An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of Geography

REPORT

 

St Peter’s College

Dunboyne, County Meath

Roll number: 71950F

 

Date of inspection: 10 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 onthe Quality of Learning and Teaching in Geography

 

 

Subject inspection report

 

This report has been written following a subject inspection in St Peter’s 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 two days 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, deputy 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

 

The organisation, teaching and learning of Geography in St Peter’s College is very well supported by school management.  A dedicated geography room, a wide range of resources to support teaching and learning, information and communication technology (ICT) in classrooms and teacher-based classrooms have been provided.  The range of resources provided includes wall maps, charts, videos, rock samples, fieldwork instruments, Ordnance Survey (OS) maps and aerial photographs.  A catalogue of all available resources is included in the subject department plan.  The members of the geography department are involved in the continuous development of teaching resources and have targeted the creation of a school weather station as a priority.  This is encouraged as the use of weather instruments will more effectively provide students with an understanding of their operation and will facilitate an exploratory method of learning.  This level of resource provision is commended as it enables teachers to be innovative in the delivery of the planned teaching programmes to students.

 

Geography is a compulsory subject for all students in the junior cycle and is allocated three class periods per week in each of the three years.  Classes are generally of mixed ability; however, one class group in each year is created where extra support is provided to students.  It is noted that all students with special educational needs are not included in this class group.  The school has been proactive in developing strategies to cater for the variety of needs of its student population.  The National Education Psychological Service (NEPS) has provided in-service to the staff on differentiated learning and team teaching is being used in some classes to support students with special needs.  During the evaluation visit one lesson was observed where team teaching was used very effectively to support students with special needs.  The students were engaged in the planned learning activities and received one-to-one tuition as appropriate.  The school is very highly commended for these innovative practices.

 

For the Established Leaving Certificate (ELC) Geography is an optional subject.  Students and parents receive appropriate support prior to making programme and subject choices.  Support is provided by the guidance counsellors to students, in groups and individually, and by the holding of an open night for parents.  A booklet entitled ‘Senior Cycle Options’ containing information on the various programme options available in the school and information and guidance on the different subjects provided is made available to parents and students.  A copy of the booklet was provided during the evaluation.  The school is commended for this comprehensive support for students and parents as it will facilitate more informed education and career planning.  Five teaching periods consisting of two double and one single period are allocated in each of the Leaving Certificate years and this is in line with syllabus recommendations.  The uptake of the subject is in a healthy state.  St Peter’s College offers its students an opportunity to participate in a Transition Year programme (TY).  Since Geography does not form part of this programme consideration should be given to the inclusion of a module on topics from Geography in any review of the TY.

 

There are currently eight teachers of geography in St Peter’s College and they form a very clear subject department where teachers provide mutual support and share their professional expertise and teaching resources.  One teacher acts as subject co-ordinator and the good practice of rotating this role between members of the department is in operation.  Members of the geography teaching team have attended in-service provided to facilitate the introduction of the Revised Leaving Certificate Geography syllabus.

 

 

Planning and preparation

 

Subject department planning is well advanced in St Peter’s College and a very comprehensive department plan has been developed by the collaborative efforts of members of the geography department.  A copy of this plan and minutes of department meetings were made available during the evaluation visit and were discussed with the subject co-ordinator.  The plan contained teaching programmes within agreed time frames for each year group.  Agreed textbooks for each year group, the use of ICT, teaching resources, procedures in relation to assessment, recording and reporting on student progress and fieldwork were all referred to in the plan.  In reviewing the curriculum plans for each year it is suggested that the geography teachers focus on expressing the syllabuses in terms of learning outcomes rather than in terms of content alone.  This would conform to most recent National Council for Curriculum and Assessment (NCCA) recommendations.  The planned first year teaching programme contains a focus on topics from physical geography.  This places challenging demands on students at this early stage in terms of technical vocabulary, and an understanding of complex geomorphic processes.  It is recommended that in a review of the teaching programme for first year the development of map and photograph skills, using maps and photographs of the local area, takes place at an early stage.  It was noted that collaborative planning has also taken place in relation to the introduction of the Revised Leaving Certificate Geography syllabus and teachers are encouraged that in a review of this a non-linear delivery of the syllabus be considered.  Support for this is provided in the ‘Guidelines for Teachers’ issued to accompany the revised syllabus.  The role of school management in providing time for subject department planning is acknowledged.

 

During the evaluation visit it was observed that teachers are using ICT extensively both in the delivery of lessons and in the preparation of resources to support teaching and learning.  Students have also been using ICT both for research and in the presentation of their project work as was evidenced by the display of project work in a number of classrooms.  In reviewing the subject department plan these good practices in relation to the use of ICT should be documented.

 

Preparation for individual lessons showed many examples of excellent practice with lessons having clear learning objectives which were shared with students at the start of the lesson.  This provides students with a focus for their attention and gives them a sense of achievement on the successful completion of the lesson.  Learning was supported by the provision of very high quality and appropriate resource materials in all of the lessons observed.  These resources included: the OSi Trailmaster, video, transparencies for the overhead projector, worksheets to accompany PowerPoint presentations, aerial photographs, and supplementary textual material.  It was also noted that worksheets used in a number of lessons were developed in such a way as to support and scaffold student learning.  This was particularly effective where explanations of diagrams were accompanied by photographs of actual landforms.  As was appropriate at the time of the school year that the evaluation took place teachers had also provided students with worksheets aimed at revising parts of the course.

 

In almost all cases teachers made available for inspection extensive and very high quality resources they had developed over a period of time.  These showed that teachers had made extensive use of ICT both to research and to prepare materials to support teaching and learning.  This clearly demonstrates the commitment of teachers to provide high quality educational experiences for their students and is very highly commended.

 

 

Teaching and learning

 

In all of the lessons observed there were many examples of excellent practice.  Very high quality teaching and learning was evident in all lessons observed as teachers used a variety of methodologies that actively engaged students in their own learning.  Particularly noteworthy was the integration of ICT into classroom activities by teachers.  Students had used ICT for both research and the presentation of project work.  Documents provided demonstrated how students were set a task requiring an internet search.  The task was clearly outlined and students were required to prepare a PowerPoint presentation for delivery to the class and to prepare a written exercise to be completed by the other students.  This active engagement of students and the integration of ICT into the learning process is an example of excellent practice.  In a number of lessons PowerPoint presentations were used where a very visual approach had been adopted with the integration of diagrams and high quality photographs into the presentation.  There was also a very imaginative use of a video featuring the ‘Simpsons’ as a means of introducing students to Brazil, an example of a non-European region.  The use of such resources relevant to the students’ own experiences did much to add to the enjoyment of the lesson.  Best practice was observed where students did not become mere spectators to the presentations but were required to complete a worksheet prepared by the teacher.  The completed worksheet was then used as a basis for further discussion where students were guided by their teacher to explore the topic at a deeper level. 

 

In a number of lessons students were set short written tasks which could be completed individually or in pairs or small groups.  This enabled students to learn from each other and allowed the teacher to move around the classroom offering support and affirmation.  During group work students willing engaged with the inspector, were enjoying the opportunity to work together and were engaged in the planned learning activity.  Whole class teaching was also used effectively either to take feedback from group work or to enable the teacher to develop the topic further.  Another example of good practice was observed where students were engaged in a task which provided them with ‘quiet time’ to complete a set task.  This provided variety in the teaching methodology and allowed students time to assimilate new knowledge.

 

Topics taught in the lessons observed included: developing a variety of skills relating to the use of OS maps, a study of Brazil, factors affecting climate, a revision class on regional geography and coastal landforms and OS maps

 

Teachers have identified the development of appropriate geographic skills as an integral part of their teaching plan.  In a number of lessons observed there was a clear focus on the development of OS maps skills.  The skill was very clearly explained to students; the teacher demonstrated the skill and then often with the use of an appropriately prepared worksheet provided students with an opportunity to practise the skill.  The teacher then moved around the classroom offering further clarification as needed.  It was noted that students willingly sought advice and guidance from their teachers.  Topics under discussion were explored during question and answer sessions.  Teachers’ careful use of questioning challenged students to reflect on their personal experiences, to acquire new knowledge during the lesson and to offer explanations for geographic phenomena.  This approach facilitated the development of higher order thinking skills and is very highly commended.  Providing students with opportunities to offer explanations rather than the teacher providing ready made answers is a further example of good practice.  It was noted that in revising topics an effort was make to integrate and relate different parts of the syllabuses and this is good practice.  The development of students’ geographic skills is further facilitated by their engagement in fieldwork. 

 

Teachers also paid careful attention the development of students’ geographic vocabulary.  New terms were introduced at appropriate stages during lessons, were clearly explained and students were encouraged to make further use of these new terms.  The display of key words in classrooms relating to specific topics would further facilitate the linguistic development of students and should be considered.  Resource materials provided during the evaluation visit will support this development.  Completed lists of key words could also be made available to the learning support department as a means of supporting students with special educational needs.

 

Classroom management, in all lessons observed, was of a very high standard.  Clearly established routines are in place.  Students were on task, were engaged by the planned learning activities and were supported and affirmed by their teachers.  Students clearly enjoyed the lessons and the enthusiasm and professionalism of teachers for the subject was obvious.  The classrooms visited had map-rich and print-rich environments.  This is commended.  The use of a GeoNews notice board is suggested as a means of displaying photographs and articles from the print media and of establishing a clear link between the study of Geography and the world outside the classroom.

 

 

Assessment

 

St Peter’s College is one of the schools participating in the Teaching and Learning for the 21st Century (TL 21) initiative facilitated by the National University of Ireland-Maynooth (NUIM). Members of the geography department have been using ‘assessment for learning’ (AfL) principles in assessing student progress and this was evident from an examination of students’ work.  This development is very highly commended as the application of these principles, with guidance from teachers, encourages students to take responsibility for their own learning.  Teachers have provided students with opportunities to answer past examination questions, both short questions and questions requiring extended pieces of writing. Constructive feedback was provided to students as was evident from viewing students’ written work.  Students had been provided with sample answers and received clear instruction relating to appropriate answering techniques.  This scaffolding of students in preparations for examinations is highly commended.  In some instances students had engaged in project work and the display of these in some classrooms acknowledged and celebrated student effort.  The undertaking of small scale project either on an individual basis or as part of a group is very good practice as this enables students to develop as independent learners and to improve their social skills by working together to complete a given task; its wider use is encouraged.  Assessment of students was a feature of all lessons observed.  Focused questioning by the teacher, usually directed to individual names students, provided on-going feedback on student progress.  Progress is also assessed through the setting and monitoring of homework and through the holding of class tests when sections of the teaching programme have been completed.  Records are maintained for attendance, homework and test results and are used as a basis for discussion at formal parent-teacher meeting, held annually for each year group. 

 

The good practice of having separate copybooks or folders for homework and notes was noted.  Students also keep a separate copybook for OS map work.  An examination of students’ copybooks showed that work is generally of a high standard.  This reflects the high expectations teachers have of their students and is commended.

 

Formal assessments for students in first year, second year, TY, and Leaving Certificate Year 1 are held at the end of the first and third terms.  Students in third year and Leaving Certificate Year 2 undertake a period of intensive revision while examinations are in progress at the end of the first term.  This revision is delivered by the subject teachers and a formal timetable is drawn up by the school allocating specific times to each subject.  A copy of this timetable and other documentation outlining assessment procedures were made available during the evaluation visit.  It was reported that students expressed appreciation for and befitted from this planned programme of revision.  Students in these years sit pre-examinations in the second term.  The good practice of setting common tests and providing common marking schemes is in place and this is commended.  It is suggested that the geography team includes a percentage of the overall mark in formal assessments for project work, fieldwork and the quality of work in copybooks. 

 

There is scope of the school to review the levels taken by students in the Junior Certificate examination, and in so doing more students should be encouraged to attempt the higher level paper.  The high percentage of students taking the higher level in the Leaving Certificate examination is commended.

 

 

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:

 

 

 

A post-evaluation meeting was held with the teachers of Geography, the principal and the deputy principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.