An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

Subject Inspection of Geography

REPORT

 

Saint Michael’s Community College

Kilmihill, County Clare

Roll number: 70860W

  

Date of inspection: 14 May 2007

Date of issue of report: 6 December 2007

  

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

 

 

 

 

Report on the Quality of Learning and Teaching in geography

 

 

 

Subject inspection report

 

This report has been written following a subject inspection in St. Michael’s Community College. 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.

 

 

Subject provision and whole school support

 

St. Michael’s Community College is a co-educational school within the area of responsibility of County Clare Vocational Education Committee. There is good whole school support for the organisation and teaching of Geography. High expectations are set for learning and as many students as possible are encouraged to take higher level Geography by their individual teachers. Geography is a compulsory subject on the first year curriculum and is assigned three class periods per week. On entry into second year students are provided with an open choice between Geography and History. A significant majority of students opts to study Geography. There are two class groups in both second and third years. The time allocation for the subject increases to four teaching periods per week for these two year groups.

 

For the Established Leaving Certificate Geography is an optional subject. Students have an open choice when choosing their senior cycle subjects. Access to Geography at this level is accommodated through its availability on two of the four optional subject bands. Students are informed by teachers of the various subjects and are supported and advised by the guidance counsellor in making subject choices. An open night is held for parents in the course of which they have the opportunity to discuss the various programmes and subjects on offer with school personnel. The school is commended for this supportive work. There are two class groups in both fifth and sixth years. The time allocation for the subject is in accord with syllabus requirements.

 

All geography class groups are mixed ability in nature. In one class key word lists on some topics were displayed on posters. This is good practice and its use is strongly encouraged in all classes. These would assist the students’ linguistic development in Geography and thus enhance their accessibility to the subject. In this regard it is recommended that key word lists on the various topics are prominently displayed as they are being taught. At the start of the school year teachers are informed of children with special educational needs. Further communication and feedback between teachers and the learning support personnel occurs at the end of September. Teachers can obtain advice from the learning support teacher on methodologies that are suitable to meeting the needs of individual students. It was reported that more formalised supports need to be put in place to assist subject departments in differentiating the syllabuses so as to cater for the needs of all students within the mainstream setting. It is recommended that this work be advanced as a matter of priority. It is also suggested that the expertise of the Special Education Support Service (SESS) be accessed to support this work.

 

School management is supportive of the continuing professional development of teachers and has provided for whole staff in-service in subject department planning. The Geography teachers have been facilitated to attend the recent in-service for the Revised Leaving Certificate Geography syllabus. Some of the teachers have also availed of opportunities to enhance their professional development through membership of the Association of Geography Teachers Ireland (AGTI).

 

The Geography department has access to a good range of resources to support teaching and learning in the subject. The majority of the Geography teachers are provided with base classrooms. Their rooms were decorated with a variety of maps, geographical posters and had student project work on display. Teachers are commended for promoting the visible presence of the subject. The physical decoration of these rooms creates a motivational and rich geographical learning environment. It is recommended that maps of Ireland, Europe and the world be displayed in other classrooms where Geography lessons are held.

 

The school has broadband internet access and there is one computer laboratory which can be reserved by subject departments through a booking system. Teachers have access to a computer and printer in the staffroom to facilitate the preparation of class materials. It was reported by the Geography teachers that their use of Information and Communication Technologies (ICT) is limited due to the lack of mobile ICT facilities and difficulties in accessing the computer room arising from the pressure of demand. In the context of future timetabling and/or resource development it is recommended that school management address these issues. It is also recommended that the Geography teachers prioritise the increased integration of ICT to support teaching and learning in the subject. The planned upgrade of ICT facilities is a welcome development as this will enable the use of the OSi Trail Master (Ordnance Survey Ireland).  

Planning and preparation

St. Michael’s Community College is actively engaged in the school development planning (SDP) process.  A range of policies has been developed such as enrolment, discipline, homework and health and safety. In addition the school is working on a number of draft policies including substance abuse, guidance and special needs. This work is commended and encouraged.

 

Formalised subject department planning commenced in 2006. The services of the School Development Planning Initiative (SDPI) have been engaged to support and assist staff with this work. A Geography department structure is in place with an appointed co-ordinator. It is recommended that this role be rotated so that all members of the Geography teaching team can share collective responsibility for the development of the department.

 

The Geography teachers have worked collaboratively in developing a Geography policy document. The good work achieved to date has been facilitated by the provision of four formal planning meetings per year. The subject plan contains long-term schemes of work for each year group which outline the sequence of topics to be taught. It is recommended that these long-term curricular plans are developed into more detailed short-term schemes of work. In this respect future planning should give consideration to the integration of methodologies, ICT and resources to be used in the presentation of the various units of the Geography syllabuses. The expected learning outcomes for each year group should also be outlined within these schemes of work.

 

A review of the first-year curricular programme should also be undertaken as part of future planning for the subject. It is recommended that some less technical aspects of the Geography syllabus are taught at this stage. The introduction of map and photograph skills at an early stage in first year is also encouraged. The use of large scale (1:000) maps and aerial photographs of the local area would provide for a more familiar and activity-based introduction to the subject. The resource material provided by the inspector will provide some ideas on developing a programme for junior cycle Geography.

 

The Geography teachers had planned and prepared for the lessons observed. This was evident from the teachers’ knowledge of the subject, the pre-preparation of overhead transparency notes and the provision of visual stimuli and other resource materials to direct and support student learning. Teachers have developed their own stock of resources which were compiled in folders.

Teaching and learning

The lessons observed had definite aims which were shared with the students at the beginning of the class. Effective teaching was observed during the course of the evaluation. A variety of teaching methodologies was used to present lesson content in a structured and organised manner. The topics under study in the classes visited included regional Geography, vulcanicity, population and the writing of a fieldwork report.

 

In some classes revision of topics formed the focus of class work which was appropriate for the time of year. The students were very well advised and assisted in preparation for the impending State examinations. A sample examination question was analysed in detail and the students were provided with a clear format to follow in organising and presenting their answers. The marks assigned to each aspect of the question were identified in conjunction with appropriate time allocations. There was excellent whole-class evaluation of students’ answers as they read aloud their points. This evaluation included calculating the number of significant relevant points (SRPs) required to obtain full marks and identifying omissions of essential information in the students’ work. This thorough preparation for examinations is in line with best practice and is highly commended.

 

A variety of methodologies featured in the majority of classes including questioning, whole class teaching and the presentation of material on the whiteboard and overhead projector transparencies. All important points were very well explained. The students were appropriately challenged by a mix of lower and higher order questions to assess their understanding and consolidate lesson content. This balanced strategy added to the participation of all students in the lesson.

 

Overhead transparencies were used to provide students with notes on topics. It is recommended that such notes should be short and restricted to main points. These notes could then serve as a useful summary of the topic.  It is suggested particularly in the case of topics which are being revised that consideration be given to the use of mind maps to present lesson content. These can be an invaluable resource in assisting students to establish links between the various parts of the subject matter. They are also quickly and easily developed and serve as a valuable revision aid.

 

In some lessons visual stimuli including maps and photographs were used to support student learning. These stimuli were most effective in engaging student attention and in conjunction with informative teacher explanations provided for an interesting and comprehensive overview of the topic under study. The extended use of such learning aids is encouraged in creating stimulating learning experiences.

 

The provision of fieldwork at junior cycle is highly commended. This work enables students to experience the practical application and implementation of geographical concepts and skills in the real world. A systematic and structured approach was adopted in undertaking a geographical investigation of the local settlement and its functions.  It was evident from students’ responses that they had acquired a clear understanding of the concepts being studied. It is recommended in order to increase the learning outcome that the students are required to document the experience in the field in their own words as an alternative approach to whole class recording of the information. This will afford students the opportunity to consolidate the knowledge gained in executing the exercise.

 

Classroom management was effective in all classes. Students were supported and encouraged to participate in all lessons. All of their contributions were affirmed and their questions were addressed by teachers. During the completion of class tasks the teachers circulated and provided guidance and assistance to any individuals experiencing difficulties.

 

Students participated well in all class activities and discussions. Their responses to questions reflected a good level of knowledge. Evidence of learning was also visible in students’ copybooks. The work they had completed on a range of topics was of a good standard. In all cases the classroom atmosphere created an environment conducive to learning.

Assessment

 

Formal assessments include regular class tests and formal examinations are held at November, Christmas and at the end of the school year. Informal assessment occurs on a continuous basis in classes through questioning, discussion and the monitoring of homework and class assignments.  Records of students’ assessment results, attendance and homework are maintained by teachers.

 

The school encourages regular contact between teachers and parents in relation to the students’ progress. The journal is used as an ongoing channel of communication in monitoring the completion of homework. In the event of student underperformance the parents are informed by letter and are  invited to make contact with the school to discuss the issue. Feedback to parents is also provided through parent-teacher meetings and the issuing of written school reports. This level of home-school communication is commended and reflects the commitment of the teaching staff to further motivate students to achieve their potential.

 

State examination results are analysed on an annual basis. The outcomes of these analyses are used to inform subject planning and curricular provision as is deemed necessary. This is good practice.

 

Samples of students’ copybooks were viewed. It is clear that homework is regularly assigned and corrected. The consistent whole-class correction of homework is encouraged as both a learning and assessment tool. There was evidence of monitoring of students’ written work which contained some developmental comments. This annotation is commended as it assists students in advancing the standard of their work. There is scope for the further development of this practice in all classes. It is recommended that assessment for learning (AfL) principles be further developed on student work taken up for correction to include more detailed feedback on their strengths in addition to areas that require further development. The website of the National Council for Curriculum and Assessment (NCCA) at www.ncca.ie has useful information on AfL principles.

 

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 teachers of Geography and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.