An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Irish
REPORT
Schull Community College
Schull, County Cork
Roll Number: 71102I
Dates of Inspection: 26 / 27 April 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 Irish
Subject inspection report
This report has been written following a subject inspection in Schull Community College. It presents the findings of an evaluation of the quality of teaching and learning in Irish 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 and to the Irish teachers.
Subject provision and whole school support
There is a very close connection between Schull Community College and the community of the Mizen Head Peninsula and the college serves the community well. The central role of the college in the life in the community is recognised, and this very close connection influences many of the events held in the college or organised by the college. A significant feature of the Mizen Head community is the number of people from other countries who have settled in this area in recent years. The intercultural community of the college is a good reflection of this, and it is very satisfying to observe people working for each other and for the community of which they are all extremely proud.
The school timetable is very supportive of Irish. Second-year, third-year, fifth-year and sixth-years students all have five Irish classes per week. First-year students and Transition Year (TY) students each have four Irish classes per week. Students are streamed by ability from second year onwards. Irish classes are timetabled concurrently for each year group from second year to sixth year, which gives students the opportunity to move from one level to another if this is considered appropriate. An extra class is arranged after school in the second term for sixth-year students and this class focuses specifically on preparation for the oral Irish examination.
Forty-five students are exempt from studying Irish. Thirty of these students are from abroad and the remainder have specific learning difficulties. School management adopts a strong position regarding exemptions and every support is available to students to enable as many of them as possible to study Irish. The close connection which one of the teachers has with special education is very helpful in this regard. Indeed, many of those students who are entitled to an exemption actually study Irish. Every effort is made to include students with exemptions in activities related to Irish, such as research projects, quizzes or céilíthe, whenever possible. This mainly applies to TY students. All those involved in this are to be commended. This indicates that Irish is viewed as a core element of the educational provision in the school.
Meetings of the Irish department are held regularly. Minutes of these meetings show that teachers meet formally at least once a month. The topics discussed include students’ abilities, planning, extra-curricular activities, school trips, guest speakers, as well as classroom practice and other factors that are integral to the process of teaching and learning, such as the reluctant learner, indicators of good practice and specific learning difficulties.
The keen interest which the Irish teachers take in their own subject-related professional development is evident by their recent and ongoing participation in relevant courses. Some teachers have completed the TTG (Certificate in Teaching Irish), a modular course organised by the Second Level Support Services (SLSS), and some of the teachers have also completed courses on the use of technology in the classroom, such as Eurotalk. All the teachers are members of Comhar na Múinteoirí Gaeilge and they regularly attend meetings of Comhar. Some of the Irish teachers have had experience teaching on Irish Summer Courses. They also attend various workshops and seminars, for example, a film workshop, Spring Lectures on Language Learning. Knowledge gained from these courses is then shared with the rest of the team. Teachers are commended for what they have achieved in the teaching of Irish and for the ongoing interest they show in their own professional development.
It is of great benefit that most of the Irish teachers have their own base classroom where they can display materials as appropriate. It is also very helpful for the teacher to have a specific area for storage of teaching and learning materials. A specific area for the display of Irish-related notices and posters has been designated and this is an effective means of informing the college community about Irish events. However, it would be beneficial to have the Irish language more visible in other areas of the school, particularly at the entrance point to the school. In support of this, it was recommended that bilingual notices be displayed in future. School management accepted this recommendation, indicating that they intend to take the initial step in this regard by providing bilingual stationery for the school.
The whole school staff is very aware of the significant contribution of information and communication technology (ICT). Teachers understand that ICT can motivate students to learn and that it facilitates many aspects of the teaching process. It is with this in mind that the Irish department makes every effort to use such facilities. The school has a new multi-media laboratory, as well as many other facilities which include digital video cameras, filming and editing equipment, video-recorders and DVD players.
Irish is supported by a wide and interesting variety of extra-curricular activities. A group of students comes together once a week for a music session. Students are brought to workshops such as literary workshops, and guest speakers invited to the school have included Pat Speight and Maidhc Dainín. An Irish Award is presented at the annual prize-giving ceremony. Gaeltacht scholarships are awarded to students by the Vocational Education Committee and by the GAA. Groups are brought to the Gaeltacht for weekends and some students spend three weeks in the Gaeltacht during the summer
Every effort is made to encourage and motivate the school community and the wider community during Seachtain na Gaeilge. Students from the school sing at the Irish Mass and students from the local primary schools and from the college come together for street music sessions. The school organises a poetry competition and students participate in many national competitions, including an art exhibition, creative writing, seanfhocail and video-making competitions.
Planning and preparation
The Irish department is to be commended for their dedication to the process of collaborative team planning and praise is due in particular to the teachers for the detailed discussions they have had on many aspects of the teaching and learning of Irish. Members of staff are strongly of the opinion that co-operative planning greatly enhances teaching and learning experiences. It was evident that a whole-school approach has been taken to collaborative planning and staff members are of the opinion that the influence of this team work can be seen in all classes in the college.
The Irish department has a master-file for planning, where all relevant documentation pertaining to the teaching of Irish in the school is retained. The file provides specific data on what is taking place in Irish classes as well as any additional activities that are organised to support Irish. Particular focus is placed on learning and teaching and some of the materials in the file refer specifically to learners’ needs and to teaching and learning resources. Topics discussed at planning meetings of the Irish department include long-term planning, learning objectives, good teaching practices and the exchange of ideas. The extent to which teachers have engaged in reflecting on their practice and the openness with which they approach their work is commendable. Team planning is a continuous process and it is recommended, as part of the next step, that greater consideration be given to appropriate and effective teaching strategies, in order to provide opportunities for authentic use of the target language for real communication (fíorchumarsáid) during the Irish lessons. It is recommended that particular attention be given to the utilisation of effective teaching resources, for example, photographs, magazines, worksheets or flashcards to encourage students to communicate orally.
Every teacher engages in individual planning and personal planning files were made available. It was good to note the connection between the teachers’ own objectives and the overarching objectives identified by the Irish department, the development of students’ oral language skills being the main objective in each case. In one instance, there was evidence of an ongoing focus on learning outcomes and this reflection informed subsequent lessons. This is very good practice insofar as it ensures that teachers focus specifically on the main learning needs of those students in their care. It would be good to see this practice extended to all classes. This would not only help the teachers in their approach to individual planning, but would also encourage discussion of the effectiveness of various teaching strategies.
Transition Year students have a varied and enjoyable programme available to them. Special emphasis is placed on the development of oral language skills. Activities and tasks that provide students with opportunities to use and to practise their oral Irish as often as possible are organised. This is very good practice as it acknowledges the need to develop learners’ oral language skills in order to fulfill the specific objectives of the senior cycle programme.
Teaching and learning
Irish was the main language in use in the classes observed insofar as the teachers spoke in Irish to the students. It was evident that students understood what the teachers said and in certain classes students had the ability and the confidence to discuss orally the content of the lesson. Teachers are commended for developing this ability and confidence in these particular students. It was felt, however, that, overall, more opportunities could have been created for students to speak in Irish in most of the lessons observed. It is recommended that further efforts be made to create as many opportunities as possible for authentic communication (fíorchumarsáid) during Irish lessons. Teachers should provide students with the tools to engage in real communication by practising the expressions and structures required at the pre-communicative stage of the lesson. In the department’s stated learning objectives, most emphasis is placed on the development of spoken Irish, thus challenging the Irish teachers to implement teaching strategies that will improve students’ oral skills.
The majority of classrooms had appealing wall displays of posters, samples of students’ work, charts displaying useful phrases and vocabulary for different topics, and photographs of Seachtain na Gaeilge and other Irish-related activities. The manner in which events pertaining to Irish are promoted and celebrated publicly, especially within the classrooms, is commendable. It is recommended that this be further developed and expanded as this not only instills a sense of pride in the students but is an effective way of encouraging them to improve the quality of their work.
A range of different activities was in evidence during the lessons observed. The students engaged in written activities and in pair work. They engaged in question-and-answer sessions and in open discussion on the relevant topics. One class took place in the multimedia laboratory where students, using computer software, worked independently through the stages of an Irish lesson. Planning for a variety of student activity in Irish lessons is important, as it not only helps to keep the pace of the lesson moving but also ensures the students’ ongoing engagement. In some instances, it was recommended that a wider range of practical student activities, encouraging self-directed learning, be incorporated into the lessons.
A pleasant atmosphere prevailed in all classrooms visited. Teachers’ planning for lessons was comprehensive, ensuring a good lesson pace and structure. Students generally displayed a good understanding of the content of the lessons and were able to engage with the tasks expected of them. In one or two classes it was felt that there was an over-reliance on the translation of classroom instructions as a means of ensuring student understanding. It is advised that translation should be avoided if at all possible, particularly regarding the metalanguage used in the lesson. It was felt overall that a higher standard of Irish could be expected in some classes and that students should be encouraged to take more responsibility for their own learning. Teachers are advised to discuss effective implementation of strategies, such as pair and group work, which would increase students’ participation in communicative activities in class.
A wide range of resources is used during Irish lessons. During the inspection dictionaries, worksheets, DVDs, flashcards, the overhead projector and the multimedia laboratory were used in lessons seen. It is to be commended that there was no over-reliance on textbooks and this enhanced the teaching and learning. Every effort is made to avail of ICT as a teaching and learning aid, particularly in Transition Year. A film clip, which had been made and edited by the students themselves, was shown in one particular lesson. TY students complete a research project as part of the Green Schools Initiative and they present the findings of their research to their fellow students in Irish as a PowerPoint presentation. This is very good practice as it is an effective way of teaching complicated terminology in a practical and enjoyable manner.
For the most part, the content of lessons reflected students’ interests and abilities, which motivated them to actively participate in the activities of the lesson. Holidays and illness were some of the subjects discussed. In the lessons where aspects of literature were discussed, this was done in the context of students’ own experiences, something which allowed them to give their own views on the subject. Those teachers who gave the students the opportunity to speak freely and to give their own views on the content of the lesson deserve great praise. This is good practice in that it indicates to young people that their views are valued, and creating a forum for open discussion is a positive feature of classroom practice. It was recommended that this practice be extended to include all Irish classes, and that particular emphasis be placed on the language structures required to do this.
Assessment
The college has an assessment policy and a comprehensive system of evaluation has been established. This policy acknowledges that assessing students’ progress is integral to the learning process. The various types of assessment, such as class examinations, project work and practical work are outlined in this policy. It is to be commended that the assessment policy includes procedures for students who are entitled to reasonable accommodations in the state examinations and these students are similarly accommodated during house examinations.
Both learning and written work of students are regularly assessed. Teachers collect students’ copybooks to further analyse the work completed by students and often avail of the opportunity to provide students with more detailed feedback by including a comment. It was recommended that students be asked to correct their mistakes in every written exercise corrected by the teachers. It was also recommended that students be asked to correct each other’s homework from time to time so that they would understand the importance of accuracy in written and in spoken Irish.
Students are regularly assessed during Irish lessons and results recorded. Emphasis is placed on continuous assessment and on project work, particularly in Transition Year.
House examinations are arranged at Christmas and in the summer. The results are submitted to the e-portal system, which makes them accessible to all staff members. In some particular cases a result for the year’s work is included in the mark given in the house exams, a practice which is commendable. It would be well worth developing this, particularly in relation to oral Irish. It is recommended that a mark be assigned to the effort to speak Irish in class. Not only would this acknowledge students’ spoken ability but it would entice them to speak Irish communicatively during the Irish lessons.
Certificate students have mock examinations in the Spring. These mock examinations are a good opportunity for candidates to become familiar with the rubrics and layout of state examination examination papers and to give students practice in time management.
It is recognised that assessment has relevance for students, teachers and parents and every effort is made to provide information to all of these people. A report based on the house examinations is issued to homes, a practice which gives all parties access to the information available. Additionally, meetings are arranged between the parents, the students’ teacher and the student, which provides for a transparent system of communication ensuring that all parties are equally aware of all aspects of students’ progress.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· The key role which the college plays in many aspects of the local community is acknowledged and this very close connection informs many of the activities that take place in the college.
· The timetable provides strong support for Irish.
· The keen interest which the Irish teachers take in their own subject-related professional development is evident by their recent and ongoing participation in relevant courses.
· Teachers and students of Irish have access to a wide variety of teaching and learning materials, particularly in the area of ICT.
· There is an extensive and wide-ranging programme of extracurricular activities that is supportive of Irish.
· The commitment of the Irish department to the process of collaborative planning is impressive and their detailed discussions and extensive reflection of many aspects of the teaching and learning of Irish is commendable. They deserve praise for the openness they bring to team planning.
· It was good to note the connection between the teaching objectives identified by individual teachers and the overall objectives of the Irish department – the development of students’ oral language skills is the main objective in each case.
· A varied and enjoyable programme has been designed for Transition Year students
· Irish was the main language in use in the classes observed insofar as the teachers spoke in Irish to the students. It was evident that students understood what the teachers said and in certain classes students had the ability and the confidence to discuss orally the content of the lesson.
· The manner in which all Irish activities are publicly announced and celebrated within the school is praiseworthy.
· A wide range of resources was used in the Irish classes. Every effort is made to avail of ICT as a teaching and learning aid, particularly in Transition Year.
· Those teachers who gave the students the opportunity to speak freely and to give their own views on the content of the lesson deserve great praise.
· The college has an assessment policy and has established a comprehensive system of assessment based on this policy.
· Meetings are arranged between the parents, the students’ teacher and the student, which provides for a transparent system of communication ensuring that all parties are equally aware of all aspects of students’ progress.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that Irish be more visible on signage and on the official stationery of the college.
· It is recommended that teaching strategies used in the Irish classes provide every opportunity for students to engage in authentic communicative interactions on the topics in which they are most interested.
· It is recommended that students’ oral language skills be included as part of the internal assessments procedures (house examinations) in the college.
Post-evaluation meetings were held with the teachers of Irish and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.