An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Science

REPORT

 

Virginia College

Virginia, County Cavan

Roll number: 70390L

 

Date of inspection: 22 March 2007

Date of issue of report: 6 December 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 Virginia College conducted as part of a whole school evaluation. 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 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 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.

 

Subject provision and whole school support

 

Science is a core subject at Junior Certificate level in Virginia College and is allocated four periods per week. This is in line with National Council for Curriculum and Assessment (NCCA) guidelines. However, this allocation predominately takes the form of single classes in first and second year. In order to facilitate the investigative practical element of the revised Junior Certificate science syllabus it is recommended that, where possible, one double period per class group per week be allocated. It is further recommended that, where feasible, the double periods be timetabled when laboratory access is possible. Some teachers retain the same science class from one year to the next and this level of continuity is commendable.

 

Biology, Chemistry and Physics are available at senior cycle in the school and in response to demand, classes of Agricultural Science are held out of school hours. During the evaluation it was reported that management plans to provide timetabled agricultural science classes for the incoming fourth year group.

 

The majority of the science team have benefited from opportunities for continuing professional development during national in-service training provided by the support services set up for the implementation of the revised Biology and Junior Certificate Science syllabuses. Management is to be commended for its commitment to facilitating this in-service and for its on-going consideration in supporting staff training needs. It is suggested that members of the science team who avail of in-service training create opportunities to share the new information and ideas obtained with colleagues following their return. 

 

There are two science laboratories in the school, one of which is in the newly extended section of the school. Both laboratories are well resourced and good displays of subject-related material are displayed on the walls. A range of health and safety equipment was observed including first aid kits, fire extinguishers and fire blankets. One laboratory has a separate preparation and storage area while the second laboratory shares a preparation and storage area with the demonstration room. Chemicals are appropriately organised and stored in the locked storage areas.

 

The science department actively promotes the sciences within the school and encourages participation in a range of co-curricular and extra-curricular activities such as trips to the BT Young Science and Technology exhibition and to Dublin Institute of technology during Science Week. Students have also taken part in local science quizzes. On open night the science team provides demonstrations for incoming students and it is commendable that current students are encouraged to carry out the demonstrations. The science team is to be commended for its commitment to facilitating these activities.

 

Planning and preparation

 

Long term plans were available for both Junior Certificate Science and Leaving Certificate Biology. These were comprehensive and syllabus-based and included appropriate time frames and learning objectives. Planning for practical work was incorporated into the long term planning documents and students are issued with a list of mandatory experiments to be completed before the end of each school year. It is recommended that a list of topics to be completed by each year group be distributed to students at the start of the year to give them an overview of the course and to assist them in planning their revision.

 

Short term planning was excellent. A wide variety of materials and apparatus to be used during the classes had been prepared in advance and this level of planning contributed to the overall quality of teaching and learning in the lessons observed.

 

The science department is co-ordinated effectively by a subject convenor. Meetings of the science department have been facilitated by management this year and the science team also meets regularly on an informal basis. Minutes for formal meetings were available and the science team is to be commended for this level of record keeping.

 

Teaching and learning

 

First and second year science classes were observed at junior cycle and a fourth year biology class was visited in senior cycle. Lessons observed included topics such as acids and bases, habitat study, osmosis and light. During the inspection, a sample of students’ practical notebooks, home-work 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, active learning 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, OHP transparencies, whiteboard, PowerPoint presentations, use of CD-ROM and textbooks. One lesson made good use of PowerPoint to illustrate the movement of water molecules in osmosis while another lesson interspersed student practical activities with video clips demonstrating similar experiments. The frequent opportunities for interaction during lessons and the range of resources and methodologies used provided an interesting and stimulating learning experience in all lessons visited and this is to be commended.

 

Where practical classes were observed, the experiment was discussed at the beginning of the lesson and students were invited to put forward their plans for carrying out the practical activity. Students displayed good routines for setting up and clearing away apparatus and this contributed to the effectiveness of the lesson. Results were discussed as a class group at the conclusion of the practical activity and this structured approach is commended. One practical lesson involved a visit to a habitat which was on the school grounds. Students worked in teams of four and each member undertook a particular task and results were discussed on return to the classroom. This was an excellent hands-on activity and good use of an on-site habitat.

 

Classroom management was good and the maintenance of discipline was helped by the nature of the tasks set. An atmosphere of security and mutual respect prevailed in all lessons visited. Interaction with students indicated that they generally had a good understanding of the topics being studied. The students willingly engaged in discussions and where chorus answering occurred it was discouraged immediately in a sensitive manner. In some group work sessions each group elected a team leader who provided feedback to the entire class. This is an excellent method of confidence building as well as peer learning. The approach worked well as all students were encouraged to listen to the speaker and they did so with little need for intervention by the teacher.

 

Assessment

 

A variety of forms of assessment is employed by the science team. All students sit formal examinations at Christmas and summer while first and fourth years have an additional formal assessment in October. Reports are issued to parents after these examinations. Certificate Examination students are monitored by continuous assessment through the first term and by mocks in the second term.

 

The science team has developed a bank of science tests which its members can draw on and adapt where appropriate. It was reported that the science team has planned to administer a common test for first years in June. This is praiseworthy and it is recommended that the science team allocates a percentage of the overall end-of-year mark to the practical work completed by students.

 

Notebooks observed were generally of a good standard and reflected the mix of abilities present in the classes visited. They contained an appropriate number of practical write-ups. All showed evidence of checking and annotation. In order to augment this good practice the science team is recommended to explore assessment for learning practices such as comment-only marking. Further information on assessment for learning can be found on the NCCA website. There is also scope to put in place a system of follow-up on corrections.

 

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.