An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Geography
REPORT
St Vincent’s Secondary School
St Mary’s Road, Cork
Roll number: 62590A
Date of inspection: 14 February 2007
Date of issue of report: 6 December 2007
Subject provision and whole school support
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 Geography. 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 and subject teachers.
Subject provision and whole school support
Geography is a compulsory subject in junior cycle in
the school and is allocated two class periods per week in the first year. This
increases to four class periods per week in both second and third year. This
generous allocation of time to the subject in both second and third year is to
be commended. Geography is included in the optional Transition Year (TY)
programme and is allocated just one class period per week. This allocation is
increased in the latter half of the school year, once the TY students have
completed their involvement in the annual school show. The well-planned TY
programme focuses on the geography of
Uptake of Geography in senior cycle is low. The subject choice structure in advance of transfer to senior cycle requires students to choose from established and fixed option blocks of subjects. Geography is placed on one option block with History, Physics and Home Economics. There are four option blocks to allow for the choice of four subjects for senior cycle. This rigid structure limits access to both Geography and History and also forces students to choose between both subjects. Uptake of Geography is also limited by the requirements of the Leaving Certificate Vocational Programme (LCVP). Both Geography and History are not accepted nationally within the vocational subject groupings to qualify for the programme. It is recommended that subject choice at senior cycle should be reorganised to maximise the range of choices available. Students should be given an open choice of subjects for senior cycle. From their first choices, flexible option blocks could be created appropriate to the teaching resources that are available. Students would then select their subjects from these option blocks. This open choice structure would allow more choice for students in choosing their subjects and could allow more access to Geography.
Uptake of higher-level Geography is also low. An analysis of the uptake pattern shows that a significant number of students are taking ordinary level for both Junior Certificate and Leaving Certificate. The geography teachers report a growing reluctance by some students to pursue the higher-level syllabus even though all students are afforded this opportunity. It is suggested that school management and the geography teachers keep these patterns under review and look at strategies to continue to challenge their students to study the higher-level syllabus in both cycles.
There is an effective and functioning geography department in the school. There are eight geography teachers and two students taking the Higher Diploma in Education in the subject. A number of teachers have more substantial involvement in other subjects and teach Geography as their second subject. The geography department has a subject co-ordinator. The duties of the co-ordinator form part of an assistant principal post. The department is very effectively co-ordinated and the teaching team have developed an impressive subject plan and an extensive range of field equipment for the fieldwork component of the revised Leaving Certificate syllabus. Over the past number of years the department has developed a very suitable and well decorated geography room. The teaching team has recently advanced the integration of information and communication technology (ICT) into teaching and learning in Geography. A number of teachers have attended in-service using the “Trail-Master” DVD to facilitate the teaching of map and photograph interpretation skills using ICT. Team members have also used the skills of their colleagues to provide short training sessions on the effective use of ICT in teaching Geography. The geography team has now been provided with funding by school management to purchase a laptop computer and data-projector for use in the geography room. All of these initiatives to develop the subject department and the integration of ICT are to be highly commended.
Class groups are banded at junior cycle. There are two upper band class groups and one lower band in each year group. Class groups in Geography are of mixed ability at senior cycle. There are a number of students with special educational needs within the junior-cycle classes. Learning support, a special needs assistant and extra language support are provided to support these students as appropriate. There is some informal communication between class teachers and the learning support team; however; it is recommended that the geography department establish a formal process for discussion and support for teachers of students with special educational needs within the mainstream classes. This process should involve the discussion of differentiated teaching methodologies and strategies for literacy and numeracy support in geography lessons. The resources of the Special Education Support Service (SESS) could be used to facilitate this process.
Planning and preparation
There was clear evidence of individual planning and preparation for the geography lessons observed. Sample materials were prepared to effectively illustrate a learning point in one lesson while Ordnance Survey (OS) maps in combination with an overhead projector were effectively incorporated into another. There was significant planning and preparation for the integration of ICT in other lessons. Internet resources, digital imagery and the OS maps and aerial photographs from the “Trail master” DVD were very effectively incorporated into a pre-prepared PowerPoint presentation for physical geography at senior cycle. In all cases the planning and preparation for individual lessons facilitated very successful teaching and learning. The teachers of the geography lessons observed are to be highly commended for these strategies. All members of the teaching team are encouraged to plan for and incorporate these effective teaching and learning strategies into their individual teaching plans
Collaborative planning is at an advanced stage in the geography department. This process of collaboration has resulted in the development of the geography room and the gathering of new equipment and resources for fieldwork. The team members have also produced a plan for the subject that includes a common teaching programme for all class groups. The plan provides for the continued development and integration of ICT into teaching and learning in Geography. This level of collaboration has also resulted in the development and continued review of the TY plan. These developments in collaborative planning are to be highly commended. To build on this impressive planning process, it is recommended that the geography teaching team consider a focus on teaching methodology with particular reference to “Assessment for Learning” (AfL) strategies and a review of the linear approach within the common teaching programme. Consideration could be given to a focus on geographical skills in the first year of the programme and placing the physical geography aspects of the programme in the second or third year.
The delivery of the common programme is complicated in some cases by the lack of continuity in the assignment of teachers between as class group progress from first to second year. This can also become an issue when a Higher Diploma in Education student takes the class in first year. It is recommended that the teaching team emphasise communication, support and continuity between the teachers of all classes as they progress through junior cycle. This communication will ensure that all class groups follow the agreed programme and that the second-year teacher will be fully informed of the progress of the class as they transfer.
Teaching and learning
There was a very high quality of teaching and learning in all the geography lessons observed. There was a range of teaching methodologies in place, reflecting the individual preparation of the teachers and the overall teaching programme for junior and senior cycle. The lessons were effective and the learning intention was clear from the outset. Previous learning provided the basis for the development of the topics for study. Methodologies included the use of ICT in the form of a PowerPoint presentation based on physical geography processes, the use of sample materials and the use of overhead transparencies to illustrate geographical processes and skills. These visual aids were very effectively combined with teacher explanations and questioning. The very appropriate pace of the lessons allowed for the questioning of students and the development of discussions around particular issues. Questions were very appropriately targeted at named students and all responses were affirmed. Students were also challenged to develop their answers and there was an appropriate balance between closed questions and those demanding more discursive responses and higher order thinking skills. The pace of the lessons also allowed time for students to note down the key points of the discussions as the lessons progressed. The appropriate use of the whiteboard, overhead and data projector facilitated this aspect of the learning process. The avoidance of over reliance on the class textbook is also noteworthy. Students composed their own notes based on the visual stimuli presented and used the textbook as a supplementary source. In a number of lessons the students were also given short tasks using OS maps or work sheets. This strategy further engaged students in their own learning and allowed the teachers to circulate among the students focusing on individual progress. In the lessons observed, all the methodologies used were very successful and are to be highly commended.
The classroom management in all lessons reflected these well planned successful lessons. Students were well-behaved, courteous and respectful of their fellow students and their teachers. All classrooms and common areas were extremely neat and tidy. Equally, the students were calmly engaged in their work and responded to the challenges of the subject with confidence and enthusiasm. The resulting classroom atmosphere was warm, inclusive and respectful. The visually stimulating and print-rich surroundings provided by the teachers also contributed to a very positive learning environment.
The students in all lessons showed a clear understanding of the lesson topics and were proficient in their application of the geographical skills appropriate to the syllabus. Students were able to respond to challenging higher order questions and applied the patterns and processes to other settings in both time and space. In all cases, the level of learning and understanding was appropriate to both the cycle and level of the classes.
Assessment
Assessment was ongoing in all lessons observed. A review of homework and previous learning through questioning was incorporated into all lessons. The responses to teacher questions and the performance of the tasks set in class also provided an assessment of learning. A review of a sample of student notebooks showed good quality work consistent with progress through the agreed teaching programme. Student work was regularly marked and monitored by teachers. Appropriate comments were placed in copies in a number of cases to direct students towards improvement. In all cases, appropriate homework tasks were assigned and these again reflected both the cycle and level of the class group.
Teachers assess student progress informally throughout the year using class tests at appropriate times. The results of these tests are recorded. First-, second- and fifth-year classes sit formal examinations at Christmas and at the end of the summer term. TY students are assessed through project work appropriate to the individual subjects in the programme. The outcomes of all formal assessments are communicated to parents through school reports and parent-teacher meetings. Third- and sixth-year students have formal examinations at Christmas and sit their pre-examinations in February in advance of the state examinations in June.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- There is a very high quality of teaching and learning in evidence in all geography lessons observed.
- The geography teaching team has engaged in an impressive level of collaborative subject planning.
- The plan for TY outlines an imaginative and interesting programme based on the local urban environment.
- There is a very large and functioning geography department in the school.
- There has been impressive progress in the integration of ICT into teaching and learning in Geography.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- Subject choice at senior cycle should be reorganised to maximise the range of choices available to students.
- The geography department should establish a formal process for discussion and support for teachers of students with special educational needs within the mainstream classes.
- The geography teaching team should emphasise communication, support and continuity between the teachers of all classes as they progress through junior cycle.
- To build on the impressive progress in collaborative planning, the geography teaching team should focus on teaching methodologies with particular reference to “Assessment for Learning” (AfL) strategies.
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.