An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

Subject Inspection of Geography

REPORT

 

Coláiste Mhuire

Ballygar, County Galway

Roll number: 62900M

  

Date of inspection: 12 February 2007

Date of issue of report:  20 November 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 Coláiste Mhuire, Ballygar, conducted as part of a whole school evaluation. 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.

 

 

Subject provision and whole school support

Geography is in a strong position in Coláiste Mhuire. It is a core subject at junior cycle and has a significant uptake at senior cycle as an optional subject. Geography is also offered as part of the Transition Year (TY) programme and has a generous time allocation of three class periods per week throughout the year. This provision consists of a number of modules including a study of a local factory and an examination of changing land use patterns in the town of Ballygar. Students have also undertaken an exploration of the origin of local place names. This course provides opportunity for the development of skills acquired at junior cycle and is commended for its use of the local environment in exposing students to a practical and varied Geography encounter. This is in keeping with the spirit and philosophy of transition year.

  

Students are well supported in the selection of programmes and subjects prior to entry to senior cycle. All third year students have timetabled guidance classes to assist them in making appropriate subject choices. It is now planned to introduce an information evening for parents as a further supportive measure to assist students in making informed decisions. This planned provision is commended. The school operates a student-centred approach to the selection of subjects at senior cycle through the provision of an open choice system of subject selection. Every effort is made to facilitate students in their preferred choices within the confines of available resources. Student access to Geography is commendably accommodated through its availability on two of the four optional subject bands. 

 

There are two classes of mixed ability in 1st year and 2nd year. In 3rd year a streamed system is introduced with one class designated as higher level and a second class which is mixed ability in nature. While these classes are not timetabled concurrently it was reported that as many students as possible are encouraged to take higher level Geography. This is commended as the junior cycle Geography syllabus is designed as a common syllabus with a small number of extra settings for higher level students only. Of those students doing ordinary level it is encouraged that they follow the higher level syllabus for as long as possible before deciding on level of uptake for the Junior Certificate.

Favourable time-tabling supports the subject with three teaching periods per week allocated to Geography at this level.  Classes generally retain the same teacher from first year to third year and this is commended in facilitating the implementation of a consistent pedagogical approach. The time allocation for senior cycle Geography is in line with syllabus requirements and there is an appropriate mix of single and double class periods. At both junior and senior cycles classes are generally well distributed across the days of the week.

 

The school benefits from a good level of resource provision and whole school support for the subject. The school is supportive of the continuing professional development of its teachers and the senior cycle teachers have attended the recent in-service for the Revised Leaving Certificate Geography syllabus. It is recommended that the resources obtained at these courses be shared amongst all members of the teaching team as many of them are relevant for use at junior cycle. Teachers collaborate in the management of resources which are centrally stored and readily accessible. A broad range of subject specific resources is available within the Geography department including Ordnance Survey (OS) map extracts of varying scale, aerial photographs, wall maps and charts, overhead projectors, fieldwork instruments, digital camera and a range of subject related videos and CDs. It is recommended in the planning for the future development of resources that the provision of large European and world maps in all base classrooms be considered.

 

All classrooms are broadband enabled and networked with internet access. The geography room is equipped with a computer and printer. There are currently seventeen available periods of access to the computer room that can be reserved by teachers. School management is commended for this provision as it will facilitate the increased integration of ICT into the teaching and learning of Geography and the full use of resources provided by the Geography Support Service. During the evaluation there was evidence of the use of Information and Communication Technologies (ICT). Increased integration of ICT is strongly encouraged as a means of providing students with a visual exposure to Geography and in supporting teaching and learning in the subject. Some teachers have considerable ICT skills and have demonstrated a commendable willingness to assist colleagues in the use of computers. It is recommended that time be made available, perhaps on staff development days, to further facilitate this good work or that teachers are facilitated to participate in ICT training courses. Such training will enhance the confidence of teachers to fully exploit the potential of ICT as a valuable teaching and learning resource.

 

 

Planning and preparation

 

Subject department planning commenced during the 2005-2006 academic year as part of the school development planning process. The Geography teachers work well together in a collegial and collaborative manner. Formal meetings are held on a number of occasions during the year and are complemented by several informal meetings to discuss subject related issues as the needs arise.

 

A subject co-ordinator has been appointed. It is recommended that this position is assigned on a rotational basis so that all of the Geography teachers can acquire the leadership skills that such a role entails. This will also foster a sense of collective responsibility for the development and future direction of the department.

 

The Geography department has developed a subject policy document. This plan included reference to textbooks and course materials, homework procedures, assessment, record keeping and reporting procedures amongst other things. There are long-term schemes of work for junior and senior cycle classes which detail topics to be covered within specific timeframes. It is recommended that these be further developed for each year group to include the identification of appropriate resources for the various units of the syllabuses, the methodologies suitable for their delivery and the assessment methods employed to evaluate student progress. The subject syllabuses, ‘Guidelines for Teachers’ and the resource materials provided by the Geography Support Service will suitably inform this planning. This work will necessitate further dialogue among the teachers and will facilitate the sharing of ideas, resources and practice.

 

Subject department planning is essentially continuous work in progress and so requires regular revision and ongoing development. It is recommended that the minutes of formal meetings and agreed action plans are documented. It is also recommended that a review section is included, outlining evaluation of implemented plans and detailing any improvements or changes that may be required. These recordings will support continuity of planning.

 

It was noted that the 1st year curricular programme consists entirely of physical Geography and meteorology. These areas of the syllabus contain a multiplicity of technical terminology and complex processes and are thus theoretically challenging. In this context it is recommended that this provision be reviewed. An alternative more activity-based approach would be the development of map and photograph skills at an early stage in first year. The use of large scale (1:1000) maps and photographs of the local area would be ideal in introducing a familiar start to the subject. If physical Geography is to continue in first year it is strongly recommended that these topics are treated in a general manner and are revisited in second and third year for further development in line with syllabus requirements.

 

Teaching and learning

A high standard of teaching was evident in the classes evaluated. The topics under study included fluvial processes and resultant deposition, coastal processes and landforms, soil types and an examination of local place names. Teachers employed a suitable range of methodologies to engage students in the learning process and to deliver course content. The use of an intensive questioning strategy featured prominently in all classes to review material from the previous lesson and to ascertain the level of student knowledge and understanding. This questioning was always relevant and clear and resulted in a comprehensive overview of past learning prior to the introduction of new material.

 

In all classes the learning objective was clearly communicated to students. This good practice is commended as pre-informing students of the work to be done focuses their attention on the learning task and encourages students to be more responsible for their own learning.

 

New material was presented in a variety of ways including the use of PowerPoint slide shows, overhead projector transparencies and the whiteboard.  The lessons were well structured and key points were outlined. In one class spray diagrams generated from student contributions were effectively utilised to highlight key points. These were quickly constructed and provided simple and beneficial summaries. Their extended use in topic revision is encouraged. Students could also be challenged to develop their written answers using these key words as essential components in their work.

 

In some other classes PowerPoint presentations were employed to deliver lesson material. It is recommended that in all cases students are instructed to record main points as they are useful summaries for use in learning and revision. The provision of quiet time to do this is good practice as it enables students to assimilate and reflect on subject matter.

 

Coastal processes and landforms were superbly illustrated using a PowerPoint slide show.  The provision of these visual stimuli is commended and their wider use is strongly advocated in facilitating student learning and catering for the various learning styles found in the mixed ability classroom setting. Teacher drawn diagrams were also used to highlight the development and formation of features and to clarify particular points.

 

In some classes there was good development of lesson material to include links with related aspects of Geography and other subject such as Economics and Business. There was also good reference to students’ direct experience and immediate environment in clarifying points. This is commended in that it creates a broad, inter-related and more meaningful learning context. 

 

In cases where the textbook was referenced appropriate use was made of this valuable resource. Students were required to read relevant maps and analyse diagrams. In addition the practice of underlining key words and sentences will assist students with the future focused use of the textbook. In another instance the textbook was supplemented with the provision of more simplified notes to facilitate student understanding. This good work is acknowledged.

 

All important learning points were thoroughly explained. Every opportunity was availed of to relate new material to previous learning and this generally entailed a quick revision of same. Questioning was integrated into all stages of the lesson to engage students. It is recommended that consideration be given to strategies to further increase the active participation of students in the learning task. This could be achieved through the provision of worksheets and other practical in-class exercises

 

Students displayed a good level of knowledge as was evidenced from questioning sessions in class. An examination of a sample of students’ copybooks reflected the mixed ability nature of classes. The high quality of first year students’ physical Geography diagrams is commended and acknowledged.

 

Teachers had excellent classroom management skills. There was very good rapport between teachers and students and this was apparent in the warm and personal exchange between both parties. Students were addressed by first name and all of their contributions were affirmed by teachers. In turn students were polite and courteous and participated well in all classroom activities. This atmosphere created a positive and secure environment conducive to learning.

 

Practically all Geography classes in Coláiste Mhuire are of mixed ability. It is recommended that  to further assist teachers in their efforts to differentiate the Geography syllabus that school management give consideration to the provision of whole-staff  in-service by the Special Education Support Service. Its website at www.sess.ie will also provide valuable information to support planning strategies for differentiation within lessons in order to cater for the variety of learning needs and styles. The Geography syllabuses contain an extensive range of subject specific terminology. In the classes observed new terms were well explained as they were encountered. To build on this good work it is recommended that key word lists be compiled on the various topics and that they are displayed in classrooms as these topics are being taught.  Such displays would help to develop students’ linguistic ability and enhance their access to the subject. A glossary of terms recorded in students’ copybooks would also assist in the development of their linguistic ability.

Assessment

 

Student progress and competence is evaluated using a combination of assessment methods. Informal assessment was conducted on an ongoing basis in all classes observed. Practically all classes began with a check on homework. The teachers circulated among the students and stamped completed work. This practice of monitoring homework is commended as it serves as an additional motivational factor for students. An examination of students’ copybooks indicated a good build up of work on a series of topics. It was also evident that some work was corrected and it contained good quality developmental comments. It is recommended that all homework is corrected in a whole-class setting as a means of reinforcing and developing the learning that has taken place in class. This will provide an opportunity for students to evaluate their own work as correct answers are affirmed and common errors are identified and redressed. To complement this work it is also recommended that Assessment for Learning (AfL) principles be further developed on work taken up by teachers for correction. This extended practice would enhance learning through the provision of constructive comments on work well done, as well as highlighting areas that require development and outlining ways of improvement. The website of the National Council for Curriculum and Assessment (NCCA) at www.ncca.ie will provide useful information on AfL.  

  

Teachers integrated a variety of questioning techniques into all stages the lesson. Students were required to recall factual information and they were also appropriately challenged by some higher order questions. In some classes students were required to provide constant reiteration of key learning points throughout the lessons which beneficially supported their learning and ensured their constant attention. Every opportunity was availed of to link topics to previous learning and again students were requested to recall relevant information and apply it to the current context.

 

There was commendable variety in the type of homework assigned. This included learning work, written assignments and diagram drawing. Homework appropriate to the work on hand was set in classes and in some cases included sample examination questions. This latter practice is commended as it provides students with the opportunity to practice and develop examination techniques and answers in preparation for State examinations.  

 

 

A system of continuous assessment is operated for 1st years where an aggregate mark is awarded for their end of term result based on three tests taken during the term. Formal summative assessments are held for all other year groups at Christmas and the end of the year. State examination classes sit mock examinations in the spring.

 

Parents are regularly informed of student progress as written reports are issued on foot of all these assessments. They also receive progress reports in November and March which provide comment on students’ participation in class work, the completion of homework and behaviour. The journal system is also employed as an avenue of communication with parents. School management is commended for the formalisation of its use this year with the introduction of a weekly monitoring system by the class tutors. Parent-teacher meetings are held annually for each year group at which parents have the further opportunity to meet with teachers and discuss students’ performance. Teachers systematically keep records of attendance and assessment results which are used to inform these meetings. Teachers are commended for this important work in monitoring students’ work and informing their parents of their participation in the learning process.

 

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.