An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Science and Physics & Chemistry (combined course)

 REPORT

 

Coláiste Mhuire

Ballygar, Co Galway

Roll number: 62900M

 

Date of inspection: 15 February 2007

Date of issue of report: 20 November 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

 

 

Subject inspection report

 

This report has been written following a subject inspection in Coláiste Mhuire, Ballygar, 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 Physics & Chemistry (combined course) 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

 

School management in Coláiste Mhuire, is strongly supportive of the science subjects. At junior cycle there are two Science classes each year. In third year students are streamed for Science and in first year and second year there are mixed-ability classes. At senior-cycle the school offers Biology, and Physics and Chemistry (combined course). Biology is by far the more popular subject. Time allocation, laboratory access, and availability of double periods for science subjects are in line with best practice.

 

Although Science is a core subject at junior-cycle level, after first year some Traveller students and students with special educational needs do not take it. Instead these students take additional classes in other subjects that are aimed at enhancing their skills in these subjects. It is suggested that retention of these students in Science classes might be helped through a concentration in first year and succeeding years on their science literacy needs. An example of such an initiative would be the use of subject-related vocabularies in the teaching of Science.

 

The school’s Transition Year (TY) has a science input of two single class periods each week. The TY science programme is strongly weighted towards Biology and student practical work is inhibited by the absence of double class periods. It is recommended that when the programme is reviewed that there should be a greater representation of the physical sciences and that a double class period should be allocated. This would allow for more student-centred laboratory work that would help prepare students for the senior-cycle sciences.

 

The school has one science laboratory with a very well-organised preparation, resource, and storage area. It is used only for science classes. There is safe and secure storage of chemicals and physics apparatus is stored in a readily-accessible manner. The science department has a system for keeping track of stock, notifying breakages and requirements, and ordering supplies. The laboratory is well maintained with lots of visual stimuli, both commercially-prepared and student-prepared. Health and safety equipment is in place and safety procedures are followed in conducting laboratory work.

 

The science department has a co-ordinator. The science teachers reported that, especially with the practical emphasis of the revised Science syllabus, much of their time is spent preparing student laboratory work and that there is a need for technical support in this area. The teachers have undertaken available in-service and the school supports their membership of their professional organisation.

 

The school is equipped for broadband using satellite delivery. At the time of the inspection the available bandwidth reduced its reliability for use in teaching and learning. Internally the school has a wireless network and the science department is well-equipped with a laptop and data projector, both of which were in use on the day of the inspection. The laboratory is also equipped with video, DVD and has an overhead projector. The equipment available in the school is adequate for the teaching of the science subjects.

 

Planning and preparation

 

The science teachers work collaboratively in planning the work of the science department. While the science team meets formally about twice each year it has many informal meetings. It is suggested that a brief record be kept in the departmental file of the items discussed and the principal outcomes of these meetings. This will aid continuity in the organization of the science department. The development of the science department has been led by the coordinator who monitors equipment requirements and leads subject department planning.

 

There is a comprehensive subject department plan that gives information on the policies and practices of the science department. Course planning is detailed to a weekly level for each of the science syllabuses. The documentation gives a description of the work to be completed and is a support to the short-term planning of individual teachers. The science teachers are highly commended on their collaboration and the work that they have put into preparing this plan. It is suggested that they continue their engagement with collaborative subject department planning by including more detail on homework, assessment, planning for individual classes, for ICT and for resources. As the science teachers evaluate the impact of such departmental planning over a number of years it will be necessary to further adjust the science plan.

 

The is scope for increased liaison between the science department and the learning-support and special education department through involving students with special educational needs, to some extent at least, in second and third year science classes. For example, it should be possible to facilitate an involvement in student practical work that would be of considerable benefit to the students. It is noted that the science teachers liaise with the language support (TEFL) teacher in respect of students with English as a second language. While the subject department plan makes reference to students with special educational needs, this reference is limited to students in need of language support and students with physical disabilities. It is recommended that, in conjunction with increasing the involvement of students with special educational needs in classes other than first year, departmental planning for these students could also include planning for differentiated approaches to teaching and learning. The assistance of the Special Education Support Service (SESS) should be sought as necessary. A similar approach should also be taken to planning for the inclusion of Traveller students in second and third year science classes.

 

Teaching and learning

 

The commitment and professionalism of the science teachers in Coláiste Mhuire is evident in the comprehensive planning undertaken for teaching and learning.  Individual teacher planning for the subjects was in line with the syllabus requirements and was reflected in classroom practice. As well as making appropriate provision for health and safety requirements so as to provide a safe learning environment, the resources required for each lesson were readily to hand.

 

In two of the lessons observed, where student laboratory work was being undertaken, this was seamlessly integrated into the lesson. In the other lessons students were being introduced to the upcoming mock Junior Certificate examination. This was done in an effective manner, and from their responses it was clear that students were very much engaged. The practical lessons included some examples of excellent practice. In one case student practical work was preceded by a DVD that the teacher used to give the class an understanding of the safety issues involved.

 

The high level of competence of the teachers in the subject area was reflected in the teaching observed. Each lesson had a clear learning focus and best practice was observed when this was shared with the students at the start of the lesson. All lessons observed were clearly structured and were appropriate to the class group. In each lesson a range of appropriate and varied teaching methodologies was employed including use of the data projector, overhead projector, whiteboard, prepared resources and equipment. While questioning of students was used in each of the lesson, it is felt that more use could be made of open-ended questioning that encourages students to think for themselves. There is active and purposeful student involvement in each of the lessons and, where ICT was used, it was effectively integrated into the lesson.

 

Classroom management was effective and discipline was maintained. The classroom environment was suitable, attractive and stimulating for learning and teaching.  In some of the classes students were given opportunities for some independent work. Teachers ensured that all students were involved and participated in the lessons. An example of this in one class was where the teacher unobtrusively ensured that a student who was weak at English understood the homework that had been assigned.

 

Records of student practical work were carefully maintained and were checked regularly by the teacher. Most student notebooks and copies were well ordered. It is recommended that in order to encourage students to keep good records teachers would continue the good practice of regular checking and would supplement this with written feedback to students on how they can improve their work.

 

Assessment

 

Up to now student achievement in the subject has not been evaluated in comparison with national norms. It is recommended that the science teachers monitor the percentage of students taking Science at Higher level and student outcomes in Science in comparison with national averages. As well as the formal school examinations students are assessed regularly in the science subjects.  Students are given homework and it is checked regularly. Recently the science department has included in students’ formal assessment marks a contribution for their homework and practical work. The teachers are commended on this.

 

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 Physics and Chemistry (combined course) and the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.