An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Geography
REPORT
Saint Joseph’s Secondary School
Charlestown, County Mayo
Roll number: 64600K
Date of inspection: 2 May 2006
Date of issue of report: 26 October 2006
This Subject Inspection Report
Report on the Quality of Learning and Teaching in Geography
This report has been written following a subject inspection in St. Joseph’s Secondary School, Charlestown. It presents the findings of an evaluation of the quality of teaching and learning in Geography 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.
In St. Joseph’s Secondary School, Charlestown, a co-educational school, Geography is a compulsory subject at junior cycle. At this level classes are of mixed ability and Geography is allocated three class periods per week in each of the junior-cycle years.
For the Established Leaving Certificate, Geography is an optional subject and experiences a strong uptake in line with national norms. Students and their parents are appropriately supported and advised by the career guidance counsellor and subject teachers prior to the selection of subjects. It was reported that the school makes every effort to cater for the requests of its students by providing an open choice of subjects. From these first choices subject option blocks are created in line with student demand and available teaching resources. There are currently two Geography classes in sixth year and one in fifth year. At this level, classes are mixed ability in nature and are allocated five periods per week. This time allocation consists of one double period and three single periods and is in line with syllabus requirements.
In the Transition Year programme (TY) Geography is not currently offered but consideration is being given to the inclusion of a Geography module from September 2006. It is recommended that this module should include a geographical investigation of the local area and the use of Information and Communication Technologies (ICT) for research and presentation of project work. This provision would provide rich opportunity to develop students as independent learners and to maintain and further progress the Geography skills acquired in the junior cycle. Reference to the document ‘Writing the Transition Year Programme’ will provide assistance and direction to the Geography teaching team in developing a plan for Geography within the TY.
There are two Geography teachers currently teaching the subject. There is no designated Geography room and teachers are provided with base classrooms. The school management has provided a wide range of resources to support teaching and learning in Geography. These include Ordnance Survey (OS) map extracts, aerial photographs, rock samples, some fieldwork instruments, slides, CDs, videos, overhead projectors and a range of wall maps and charts. These resources are catalogued and this is commended as it assists in identifying and prioritising future resource needs particularly in the context of the Revised Leaving Certificate Syllabus. The Geography department does not have an annual budget allocation and requests for resources are made to school management as needs arise.
School management has facilitated the use of ICT by putting in place a booking system for access to the computer room. It is recommended that the Geography teachers fully avail of this facility as its use will enable access to an extensive range of websites and resources that will provide an interesting and varied learning experience to students. The Geography teachers’ classrooms are broadband enabled and the future provision of a mobile laptop and data projector unit will allow for increased integration of ICT into all aspects of the teaching and learning of Geography.
The Geography department has established strong links with the learning support department. Regular collaboration between these two teaching teams takes place to discuss the individual needs of students and appropriately differentiate the curriculum and teaching methodologies to cater for those needs. Resources, learning materials, revision plans, key word lists and a variety of creative assessments and worksheets are exchanged to enable all students to make progress. This level of liaison with the learning support department in supporting students in their learning and assisting them to achieve maximum examination success is highly commended.
There was clear evidence of collaborative long term planning by the Geography teaching team. Formal planning sessions are held once a term and there are frequent informal meetings and contact to discuss issues relating to the subject and to share information and practice. A copy of the subject plan was provided during the evaluation and contained common agreed programmes at junior and senior cycles with specified timeframes for the various topics, a revision plan, textbooks used, resources employed to deliver the curriculum, reference to teaching methodologies and assessment modes and times. Particularly noteworthy in the planning documentation was the reference to co-operation with the learning support department and the extensive level of planning and compiled resources that had been put in place to cater for the variety of learning needs. The plan also included a field trip policy which incorporated all the elements of the school’s health and safety policy. Teachers pre-visit sites and plan suitable worksheets for the tasks to be undertaken by students during the field trip. Teachers are commended for their work in this area and are encouraged to further progress the plan by the inclusion of the following components, plans for the further integration of ICT, the implementation of active learning methodologies and the future development of teaching resources. This process will also facilitate the school’s engagement with the School Development Planning Initiative (SDPI). Reference to the ‘Guidelines for Teachers’ for the Revised Leaving Certificate Geography syllabus will provide assistance with this planning. The Geography department has no appointed subject co-ordinator but it was reported that the teachers work co-operatively in sharing all the relevant tasks associated with a subject department. It is recommended that the tasks be rotated so that each member of the Geography teaching team has the opportunity to gain the expertise attached to each task.
There was evidence of planning and preparation by individual teachers for the lessons observed. One teacher had compiled a comprehensive bank of resources including notes, overhead transparencies, worksheets, photographs and diagrams on a large number of topics at both junior and senior cycle. These were filed and organised in sequential order within individual folders. This intensive level of planning and preparation is highly commended and is an invaluable resource in the provision of good quality teaching. All lessons had a clear purpose, were logically sequenced and delivered at an appropriate pace. A range of resources was used and effectively integrated into the lesson to reinforce learning. The continued suitable use of these resources is to be encouraged and commended. In all classes homework was assigned and lessons generally concluded with a concise recap of the topic.
A review of the planning documentation indicated that in term one of first year there is an exclusive concentration on the teaching of Physical Geography. It is strongly recommended that teachers review this disproportionate focus on Physical Geography as this aspect of the syllabus imposes challenging academic demands on students. Consideration should be given to the introduction of map and photographic skills at an earlier stage in first year. Use of large-scale OS maps (1:1000) of the local area is recommended initially in the development of mapping skills. These skills could then be simultaneously developed in conjunction with the teaching of some aspects of the Physical Geography syllabus. Such an approach would enable students to participate in a more activity-based learning experience
High quality teaching and learning were observed in all of the Geography classes evaluated. All of the lessons had clear aims and the teachers shared the planned learning outcome with their students at the beginning of the class. This good practice is commended as it provides a clear awareness of the work in hand and focuses the students’ attention. Lessons were well structured, a range of methodologies was employed to deliver content and lessons concluded with homework administered to students. The topics under study in the classes observed included historical and contemporary settlement patterns, urban settlement locational factors and the political and religious divides in Northern Ireland.
A variety of teaching methodologies was used in classes at both junior and senior cycle. Classes generally began with a review of related material previously taught in order to stimulate memory and activate student engagement with the topic. This was effectively achieved through use of a rigorous question and answer session with all students included in the process. Within this context new material was introduced. In one class students were challenged to reflect on the reasons why the local town located where it did. With the assistance of a series of carefully targeted questions students were prompted and directed along specific lines of enquiry. A similar method was applied to a number of towns in the surrounding area. Using this methodology the teacher skilfully managed to elicit the relevant locational factors from them. This practice is highly commended as students are actively engaged in analysis and logical deduction and arrival at the correct information gives them a strong sense of ownership of their own learning. An overhead transparency of the main factors with a matching example was then presented to the class. It is recommended that students are instructed to take such summaries down in their copies as these can become very beneficial revision aids. In addition the provision of quiet time to do so enables students to assimilate and reflect on new subject matter. Further exploration and discussion of the factors ensued and several opportunities were exploited to link new material to previously acquired knowledge, with an accompanying quick revision of same. Throughout all the lessons there was constant referral to the local environment and the students' direct experience. The teachers are complimented for this input as it provides a meaningful learning context and increases the likelihood that students will internalise and retain their learning. To further build on this good practice of linking Geography to the real world it is recommended that consideration be given to the creation of a Geo news board. Here newspaper articles and other materials related to the world of Geography could be displayed.
Broad topics were being taught and these frequently require lengthy teacher explanations. In some cases this task was appropriately punctuated with active learning strategies and visual resources. In one class, effective use was made of the blackboard in drawing a time line to illustrate the progression of historical settlement. Following a discussion of the features that pertained to the different periods these were then outlined on overhead transparencies and students were given time to take these down in their copies. Pictures of the features were then distributed to the class. This variety in practice is highly commended and its wider use is encouraged as it promotes enjoyment of learning and visual literacy. In other classes, whilst informative and comprehensive teacher explanations were provided, it is recommended that an activity based on the lesson content be introduced to vary the lecture model. The resource materials provided by the inspector will help teachers to develop and implement such teaching strategies. It is also recommended that for expansive topics the key points are outlined on the board to assist students in managing and organising their own learning. The use of Mind Maps could be particularly useful in this regard as a means of summarising material and helping students to establish connections between different parts of the topic.
Good attention was paid to the language of Geography in all classes. In one lesson students were provided with key terms pertinent to the topic and were directed to write them in their copies. The terms were thoroughly explained and frequently reinforced in class. The provision of such relevant vocabulary is in line with best practice.
Homework was assigned in all classes. In one class students were required to draw symbols representing the two communities in Northern Ireland. This task was linked to visual resource materials that were distributed by the teacher. The use of such creative exercises is commended as it promotes reflection, enhances learning and caters to various learning styles. In one class a worksheet was distributed to students and the teacher went through questions, clarified any difficulties and directed attention to particular points. Students were advised to present their written information in line with marking scheme requirements. This appropriate focus on examination requirements is highly commended in preparing students to achieve maximum success.
The classroom atmosphere in all lessons was inclusive and pleasant. There was good rapport between students and teachers in a secure and work-oriented environment. Students were addressed by first name and affirmed for all their efforts. It was evident that students were attentive and readily engaged with all classroom activities. Excellent discipline was a feature of all classes observed and students were at all times courteous.
In all classes observed, students had a good knowledge of the topics for study. Their ability to analyse information, explore independently and draw conclusion was apparent in the question and answer sessions. The quality of students work as evidenced in their notebooks was of a high standard and is to be commended. Notes were organised, maps and diagrams were well presented and homework was completed. The Geography classrooms had commendable displays of student project work including colourful well labelled posters on a variety of geomorphic processes and features. Healthy cross-curricular links have been forged with the Art department.
A variety of assessment procedures is used by the teachers in St. Joseph’s Secondary School. Assessment on an ongoing basis is carried out in class through questioning, correction of homework and student completion of worksheets. Oral assessment was incorporated into all lessons. Students were frequently questioned on topics to check levels of comprehension and learning. The students were appropriately affirmed for all their efforts. Homework was corrected and sometimes commented on. This provision of feedback to students is highly commended as students are informed about their strengths, weaknesses are identified and ways to improve are outlined. This knowledge is invaluable to students in enabling them to progress the quality of their work. The extension of this good practice to all classes is advocated. Teachers are encouraged to further develop their methods of assessment particularly with reference to Assessment for Learning principles. The documentation on this topic provided by the inspector will assist teachers in implementing these principles into their assessment procedures.
Project work forms an important element of achievement at both junior and senior cycle. Students have undertaken research on a number of topics including the Corrib Gas Field and its benefits to Mayo, coastal processes, Charlestown as a nucleated settlement and have researched the findings of a local archaeological dig. The completed projects are displayed in the classrooms with notes of explanation, drawings of artefacts, photographs and diagrammatic presentation of findings. This good practice of promoting learning through participation in project work is most laudable as it encourages students to engage in independent learning, promotes the use of ICT and links Geographical theory and concepts to the real world.
High priority is placed on the completion of homework and this is reflected in the whole school policy on homework. Homework records are maintained by teachers and parents are contacted if the need arises. This practice is highly commended as homework plays a crucial role in consolidating student learning and parents are also proactively included in their childrens’ educational progress. To further advance this good work the school is initiating an official school journal system in September 2006.
Formal assessments include regular class tests and Christmas and end of year examinations. State examination classes take a formal Christmas examination and pre-examinations in the second term. The results of all assessments and examinations are reported to parents through written school reports and at parent-teacher meetings. Parent-teacher meetings for each group are held annually and this affords parents the opportunity to meet teachers and discuss students’ progress.
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 principal and with the teachers of Geography at the conclusion of the evaluation at which the draft findings and recommendations of the evaluation were presented and discussed.