An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

Cigireacht Ábhair: Gaeilge

TUAIRISC

 

Pobalscoil Chloich Cheannfhaola

Contae Dhún na nGall

Uimhir Rolla: 91408V

 

 Dáta na cigireachta: 3 Bealtaine 2006

Dáta eisithe na tuairisce:  26 Deireadh Fomhair 2006

 

 

An tuairisc seo

Soláthar don ábhar agus tacaíocht uile scoile

Pleanáil agus Ullmhúchán

Teagasc agus Foghlaim

Measúnú agus Gnóthachtáil

Achoimre ar Phríomhchinní na Cigireachta

Freagra na Scoile ar an Tuairisc

Report on the Quality of Teaching and Learning in Irish

Summary of main findings and recommendations

School Response to the Report


Tuairisc ar cháilíocht na foghlama agus an teagaisc sa Ghaeilge

 

An tuairisc seo

 

Scríobhadh an tuairisc seo tar éis cigireacht ábhair a bheith déanta ar Phobalscoil Chloich Chionnfhaola. Léiríonn sí torthaí meastóireachta ar chaighdeán an teagaisc agus na foghlama sa Ghaeilge agus tugann sí moltaí i leith tuilleadh forbartha ar theagasc an ábhair sa scoil. Cuireadh an mheastóireacht i gcrích thar thréimhse dhá lá inar thug an cigire cuairteanna ar sheomraí ranga agus inar bhreathnaigh sé ar theagasc agus ar fhoghlaim. Rinne an cigire idirghníomhú le daltaí agus le múinteoirí, scrúdaigh sé obair na ndaltaí agus phléigh sé cúrsaí leis na múinteoirí. D'athbhreithnigh an cigire doiciméadú faoi phleanáil scoile agus ullmhúchán scríofa na múinteoirí. I ndiaidh na cuairte meastóireachta thug an cigire aiseolas ó bhéal don phríomhoide tánaisteach agus do na múinteoirí ábhair mar gheall ar thorthaí na meastóireachta. Tugadh deis do bhord bainistíochta na scoile a thuairim a léiriú ar thorthaí agus ar mholtaí na tuairisce i scríbhinn, agus tá freagra an bhoird ar fáil san aguisín atá leis an tuairisc seo.

 

 

Soláthar don ábhar agus tacaíocht uile scoile

 

Baineann tosca ar leith leis an nGaeilge i bPobalscoil Chloich Chionnfhaola i ngeall ar an scoilcheantar a bheith ina Ghaeltacht agus ina Ghalltacht.  Tá an scoil suite sa Ghaeltacht oifigiúil, ar an teorainn leis an nGalltacht.  Osclaíodh Pobalscoil Chloich Chionnfhaola sa bhliain 1975 de thoradh chónascadh a rinneadh ar 3 scoil dara leibhéal sa cheantar a bhí ag feidhmiú trí mheán na Gaeilge.  Cuireadh leis an scoilcheantar agus tá soláthar oideachais á dhéanamh ó shin do scoláirí Gaeltachta agus Galltachta.  Ón mbliain 1986 go dtí 2003 ba trí Bhéarla amháin a bhí teagasc na n-ábhar sa scoil – seachas an Ghaeilge féin mar ábhar.     

 

De réir fhigiúirí na scoile san am i láthair is de bhunadh na Gaeltachta iad c.60% de na scoláirí agus is de bhunadh na Galltachta iad an c.40% eile de na scoláirí.  Bunscoileanna lán-Ghaeilge is ea an chuid is mó de na 21 bunscoileanna friothálacha a sholáthraíonn scoláirí don Phobalscoil.  Ar an ábhar sin tá dúshraith maith faoin nGaeilge i measc na scoláirí sa scoil agus is ag díriú ar an ardleibhéal atá formhór na ranganna sa timthriall sóisearach agus sa timthriall sinsearach araon. 

 

Ar mhaithe le rogha a thabhairt do thuismitheoirí oideachas dara leibhéal trí Ghaeilge a roghnú dá bpáistí chinn an scoil ar Aonad lán-Ghaeilge a chur ar bun sa scoil le héifeacht ó Mheán Fómhair 2003.  San am i láthair (scoilbhliain 2005-2006) – an tríú bliain a bhfuil an tAonad ag feidhmiú – tá 56 scoláire ag freastal ar ranganna sa timthriall sóisearach san Aonad.  Is ionann an líon seo agus c.16% de mhóriomlán na scoláirí sa timthriall sóisearach.  Tá iarratas ar aitheantas don Aonad lán-Ghaeilge déanta ag an scoil leis an Roinn Oideachais agus Eolaíochta.    

 

Léirigh na sonraí a bhain le díolúintí ón nGaeilge gur bronnadh na díolúintí sin ar fad ag teacht le forálacha Imlitir M10/94 agus gur bronnadh a bhformhór i gcás scoláirí a bhain a gcuid bunoideachais amach lasmuigh den Stát nó go raibh siad aon bhliain déag d’aois. 

 

Bhí dáileadh cothrom le léamh ar an tráthchlár maidir le líon na dtréimhsí ranga a chuirtear ar fáil in aghaidh na seachtaine – 5 thréimhse sa tseachtain i gcás na mblianta ar fad seachas rang na hIdirbhliana (3 thréimhse) agus Gaeilge Chumarsáideach don Ardteistiméireacht Fheidhmeach (3 thréimhse).  Maidir leis an méid ama a chuirtear ar fáil áfach is fiú a thabhairt faoi deara gur tréimhsí ranga 35 nóiméad atá i gceist i ngach cás.  Moltar athbhreithniú a dhéanamh ar mhéid an ama a chuirtear ar fáil don ábhar ar an tráthchlár i bhfianaise riachtanais Imlitir M25/95 maidir le híoslíon na n-uaireanta teagaisc in aghaidh na seachtaine.

 

Is ranganna singil in aghaidh an lae atá i gceist cuid mhaith sa chéad bhliain agus sa chúigiú bliain, socrú atá le moladh.  I gcás ranganna éagsúla sa dá thimthriall tá tréimhsí ranga don Ghaeilge le léamh ar an tráthchlár faoi dhó sa ló.  Ranganna dúbalta (.i. dhá thréimhse ranga i ndiaidh a chéile) atá i gceist in áiteanna.  Nótáladh moladh ó chruinniú na múinteoirí ar thréimhse dúbalta sa timthriall sóisearach ar mhaithe le hobair chluastuisceana – obair a thógann 40 nóimeád le triail chaighdeánach chluastuisceana a dhéanamh.  Ba chóir go mbeadh féidearthachtaí eile i gceist as an athbhreithniú a mholtar thuas.

 

Dírítear aird go speisialta ar dhá rang sa tríú bliain mar a bhfuil tréimhsí dúbalta le léamh dhá lá sa tseachtain, rud a fhágann nach mbíonn an Ghaeilge ar an tráthchlar ag na ranganna seo ach ar 3 lá as 5 lá na seachtaine  Is cóir na socruithe seo a athbhreithniú. 

 

Tá taithí éiritheach i measc na múinteoirí mar scrúdaitheoirí cúnta/comhairleacha ag na scrúduithe teistiméireachta sa Ghaeilge.  Déantar na múinteoirí is mó taithí ar mhúineadh an ábhair a chur leis na ranganna sinsearacha agus déantar iarracht roinnt chothrom ar na leibhéil ar fad san ábhar a theagasc do na múinteoirí ar fad.  Tá na socruithe seo le moladh.

 

Tá seomra ranga faoina chúram féin ag breis is leath de na múinteoirí Gaeilge, rud a éascaíonn fáil na múinteoirí sin ar acmhainní breise don ábhar.  Tá an príomhoide toilteanach soláthar a dhéanamh ar iarratais ar acmhainní teagaisc agus b’fhiú liosta iarratais ar acmhainní teagaisc don Ghaeilge a aontú agus a chur faoi bhráid an phríomhoide i dtús na scoilbhliana   a aontú d’fhonn cur le líon na n-acmhainní agus iad a athnuachan.  B’fhiú chomh maith timpeallacht spreagúil thacúil don teanga a chruthú sna seomraí ranga mar a bhí le feiceáil i gcásanna áirithe.

 

Tá deiseanna ann ar an tráthchlár le múineadh i bpáirt nó le cleachtais éagsúla teagaisc a bhreathnú, deiseanna a mb’fhiú machnamh a dhéanamh ar iad a thapú ar mhaithe le taithí agus deachleachtas a roinnt i measc na múinteoirí Gaeilge ar fad.

 

Pleanáil agus Ullmhúchán

 

Reáchtáiltear cruinnithe foirmeálta pleanála san ábhar uair sa téarma an lá go mbíonn cruinniú foirne ar siúl – mar aon le roinnt cruinnithe a thionóltar in am na múinteoirí.  Ní bhíonn an deis ag na múinteoirí Gaeilge ar fad freastal ar na cruinnithe foirmeálta pleanála go léir áfach mar go bhfuil ábhair eile seachas an Ghaeilge ar an gclár teagaisc acu agus go bhfuil líon mór múinteoirí Gaeilge i gceist – deichniúr múinteoirí san iomlán.  Pléitear le hábhair ar nós roghnú téacsleabhar, tógáil ar acmhainní agus roinnt na n-acmhainní sin, agus torthaí na scrúduithe a athbhreithniú. 

 

Níl comhordaitheoir i mbun roinn na Gaeilge ach déanann múinteoir amháin cúram rúnaíochta d’imeachtaí na gcruinnithe agus tá an príomhoide tánaisteach ar dhuine de na múinteoirí Gaeilge is mó taithí ar mhúineadh agus ar mheasúnú chaighdeáin an ábhair.  Cuirtear tuairisc ar imeachtaí na gcruinnithe ar fáil don phostsealbhóir arb é comhordú imeachtaí phleanáil forbartha na scoile an cúram atá air.  Tá fáil ag an bpríomhoide ar an taifead seo agus ó tharla gur múinteoir Gaeilge é an príomhoide tánaisteach cuireann sé an príomhoide ar an eolas faoi na himeachtaí céanna. 

 

Mar chéim thosaigh i bpleanáil an ábhair tá na socruithe seo sásúil.  B’fhiú machnamh a dhéanamh ar ghnó chomhordú imeachtaí na roinne a roinnt go cothrom i measc na múinteoirí Gaeilge amach anseo ar nós go dtabharfadh gach duine faoin gcúram sin ar feadh bliana nó ar feadh téarma aontaithe ar a s(h)eal.

Nótáladh an t-éileamh ar chúrsaí inseirbhíse i múineadh na Gaeilge a bhí cláraithe i miontuairiscí chruinniú na múinteoirí Gaeilge.  Léiriú a bhí anseo ar an díograis a tugadh faoi deara i measc na múinteoirí i leith caighdeáin a ardú san ábhar agus breis sásaimh a ghnóthú do mhúineadh agus d’fhoghlaim an ábhair araon, dearcadh dearfach a bhí le moladh. 

 

Pleanáil ar bhonn aonair dá gcuid ranganna féin an cleachtas atá i bhfeidhm i measc na múinteoirí sa scoil go dtí seo.  Obair idir lámha is ea an chomhphleanáil don teagasc agus don bhfoghlaim san ábhar.  D’aontaigh na múinteoirí Gaeilge go mbeadh plean oibre ag gach múinteoir do gach rang agus go mbeadh na pleananna sin ar fáil i bhfillteán.   I gcás na ranganna a breathnaíodh in imeacht na cigireachta ba léir go ndearnadh pleanáil chuí ina leith ag na múinteoirí aonair.  Ba léir go raibh machnamh á dhéanamh ag na múinteoirí ar chur chuige a aontú chun feabhas a chur ar na socruithe do mhúineadh an ábhair le ranganna sa dara bliain agus sa tríú bliain –  taobh amuigh de ranganna an Aonaid lán-Ghaeilge agus de ranganna Chlár Scoile an Teastais Shoisearaigh – ina raibh scoláirí ag gabháil den ardleibhéal agus den ghnáthleibhéal. 

 

Mar léiriú ar an tús atá curtha le cúrsaí comhphleanála san ábhar tá na múinteoirí ag obair le chéile faoi láthair maidir le hábhar comónta céanna a aontú don chlár teagaisc leis na leibhéil éagsúla san ábhar i gcás ranganna na chéad bhliana.  Céim chun tosaigh í seo sa chomhphleanáil fhoirmeálta.  Tá sé i gceist cláir chomónta mar seo a leathnú amach ar ball i gcás na mblianta eile. Nótáladh cinneadh na múinteoirí Gaeilge le déanaí maidir le ranganna cumais mheasctha a thriail sa chéad bhliain ó Mheán Fómhair 2006 amach chomh fada le mí na Samhna agus scéim oibre aontaithe chomónta a bheith ar fáil don tréimhse sin.  Thángthas ar chinneadh, freisin, an riachtanas a bhain leis an measúnú céanna a aontú, measúnú a d’fhreagródh go dílis don scéim oibre chomónta chéanna a chur i bhfeidhm agus go mbeadh múinteoir amháin i mbun na gceartúchán.

 

I gcás acmhainní ó na meáin chraolta Ghaeilge a chruinniú le roinnt i measc na múinteoirí tuigeadh go ndéanann múinteoirí cóipeanna den ábhar seo – ar nós cóipeanna de na cláir  ‘FFC’ agus ‘CU Burn’ (TG4) a bhfuil baint ar leith acu le cúrsaí go háitiúil – a thaifeadadh le húsáid sa rang.  Tá na hiarrachtaí seo ar fad le feabhas a chur ar mhúineadh agus ar fhoghlaim an ábhair trí chomhphleanáil fhadtéarmach agus ghearrthéarmach a chur chun cinn go foirmeálta i measc na múinteoirí Gaeilge le moladh.

 

Tugadh faoi deara i gcás chlár oibre ranga amháin – rang ina raibh ardchaighdeán Gaeilge le sonrú ar chaint na scoláirí – nár ainmníodh téacsleabhar san ábhar do na scoláirí mar nach raibh téacsleabhar oiriúnach ar fáil, dar leis an múinteoir, a d’fhreagair do riachtanais na scoláirí sin.  Gníomh dúshlánach é ábhar a chur le chéile le freastal ar na sainriachtanais seo go háitiúil – gníomh a chuir ceangal ar leith ar an múinteoir ábhar oiriúnach inspéise a chur ar fáil don rang.  B’fhiú go mór taithí scoláirí an ranga seo, agus an mhúinteora, a roinnt ar mhúinteoirí eile ar mhaithe le hacmhainní eile a thriail i múineadh na teanga mar thaca leis nó mar mhalairt ar théacsleabhair. 

 

Breathnaíodh plean teagaisc don Ghaeilge san Idirbhliain mar a raibh topaicí an chúrsa ar fad ag teacht le haidhmeanna chlár na hIdirbhliana ar nós forbairt na cumarsáide, obair thionscnaimh, mórimeachtaí áitiúla agus obair nuálach i léiriú scannáin.  Bhí ábhar chlár an chúrsa seo le moladh go mór agus b’fhiú an plean a leagan amach le cuntas níos cuimsithí, mar a mholtar thíos.

 

I dtaca le cúrsaí comhphleanála i gcoitinne moltar go gcuirfí dlús leis an obair atá tosaithe agus go ndéanfaí plean do theagasc na Gaeilge a chur le chéile, bliain ar bhliain, leibhéal ar leibhéal, a thabharfadh aird go sonrach ar an méid seo a leanas:

 

Moltar chomh maith go ndéanfaí cinneadh dearfach i leith tosaíochtaí a chlárú sa phlean ar nós níos mó béime a chur ar an teanga labhartha – a pléadh ag cruinniú ábhair sa Ghaeilge – agus go leagfaí amach plean dá réir faoi na ceannteidil thuas leis an sprioc sin a bhaint amach.

 

Teagasc agus Foghlaim

 

Breathnaíodh 4 rang sa timthriall sóisearach agus an líon céanna ranganna sa timthriall sinsearach in imeacht na cigireachta.  Chuimsigh na ranganna seo na leibhéil ar fad san ábhar.  Rinneadh pleanáil chuí don chuid ba mhó de na ranganna seo cothrom le leibhéal na ranganna agus rinneadh an teagasc le díograis i ngach cás.  Breathnaíodh nótaí mar threoir le hábhar an teagaisc agus bhain soiléireacht le haidhmeanna na gceachtanna don chuid ba mhó, aidhmeanna a cuireadh in iúl do na scoláirí i dtús ama.

 

Bhí cáilíocht idirphlé na múinteoirí leis na scoláirí le moladh sa chuid ba mhó de na ranganna, idirphlé a chinntigh rannpháirtíocht na scoláirí in obair an ranga.  Tugadh an méid seo faoi deara chomh maith céanna sna ranganna sin ina raibh staidéar á dhéanamh ar an nGaeilge ag leibhéal níos ísle is a tugadh faoi deara mar a raibh an t-ardleibhéal ar siúl.  Cuireadh treoir bhreise ar fáil don chéad ghrúpa thuasluaite trí dháileáin a scaipeadh agus léaráidí orthu mar spreagadh breise leis an bhfoclóir nua a thuiscint (scoláirí sóisearacha) agus athmheabhrú a dhéanamh ar chiútaí liteartha dáin le bileog oibre (scoláirí sinsearacha).  Ábhair suntais a bhain leis na dáileáin seo ná go mba i nGaeilge amháin a bhí siad agus nár baineadh úsáid as aistriúchán mar chomhartha breise ar thuiscint na scoláirí don bhfoclóir nua.   

 

Bhí an-eagar le sonrú ar imeachtaí an teagaisc sa chuid ba mhó de na ranganna agus bhain éagsúlacht le gníomhaíochtaí ar nós obair chomhrá ar feadh tréimhse ghairid, obair scríofa, obair ar an bhfoghraíocht agus leathnú foclóra de shíor.  Dá thoradh sin bhí an múinteoir lárnach in eagrú na ngníomhaíochtaí sin agus cuireadh an obair i gcrích le fuinneamh, le féinmhuinín, agus le díograis.  B’fhiú don mhúinteoir i gcásanna níos mó den fhreagracht as an bhfoghlaim a roinnt ar na scoláirí, agus obair ghníomhach a thabhairt dóibh, bíodh sin in obair ghrúpa nó mar obair aonair, sa tslí is nach mbíonn an múinteoir i mbun na hoibre ó thús deireadh an ranga. 

 

Ní mór aird a thabhairt chomh maith ar riachtanais idirdhealaithe scoláirí sa rang céanna agus an t-ábhar a éascú do na scoláirí sin ar léir nach bhfuil an inniúlacht teanga acu le tabhairt faoi théacs ainmnithe a léamh sa rang.  Chuige sin ní mór réamhullmhúchán cuí a dhéanamh ar mhaithe le spriocanna foghlama idirdhealaithe a roghnú roimh ré a bheidh indéanta ag na scoláirí agus na scoláirí a mhisniú chun iarrachta agus a mholadh as iarrachtaí fónta a dhéanamh, mar a bhí sa chuid ba mhó ar fad de na ranganna..    

 

B’fhiú feabhas a chur ar thimpeallacht na foghlama san ábhar, go sonrach maidir le maisiú na seomraí ranga le hábhar spreagúil, taitneamhach de chuid na scoláirí féin agus le cabhair fógraí tarraingteacha, mar a bhí le sonrú i gcásanna áirithe.  Moltar athbhreithniú a dhéanamh ar shocruithe ar bith a bhainfeadh ó atmasféar tacúil don teagasc agus don bhfoghlaim, ar mhaithe le timpeallacht spreagúil a chur ar fáil do scoláirí agus do mhúinteoirí araon.

 

Mar léiriú ar an mbuntáiste a bhainfeadh le taithí ghairmiúil mhúinteoirí ar mhodheolaíochtaí an teagaisc agus na foghlama a roinnt ar a chéile, luaitear thíos gnéithe den dea-chleachtas a chonacthas i ranganna áirithe sa scoil.  Ba léir, mar shampla, go raibh dúshláin ar leith roimh ranganna éagsúla i sealbhú na teanga, agus go ndearnadh teagasc sa chás sin le díograis agus le cúram do riachtanais na scoláirí.  Díríodh go héifeachtach, freisin, ar obair fhoclóra a bhain le topaic ar leith a scríobh mar chleachtadh leis an bhfoclóir nua sin a bhuanú.  Modh eile a chonacthas chun an aidhm chéanna a bhaint amach ná an plé a rinneadh ar chúrsaí spóirt reatha mar spreagadh le foclóir a chleachtadh agus a leathnú ó bhéal ar dtús, an cleachtadh agus athchleachtadh ar mhúnlaí cearta abairtí a tháinig ina dhiaidh leis an méid sin a chur in iúl agus ansin mar a féachadh leis an méid teoranta sin a scríobh.

 

Chonacthas scoláirí a bhí tógtha go mór le hábhar ceachta agus a raibh fonn orthu bheith páirteach sa chaint.  Mar chuid den phróiseas buanaithe foclóra, rinne scoláirí éagsúla botúin sa chaint agus bhí foclóir riachtanach in easnamh orthu a chuir bac orthu iad féin a chur in iúl.  Tugadh moladh, spreagadh agus cabhair do na scoláirí seo iad féin a chur in iúl i gcaint chruinn le foclóir teoranta. Cuireadh an foclóir seo ar fáil dóibh ar an gclár glas ar ball, rinneadh cleachtadh air ó bhéal, buanaíodh é le foighne agus le tuiscint ar chaoi a choimeád spéis na scoláirí san ábhar féin agus a thug orthu a bheith páirteach go leanúnach san idirphlé.  B’fhiú cur chuige éagsúil mhúinteoirí a roinnt ar a chéile agus uime sin tagairt a dhéanamh do chúrsaí modheolaíochtaí i bpleanáil obair na ranganna sin.

 

Rinneadh cúram cuí de cheisteanna an scrúdpháipéir scríofa áit a raibh scoláirí ag tabhairt faoi na scrúduithe teistiméireachta agus bhí dealramh leis an dáileán a scaipeadh ar na scoláirí agus leis an ábhar a bhí in úsáid ar an osteilgeoir.  Bhain an cúram céanna do riachtanais na scrúduithe leis an obair ó bhéal a breathnaíodh le scoláirí a bhí á réiteach do bhéaltrialacha.  Bhain dea-atmaisféar foghlama leis na ranganna seo, mar a bhain le rang na hIdirbhliana. Ba léir freisin go raibh na scoláirí ar a gcompord leis an bhfoghlaim, fiú san áit a raibh cumas teoranta ag na scoláirí chun iad féin a chur in iúl.

 

Measúnú agus Gnóthachtáil

 

Cuirtear scrúdú scríofa sa Ghaeilge i mí na Bealtaine ar dhaltaí rang 6 atá ina n-iarrthóirí ar áiteanna sa chéad bhliain i mí Mheán Fómhair.  Déantar na scoláirí a dháileadh ar ranganna cothrom le cumas san ábhar bunaithe ar thorthaí na scrúduithe sin. 

 

Tuigeadh gur baineadh triail ar feadh tréimhse as ranganna cumais mheasctha sa chéad bhliain ach go bhfuil socrú nua níos foirmeálta le teacht i bhfeidhm ó mhí Mheán Fómhair 2006 amach. Tá na múinteoirí le moladh as tabhairt faoin socrú is fearr a aimsiú leis an nGaeilge a theagasc ó thús na chéad bhliana amach.  Ar an ábhar sin b’fhiú triail réasúnta ama a thabhairt don socrú nua le comparáid bhailí a dhéanamh leis an gcleachtas reatha a chuireann sruthú i bhfeidhm.

 

Moltar labhairt na Gaeilge a chur san áireamh sa mheasúnú a dhéantar ar cháilíocht Gaeilge na scoláirí sa timthraill sóisearach chomh maith céanna leis an timthriall sinsearach.  Is féidir socruithe a dhéanamh a chinnteoidh aitheantas ar cháilíocht labhartha na teanga gan scrúduithe aonair a reáchtáil.  B’fhiú céatadán aontaithe de na marcanna sna scrúduithe tí a chur i leataobh mar aitheantas ar iarrachtaí na scoláirí ar an nGaeilge a labhairt sa rang, iarrachtaí a bhféadfaí marc a bhronnadh orthu as monatóireacht leanúnach a dhéanamh.  Is den riachtanas é na scoláirí a chur ar an eolas faoi na socruithe sin i dtús ama.

 

Bhí obair chríochnúil le léamh sna cóipleabhair a breathnaíodh agus bhí aitheantas ar obair bhaile agus ar obair cheapadóireachta.  B’fhiú i gcás na ranganna sóisearacha go háirithe cuid de na marcanna sna scrúduithe tí a chur i leataobh mar aitheantas ar an obair seo.

 

Tá tús curtha le scrúduithe comónta tí a chur le chéile – le ranganna na chéad bhliana go háirithe – agus déantar an moladh céanna i gcás na ranganna eile ag na leibhéil chéanna san ábhar.  Déantar anailís ar thorthaí na scrúduithe teistiméireachta gach bliain agus cuirtear tuairisc ar an méid sin ar fáil don bhord bainistíochta.  Bhí eolas tábhachtach a bhí ina ábhar misnigh le léamh sna staitisticí a bhain le rátaí rannpháirtíochta ag na leibhéil éagsúla agus le gnóthachtálacha na scoláirí.  B’fhiú an t-eolas seo a chlárú i bplean roinn na Gaeilge mar phointe tagartha agus mar threoir le plean an teagaisc agus na foghlama a athbhreithniú.

 

Achoimre ar Phríomhchinní na Cigireachta

 

Is iad seo a leanas na príomhbhuanna agus na príomhachair ar díth forbartha a aithnítear sa mheastóireacht:

 

Mar bhealach chun tógáil ar na láidreachtaí sin agus aghaidh a thabhairt ar achair ar díth forbartha tá na heochairmholtaí seo á ndéanamh:

 

 

 

Tionóladh cruinnithe iarmheastóireachta leis an bpríomhoide agus leis na hoidí Gaeilge ag deireadh na meastóireachta. Cuireadh dréachtchinní agus dréachtmholtaí na meastóireachta i láthair agus pléadh iad.


Aguisín

 

Freagra na Scoile ar an Tuairisc

 

Arna chur isteach ag an Bord Bainistíochta

 

Réimse 1:    Tuairimí ar ábhar na tuairisce scoile

 

Measann muid go dtugann an tuarascáil cuimsitheach seo pictiúr cruinn beach ar stádas na Gaeilge sa Phobalscoil agus go bhfuil cothrom na féinne a fháil ag an scoil agus ag na múinteoirí Gaeilge atá ag déanamh a ndichíll leis an Ghaeilge a chur chun cinn.

 

 

 

Réimse 2:   Gníomhartha leantacha a rinneadh nó atá beartaithe le déanamh ó cuireadh críoch leis an ngníomhaíocht chigireachta chun tátail agus moltaí na cigireachta a chur i bhfeidhm

 

Ag teacht ó mholtaí na tuarascála ba mhaith liom a chur in iúl go bhfuil aird a thabhairt i láthair na h-uaire ar na gnéithe seo a leanas de na moltaí

 

  1. Ó seo amach beidh múinteoirí difriúla i gceannas ar ghnó comhordú imeachtaí Roinn na Gaeilge.   Moltar go bhfanfaidh múinteoir i mbun na hoibre seo ar feadh dhá bhliain ag an am.
  2. Tá méadú de chaoga bomaite sa tseachtain curtha le h-uaireanta teagaisc na Pobalscoile agus bainfidh ranganna Gaeilge tairbhe as an mhéadú seo chomh maith le ranganna in ábhair eile.
  3. Ní hé polasaí na Pobalscoile go mbeadh rang dúbalta Gaeilge dhá lá sa tseachtain ag rang ar bith.   Thárla sé anuraidh mar gheall ar dheacrachtaí áirithe a bhí ann ag cur clár-ama le chéile ach níl a leithéid fíor i mbliana.
  4. Tá na múinteoirí Gaeilge ag pleanáil tuilleadh áiseanna foghlama a fháil, go speisialta dona ranganna sóisearacha.   Ba mhaith leo fosta snas agus Cuma níos fearr a chur ar roinnt dena seomraí go háirithe S4/T5 ach is dócha go mbrathann seo ar thacaíocht airgid a fháil ón Roinn Oideachais agus Eolaíochta.
  5. Tá ar intinn ag múinteoirí Gaeilge na Triú Bliana seans a thabhairt do dhaltaí a gcumas labhartha a thaispeáint tré cur isteach ar an timthriall sóisearach.

 


Report on the Quality of Teaching and Learning in Irish

 

This Subject Inspection Report

 

This report has been written following a subject inspection in Pobalscoil Chloich Chionnfhaola. 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 deputy principal and subject teachers. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report and the response of the board can be found in the appendix to this report

 

 

Subject provision and whole-school support

 

Particular circumstances apply to the place of Irish in Pobalscoil Chloich Chionnfhaola as the school’s catchment area combines Gaeltacht and English-speaking areas.  The school is situated in the official Gaeltacht, bordering the Galltacht.  The Pobalscoil opened in 1975 following the amalgamation of three second-level schools in the area which had operated through the medium of Irish.  The catchment area was expanded and educational provision has been been made since that time for students from both Gaeltacht and Galltacht.  From 1986 to 2003, other than for Irish as a subject, English was the sole medium of instruction in subjects.    

 

According to current school data, 60% of its students are from the Gaeltacht, with the remaining 40% from the Galltacht. Most of the 21 feeder primary schools for the Pobalscoil are Irish-medium schools.  In the context, students in the school are well-grounded in the language and most classes at junior and senior cycle are focused on higher level Irish. 

 

In the interests of providing parents with a choice of Irish-medium second-level education for their children the school decided to establish an All-Irish Unit with effect from September 2003.  At present (school year 2005-2006) – the third year of operation for the Unit – 56 students attend junior cycle classes in the Unit.  This equates to c.16% of the total student cohort at junior cycle. An application for recognition of the All-Irish Unit has been made to the Department of Education and Science.   

 

Data on exemptions form Irish indicated that all were awarded in line with the requirements of Circular M10/94 and that most were awarded in the case of students whose primary education to age 11 years was undertaken outside the State. 

 

The timetable indicated an equitable distribution of weekly class periods provided – 5 periods weekly for each year other than Transition Year (3 periods) and Conversational Irish for the Leaving Certificate Applied (3 periods). Regarding the amount of time provided, however, it is appropriate to note that class periods of 35 minutes apply in all cases. It is recommended that the amount of time allocated to the subject on the timetable be reviewed in light of the requirements of Circular M25/95 on minimum weekly teaching hours.

 

In first and fifth years, the general practice, which is commendable, is to provide for single periods on a daily basis. In the case of some classes in both cycles, it is noted that Irish is timetabled for two periods, occasionally as double periods (two consecutive periods), on some days. It was noted that teachers had recommended the double period at junior cycle in the interests of listening comprehension activity, requiring 40 minutes to administer a standardised listening comprehension test. Other possibilities may suggest themselves in the review recommended above.

 

Special note should be taken of two classes in third year where double periods occur on 2 days of the week, the consequence of which is that Irish is timetabled for only 3 of the 5 days. Such arrangements should be reviewed. 

 

There is considerable experience among the Irish teachers as assistant or advising examiners for the certificate examinations in Irish. Those teachers with greatest experience in the subject are assigned the senior classes and effort is made to share the teaching of all levels in the subject equitably among the full team. These arrangements are commendable.

 

More than half of the teachers have their own classrooms, thus facilitating access for those teachers to additional resources for the subject. The principal is open to dealing with requests for teaching resources and teachers are advised to agree a list of required resources for Irish to be placed before the principal at the beginning of the school year in the interests of expanding and renewing existing resources.  There is merit also in creating a supportive and stimulating environment for the language in classrooms, as was evident in some instances.

 

The timetable allows opportunities for cooperative teaching or for observation of varying teaching practices and these opportunities are worthy of consideration for action in the interests of shared experience and good practice among the full Irish teaching team.

 

 

Planning and Preparation

 

Formal planning meetings for the subject are organised once a term to coincide with staff meetings; these are in addition to some meetings held in teachers’ own time. Not all Irish teachers can attend all formal planning meetings, however, as they have other timetabled subjects and as the Irish team is a large one (10 teachers in all). Topics discussed include selection of textbooks, acquisition and distribution of resources and review of examination results. 

 

The Irish department is not led by a coordinator but one teacher acts as meeting secretary and the deputy principal is one of the most experienced in teaching and in evaluating standards in the subject.  An account of meetings is provided to the post-holder with responsibility for coordinating school development planning activity. The principal also has access to this record and the deputy, as an Irish teacher, also keeps the principal informed. 

 

These arrangements are satisfactory as an initial step in subject planning. Consideration should be given to sharing the task of coordinating the department’s activities among the teachers of Irish on an equitable basis so that each in turn may undertake that responsibility for a year or other agreed term.

 

The demand for in-service courses in the teaching of Irish, as recorded in the minutes of meetings of the Irish teachers, was noted. This was evidence of the dedication observed among teachers to raising standards in the subject and to achieving additional satisfaction in teaching and learning within the subject. This positive attitude is commendable.

 

Individual planning for their own classes is the norm for teachers at the present time. Collaborative planning for teaching and learning in the subject is work in progress. The teachers have agreed that each would have a work plan for each class and that these plans would be available in a folder. In classes observed during the inspection, appropriate planning by the individual teachers was evident. It was clear that teachers had reflected on agreeing approaches to improving arrangements for the teaching of Irish to second and third year classes (other than classes in the All-Irish Unit and JCSP classes) with higher level and ordinary level students. 

 

As evidence of the initial work in collaborative planning for the subject, the teachers are cooperating at present in agreeing common teaching programmes for the various levels within first year classes. This is progress within formal collaborative planning. It is intended to extend such common programmes to the other year groups in due course. It was noted that teachers have decided to try out mixed ability classes in first year from September to November 2006 and to have an agreed common work scheme for that period. It was also decided that a common assessment should be agreed, that such assessment should be linked totally to the agreed work scheme and that one teacher only should correct the tests.

 

Regarding the gathering of resources from Irish language broadcast media for sharing among teachers, it is understood that teachers do copy such material – for example, from the programmes ‘FFC’ and ‘CUBurn (TG4) that have a particular association with the locality – for use in class. All of these strategies are designed to improve teaching and learning through long-term and short-term collaborative planning, and are commended.

 

It was noted in the work programme of one class - where a high standard was evident in students’ spoken Irish - that no textbook was named due to the teacher’s assessment that no textbook suited to the needs of these students was available. It is a challenging task to present material suited to these specific localised needs, a task that placed a particular burden on the teacher to select appropriate and interesting material for the class.  There is much to be gained in sharing with other staff the experience of teacher and students in this instance, as a means of trying out other resources for teaching the language in support of, or as alternative to the textbook. 

 

The teaching plan for Irish in Transition Year was examined; all course topics, such as development of communication, project work, significant local events and innovative work in film production, were in accordance with TY programme aims. Programme content for this course was commendable and it would be worthwhile to set out the plan in a more comprehensive way, as recommended below.

 

Regarding collaborative planning issues in general, it is recommended that work already begun be consolidated and that a plan for the teaching of Irish be drawn up for each year group and level, paying particular attention to the following: 

 

It is also recommended that agreed priorities, such as additional emphasis on spoken Irish (as discussed at a subject meeting) be included in the plan and that a strategy, under the headings above, be formulated to achieve such an aim.

 

 

Teaching and learning

 

Four classes each at junior and senior cycle were observed during the inspection. These classes covered all levels of the subject. Planning for most of these classes was appropriate to the levels in question and in all cases the teaching showed commitment. Notes as aids to teaching were observed and most lesson aims were clear and shared with students at the start.

 

The quality of interaction between teacher and students was commendable in the majority of cases and ensured student involvement in the work of the class. This applied equally to classes at lower and higher levels. In the case of the former, additional guidance was provided in the form of handouts with illustrations to assist understanding of new vocabulary (junior students) and a worksheet enabling revision of a poem’s literary elements (senior students).  A significant aspect of these handouts was that they were exclusively in Irish and that no use was made of translation to indicate students’ understanding of new vocabulary.  

 

In most classes teaching was very well organised and there was variety in activities such as brief conversational work, written tasks, development of pronunciation and constant vocabulary enrichment. As a result the teacher was central to the organisation of these activities and the work was undertaken energetically and with self-confidence and commitment. At times, the teacher could devolve responsibility for learning to the students by involving them more actively, whether in groups or individually, so that the teacher is not totally directive from beginning to end of the lesson. 

 

There is need to pay attention also to differentiation of students’ needs within a class and to facilitate those students who clearly do not have the language ability to cope with the reading of prescribed texts. To that end, advance preparation is necessary to ensure differentiated and achievable learning targets for those students, whose confidence to try needs to be encouraged and whose efforts should be acknowledged and praised, as was the case in the great majority of classes.   

 

The learning environment for the subject could be improved, specifically in relation to enhancement of classrooms through use of students’ own stimulating and enjoyable materials and with the aid of well-designed notices, as seen in some cases. It is recommended that any arrangements that might detract from provision of a supportive atmosphere for teaching and learning be reviewed, so that teachers and students alike may have a stimulating environment in which to work.

 

To illustrate the advantage of teachers sharing with one another their professional expertise in teaching and learning, aspects of good practice noted in classes in the school are mentioned below. It was clear, for example, that different classes were particularly challenged in acquiring the language and in such cases the teaching was diligent and focused on the needs of the students.  Effective attention was also paid to practice writing of vocabulary relating to a topic as a way of firmly establishing that vocabulary. Another methodology observed, geared to achieving the same aim, was discussion on current sports items as a means of practising and extending vocabulary orally at first, the continuous practise of correct sentence structures in using that vocabulary that followed and finally the strategy to ensure that this limited amount of material was written down.

 

Pupils were observed who were fully engaged with a lesson’s content and who wished to contribute to conversation. As part of the vocabulary acquisition process, various students made errors in speech and did not have the necessary vocabulary, thus limiting their capacity to express themselves. These students were praised, encouraged, stimulated and assisted to express themselves accurately, even with limited vocabulary. This vocabulary was provided on the board in due course and practised orally, it was internalised for them in a patient and understanding way that maintained students’ interest in the subject and allowed them to participate continuously in the interaction.  Teachers’ different approaches should be shared and it is in that context that reference should be made to methods in planning the work of these classes.

 

In certificate examination classes, questions from examination papers were appropriately dealt with and the handout distributed, along with the Overhead Projector material, was purposeful.  A similar level of attention was given to examination requirements in respect of the oral work being done with students being prepared for oral tests. A good learning atmosphere existed in these classes, as was the case also in Transition Year. It was also evident that students were comfortable with learning, even where they had restricted capacity to express themselves.

 

 

Assessment and achievement

 

Sixth class pupils seeking September places in first year undergo a written Irish in May. Based on the results of these assessments, students are assigned to classes in accordance to ability. 

 

It is understood that mixed ability first year classes were tried for a period but that a new and more formal arrangement will be activated from September 2006. Teachers are commended for seeking to find the best arrangement for the teaching of Irish from first year onwards. In that context, it would be beneficial to undertake a reasonable trial of the new arrangement to allow a valid comparison with the current practice of streaming.

 

It is recommended that spoken Irish be included in the assessment of students’ standard of Irish at junior cycle as well as in senior cycle. Arrangements can be made to ascertain the quality of spoken Irish without recourse to individual testing.  An agreed percentage of marks in house examinations can be set aside for recognition of students’ efforts to speak Irish in class, efforts which can be marked through continuous monitoring. Students should be made aware of such arrangements at the outset.

 

It was noted that work done in copybooks observed was good; homework and essays were monitored and corrected. In the case of junior classes especially, some of the marks in house examinations could be used to give credit for such work.

 

Initial steps have been taken to provide common in-house examinations – especially for first year classes – and it is recommended that this practice be extended to all other classes studying at the same level. Results of certificate examinations are analysed annually and a report is made to the board of management. Important information gleaned from statistics on participation rates at the different levels and on students’ attainments is cause for encouragement. This information should be recorded in the Irish department plan as reference and as a guide to any review of the teaching and learning plan.

 

Summary of main findings and recommendations

 

The following are the main strengths and areas for development identified in the evaluation:

 

 

As a means of building on these strengths and addressing areas for development, the following recommendations are made:

 

 

 

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.


Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

Area 1:    Observations on the content of the inspection report

 

It is our view that this comprehensive report provides an accurate and concise picture of the status of Irish in the Pobalscoil and that the school and the Irish teachers, who are doing their best to promote Irish, have been treated fairly and equitably.

 

 

Area 2:   Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

 

Arising from the report’s recommendations, I would like to state that the following matters are currently being addressed:

 

  1. From this point on, the task of coordinating the activities of the Irish department will alternate between different teachers. It is proposed that the task would remain with a teacher for two years at a time.
  2. Teaching time in the Pobalscoil has been increased by fifty minutes and, along with classes in other subjects, Irish will benefit from this increase.
  3. It is not policy in the Pobalscoil that any class would have a double period in Irish on two days each week. Due to difficulties in designing the timetable, this did happen last year but is not the case this year.
  4. The Irish teachers are planning the acquisition of additional learning aids, especially for junior classes. They would also like to improve the quality of some classrooms, especially S4/T5 but this is likely to depend on receipt of financial support from the Department of Education and Science.
  5. Teachers of Irish to third year intend to provide opportunities for students to demonstrate their ability in spoken Irish through the Junior Certificate.