An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Geography

REPORT

 

Archbishop McHale College

Tuam, County Galway

Roll number: 71390Q

 

Date of inspection: 11 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 Archbishop McHale 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

 

Archbishop McHale College is a co-educational school within the area of responsibility of County Galway Vocational Educational Committee. The school has a total enrolment of  137 students. The college offers a number of post leaving cert courses including Information Processing, Business Studies and Childcare.  There are currently fifty-eight students enrolled in these courses.

 

Geography was introduced into the school’s curricular provision in 2000. It is a compulsory subject in first year. On entry into second year students have an open choice between Geography and Metalwork. There is one class group in each of the junior cycle years.  With increasing student enrolment school management and the Geography teachers share a common goal in seeking to establish Geography as a viable subject on the school’s curriculum. To this end school management continues to implement a range of measures to support the teaching and organisation of the subject. Time allocation for the subject will involve three teaching periods per week for each of the year groups at junior cycle level from September 2007. This planned provision is commended. To further enhance this development it is recommended that future timetabling provision is mindful of distributing classes across the week to ensure that students have a balanced exposure to the subject.

 

Geography is an optional subject for the Established Leaving Certificate. Following consultation and discussion with parents and students set option blocks which are designed to facilitate optimal subject choice are presented to students. Students are well supported by the career guidance counsellor in making appropriate subject choices. An information evening provides an opportunity for parents to discuss the various programmes and subjects on offer with subject teachers and other school personnel. They are also invited to visit classrooms and view students’ work on display in the various subjects.  Incoming first year students are also assisted in making the transition from primary school to post-primary level. Sixth class students are invited to the school to visit classrooms, view the facilities and to meet their prospective teachers.  The school is commended for these provisions in supporting students at important transition points in their educational journey.   

 

There are two teachers involved in delivering the Geography syllabuses. School management has provided a broad range of resources to support teaching and learning in the subject. Whilst the Geography department does not have a fixed budget allocation school management accedes to requests for resources as the needs emerge. There is a dedicated Geography room which is primarily used by one of the teachers. This specialist room is equipped with six computers and provides for a rich geographical environment through the display of a variety of maps, geographical posters and a geo news board containing photographs and articles from the print media on some topical geographical issues. Subject to the granting of resources from The Department of Community, Rural and Gaeltacht Affairs school management plans to develop a dedicated multimedia room. This provision is encouraged as it   would enable the Geography department to further its objective to increase the integration of Information and Communication Technologies (ICT) into the teaching and learning of Geography.

 

School management is commended for promoting and facilitating the in-career development of the teaching staff. A number of in-service courses have been provided to staff by the Special Education Support Service (SESS) and the School Development Planning Initiative (SDPI). The  teachers were facilitated to attend the recent in-service for the implementation of the Revised Leaving Certificate Geography syllabus. It was also noted that the Geography teachers have undertaken a number of courses to further enhance their individual professional development. They both have extensive ICT skills and are qualified European Computer Driving Licence (ECDL) trainers. One of the Geography teachers is also a qualified learning support teacher and guidance counsellor. The Geography department also has an experienced assistant examiner at both Junior Certificate and Leaving Certificate examinations level. This comprehensive range of expertise is acknowledged and the teachers are commended for their commitment to providing a high quality service to the Geography students.

 

Supportive arrangements are in place for the induction of new and substitute teachers. They are informed by subject colleagues of policy and practice within the department and have regular meetings with the principal.  School management has developed a staff handbook which contains information on a range of important school procedures.

 

  

Planning and preparation

 

The Geography teachers have undertaken considerable work in subject department planning as is evident by the collaborative development of a comprehensive policy document. Schemes of work have been developed for each year group which provide details of content and the methodologies and resources that are employed by teachers to deliver the syllabuses. It is clear that an interesting range of websites, newspaper articles, audio-visual and other relevant supplementary resource materials are used to support teaching and learning in the various units of the syllabus. The use of these materials is appropriately integrated into subject plans.

 

A suitable programme of work is in place for first year students including population studies and the development of map and photograph skills. This provision is commended as it entails less technical aspects of the syllabus and affords students the opportunity to engage in a more practical and activity based encounter with the subject. It is recommended that timeframes are developed for the various topics across each year of the junior cycle curricular plans. Such planning would facilitate more balanced curricular provision in each of these year groups.

 

The two Geography teachers work very well together in a collegial manner and they share collective responsibility for the co-ordination of the department. They regard subject department planning as work in progress and ongoing amendments are made to the subject plan as considered necessary.  Formal department meetings are scheduled on a number of occasions during the school year and they also meet regularly on an informal basis to discuss pertinent issues. To further build on the good work achieved to date it is recommended that agreed targets and associated action plans discussed at meetings are recorded more specifically. It is also suggested that consideration be given to the inclusion of a review section which would document an evaluation of the progress achieved in implementing the planned targets. This work would further enhance continuity of planning.   

 

The Geography teachers have a very positive attitude to the use of ICT and its increased integration to support teaching and learning in the subject is one of the prioritised objectives of the Geography department. In consultation with school management it is recommended that arrangements are put in place which will facilitate increased access to the computer room for senior-cycle Geography students.  It is also recommended that the OSi Trail Master (Ordnance Survey Ireland) software is installed on the computer network.

 

It was noted that cross-curricular links and co-curricular learning opportunities are promoted and facilitated to enhance the teaching and learning of Geography. Visiting speakers are invited to the school to discuss topics of geographical relevance and fieldtrips are organised for students including a European tour. This is good practice as it enables students to link the study of Geography to the real world which provides for a meaningful learning context.  

 

Short-term planning for the Geography lessons observed was of a high standard. Teachers had prepared stimulus materials to support students in their learning and resource materials necessary to complete tasks were available to hand. All classes were conducted in an organised manner with a focus on active student learning.

 

Teaching and learning

 

In the classes evaluated very effective teaching was in evidence. Appropriate classroom routines were noted in all lessons including roll call and the communication of the learning purpose to students. Homework based on the previous lesson was corrected at the start of the class and further work was administered to students at the conclusion of the lesson. This is good practice as homework plays an essential role in consolidating student learning and in enabling students to apply their knowledge in a practical context. In this regard a creative work search exercise was used most effectively in reinforcing students’ understanding of the concept of direction.

 

A range of methodologies was employed to present lesson content and to add variety to the learning process. Active student learning featured prominently in all classes through continuous student engagement in tasks related to the content. In one class students were required to figure out how to measure straight and curved line distances using the ordnance survey linear scale. This exercise took the form of student demonstrations to the entire class group as they attempted to achieve the task. This challenge eagerly engaged students as they eventually arrived at the correct method. To further reinforce and clarify this work it is recommended that the teacher also models the procedures involved in carrying out this exercise.  Each individual student was then given the opportunity to practice the skill.

 

Student learning was supported by the use of visual stimuli and ICT resources including an interactive game based on the hydrological cycle and an animated presentation on the formation of river features. Opportunities were provided for peer learning as students were writing up a geographical investigation. This collaboration helped to activate student memory and enabled the appropriate sharing of information. The high level of participation by students in their own learning is commended as best practice. This approach was in all cases directed and complemented by clear and accurate teacher instruction at appropriate points during the lesson.

 

There was evidence of differentiated teaching strategies to meet the needs of students in the lessons observed. In one class the students were provided with a writing frame to assist them in developing and organising their answers. Differentiation by teacher intervention took place as individual students were provided with guidance as they undertook class exercises. Key word lists relevant to specific topics were in evidence in classrooms. Such displays assist students in becoming familiar with geographical terminology and technical terms. It is recommended that these are developed across all areas of the Geography syllabuses and displayed in strategic locations as the various topics are being taught.  It is suggested that a student glossary of terms recorded in their copybooks would also contribute to students’ linguistic development. There is a high awareness of individual needs and it was reported that simplified notes, tailored assessments, cloze tests, project work and writing frames are among the differentiated strategies used by the Geography teachers. One of the stated objectives of the Geography department is to further adopt and implement the methodologies suggested at the recent in-service provided by the SESS on differentiation and planning for inclusion in the mainstream classroom. This commitment to supporting the needs of all students is commended.

 

A mix of questioning techniques was used throughout all lessons to check student understanding, to guide them in practical tasks and to introduce and progress lesson content. Students’ responses indicated that they had acquired a good level of knowledge and understanding of concepts. It was clear from a sample of students’ copybooks that they had completed work on a range of topics. This work was generally of a good standard relative to the abilities of the student cohort.

 

Students were active in their learning in all classes and this created a positive and diligent learning environment. The students were actively supported and encouraged in their work. In turn they engaged in all classroom activities with enthusiasm.  A high level of mutual respect characterised the interactions between the students and the teachers.  

 

Assessment

 

A variety of assessment procedures is employed by teachers to monitor students’ learning. Formal assessments are held at Christmas and the end of the year for non-examination students. Third and fifth year students also have pre-certificate examinations in the spring. The level of student performance in State examinations is analysed annually. This practice is commended.

 

School management encourages parents to maintain contact with the college in relation of their child’s education. The school promotes an open approach to communicating with parents. Formal written reports are issued to parents following the aforementioned assessments. Teachers utilise the school journal as an additional mechanism for communicating with parents. Annual parent-teacher meetings for each year group also provide a suitable forum for discussing students’ progress.

 

Informal assessment is conducted on an ongoing basis in the subject. Student knowledge is tested through the use of global and directed questioning strategies, class exercises, project work and correction of homework. The teachers circulated among students monitoring their progress as they completed written tasks. Given the small numbers in some classes it was possible for students to obtain significant individual help from the teacher if required.

 

The importance attached to homework is reflected in the school policy on homework which provides advice on homework practices and outlines the responsibilities of the various educational partners. The Geography department regards homework as an integral part of the learning process. There was clear evidence that homework is regularly assigned and corrected. It was also clear from viewing a sample of students’ copybooks that teachers provide some developmental comments on students’ written work. The use of comment-based formative assessment is in line with best practice and its increased use by the Geography teachers is further encouraged. Such feedback in addition to acknowledging the students’ strengths provides invaluable guidance to students on how best to improve their work. The website of the National Council for Curriculum and Development at www.ncca.ie will provide information on the development of assessment for learning ‘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.