CELEBRATING 10 YEARS OF SCIFEST
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CELEBRATING
CELEBRATING 10
10 YEARS
YEARS OF
OF SCIFEST
SCIFEST
Contents
ISTA Council Executive and Branch Representatives ISTA 2
Welcome Niall O'Connor 3
Diary Dates and Corporate Sponsors ISTA 4
Chairman’s Report Seán Fogarty 5-7
News & Views Mary Mullaghy 8-9
Schrödinger at 75 10
Senior Science Quiz National Final 2017 Mary Mullaghy 11
Naughton Foundation Awards 2017 Rachel Naughton 12-13
SciFest Project Manager SciFest 13
JCT Science Team JCT 14-17
Water Explorer Workshops GAP Ireland 17
Hexagonal Thinking Sinead Kelly 18-19
ISTA Annual Conference ISTA 20-22
Pioneers of Science Education Dr. Peter E. Childs 23-26
Periodic Table of Poems - New book Peter Davern 26
ESA Teacher Workshops Stephanie O'Neill 27
Master of Education Trinity College 28-29
BT Young Scientist 2018 Mary Mullaghy 30
Launch of SciFest Sheila Porter 31-32
Sky and Space Seosamh Ó Braonáin 32-33
Science on Twitter ISTA 33
Top Leaving Cert Students Mary Mullaghy 34
Planet Maths Paul Holland 35
Junior Cycle Science Declan Kennedy 36-38
Energy Ted Forde 38-39
CROSSWORD Win €20 Randal Henly 40
March Edition's
Featured Article
Turn to pages 31-32 for Sheila
Porter's article on the Launch
of SciFest 2018 'Celebrating
10 years of Science for All'
Front Cover Picture Source: https://www.limerickpost.ie/2018/02/05/scifest-2018-launches-for-sec-
ond-level-students-in-limerick/ Picture: Shane O'Neill
SCIENCE | Vol. 53 | Number 2 | March 2018 1
IRISH SCIENCE TEACHERS' ASSOCIATION
ISTA Council Executive
Association President
Dr. Conor O'Brien. Past Chairman of PharmaChemical Ireland. . . . . . . . . . . . . . . . . . . . .conorobrien01@gmail.com
Chairperson
Seán Fogarty. Rocklands, Hempfield, Enniscorthy, Co. Wexford. . . . . . . . . . . . . . . . . . . . . . snjnfogarty@gmail.com
Vice-chairperson
Mr. John Loughlin. 17 Drom Oir, Knocknacarra, Galway. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . jploughlin@gmail.com
Honorary Secretary
Dr. Maria Sheehan. St Caimin’s Community School, Shannon, Co. Clare. . . . . . . . . .mariasheehan400@gmail.com
Past-chairperson
Stephanie Leonard. Intermediate College, Killorglin, Co. Kerry. . . . . . . . . . . . . . . . . . . . sholdenleonard@gmail.com
Treasurer
John Lucey. ‘Copsewood’, Rock Road, Mallow, Co. Cork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .jlucey@ucc.ie
Assistant Treasurer
Joe Griffin. Intermediate School, Killorglin, Co. Kerry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .joegriff00@campus.ie
Membership Secretary
Dr. Declan Kennedy. Department of Education, UCC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . d.kennedy@ucc.ie
Website Administrator
Mary Mullaghy. 26 Bailis Manor, Athlumney, Navan, Co. Meath. . . . . . . . . . . . . . . . . . . . . . . mmullaghy@gmail.com
Editor of SCIENCE
Niall O'Connor. 78 The Strand, Donabate, Co.Dublin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . istaeditor@gmail.com
ISTA Branch Representatives
Cork
Sean Finn. 32 Old Avenue, Glanmire, Co. Cork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .s.finn@ucc.ie
Donegal
Dr. David Doherty. Gortlosky, Donegal Town, Co Donegal. . . . . . . . . . . . . . . . . . . . . . . daviddoherty@donegaletb.ie
Dublin
Dr. Bryan Smith. 53 Weirview Drive, Stillorgan, Co. Dublin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bds53@eircom.net
Lynn Anderson. 65 Donnybrook Manor, Donnybrook, Dublin 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . anderslc@tcd.ie
Mary Sheridan. 83 Lambourn Park, Clonsilla, Dublin 15. . . . . . . . . . . . . . . . . . . . . . . . . .mary.j.sheridan@gmail.com
Galway
James Stephens. Banavane, Ballinamore Bridge, Ballinasloe, Co.Galway. . . . . . . . . .jamesstephens24@gmail.com
Kerry
Una Moroney. Intermediate College, Killorglin, Co.Kerry. . . . . . . . . . . . . . . . . . . . . . . . . . . unamoroney@eircom.net
Kildare:
Dorothy Fox. Scoil Conglais, Baltinglass, Co Wicklow. . . . . . . . . . . . . . . . . . . . . . . . . . . . dorothyfox@wicklowvec.ie
Kilkenny
Aodhagán Ó Súilleabháin. Heywood Community School, Ballinakill, Co.Laois. . . . . . . . aosuilleabhain@heywood.ie
Limerick/Clare
Maria Sheehan. St.Caimin’s Community School, Shannon, Co.Clare. . . . . . . . . . . . . mariasheehan400@gmail.com
Monaghan/Cavan
Catherine Murphy. Carnbane, Smithboro, Co Monaghan. . . . . . . . . . . . . . . . . . . . .catherinemurphy@loretocavan.ie
John Galligan. Royal School Cavan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . jgalligan@royalschoolcavan.ie
North Midlands
Irene O’Sullivan. Moate Community School, Moate, Co.Westmeath. . . . . . . . . . . . . . . . . osullivan.irene@gmail.com
Sligo
Lorna Davey. Na Caisil, Drumiskabole, Ballisodare, Co Sligo. . . . . . . . . . . . . . . . . . . . . . . . . . lornadavey@msletb.ie
Tipperary
Paddy Daly. 9 The Spa, Clonmel, Co. Tipperary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .pdaly2000@eircom.net
Waterford:
Mary McDonagh. De La Salle College, Waterford. . . . . . . . . . . . . . . . . . . . . . . . .mmcdonagh@delasallewaterford.ie
Wexford
Seán Fogarty. Rocklands, Hempfield, Enniscorthy, Co. Wexford. . . . . . . . . . . . . . . . . . . . . .snjnforgarty@eircom.net
2 www.ista.ie
IRISH SCIENCE TEACHERS' ASSOCIATION
W
elcome to the March edition of SCIENCE.
What a fantastic achievement it has been so far for
SciFest, celebrating 10 years of science for all. We
have seen their pioneering project work grow from strength to
strength and hope to see it continue to flourish. Check out page
13 for an opportunity to join their team.
The Annual ISTA Conference 2018 will be held in Athlone
IT from March 23rd-25th. Turn to pages 20-21 for the full
programme of exciting primary and secondary workshops and
guest speakers taking place. Early bird registration is now open
at: www.istaconference.com. It'd be great to see you there!
Lastly a huge thank you to everyone who has updated their
membership recently, it really does help to support everything ISTA Website www.ista.ie
the ISTA organises on your behalf as a voluntary organisation.
If you have an article or photo you'd like to submit or have
teaching & learning ideas you would like to share, I would love
to hear from you. You can contact me at: istaeditor@gmail.
com
Don't forget to follow the ISTA on Facebook
@IrishScienceTeachersAssociation, Twitter @IrishSciTeach
and through our website www.ista.ie
ISTA Facebook Page
Editorial Team
Editor
Niall O'Connor. 78 The Strand, Donabate, Co.Dublin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . istaeditor@gmail.com
Assistant Editor for Biology
Siobhán Sweeney. 35 Coliemore Road, Dalkey, Co Dublin. . . . . . . . . . . . . . . . . . . .siobhanscottsweeney@gmail.com
Assistant Editor for Chemistry
Mary Mullaghy. Eureka Secondary School, Kells. Co.Meath. . . . . . . . . . . . . . . . . . . . . . . . . . . mmullaghy@gmail.com
Assistant Editors for Physics
Richard Fox. Wesley College, Ballinteer, Dublin 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .richardtw.fox@gmail.com
Seosamh Ó Braonáin. Wesley College, Ballinteer, Dublin 16. . . . . . . . . . . . . . . . . . . . obraonainseosamh@gmail.com
Assistant Editor for Primary Science
Dr. Maeve Liston. Mary Immaculate College, Limerick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . maeve.liston@mic.ul.ie
SCIENCE | Vol. 53 | Number 1 | November 2017 3
DIARY DATES
Keep an eye on:
PDST Biology, Physics, Chemistry teams are on the road with
Resource Workshops www.pdst.ie
SciFest Regional Finals - A list of dates and venues can be
found at www.scifest.ie
18th March: Physics Busking - Big Day Out
12-6pm Merrion Square, Dublin
www.physicsbusking.ie
24th - 25th March: ISTA Annual Conference, Athlone IT
www.ista.ie
www.istaconference.com
22nd - 28th April: Tech Week.
www.techweek.ie
2nd June: Physics Busking - Bloom
10am-4pm Phoenix Park, Dublin
www.physicsbusking.ie
6th - 7th June: RDS Primary Science Fair
www.rds.ie
8th - 10th June: ICASE World STEM Conference
www.icaseonline.net
21st - 24th June: Robert Boyle Summer School
www.robertboyle.ie
26th - 27th June: 7th Annual BASF Summer School for
Chemistry Teachers. Eureka Centre University College Cork.
Full details will be emailed to all ISTA members nearer the
date.
5th - 6th September: Schrödinger 75 - What is Life
National Concert Hall
www.tcd.ie/biosciences/whatislife
29th September: Frontiers of Physics,
O'Brien Centre for Science, UCD
www.iopireland.ie
5th - 6th October: Féilte - Lifelong Learing: Making
a Difference, Mary Immaculate College, Limerick
www.teachingcouncil.ie
21st October: ChemEd Ireland, Trinity College Dublin
4 www.ista.ie
CHAIRMAN'S REPORT
A
s I begin writing this, my final report for the journal as your chairman, I
am thinking of just how fast the time has flown since I became chairman. I
wish to thank all who have helped me in my role as chairman – whether it
be those who helped run various events including branch meeting, the national
science quiz and the annual meetings or those on council or the officers, a big
thank you for your help over the past two years but also thanks on behalf of all
our members for all the great work you do for the association.
Seán Fogarty There are many challenges ahead for science Annual Conference
teachers. The importance of science in modern
Chairman society is huge and a properly educated
population is important if the current anti-science
backlash is to be stemmed. John von Neumann
worried about science losing public support: “The
interests of humanity may change, the present
curiosities in science may cease, and entirely
different things may occupy the human mind in
the future”. While he may have been somewhat Just a brief reminder that the 56th Annual
pessimistic, it is true that in this Trump and Conference of the Association takes place this
Social-Media dominated era that there is an anti- year in Athlone over the weekend of the 23rd - 25th
science sentiment that likes to blame science for of March. I know that the North Midlands branch
many of the world’s problems and leads people has been working hard putting together a great
to reject scientifically validated facts. Other line-up for the weekend with excellent speakers
factors that also increase the difficulty of teaching and workshops that should make it a great event
science is an overly safety cautious society that as usual. More information on this will appear on
results in the likes of banning of Borax for slime our website soon, so check the website closer to
experiments and wanting to end experiments the event.
to grow bacteria in petri dishes along with other
activities that get students’ excited about science. Trial of practical assessment for the
As teachers of Junior Certificate science we Leaving Certificate science subjects
have, despite the above issues, the task of
encouraging the natural curiosity of our students Recently the State Exams Commission carried
so that those who are inspired by science go out trials of a mode of practical assessment which
on to study it at Leaving Cert and further. We is being considered for use as part of the leaving
also have the task to pass on to all students the certificate science subjects examinations. It is
skill of critical thinking associated with science an exciting development to see that practical
so that they are better placed to analyse the assessment could become a reality for our leaving
facts that they ultimately will have to decide on certificate students in the not too distant future
in this scientific world, even if they do not keep and we in the ISTA welcome this development.
on science in their subsequent studies. This is While the SEC wanted to use this trial to check the
a tall order and is one that must go beyond the reliability and validity of the method chosen there
science classroom and involve a whole school are also other factors highlighted by the exercise.
approach. I remember during my own leaving From talking to those involved factors like the extra
certificate studies, one essay we were asked to workload for the teacher, cost, disruption to other
write for English class. The essay was on the classes etc. may need to be considered also.
pros and cons of nuclear power and came at the
time of the Three Mile Island nuclear accident While cover was provided for teachers involved in
in the US (but long before Chernobyl). The the assessment this still put extra work on them
essay, research, discussions and the feedback it in preparing work for classes they missed and
generated was as important in forming opinions then the work of following up on this as well as
as any science or physics class. Likewise, today catching up on the missed class time. There is
subjects from art to religion can all have a part to also the practical work of preparing solutions and
play in the battle to have a scientifically educated other resources for the assessment and this incurs
population. More will need to be done to all a cost for the school which is expected to have
teachers on board if we are to encourage this the chemicals etc. needed for the assessment.
whole school approach We asked members involved to give feedback
through an anonymous survey. This survey
My hope at the end of my term of chairman of revealed that the majority are pleased with the
your association is that it will continue to help our process in itself but raised the points I mentioned
members in all areas of their science teaching above as concerns that will need to be addressed.
careers and in meeting the challenges we face. Nearly three-quarters of those who responded
I also hope that we will continue to make links to stated that their schools were not currently in a
organisations that promote scientific education in position to adequately host these assessments.
various ways and that fear of how these links are Reasons included the cost, lack of lab facilities
perceived or outdated views shall not hinder us and the knock-on effect on other science classes.
from doing what’s best. Those schools who were in a suitable position
mentioned factors such as availability of new
labs as a reason they are in a position to host
practical assessments. The ISTA has written
SCIENCE | Vol. 53 | Number 2 | March 2018 5
CHAIRMAN'S REPORT MARCH 2018
to SEC for a copy, when available, of the facilities by all entrants to the BT YS 120 teams which is a great response
report they are drawing up regarding the competition brings up some points. As for what is a challenging competition
success or otherwise of these trails from
their perspective. We await this report with
Chairman's Report
a teacher who has attempted to get
groups into the competition and have
and is also it's first outing. It is hoped
to run this competition every two
anticipation. had students regularly enter the SciFest years. I must sincerely thank Seosamh
competition, I am aware how the lack of Sommers of Air City Flyers of California
facilities affects their abilities to achieve for his most generous offer to sponsor
their project goals. But I do feel that the this competition and for the opportunity
Your association needs you. YS competition in its aim to promote and for the ISTA to become involved in it.
reward the best in science is fair and I sincerely hope that this competition
There has been lots happening at national does achieve this goal. It would be to will grow in strength in the future
and branch level of the association recently. the detriment of the overall competition generating even more interest in
Between the rounds of CPD on the Earth if it were to attempt to insist on a level STEM-based subjects in our students.
& Space section of the new JC course and playing field for all entrants and this Already we have learnt lessons and
this year’s coursework-b, other branch would result in the exclusion of some got ideas from this year’s competition
meetings, National Science quiz, the AerPrize exceptional talent. The competition has that we will be able to use to make it
competition and a presence at the BT many rewards for all categories, and this an even more exciting competition next
Young Scientist competition. All this work is helps recognise and acknowledge the time around. So watch this space for
undertaken by members who give of their time work done by pupils from secondary and more.
on a voluntary basis, and if it weren't for them, primary schools all over the country.
there would be no association. Occasionally
we get calls and correspondence which I did call for the provision of more
would indicate that the some are under the science resources for all schools. With
impression that we have a full-time staff along investigative and discovery learning now
with offices – that we most definitely do not, part of the curriculum it is reasonable
so apologies if queries and requests are not that laboratories in our schools should be
responded to immediately but all of us in such that students can undertake more
the association do endeavour to respond as realistic investigations for competitions
quickly as possible to requests and queries such as the BT YS or SciFest and also
we get from members and others. for general project work in TY and other Ten things to know about
areas. In addition to this I also called
The running of a local branch requires the for the provision of lab technicians in
support of its members, who, if they do not You may have seen a science
our schools - after all these are the TV series “10 Things to Know
put themselves forward to take on roles within norm in the rest of Europe. While both
the branch run the risk of losing their branch. of these measures would definitely About...” Presented by Aoibhinn Ni
The running of the National CPD program, Shuillebhainn, Kathriona Devereux and
help improve the facilities available to Jonathan McCrea. The series aired on
offered to each branch, by the central council students wanting to enter the competition
along with online membership application and I also suggested that there needs to be RTE One in November/December and
renewal process has reduced considerably focused on a wide spectrum of topics,
more co-operation between school and from human health to the environment
the workload on branch officers. So I would third level facilities as well as industry
call on members to be willing if at all possible, locally where possible. These facilities and smart technologies. This is the
to get involved with their local branch and to second series, and it's a follow-on from
may be able to provide help and support three series of The Science Squad
help out in whatever role they can and maybe for the likes of the YS competition and
even at a national level if they so wish. which aired on RTE from 2012-2014.
with other projects. However these and We were contacted by the producers,
other comments I supplied in response ‘New Decade TV Ltd” who were
to the initial query were not included wishing to link with the ISTA in making
BT Young Scientist Query in the final article that appeared in the these programmes more accessible
Sunday Times, they were obviously to teachers and students. I am glad
not controversial enough to warrant to be able to tell you that we have
inclusion. I have included them here as I now arranged with the company to
believe that all students require sufficient put the links to the series on the ISTA
and satisfactory support in their science website and you can now find them in
studies in general and we must move the ‘Resources’ section of the ISTA.
forward with more resources and support ie website. The funders of the series,
Shortly after this year's BT Young Scientist for science in school starting with the who include RCSI, Teagasc, HEA,
competition, I was contacted by a journalist modernisation of labs and equipment in IRC, EPA and ESB have suggested
from the Times who was writing a piece on the all schools that have not been updated putting together additional information
winner and some controversy that surrounded in the last 10 to 15 years and that packs about some of the topics that are
this year’s competition on Twitter. In general, laboratory technician be made available featured in the programme, e.g. ESB
the issue was the support the contestant to all schools. are keen to connect in with schools in
received from third level facilities. In my terms of providing more information
response, I pointed out that we have not had on clean energy, smart technologies
any complaints from members regarding and an innovative engineering repair
the competition and so we at council have AerPrize Competition method they've helped develop for
not discussed it. I also mentioned that as subsea electricity cables. The ISTA is
long as the help was declared the rules of By the time you read this the final of our
AerPrize competition will have taken delighted to have the opportunity and
the competition were not breached and that will work with the company to help
we had complete confidence in the fairness place in Cork on the 3rd of March. This
competition will see two lucky winners develop these and bring them to you
of the judging process and its ability to find shortly.
students that have shown exceptional abilities get the chance to go to California to train
and demonstrated originality along with clear for, and hopefully get, their private pilot
contributions to their projects. licence. This is a wonderful prize, and
I would like to thank all the teams who
In my reply, I went on to say that access to entered the competition, we had over
6 www.ista.ie
CHAIRMAN'S REPORT MARCH 2018
New Junior Cycle Course biology, it will still not be seen as part of design.
science by students so inevitably science is
being diminished by As a final point on this, our presenter did
inform us that the JCT will be reporting
this move. As we are still only in the second back to the NCCA on the concerns of
Chairman's Report
year of this course, it is therefore hard
to say if 200 hours is long enough, the
teachers so I would hope that the NCCA
will listen to these and my renewed call
feedback I have received so far is that the for full clarification of this ‘syllabus’.
course is taking a lot of time, especially if
it is to be done right. It is a great pity that
I made a few comments in my last just as the policy on STEM education is
chairman’s report regarding the launched we are in fact cutting back on Your Opinion
new Junior Cycle science Syllabus science education. Along with this, the
and its implementation. It has been emphases of this syllabus seems to have I would be very interested to hear from
pointed out to me that “what has shifted from scientific knowledge to the members what their feelings are on the
been published by the NCCA is a process of science. While hugely important, new Junior Certificate Science course
Curriculum Specification for Junior I do wonder can the process be properly – as discussed above – both positive
Cycle Science. This is a different explored without basic knowledge. and negative, with regard to the clarity
document to the syllabi that heretofore of the specifications, the length of time
would have been our curricular While many of the comments I have made allocated for the course, assessment of
document, for Junior Cycle reform is here and previously are my own, they the course and any other issues such as
different than the reform of a single are reflecting what I and others in the how it prepares students for the leaving
subject. The specification 'specifies' association have picked up from talking to certificate science courses. Please feel
how the reform of the subject Science teachers at various events throughout the free to email me at snjnfogarty@gmail.
sits within the reform of the entire year and not just my "personal musings". com.
lower post-primary curriculum, as The reaction of teachers at the first
envisaged in A Framework/or Junior official in-service I attended this February I would also be interested if members
Cycle (2015)”. However, while the confirmed what I had already heard. have any concerns on the knock-on
use of the term Syllabus may not be While the presenter did an excellent job effects the introduction of new subjects
the title assigned by the NCCA, it is, covering the various items on the day's at leaving certificate, such as PE, may
however, a more accurate term to agenda she could still not answer the many have on the provision of subjects such
use as Dr. Declan Kennedy affirms, questions asking when a ‘proper syllabus’ as physics and chemistry which have a
in an article in this journal, outlining or clarifications etc. would be issued. This low uptake in some schools.
the distinction between syllabus and is not to say the presenter was in any way
specification. I am not sure if what the deficient in their facilitation of the day,
NCCA produced meets the definition rather to say that the NCCA has left all of
of a Specification either. If one looks at STEM Education Implementation
us with a substandard syllabus. Advisory Group
the 187 page GCSE ‘Specification’ you
will see a level of detail totally lacking The day also left me and others with In my last report, I mentioned the
in our specifications. All I will say is information overload, especially with regard release of the STEM Education Policy
that whatever it’s called it still does not to these classroom- based assessments. Statement and Implementation Plan
clarify to an acceptable level what is or I for one will be making a reporting for Schools. These have now been
is not on the course and I would repeat booklet for the two CBA's – similar to released (available at https://www.
my call for a clarification document to the coursework B booklet – to guide my education.ie/en/The- Education-
be issued at this stage. This does not students through the process of filling it in System/STEM-Education-Policy/).
mean that there are not items on the and to facilitate assessment. I will make Implementation will take place over
new course that teachers are delighted copies available on our website or you can three phases from 2017 – 2026 and
to embrace – I myself am delighted email me at snjnfogarty@gmail.com. will be led and coordinated by the
to see the ‘Earth & Space' section Curriculum and Assessment Policy Unit
on the course, and indeed teachers One item in the notes from the day that in the Department. An Implementation
nationwide will always be delighted with particularly annoyed me was the assertion Advisory Group will oversee
new approaches and methodologies. that “Teachers were an integral part of the implementation of the actions in the
subject development group for JC Science STEM Education Policy Statement and
Another worrying aspect raised and the various consultation processes.
regarding the new Science course Implementation Plan as well as phase
They helped to shape, in a direct way, the 2 and phase 3 Implementation Plans.
is the reduction in hours to 200. learning outcomes of JC Science, which
While we were told that this is now The Implementation Advisory Group will
informed the Features of Quality for the be chaired by Ruth Carmody, Assistant
a guaranteed 200 hours and other Classroom Based Assessments (CBAs)”.
pacifying comments, previously our 240 Secretary, Department of Education
The fact is that the voice of teachers was and Skills. I am glad to report that
hours was only a maximum. However, completely ignored. The Hyland report
with new timetabling pressures such as the ISTA has a representative on this
(commissioned by the ISTA and available group. The ISTA will represent members
reduction in the number of classes per on our website) clearly showed that syllabi
week and the inclusion of 400 hours opinions and suggestions in our input
which consist of just a list of learning to this group, the first meeting of which,
of wellbeing in the junior cycle, it is outcomes without any depth of treatment
likely principals will now be forced to to agree terms of reference, will take
are not of international standard. Yet, this place soon. We will keep you informed
reduce science towards the minimum is exactly what the NCCA used as the
200 hours. Whether or not we can of the progress of the STEM policy
template for the Junior Cycle Science implementation in the journal.
include some of the science course in syllabus! The ISTA expressed our concerns
the wellbeing hours is yet to be seen. to the NCCA on several occasions but,
It is also unclear how this might work as pointed out in the Hyland Report, our
for science as the content of wellbeing voice was ignored. That is why the ISTA
classes must be defined and even had to commission an independent expert
with science content such as human to review the work of the NCCA in syllabus Seán Fogarty
SCIENCE | Vol. 53 | Number 2 | March 2018 7
NEWS AND VIEWS
Minister of State for Higher Education,
Mary Mitchell O'Connor, TD, launched
the 11th Education Matters - Ireland’s Yearbook of
Education in the National University of Ireland on
Merrion Square. It is a record and think-tank on
education policy, practice and innovation. This issue
marks 30 years of Education Matters and was edited
for the third time by Guidance Counsellor, columnist
and broadcaster, Brian Mooney.
ESA Teacher Workshops
New Director of the National Museum of The closing date for applications
Ireland for the summer and autumn
workshops is 21st March. ESERO is
Lynn Scarff, the Director of Science Gallery Dublin, offering a bursary of up to ¤150 to
will leave her post in May to become the new Director 12 teachers.
of the National Museum of Ireland. She is a founding
member of the Science Gallery, which is celebrating
its 10th anniversary this year and took over the role of
director in 2014. Since then, Scarff has been credited
for expanding the research of the organisation,
securing a number of research grants and continuing
the annual growth of visitor numbers.
Science Technology in Action
The 13th edition of Science Technology in Action was launched recently
and hard copies have been delivered to schools, while all the lessons are
also available online. It contains lots of lessons suitable for TY and might
inspire project ideas for SciFest, BT Young Scientist Exhibition and other
competitions.
Keep up-to-date
A comprehensive list of all competitions, news and events is available on our website: www.ista.ie You can also keep up-to-date
with our Facebook and Twitter @IrishSciTeach SFI have asked that we use #ibelieveinscience when tweeting this year.
Prof Luke O’Neill - Keynote speaker at the Annual
Conference in Athlone IT
Luke O’Neill, TCD Professor of Biochemistry won the
Provost Innovation Award. Luke who was also recently
announced as being in the top one per cent of most-cited
researchers in his field, is a world leader in the area of
inflammation and immunology. Published in several top
academic journals, his work has seen practical benefits
from lab work to start-ups, industry collaborations, patents
and licenses. Also responsible for the formation of two
campus companies, much of his work is focused towards
developing new drugs to combat inflammation and the
diseases it causes such as multiple sclerosis, Parkinson’s
disease, Alzheimer’s disease and rheumatoid arthritis.
Provost Patrick Prendergast said that O’Neill is “making
a real difference in society” through his research and the
industry implications. “Trinity academics have consistently
achieved excellence in discovery and innovation, and Luke
is one of our great exemplars in that field”, he added.
8 www.ista.ieNEWS AND VIEWS
by Mary Mullaghy
ICHEC (Irish Centre for High-
End Computing) is looking
for your student's help in
naming Ireland's newest
ReelLIFE SCIENCE 2017 supercomputer which will
be made available to all
The winners of ReelLIFE SCIENCE researchers in Ireland. The
2017 are announced as Sooey National supercomputer will be
School, Co. Sligo at primary school SciFest Winner 2017
installed in 2018 to replace
level, Davitt College, Castlebar, Co. “Fionn”, the current system in
Aaron Hannon, from St Muredach's College,
Mayo at secondary school level, and use since 2013. The naming
Ballina, Co. Mayo, won the top award, the SFI
Corofin Foróige Club at Community competition looks to shine
Intel ISEF Award at this year's SciFest National
Level. Their short science videos were a light on a shortlist of six
Final. His project was “EnableArm: The Shaving
selected from almost 200 entries, pioneering Irish scientists
Device for People with Limited Hand Dexterity”.
produced by over 1,500 participants and to educate young
The award includes an all-expenses-paid trip to
in 83 schools and community groups students about their lives and
Pittsburgh, Pennsylvania to represent Ireland at the
around Ireland. Selecting the best achievements. Students are
Intel ISEF 2018 competition next May. Aaron also
videos to share the €5000 prize fund encouraged to vote for a
won the Boston Scientific Medical Devices Grand
were Trinity College Dublin Professor candidate accompanied by a
Award.Aaron's teacher, Mr Kevin Boyle, won the
of Biochemistry and Fellow of the Royal short essay, poster or video
Intel Teacher of Excellence at the National Final. His
Society Prof. Luke O’Neill, NASA and to support their choice.The
award is an all-expenses-paid trip to attend the Intel
Lockheed Martin aerospace engineer Competition Candidates:
ISEF competition in Pittsburgh in May. The Boston
Amber Gell and BT Young Scientist & Kay Antonelli - Computer
Scientific Grand Award consists of a trophy and a
Technologist of the Year 2017, Shane programmer / Francis
cheque for €500.
Curran from Terenure College Dublin. Beaufort - Hydrographer /
Nicholas Callan - Inventor and experimental physicist /
Ellen Hutchins - Botanist / Richard Kirwan - Geologist / Eva
Philbin - Chemist
Prizes: 16 Raspberry Pi-Top devices for primary and
secondary classrooms. These build-it-yourself Raspberry
Pi laptops are particularly suited to introduce coding and
computer science to children through practical experiments
and inventions. ICHEC will also provide coding tutorials
for the winning classes.
To enter the competition, visit nameourcomputer.ichec.ie.
Submissions can take the form of a short essay, poster or
video. Students are encouraged to research all candidates
and incorporate their research into their final submission.
Submissions for the most popular candidate will be judged
by a panel to select the winning entries based on content,
technical and artistic merit.
All submissions
must be made
before 12:00
Friday 20th April.
Global Citizenship through Science
A new resource has been created for JC Science teachers by the national programme for Global
Citizenship Education/Development Education in Ireland. The resource is available for download and
we will soon be uploading the guide as Gaeilge.
The resource allows teachers to explore Global Citizenship through Science and allow students to
explore science through a global lens. The resource is aligned to the new JC specification and the
suggested activities are intended to meet the learning outcomes.
SCIENCE | Vol. 53 | Number 2 | March 2018 9Schrödinger
at 75
Marking the 75th anniversary of Erwin Schrödinger's 1943
What is Life?'" lectures at Trinity College Dublin
5th — 6th September 2018
Tickets — €100
Register — tcd.ie/biosciences/whatislife
1943
"The Future of Life" — Keynote by
Daniel DENNETT, Tufts University, USA
2018
Danielle BASSETT Kathryn HOLT Linda PARTRIDGE
University of Pennsylvania, USA University of Melbourne, Australia Max Planck Institute for the Biology of
"The Future of Complex Systems" "The Future of Infectious Diseases" Ageing, Germany & and Institute of Healthy
Ageing, University College London, UK
Leroy HOOD "The Future of Ageing"
Linda BUCK
Fred Hutchinson Cancer Research Institute for Systems Biology, USA
Center, USA — 2004 Nobel Prize in "The Future of Healthcare" Murray SHANAHAN
Physiology or Medicine Google Deepmind & Imperial College
"The Future of Perception" Saul KATO London, UK
University of California, "The Future of Artificial Intelligence"
Philip CAMPBELL San Francisco, USA
Springer Nature, UK "The Future of Computational Biology" Beth SHAPIRO
"The Future of Scientific Publishing" University of California, Santa Cruz, USA
Christof KOCH "The Future of Extinction"
Karl DEISSEROTH Allen Institute for Brain Sciences, USA
Stanford University, USA "The Future of Consciousness" Thomas SÜDHOF
Stanford University, USA — 2013
"The Future of Brain Editing" Nobel Prize in Physiology or Medicine
Nick LANE "The Future of Molecular Neuroscience"
University College London, UK
Jennifer DOUDNA "The Future of Bioenergetics"
University of California, Berkeley, USA
Susumu TONEGAWA
"The Future of Gene Editing" Massachusetts Institute of Technology,
Ottoline LEYSER
University of Cambridge, UK USA — 1987 Nobel Prize in Physiology
Bernard FERINGA "The Future of Plant Life"
or Medicine
University of Groningen, Netherlands "The Future of Memory Engrams"
— 2016 Nobel Prize in Chemistry
"The Future of Chemistry" John O'KEEFE
University College London, UK — 2014 Kay TYE
Nobel Prize in Physiology or Medicine Massachusetts Institute of Technology, USA
Michael GAZZANIGA "The Future of Systems Neuroscience" "The Future of Emotion"
University of California,
Santa Barbara, USA
"The Future of Cognitive Neuroscience"
Svante PÄÄBO Ada YONATH
Max Planck Institute for Evolutionary Weizmann Institute of Science, Israel
Anthropology, Germany — 2009 Nobel Prize in Chemistry
"The Future of Ancient DNA" "The Future of Structural Biology"
Luke O'Neill, Trinity College Dublin Tomás Ryan, Trinity College Dublin
Mike Murphy, University of Cambridge Dave Fahy, Black Square Events
Cliona O’Farrelly, Trinity College Dublin Zhanna O'Clery, Trinity College Dublin
10 www.ista.ieSENIOR SCIENCE QUIZ NATIONAL FINAL 2017
Colaiste Chríost Rí, Capwell Road, Cork overall winners for 2017.
Dr. Jennifer Cleary (Quizmaster), Dr. Conor O’Brien (Honorary President of ISTA), Luke Quigley, Michal Polak
Szarkowicz, Maxim Chopivskyy, Ms Susan O’Connell (Teacher), Mr. Enda Dempsey (BPCI) & Ms. Mary Mullaghy (National Quiz
Coordinator).
T
he National Finals of the annual facilitated the Regionals Rounds during Congratulations and well done to ALL
ISTA Senior Science Quiz took place Science Week (Sarah Brusey, Maura who participated.
in the Tercentenary Hall in Trinity Conneally, Brendan Duane, Yvonne
Biomedical Sciences Institute on Saturday Higgins, Michelle Lyons, Mary McDonagh, Colaiste Chríost Rí, Capwell Road,
25th November. It was full to capacity with Siobhán Mc Cormack, Tríona Mulcahy, Cork
50 teams of Leaving Certificate science Catherine Murphy, Sam Pearson, Seamus
Crescent College Comprehensive,
students representing 22 counties from all O’Donghaile, Aodhagan O’Suilleabhain,
Dooradoyle, Limerick
around Ireland and their teachers. Almost Seán Reidy, Maria Sheehan & Brian
1100 Leaving Certificate students took part Smyth). Thanks also to the Dublin Branch St Gerard’s Bray, Co. Wicklow
in the Regional Finals held during Science of ISTA who organised the Final. A
Week and the top 150 LC students were special thanks to Prof Luke O’Neill who St. Michael’s, Listowel, Co. Kerry
invited to the National Finals sponsored by welcomed us to Trinity College, Dr. Conor
BioPharmaChemical Ireland O’Brien, current Honorary President of Coláiste Padraig, Lucan, Co. Dublin
ISTA, Dr. Jennifer Cleary who acted as
The charity associated with the quiz this Ashton School, Blackrock Road,
year was the Irish Kidney Association guest quizmaster, BioPharmaChemical
Ireland main sponsor, Trinity College who Cork
highlighting organ donation. Thanks
to Colin White IKA National Projects provided the venue. Also thanks to CJ
The High School, Zion Road, Rathgar,
Manager for attending the quiz and Fallon, Folens, ICI, IoP Ireland, RSC, SEAI
Dublin
accepting a small donation. Thanks also & StudyClix who provided spot prizes and
to Enda Dempsey who represented last but not least the students and their St Mary’s CBS, Portlaoise, Co. Laois
BioPharmaChemical Ireland. teachers who attended.
Calasanctius College, Oranmore, Co.
Thanks to all the local coordinators and Galway
their teams in the 14 Branches who
Davis College, Mallow, Co. Cork
John Daly ISTA Dublin Branch (Head Judge), Dr. Conor O’Brien (Honorary President of ISTA), Dr. Jennifer
Cleary (Guest Quizmaster), Enda Dempsey (BioPharmaChemical Ireland, main sponsor) Ms. Mary
Mullaghy (ISTA Quiz Coordinator) & Colin White (National Projects Manager - Irish Kidney Association)
SCIENCE | Vol. 53 | Number 2 | March 2018 11NAUGHTON FOUNDATION AWARDS 2017
T
hirty-six students from all around the country were presented with the Naughton Awards in the Trinity Biomedical Sciences
Institute recently. They recognise the ambition and talent of students in science, engineering, technology, and maths. They
are due to the generosity and vision of the Naughton family, who have been instrumental in enabling increased focus on
STEM.
The Naughton scholarships were initiated in 2008 in response to universities reporting that they were not getting enough good
applicants to the STEM subjects and employers reporting that there were insufficient talented applicants for jobs in engineering,
technology, science, and computer science.
In the same year that the Naughton scholarships were launched, the Science Gallery in Trinity College was opened, which is
also supported by the Naughton Family. Both the Science Gallery and the Naughton Scholarships are about encouraging and
enabling young people's passion for STEM. by Rachel Naughton
County Carlow
Dillon Cotter, St. Mary’s Academy CBS,
Carlow
Theoretical Physics, Trinity College
Dublin
County Cavan
Ciara Finan, Loreto College Cavan
Nanoscience, Physics and Chemistry
of Advanced Materials, Trinity College
Dublin
County Clare
Fiona Neylon, Coláiste Muire, Ennis
Biological and Chemical Sciences, Engineering, University College Dublin Advanced Materials, Trinity College
University of Limerick Dublin
Dublin Fingal
County Cork County Kilkenny
Jean O’Brien, Castleknock Community
Daragh Crowley, Beara Community College, Dublin 15 Oscar Crowley, Kilkenny College
School, Castletownbere
Theoretical Physics, Trinity College Dublin Engineering, Trinity College Dublin
Electrical and Electronic Engineering,
University College Cork Dublin South County County Laois
Ruth Moriarty, Bruce College, Patrick’s Jack Dunne, St Michael’s College, Ciara Burke, Scoil Chríost Ri, Portlaoise
Hill, Cork Ballsbridge
Engineering, University College Dublin
Theoretical Physics, Trinity College Theoretical Physics, Trinity College Dublin
Dublin County Leitrim
Clíona Nic Shuibhne, Coláiste Cois Life,
Laura Willis, St. Mary’s Secondary Lucan Nuala Parkinson-Coombs, St. Clare’s
School, Mallow Comprehensive School, Manorhamilton
Engineering, University College Dublin
Engineering, University of Limerick Computer Science and Language, Trinity
County Galway College Dublin
County Donegal
Kate Duggan, Coláiste Iognáid, Galway County Limerick
Emily McGill, Abbey Vocational School,
Donegal Town Human Genetics, Trinity College Dublin Finn Hourigan, Castletroy College,
Newtown, Limerick
Applied Physics, Dublin City University Keith Scully, Portumna Community School
Chemical and Biochemical Engineering,
Dublin City Physics, National University of Ireland, University of Limerick
Galway
James Kirwan, Belvedere College S.J., County Longford
Dublin 1 County Kerry
Derek Shaw, Mercy Secondary School,
Mathematics, Trinity College Dublin Niamh O’Connell, Gaelcholáiste Chiarraí, Ballymahon
Tralee
Dublin Dun Laoghaire / Rathdown Engineering, University College Dublin
Engineering, University College Dublin
James Callanan, St Benildus College, County Louth
Kilmacud Road County Kildare
Harry Foley, De La Salle College,
Engineering, University College Dublin Ben Kelly, Confey Community College, Dundalk
Leixlip
Molly Gray, Mount Anville Secondary Engineering, National University of
School Nanoscience, Physics and Chemistry of Ireland, Galway
12 www.ista.ieNAUGHTON FOUNDATION AWARDS 2017
County Mayo Eoghan Moylan, Scoil Mhuire
Strokestown Athlone
Aaron Hannon, St Muredach’s College,
Ballina Engineering, National University of Science, University College Dublin
Ireland, Galway
Engineering, Trinity College Dublin County Wexford
County Sligo
Michael Mitchell, St. Gerald’s College, Joseph Wickham, St Peter’s College,
Castlebar Aoife Kearins, Ursuline College Sligo Wexford
Nanoscience, Physics and Chemistry Mathematics, Trinity College Dublin Aeronautical Engineering, University of
of Advanced Materials, Trinity College Limerick
Dublin County Tipperary
County Wicklow
County Meath Conor Nolan, St Mary’s Secondary
School, Newport Arthur Johnson, East Glendalough
Ruth Sherlock, Scoil Mhuire, Trim School
Physics, University of Limerick
Engineering, University College, Dublin. Engineering, University College Dublin
Breana O’Gorman, Ursuline Secondary
County Monaghan School, Thurles
Oran McElligott, St. Macartan’s College, Process and Chemical Engineering,
Monaghan University College Cork
Science, University College Dublin County Waterford
County Offaly Darragh McGrath, St Augustine’s
College, Dungarvan
Callum Dempsey, Banagher College,
Coláiste na Sionna Chemical and Biochemical Engineering,
University of Limerick
Theoretical Physics, Trinity College
Dublin County Westmeath
County Roscommon Aisling Benson, Our Lady’s Bower,
Applications are invited for the position of SciFest Project Manager.
SciFest is a programme of STEM fairs for second-level students. It is offered at local, regional, and national levels and is
characterised by a strong commitment to inclusivity and diversity. Now in its tenth year, the programme attracted 10,000
participants in 2017 and continues to expand rapidly. The newly created role of project manager provides an opportunity
for an enthusiastic person with a passion for STEM education to make a major contribution to the future development of
the programme. The successful candidate will have a background in STEM and fundraising expertise and experience.
For further details please visit www.scifest.ie/projectmanager
SCIENCE | Vol. 53 | Number 2 | March 2018 13JUNIOR CYCLE SCIENCE
Our Ongoing Conversations
Junior Cycle for Teachers (JCT) Support Service
The JCT Science Team
J
unior Cycle for Teachers the talking points around the changes in Specification shows “how junior
Junior Cycle Science – from the purpose cycle science is linked to central
(JCT) is a dedicated of the changes to the curriculum, to how features of learning and teaching
continuing professional these changes can be managed, and their outlined in the Framework for
development (CPD) support meaning for us and our students. Through Junior Cycle.” (2016, p.6). The
these articles we hope to promote thinking Science Specification outlines
service of the Department of and invite conversation between us as examples of how the learning in
Education and Skills. Our aim Science teachers, for it is ultimately us as Junior Cycle Science is linked to
is to support schools in their teachers who will enact the Specification particular statements of learning
with our students in our classrooms. To and key skills, which informed the
implementation of the new help bring about a deep, meaningful and writing of the learning outcomes. It
Framework for Junior Cycle lasting change in Science education, we provides a rationale and aims for
(2015) through the provision of as Science teachers benefit from having Junior Cycle Science, as well as a
a shared understanding of the purpose of description of each of the strands
appropriate high quality CPD for the changes in Junior Cycle Science, and and its learning outcomes. The
school leaders and teachers, and the broader Junior Cycle reform. Science Specification describes
the provision of effective teaching expectations for students, which
Some of your questions “links learning outcomes with
and learning resources. annotated examples of student
As you are no doubt aware, we have Why do we have a specification instead work” (p.15).
been supporting Science teachers in the of a syllabus? What is the difference?
enactment of the Curriculum Specification for
Junior Cycle Science (Science Specification)
for this last number of years. By the time you
read this edition of SCIENCE, every Science
teacher in Ireland will have received a core
CPD workshop from the JCT Science Team
in 2017/18. Many of you will have attended
some of our elective offerings, from evening
branch workshops hosted by ISTA, to
webinars, and our full-day STE(A)M in Junior
Cycle CPD events. You may have also met
us at various conferences and events, such
as the ISTA national conferences in Limerick
and Kildare, and at recent Chem-Ed and IOP
Conferences. As fellow Science teachers, The Science specification, assessment guidelines, sample questions and
it has been our pleasure and privilege to annotated examples of student work are available at www.curriculumonline.ie
work with you, our colleagues, all across
Ireland these last number of years. Thank Our previous curriculum documents were
you sincerely for your positive engagements known as syllabi. In the case of the 2003 These examples are developed
with us on CPD, and for asking the questions Science Syllabus, “topics and sub-topics by teachers and students in Irish
that need to be asked in a time of significant are described, together with associated Science classrooms and are
curriculum change in lower post-primary learning outcomes. In general, these updated on an ongoing basis.
education. As much as the process of are presented in an increasing order The purpose of the examples
Science teaching and learning unfolds in of difficulty—later investigations and of student work is “to show the
our classrooms, so too has the process of experiments build upon and extend the extent to which the learning
teachers’ professional learning – and we as knowledge and skills developed earlier.” outcomes are being realised
a Science Team are on this learning journey (p.5). With a curriculum specification, in actual cases” (p.15). In this
with you. Conversation is key to this student we are presented with a document that regard, the Science Specification
and teacher learning (“Talk is the sea upon describes what students should be able and its associated assessment
which all else floats” – James Britton, 1970). to do at the end of a unit of learning, with guidelines, along with annotated
We have been listening to you, and talking the possibility of flexible teaching and examples of student work, are
with you, on CPD around the country, and learning approaches to reach those end intended to be a set of interactive,
here we would like to share some of the points (Walshe, 2015, pp. 99-100). All online resources, accessible by
recurring questions you have asked. This subjects are moving to specifications as teachers, students and parents.
is the first in what we hope will be a series part of this wider curricular reform and
the design principles that underpin all In short, a syllabus is a curriculum
of articles in which we address some of document which describes an
specifications are the same. The Science
14 www.ista.ieJUNIOR CYCLE SCIENCE TEAM MARCH 2018
Your Science Team are:
overview of subject content and lists This further promotes the ideals of
what is to be taught. A specification an inclusive education and supports
is a more comprehensive document the vision for Junior Cycle, which
because it shows how a subject sits “places students at the centre of the
within a system change, as opposed educational experience, enabling
to the changing of a single subject and them to actively participate in their
it is interactive, with the purpose of communities and in society and to be
exemplifying the changing expectations resourceful and confident learners in
for Science learning as the subject all aspects and stages of their lives”
progresses. (NCCA, 2011, p.9).
The learning outcomes seem If learning outcomes were unpacked
and a detailed list provided to schools,
broad – could we be given a in their ability to use and apply science in their
it would be done so in the absence
more detailed list of what they everyday lives”. (Science Specification, 2016, p.
of knowledge about local context.
entail? 5). There is a strong focus on engaging students
This could lead to a defining of a
with contemporary issues in Science and society
curriculum path that is not suitable
This is a question we are regularly through evaluation, critique and argumentation.
to the students in your classroom.
asked. Let’s explore this a bit further… This is a welcome addition, for “learning
This could limit the learning of your
outcomes that include argumentation and critique
students, or pitch the learning at a
The Science Specification states that are at the evaluation and synthesis end of the
level that is not appropriate to their
“Science is not just a tidy package of learning taxonomy, and have been up to now
age and stage.
knowledge, nor is it a step-by-step omitted from science curricula in Ireland; yet it
approach to discovery” (Science is only by engaging in these kinds of practice But beyond local context - why not
Specification, 2016, p.4). If the vibrant, can students begin to understand how scientific specify? Why not provide a ‘depth of
ever-changing discipline of Science is to knowledge develops – to begin to get a feel for treatment’? The conversation on the
be truly experienced in our classrooms, the nature of the discipline”. (Walshe, 2015, extent to which learning outcomes
then this must be reflected in how we p.111). Being and becoming a scientist involves should be specific or generic is part
frame our expectations for student more than just acquiring a set of facts - “An of an international discourse on how
learning. One challenge to Science accumulation of facts is no more science…..than curriculum is framed and regulated. On
education internationally has been that a pile of stones is a house” (Henri Poincaré). As the one hand, too much prescription
school Science sometimes projects to students are given rich opportunities to develop can inhibit authentic responses to
teachers and students a rather simplistic as scientists throughout Junior Cycle, they will local environments and needs, as
and narrow account of the world of gain science understanding, develop scientific outlined above. On the other hand, too
Science. This view is problematic in skills and learn to value the discipline of science, little guidance can lead to an under-
that it introduces students to a naïve the work of scientists and the interplay between specification of how learning should
version of the nature of scientific inquiry, Science and society. Through ‘unpacking’ progress (McPhail, 2016, p.526). As
through suggesting a linearity of steps learning outcomes on CPD, we have had you will recall from your core CPD
and a bias towards experimental conversations about the understanding, skills and workshops, we have stressed the point
investigations as being ‘true Science’, values students can develop, and the possibilities that Science teachers are the ones
discounting any other processes or for students on this Science learning journey. best placed to know how, and in what
experiences as being scientific in directions, learning should progress in
nature. The learning outcomes in the The nature of the learning outcomes in the
our classrooms. Guided by the learning
Science Specification are responsive Science Specification is such as to allow
outcomes, the relevant action verbs
to these challenges, as they aim to teachers and students to be responsive to
within them, and the needs of our
“develop students’ evidence-based Science learning in local as well as global
students, we develop the curriculum
understanding of the natural world circumstances. Further, they celebrate that
narrative. Flexible routes, all guided
and their ability to gather and evaluate learning is not linear, and give a degree of
by the same learning, all moving to
evidence: to consolidate and deepen freedom to teachers and students to develop
the same end point at the end of
their skills of working scientifically; to the curriculum narrative that is suitable for
Junior Cycle. This is another benefit of
make them more self-aware as learners their classroom, in their school and for their
teachers unpacking learning outcomes
and become competent and confident community.
collaboratively on CPD and in subject
SCIENCE | Vol. 53 | Number 2 | March 2018 15You can also read
