St. Nathy s College Subject Department Plan JUNIOR CERT SCIENCE. Year: 2013 / 2014
Index Mission Statement Programmes and Levels Subject Aims Subject Objectives Subject Co-ordinator Subject Teachers Time Allocation, Options Structure and Timetabling Grouping of Pupils (Mixed ability, Streaming) Student Access to Subject/Level Class Organisation Textbooks and Course Materials Planning for Students with Special Needs Cross-Curricular Planning Effective Teaching Methodologies Range and Variety of Resources Provision for Health and Safety requirement Curriculum Content Year 1 Year 2 Year 3 Homework Procedures Assessment Procedures Record-Keeping Procedures Reporting Procedures Teacher In-Career Development Literacy and Numeracy
Mission Statement: St. Nathy s College was established to act as a Centre of Learning. We strive to achieve this within a fostered Christian environment which equally provides for the faith and personal development of each student. All of our school endeavours and activities are directed towards these objectives. 1. Subject Aims: To put emphasis on scientific investigation and on the application ofscience process skills in student activities. To foster an interest in Science and especially the practical work andto continue with at least one science subject to Leaving Cert level. To introduce students in first year to basic Science and make it interesting for them with emphasis on science all around us. 2. Subject Objectives: To allow the students to engage in learning activities that will enablethem to gain a better understanding of the Science concepts involvedand to develop their Science process skills. Through a variety of investigations and experiments students attainthe specified learning outcomes developing appropriate scienceprocess skills and a knowledge of underlying science concepts. In performing experiments students have to make their own decisioneither individually or in groups.
Subject Co-ordinator: Ms. Á. Scally Subject Teachers: Mr. O. Brady Mr. G. Carmody Mr. J. Dolan Mr. J. Guilfoyle Ms. C. Mooney Ms. O. Redmond Ms. Á. Scally Time Allocation: The Subject is taught over a three year period. In first year each class group gets 3 periods of science a week. This will include one double period. In second and third year the class groups get one double and two single periods for a total of 4 periods a week. Options Structure: As it is a core subject in St. Nathy s College, all students must study Junior Cert Science. Timetabling: As mentioned above, each class group has at least one double periods a week. In an effort to promote practical investigation in students these double periods are never split over a break and are allocated a slot one of the labs.
Grouping of Pupils (Mixed ability, Streaming): St. Nathys College does not stream students in Science. All students study science in their tutor groups. Student Access to Subject / Level: All students study higher level for at least two years. In third year, based on results in the common exams and in discussion with parents an individual student may be advised to pursue the ordinary level option. Class Organisation: Each class group consists of between 22 and 26 students. Even though they are separated into different classes for choice subjects they retain their full class grouping for science as it is a core subject. Each teacher has access to both normal classrooms and Labs for experiment work. In each class the individual teacher will arrange the students in the manner they see fit and this can change depending on the nature of the task for that particular day. Textbooks and Course Materials: The textbook for Junior Science is Exploring Science by Callaghan et al. Each student should have a mathematics kit and at least one Hard cover science copy. Planning for Students with Special Needs: The aims of education for students with special educational needs are set out by the National Council for Curriculum and Assessment in the overview to the NCCA (Draft) Guidelines for Teachers of Students with General Learning Disabilities, which states that the broad aims of education for students with special educational needs reflect those that are relevant to all students and include (a) Enabling the student to live a full life and to realise his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum;
(b) Enabling the student to function as independently as possible in society through the provision of such educational supports as are necessary to realise that potential; (c) Enabling the student to continue learning in adult life. (National Council for Curriculum and Assessment, 2002, p. 2) St. Nathy s College strives to achieve each of these aims for every child in the school. This means that for any child that has a special need an IEP is set out in conjunction with the Guidance and special needs service teachers in the school Cross-Curricular Planning: The teachers view is that a cross-curricular approach has provided a creative way of linking subjects through a common theme to give pupils a meaningful, practical and holistic context to learning that is very motivating. Pupils are enabled to use similar skills in different subjects with the same context or problem. They are helped to see that events do not happen in isolation, thus showing the relevance of science ideas and skills in a wider context. When successful, pupils find learning easier because it is less disjointed and is relevant. As one context is used, language demands are related. This is particularly important in a town where there are many immigrants and many languages are spoken. The teachers have appreciated the opportunity to be more creative themselves and the opportunities to be versatile. Many links exist in science to subjects as diverse as Home Economics, Art and history. The individual teachers in these subjects work well together to give a holistic view to students so they see the integrated nature of their education and surroundings.
Effective Teaching Methodologies: Whole-class work Many teachers work with the whole class at different stages during the science lesson. This method is effective in introducing a new science topic or concept demonstrating new methods of working preparing and discussing with pupils different methods of investigating providing background information that may be required for an activity directing children's questions and hypotheses drawing the lesson to a conclusion, encouraging different groups to report on their investigations helping children identify further scientific investigations. Small groups Many teachers organise the science lesson so that children can work together in small groups. Different methods of managing small groups are outlined. These include: several small groups working on similar activities small groups rotating around different activities (circus of experiments) small groups working on independent activities that contribute to the overall theme one small group working on a science investigation. Individual work on chosen topics or projects Children pursue their own studies and carry out investigations that allow them to pursue their own interests and ideas. This method allows children to work at their own pace and in areas of immediate interest and relevance to them, but it is demanding on teachers' time and resources.
A variety of approaches The use of a variety of approaches and methods will facilitate the efficient implementation of the science curriculum. The nature of the strandsand strand units themselves necessitates the use of a variety of teaching methods. The methods chosen should facilitate the achievement of the objectives of the unit of work as well as taking cognisance of the content and context of the lessons. The effective teacher will use a combination of approaches to meet the needs of the pupils and to suit the objectives of the unit of work. The approaches chosen by the teacher should enable the children to work scientifically in a variety of contexts, to undertake practical activities and to tackle open-ended problems and investigations. Selecting appropriate methodologies and approaches The methodologies and approaches chosen by the teacher should accommodate the different learning styles of the children and should: allow the children the excitement of finding out for themselves enable the pupils to work on their own problems as far as possible encourage children to pose their own questions use children's ideas as a basis for activities. Children should be encouraged to use their own ideas, test and perhaps change their ideas. Among the approaches that are particularly appropriate for facilitating practical work in science are the investigative approach the teacher-directed approach.
Investigative approach Science investigations provide children with opportunities to use and apply concepts while solving a problem that has been set for them by the teacher or posed by themselves. Most teachers will use a combination of closed and openended activities. Closed activities Activities and problems that help children discover or learn a pre-determined idea or procedure are referred to as closed activities. This approach can be used when the teacher wants to guide the children through the processes and content of science. Teacher-developed worksheets and commercially produced workcards and textbooks may provide a valuable resource for teachers when planning for closed activities and experiments. These materials provide comprehensive instructions that tell the pupils what to do, the equipment required and the measurements to be taken. These closed activities can be an effective way of illustrating aspects of conceptual understanding. Open investigations This approach involves the teacher in providing opportunities for the pupils to undertake openended activities. These activities or investigations encourage the pupils to work scientifically and to raise their own ideas and questions, which will then be tested or investigated. Teachers who ask broad or open questions will encourage children to develop an investigative approach to solving problems. Broad or open questions are designed to place the responsibility for thinking on the pupil. They foster divergent thinking. The extent to which teachers choose to adopt an open-ended investigative approach to science will depend on the age and maturity of the children, the number of pupils in the class and the teacher's willingness to work in an unstructured environment. Exemplar 10 illustrates the stages involved in developing a problem-solving or investigative approach to science with primary pupils.
Teacher-directed approach The teacher-directed approach involves the teacher telling or showing the children what to do and in observing their progress. The teacher makes most or all of the decisions concerning the content of the lesson, and the child responds to instructions. This is a useful approach when the teacher wishes to demonstrate skills of using thermometers, separating substances, heating materials or other activities that may involve potential hazards or require the use of delicate or expensive resources. Certain aspects of the science curriculum may not lend themselves to investigative work by pupils; in these instances a demonstration by the teacher would be an appropriate form of practical work. Direct teaching is appropriate for use when clarifying concepts being investigated and ensuring that safety practices are being applied. It can feature, therefore, as part of the teacher's approach in a wide range of lessons. Exemplars Exemplars are included throughout this section of the guidelines. Many of these contain lessons or units of work illustrating how the children may work scientifically the detailed content of the lesson orunit some methods of assessment. In some of the sections the examples used are linked to particular classes in the school. However, this is by way of illustration only; most of the techniques described can be adapted for use at all class levels. The activities suggested in these guidelines offer a range of possibilities, but individual teachers will have to use their professional judgement to decide which methods and approaches are best suited to the needs of their pupils.
Range/Variety of Resources: The School has an abundance of Science materials and access is given to every teacher. The Head of science takes a stock take every year and ensures that any missing equipment is replaced to ensure that all the educational needs of the students are met. Availability / Use of ICT Facilities: Each Classroom has a Laptop computer with full, 100MB, internet access. Each room also has a Data projector in order to show PowerPoint s etc. on the board. In addition, the School has a well stocked Computer Lab which each teacher can book time in if a full class is required to use computers. Provision for Health and Safety: (a) All Laboratories have Safety Rules clearly displayed. (b) All rules are explained to students at the start of the school year. (c) All teachers are given health and safety talks on a regular basis by a consultant who visits the laboratories pointing out potential hazards. (d) The school has a health and safety officer (a science teacher) while the Science Department has its own health and safety representative. (e) The school arranges for a Health and Safety Consultant to come in and talk to the staff on issues of concern. Subject Department Teachers are then taken on a tour of their classrooms/laboratories and potential hazards highlighted and discussed. The Principal is informed immediately on the results of such discussions and remedial action is taken asap.
Curriculum Content Long-Term Planning Subject- Junior Cert Science Long Term Plan 1 st -3 rd Year Pre- Christmas 2013 Introduction to Biology, Chemistry and Physics 1 st Year Schedule Class Content Homework Assessment Week 1-5 Biology Concept questions Assessment is Living things, Cells to encourage imperative to any and the Microscope logical thinking. learning process. Methods will and Food. Questions from the include: This will also serve end of chapter. as an introduction Experimental write Homework- both to science in ups. learning of theory general and written. Week 6-10 Week 11-16 Chemistry Solids, Liquids and Gases, Solutions and Crystallisation, Separating Mixtures. This section will also offer students their first lab experience. Physics Measurement, Density and Flotation, Motion. This section allows students there first chance to work with scientific formulae. Simple experiments to be carried out at home. Questions from the end of chapter. Experimental writeups. Past examination paper questions plus questions from the end of the chapter. Experimental write ups. Experiments- as a key concept is learned an experiment will be done to assess the knowledge of the students. This will require a detailed, concise write up. Testing- frequent class tests including a larger test in week 9 and a Christmas test in week 16
Post Christmas 2014 Junior Cert Science 1 st Years Schedule Class Content Homework Assessment Week 1-5 Biology Concept questions Assessment is Digestion and to encourage imperative to any enzymes, logical thinking. learning process. Respiration and the Methods will Questions from the include: Breathing System, end of chapter. The circulatory Experimental write Homework- both system and Structure ups. learning of theory and transport in and written. flowering plants. Week 6-10 Week 11-17 Chemistry Elements, compounds and mixtures, The Atom and The Periodic Table. A fundamental section in chemistry. Physics Heat, Light and Sound. This section provides a great introduction to the most basic concept in science- Energy. Simple experiments to be carried out at home. Questions from the end of chapter. Experimental writeups. Past examination paper questions plus questions from the end of the chapter. Experimental writeups. Experiments- as a key concept is learned an experiment will be done to assess the knowledge of the students. This will require a detailed, concise write up. Testing- frequent class tests including a larger test in week 9 and a summer test in week 17
Pre Christmas 2013 Junior Cert Science 2 nd Years Schedule Class Content Homework Assessment Week 1-5 Biology Concept questions to Assessment is Excretion, the encourage logical imperative to any skeletal and thinking. Questions learning process. muscular systems, Methods will from the end of The sensory include: chapter. system. Experimental write Ecology. Week 6-10 Week 11-16 Chemistry Acids and Bases, Water and Water hardness The atmosphere. Physics Force, Pressure, Moments, levers and the centre of gravity And if time permits the chapter on magnetism ups. Simple experiments to be carried out at home. Questions from the end of chapter. Experimental writeups. Past examination paper questions plus questions from the end of the chapter. Experimental writeups. Homework- both learning of theory and written. Experiments- as a key concept is learned an experiment will be done to assess the knowledge of the students. This will require a detailed, concise write up. Testing- frequent class tests including a larger test in week 9 and a Christmas test in week 16
Post Christmas 2014 Junior Cert Science 2 nd Years Schedule Class Content Homework Assessment Week 1-5 Biology Assessment is Photosynthesis and imperative to any Plant responses, Plant learning process. Methods will include: Reproduction, Human Reproduction Week 6-10 Week 11-17 3 rd Years: Chemistry Chemical Bonding Metals and non- Metals and fuels. Physics Work, Power and Energy. Static and current Electricity Uses and effects of electricity. Concept questions to encourage logical thinking. Questions from the end of chapter. Experimental write ups. Simple experiments to be carried out at home. Questions from the end of chapter. Experimental writeups. Past examination paper questions plus questions from the end of the chapter. Experimental writeups. Homework- both learning of theory and written. Experiments- as a key concept is learned an experiment will be done to assess the knowledge of the students. This will require a detailed, concise write up. Testing- frequent class tests including a larger test in week 9 and a summer test in week 17 Finish off the remaining Coursework and also carry out the assigned practicals known as Coursework B. Homework Procedures: Homework should be given in every class. This can take many forms but there are four underlying types of homework and students will be given each type in their time in St. Nathy s college:
1. Practice homework. Sometimes students need to do the same kind of work repeatedly to help them remember a skill. This is especially true when it comes to learning math, word definitions and spelling. 2. Preparation homework. This is a way to introduce kids to new topics. For instance, 2 nd years might read a Website about Mammals before studying animal families. 3. Extension homework. Children need to be able to connect separate topics. For example, they might be asked to compare and contrast two historic events in Science. 4. Creative homework. It s challenging for students to use different skills to show what they ve learned. For instance, your child might be asked to build a model for science class. Assessments/Examinations Procedures: Each Teacher will give tests in-class as they see fit. On top of this the School has four sets of common tests a year. These are held at Halloween, Christmas, Easter and before the Summer Break. Each student will do the same test as every other student in their year at these times and the results will be collated. Record Keeping Procedures: An attendance record will be kept by each subject teacher. If a student is missing from a class the Teacher may ask for a reason for the absence. Results are collected for the aforementioned common exams and these are sent home as part of Results during the Christmas and Summer Breaks.
Reporting Procedures: The school has an extensive and exhaustive reporting procedure for behaviour which can be found on the St. Nathy s website. If a student has breached a rule this procedure will be followed. If a student is found to be in need of extra academic assistance the information will be passed on to the Guidance and Special needs coordinators. Teacher In-Career Development: Every effort is made to accommodate the continued academic progress of the science teachers. This allows them to carry out In-Service both inside and outside of school hours. Literacy and Numeracy In terms of Literacy the Science Department aims to focus on keywords for 2013/2014. It has been decided that we will focus in particular on the equipment used in the lab. This is very important with the emphasis now placed on practical work. To aid this posters with pictures and names of the various laboratory equipment will be displayed in the science classrooms. During practical classes teachers will draw students attention the posters and also the list of equipment at the start of the test book. Spelling of these key words will be checked in the write up of experiments. For numeracy the science department are going to focus on equations. We will concentrate on the symbols used in these equations and also focus on units used and the importance of this. This will allow for cross curricular learning with maths.