An Roinn Oideachais agus Scileanna
Department of Education and Skills
Subject Inspection of Science and Biology
REPORT
St Oliver’s Post Primary School,
Oldcastle, Co Meath.
Roll number: 71990R
Date of inspection: 27 March 2014
REPORT
ON
THE QUALITY OF LEARNING AND TEACHING IN SCIENCE AND BIOLOGY
______________________________________________________________________________
INFORMATION ON THE INSPECTION
Dates of inspection:
Inspection activities undertaken
• Review of relevant documents
• Discussion with principal and teachers
• Interaction with students
26 and 27 March 2014
• Observation of teaching and learning during six
lessons, (five double periods and one single
period)
• Examination of students’ work
• Feedback to principal, deputy principal and
teachers
MAIN FINDINGS
•
The quality of teaching and learning ranged from good to very good with some excellent
practices observed.
•
All teachers had planned meticulously for their lessons.
•
A wide range of appropriately selected resources was utilised.
•
Good practices in checking on and summarising learning were evident and some
excellent questioning strategies involving higher-order thinking skills were noted.
•
Timetabling of the subject is appropriate and classes are well spread throughout the week.
•
Very good collaboration exists between the enthusiastic and dedicated science team.
MAIN RECOMMENDATIONS
•
Programmes of study would benefit from linking the existing learning outcomes to
methodologies and resources.
•
The programme of study for TY should detail modes of assessment for each topic.
•
The current action plan for the science department should be broadened to include an
aspect of teaching and learning.
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INTRODUCTION
St Oliver’s Post-Primary school operates under the auspices of the Louth Meath Education and
Training Board (LMETB). It caters for a total of 543 students and offers the Junior Certificate
programme, Leaving Certificate programme, an optional Transition Year (TY) programme, the
Leaving Certificate Vocational Programme (LCVP), Post-leaving Certificate (PLC) courses and
Adult Education evening classes.
TEACHING AND LEARNING
•
The quality of teaching and learning ranged from good to very good with some excellent
practices observed.
•
All teachers had planned meticulously for their lessons. This attention to detail resulted in
lessons that were focused, well structured and appropriately pitched. The teachers
communicated the learning outcomes to the students at the beginning of lessons, the
outcomes were clearly explained and gave good structure to the lessons.
•
Teacher instruction was very clear and accurate, key concepts were emphasised and,
where relevant, lesson content was informed by up-to-date information.
•
A whole-school key word strategy is in evidence and lists of key words for all first-year
students are in place and are used in lessons.
•
In all lessons observed, classroom management was very good, learning activities were
well-managed and teachers created a pleasant and supportive learning environment.
•
There was good checking on and summarising of learning in all lessons. Questioning was
used in all classes to check on previous knowledge, learning and understanding. Some
excellent questioning strategies involving higher-order thinking skills were noted. In such
cases, the questions were well spread amongst the class members, there was evidence of
differentiation and there was very good use of “wait-time” to allow students to think and
to formulate their answers.
•
All lessons proceeded at an appropriate pace. Excellent practices included well-chosen
strategies and carefully planned opportunities for the development of higher-order skills
such as the application, analysis, evaluation of information and synthesis. In practical
work, there was a good emphasis on fair testing and development of a hypothesis.
•
The science team is exploring the use of common examination papers for the formal inhouse examinations and this is recommended. A percentage for the practical work or
standard of practical notebooks should also be included.
•
A review of a wide range of copybooks provided evidence of very good progress in
students’ work. Student notebooks were tidy and well organised. Homework is assigned
regularly and there was evidence that homework is well-monitored.
•
There were some excellent examples of the provision of constructive feedback to students
on both their written work and practical coursework. The more widespread use of this
practice is encouraged.
•
The enthusiastic approach of the teachers was also effective in maintaining students’
interest in the lesson activities. The teachers set high expectations for the students and
opportunities should be taken to share and model some of the excellent practices
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observed in teaching and learning during the evaluation. This might be addressed as part
of the peer shadowing process currently taking place in the school.
SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT
•
There is very good provision and whole-school support for the Sciences. Timetabling of
the subjects at all levels is appropriate and lesson periods are well spread throughout the
week.
•
Senior management is very supportive of and facilitates the continuing professional
development (CPD) of teachers at whole-staff level and at subject department level most
recently, through the Professional Development Workshops for teachers.
•
There are two laboratories in the school which are linked by a preparation area and
chemical store. The rooms are maintained to a high standard and chemicals are stored
using a colour-coded scheme.
•
The teachers have created a stimulating learning environment in the laboratories with
vibrant displays of students’ work, key words and subject-specific terminology.
•
Careful attention is given to health and safety in the science department. Health and
safety notices are displayed at strategic locations in the laboratories.
PLANNING AND PREPARATION
•
There is a very enthusiastic and dedicated science department in the school and there is
evidence of good collaboration amongst the team members. Currently the role of subject
co-ordinator rotates amongst the science teachers and this is good practice.
•
Minutes of subject department meetings indicate that there is a proactive and organised
approach to subject planning.
•
A comprehensive subject department plan has been developed which includes details
regarding the organisation, planning, teaching and assessment of the subject in the school.
•
The programmes of study detail topics to be completed by each year group in an
appropriate timeframe and linked to learning outcomes. These programmes would be
greatly enhanced by the inclusion of methodologies and assessment modes for each topic.
•
Planning for the science modules offered in TY is in line with the key principles of the
transition year programme and includes a good balance of activities and skills.
Programmes of study for TY are detailed but would benefit from the inclusion of modes
of assessment for each topic.
•
The sourcing and development of a variety of creative and stimulating resources to
support teaching and learning was evident and good use has been made of ICT in this
regard. Some resources have been differentiated to meet the varying learning needs of the
students and this is best practice.
•
It is positive that the science department has adopted a reflective approach to subject
planning and there is evidence of ongoing review of the programmes of work. Strengths
and areas for development have been identified to form an action plan. In order to build
on these very good practices, the science department should consider focusing on an
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aspect of teaching and learning with the identification of specific targets, a timeframe and
success criteria.
The draft findings and recommendations arising out of this evaluation were discussed with the
principal, deputy principal and subject teachers at the conclusion of the evaluation.
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.
Published June 2014
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