An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Science and Biology
REPORT
St Louis Secondary School
Monaghan
Roll number: 64820B
Date of inspection: 26 January 2007
Date of issue of report: 6 December 2007
Subject provision and whole school support
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 St Louis Secondary School, Monaghan 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 two days 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
The science subjects are strongly supported by management in St Louis Secondary School, Monaghan. Science is a core subject for all students in first year and is allocated three class periods per week. Students are then offered the option of retaining Science on their programme to Junior Certificate level. Second and third year science classes are allocated five periods per week, a time allocation which is in line with syllabus recommendations. There is satisfactory distribution of lessons throughout the week with a sufficient number of double periods available to the science subjects to provide ample opportunity for investigative practical work in each year group.
Senior cycle programmes include the Established Leaving Certificate, the Leaving Certificate Vocational Programme and Leaving Certificate Applied. Biology, Chemistry and Physics are offered to students taking the Established Leaving Certificate with Biology being the most popular choice. The school also offers a Transition Year programme which contains optional modules of Biology and Physics/Chemistry.
The science team has benefited from opportunities for continuing professional development during national in-service training in the revised Biology and Junior 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.
There are four well resourced science laboratories in the St Louis Secondary School, two of which have recently been renovated. Access to the laboratories is co-ordinated on an informal basis between the science teachers. While this process is reportedly working well at present it is a structure which would benefit from monitoring and annual review.
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. Chemicals are stored in appropriate locked compartments. Laboratory safety precautions were also displayed prominently in the laboratories. Students are required to read and sign a laboratory safety contract at the beginning of the school year and it is suggested that this contract also be signed by parents/guardians. There is also potential for its inclusion in the student journal.
Planning and preparation
The science team meets regularly, both on a formal and informal basis and a notable level of planning is already underway. Minutes were available for the formal meetings which covered review of schedules of work for the year and student progress. It is commendable that collaboration takes place with the learning support teachers concerning student progress and the supply of key science vocabulary. Co-ordination is efficiently accomplished by a subject department co-ordinator.
The subject department plan for Science/Biology takes the form of the School Development Planning Initiative (SDPI) template and all sections have been completed. The long term planning section includes a list of topics to be covered by each year group and it is recommended that this Junior Certificate Science list be reviewed and refined to allow a more balanced scheme of work in each of the three years. There is potential to lessen the number of topics listed for first and second year and hold over a small number to be completed in the third year. When these lists have been put in place the next step should be to add a suitable time frame to each topic. When this section of the department planning has been finalised it would then be appropriate to concentrate on the short term planning to include learning objectives, practical work to be completed, resources and modes of assessment.
Planning documentation was also available for Transition Year Biology which included aims and objectives, options structure in Transition Year, grouping of students, time allocation, students with special educational needs (SEN), resources, teaching methodologies, assessment, reporting and record keeping. There is a need to review and refine the list of long-term topics listed in the Transition Year plan and incorporate themes under which these topics will be covered. It is recommended that the team of Transition Year Biology teachers collaboratively review the plans and devise a list of appropriate themes.
It is further suggested that the science team circulates a list of topics to be completed during the year to students at the beginning of the school year. Such an overview of content would encourage and support students in their revision work.
Teaching and learning
A very experienced and committed approach is taken to the learning and teaching of Science and Biology in the school. Lessons observed were clear and well structured. Good practice was observed where the teacher shared the learning objectives with the students from the outset. In some lessons this was achieved orally while in others objectives were noted on the board. Lessons observed included classification of living things, enzymes, osmosis, separation techniques, electricity and circuits, the eye and light. Some lessons involved the introduction of new material while others were revision classes for the impending mock certificate examinations.
In all classes visited, good classroom management was in evidence. By moving around the classroom, questioning, monitoring and advising teachers ensured that all students were on task and engaged with the lesson content. Great efforts were made in many lessons to make subject content relevant to students’ everyday lives. A good example of this was where household utensils and materials were brought into the classroom to demonstrate how techniques used in the laboratory also apply in the home.
An atmosphere of security and mutual respect permeated all lessons visited. Teachers were sensitive to student interests and tasks set were purposeful and appropriate to the range of student abilities present.
A variety of teaching methodologies are found in the department planning documentation and many of these were observed in the lessons visited. Good practice was evident where methodologies were varied during the lesson, an approach which clearly served to engage pupil attention and to motivate them. Spot demonstrations by the teacher when the students were doing practical work were used to good effect on a number of occasions during the classes visited.
Interaction with students indicated that they generally had a good understanding of the topics being studied. Good use of questioning was observed, either to individual named students or to the whole class group. Students were encouraged to seek clarification wherever necessary. Students willingly engaged in discussion with their teachers and were knowledgeable about the lesson content. Where chorus answering occurred, it was discouraged immediately in a sensitive manner.
Where practical work was observed, students displayed good routines for setting up and clearing away apparatus and this contributed to the effective pacing of the lesson. Good use was made of visual displays which included overhead projector transparencies, data projector, laminated diagrams, posters and worksheets. It is commendable that the science team has commenced the compilation of a common bank of resources which can be built upon as further such resources become available.
Assessment
A variety of forms of assessment is used in St Louis Secondary School, Monaghan. All first, second and fifth year students sit formal examinations at Christmas and summer. Classes preparing to take Junior and Leaving Certificate Examinations in June sit house examinations in November and mock examinations in the second term. It is recommended that the science team gives consideration to the development of common tests, where appropriate, for each year group.
Notebooks observed were generally neat and tidy and contained an appropriate number of practical write-ups. All showed evidence of monitoring and checking while some showed evidence of feedback comments and follow-up which is good practice. Most members of the science team allocate a percentage mark for the standard of work in notebooks or the write-up of a practical activity in common tests in order to reflect the revised Junior Certificate science syllabus. This good practice could be adopted to form part of the science departments’ common tests.
Reports are issued to parents following these examinations and communication with parents also takes the form of parent-teacher meetings and information evenings. Parents and teachers may also request a meeting by appointment.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- The science subjects are strongly supported by management in St Louis Secondary School, Monaghan.
- There are four well resourced science laboratories in St Louis Secondary School , two of which have been recently renovated.
- The science team meets regularly, both on a formal and informal basis, and a notable level of planning is already underway.
- Co-ordination is efficiently accomplished by a subject department co-ordinator.
- Lessons observed were clear and well structured. Good practice was observed where the teacher shared the learning objectives with the students from the outset.
- In all classes visited, good classroom management was in evidence.
- An atmosphere of security and mutual respect permeated all lessons visited.
- A range of teaching methodologies is found in the department planning documentation and many of these were observed in the lessons visited.
- Notebooks observed were generally neat and tidy and contained an appropriate number of practical write-ups. All showed evidence of monitoring and checking while some showed evidence of feedback comments and follow-up which is good practice.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The long term planning section includes a list of topics to be covered by each year group and it is recommended that this Junior Certificate Science list be reviewed and refined to allow a more balanced scheme of work in each of the three years.
- There is potential to review and refine the list of long-term topics listed in the Transition Year plan. It is recommended that the team of Transition Year biology teachers collaboratively review the plans and devise a list of appropriate themes.
- It is recommended that the science team gives consideration to the development of common tests, where appropriate, for each year group.
Post-evaluation meetings were held with the teachers of Science and Biology and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.