughout the school year. Common issues of relevance are discussed such as health and safety concerns in practical classrooms. In a school of this size that is made up of some single teacher departments this strategy allows cross-curricular planning and development to occur, this practice is commendable.
The subject teacher has developed individual schemes of work that provide a clear description of the knowledge and skills that students in each year group should acquire. In addition the Metalwork and Engineering teacher records those topics that students have completed and the homework assigned.
The subject teacher is informed of students with special educational needs and those requiring learning support at the start of each year. The school has also provided in-school CPD seminars focusing on learning support and special educational needs. This is to be commended as best practice as it allows the teacher to plan and prepare for such students in each class.
The subject teacher has identified and developed a vast number of resources for the teaching of the subject including a comprehensive library of videos, and is continually planning for their introduction into lessons. There are many posters on display around the classroom that the teacher incorporates into lessons to highlight key concepts and terminology.
The teacher had planned and prepared for each lesson observed during the course of the evaluation. In the practical lessons observed the teacher had prepared material blanks and each student had a set of working drawings. In addition all equipment and tools were readily accessible for demonstration purposes.
Information and Communication Technology (ICT) resources are easily accessible to the subject teacher. It is recommended that a collaborative approach between the teachers of the Technology Subjects and the school management to the planning and implementation of the ICT resource funding recently received for the new Technical Drawing syllabus (Design and Communication Graphics) be undertaken. It is necessary to ensure that these resources are available to the teachers of all the Technology Subjects as the need arises.
Regular risk assessments are carried out in the room. There are hazard signs on display at each machine; this combined with the excellent upkeep of the room creates a very safe atmosphere conducive to learning.
Teaching and learning
All lessons observed had a clear focus and in all instances the teacher shared the learning outcomes with the class at the beginning of each lesson. All lessons observed contained both a practical and a theoretical element. Each lesson began with a quick revision of the previous day’s theory before a new topic was introduced. The theory session at the start of each lesson was short and concise and focused on one main topic. Upon completion of the theory session the teacher set clear expectations for students before the commencement of practical work. This is to be commended as excellent practice as it helped to focus students for each lesson.
All lessons observed were clearly structured so that the content and pace were appropriate to the class group, the subject matter and the time available. New processing skills were integrated at appropriate times during each lesson. This was evident during a junior cycle lesson when the reaming process was introduced after a recap on drilling. Students were asked to name parts of the drill and were then introduced to the reamer, in doing this the teacher was able to point out the similarities of both tools but also highlight the fundamental differences. The integration of Metalwork and Engineering theory at appropriate times during the practical elements of lessons is to be highly commended.
A range of appropriate and effective teaching methodologies was employed in all lessons observed. During the theoretical elements of the lessons the teacher varied the teaching strategy employed. This helped students remain focused and helped the teacher keep all students engaged in the topic. The teacher’s use of the blackboard was very effective, short concise theory notes were utilised to complement the teacher theory demonstration and the introduction of the new topics. The teacher also used effective questioning techniques during the lessons observed; this allowed the teacher to assess the students’ understanding of the subject matter and to alter the teaching strategy if necessary. The teacher’s use of sketching on the blackboard and the incorporation of a short video clip and a practical demonstration on case hardening into the senior cycle lesson on heat treatments was highly effective in assisting student understanding of the topic.
During the practical elements of the lessons observed the teacher also employed a number of effective teaching methodologies. The teacher used demonstrations to both the class group and to individuals throughout the lessons observed. In all instances the teacher highlighted the correct use of tools and equipment, processing techniques and used the appropriate terminology. The teachers’ use of working drawings for students and sketches on the blackboard of the project was an effective teaching strategy. This allowed the teacher to highlight areas of difficulty within the project before students encountered them and to highlight the correct techniques and procedures required to manufacture the projects. The teacher constantly moved around the classroom to provide individual guidance and support to students and when required set different learning outcomes and targets for students. This is all highly commendable.
Classroom management was effective and conducive to a safe, orderly and participative learning environment. Students are seated at the beginning of all lessons allowing the teacher to focus the students on their tasks and to highlight any areas of importance with the specific project. Tools were stored at each student bench and were always arranged in an orderly fashion. Classroom discipline was supported by appropriate lesson content and pacing, and by the teachers’ constant movement around the classroom.
Teacher-student interactions were engaging, purposeful and mutually respectful. In all instances student responses were affirmed. There were a number of high quality senior cycle student projects on display around the room. This is to be highly commended as it inspires junior students and helps to raise the profile of the subject. It is suggested that this should be extended to all class groups and consideration should be given to establishing a project display cabinet or notice board for photographs of student projects in an area outside of the classroom.
In all lessons observed students demonstrated a willingness to co-operate with their teacher in their learning and engaged in all classroom activities and discussions. Students were active participants in all lessons observed. Students’ practical work, which was both stimulating and challenging, was of a very good quality and indicated a high level of learning. The majority of student notebooks were of good quality and contained short and concise notes for each topic combined with relevant sketches.
Assessment
Student assessment occurs through both formal end-of-term examinations, in-class questioning, monitoring of student practical work, homework, theory tests and end-of-term class tests. The end-of-term examinations are made up of written examinations combined with a practical exercise; this is congruent with the aims and objectives of the subject syllabuses and is very good practice as it gives recognition to the skills learned during the term while also placing a focus on the theoretical work carried out.
The results of assessments are recorded and sent to parents bi-annually. The communication of student progress is carried out through parent-teacher meetings and through the student journal that allows for correspondence between home and school.
Project work is monitored carefully and student progress is individually profiled with feedback given. It is suggested that to further develop this good practice student’s also be given grades to promote further achievement.
Homework is given regularly to junior and senior cycle students. It is used to consolidate the learning that has taken place in specific lessons and is regularly monitored. It is suggested that positive or constructive feedback be given to all students regularly in relation to homework. This would improve the quality of the homework and thereby improve student understanding.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Metalwork and Engineering is available to students at both junior and senior cycle.
- There is an appropriate time allocation for Metalwork and Engineering and the timetabled provision includes two double periods at junior cycle and one single and two double periods at senior cycle this allows adequate time for practical work, project work and theory to be accommodated.
- The subject teacher has compiled a wide variety of teaching resources that are regularly integrated into lessons.
- The Metalwork and Engineering room is well resourced in terms of equipment, materials and teaching resources and an annual budget exists.
- The subject teacher has developed long term schemes of work that provide a clear description of the knowledge and skills that students in each year group should acquire.
- Each lesson observed had a clear learning intention that was shared with students and was structured to ensure optimum student learning.
- Metalwork and Engineering theory was integrated at appropriate times during practical lessons.
- A range of appropriate and effective teaching methodologies was employed in the lessons observed.
- Classroom management was effective and was conducive to a safe, orderly and participative learning environment.
- Teacher-student interactions were engaging, purposeful and mutually respectful. In all instances student responses were affirmed.
- In all lessons observed students’ project and practical work indicated a high level of learning.
- The assessment modes used are congruent with the aims and objectives of the subject syllabuses.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The school management should consider revising the subject option structures with a view to providing an open choice for students.
- The technology teachers and the school management should plan for the installation of ICT resources received as part of the recent funding for the new Design and Communication Graphics syllabus; thereby ensuring access to these facilities by the Engineering teacher for the impending revised Engineering Technology syllabus.
Post-evaluation meetings were held with the teacher of Metalwork and Engineering and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.