Scríobhadh an tuairisc seo tar éis cigireacht ábhair a bheith déanta ar Acadamh Phádraig, Mala, Contae Chorcaí. Léiríonn sí torthaí meastóireachta ar chaighdeán an teagaisc agus na foghlama sa Ghaeilge agus tugann sí moltaí i leith tuilleadh forbartha ar theagasc an ábhair sa scoil. Cuireadh an mheastóireacht i gcrích thar thréimhse lae amháin inar thug an cigire cuairteanna ar sheomraí ranga agus inar bhreathnaigh sé ar theagasc agus ar fhoghlaim. Rinne an cigire idirghníomhú le daltaí agus le múinteoirí, scrúdaigh sé obair na ndaltaí agus phléigh sé cúrsaí leis na múinteoirí. D'athbhreithnigh an cigire doiciméadú faoi phleanáil scoile agus ullmhúchán scríofa na múinteoirí. I ndiaidh na cuairte meastóireachta thug an cigire aiseolas ó bhéal don phríomhoide agus do na múinteoirí ábhair mar gheall ar thorthaí na meastóireachta. Tugadh deis do bhord bainistíochta na scoile a thuairim a léiriú ar thorthaí agus ar mholtaí na tuairisce i scríbhinn; ní bhfuarthas freagra ón mbord.

Soláthar an Ábhair agus Tacaíocht na Scoile Uile

Ranganna chumais mheasctha a bhíonn ann sa chéad bhliain agus eagraítear na ranganna tar éis dul i dteagmháil leis na bunscoileanna. Is é polasaí na scoile go mbíonn gach deis ag gach scoláire an leibhéal is airde a bhaint amach san ábhar agus chun é seo a chur i gcrích eagraítear na ranganna sa scoil seo trí chomhamchlárú. Bíonn ceithre rang in aghaidh na seachtaine ag an gcéad bhliain, ag an dara bliain agus ag an idirbhliain. Bíonn cúig rang in aghaidh na seachtaine ag gach bliainghrúpa eile sa scoil. Sa Timthriall Sinsearach roinntear rang sa bhreis i measc na mbunábhar ar bhonn rothlach. Tugadh le fios gur rang singil amháin sa ló a bhíonn ann de ghnáth, ach amháin sa chúigiú bliain, ina bhfuil cúig rang laistigh de thrí lá acu. Moltar go ndéanfaí athbhreithniú ar an eisceacht seo de bhrí gur fearr do na scoláirí ionchur rialta laethúil a fháil. Seachas an chéad bhliain, is ar bhonn ranganna sruthaithe a eagraítear na ranganna sna blianta eile. Roinntear na scoláirí trí scrúdú comónta ag tús na dara bliana agus bíonn teacht ag na scoláirí ar an ábhar ag na leibhéil éagsúla agus bíonn solúbthacht maidir le leibhéil a athrú. Tá ardmholadh tuillte ag an scoil don fhealsúnacht is don chleachtas seo.

Ag am na cuairte áiríodh, de réir fhorálacha Imlitir M10/94, díolúine ón nGaeilge a bheith ag líon réasúnta scoláirí. Moltar athbhreithniú a dhéanamh ar an soláthar do na scoláirí seo. Tugadh le fios go ndéantar gach iarracht , fad is atá na ranganna Gaeilge ar siúl, ranganna breise tacaíochta sa litearthacht agus san uimhearthacht a chur ar fáil do na scoláirí le díolúine acu. Nuair nach mbíonn rang tacaíochta ar siúl comhthreomhar leis an gceacht is ceart, nuair is cuí, cuireadh a thabhairt do na scoláirí seo páirt a ghlacadh sa cheacht. Rachaidh an rannpháirtíocht seo i bhfeidhm go mór ar fhoghlaim is féin-mheas gach scoláire sa rang. Moltar polasaí scoile a fhorbairt i leith na Gaeilge le béim faoi leith ar rannpháirtíocht san ábhar.

Tá triúir múinteoirí ag múineadh na Gaeilge sa scoil. Níl aon acmhainn scoile níos tábhachtaí ná na múinteoirí féin agus ba léir le linn na cuairte go bhfuil togha na Gaeilge ag an triúir acu. Dúradh gur chuir an triúir isteach ar chúrsa in-seirbhíse le déanaí agus is léir go dtuigtear cé chomh tábhachtach is atá sé go mbeadh múinteoirí de shíor ag plé le dea-chleachtais na ceirde. Cé nach gcuirtear aon bhuiséad faoi leith ar fáil do mhúineadh na Gaeilge, tuigtear ó labhairt leis na múinteoirí agus leis an mbainistíocht, go gcuirtear aon riachtanais a bhíonn acu ar fáil, ach iad a chur in iúl. Tá seomra ranga buan ag gach múinteoir agus i ngach seomra a breathnaíodh bhí raon leathan áiseanna agus acmhainní le feiceáil, ina measc fístéip, cófra, téipthaifeadán agus osteilgeoir. Tréaslaítear leis na múinteoirí faoin timpeallacht ranga agus cé chomh maisithe is a bhí na seomraí le póstaeir nua-aimseartha agus níos tábhachtaí fós, le hobair na scoláirí.

Tugadh le fios go mbaintear úsáid as foilseacháin ar nós ‘Dréimire’, ‘Staighre’ agus ‘Breacadh’ chomh maith le fístéipeanna ó TG4. Cuirtear na scoláirí ar an eolas faoi choláistí samhraidh agus le linn Sheachtain na Gaeilge eagraítear céilithe, tráth na gceist agus imeachtaí eile a léiríonn do na scoláirí gur teanga bheo í an Ghaeilge. Tugadh le fios go ndéantar, nuair is cuí, comhtháthú idir an Ghaeilge is ábhar eile ar nós Ealaín agus Ceol. Chomh maith le sin cuireadh in iúl go bhfuil fáil ag na múinteoirí Gaeilge ar theanglann agus ar sheomra ríomhaireachta sa scoil ach nach mbaineann na múinteoirí úsáid rialta as teicneolaíocht eolais is chaidrimh (TEC) i dteagasc agus i bhfoghlaim na Gaeilge. Moltar go ndéanfaí athbhreithniú ar leas níos leithne a bhaint as TEC mar is ceart go dtuigfeadh na scoláirí gur teanga bheo í an Ghaeilge sna meáin nua-aimseartha chomh maith.

Pleanáil agus Ullmhúchán

Sa scoil seo is léir go bhfuil aird dírithe ar an tábhacht bhunaidh a bhaineann le pleanáil. Is ar bhonn foirmeálta a fheidhmíonn na múinteoirí Gaeilge mar Roinn. Ar mhaithe le pleanáil san ábhar a chur chun cinn, is minic a bhíonn cruinnithe foirmeálta ag an roinn le linn na scoilbhliana. Tuairiscíodh gur roghnú téacsleabhar, roghnú chláir chomónta, scrúduithe comónta agus acmhainní, roinnt scoláirí i ranganna, agus a n-oiriúnacht don leibhéal ag a mbíonn siad ag tabhairt faoin nGaeilge, an phríomhaidhm a bhíonn leis na cruinnithe. Cuirtear eolas agus cáipéisíocht ar na cruinnithe sin ar fáil don bhainistíocht. Tuigeadh ón mbainistíocht go bhfuil sé mar pholasaí sa scoil oiread taithí agus is féidir ar na leibhéil éagsúla a roinnt go cothrom ar na múinteoirí ar fad agus tá an polasaí seo le moladh.

Tá an scoil gafa leis an bPróiseas um Phleanáil Fhorbartha Scoile agus is léir go bhfuil an-chuid pleanála ar siúl sa scoil seo. Chonacthas cáipéisí de phleanáil phearsanta na múinteoirí agus cuireadh ar fáil plean na Roinne. Bhí rian an mhachnaimh le sonrú ar na cáipéisí seo ina cuireadh béim faoi leith ar ábhair an cheachta, obair ranga, obair bhaile agus measúnú. Tréaslaítear leis na múinteoirí faoin bpleanáil phearsanta agus faoin gcomhphleanáil atá ar bun don Ghaeilge. Tugadh suntas faoi leith don scrúdú comónta atá ann do scoláirí na dara bliana agus na scéimeanna oibre atá ann do gach bliain. Is iontach an rud é nuair atá múinteoirí ar aon fhocal faoi obair na bliana agus moltar an deis seo a thapú agus díriú ar, ní hamháin clár na hoibre, ach ar mhodhanna teagaisc a bheadh oiriúnach don chlár roghnaithe sin agus na torthaí foghlama a ghabhann leis, go háirithe torthaí foghlama i leith na teanga labhartha. Mar a léirítear i siollabais éagsúla na Roinne is é príomhaidhm na gcúrsaí ná chun a chur ar chumas na ndaltaí an Ghaeilge a úsáid. Trí chomhphleanáil spreagtar na scoláirí idirbhliana chun comhad a chur le chéile faoi nithe éagsúla a gcuirtear spéis iontu agus cuirtear agallamh ar na scoláirí bunaithe ar ábhar an chomhaid. Moltar go leathnófaí an dea-chleachtas seo sna bliainghrúpaí eile agus ba mhór ab’fhiú é a chur ar bun ón gcéad bhliain ar aghaidh.

Aithnítear sna cáipéisí scoile agus i dteagasc na Gaeilge an ríthábhacht a bhaineann leis an teanga labhartha i múineadh na Gaeilge agus moltar, chun cur leis an méid déanta go dtí seo, miondíriú a dhéanamh ar mhodheolaíochtaí chun teanga labhartha na scoláirí a chur chun cinn sna ranganna Gaeilge. D’fhéadfaí iniúchadh a dhéanamh ar an gcothromaíocht idir teagasc uile-ranga agus teagasc grúpa nó ar na modhanna difreálaithe atá in úsáid agus a d’fhéadfadh a bheith in úsáid sa seomra ranga. Is ceart an deis a thapú, go háirithe nuair is léir go bhfuil sprid chomhoibritheach den scoth i measc na múinteoirí Gaeilge sa scoil seo agus is múinteoirí díograiseacha iad. Chabhródh treoirlínte na siollabas go mór agus an obair seo idir lámha ag múinteoirí Gaeilge na scoile, maraon leis na seirbhísí tacaíochta atá ar fáil ag www.slss.ie agus ag www.sess.ie .

Mar atá thuasluaite, chonacthas samplaí den scoth d’obair na scoláirí ar na ballaí i ngach seomra ranga. Téann timpeallacht tarraingteach spreagúil fhoghlama i bhfeidhm go mór ar fhoghlaim na scoláirí agus is inmholta an rud é go bhfuil na seomraí chomh dea-fheistithe sin. D’fhéadfaí cur leis an dea-chleachtas seo trí leas a bhaint as TEC. Bheadh deis ansin ag na scoláirí scileanna inaistrithe a fhoghlaim agus a chleachtadh agus, ag an am céanna, bheadh an múinteoir ábalta freastal ar riachtanais fhoghlama idirdhealaithe na scoláirí. Cuireadh in iúl go bhfuil fáil ar theilgeoir sa scoil agus is ceart iniúchadh a dhéanamh ar leas a bhaint as chun obair na scoláirí a chur i láthair, go háirithe na scoláirí le Gaeilge mhaith acu.

Tá pleanáil agus ullmhúchán de chaighdeán ard sa scoil seo agus tá an-mholadh tuillte ag na múinteoirí agus ag an mbainistíocht.

Teagasc agus Foghlaim

Tugadh faoi deara ins na ranganna ar fad ar tugadh cuairt orthu go raibh atmaisféar fáilteach oscailte idir na scoláirí agus na múinteoirí. Bhí caidreamh réidh ag na múinteoirí agus ag na scoláirí lena chéile le féith an ghrinn ann uaireanta. Chuir an méid seo go mór leis an gcomhoibriú a bhí le feiceáil i bpróiseas na foghlama agus an teagaisc a bhí ar bun. Léirigh na scoláirí go raibh siad sásta a bheith rannpháirteach agus go raibh tuiscint acu ar an ábhar. Bhí ábhar na gceachtanna ag teacht le siollabais na Roinne agus le raon suime is cumais na scoláirí.

Léirigh na ceachtanna a breathnaíodh go raibh pleanáil chuí déanta ina gcomhair agus go raibh leanúnachas i gceist. Cuireadh aidhm na gceachtanna in iúl go soiléir do na scoláirí ag tús na ranganna mar a mholtar. Leagadh béim chuí ar leathnú foclóra agus ar struchtúr na teanga a mhúineadh. Baineadh úsáid as an gclár bán chun ábhar na gceachtanna a choimeád chun tosaigh. Bhí de thoradh ar an bpleanáil chríochnúil seo go raibh struchtúr agus gluaiseacht bhríomhar faoi na ceachtanna. Rinneadh gach iarracht an Ghaeilge a úsáid mar mhéanteagaisc agus mar ghnáththeanga cumarsáide ranga, fiú sna ranganna is laige, agus tá an modh oibre seo inmholta. Tugadh faoi deara go raibh roinnt de na scoláirí sásta soiléiriú a lorg i nGaeilge agus moltar an dea-chleachtas seo a leathnú trí an teanga ranga a bhíonn de dhíth ar na scoláirí a chur san áireamh agus pleanáil ar bun do mhúineadh an ábhair.

Ba léir gur chaith na múinteoirí an-dua leis an réamhullmhúchán agus bhí leanúnachas sna ceachtanna le feiceáil i ngach rang. Thosaigh gach ceacht leis an rolla agus le hiniúchadh ar an obairbhaile ón lá roimhe agus chríochnaigh an ceacht le hobairbhaile a d’éirigh go nádúrtha as an obair ranga. Ba mhinic a mealladh na scoláirí isteach sa cheacht trí cheisteanna a chur ar na scoláirí faoi chúrsaí an tsaoil agus aon scéal a bheadh acu féin. Moladh na scoláirí chomh minic agus ab’fhéidir le linn na gceachtanna agus bhí féin-mheas is féinmhuinín na scoláirí chun tosaigh i ngach rang. I bhformhór de na ranganna a breathnaíodh baineadh úsáid as tascanna éagsúla, mar shampla ag léamh, ag scríobh, ag freagairt ceisteanna ó bhéal, agus uaireanta ag obair i mbeirteanna. Moltar an modh oibre seo a chur i bhfeidhm chomh minic agus is féidir mar luíonn sé le réasún, nuair atá tascanna éagsúla ann, go mbeifí ábalta comhtháthú a dhéanamh ar na scileanna teanga go léir laistigh de rang amháin. Chomh maith le sin is ceart, mar chuid den cheacht, deiseanna cumarsáide a thabhairt do gach scoláire i ngach rang chun an teanga labhartha a chleachtadh agus chabhródh obair bheirte, obair ghrúpa, piartheagasc, rólghlacadh agus araile chun é seo a chur i gcrích.

I rang amháin a breathnaíodh sa Timthriall Sóisearach bhí na scoláirí ag díriú ar thithe éagsúla. Ó thosach thug na scoláirí a n-aghaidh ar obair an ranga trí staidéar a dhéanamh ar íomhánna a chuir an múinteoir ar fáil agus a léirigh na stíleanna tithíochta éagsúla atá ann. D’fhreagair na scoláirí na ceisteanna a cuireadh orthu agus bhí siad sásta a gcuid Gaeilge a úsáid, mar shampla, “ an bhfuil cead agam peann luaidhe a fháil ?” Ba í an Ghaeilge gnáththeanga an ranga agus ní raibh an múinteoir sásta dul i muinín an Béarla agus nuair a cuireadh an cheist “cad is brí le ‘compordach’ ?” baineadh leas as focail shimplí chun é a mhíniú don rang go léir. Bhí luas bríomhar faoin gceacht seo agus cuireadh tascanna éagsúla, bunaithe ar an téama, os comhar na scoláirí. Trí bhileog oibre cuireadh le stór foclóra na scoláirí agus trí ghiotaí téipe a chasadh sníodh scileanna éisteachta agus scileanna scríbhneoireachta isteach sa cheacht. Bhí na scoláirí ábalta is sásta ceisteanna an mhúinteora a fhreagairt agus na ceisteanna ar an téip a fhreagairt freisin. Ba mhinic a bhí na scoláirí ag obair ina n-aonair agus moltar, nuair is cuí, iad a chur ag obair lena chéile ar feadh tréimhsí ama faoi leith. Tá ard-mholadh tuillte ag an múinteoir don tslí a cuireadh le saibhreas teanga na scoláirí trí dlúthcheangail a dhéanamh idir aidhm an cheachta agus na comhráití ar an téip.

I ngach rang baineadh leas as íomhánna chun obair an lae a chur i gcrích. B’amhlaidh an scéal i rang sóisearach a bhí, mar a bheifí ag súil leis ag an am seo den bhliain, ag dul siar ar scileanna faoi leith. Thosaigh an rang le dúshlán scríbhneoireachta. Bhí ar na scoláirí cuntas dialanna a scríobh bunaithe ar cheithre phictiúr. Baineadh leas as an gclár bán chun cuspóir an cheachta a choimeád chun tosaigh agus cuireadh ceisteanna ar na scoláirí chun iad a dhíriú ar an dúshlán rompu. Tugadh bileog oibre réamhullmhaithe do gach scoláire chun cabhair a thabhairt dóibh agus iad i mbun a gcuid oibre. Don chuid is mó bhí na scoláirí ag obair ina n-aonair agus moltar deis a thabhairt dóibh ceisteanna a chur is a fhreagairt ar a chéile le linn na réamhscríbhneoireachta. Dar ndóigh d’fhéadfaí an seomra a eagrú ionas go mbíonn na scoláirí ag scríobh lena chéile chomh maith. Tugadh suntas faoi leith sa tslí go raibh an múinteoir ag tarraingt airde na scoláirí ar an obair idir lámha trí iad a ghríosadh chun ceisteanna a chumadh faoi na pictiúir éagsúla. D’fhéadfaí leas sa bhreis a bhaint as an dea-chleachtas seo trí na scoláirí a chur ag obair ina mbeirteanna ag cumadh is ag freagairt na gceisteanna roimh dul i mbun na scríbhneoireachta.

Is léir go bhfuil dlúthcheangail idir scileanna labhartha agus cumas scríbhneoireachta scoláirí. I rang eile bhí ‘ceacht an lae’ leagtha amach ar an gclár bán agus bunaithe ar na buntáistí is míbhuntáistí a bhaineann le saol na hoibre agus postanna páirtaimseartha. Cuireadh tús leis an rang trí cheisteanna oscailte a chur ar na scoláirí a tharraing a n-aird ar an ábhar a bhí le plé acu. Baineadh leas as réimse leathan de cheisteanna agus ba léir go raibh Gaeilge mhaith ag tromlach de na scoláirí agus ar a dtoil ag roinnt acu. Faoi luas oiriúnach lean an ceacht ar aghaidh agus trí stór foclóra a scríobh ar an gclár bán cuireadh na scoláirí ar an eolas faoi cad a bheadh ag teastáil chun aidhm an cheachta a bhaint amach. Mar ab’amhlaidh sna ranganna eile bhí an múinteoir réamhullmhaithe don cheacht agus roimh dheireadh an ranga rinneadh staidéar ar dhán Chathail Uí Shearcaigh “Níl aon ní” a bhí scríofa amach roimhré ag an múinteoir ar phóstaer mór. Trí íomhánna, ag caint is ag láimhseáil friotal an dáin tháinig na scoláirí isteach ar an dán agus dar ndóigh cuireadh lena stór foclóra agus a gcumas cainte chomh maith. D’fhéadfaí cur leis an dea-chleachtas seo, agus an dá thrá a fhreastail, trí nasc a dhéanamh idir an dá chuid den cheacht agus forbairt a dhéanamh ar stór foclóra na scoláirí.

I ngach rang a breathnaíodh cuireadh béim faoi leith ar thorthaí foghlama a bhí ag teacht le réimse cumas na scoláirí. I rang sóisearach rinneadh comhtháthú ar na scileanna teanga go léir trí dhíriú ar an téama “Tinneas”. Maraon leis na ranganna ar a tugadh cuairt orthu bhíothas an-tógtha leis an gceartú cneasta agus an deis a fuair gach scoláire labhairt is foghlaim. Faoi stiúir chliste an mhúinteora cuireadh le stór foclóra na scoláirí trí bhileog oibre ina raibh ábhar léamhthuisceana á phlé is ceisteanna idirdhealaithe á fhreagairt acu. Ina theannta sin bhí ar na scoláirí na focail nua a roghnú chun abairtí a chumadh agus obair théipe a chur i gcrích. Cuireadh na scoláirí ag obair i mbeirteanna chun teacht i gcabhair ar a chéile agus tasc meaitseála ar siúl acu. Moltar leas a bhaint as an gcur chuige seo chomh minic agus is féidir. Ba léir gur bhain na scoláirí taitneamh is tairbhe as a bheith gníomhach ina gcuid foghlama fhéin. Ag teacht i dtreo deireadh an ranga bhí abairtí beaga le scríobh agus baineadh leas as íomhánna ar an osteilgeoir chun aird na scoláirí a tharraingt agus dar ndóigh chun a gcuid iarrachtaí a scríobh is a choimeád don chéad cheacht eile. Arís tá an dea-chleachtas seo inmholta.

Tá cáilíocht na foghlama agus na teagaisc sa Ghaeilge d’ard-chaighdeán agus moltar, chun chur leis an dea-chleachtais feicthe, aghaidh a thabhairt ar mhodhanna cumarsáide a thabharfadh deiseanna eile do na scoláirí a gcuid Gaeilge a chleachtadh ní hamháin leis an múinteoir ach lena gcomhghleacaithe freisin.

Measúnú agus Gnóthachtáil

Chomh maith leis an measúnú laethúil is leanúnach sna ranganna, déantar measúnú cuimsitheach ar na scoláirí trí scrúduithe rialta i rith na bliana. Cuirtear scrúduithe ar na scoláirí go foirmeálta, um Nollaig, agus sa samhradh agus ina theannta sin bíonn scrúduithe acu sa bhfómhar agus san earrach. Mar a luadh cheana bíonn scrúduithe comónta ann ag tosach na dara bliana agus bíonn scrúdú béil ag deireadh na hidirbhliana. Is ceart na cleachtais inmholta seo a chur i bhfeidhm leis na blianta eile nuair is cuí. Reáchtáiltear triailscrúdú don tríú bliain agus don séú bliain san earrach. Coimeádann na múinteoirí cuntas ar na torthaí ina ndialanna féin. Seoltar cuntas ar na torthaí a ghnóthaíonn na scoláirí abhaile chuig na tuismitheoirí dhá uair sa bhliain. Tugtar deis do na tuismitheoirí dul i dteagmháil leis na múinteoirí le linn na bliana.

Tugtar le fios gur ar scileanna scríbhneoireachta, léitheoireachta agus éisteachta a bhíonn na scrúduithe seo dírithe don chuid is mó. Mar ba léir sna cáipéisí scoile agus sna ranganna ar tugadh cuairt orthu is í an teanga labhartha croílár na siollabas agus, dar ndóigh, ní lú tábhacht atá le héisteacht agus le labhairt ná atá le léamh agus le scríobh. Moltar, dá bharr, go ndéanfaí measúnú níos leithne ar an teanga labhartha freisin. Séard ab’fhearr a dhéanamh chun é seo a chur i gcrích ná trí bhreathnú is trí mheasúnú leanúnach sa seomra ranga. D’fhéadfaí teastais shimplí a bhronnadh orthu siúd atá ag déanamh a ndícheall an teanga a labhairt agus nóta a chur sa tuairisc a théann abhaile.

Léirigh na cóipleabhair a breathnaíodh go raibh obair déanta is ceartaithe ar raon leathan ábhar a bhí ag gabháil le riachtanais na siollabas. Is mar chuid den fhoghlaim é an ceartúchán agus moltar go leanfaí ag seiceáil obair scríofa na scoláirí go rialta le béim ar mheasúnú chun foghlama ionas go mbíonn dearbhú is treoir le fáil ag na scoláirí ar conas a gcuid oibre a fheabhsú. Bhí forbairt fhoclóra ar siúl i ngach rang agus bhí leabhar nótaí ag na scoláirí ina raibh siad ábalta stór focal, pointí gramadaí agus araile a scríobh isteach. Foghlaim conas eagar a chur ar thógáil nótaí, sin ceann de na céimeanna tosaigh san fhoghlaim neamhspleách.

Achoimre ar na Príomhthátail agus Moltaí

Is iad seo a leanas na príomhnearta agus na réimsí le haghaidh forbartha a aithníodh sa mheasúnacht:

Tá cáilíocht na foghlama agus na teagaisc sa Ghaeilge de chaighdeán ard sa scoil seo.
Bíonn teacht ag na scoláirí ar an ábhar ag na leibhéil éagsúla agus bíonn solúbthacht maidir le leibhéil a athrú. Tá ardmholadh tuillte ag an scoil don fhealsúnacht is don chleachtas seo.
Seachas an cúigiú bliain tá an tráthchlár oiriúnach le hionchur rialta laethúil ann.
Tá an-tacaíocht don Ghaeilge sa scoil agus déantar soláthar ar fónamh di.
Tréaslaítear leis an scoil faoin méid pleanála foirmeálta agus neamhfhoirmeálta atá ar siúl i measc na múinteoirí Gaeilge.
Trí chomhphleanáil agus trí chúrsaí inseirbhíse tá na múinteoirí sásta feabhas a chur ar a scileanna teagaisc agus ar cháilíocht na foghlama dá bharr i measc a scoláirí.
I ngach rang déantar sár iarracht an Ghaeilge a bheith in úsáid mar mheánteagaisc agus mar ghnáththeanga chumarsáide agus moltar go leanfaí leis.
Chonacthas dea-shampla den chothromaíocht idir teagasc uile-ranga agus modhanna difreálaithe.
Tá timpeallacht tarraingteach spreagúil fhoghlama den scoth i ngach seomra ranga le hobair na scoláirí ar taispeáint ann.
Bhí cúram na scoláirí ag croílár na ranganna a breathnaíodh.
Tá ábhar na gceachtanna, a breathnaíodh, ag teacht leis na siollabais.
Bhí atmaisféar an-deas comhoibritheach ins na ranganna agus léirigh na scoláirí go raibh siad sásta a bheith rannpháirteach agus go raibh tuiscint acu ar an ábhar.
Tá measúnú cuimsitheach leanúnach ar bun san ábhar, le scrúduithe comónta san áireamh.
Déantar measúnú ar an teanga labhartha san idirbhliain agus sa séú bliain.

Mar bhealach le togáil ar na nearta seo agus chun dul i gceann réimsí le haghaidh forbartha, tá na príomh moltaí seo a leanas á ndéanamh:

Ba chóir athbhreithniú a dhéanamh ar thráthchlár na cúigiú bliana ionas go mbeidh rang in aghaidh an lae ann.
Moltar go leanfaí leis an gcomhphleanáil agus go dtosófaí ar pholasaí cuimsitheach a fhorbairt don Ghaeilge le béim faoi leith ar rannpháirtíocht san ábhar.
Ba chóir iniúchadh a dhéanamh, mar roinn, ar mhodhanna éagsúla chun an teanga labhartha a mheasúnú i ngach bliainghrúpa.
Ba chóir infheistiú a dhéanamh sa leabharlann agus leabhair nua-aimseartha a cheannach agus foghlaim na teanga a spreagadh trí léamh, léirmheas is foghlaim neamhspleách, go háirithe do na scoláirí le Gaeilge mhaith acu.
Moltar go mbainfí, nuair is cuí, leas níos leithne as teicneolaíocht eolais agus chaidrimh.

Eagraíodh cruinnithe iarmheasúnachta leis na múinteoirí Gaeilge agus leis an bPríomhoide ag deireadh na measúnachta nuair a cuireadh na dréacht-thátail agus na moltaí i láthair agus nuair a pléadh iad.

Report on the Quality of Learning and Teaching in Gaeilge

This Subject Inspection report

This report has been written following a subject inspection in Patrician Academy, Mallow, Co. Cork. It presents the findings of an evaluation of the quality of teaching and learning in Gaeilge and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day, 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

Classes are of mixed ability in first year and are formed following consultation with the primary schools. It is the policy of the school that every opportunity is given to every student to reach the highest level in the subject, and this is facilitated by co-timetabling classes. First-year students, second-year students and fourth-year students have four classes per week. All other year groups have five classes per week. An extra class in senior cycle is divided among the core subjects on a rotational basis. Normally year groups have one class per day but fifth year were found to have five classes over the course of three days. It is recommended that this exception be reviewed as it is better that students receive regular daily exposure to the language. Apart from the first-year group, all other Irish classes are streamed. Students are divided into classes following a common assessment at the beginning of second year, they have access to the subject at the different levels and there is flexibility where changes of level are required. The school is deserving of much praise for both its philosophy and practice in this regard.

At the time of the visit it was found, in accordance with the provisions of Circular M10/94, that a considerable number of students were exempt from the study of Irish. It was reported that every effort is made to provide extra support classes in literacy and numeracy to students with exemptions during Irish classes. When a support class is not taking place at the time of the Irish class it is recommended, where appropriate, that exempted students are invited to partake in the Irish lesson. Such participation will positively impact upon student learning and self-esteem. It is recommended that a school policy be developed with a particular emphasis upon student participation in the subject.

There are three teachers teaching Irish in the school. There is no resource in a school greater than its teachers and it was obvious during the visit that the three Irish teachers had a wonderful command of the language. It was stated that all three had applied to attend an in-service course recently and it is clear that all concerned are aware of the need to continually engage in the professional development of their craft. Although a separate budget is not provided for Irish teaching, it is understood from speaking to the teachers and management, that any such requirements they may have are provided for on request. Each teacher has his/her own classroom and each classroom visited contained a wide range of resources and materials including video players, presses, tape recorders and overhead projectors. The teachers are to be congratulated for the classroom environment and for how well the rooms were decorated with modern posters and, more importantly, decorated with student work.

It was reported that use is made of publications such as ‘Dréimire’, ‘Staighre’ and ‘Breacadh’ as well as video material from TG4. In an effort to make students aware of Irish as a living language they are informed about summer colleges and céilithe, table quizzes and other events are arranged during Irish week. When deemed appropriate, integration with other subjects, such as Art and Music, also occurs. It was also reported that teachers had access to a language laboratory and to computer rooms, though the use of ICT by teachers in the learning and teaching of Irish did not appear to occur on a regular basis. It is recommended that greater use of ICT facilities be considered as students should be made aware that Irish is relevant to modern media also.

Planning and Preparation

It is clear that in this school attention is drawn to the basic importance attached to planning. The Irish language teachers operate on a formal departmental basis. In order to promote planning, the subject department often has formal meetings during the school year. The main focus of the meetings centres on selection of textbooks, devising common programmes, setting common assessments, sharing resources and placing students in appropriate classes. These meetings are recorded and documentation is made available to school management. It was understood from management that school policy is to give all teachers maximum experience at each teaching level and this policy is to be commended

The school is well advanced in the school development planning process and it is clear that there is quite a degree of planning occurring in the school. Individual planning documents were seen and the subject department plan was also provided. It was clear that a lot of thought went into such planning documents where emphasis was placed on lesson content, class work, homework and assessment. Teachers are congratulated for their individual and collective planning in relation to Irish. Particular interest was paid to the common assessment at the beginning of second year and also to the schemes of work that are made out for each year group. It is wonderful to see teachers in agreement about their year’s work and in order to take full advantage of this it is recommended that the teachers of Irish focus on not only the content of the lessons but also on teaching methods which would be suitable for the chosen programme and the associated learning outcomes, especially learning outcomes in relation to the spoken language. As is outlined in the various Department of Education and Science syllabuses, the main aim of the courses is to enhance the students’ use of Irish. Through co-planning, the fourth year students are encouraged by their teachers to keep a portfolio containing matters of interest to the students and the students are then in turn interviewed in relation to the contents of the portfolio. It is recommended that this good practice be extended to the other year groups and in particular would be of major benefit if instigated in first year.

Both school documentation and the teaching witnessed recognise the vital importance of the spoken language in teaching Irish and it is recommended that, in order to add to the good work already being done, a close examination take place regarding the methodologies that can best promote students oral proficiency. It may be possible to examine the balance between whole-class teaching and group work, or examine differentiated methods that are in use and could be in use in the classroom. The opportunity should be seized, particularly in light of the obvious cooperative spirit among the diligent teachers of Irish in the school. The syllabus’ guidelines will assist in this work undertaken by the teachers as will the support services whose websites are available at www.slss.ie and www.sess.ie .

As mentioned earlier, excellent examples of student work were seen on the classroom walls. Such an attractive, inspiring, learning environment very much influences student learning and it is praiseworthy that the classes were found to be so well presented. The use of ICT could further add to this good work and would simultaneously allow the teacher to attend to the differentiated learning needs of the students. It was reported that a projector is available in the school and it merits consideration to invite students, particularly those with a good command of the language, to use this medium to present their work to the rest of the class.

Planning and preparation is of a very high standard in this school and both teachers and management are deserving of much praise.

Teaching and Learning

An open, welcoming atmosphere between students and teachers was observed in all classes visited. Teachers and students enjoyed an easy relationship with each other with humour present on occasion. This greatly enhanced cooperation in the learning and teaching process. Students illustrated their willingness to participate and also their clear understanding of the subject. The subject matter was in line with the Department’s syllabuses and the students’ range of interest and ability.

Classes observed illustrated appropriate and consistent planning. As recommended, the aim of the lesson was clearly stated at the start of classes. Appropriate emphasis was placed on language acquisition and on the structure of the language. Use was made of the white board to keep the content of the lesson to the fore. As a result of thorough planning there was a good structure and a pace to the lessons. Irish was the teaching medium and medium of communication in the classes inspected, even in the weaker classes, and such practice is praiseworthy. It was noted that some students were happy to seek clarification through Irish and this good practice of providing students with the classroom language required to communicate in Irish should be incorporated when planning for the teaching of the subject.

Clearly teachers spent much effort in preparing their classes and lesson continuity was witnessed in all classes. Each lesson began with a roll call, an examination of the previous day’s homework and ended with setting homework which arose naturally from the class work. Students were often drawn into the lesson content through questions centred on the students’ lives and recent experiences. Students were praised as often as possible during lessons and students’ self respect and self confidence was emphasised in each class. In the majority of classes observed use was made from a variety of tasks such as reading, writing, answering questions orally, and sometimes working in pairs. Such an approach should be used as often as possible, for it stands to reason that the use of various tasks facilitates the integration of all language skills within one class period. As well as that, it is recommended that communicative opportunities form part of the lesson to allow for practice of the spoken word where pair work, group work, peer teaching, role play etc. could facilitate this further.

In one class observed in the junior cycle, students were focused on different house types. From the start, students embraced the class work through an examination of images provided by the teacher, which showed the different styles of houses available. Students answered the questions asked of them and were happy to use their Irish in asking, for example, “have I permission to get a pencil?” Irish was the language of the classroom and the teacher wasn’t happy to merely translate to English when asked the meaning of the word ‘compordach’ and explained the meaning by using simple Irish words. The lesson was conducted at a brisk pace and a variety of tasks based on the theme of the lesson were conducted by the students. Through the use of worksheets students vocabulary was extended and through the uses of tape work listening and writing skills were woven into the lesson. Students were willing and able to answer the teacher’s questions and the questions on the tape extract. Frequently, students worked alone and it is recommended that they be allowed for a limited period to work with one another. The teacher is deserving of much praise for the manner in which she contributed to student language acquisition by making a strong connection between the aim of the lesson and the conversations on tape.

In all classes use was made of imagery goals. Such was the case in a junior class, which as would be expected at this time of year, was revising certain skills. The class began with a writing challenge. Four pictures were provided and the students were asked to write a diary entry based on the images. Use was made of the white board to keep the aim of the lesson to the fore and questions were asked so as to draw the students attention to the task before them. While students engaged in the work they were assisted by a prepared work sheet. For the most part, students worked individually and it is recommended that they be given opportunities to ask and answer questions from one another during the pre-writing phase. Of course the class could also be arranged so as to allow for the students to write together also. Particular attention was given to the manner in which the teacher drew the students attention to the work by encouraging them to devise questions based on the images. Further development of this good practice could be achieved by placing the students in twos and asking them to compose and answer questions before engaging in the written work.

There is a clear link between oral language skills and students’ writing ability. In another class the ‘lesson of the day’ was outlined on the white board and concerned the advantages and disadvantages of working life and part-time jobs. Student interest in the topic for discussion was instigated by asking open questions of the class. A wide variety of questions were asked and it was clear that the majority of students had a good command of the language while some were quite fluent. With appropriate pace the lesson continued and the necessary vocabulary required to achieve the aim of the lesson was placed on the white board. As was the case in other classes the teacher had the lesson well prepared and before the end of the lesson attention was devoted to studying Cathal Ó Searcaigh’s poem ‘Níl aon ní’ which was written out in advance on a large poster. The students were assisted in understanding the poem by the teacher concentrating on the images and key words in the poem which in turn added to their store of vocabulary and their oral skills. Such good practice could be extended by drawing together the two aspects of the lesson and further develop the students vocabulary.

In all classes observed emphasis was placed on learning outcomes which were in line with students’ abilities. In a junior class the integration of all language skills was achieved by adopting the theme of ‘Sickness’ as the focus of the lesson. As with the other classes visited one was again very taken by the gentle correction of student errors and the opportunities all students received to speak and to learn. Under the clever direction of the teacher student learning was advanced by way of work sheets in which reading material was discussed and differentiated questions answered. As well as that students were required to choose the new words learned so as to place them in sentences and to complete the tape work. During a matching exercise students were placed in pairs to assist each other. It is recommended that such an approach should be adopted as often as possible. It was clear that the students both enjoyed and benefited being actively engaged in their own learning. As the end of the class approached images were placed on the overhead projector and the students were invited to compose short sentences. The use of the overhead projector helped to keep the students’ attention and also retain a record of their work for the next day. Such practice is again commendable.

The quality of learning and teaching in Irish is of a very high standard and it is recommended, in order to add to the good practice witnessed, that attention be given to communicative methodologies which would give students a chance to practice their Irish not only with their teacher but also with each other.

Assessment and Achievement

As well as the daily and continuous assessment in the classes, comprehensive assessment of student learning takes place through regular examination during the year. Students sit formal examinations at Christmas and summer and examinations also occur in autumn and spring. As stated already, common exams are completed at the beginning of second year and an examination of oral proficiency is undertaken in fourth year. Such good practices should be extended, where appropriate, to the other year groups. Pre-state examinations are conducted in the spring for third- and sixth-year classes. Records of results are kept by the teachers and reports are sent home to parents twice yearly. Parents are facilitated in meeting with staff throughout the year.

It is reported that, in general, the examinations focus on writing, reading and listening skills. As was evident from school documentation and the classes visited, the spoken language is at the heart of the syllabuses and of course listening and speaking skills are as important as the skills of reading and writing. It is recommended therefore, that wider assessment of spoken language skills take place also. The best way to achieve this would be by way of continuous observation and assessment in the classroom. A simple certificate could be presented to those who are making great efforts to speak the language and a note could also be inserted into the reports that are forwarded to home.

The copies examined showed that homework was set and corrected, covering a wide range of material that was in accordance with the syllabus. Correction and assessment are parts of the learning process. It is recommended that teachers continue checking students’ written work regularly in order to provide students with assurance and direction on how they may improve their work. Development of vocabulary took place in all classes and students had their own notebook which allowed them record words, grammatical points etc. Learning how to edit and arrange notes is one of the first steps to independent learning.

Summary of Main Findings and Recommendations

The following are the main strengths and areas for development identified in the evaluation:

The quality of the learning and teaching of Irish in this school is of a very high standard.
All students in the school have access to the various levels and to changing levels in the subject. The school is highly commended for this philosophy and practice.
Apart from fifth year, the timetable satisfactorily allows for daily exposure to the subject.
There is very strong support for Irish in the school and excellent provision is made for the language.
The school is congratulated for the degree of formal and informal planning amongst the teachers of Irish.
Through co-planning and through in-service courses, teachers are willing to continually improve their teaching skills and subsequently improve the quality of learning among their students.
In every class a great effort is made to use Irish as the teaching medium and the usual medium of communication in classes and this should be continued.
A balance between whole-class teaching and differentiated methods was witnessed.
There is a very attractive, inspiring learning environment to be found in all classrooms visited with examples of students’ work on display.
Student welfare was central in all classes observed.
The content of lessons was in line with Department of Education and Science syllabuses.
A very pleasant co-operative atmosphere prevailed in the classes, the students were happy to participate and had a good understanding of the subject.
Comprehensive and continuous assessment procedures are in place including common examinations.
Assessment of oral proficiency occurs in both fourth and sixth year.

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

The fifth year timetable requires review so as to ensure that classes occur on a daily basis.
It is recommended that the co-planning continue and that a comprehensive policy be developed for Irish with particular emphasis upon student participation in the subject.
It is recommended that co-planning focus on the learning and teaching of Irish.
It is recommended that communicative approaches continue to be used and explored in the classroom as students learn best when they are actively engaged in their own learning.
As a department, various methods of assessing oral proficiency in every year group merit investigation.
Investment should be made in the library and new books purchased which will promote reading, review and independent learning, especially among students with a good command of the language.
It is recommended, where appropriate, to make greater use of ICT in the learning and teaching of Irish.

Post-evaluation meetings were held with the teachers of Gaeilge and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.