An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of French
REPORT
Tullamore College
Tullamore, Co. Offaly
Roll number: 72560U
Date of inspection: 1 February 2007
Date of issue of report: 8 November 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in French
Subject inspection report
This report has been written following a subject inspection in Tullamore College, conducted as part of a whole school evaluation. It presents the findings of an evaluation of the quality of teaching and learning in French and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers.
Subject provision and whole school support
While the study of a modern language is not mandatory in Tullamore College, every effort is made to convince students of the benefits and importance, in terms of possible career requirements, of studying a European language. French and German are taught in the school and commendably, students have the option of studying both languages. Students are taught in mixed-ability groups throughout the school. Due to the fact that modern languages are in an options pool with practical subjects, French is taught in a combination of double and single periods, both in junior and in senior cycle. Junior-cycle students have one double and two single periods per week. Management and teachers are conscious of the fact that four single periods would be preferable in order to provide ongoing contact with a new language and they are keeping the existing arrangements under review.
The school offers a vibrant Transition Year (TY) programme. European Studies, a subject that combines the study of political, social and cultural aspects of different European countries is part of the TY curriculum. At present, French is not offered as a subject within TY. While acknowledging the excellence of the European Studies programme and indeed possible timetabling and teacher allocation constraints, it is recommended that the study of a modern language per se be included in the TY curriculum as many students will want or need to continue their study of a language for Leaving Certificate.
The policy of allocating teachers their own base rooms greatly supports the teaching of French. Teachers have the facility to store audio-visual equipment and teaching materials and have the opportunity to create a rich learning environment for their students. Despite the fact that all classrooms are in a pre-fabricated building, those visited were bright and comfortable and were most attractively decorated with language charts, posters, maps and photographs of the chateaux in the Loire Valley. A box of dictionaries was available to students in one classroom. In another classroom, the display of both French and German materials on opposite walls provided a good visual basis for the teaching of language awareness.
To date, ICT has been used to a certain extent by teachers to download material to support the teaching of the language. French classes have limited access to the school’s computer room as the PLC group and other subjects are given precedence in timetabling arrangements. It is hoped to provide a laptop and data projector to each classroom in the near future and teachers should find the website www.french.ie particularly useful for accessing some additional updated materials for classroom use.
Three teachers, one of whom is a substitute teacher, are currently engaged in the delivery of French in the school. All are members of the French Teachers Association and they had recently attended subject-related information sessions in a nearby Education Centre. The teachers of French are commended for their positive and proactive approach to ongoing professional development
French has been well promoted in the school through the organisation of various co-curricular activities. Senior students participate in a French debating competition, Les Joutes Oratoires, and a student from the school had been given the award of Best Individual Speaker in the January 2007 round of debates. The school has an exchange programme with the Lycée Alfred Kastler in the Alsace region and the students of Tullamore College were looking forward very much to their visit to France at Easter. Management and teachers are warmly commended for their commitment to the provision of such an enriching experience for the students, particularly when students are encouraged to keep a reflective diary of events and impressions while abroad. Teachers are encouraged to continue to advance the profile of the language among junior-cycle students through displays of photographs and authentic materials from the partner school and through enjoyable, school-based activities in the target language such as table quizzes, games, short sketches, songs and food tasting. Such events contribute to student appreciation of French culture and they greatly enhance and complement the teaching of the language.
Planning and preparation
Curriculum planning and subject planning are firmly established in Tullamore College. Subject planning is facilitated and strongly supported by school management and formal meetings take place at regular intervals during the school year. Senior management decides on the main items on the agenda with additional input from members of the department.
It is commendable that the teachers of French and German work as a cohesive team to progress and promote the teaching and learning of modern languages in the school. A collaborative and mutually supportive team spirit was evident during the evaluation.
The work accomplished to date in the area of subject planning is impressive. It was clear from the quality of the documents presented that a great deal of time and reflection had been invested in the drawing up of planning records. In addition to a list of agreed topics to be taught in each year group, the French department’s planning folder contains details of various teaching strategies to be used, homework and assessment policies and procedures, minutes of meetings, circular letters from the Department of Education and Science pertaining to the subject, marking schemes for Junior and Leaving Certificate French and ideas for cross-curricular links with other subjects such as History, Geography and Home Economics. Teachers correctly regard the subject plan as a working document to be reviewed, modified and extended as the need arises. To this end, it is suggested that future departmental meetings could focus on agreeing and documenting appropriate learning outcomes for each year group. In planning to teach mixed-ability groups, the French team is encouraged to discuss how best to serve the needs of higher and ordinary-level students in the same class through differentiated teaching methods and differentiated classwork and homework assignments The inclusion of an inventory of the school’s supplementary language resources and ideas for the incremental use of ICT in the teaching of the language would also be of benefit to the French team.
Short-term planning, for the lessons observed, was clearly evident. Good advance preparation of audio equipment, additional materials, and individual schemes of work demonstrated a high level of organisation and teacher readiness.
Teaching and learning
The teaching and learning of French is of a high standard and students demonstrated a marked enthusiasm for the language. Teachers have successfully adapted their lesson content and teaching style to suit the double period provision referred to earlier in this report. Lesson pace was brisk and stimulating due to a good blend of teaching strategies. All lessons were delivered in an energetic and enthusiastic manner ensuring very good levels of concentration and participation on the part of students.
Teachers adopted a thematic approach to lesson delivery, allowing for a good balance and integration of different language skills. Learning activities that were sequenced helped to ensure that lessons were well coordinated. Listening comprehension for example, which was seamlessly introduced into all lessons, was used to test and reinforce vocabulary and phrases. This is good practice. Good individual questioning in all lessons gave students the opportunity to practise their oral skills. Oral competence could be further developed through the integration of short, focused pair-work sessions into the lesson period. In one junior-cycle class, students were challenged to develop their reading skills through the skilful exploitation of a cloze-type worksheet. The students’ familiarity with the topic, together with the necessary words in jumbled order at the bottom of the page, made the cloze test easily accessible to them. In another junior-cycle class, the completion of a crossword proved to be a popular and enjoyable means of consolidating new vocabulary.
The technique of brainstorming was used very effectively to promote good student participation in both junior and senior-cycle classes. Teachers used the whiteboards extensively and productively. In one instance, the board was used to record and revise previously learned vocabulary and students were very keen to show their extensive knowledge of the topic concerned. In another class, students’ ideas and suggestions relating to language learning were collated on the board and again the level of students’ involvement and interest was notable.
Group work featured in a senior-cycle class. Students were organised quickly and efficiently into small groups to discuss the difficulties and advantages of learning a foreign language. Under the guidance of their teacher who circulated freely among the groups, students showed a determined and mature approach to the completion of the task. The development of oral skills was facilitated through each group being asked to present their work orally to the full class. While students made a very good effort to present their opinions, it is suggested that, in advance of group work, a short, whole-class oral revision of key phrases would ensure greater accuracy and confidence.
In the lessons observed, it was clear that the teaching of grammar was not neglected. Reading texts and written exercises were used judiciously to draw students’ attention to the practical use of grammar. For example, in one class, students were asked to read a passage and to identify and underline all verbs in the conditional tense, which they had learned previously. In another class, the various uses of the verb faire were clearly explained and then students were asked to use this verb in a communicative context, combining it with the days of the week. A literary text was exploited to good effect to demonstrate the use of the imperfect tense to senior students.
Use of the target language for classroom communication was excellent overall. Teachers displayed a high level of linguistic ability and it was obvious that most students were accustomed to hearing and speaking French in the classroom. They were able to interact with their teacher in the target language, using it in a natural and uncomplicated manner. Teachers effectively employed a variety of strategies to promote accurate student pronunciation and intonation. Group repetition, for example, worked particularly well in a junior-cycle class. The individual questioning of students also helped to identify pronunciation difficulties Teachers wisely insisted, in a sensitive way, on fostering good habits of articulation.
All teachers interacted well with their students by affirming their efforts and offering encouragement throughout the lesson period. Students were co-operative and hardworking and the atmosphere in all classrooms visited was positive and productive.
Assessment
The range of assessment methods used to monitor students’ progress and attainment include homework, regular class tests and formal examinations at Christmas and in summer. An aural component is included in French examinations for all year groups while the testing of oral proficiency is formally carried out, outside of class time, in fifth year. The testing of the oral competence of junior-cycle students could be accomplished in an informal manner within the classroom setting. Such regular informal testing helps to increase students’ confidence and it strengthens and endorses the use of the target language in the classroom.
Third and sixth-year students sit mock examinations in the spring. Leaving Certificate students have the opportunity to sit an individual oral examination which is administered by another teacher of French in the school. This system of examining a colleague’s students is further evidence of the very good collaborative ethos that exists in the French department
There was evidence of consistent continuous assessment in the classes visited. Students’ copybooks were well maintained, containing plenty of helpful notes and a substantial body of good written work in the target language. In many instances the homework had been signed and dated and teachers had appended positive encouraging comments. In order to ensure that this high level of feedback achieves maximum effect, it is recommended that students be required to take note of errors and to write in corrections, where applicable.
All teachers maintain comprehensive records of students’ progress and parents are kept fully informed through school reports, the school journal and annual parent-teacher meetings. State examination results are analysed with reference to national norms and are used to guide subject planning.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· Whole school support and provision for modern languages is very good in Tullamore College.
· The teachers of French and German work together in a spirit of co-operation and collaboration.
· A comprehensive, well-documented plan informs the teaching of French throughout the school.
· Teachers have created an attractive, supportive learning environment in their classrooms.
· Use of the target language for classroom communication was sustained and notable.
· An interactive approach to learning activities ensured optimum student engagement and participation.
· Very good classroom management skills ensured that students were focused and motivated
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· While fully recognising the value of European Studies in the Transition Year curriculum, it is recommended that additional periods, dedicated specifically to language learning, be provided.
· The inclusion of short pair work sessions into lessons would help to promote greater student confidence and oral proficiency.
· The integration and expansion of the use of ICT for the teaching and learning of French in the school should be explored.
· The testing of oral competency, either formally or informally, should be extended to all year groups
Post-evaluation meetings were held with the teachers of French and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.