An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Subject Inspection of German

 REPORT

 

Coláiste Mhuire

Ballygar, County Galway

Roll number: 62900M

  

Date of inspection: 13 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 German

 

 

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 German 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.

 

 

Subject provision and whole school support

 

German is one of two modern languages taught in this lay Catholic secondary school. There is a long tradition for the provision of the subject in the school and management is to be commended on class formation despite relatively small numbers. The study of a modern language is mandatory at junior cycle and school management is to be commended for this support for modern languages forming a central strand of the curriculum at junior-cycle level. German features in all programmes on offer in the school: Junior Certificate, Leaving Certificate, Transition Year (TY) and Leaving Certificate Vocational Programme (LCVP).

 

The timetable makes good provision for the delivery of German and almost all classes receive the appropriate time allocation in line with syllabus requirements. The commendable practice of allocating single periods to German allows regular and sustained class contact time with the target language. However, during the course of the inspection, it was noted that the LCVP German class - specifically for those students without a modern language - has not commenced to date. As a matter of urgency, it is recommended, that school management comply with the details of Circular 18/2006 and LCVP Guidelines to ensure that modern European language requirements for LCVP are met.

 

Prior to entry, first-year students and their parents are provided with an information sheet regarding the subject choices available to them. There is a short introduction period (approximately eight weeks) during which pupils experience a wide curriculum, after which they then make their subject choices. This is good practice. During discussions with the German department, however, it emerged that the current structures in place for experiencing this curriculum and the wording of the subject-information document appear to be impacting upon modern language choice at junior cycle. The phraseology used in the documentation could also be interpreted as, potentially, having a negative impact on modern language uptake at senior cycle, in that students are not encouraged to continue with their modern language choice after the Junior Certificate. At senior cycle, prepared option bands are initially offered on a provisional basis and then ‘a final band is offered to the students’. Modern languages are in an option band with Business. It is recommended, therefore, that the composition of the subject option bands at senior cycle and the subject choice documentation at first-year level be reviewed collaboratively and re-formulated.

 

There are two German teachers on staff. One of the teachers has been involved as a written and oral examiner in the State examinations over the years. Both German teachers are lapsed members of the „Gesellschaft der Deutschlehrer Irlands” (German Teachers’ Association). It is recommended that at least one teacher should become an active member in order to keep the department abreast of professional development and seminars. The German department reported good access to a variety of material resources including TVs, video recorders, tape recorders, DVD and CD players. German magazines and books are also available to students. There is a dedicated German classroom in the school. This is praiseworthy.

 

There is a designated computer room in the school. However, during the course of the inspection teachers articulated training in information and communication technologies (ICT) to be a stated need for the German department. It is recommended, therefore, that the provision of suitable training in ICT as part of teachers’ continuous professional development (CPD) should be addressed by school management at languages level or, indeed, at whole-school level. The integration of ICT into the German classroom as a learning tool can prove to be both effective and motivating and students should be exposed to its benefits.

 

There is no annual budget for the purchase of materials or teaching aids. However, on request to management, funds will be made available for the purchase of resources. It is recommended that German teachers utilise this money to re-vitalise the German department’s resources. The budget could also be used for the purchase of a selection of books relating to pedagogical issues and methodologies such as mixed-ability teaching. Sites such as www.cilt.co.uk and www.bbc.co.uk could prove very successful in helping teachers build a useful bank of on-line resources for their own use, or aid them in purchasing suitable texts to further their professional development.

 

Coláiste Mhuire, Ballygar provides access for students to travel abroad each year. In the past, an opportunity presented itself to travel to Germany and this is to be commended as, not only does it complement the teaching and learning of German, it also provides students with first-hand cultural experiences. Students have had opportunities to see German films, senior-cycle students are encouraged to participate in the GDI debating competition and students are encouraged to enter the Austrian Embassy essay competition. These efforts to promote German in a co-curricular and cross-curricular way are recognised and commended. However, it is strongly recommended that the German department take concerted, pro-active steps to raise the profile of the subject within the school population. Strategies could include: organising further co-curricular and cross-curricular activities such as food-tasting events, poetry or song competitions, or an International Day of Languages. These efforts could begin to create a greater awareness of German throughout the whole school population and would serve to further enhance the provision of the subject.

 

Planning and preparation

 

Coláiste Mhuire, Ballygar is involved in the school development planning process and there is evidence of German department planning. Department planning meetings are informal and occur on the basis of need. Long-term planning is addressed in planning documentation with specific reference to grammar points to be taught during the year and the textbooks in use. There are good indications of cross-curricular planning and there is commendable reference made to language awareness across all languages.

 

Whilst the German department is commended for the initial planning undertaken, it is strongly recommended that a more detailed plan of the subject be drawn up. This plan should include: a thematic and integrated approach to language teaching, the statement of desired learning outcomes, as well as how best to achieve these with each class group and formal planning for mixed-ability teaching in junior and senior cycle. As a matter of urgency, specific planning must also be undertaken with reference to students with special educational needs. Consideration should also be given to the inclusion of a variety of teaching methodologies and strategies to be used with different year groups. Planning documentation should be regarded as a ‘work-in-progress’ and should be reviewed both formally and informally on an ongoing basis.

 

Folders containing resources for the teaching and learning of German which have been compiled over the years are available to the department. These were available for inspection. It was noted that the majority of the resources were hand-written and, as previously signalled, information and communications technologies have not been used to any great extent to support the teaching of German. Teachers also stated their desire to receive information on differentiated teaching and learning. In this context, it is recommended that school management should contact the Special Education Support Service (SESS) and Second Level Support Service (SLSS) to organise CPD for its staff in this area.

 

There was evidence of short-term planning as lessons observed were well prepared and structured. Examples included the preparation of background information for students and the preparation of acetates for use during vocabulary tests. The German department was conscious of its responsibility to its learners in covering the examination syllabus, as well as fostering continued interest and motivation to learn German as stated in the planning documentation.

 

Teaching and learning

 

 

Inspection activities included the observation of four classes, the monitoring of student work and interaction with students. In all cases, lessons were conducted in a competent manner and the classroom atmosphere, as observed, was conducive to learning. In all classes observed there was a secure, learning atmosphere and the nature of student-teacher interactions was positive. This is commendable, as it allows for interactions that respect the contribution of each student.

 

Limited teaching strategies were employed by teachers on the day of the inspection. Good practice was observed at junior cycle when brainstorming was used to re-cap learned material and consolidate students’ learning. Pair-work was also used effectively at junior cycle. It is recommended that a wider range of appropriate and active teaching methodologies should be employed by teachers on a regular basis to enhance the learning experiences of their students. This could include song, games, quizzes, and ‘hot-seat’ type interviews.  It is also strongly recommended that teachers use differentiated teaching methods to meet the needs of all their students. Students with special educational needs have varying requirements. This necessitates suitable methodologies to be employed which will aid students’ learning without making their disability too prominent or their only defining characteristic.  

 

There was a clear structure to almost all lessons. Students knew what to expect in lessons and automatically took down new vocabulary. This tacit understanding between teachers and students was commendable. Most classes started with a vocabulary test and this appears to be a useful strategy for the students as observed as it provides a secure routine and focus to the start of lessons. The pace of the lessons was such that the students were kept on-task at all times and were engaged with the subject matter. This was commendable.

 

English was used almost exclusively as the classroom language. German was used intermittently to communicate with students. When this happened, it was very effective. Best practice was observed in the following examples: students discussed a family tree with their teacher and various relationships were talked about in German; hints were given to students about the word they were required to use, for example „Das fängt mit einem ‘f’ an” (That begins with the letter ‘f’); a student’s pronunciation was corrected sensitively and effectively. However, for the most part, teachers relied on unnecessary, direct translation of vocabulary. It is recommended, that teachers explore and develop strategies to avoid the use of direct translation and to promote the target language for the purposes of all communications within the classroom.

 

A thematic approach to language acquisition as recommended in syllabus guidelines was used to good effect and there was an obvious link to work already covered. Indeed, some very good examples of linking new material to what students had previously learned were observed during the inspection. In other lessons there was evident development of language and cultural awareness skills and this is praiseworthy. However, it is recommended that all four language skills be integrated, in so far as possible, into each lesson.

 

Very good affirmative and sensitive support was given to students by all of their teachers. Scaffolding strategies included: drilling and imitation activities, good use of the white-board to pick out new vocabulary and brainstorming. Prepared vocabulary tests for use with an overhead projector were presented by teachers to their students at the beginning of some lessons. This allowed the teacher to circulate and provide feedback on homework exercises. This was good.

 

Some very good preparation work was done with students at senior cycle with regard to their written exercise for homework. Students were encouraged to actively participate in the exercise and were pushed to extend their vocabulary when offering suggestions. This good practice should be extended to all students.

Assessment

 

Students are regularly assessed at school level and at individual teacher level and a range of assessment modes is deployed. First years engage in class tests, formal assessments take place for all non-examination years at Christmas and at the end of the school year and examination years sit ‘mock’ examinations. Reports on student behaviour are furnished to parents twice yearly. Assessments such as homework, oral questioning and vocabulary tests are utilised by teachers on a regular basis to enhance and consolidate learning. The German department ensures that students’ oral proficiency is monitored and it engages in the practice of conducting formal oral and aural assessment for all students. This is commendable practice.

 

A range of syllabus-related work was evident in the copybooks inspected. Homework given to students in class was appropriate in terms of relevance. Indeed, at senior cycle some good pre-writing preparation was done with students in connection with homework assigned. Nonetheless, junior cycle classes could have been more appropriately challenged with regard to the quantity of homework assigned. There was good evidence to indicate that teachers are monitoring senior cycle copybooks and some examples of formative assessment were noted. This is good practice and should be extended to all copybooks. Whilst acknowledging that junior cycle workbooks are corrected regularly, it was observed, however, that junior cycle copybooks are monitored on a rather infrequent basis and vocabulary notebooks not at all. Therefore, it is strongly recommended that teachers monitor all copybooks and notebooks on an ongoing basis and ensure that Assessment for Learning (AfL) principles be put into practice on a sustained basis to encourage learner autonomy. (See www.ncca.ie.) Additional insights as to how one could further develop such a model can be accessed on the aforementioned website and could include pre-correction exercises whereby students are encouraged to read over their work before they hand it up for correction. This would promote student ownership of the learning process and, ultimately, help students identify their shortcomings and develop their strengths. Students should also be encouraged to re-write their corrections and learn from their errors. In some lessons, an effort was made to involve students in evaluating their own learning, in that they were asked to correct each other’s work as part of a vocabulary test. This is good, but could be extended further by using AfL principles. In their oral responses, some students demonstrated a good ability to communicate and used reasonably correct German. 

 

The school performs an informal annual analysis of student outcomes based on the Leaving Certificate results. It is suggested that this analysis of results could also be used to inform the staff with regard to planning and review, with particular reference to national norms in relation to the various subject departments.

 

 

 

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 German and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.