An Roinn Oideachais agus Eolaíochta

Department of Education and Science

Programme Evaluation

REPORT

Pobalscoil Inbhear Scéine

Kenmare County Kerry

Roll Number: 91503P

Date of inspection: 25 October 2007

Date of issue of report: 22 May 2008

Evaluation of LCA

Introduction

Quality of Programme Organisation

Quality of Programme Planning and Coordination

Quality of Learning and Teaching

Programme Evaluation and Outcomes

Summary of Strengths and Recommendations for Further Development

Evaluation of LCA

The Leaving Certificate Applied (LCA) programme is part of the expanded senior cycle provision designed to cater for the diversity of students’ needs. Its fundamental goal is to prepare students for the transition from education to the adult and working life, and to develop students’ literacy and numeracy skills. The underlying principle of the programme is the personal, social, vocational and educational development of students. In addition, students are afforded the opportunity to enhance their self-esteem, and to develop their communication and decision-making skills. Cross-curricular integration is central to the structure of the programme and to the students’ learning experiences. Assessment of students’ ongoing progress is a significant element of the programme and is facilitated through satisfactory completion of modules and students’ tasks. Final external examinations complete the assessment process.

Introduction

This report has been written following an evaluation of the LCA programme in Pobalscoil Inbhear Scéine, conducted as part of a whole-school evaluation. It presents the findings of the evaluation and makes recommendations for the further development of the programme in the school. During the evaluation, the inspectors held meetings with the school principal, a core group of teachers and with a small group of students. The evaluation was conducted over two days during which the inspectors liaised extensively with the programme co-ordinator and visited classrooms to observe teaching and learning. The inspectors provided oral feedback to teachers on lessons observed. The inspectors also examined students’ work and reviewed relevant documentation pertaining to the programme, as well as teachers’ written preparation. The outcomes of the evaluation were discussed with the school principal and the programme co-ordinator following the evaluation.

1 Quality of Programme Organisation

1.1 Whole school support

The inclusion of LCA as an optional programme for students is commended, particularly in view of the school’s necessity to meet the needs of all students, as Pobalscoil Inbhear Scéine is the only school in the community. Whole-staff awareness of LCA activities is facilitated through discussion slots at staff meetings and a dedicated LCA notice board in the staff room. This is good practice. The continuing difficulties surrounding the timetable for LCA is indicative of the lack of deep understanding on the part of management of the issues surrounding the implementation of an effective LCA programme. It is understood that a minority of these difficulties will have been resolved when the school returns after midterm. Not withstanding that, it is recommended the knowledge of management and the whole teaching staff of the LCA programme be enhanced through the delivery of a presentation at a staff meeting. This could be delivered by the co-ordinator, who has a good knowledge of the implementation of and issues surrounding the programme.

On interaction with teachers, it was observed that they were enthusiastic and committed to the programme in the main.

Teachers new to teaching LCA are inducted into the programme by the co-ordinator. This is commended. In addition, prior to this year, management facilitated teachers of LCA in availing of appropriate continuing professional development (CPD) on offer by the Second Level Support Service (SLSS). To date, teachers who are new to the programme this year and who are teaching three subjects between them have not attended in-service. It is recommended that this matter be rectified as soon as the relevant training becomes available again in order that teachers may further develop the skills and teaching methodologies appropriate to teaching LCA. Management should devise strategies to facilitate teacher participation in the correction of students’ tasks as it provides an opportunity for further enhancement of skills specific to LCA.

1.2 Resources

Staff members are appropriately assigned to teach LCA. Best practice would occur if management deploys teachers following discussion concerning timetabling in a new subject area within the programme. The LCA co-ordinator meets with the principal during May every year to inform him of the staffing arrangements and subjects needs necessary for the sixth-year and fifth-year LCA students of the following year. This level of planning is commended. However, the LCA timetable is generally not available until the beginning of the new academic year. Therefore, any problems cannot be resolved in advance. At the time of the inspection, when the timetabling of Information Communication Technology (ICT) was questioned with regard to one of the class groups, the inspectors were informed that a change in personnel would take place after midterm. The issue of one class group not having one of the timetabled vocational specialisms or any other subject in its stead for a number of weeks in September also came to light. Therefore, in fairness to all students, it is strongly recommended that all programmes be prioritised equally to ensure that any staff deployment issues can be solved in advance of the school year.

ICT is used effectively in organising the programme. Students have very good access to ICT for whole-class and individual work. Evidence of the school’s commitment to the employment of ICT by LCA students is illustrated by the high standard of presentation of the reports on their tasks. It is understood that sufficient funds are generally available to the co-ordinator for LCA activities. All teachers are encouraged and should be facilitated in utilising the system in place to obtain subject-specific resources that are not obtained through regular, subject-department budgets.

1.3 Student selection

The LCA programme is well promoted amongst students and parents during the third year of junior cycle. Specific criteria that are in line with the objectives of the programme are employed for selecting students. Students are given accurate and appropriate information regarding LCA and are provided with timely support during the decision-making process. As a result, target students generally avail of LCA. This is very good practice.

1.4 Home, school and community links

Parents are made aware of the nature and purpose of the LCA programme at the information evening for third-year students, and subsequently assist their son or daughter in making the programme choice most appropriate to their needs. It is suggested that an information meeting be held for the parents of fifth-year LCA students in September, as it would enhance the perception of the programme in the minds of parents. It would also provide parents with an opportunity to ask questions, and to reinforce the continuous assessment evaluation procedures, specifically the importance of attendance and the awards of credits.

There is regular and frequent contact between the school and parents. Parents are informed of students’ progress through the issuing of reports and by means of the annual parent-teacher meetings. The students’ journal also offers another mechanism through which teachers and parents can communicate and monitor students’ progress, application and achievement. Being part of a rural community provides the possibility for ongoing informal communication, including telephone contact with parents, an opportunity the school uses well. Parents are encouraged to contact the school if desired. Appropriate contacts are fostered and maintained with outside agencies and particularly with employers.

1.5 Supports for students

There are some supports in place for students with additional educational needs. On some occasions, students who are exempt from studying Irish are withdrawn for help. In other instances, students are withdrawn from Religion, which is not one of the elective modules, and therefore this withdrawal does not affect satisfactory completion of the programme. During the inspection, it was observed that a number of students were in the Irish class, but not studying Irish and as a result, were not involved in the lesson. This is not satisfactory. As these students have exemptions from Irish, it would be more appropriate for additional support to be made available at this time to develop their literacy and numeracy, if appropriate, and to provide help in any area of the programme that is deemed necessary.

The good practice of timetabling a member of the learning-support department for English and Communications with the whole class group is commended. The intimate knowledge of the learning requirements of the students with additional educational needs, obtained in junior cycle, can thus be utilised effectively to plan a programme of work for all students that is in line with syllabus pre-requisites. Teachers co-operate to assist students in completing tasks. This is commended.

An experienced special needs assistant (SNA) has been assigned to two students for a number of hours each week. Significant assistance is thus provided to the students in planning their work, completing tasks and key assignments and actively participating in other learning activities. This is commended. However, the SNA should not be involved in teaching students with additional needs, either in a whole-class setting or in a withdrawal situation. This issue should be addressed as a matter of urgency.

Consideration could be given to organising an induction programme for students’ first day in fifth year. This would provide the co-ordinator with an opportunity to explain the programme in detail and answer any queries that students may have. Induction activities such as ‘who is it’ and ‘the card tower’ could form part of such a programme. Information on these can be obtained on the website of the LCA support service, www.slss.ie.

2 Quality of Programme Planning and Coordination

2.1 Co-ordination

The programme co-ordinator appointed under the terms of Circular Letter PPT 19/02, co-ordinates LCA in this school. The co-ordinator has a thorough knowledge of the programme and its implementation. The duties are wide ranging and include administration, planning and motivation of both teachers and students. The outcome of the close co-operation between the co-ordinator and the teachers is the successful operation of the programme. All assigned duties are performed to a very high standard.

A dedicated time allowance is allocated for co-ordination duties, thus facilitating the effective implementation of the programme. An LCA office, which contains office and ICT equipment, is assigned to the co-ordinator so that duties can be carried out. These facilities should be enhanced by the provision of a dedicated office printer and a phone line in the office, which would allow the co-ordinator to communicate more easily with parents and employers.

Communication and collaboration with other members of the school community is central to the work of the co-ordinator. LCA relevant information is disseminated to students by means of the mobile notice board. This board, in conjunction with the schools’ plasma screen, helps to celebrate students’ achievements and give a profile of LCA activities to the general student body. This is commended. Good communication is maintained with students via regular class contact, including the class-tutorial session each week, thus enhancing the development of a rapport with the students. Communication with management occurs at specific times of the year and otherwise as the need arises.

A high level of organisation is demonstrated by the existence of comprehensive folders of documents. A consistent approach is adopted to the administration and organisation of all records pertaining to LCA, including the records of attendance, and the central storage of key assignments and student tasks.

2.2 Planning

LCA planning is primarily the responsibility of the co-ordinator, who relies on the enthusiasm and interest of a committed teaching team to plan for various LCA activities. The involvement of senior management in LCA planning is predominantly in the area of timetabling. Formal planning meetings, that are minuted, take place only at the beginning of the year. The lack of regular formal planning meetings causes considerable difficulty in planning for tasks, cross-curricular integration and strategies for the development of literacy and numeracy, all of which are central elements of the programme and of the students’ learning experience. Teachers are commended for the ongoing informal collaboration and communication that currently facilitates task organisation. It is recommended that a number of formal meetings be held during the school year. During the post-evaluation meeting, management stated that there are time slots available to facilitate these meetings. While a number of whole-team meetings are required for planning for the overarching elements of the programme, other meetings could be attended by, for example, the personnel involved in planning for specific tasks at appropriate times.

Consideration could be given to the establishment of a core team to assist in the planning of LCA. This team, in conjunction with the co-ordinator, could focus on areas such as the development of an overall written plan for LCA, which is recommended. Such a plan should incorporate two-yearly individual subject plans and could also include common strategies for, for example, the development of cross-curricular links, resource requirements and methodologies for developing literacy and numeracy. Planning for students with special education needs is a significant part of the programme planning process. This includes planning for support in the form of withdrawal and the effective use of a special needs assistant.

In some instances, there was evidence of planning for individual subjects within the programme. Some of these plans contained monthly schemes in which content, teaching methodologies and resources to be employed were listed. Students’ credit record sheets were also in evidence. It is recommended that all members of the teaching team devise subject-specific programmes of work, which would then be incorporated into the overall plan.

2.3 Curriculum

A broad curriculum is offered to LCA students in Pobalscoil Inbhear Scéine. Many elements of the programme are appropriately timetabled. However, Social Education has less than the suggested time allocation. In fifth-year LCA, Introduction to ICT is timetabled for a weekly time allocation that facilitates completion of this course in one year. Significantly, on examination of the timetable, it was discovered that the fifth-year LCA students are studying one vocational specialism only. The perception is that the other specialism is ICT, but the time is not allocated on the timetable. This situation with regard to timetabling the second vocational specialism must be rectified when planning the sixth-year timetable for these students. All other issues with regard to time allocation must be resolved in future timetabling. During the post-evaluation meeting management stated that they would endeavour to rectify these issues as soon as is possible.

Students’ preferences are considered when timetabling vocational specialisms and elective modules. Management then endeavours to provide these subjects in the context of the availability of teachers. The utilisation of students’ input into devising the LCA curriculum is commended.

Management stated that student numbers has necessitated the amalgamation of fifth-year and sixth-year LCA for many subjects. If amalgamation is deemed necessary, management should take cognisance of issues such as module sequencing, cross-curricular integration and the importance of class and group discussion, when considering the subjects that are to be jointly taught. In subjects where the modules should be taught in a sequential manner, teaching both class groups together causes difficulties, because in order to facilitate the teaching of the modules in a sequential manner in these instances, two modules would have to be taught concurrently during the one lesson period. This was not observed during the course of the evaluation. For example, the modules of English and Communication should be taught in a sequential manner. Thus the two class groups should not be studying the same modules simultaneously. In addition, the delivery of the communications and enterprise module in English and Communications should be concurrent with the enterprise one module in Vocational Preparation and Guidance. Mathematics for Enterprise should also be taught at this time, thus reinforcing students’ learning with appropriate cross-curricular integration.

Similarly, amalgamation of class groups should not occur in instances where the particular subject is a vocational specialism for one group and elective modules for the other group. This is currently the case in both Graphics and Construction, and in Agriculture and Horticulture. However other subjects may lend themselves more easily to amalgamation of the class groups. For example, since Gaeilge and the foreign language are each completed in one year, amalgamation of the fifth-year and sixth-year class groups would be feasible. Subjects such as Leisure and Recreation and Arts Education could be similarly timetabled if appropriate care is taken in planning the module selections and sequences. However, at all times, management should be mindful of the composition and class dynamics of both groups when considering amalgamation for teaching purposes.

Consideration could be given to the inclusion of science elective modules in the programme in view of its acceptance as an entry requirement for some beauty therapy courses. During the course of the evaluation, students stated that the incorporation of Hotel and Catering in the school’s LCA programme would be welcome, particularly in view of the work experience placements available and also because in some instances, students’ future plans included work in this area.

Guidance is timetabled according to syllabus guidelines, both class groups being taught simultaneously. However, it is understood this is one module where difficulties arise as this module helps students develop an awareness of their interests and aptitudes, and over time skills are developed which assist students in devising a personal career action plan. It was stated that whole-class discussion was difficult due to the considerable development in social maturity by those students who had completed one year of the programme and at times resulted in frustration on the part of some students when topics and concerns had to be re-addressed. Management should take these factors into consideration when decisions are made on the amalgamation of the year groups for different subjects.

The timetabling of a tutorial session each week is good practice as it provides an opportunity for students to discuss issues pertinent to LCA. It is suggested that this time also be used to develop the skills of reflective practice that would thus assist students in completing their personal reflection tasks.

Work experience is an integral part of the curriculum, students spending one day at work each week, thus facilitating the completion of four modules of work experience over the duration of the programme. Preparation for work occurs through subjects such as English and Communication and Guidance. The weekly tutorial lesson also provides an opportunity for students to discuss their interests, their work placements and other issues. This is commended. In almost all instances, students obtain their own work placements. The co-ordinator maintains ongoing contact with the employers who are encouraged to complete an evaluation for their specific student. Students compile records of their experiences. This structured approach to work placement is commended.

3 Quality of Learning and Teaching

3.1 Planning and preparation for teaching

The significant level of individual preparation enhanced the teaching of all subjects. Preparation was evidenced in the development of teaching resources, including handouts, work-cards and other materials and equipment, and in many instances, in devising methodologies that ensured the success of particular lessons. Where employed, ICT was used effectively in the preparation of teaching and learning materials. While wholly mindful that teachers adapt their teaching methodologies to enhance the teaching and learning of all students, including those students who require learning support, it is suggested that increased liaison between subject teachers and learning support personnel would support this process.

In some instances, individual teachers have comprehensive planning folders. This planning documentation provides a clear description of the work to be completed within the subject areas and supports the short-term planning of individual teachers. The taught programme reflects the written plans. There was also evidence of planning for involvement of students in a range of co-curricular activities in a number of subjects. Those involved are to be praised for their commitment to facilitating these educational and stimulating activities.

3.2 Teaching and learning

The atmosphere in all lessons visited was one of open co-operation and respect, and was based on a fair code of behaviour and caring discipline, thus fostering a constructive learning environment. Easy and positive interaction between students and teachers provided major support for learning and teaching.

In general, classrooms visited were well managed, although occasionally, additional consideration might have been given to seating arrangements in order to easily maintain eye contact with all students during whole-class discussion. In one classroom a wide range of very relevant subject-related posters was displayed on the walls, including display of students’ work, a practice that is highly commended. This results in information-rich surroundings providing a valuable aid to students’ learning and should be extended to other classrooms particularly in the context of some teacher-based room allocation.

Lessons were well structured and the pace was generally good. The content of the lessons was outlined to the students at the outset and, in almost all instances, this helped provide a focus for students’ learning. Where the learning intention was not clear, care should be taken to ensure that the outline is short and simple. A range of teaching methodologies was used effectively to support teaching and learning. This included class discussion, students’ pair work, role-play, reading aloud and the use of ICT.

In general, good use was made of teaching resources such as the overhead projector, board and tape recorder as valuable means of supporting students’ learning. Teacher-sourced and teacher-developed work sheets were effectively and appropriately deployed in support of class teaching in some instances. The work invested by the teachers in the preparation of these materials is acknowledged. It is recommended that teachers should be particularly mindful of the literacy levels of the students when designing handouts.

The student-centred nature of lessons was evident in all lessons. In some instances, short, clear teacher inputs were suitably interspersed with students’ activities, contributing to students’ ongoing engagement. For example, in a mathematics lesson, two students measured the length and breadth of the room and whole-class discussion ensured that all students understood the concept, before pairs of students conducted measurements of cards. A plenary session facilitated consolidation of students’ learning. This is excellent practice. The development of students’ skills in numeracy was an underlying objective of this lesson.

Appropriate questioning was very effectively employed to review students’ knowledge. It was well integrated into the flow of lessons as a means of progressing the aims of the lesson and developing content while drawing the optimum number of students into participation. Questions tended to be skilfully directed to named students. Care should be taken in planning lessons to ensure that time is allocated for consolidation and recapitulation by means of questioning and other strategies.

Teachers clearly understood the importance of making the subject matter of their lessons as relevant to the experiences of their students as possible. For example, in the Irish lesson, students were discussing the meaning of the place names of their local town lands and were encouraged to record and build up this knowledge through discussion with their grandparents.

Progression of students’ literacy could be enhanced in all lessons by means of displaying key terms on the topic in question as the lesson develops. Students could, over time, build up a bank of key words in individual subjects. A dictionary should be available in each lesson, which students should be encouraged to use.

Development of students’ personal and social skills was the focus of the social education lesson. Students were comfortable discussing and writing about issues relating to self-awareness and healthy lifestyles. The willingness of the students to take part in a relaxation exercise is testimony to the supportive secure atmosphere that was evident in this lesson.This is highly commended.

Teacher affirmation and encouragement was very much in evidence. The focus of teachers on engaging students had the effect of encouraging their active participation in lessons and is commended. In general it was found that students were successfully achieving attainable goals in the lessons visited. They displayed at least an acceptable minimum and in many instances a good level of understanding of their work when questioned.

3.3 Assessment

A range of assessment modes is utilised in order to determine students’ progress and achievement. These include key assignments and tasks, in addition to written work and questioning in class. There was some evidence of regular monitoring and annotating of students’ work. Some good examples of comment-only marking were noted in some instances. This very positive approach to monitoring student work should be appropriately employed in all subject areas, as it reflects the principles of assessment for learning (AFL).

On the whole, teachers are very systematic in their approach to the recording and filing of students’ assessment tasks and their attendance.

It was observed that the key assignments associated with particular modules were completed to a high standard in the main. This is commended. On completion of the modules of work, the key assignments are retained in an organised manner by the co-ordinator. This is good practice. However, it was noted that only one module of key assignments, completed by the sixth-year LCA students, was available for examination in Agriculture and Horticulture. It is suggested that when key assignments are completed as components of a number of modules, copies of the assignments should be retained in each of the relevant modules. This would facilitate students in tracking their work progress more easily. In addition, in instances where key assignments involve telephone calls or role-plays, it is recommended that these activities be recorded in oral or written format and copies of these be retained in central storage. Copies of taped students’ activities should be similarly stored.

Students created reports that incorporated aspects of planning, execution and evaluation of the tasks. It is clear that the students’ tasks facilitated the development of skills such as decision-making, initiative, and responsibility. Group tasks, for example the operation of a “clockworks mini-company”, gave students the opportunity to develop teamwork skills. Inspectors observed examples of very good work with exceptional standard of presentation, using software packages such as word processing and spreadsheets in this enterprise task. This task also illustrated successful cross-curricular integration as evident in students’ compilation of, for example, pie charts, and bar charts. The development of proficiency in organisation was facilitated by events such as the camping trip and agriculture trip.

It is understood that, in some instances, results of teaching strategies are evaluated. These strategies are subsequently modified based on students’ achievement and success. This is very good practice, the utilisation of which is encouraged

4 Programme Evaluation and Outcomes

4.1 Programme evaluation and review

LCA has been evaluated informally to date and it is understood that this informal evaluation has resulted in the modification of some of the elements of LCA that were on offer. This is commended. It is recommended that the review process be formalised, that the programme be reviewed on an annual basis and that this formal evaluation involve all participants in LCA, including parents and sixth-year students.

4.2 Attainment of programme objectives

Students show a sense of belonging and satisfaction in the programme. It was stated that their attendance levels are good in the main and the majority progress to achievement in State examinations. Subject teachers maintain attendance records for the students. It is good to note that strategies are in place to enhance students’ ongoing attendance. Systems are in place to ensure that students receive appropriate accreditation for satisfactory completion of modules, cognisance being taken of certified absence and the completion of key assignments to an acceptable standard. This is commended.

Increasing students’ retention is another benchmark of a successful LCA programme. Continuing positive feedback to students, ongoing support by the co-ordinator and the four-day per week in-school component all contribute to prevent early school leaving. During the course of the evaluation, students stated that “we would not be in the school without the LCA”.

One of the underlying principles of LCA is to facilitate the personal and social development of the students. This was illustrated by the students’ confidence and abilities in communicating with their teachers, other students and the inspectors during the course of the evaluation. Their competencies in discussing social issues during one lesson provide further evidence of the enhancement of these skills.

There is evidence of the development of students’ learning and organisational skills. Their ability to complete tasks and the accompanying reports within specific timeframes, in conjunction with their understanding of the appropriate approach to the organisation of work experience, are examples of this. When interviewed, students displayed a genuine pride in their programme, the work that they produced, and in their school. The maturity displayed, when discussing various aspects of the programme and future career paths, is a definite positive outcome of their participation in LCA.

Students’ abilities to communicate on a variety of topics and the interest and enthusiasm demonstrated as they worked are indicative of a good level of self-esteem and self-confidence. This is highly commended. Competency in oral communication along with students’ written work provides evidence of attention to the development of literacy.

Implementation of the principle of cross-curricular integration is facilitated through key assignments, tasks and work experience. Teachers stated that it is very difficult to facilitate the cross-curricular integration as there is no formal meeting time. The establishment of regular formal meetings of the LCA core team or appropriate groups of teachers, could assist in ensuring that curriculum integration occurs in a planned and coherent way. While acknowledging the organisational difficulties involved, it is recommended that teachers expand the employment of cross-curricular integration.

5 Summary of Strengths and Recommendations for Further Development

The following are the main strengths identified in the evaluation:

The inclusion of LCA as an optional programme for students is commended, particularly in view of the school’s necessity to meet the needs of all students.
The co-ordinator has developed good communication strategies with all members of the school community.
Students and their parents are provided with good support and guidelines when choosing their programme option for senior cycle.
The practice of timetabling a member of the learning-support department for English and Communications with the whole class group is commended.
Students with additional needs are fortunate in having the support of an experienced and interested special needs assistant.
The energy, interest and commitment of the co-ordinator to the LCA programme are evident in her work. Successful organisation ensures that students’ needs are catered for in the main.
There was evidence of good planning for individual subjects within the programme, which effectively support teaching and learning.
The utilisation of students’ input into devising the LCA curriculum is commended.
A fine standard of teaching and learning was observed in the lessons observed. It is noteworthy that the development of many of the underlying principles of LCA was evident in the lessons inspected.
Systems are in place to support the attainment of programme objectives.

As a means of building on these strengths the following key recommendations are made:

The knowledge of management and the whole teaching staff of the LCA programme should be developed further through the delivery of a presentation at a staff meeting.
All programmes should be prioritised equally when timetabling to ensure that any staff deployment issues can be solved in advance of the school year.
Resource time allocated to students with additional needs should be utilised to develop their literacy and numeracy if appropriate and to provide help in any area of the programme that is deemed necessary.
Only teachers should be involved in teaching students with additional needs, either in a whole-class setting or in a withdrawal situation. This issue should be addressed as a matter of urgency.
A number of formal meetings of the LCA team should be held during the school year.
The establishment of regular formal meetings of the LCA core team or appropriate groups of teachers, is recommended, to ensure that curriculum integration occurs in a planned and coherent way.
The development of an overall written plan for LCA is recommended and all members of the teaching team should devise subject-specific programmes of work.
The current fifth-year LCA students are studying one vocational specialism only. This situation must be rectified when planning the sixth-year timetable for these students. During the post-evaluation meeting management stated that this could be resolved.
All other issues with regard to time allocation must be resolved in future timetabling.
If amalgamation is deemed necessary, careful consideration should be given when decisions are made concerning the subjects that are to be taught in this manner.
Teachers should be mindful of the literacy levels of the students when designing handouts.
Care should be taken in planning lessons to ensure that time is allocated for consolidation and recapitulation by means of questioning and other strategies.