An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Subject Inspection of French

REPORT

 

 

St Leo’s College

Carlow

Roll number: 61140K

 

 

 

Date of inspection: 11 and 12 May 2006

Date of issue of report: 15 December 2006

 

 

 

 

Report on the Quality of Learning and Teaching in French

This Subject Inspection report

Subject Provision and Whole School Support

Planning and Preparation

Teaching and Learning

Assessment and Achievement

Summary of Main Findings and Recommendations

 

 

 

Report on the Quality of Learning and Teaching in French

 

This Subject Inspection report

 

This report has been written following a subject inspection in St Leo’s College. It presents the findings of an evaluation of the quality of teaching and learning in French and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

Subject Provision and Whole School Support

 

St Leo’s College is an all girls’ school with an enrolment of 846 students. The school offers three modern languages. French and German are offered through to Leaving Certificate level, while Transition Year (TY) and Leaving Certificate Applied (LCA) students study Italian.  French is mandatory in junior cycle and in Transition Year.  Students must take a modern European language to Leaving Certificate. The majority of students take French, although students who have studied both French and German in junior cycle may choose to continue with German. Classes are banded. All students are strongly encouraged to take higher level at Junior Certificate.

 

There is good whole-school support and provision for French. The allocation of time and timetabling arrangements facilitate regular contact with the target language.  This is good practice and to be commended.

 

There are seven teachers of French in the college.  Each teacher is a graduate of French and all are established in their careers. They all teach French to Leaving Certificate higher level and classes are allocated on a rotation basis. Many have availed of the Department of Education and Science’s inservice training for teachers of French in recent years and some have also attended inservice courses held in Dublin City University (DCU) and in France.  Some teachers travel to France annually as part of the town twinning exchange programme.  Many are members of the French Teachers’ Association (FTA), have attended their annual conferences and have reported back to their colleagues in the French department.  Teachers in St Leo’s College are to be commended for their commitment to their own professional development and for the sharing of good practice. 

 

Classrooms are student based.  There is a language laboratory which is accessed by all teachers on a rota basis.  The language laboratory had displays of French posters and student work on the walls.  The school also had a French notice board in the corridor containing visual material including photographs of students who had won awards for French related activities. This is to be commended as the celebration of success provides affirmation of student effort and maintains a high profile for the subject while the creation of a print-rich environment contributes to students’ linguistic and cultural enrichment.  Some of the classrooms visited also had displays of French grammar and students’ work.  It is suggested that, while recognising the constraints of the student based classrooms, where possible, teachers should consider organising a discrete French corner in all relevant classrooms to display students’ work and perhaps to include some key expressions or significant grammatical structures. 

 

There is good whole school support for the provision of resources.  Teachers have their own CD and cassette players and can access other audio-visual equipment when needed.  There is an annual budget for the purchase of resources and teachers reported purchasing materials for the French department each year, while on school trips to France.  Consequently, they have built up a bank of resources, including videos, DVDs with French subtitles, magazines and books, over the past number of years.  There is a French section in the school library.  This is to be commended. 

 

The school has two computer rooms, available on a booking system.  Management also reported that teachers can request to be timetabled in the computer room.  Internet access is available and teachers all have their own e-mail addresses.  An E-portal system has been introduced to enable teachers to keep track of students’ progress.  Teachers reported some use of Information and Communication Technology (ICT) in class with students.  However, it is used primarily for downloading resources. Students are also advised on useful websites.  Teachers spoke of some students who had brought in word searches that they, the students, had created using ICT.  It is suggested that teachers explore ways in which ICT can be used to optimum benefit for their students.

  

Teachers reported active involvement in co-curricular activities to support the teaching and learning of French.  Junior cycle students partake of a French breakfast, while senior cycle students have participated successfully in French debating competitions.  All students attend performances given by French theatre companies for schools.  Carlow is twinned with the town of Dôle in France and an exchange programme operates through the auspices of the town twinning.  Students and teachers from St Leo’s college have participated in this exchange.  An organised second-year trip to France each year provides students with an opportunity to become acquainted first hand with the language, life and culture of the country.  A European trip for Transition Year students generally includes some time spent in France.  Teachers are to be commended for their participation in co-curricular activities and for providing the students with a series of enjoyable linguistic and culturally enriching experiences.  

 

St Leo’s College has benefited this year from the French language assistantship scheme which supports the teaching and learning of French.  Teachers reported that this has been a very positive experience for teachers, students and the language assistant alike.

 

 

Planning and Preparation

 

Subject plans presented on the day of the inspection indicated that the members of the French department are at a very advanced stage in the subject planning process. A review of the year’s work is also submitted to management for inclusion in the annual report. Teachers are to be commended for the high quality and comprehensiveness of their collaborative subject planning and review to date.  As a means of fulfilling the ultimate stage of the subject planning process, that of self-review, it is suggested that the members of the French department establish their desired learning outcomes for each year group in terms of student competencies; what the students will be able to do as a result of their learning and what linguistic structures will be needed to achieve these outcomes. Teachers would then be able to review their methodologies in light of these outcomes.

 

A wide-ranging plan for the teaching and learning of French in Transition Year was also submitted.  A review of the plan suggests that its aims and objectives are in keeping with the Transition Year guidelines. It is suggested, however, that when reviewing the Transition Year plan, consideration be given to providing students with opportunities for developing greater autonomy in their learning through possibilities such as some negotiation of learning objectives. The European Language Portfolio might serve as a useful resource for supporting such an approach.  In this way the teaching and learning of French in Transition Year would further the aims of the guidelines in facilitating self-directed learning and would enhance students’ confidence in language learning.  A cross-curricular approach, for example by linking with topics covered in SPHE at junior cycle, might also be useful in responding to both the linguistic and personal needs of Transition Year students.

 

There was evidence of careful preparation for all the lessons inspected, with advance readiness of audio-visual equipment and students’ worksheets.

 

 

Teaching and Learning

 

Inspection activities included the observation of six lessons, three at junior cycle, one Transition Year group and two at senior cycle.  There was also the opportunity to interact with the students at the end of each lesson.

 

A high standard of linguistic competence was observed throughout and there was very good use made of the target language by both teachers and students in all of the lessons observed.  Classroom interaction was, in most instances, almost entirely through the medium of French and student questions and responses suggested an ease and familiarity in communicating in the target language.   Teachers are to be commended for their efforts and the success they have achieved in implementing a recommendation from a previous French inspection report.

 

The content of all lessons observed was appropriate for the various ages and levels of the students.  Lessons were well structured, had a clear purpose and were appropriately paced.  A thematic approach facilitated the integration of the different language skills.  This is good practice, in line with syllabus guidelines.

 

A variety of methodologies was used to good effect throughout.  There was an appropriate balance maintained between whole class teaching and active student involvement in all lessons observed.  Pair or group work was used effectively to engage the students and to support new learning.  The use of pair or group work is to be commended as it also promotes peer collaboration and independent learning.

 

There were some good examples of the use of pre-reading activities to prepare students for the study of a new comprehension text.  This is to be commended as it not only facilitates understanding but also builds up student confidence when faced with new learning experiences. In other lessons the topic being studied was related back to the students’ own experience, thus facilitating greater engagement with the subject matter and showing how learning in one situation can be transferred to another.  This is good practice and to be commended.  Song was used in some lessons as a listening text integrating the different language skills.  The use of song is to be commended as it adds variety and can enhance the students’ enjoyment of the exercise. 

There was effective use of visual materials to support learning in many of the lessons observed. Flash cards were used in some lessons to recap on previous learning.  In one instance, the sequencing of the cards provided the framework for students to create a story, thus building up both words and sentences.  This is to be commended.  Students dressing up, as evidenced in another lesson, introduced a fun element to the class resulting in an active and enjoyable learning experience.

 

There was evidence of good collaboration to the benefit of both students and teachers arising from the operation of the French language assistantship scheme.  Interaction and dialogue in the target language grounded learning in an authentic context. Dialogues were, in turn, modelled by the students working in pairs.  This is good practice and to be commended. The practice of correct pronunciation, with ongoing drills, has also benefited.  This is commendable as correct pronunciation and intonation is an essential feature of successful language learning.  It is suggested, however, that such drills should also include attention to individual students’ pronunciation.  Furthermore, when individual students’ errors are corrected they should be given the opportunity to repeat the correction in order to internalise it.  Students read aloud in some lessons.  This is to be commended as an effective means of promoting confidence in pronunciation.  However, it is important when reading a text to consider, in advance, its purpose. If a text is being read for comprehension purposes it may be more advisable for the teacher to read it out as students, when reading aloud, tend to focus on their performance and may lose the meaning of the text.

 

There was evidence of good classroom management and a positive learning environment throughout.  Students engaged well with their teachers and with their peers when involved in pair or group tasks. Interaction with them revealed them to be willing, confident and competent learners of French.

 

Assessment and Achievement

 

Student progress is assessed using a variety of modes, including question and answer sessions, homework, tests and formal examinations.  Students have continuous assessment throughout the year with a terminal examination in the summer.  St Leo’s College has introduced ‘mock’ examinations for Junior Certificate students on a pilot basis, to be reviewed annually over a three year period.  Leaving Certificate students sit mock examinations. Common assessments are given in first and second year.  All assessments include an aural and oral component, the latter being carried out informally for junior cycle classes and formally for senior cycle classes.  Teachers are to be commended for their commitment to the students in carrying out formal oral examinations in their own time.

 

St Leo’s College has a homework policy with an agreed protocol regarding the amount of homework assigned, particularly in first year.  A review of students’ copies showed evidence of homework being assigned, corrected and, in many cases, helpful comments included.  This is good practice as it can affirm students’ efforts or identify for them areas for improvement.  Homework was also corrected orally at the beginning of some lessons.  It is advisable that attention be given to the organisation of time in these instances in order to ensure that an appropriate balance is maintained between the correction of homework and the input of new material. 

 

One of the core assignments for Transition Year students is the keeping of a French diary. This diary, recording weekly events in French through written and visual texts is an innovative way of promoting ongoing effort and learning and ensuring that the study of French remains high profile amidst all the Transition Year activities. The diaries reviewed showed them to be carefully maintained and regularly monitored.  Teachers are to be commended for their development of and commitment to such a project.

 

It was reported that St Leo’s College prioritises strong parent involvement.  Reports are sent to parents at Christmas and in the summer.  Parents can also request reports of their daughter’s progress during the year.   Parent-teacher meetings are held for each year group.  Contact with parents is also maintained through the Home, School and Community Liaison service and through the school journal.  St Leo’s College has also produced a greeting card to be sent to parents in praise of their daughter’s efforts and progress in school.  An annual report is compiled at the end of each school year documenting the learning objectives, work and progress of the various subject departments.  This is then issued to all parents, members of the Board of Management and the Trustees.  This is to be commended.

 

Students responded well to their teachers in all lessons observed and there was evidence of good understanding and familiarity with the target language. They answered questions, expressed their opinions and sought clarification where difficulties arose all through French. Good levels of achievement in written production were also evidenced in the review of copies.  The uptake of higher level in the state examinations is appropriate to the school cohort.

 

 

Summary of Main Findings and Recommendations

 

The following are the main strengths and areas for development 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 teachers of French and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.