An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science and Physics
REPORT
St Kevin’s Community College
Dunlavin, County Wicklow
Roll number: 70800E
Date of inspection: 17 January 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Science and Physics
Subject inspection report
This report has been written following a subject inspection in St Kevin’s Community College, Dunlavin. It presents the findings of an evaluation of the quality of teaching and learning in Science and Physics 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; a response was not received from the board. The board of management of the school 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
It is school policy that Science is a core subject at St Kevin’s Community College. All science classes are of mixed ability. Classes generally retain the same science teacher throughout junior cycle so that continuity in teaching is maintained. Science is also a core subject in the optional Transition Year (TY) programme. It is evident from the content of this programme that students are better prepared for making an informed choice of science subjects for Leaving Certificate. One double period per week is allocated to TY science.
Students and parents are well supported regarding subject choice at senior cycle. Subject teachers and the school guidance service play an active part in providing an insight for students into senior cycle subjects available. Science provision at senior cycle is very good with Physics, Chemistry, Biology and Agricultural Science on offer to students. While Physics and Biology are offered each year, Chemistry and Agricultural Science are offered on alternate years with a current fifth year group studying Agricultural Science and a sixth year group studying Chemistry. This is very commendable as it makes a very wide range of senior science subjects available to students. Uptake of senior science subjects is very good. It is praiseworthy that the school has developed a policy of actively encouraging girls to take up a senior science subject. While there is a representative sample of girls across most of the senior science classes, further monitoring and review of gender balance in Physics is recommended.
Time allocation to Science at junior cycle is generally satisfactory. The provision to first years, however, falls short of syllabus recommendations by one class period and some class periods allocated to Science are of thirty-five minutes duration. Therefore, it is recommended that the school endeavours to allocate sufficient time to Science to meet syllabus recommendations. Time allocation to senior Physics is satisfactory.
There are currently two teachers in the science department at St Kevin’s Community College. Teachers are well deployed to senior classes in accordance with their qualifications. Teachers are encouraged to attend relevant in-service courses and to enhance their ongoing professional development. They have availed of many in-service opportunities including an in-house in-service course on data logging and the Junior Certificate Science Syllabus convened in the school by the Junior Science Support Service in the current year.
The school had two operational laboratories at the time of the evaluation with a third laboratory nearing final completion. This new laboratory forms part of the school’s new extension and it will considerably enhance science provision in the school. The laboratories are maintained to a high standard with equipment stored in an orderly manner. In addition, the laboratories are enhanced with many relevant models, posters and charts and students’ work was also displayed. The existing laboratories have a shared preparation and storage room with a separate chemical store. The new laboratory, which is in a different location on the school campus, has an adjoining preparation room with a chemical storeroom.
The science department has drawn up an effective health and safety policy. This policy was updated in 2007 and it is planned that it will be updated each year. This is commendable practice. Safety equipment was in evidence in each laboratory and good safety practices were in operation. However, it is recommended that the existing facility for chemical storage be upgraded to include ventilation, colour coded storage of chemicals and the provision of flame proof cabinets in line with best safety practice.
Information and communications technology (ICT) facilities have been considerably enhanced since a previous evaluation of Science in 2004. Currently, there is a shared data-projector and two laptop computers in the science department together with data logging equipment. It is planned that during the current year each of the three laboratories will have a fixed data-projector, a PC, a tablet computer and direct internet broadband access. This is highly commended. Teachers are encouraged to pursue further in-service training in the use of ICT in teaching and learning in science education so that maximum benefit can be gained from ICT equipment in the classroom. Reference should be made to the website of the Second Level Support Service, slss.ie and the website of the National Council for Technology in Education, ncte.ie.
Students are encouraged to partake in a range of co-curricular and extra-curricular activities. For example, participation in the ISTA Science Quiz and the BT Young Scientists’ Competition is promoted, field trips are organised and students actively participate in the senior science practical workshops at Dublin City University. A trip to W5 in Belfast is planned. TY students organise a science ‘open day’ event for primary school students. Science activities and events are promoted and students’ awareness of such activities is enhanced by means of a science notice board.
Planning and preparation
Senior management actively supports science planning. Formal planning meetings are convened on three to four occasions each year. Minutes from these meetings provide evidence of consistent and worthwhile science department planning. In addition informal meetings take place on an ongoing basis. Coordination of Science is rotated on an annual basis and evidence provided in the course of the evaluation confirms that it is carried out very effectively. The role of the coordinator includes; effectively driving subject planning by liaising with senior management, promoting best practice in science education, encouraging student participation in extra-curricular activities and encouraging uptake of senior science subjects.
A very comprehensive science plan has been drawn up. This plan covers both junior and senior science provision in the school. Additional planning documentation for senior physics and TY was also examined. The work of teachers together with senior management is commended in this regard. This plan promotes and commends good practice in the science department. A collaborative approach with the guidance department is encouraged regarding uptake of senior Science and promotion of possible careers in Science. It is commendable that the plan is updated and evaluated each September. The school homework policy and the school draft policy regarding a student request to change subject level are incorporated into the plan. This is commended. This common plan documents many areas including agreed textbooks, effective methodologies, sharing of resources and health and safety. It incorporates special needs planning, the provision of the Junior Certificate School Programme (JCSP) into mainstream science and planning for a culturally diverse society. The inclusion of specific statement and targets for JCSP students in science planning is commended. This level of planning is highly commended.
Short-term and long-term curricular planning was in evidence. Schemes of work for each year group were in place outlining the desired learning outcomes, aims, objectives, skills and attitudes. Many schemes outlined resources, methodologies and assessment modes. In an effort to streamline the planning process and to avoid duplication, the science department is encouraged to develop a common scheme of work for each year group. This approach would enhance the current common end-of-year assessment policy of the science department.
The TY science plan is innovative in line with TY guidelines. Aims and objectives are clearly stated and these are in line with the overall TY provision. Essential elements of the programme include practical and research skills, laboratory safety, food hygiene, fun with Science module, sampling senior science subjects and provision of a science day for primary pupils. The school or the science teachers are encouraged to document each section of this plan to include the actual content for the current year. When rewriting this programme, reference should be made to the Department of Education and Science guidelines on writing the TY plan. Evaluation procedures, assessment practices and best use of resources should be built into this plan. Use of portfolio assessment in TY science is a recommended way forward.
Very effective planning was in evidence in advance of lessons observed. Practical and ICT equipment were set up in advance and were ready to use. The content of lessons was well planned. The very good lesson planning led to the successful learning outcomes observed being achieved.
Teaching and learning
Lesson objectives were set out at the start of lessons. Learning was reinforced by key aspects of lessons being summarised at the conclusion. In this way lessons were clearly structured.
The quality of learning and teaching was very high. There was evidence that students enjoyed the learning experience. Students, for the most part, were motivated to learn and encouraged to do so by being sufficiently challenged. The classroom rapport was very good. Students were affirmed, received individual support when needed and generally worked with confidence on the tasks assigned. A positive environment for learning was created in all lessons. Teachers are commended in this regard.
ICT was used very effectively and, when used, was well integrated into lessons. There was further scope for the use of ICT into some lessons observed. A data-projector and laptop computer were used in delivering lesson content and in setting out lesson objectives and conclusions. Data logging methods were used in practical investigations in Physics. It is recommended that further use of the data-projector, internet and CD resources be introduced at appropriate intervals in some lessons.
Demonstrations interspersed with student activities formed part of some lessons. During a lesson on the gases in the atmosphere, a demonstration was used very effectively to show the amount of oxygen in the atmosphere. A clear investigative approach was used. Students were asked to predict the outcomes. Alternative methods were tested at students’ suggestions. Later in the lesson, students actively investigated if carbon dioxide was present in air. Whole class discussions followed. At appropriate times everyday examples and applications of the lesson content were probed and discussed. This is highly commended.
Students carried out practical investigations diligently. During a lesson on measurement of acceleration students set up the apparatus, taking into account the reduction of errors in the final result. A ticker-timer method was used initially, and having discussed the theory in advance, students proceeded to take measurements and carry out appropriate calculations. An alternative method using data logging was demonstrated.
Students worked collaboratively during practical investigations. There was a clear emphasis on health and safety during the investigative practical work observed. However, in some instances, the creation of groups with smaller numbers would have fostered a more hands-on approach. In addition, the short-term planning of some lessons should be revisited, so that students can manage their time more effectively to carry out the task in hand in the time available.
Some lessons were of a revision nature as appropriate to the advent of the ‘mock’ examinations in the school. A comprehensive manual of revision aid notes was distributed during a physics lesson observed. The forthcoming examination paper structure was discussed together with examination advice, theory, practical work and reference was made to science, technology and society. This is commended.
Lessons were presented with clarity. The level and pace of teaching were tailored to suit the cohort of students and the wide range of abilities. Participation by students was generally good. However, some students were in need of further focus of attention to take part more actively in learning. Therefore it is recommended that methodologies be explored to encourage all students to participate more fully in lessons.
There was effective use of questioning in all lessons observed. Questioning was used as an ongoing learning strategy and complemented the investigative approach to learning adopted. Interest was heightened in many instances by the use of probing questions. Further use of questioning focused at individuals may be an effective strategy at increasing participation when necessary.
The school homework policy states that students should aspire to higher-level in all subjects. Increased uptake of higher-level science in recent years provides evidence that this policy is working. The school is highly commended in this regard. The uptake of higher-level physics has also improved. However, the portion of students achieving a higher level grade in Science and Physics requires close monitoring to achieve a commensurate improvement in attainment. Evidence accrued in the course of the evaluation suggests that the school can achieve this.
Students exhibited good confidence in answering questions on their work during the lessons observed and student outcomes in terms of skills and knowledge as observed were very good.
Assessment
Journals examined in the course of the evaluation were found to be generally up to date and used effectively. Homework was assigned at the conclusion of all lessons observed. There is ongoing assessment by means of monthly or ‘end-of-topic’ tests and the results are recorded in the student journal and on computer file for ease of access to school management.
Non-examination classes sit formal examinations at Christmas and summer. Common testing is now the norm with teachers working in collaboration on the examination format and marking schemes. Third and sixth-year students sit pre-certificate examinations in January. The majority of these examinations are corrected externally and are closely monitored by the science department.
A parent-teacher meeting is held annually for each year group. Reports are sent to parents following each formal examination. The school’s planned e-portal system will shortly be in place. It is then planned that parents can access student results online. This is commended.
There is close liaison between the science department and the learning support department regarding students with additional needs, including those with special needs and language support.
The science department recognises the importance of practical investigation in Science and Physics and allocates a portion of the marks of term examinations to completion of the student record of practical work. This is commended. Records of practical investigations are generally of good standard. Teachers generally annotate student notebooks with useful comments. This is very good practice. However, there is a need to follow up on this activity to ensure that students consistently maintain notebooks of high quality.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Science is a core subject at St Kevin’s Community College. Science provision at senior cycle is very good with TY core science and Physics, Chemistry, Biology and Agricultural Science on offer to students.
- The laboratories are maintained to a high standard with equipment stored in an orderly manner. ICT facilities have been considerably enhanced since a previous evaluation of Science in 2004.
- Senior management actively supports science planning. Formal planning meetings are convened on three to four occasions each year. A very comprehensive science plan has been drawn up.
- The quality of learning and teaching was very high. Students, for the most part, were motivated to learn and encouraged to do so by being sufficiently challenged. A positive environment for learning was created on all lessons.
- The uptake of higher-level science has increased considerably in recent years.
- Homework was assigned at the conclusion of all lessons observed. There is ongoing assessment by means of monthly or ‘end-of-topic’ tests and the results are recorded in the student journal and on computer file for ease of access by school management.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The school should endeavour to allocate sufficient time to first-year Science to meet syllabus recommendations.
- The current facility for chemical storage should be upgraded to include ventilation, colour coded storage of chemicals and the provision of flame proof cabinets in line with best safety practice.
- Teachers are encouraged to pursue further in-service training in the use of ICT in teaching and learning in science education.
- Consideration should be given to documenting each section of the TY plan to include the actual content for the current year. When rewriting this programme reference should be made to the Department of Education and Science guidelines on writing the TY plan.
- ICT resources should be more broadly utilised and integrated at appropriate intervals into lessons, where this is not already the case.
- The creation of smaller groups in some lessons would foster a more hands-on approach.
- Methodologies should be explored to encourage all students to participate more fully in lessons. Further use of appropriate questioning focused at individuals may be an effective strategy at increasing participation, when necessary.
Post-evaluation meetings were held with the teachers of Science and Physics, together with the principal, at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published October 2008
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 is very happy with the report of the D.E.S. inspector and in particular the highlighting of the very high quality of teaching and learning of Science within St. Kevin’s. It is most encouraging to find positive affirmation of the success of school management and the science teachers in increasing the uptake of Higher Level Science subjects by students over the last number of years. Indeed so successful have they been that the percentage uptake at Higher Level in the sciences in now above the national figures. The B.O.M. is also happy to see note taken of the very good science provision at senior cycle and commends school management for the vision shown despite recent decreases in teacher allocation.
Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The B.O.M appreciates the positive recommendations outlined in the report. Since the inspection took place our new extension has been completed and all classrooms now have full ICT provision. All Departments are working at utilising ICT resources to a greater extent as an integral part of class lessons – the Science Department being a prominent player in this regard – and management is providing in-house training in this area – led by staff members, as well as encouraging and assisting teachers to attend external in-service courses in ICT. The other recommendations are currently under review and will be introduced within the shortest possible timeframe.