An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of German
REPORT
Presentation
Brothers College
Mardyke, Cork
Roll number: 62570R
Date of inspection: 1 & 2 May 2007
Date of issue of report: 8 November 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in German
Subject inspection report
This report has been written following a subject
inspection in
Subject provision and whole school support
There is very good provision for languages in the school. German, French and Latin are the foreign languages on offer in the school. Incoming first-year students take these three languages and in second year they continue with two languages. The management authorities of the school are to be commended for their commitment to language provision in the curriculum. It is noteworthy that all students without exception study languages. This too is very good practice.
In junior cycle three class periods are allocated to German per week. This is slightly below the national norm. However in view of the good level of provision for languages generally it is understandable. It is also certain that students will transfer language awareness across the different languages leading to an overall very satisfactory situation. In TY, students are allocated four class periods and in the remainder of the senior cycle the allocation is five class periods. This is in line with the national norms.
The German department has in the past held membership of the Gesellschaft der Deutschlehrer Irlands (German Teachers’ Association). It is recommended that this membership be renewed as subject associations can provide very valuable supports for teachers.
There are resources to support the teaching and learning of German in the school. For example books, posters, CDs and DVDs. At present most of these are stored in individual classrooms. It is recommended that a list of all resources be drawn up and included in the planning documentation. It is further recommended that the existing resources be reviewed with a view to updating them if resources permit.
German is taught in base classrooms. These are all
well kept and have a variety of materials pertaining to the teaching and
learning of the subject on display. In some rooms there were useful phrases in
the target language and maps of
In the recent past students have won international
prizes and scholarships to
Planning and preparation
The school is engaged in development planning and subject departments have been established. A co-ordinator for German has been appointed and the German team meets regularly on a formal and an informal basis. Agendas are set for meetings and minutes are kept. The co-ordinator of German in turn liaises with the School Development planning co-ordinator. This is good practice and is evidence that there are good structures in place to assist with the overall school planning.
Yearly plans for German were presented in the course of the evaluation. For junior cycle these consisted of lists of themes and grammar topics which would be covered. In senior cycle information on the themes and the development of the skills of language acquisition was included. It is recommended that the plans include information on specific learning outcomes so that it is clear what exactly students are expected to know at the end of a unit of learning. It is recommended that the plans include information on co-curricular activities that take place in the school. At the moment there is little inclusion of information and communication technology (ICT) in the programme for German. ICT presents lots of useful opportunities for language learning. It is recommended that plans for the integration of ICT also be developed.
Teaching and learning
Lesson content in all lessons observed was good and in line with syllabus requirements. In junior cycle students learned about a variety of themes in German, for example, hobbies, giving directions and weather. In senior cycle themes such as holidays and travel formed the basis of lesson content. Choosing lesson content that matches the interests of the learners and in accordance with the syllabus is good practice.
The use of the target language was generally very good. German was used to good effect to manage classroom activities and to explain tasks. In some lessons German instructions were followed by English translation. This is less effective practice. It is recommended that the use of the target language be increased and that the use of English be decreased. In interaction with the students it was evident that they showed good comprehension of what was asked of them and were able to respond appropriately.
In some lessons attention was paid to the development of language learning strategies. It was particularly impressive to see the level of students’ organisation of their work. Students wrote all new vocabulary into dedicated notebooks and any grammar points were written into dedicated grammar copies. Encouraging students to organise their work is most effective practice and helps the learners to be effective learners.
Good teaching methodologies were observed in the course of the evaluation. In junior cycle students were given the aims of the lesson in advance and therefore had a clear idea of what they were supposed to learn. This is good practice and should be extended to all lessons. Pair work was used to very good effect. Students were asked to work together to prepare questions in German about a variety of different themes. This active teaching methodology worked well and students engaged very enthusiastically in this activity.
In some lessons visited, the skills of language acquisition were successfully integrated. For example, students were asked to listen to and understand a text about hobbies in the past tense. This was then followed by oral and written activities on the same theme. Integrating the skills of language acquisition is this manner is good practice as it serves to reinforce vocabulary and phrases.
There was good use of materials to support the teaching and learning of the subject. For example, in senior cycle the learners were given postcards of summer holiday destinations and were asked to write on them. This was particularly effective and made the task more meaningful. In junior cycle students were asked to draw and use a map on the board to carry out an exercise relating to weather forecasts. In many lessons handouts were used to good effect. These were carefully made out and clear. Using extra materials in this manner is praiseworthy.
The atmosphere in all lessons visited was very good. Students were on task at all times and made a real effort to participate in class. All students’ contributions were well received and praised when appropriate. The nature of student–teacher interactions was conducive to learning and discipline was maintained at all times. Staff and students are to be commended for the positive learning environment.
Assessment
Students are assessed formally on a regular basis. The German department meets in advance to arrange common examinations. This is very good practice. In junior cycle all students are assessed on their reading and aural comprehension and written expression. It is suggested that an oral assessment be carried out as well in junior cycle. In senior cycle all skills of language acquisition are assessed. This is effective practice as it ensures that the development of all skills is monitored on a regular basis.
Appropriate homework was assigned in all lessons visited. In examination of a selection of copybooks it was noted that these were well organised and generally well maintained. It is recommended that a German department policy for the development of the skill of writing be agreed. This should include the manner and frequency of corrections of written assignments. It is recommended that the approach of assessment for learning (AfL) be adopted. This will ensure that learners follow up on mistakes and enhance the learning process. Further information on AfL can be found on the website of the National Council for Curriculum and Assessment (NCCA) at www.ncca.ie
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- There is very good provision for languages in general in the school.
- There is a range of activities to support the teaching and learning of German.
- The school is engaged in development planning.
- Lesson content in all lessons was good.
- In general the use of the target language was good.
- There was effective use of materials to support the teaching and learning of German.
- There is regular formal and informal assessment.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- It is recommended that the profile of German in the school be raised, for example, through the provision of a languages wall.
- The yearly plans for German should be developed to include information on intended learning outcomes. Plans for the integration of ICT into the German programme should also be developed.
- The effective use of the target language observed in many lessons should be extended and the use of English translation should be decreased.
- A policy on the development of written skills should be agreed among the German team. This should include strategies for and frequency of correction of written assignments.
- The approach of assessment for learning should be adopted to encourage students to follow up on errors they have made.
Post-evaluation meetings were held with the teachers of German and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.