An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Science and Biology

REPORT

 

Bailieborough Community School

Bailieborough, County Cavan

Roll number: 91351S

 

Date of inspection: 14 March 2007

Date of issue of report:  24 October 2007

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

 

 

Report on the Quality of Learning and Teaching in Science and Biology

 

 

Subject inspection report

 

This report has been written following a subject inspection in Bailieborough Community School. It presents the findings of an evaluation of the quality of teaching and learning in Science and 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 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

 

The evaluation of Junior Certificate Science and Leaving Certificate Biology at Bailieborough Community School commenced with a meeting with the teachers of Science and Biology. At this meeting, the objectives and procedures of the evaluation were explained. Following this, one first year science class, one second year science class, two fourth year biology classes and one fifth year biology class were observed.

 

Junior Certificate Science is a core subject for the three years of junior cycle. All science and biology classes observed were mixed ability. All Junior Certificate science classes are allocated four periods per week, in the form of one double and two single periods. Senior biology classes are allocated six periods per week, usually in the form of two doubles periods and two single periods. This allocation is appropriate and within National Council for Curriculum and Assessment (NCCA) recommendations.

 

At senior cycle the school offers biology, chemistry and physics. There are five teachers of science subjects in the school. In addition, one higher diploma in education student takes a number of classes in the week. Opportunities have been availed of to release teachers for continuing professional development during recent and current national in-service training programmes and management is commended on the commitment given to facilitating attendance at this in-service training.

 

The school has three newly renovated science laboratories which have been refurbished under the 2006 summer works scheme. The transition to the new laboratories took place in October 2006 and organisation and cataloguing of stock is ongoing. It is praiseworthy that the laboratories are predominately used for science classes. The educational environment is supported by the presence of colourful posters and student-generated work. A shared preparation area runs behind all three laboratories and all science teachers have access to this area. Chemicals are appropriately stored and the good practice of colour coding chemicals for storage is ongoing. It is commendable that the science team has begun the practice of organising the materials required for the mandatory practical activities into separate boxes which are accessible to all science staff.

 

A range of health and safety equipment was observed, including first aid kits, fire extinguishers, fire blankets, fume cupboards and gas and electricity isolation switches. Laboratory safety precautions were also displayed prominently in the laboratories and at the front of some laboratory notebooks. This is good practice and could be extended to all notebooks.

 

The school promotes student involvement in science-related co-curricular and extra-curricular activities such as the BT Young Scientist Exhibition and the Co Cavan schools Junior Certificate quiz competition. The science team also assists in the running of an eco club in the school. The teachers involved in these activities are to be commended for their level of commitment and dedication to their subject area.

 

Planning and preparation

 

The science department is effectively co-ordinated by a subject convenor. Regular meetings of the science team are held and minutes of these were available at the time of the evaluation. There is also a high level of informal daily contact and collegiality in the science department. It is commendable that contact takes place with the learning support teachers concerning pupils’ progress and the supply of key science vocabulary.

 

The subject department plans for Junior Certificate Science and Leaving Certificate Biology are based on School Development Planning Initiative (SDPI) guidelines and contain formal agreed programmes of work for each year group. The plans include lists of topics and practical work to be undertaken in each year. It is commendable that Junior Certificate science students are supplied with lists of mandatory practicals to be carried out in class at the beginning of the school year. It is recommended that the science team build on the process of planning and review already in place to ensure the lists of topics are syllabus based and that they include an appropriate time frame for teaching the topics. It is further suggested that the lists of topics for each year group be distributed to students at the start of the school year.

 

Short term planning for the lessons observed was good and included a range of pre-prepared materials and resources. This attention to planning served to enhance the teaching and learning in each lesson. The resources used were most effective when they were tailored to suit the abilities of the individuals in the class groups.

Teaching and learning

 

Lessons observed included topics such as osmosis, digestion, sound, transport in plants, genetic engineering and evolution. During the inspection, students’ practical notebooks, homework and class-work exercise books were also examined. Lessons generally began with a roll call and were delivered using a variety of methodologies which included paired activity, group-work, teacher demonstrations, board-work, investigative experimental work, discussions and questioning. This varied use of methodologies served to keep students on task and engaged in the topic. Use was made of a range of resources, which included laboratory apparatus, diagrams, worksheets, blackboard and textbooks. Each of the three new laboratories contains an interactive white board, fixed data projector and laptop. Where a class was held in the laboratory these facilities were used and they served to enhance the presentation of the lesson. Excellent practice was observed where downloaded video clips and animations were used intermittently to supplement spot demonstrations on energy changes. In most classrooms visited, the varied use of teaching methodologies and resources served to provide an engaging and stimulating learning experience for students and this is good practice.

 

In the majority of lessons observed, the teachers moved among the students, assisting, examining and encouraging them. This is a praiseworthy method of sustaining student interest and application to work as well as a means of monitoring student performance and achievement. Classroom management was generally effective and a positive rapport was seen to exist between students and teachers. Where considered to be of benefit, classroom management strategies were discussed following a classroom visit.

 

Where practical work was observed, pupils worked enthusiastically. They were familiar with laboratory practices and displayed good routines. Health and safety procedures were adhered to and it is good practice that health and safety regulations were displayed in the laboratories. Adequate time was allowed for plenary sessions at the beginning and end of the practical class in order to prepare students for their work and afterwards to review the lesson as a whole. Excellent practice was observed where the teacher stimulated a discussion on fair testing and human error, and the effects of these on the outcomes of an experiment. Students were encouraged to ‘think like scientists’. They displayed a mature attitude to practical work and much patient and positive teacher assistance was observed.

 

Teachers made noticeable efforts to present knowledge in a style that related to students’ everyday lives. This proved very effective in stimulating interest and encouraging learners to engage with the lesson. In some lessons there was emphasis on reinforcing key terminology for the topic being taught. This is recommendable practice as it helps students develop the necessary linguistic skills in preparation for the written examinations.

 

Questioning was used effectively to engage students in the learning activity and to check understanding of previous knowledge. On occasion questions were directed to individual students. This is a good method of monitoring individual student learning. Chorus answering was discouraged and this was usually successful. Best practice was observed where the lessons were purposeful and progress was being monitored through questioning, discussion and constructive feedback.

Assessment

 

A range of assessment approaches was in evidence in Bailieborough Community School. Class tests are held regularly for all students, usually when sections of the syllabus have been completed. It was observed that records of student attainment in class tests are recorded in the teacher diary and this provides a good source of information for feedback to parents, in assisting students in making subject choices at senior level and on what level of examination to take in Certificate Examinations.

 

Formal examinations are held for all students at Christmas and summer. It is commendable that common science tests are held, where appropriate, in summer examinations. The science team allocates marks in these common tests for the writing up of practical activities and the standard of laboratory notebooks. This is good practice as it is an appropriate way of encouraging and motivating pupils to maintain high standards in their practical work and reflects the coursework section of the Junior Certificate science syllabus.

 

Some good use of questioning was observed. Questions ranged from the factual, testing recall of knowledge, to questions of a higher order that were more challenging and encouraging students to think at a deeper level. Questions were frequently directed to individual students, which is a good method of challenging and motivating students. Such questioning can be used to help reinforce learning and can also assist the teacher with formative evaluation of student progress and achievement. The level of student engagement was generally good and students were keen to answer questions. The use of questions directed to named individuals will also help to maintain this positive aspect of the observed classroom interaction even during more theoretical classes.

 

Homework, involving writing or learning as appropriate, is assigned and students are expected to note this in their diaries at the end of class. Some notebooks were checked regularly by the teacher. A number of notebooks showed evidence of annotation and correction of spelling and other assessment for learning practices. Further information on assessment for learning is to be found on the NCCA website www.ncca.ie. An appropriate record of mandatory Junior Certificate practical write-ups was in evidence in the student laboratory notebooks observed. This is an important aspect of the revised Junior Certificate science syllabus. Most exercise books/copybooks observed were of a good standard and the majority showed evidence of checking and annotation, which is a good way of encouraging students and giving direction. It is recommended that the science teachers explore the possibility of developing common correcting practices around homework, class notebooks and mandatory practical notebooks/folders. This method of assessment would be further enhanced by a systematic follow up practice where students are encouraged to complete corrections and improvements highlighted by the teacher.

 

Communication with parents is highly regarded in the school. Formal reports are issued to parents twice a year and progress is reported on at parent teacher meetings for first year students and parent-student-teacher meetings in second through to fifth year.

 

Summary of main findings and recommendations

 

 

The following are the main strengths identified in the evaluation:

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

Post-evaluation meetings were held with the teachers of Science and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.