An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Irish

REPORT

 

St. Kevin’s College

Clogher Road, Crumlin, Dublin 12

Roll number: 70160R

 

Date of inspection: 1 February 2008

 

 

 

This inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

School response to the report

 

 

 

Report on the Quality of Learning and Teaching of Irish

 

 

 

This inspection report

 

This report has been written following a subject inspection of Irish in the junior cycle in St. Kevin’s College. It presents the findings of an evaluation of the quality of teaching and learning of Irish and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted in the course of one day during which the inspector visited classrooms and observed the teaching and learning. The inspector interacted with the students and teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school-planning documentation and the teacher’s written preparations. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the acting principal and subject teacher. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

Subject provision and whole school support

 

It was reported that, for the past two years in particular, the school management has experienced considerable difficulties in recruiting a qualified teacher of Irish for the school. The teacher in charge of Irish on the day of the evaluation visit had a degree in Irish. This teacher had been teaching Irish in the school since November 2007 and this was the teacher’s first experience of teaching Irish at second level. The day of the visit was the teacher’s last day of service in the school and the acting principal reported that the vacancy was again advertised. At present, there are students preparing for the Leaving Certificate established and the Leaving Certificate Applied examinations who have not had regular input in Irish during their course of study. The same applies to the students in junior cycle. It is strongly recommended that the Chief Executive Officer of the City of Dublin Vocational Education Committee (CDVEC) in collaboration with the school management review the provision of Irish-teaching staff for this school as a matter of urgency. It is further recommended that the management informs any teacher of Irish in the school of the Second Level Support Service for Irish and the requirements of the Junior Certificate School Programme (JCSP). Further information is available at www.slss.ie.

 

The number of class-periods allocated to Irish for the Leaving Certificate Applied (LCA) is satisfactory. However, the time provided for Irish in the junior cycle and the Leaving Certificate established is less than satisfactory. It is strongly recommended that the number of class-periods allocated to the subject at these levels be increased. A review of the timetable reveals that one class has two class-periods of Irish on Thursday, although this class has only four class-periods in all per week. It is recommended that no more than one class-period for Irish be provided for any class on a single day as a regular daily input is more beneficial to students’ language acquisition.

 

It was reported that school enrolment increased in the current year: this is an encouraging development for the school. There are three class-groups in first year and two class-groups in each of the other year groups. All of the junior cycle students are participating in the JCSP. However, the teacher of Irish was not aware of this and was not aware of the requirements of the programme. It is highly commended that all students studying Irish in junior cycle follow Siollabas don Teastas Sóisearach: Gaeilge and this should be continued.  

 

There is one dedicated language-teaching room in the school. The management is commended for this provision. The range of teaching-aids available, however, was limited and was shared among a cluster of classrooms. A broadband link was provided in these rooms recently, a praiseworthy advance, but the work was not completed at the time of the evaluation visit. It was reported that plans were in place to provide an interactive whiteboard in the language-teaching room in the near future. This would be a great asset as it would enhance the variety of teaching and learning methodologies that could be used and it would increase the range of methods of presenting the language to students.

 

It was reported that a significant number of students come to the school each year who have not previously studied Irish, although they are not eligible for an exemption in accordance with the provisions of circular M10/94. It is recommended that student requirements as regards Irish at second level be communicated to the feeder primary schools.

 

Students are encouraged to attend summer colleges in the Gaeltacht and the VEC provides scholarships to support their attendance. This support for the language is commended.

 

 

Planning and preparation

 

Planning for the individual subjects in the context of the school development planning process recommenced last year. However, planning for Irish has yet to be initiated as a teacher of Irish was not available to the school on a full-time basis. A scheme of work developed by a teacher of Irish who was on the staff in recent years and who returned for a short period at the beginning of the current school year was made available. This scheme primarily identified the topics and the literary texts to be covered with the various year-groups. No scheme was available, however, for the LCA classes and there was no reference to the JCSP in the schemes for the junior cycle classes.

 

It is recommended that the school plan to be developed for Irish: states the aims and objectives for Irish in the school based on the needs of the students and of the syllabuses; outlines the learning outcomes expected at the various stages and that these be based on the language functions mentioned in the syllabuses and on the different language skills; indicates the integration of the development of different language skills and of the various aspects of the courses, including language and cultural awareness in the case of the plans for the various year-groups; contains an account of the teaching and learning methodologies and strategies to be used to attain the learning outcomes, including the use of Information and Communication Technology (ICT), as well as the assessment methods to be used; includes a listing of the aids and resources available for Irish; contains an account of how the requirements of the JCSP and of the LCA would be realised.

 

Good preparation had been undertaken for the classes observed. It is recommended that the integrated development of the various language skills and a variety of tasks be included in the planning and preparation for classes.

 

Teaching and learning

 

All the classes observed during this visit were in the junior cycle. The lesson content in each case accorded with the requirements of the syllabus. The aim of each lesson was communicated to the students at the start of class: this is good practice. It is recommended that this be further developed, and in keeping with the recommendations regarding subject planning, that the expected learning outcomes also be shared with the students at the start of class. It is also recommended that the expected learning outcomes and the tasks to be undertaken during class be written on the whiteboard and that students be afforded an opportunity to reflect on their learning at the end of class. It is further recommended that the roll be called at the start of each class and that students be enabled to answer the roll-call in Irish. It would also be worthwhile to spend a few moments conversing in Irish on a topic of general interest while the students are settling down.

 

The classes focused mainly on writing, reading and reading-comprehension skills. The case where the lesson began by showing the students an authentic postcard and eliciting from them vocabulary they would need for a writing task is particularly praiseworthy. That this vocabulary was recorded on the whiteboard and was available as a support to the students later in the lesson when they were writing a postcard or letter of their own, is also commended.

 

Praiseworthy also was an example observed of work on reading comprehension. The students read extracts willingly, they were helped with any words that proved difficult for them and their pronunciation was sensitively corrected when necessary. The manner in which the questions provided with the extract were posed to the students themselves to help them understand it is commended. This is a good strategy, which helps to avoid translation to English to facilitate understanding. It is recommended that further such strategies be used in lessons in general, to avoid overuse of English. The students need as great an input of Irish as possible in their Irish class, to promote their acquisition of the language.

 

Some of the students demonstrated that they had learnt a certain amount and were keen to complete the work. The lesson content was used to focus attention on points of grammar; this is praiseworthy. The classroom walls were devoid of any material in Irish. It is recommended that the classroom environment be used to support the teaching and learning of Irish and that posters and examples of the students’ work be displayed and updated regularly.

 

It was evident that the behaviour of some students was challenging. Every effort was made to create and maintain an atmosphere of positive behaviour in the classes and the students were highly praised for their efforts. The teacher and other supportive members of staff are commended for their work in this area.

 

 

 

Assessment

 

The students’ progress is assessed through class tests and house examinations which are conducted twice a year. Students preparing for state examinations sit ‘mock’ examinations during the second term. School-based assessment focuses on reading comprehension, writing and literature as appropriate. It is recommended that oral Irish and listening comprehension also be taken into account when students’ work is being assessed. This approach would accord more closely with the aims and objectives of the syllabuses. Reports on students’ achievements are sent home twice a year and parent-teacher meetings are held once a year for each year group.

 

It was reported that the school’s homework policy was being reviewed at the time of the evaluation visit. It is recommended that the homework requirements for Irish be taken into consideration in its development and that it be remembered that the homework need not necessarily be based on written work alone. Homework was not set in the classes observed. It is important that homework be set for the students to help them reinforce what they have learnt and facilitate the development of other skills such as organising their work and taking responsibility for their own learning.

 

Student work in copybooks reviewed during the visit accorded with the requirements of the syllabuses. A great variety of work was produced by students within the same classes. It was explained that much of the work was done on worksheets, but these were not available. It is recommended that a strategy be devised which would enable students to keep better order on their work. It is also recommended that Assessment for Learning (AfL) be taken into account when correcting students’ work.

 

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

Post-evaluation meetings were held with the teacher of Irish and with the acting principal at the conclusion of the evaluation, meetings at which the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

   Published June 2008

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.          

 

 

The CDVEC has had significant difficulty recruiting a temporary Irish Teacher to replace the current post holder who is on long term sick leave. Recruitment attempts include national and local media and direct approaches to the teaching colleges and professional associations. This difficulty is symptomatic of a reported national shortage of Irish teachers.

 

CDVEC is currently advertising in the National Press for an Irish Teacher for the College. As well the School Management is encouraging existing Staff members to take an Irish Qualification to allow them teach the subject Irish and also to avail of the 2nd Level Support Service.

 

 Homework is given regularly. However, a new Homework Policy is scheduled to be brought before the Parents council and the Board of Management in the near future for approval. It will include requirements for the subject Irish. No homework exercises was given to classes on the day of the visit due to the fact that the teacher was leaving her teaching post at the end of the day.

 

In the review of the timetable for 2008-2009 the number of class periods will be increased per class at Junior Certificate and Leaving Certificate level pending the availability of Staff.

 

Funds will be made available for the updating of Teaching Aids for the Teaching and Learning of Irish. Example plans are in place to install an interactive white board in the Language Teaching Room during the summer. As well Management will ensure that suggestions made for the improvement of teaching and learning of Irish i.e. Subject Planning, expected learning outcomes will be addressed in the coming year.

 

The Management will ensure that a subject Plan is developed for Irish and integrated into the School Plan.

 

In future years all Junior Certificate classes will follow Siollabas don Teastas Sóisearach Gaeilge as recommended.