An Roinn Oideachais
agus Eolaíochta
Department
of Education and Science
Subject
Inspection of Science
REPORT
Roll number:
65180T
Date of
inspection: 24 January 2007
Date of
issue of report: 17 January 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report
on the
Quality of Learning and Teaching in Junior Certificate Science
Subject inspection
report
This report has been written following a subject
inspection in
Subject
provision and whole school support
The evaluation of Junior Certificate Science at
Junior Certificate Science is a core subject for the three
years of junior cycle. All science classes are mixed ability and it is notable
that students are encouraged to defer making their choice regarding higher or
ordinary level in the Junior Certificate examinations until Christmas of their
third year.
First-year science classes are allocated three class
periods each week, in the form of three single periods. This increases to four
periods for second and third-year students, in the form of one double and two
single periods. The number of class periods is within syllabus guidelines for
second and third-year students. However, it is recommended that management
review timetabling allocation for first-year Science and explore the potential
of providing a fourth class period of Science.
There are six teachers of science subjects in the
school. All opportunities have been availed of to release teachers for
continuing professional development during recent and current national
in-service training programmes. Management is commended on the commitment given
to facilitating attendance at in-service training.
The school has three science laboratories. Two of
these are of very recent construction. All three laboratories are bright and
well maintained containing a range of both commercial and student generated
posters. The laboratories are well resourced. Each has a separate lockable
storage and preparation area which is well organised and houses a range of
chemicals arranged in an appropriate colour coded manner. At the time of this
evaluation the storage areas lacked flameproof cabinets but it was reported
that these have been ordered from suppliers. A demonstration room is also
available. The laboratories are used exclusively for science classes and most
science classes take place in a laboratory, particularly the double periods.
This is good practice. Resources observed included a PC in two of the
laboratories and it was reported that a PC for the third laboratory is planned.
As part of long-term planning, it was reported that management also plans to
provide data projectors for each of the three laboratories on a phased
basis.
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 these are signed by students and
parents/guardians at the beginning of each school year. There is potential to
add this contract to the school journal in future.
The school actively promotes student involvement in
science-related co-curricular and extra-curricular activities. A group of
physics students was awarded second place for their project on the links
between mobile phones and radioactivity in the Chemistry, Physics and
Mathematical Sciences section of the BT Young Scientist Exhibition. Two teams
of sixth-year students were selected to attend the ISTA quiz which was held in
Sligo Institute of Technology with both teams finishing joint eighth. Teams of
third-year students have also attended the ISTA Junior Science quiz. The
science team is to be commended for organising a chemistry demonstration and
lecture by Professor W Rohr (USA) and also visits to
Planning
and preparation
A high level of co-operation exists within the team of
very committed science teachers. They meet regularly, both on a formal and
informal basis and the level of collaborative planning already undertaken is
praiseworthy. Minutes were available for these meetings and indicated the
considerable time allocation to ordering and checking of materials and
resources for the new laboratory. Meetings also covered review of schedules of
work for the year and assessment plans. It is also commendable that minutes
were available for meetings with the learning-support teachers concerning
students’ progress, practical write-ups and the supply of key science
vocabulary.
Co-ordination is efficiently accomplished by a subject
department co-ordinator, a position which is rotated annually among the science
team. This is good practice as it assists in sharing both responsibility and
leadership.
The subject department plan for Junior Certificate
Science is based on School Development Planning Initiative (SDPI) guidelines
and contains formal agreed programmes of work for each year group. All plans
are time-bound and include lists of topics and practical work to be undertaken.
It is commendable that 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 builds on the process
of review already in place to refine the existing list of learning objectives
for each year group and to form a list of topics for each year group which can
be distributed to students at the start of the school year.
Short-term planning was effective and included
pre-prepared materials and resources. This attention to planning served to
enhance the teaching and learning in each lesson and visual aids were most
effective when they were tailored to suit the abilities of the individuals in
the class groups. In order to further this good short-term planning it is
recommended that the science team considers the development of a common bank of
resources, for example a filing cabinet to include worksheets and overhead
projector transparencies which are easily accessible by all science teachers
and can be added to as resources are developed. These resources can then be
adapted if necessary to suit the differing needs of the students.
Teaching
and learning
In all the lessons observed explanations and
instructions were clear and accurate. Good use was made of the white board to
clarify and reinforce the main points of the lesson. Great efforts were also
made to present knowledge in a style that related to students’ everyday lives
and this proved very effective in stimulating interest and encouraging learners
to engage with the lesson. There was some emphasis on reinforcing key
terminology for the topics being taught. This is admirable practice as it helps
students develop the necessary linguistic skills in preparation for the written
examinations.
In all classes visited, good discipline was apparent.
Rapport with students was good and this is to be commended. Teachers were warm,
patient and considerate of students. Teachers demonstrated a professional and
business-like approach to work. The level of two-way communication in
classrooms was relevant to the task in hand. Students were attentive,
interested and anxious to participate in the learning process. Lessons observed
were purposeful and good progress was made in all classes visited. The topics
covered in the classes observed included plant reproduction, acids and alkalis,
and food tests. A very impressive range of methodologies was incorporated into
each of the lessons delivered, many of which were very active and demanded
students’ complete involvement in the learning process.
Classroom management was very good in all the lessons
observed. The good practice of taking a roll call at the beginning of lessons
was noted. Good routines were evident in the practical lessons observed.
Students displayed a sense of security in seeking clarification or assistance
during lessons. Teacher movement around the room during lessons ensured that
all students remained on task and provided opportunities for students to seek
individual help in a supportive structure. Very good use was made of praise to
affirm students’ efforts.
The physical environment of the science laboratories
is enhanced by a display of some educational posters and student work. This
serves to promote a sense of student ownership and responsibility for the
creation of a stimulating learning environment.
A very experienced and committed approach is taken to
the learning and teaching of Science. Interaction with students indicated that
they generally had a good understanding of the topics being studied. In the
practical lessons observed, they were competent in the handling of equipment
and materials. Appropriate health and safety regulations were adhered to during
the course of practical work observed and students displayed good routines in
setting up and clearing away of apparatus. The development of such routines is
good preparation for practical activities and can aid in lesson time management.
It is commendable that students were encouraged to write up their results in
their own words at the end of a practical activity and good practice was
observed where the teacher encouraged discussion of results, the suitability of
the methodology and the process of fair testing. There is also potential to
include time for student reflection on results achieved or for the individual
working groups to independently discuss their results before recording them in
their notebooks. When questioned by the inspector the majority of students
displayed good knowledge of the lesson content.
During the evaluation it was reported that science
teachers occasionally bring groups of students to the computer suite for
research purposes. As developments in the area of information and communication
technology (ICT) are planned for the science department it is recommended that
the science team collaborates in exploring how the potential of ICT can be used
to enhance the teaching and learning of Science.
Assessment
A range of assessment techniques was in evidence in
the
Formal examinations are held for all students at
Christmas and summer and it is commendable that there is a long tradition of
providing common tests in Science for each year group. It is recommended that
the science team considers including the practice of allocating marks in these
common tests for the write-up of practical activities or the standard of
laboratory notebooks. This can be an appropriate way of encouraging and
motivating students to maintain high standards in their practical work.
Some good use of questioning as a form of assessment
was observed. Questions ranged from the factual type, testing recall, to those
of a higher order that were more challenging and encouraged students to think
at a deeper level. Questions were frequently directed to individual students, 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
directed questions will also help to maintain this positive aspect of the
observed classroom interaction even during more theoretical classes. Writing
and learning homework is assigned where appropriate and students are expected
to note this in their diaries at the end of class.
An appropriate record of mandatory Junior Certificate
practical write-ups was evidenced in the student laboratory notebooks that are
an important aspect of the revised Junior Certificate Science syllabus. Most
notebooks observed were of a good standard. The majority showed evidence of
checking and annotation; these are good ways of encouraging students and giving
direction for improvement.
Communication with parents is highly regarded in the
Summary of
main findings and recommendations
The following are the main strengths identified in the
evaluation:
·
The
laboratories are used exclusively for science classes and most science classes
take place in a laboratory, particularly the double periods. This is good
practice.
·
A high level
of co-operation exists within a team of very committed science teachers.
·
Co-ordination is efficiently accomplished by a subject department
co-ordinator, a position which is rotated annually among the science team.
·
In all the
lessons observed, explanations and instructions were clear and accurate.
·
In all classes
visited, good discipline was apparent.
·
The physical
environment of the science laboratories is enhanced by a display of some
educational posters and student work. This serves to promote a sense of student
ownership and responsibility for the creation of a stimulating learning
environment.
·
Formal examinations are held for all students at Christmas and summer
and it is commendable that there is a long tradition of providing common tests
in Science for each year group.
·
Records of student attainment in class tests are recorded in the teacher
diary; these provide a good source of information for feedback to parents and
when assisting students in making subject choices at senior level and when
deciding on the level of examination paper to choose in certificate
examinations.
As a means of building on these strengths and to
address areas for development, the following key recommendations are made:
·
The number of class periods is within syllabus guidelines for second and
third-year students, however, it is recommended that management reviews
timetabling allocation for first year Science and explores the potential of
providing a fourth class period of Science.
·
It is recommended that the science team builds on the process of review
already in place to refine the existing list of learning objectives for each
year group and to form a list of topics for each year group which can be
distributed to students at the start of the school year.
·
As
developments in the area of ICT are planned for the science department, it is
recommended that the science team collaborates in exploring how the potential
of ICT can be used to enhance the teaching and learning of Science.
·
In order to further the good short-term planning already mentioned in
the report, it is recommended that the science team considers the development
of a common bank of resources, for example a filing cabinet to include
worksheets and overhead projector transparencies which are easily accessible by
all science teachers and can be added to as resources are developed.
·
It is
recommended that the science team considers including the practice of
allocating marks in the common tests for the write-up of practical activities
or the standard of laboratory notebooks.
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.