An Roinn Oideachais agus Eolaíochta
Department
of Education and Science
Subject
Inspection of
Construction
Studies, Materials Technology (Wood), Technical Drawing and Technical Graphics
REPORT
Scoil Mhuire gan Smál
Blarney,
Roll number:
62090D
Date of
inspection: 14 March 2007
Date of
issue of report: 8 November 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Construction Studies,
Materials Technology (Wood), Technical Drawing and Technical Graphics
Subject
inspection report
This report has been written following a subject
inspection in Scoil Mhuire gan Smál,
Subject
provision and whole school support
Scoil Mhuire gan Smál,
a Catholic voluntary secondary school under diocesan trusteeship, provides a broad
education for the young people of
Management is commended for the support and
encouragement it provides for development of the subject department and for the
teachers’ professional development. Time is made available for formal subject
meetings at the beginning of the school year and immediately before the mock
examinations. The outcomes of these meetings are recorded by the subject
coordinator. The teachers of the technologies are facilitated in being fully
involved in continuing professional development (CPD), notably in the sessions
being provided through T4, the support service for the technologies.
Practical support is also provided for teachers’ involvement in subject
associations, the teacher professional networks. The willingness of the school
to second one of the teaching team of the technologies to T4 shows
the generosity of its commitment to the development of the curriculum area and
education in general as well as to the professional development of its staff.
This commitment is commended.
In junior cycle MTW and TG, classes are each allocated
three periods per week in first year and four periods per week in second and
third year. In each case, the periods allocated include one double period
lesson. In senior cycle, TD, which was not being studied in fifth year at the
time of the inspection, is allocated five class periods per week in sixth year.
CS is allocated five class periods per week in fifth year and six class periods
in sixth year. As in junior cycle, in each case the allocation includes at
least one double-period lesson. These allocations and arrangements of periods
are suitable for the completion of the respective syllabuses and facilitate the
completion of practical work.
The board of management and school
management are commended for the quality of their provision of materials and
equipment in support of the effective teaching of the subjects. Resources are
allocated as required in response to requests from the subject teachers. It is
recommended that the allocation of a annual budgets
for the purchase of materials and consumables within the subjects be
investigated. This would provide an added incentive for further efficiency and
encourage development within subject department planning,
There is one drawing room in the school. This room is
well maintained and suitably lit for its purpose. However, while the room is of
sufficient size for its present purpose, it is likely that a larger room will
be required to accommodate the extra demands of the Design and Communication
Graphics (DCG) syllabus. It is commendable that the school and the subject
department are engaged in planning to provide for this development.
There is one wood workshop in the school, adjoining a
machining area and storage, all of which were neat and well organised when visited.
The tools required and equipment needed for the teaching of MTW and CS were
readily available in the workshop and tool racks were appropriately used to
hold and display many of these.
The school has a written health and safety statement
which was due to be reviewed and updated at the time of the inspection. The
teachers of the technologies will be involved in this review. It is urged that
management ensure the inclusion of detailed reference to all aspects of health
and safety in the workshops in the course of the review of the statement.
There are two personal computers with broadband
internet access provided in the workshop for student and teacher use. It is
commended that the facilities in the workshop also include a computer numeric
control (CNC) router by means of which second year MTW students are introduced
to computer control. It is suggested that the feasibility of installing the SolidWorks computer-aided design package in the
computer room, in addition to its use in the drawing room, be investigated to
provide students with wider access to graphics software in addition to the
word-processing software already in use for completion of design
folders.
In junior cycle, in addition to the core curriculum,
there are seven optional subjects. Students choose one optional subject from
each of two option groups presented. MTW is present in both of these
subject-option groups and is studied by about half the students. TG is offered
in one of the subject-option groups. Prior to entering the school in first
year, all students and their parents are met with individually by the
principal. The subject options available are presented and discussed to provide
support for students in making suitable choices. In the early stages of first
year, flexibility and understanding are exercised regarding the choices made by
students and they are allowed to change subjects if desired. The openness of
the approach taken to subject choice is commended. Given the potential for the
choices made by students to be supported by individual experience of the
subjects, it is urged that the school continue to consider developing a taster
system for first year students. It is also recommended that an open choice of
subjects be presented prior to subject-option groups being devised.
Planning
and preparation
Subject-department planning is active in the
technologies in Scoil Mhuire
gan Smál. Although the
subject department is small in terms of the number of teachers involved, good
progress has been made in the development of subject plans, guided by the
School Development Planning Initiative (SDPI). Progress made at scheduled
subject planning meetings is complemented by regular, less formalised meetings
in the course of which the subject teaching team undertake detailed planning of
all aspects of the management and development of the subjects. This cohesive
approach is commended. It is suggested that slightly more formality could bring
great advantages to the process of subject planning. The annual rotation of the
role of convener would distribute the work equitably between the teachers of
the technologies. A short record of the outcomes of each meeting should be kept
to facilitate continuity in the subject department. It is recommended that the
subject plans should include reference to the most effective methodologies and
strategies for the teaching of each element included in the programmes of work.
The sharing of the approaches found most successful by the subject teaching
team together with those gathered through discussion with fellow teachers in
other schools and in the course of CPD will provide a rich source of ideas for
consideration when completing this part of the subject plan.
The teachers of the technologies are commended for
their initiative in arranging for sponsorship, by a major supplier of equipment
to the workshops, of annual student achievement awards in the technologies. The
four awards are provided for the best Junior Certificate design projects in MTW
and Metalwork and the best Leaving Certificate design projects in CS and
Engineering. The subject department is encouraged to work towards initiating a
similar award for the best DCG student project in the first cohort of students
of the subject in 2009.
The level of short-term planning in all of the
subjects inspected was impressive. The programmes of work being followed were
coherent and were consistent with the requirements of the respective
syllabuses. The emphasis placed on the compilation of a portfolio of work by
each student in TG and TD was well placed. Students were clear on the plan of
work being followed. This approach is commended. Careful preparation was
evident in each of the lessons observed in the course of the inspection. This
preparation ensured that an impressive range of teaching aids was available,
such as sample pieces of work, models and visual aids, including overhead
projector transparencies.
Each of the subjects in both junior and senior cycle are taught in a mixed ability setting within discrete
subject-option bands. Students have the choice of studying at ordinary or
higher level within each class and they are encouraged to choose the more
suitable. In most cases, students choose higher level.
The predominant use made of ICT by students at the
time of the inspection involved the word processing of student design work in
MTW and CS. While the sixth-year TD students had done work with CAD in fifth
year, there was currently no fifth-year TD class. However, planning already in
place for deployment of the ICT hardware and software being supplied for the
introduction of the DCG syllabus, and the integration of SolidWorks
CAD into the programmes of work being followed by all students of TG and DCG,
is applauded. It is urged that the use of CAD be extended to students of MTW
and CS, particularly for design-project development.
Arrangements to provide for health and safety in the
workshop were consistent with good practice and the workshop provided a safe
working environment for its users. Workshop organisation was of a high
standard. Awareness of the importance of health and safety in the workshop was
shown by the display of clear safety notices adjacent to machines, giving
instructions for their safe use. This practice is commended. To further improve
in this area, it is recommended that the general workshop rules be similarly
clearly displayed. It is also recommended that standard, colour-coded,
pictorial signage for the use of mandatory personal protection equipment be used where appropriate, in addition to the notices
already in place. The use of standard signs which are not language-dependent is
required in work environments and the school workshop provides an ideal
opportunity to make students familiar with these. The demarcation of safe
operational areas around the machines in the wood preparation area is
commended. It is recommended that this good practice be further extended to
include machines in the workshop. To further improve the educational impact of
the safe operational areas, it is urged that information signs be displayed
explaining both the rationale for them and the implications for movement and
behaviour of machine users and others in the vicinity.
Teaching
and learning
The lessons observed in the course of the inspection
made use of teaching methodologies that were suitably varied and appropriate to
the abilities, needs and interests of the students. A second-year MTW lesson,
dealing with wood lamination, involved students in simple strength testing of
an off-cut of wood with short grain. This was followed by the presentation of
various examples of lamination being used as a solution to short grain. The
examples included actual projects done by senior students, images from
catalogues and computer images presented by data projector. Images of the work
of a furniture designer whose workshop had been visited by students from the
school added commendable immediacy. The lesson proceeded to a consideration of
design possibilities for a salad fork or spoon shaped from a laminated piece
which the students had glued in a previous lesson. The students were set the
task of producing three solutions including a means of hanging the artefact
that did not involve a hole being bored. The lesson was commendable for the
variety of its approaches, the involvement of students’ creativity and the
interest that it awakened in them.
In fifth year, students of CS explore various aspect
of the subject by undertaking a research project. Students share the outcomes
of these projects with their peers. This approach provides a very good
opportunity for students to develop independent study and research skills and
it is applauded. It is urged that opportunities be sought to make further use
of similar approaches, for both individual and group work, within all the
technologies.
The purpose of each of the lessons visited was made
clear at the outset. The lessons were well structured and advanced smoothly and
coherently from introduction to conclusion. Each of the lessons was well paced.
In a first-year TG lesson students worked on an orthographic projection of a
solid. Following an introduction that made skilled use of questioning to elicit
the students’ previous knowledge, the teacher led the students in the
positioning of the views on their drawing sheets, making very good use of the
white board. The coherent approach adopted, laying emphasis on the value of a
methodical approach regarding the use of construction lines across related
views, is commended. As the students advanced with their drawing, the teacher
demonstrated the drawing skills involved by gathering the students around as he
also drew on a drawing sheet. The demonstration was well paced and focused, and
worked effectively in a class of thirteen students. The use of practical demonstration
of fundamental drawing skills by the teacher in this way was very
effective.
Each of the classrooms visited in the
course of the inspection was well ordered. Students worked in a disciplined and
focused way. Discipline was inherent to the lessons and freely subscribed to by
all. Students were at ease and secure. All interactions between students and
teachers were characterised by high levels of mutual respect and esteem. The
workshop and the drawing room both provided attractive, visually stimulating
learning environments and each of the lessons observed had an atmosphere that
was conducive to learning.
In the course of the MTW and TG lessons observed,
students engaged in a purposeful and focused way with the work being undertaken.
They were responsive to questioning and displayed good knowledge and
understanding of the topics being covered. The teachers provided feedback to
their students on their progress while moving among them as they worked. This
provided valuable reinforcement of the students’ learning.
A fifth-year CS lesson observed focused on the
construction of chimneys. The teacher made very skilful use of questioning to
determine for the students the dimensions and methods of construction involved,
while supplying information when necessary. The students showed a very good
understanding of the principals and concepts involved and were able to
communicate well in the subject. In a first-year TG lesson much use was made of
questioning to advance the lesson and the students displayed knowledge and
understanding appropriate to their age and ability. In each of the lessons
observed, students showed enthusiasm and curiosity for the subject being taught
and demonstrated appropriate levels of achievement.
Assessment
Formal in-school examinations include MTW, CS, TG and
TD and are held at Christmas and in summer. Students preparing for state
examinations do not sit Christmas examinations. Mock examinations are held
immediately before the spring mid-term break for these students in third year
and sixth year. Students in these years are given class-based tests in each
subject at the end of each month in the first term. The results of these tests
are averaged and entered in the Christmas report. In addition to these more
formal examinations and assessments, students of TG and TD are examined, and
their portfolios assessed, in each topic as it is finished. In MTW and CS, each
project is assessed on completion. The assessment marks in each subject are
carefully recorded in the respective teacher’s journal together with attendance
and homework records. In each case, the assessments are averaged and aggregated
with the examination marks at Christmas and in summer. This use of continuous
assessment of students’ progress is commended and in MTW and CS in particular
it is consistent with the syllabus provision for assessment in state
examinations. Regular assessment in TG and TD is also valuable as a preparation
for coursework assessment which is a feature of the DCG syllabus which replaces
TD for incoming fifth-year students in September.
It is commended that the teachers of the
technologies in Scoil Mhuire
gan Smál work closely
together in organising the assessment of their subjects. This results in
similar practice in assessment, which is commended. This approach also helps to
provide a focus for students as they assess their own progress.
In addition to receiving results in the
Christmas, summer and mock-examination school reports, parents are kept
informed of students’ progress in the subjects by means of the teachers’ verbal
reports at annual parent-teacher meetings. The students’ journals provide a
channel of communication as well as a record of homework and achievement. There
are clear arrangements in place for contact with parents and this is consistent
with good practice. Individual meetings with parents are arranged through the
year head as the need arises.
Summary of
main findings and recommendations
The following are the main strengths identified in the
evaluation:
·
Good progress has been made in the development of subject plans, guided
by the School Development Planning Initiative.
·
The level of
short-term planning in all of the subjects inspected was impressive.
·
The
board of management and school management are commended for the quality of
their provision of materials and equipment to support effective teaching of the
subjects of the inspection.
·
The subject
teachers of the technologies are commended for their initiative in arranging
for sponsorship, by a major supplier of equipment to the workshops, of annual
student achievement awards in the technologies.
·
Planning in place
for deployment of the ICT hardware and software being supplied for the
introduction of the DCG syllabus, and the integration of SolidWorks
CAD into the programmes of work being followed by all students of TG and
DCG, is applauded.
·
Arrangements to provide for health and safety in the workshop are
consistent with good practice and the workshop provides a safe working
environment for its users.
·
The teaching
methodologies observed in the course of the inspection were suitably varied and
appropriate to the abilities, needs and interests of the students.
·
The lessons observed
were well structured, appropriately paced and advanced smoothly and coherently
from introduction to conclusion.
·
The use of student research projects in fifth-year CS to develop
independent study and research skills is applauded and it is urged that
opportunities be sought to make further use of similar approaches, for both
individual and group work, within all the technologies.
·
Students showed enthusiasm and curiosity for the subjects and
demonstrated appropriate levels of achievement.
·
The use of
continuous assessment of students’ progress is commended.
As a means of building on these strengths and to
address areas for development, the following key recommendations are made:
·
It
is recommended that the allocation of annual budgets for the purchase of
materials and consumables within the subjects be investigated.
·
It is urged that the school continue to consider developing a taster
system for first year students and present them with an open choice of subjects
prior to subject-option groups being devised.
·
It is
recommended that the subject plans should include reference to the most
effective methodologies and strategies for the teaching of each element
included in the programmes of work.
·
While the display of clear instructions for the safe use of machines is
commended, signage can be further improved by displaying the general workshop
rules and also by using standard, colour-coded, pictorial signs, where
appropriate, in addition to the notices already in place.
Post-evaluation meetings were held with the teachers
of Construction Studies, Materials Technology (Wood), Technical Drawing and
Technical Graphics and with the principal at the conclusion of the evaluation
when the draft findings and recommendations of the evaluation were presented
and discussed.