Subject Inspection of Business Subjects REPORT. Templeogue College Templeogue, Dublin 6W Roll number: 60562I

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1 An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Business Subjects REPORT Templeogue College Templeogue, Dublin 6W Roll number: 60562I Date of inspection: 18 April 2012

2 REPORT ON THE QUALITY OF LEARNING AND TEACHING IN BUSINESS SUBJECTS INFORMATION ON THE INSPECTION Dates of inspection 16 and 18 April 2012 Inspection activities undertaken Review of relevant documents Discussion with principal and teachers Interaction with students Observation of teaching and learning during twelve class periods: two double and eight single lessons Examination of students work Feedback to principal and teachers MAIN FINDINGS The quality of teaching observed in lessons ranged from very good in some, good in the majority, and to some in which it was only fair. In half of the lessons observed, students were actively involved in learning and developed good key skills, but in the remaining lessons good learning opportunities were not fully exploited by teachers. There is a mix of approaches among business teachers regarding the type of homework assigned and its correction. Students are encouraged to take business subjects at higher level in certificate examinations, wherein outcomes are good. Business education has a good profile on the school s curriculum and senior management is supportive of it. MAIN RECOMMENDATIONS Teachers should incorporate more higher-order questioning, and active and co-operative learning methodologies into their teaching, wherever appropriate. There should be an agreed strategy among business teachers regarding the type and quality of homework assigned to students, and its correction. Business teachers should create visually rich learning environments in classrooms and collaboratively develop a shared electronic folder. The content of the business subjects plan and each curricular plan should be developed as a manual on how to provide the best possible business education in the school. 2

3 INTRODUCTION Templeogue College is a voluntary secondary school, with an enrolment of 672 male postprimary students. Business Studies is a core subject in first year and an optional subject thereafter. Business education is optional in the compulsory TY programme. Accounting, Business and Economics are offered to Leaving Certificate Students. TEACHING AND LEARNING The quality of teaching and learning was very good in some lessons while in others there was scope to develop pedagogical practices that support active learning. In the very good lessons, the teacher was the facilitator of student learning. In these lessons teachers used a variety of teaching methodologies, shared learning outcomes with students, targeted higher-order questions to students and effectively used information and communication technology (ICT). In lessons where there was scope for development students were not given sufficient responsibility for their own learning. This could be addressed through the use of teaching methodologies such as role-play, effective group and pair work, student research of topical business affairs, presentations and project work. All lessons observed were well planned and structured. At the outset of most lessons learning outcomes were articulated. In a small number of lessons teachers involved the students in summarising the learning of the lesson, and this good practice is worthy of replication in all business education lessons. Literacy and numeracy strategies need to be re-developed in most lessons. In some class groups students compiled explanations of keywords and terms as part of their homework. However, there should be a renewed focus on the explanation of unfamiliar language and subject-specific terminology in all lessons. Business teachers should also identify commonly used mathematical calculations and liaise with the Mathematics department to ensure that computations are carried out in a similar way throughout the school. In almost all lessons students were given additional resources such as handouts, worksheets, newspaper supplements, enterprise-related books and physical items appropriate to the topic of the lesson. In the majority of lessons the newly installed ICT was used as an effective teaching aid as teachers accessed relevant websites, YouTube clips, excerpts from news programmes and PowerPoint presentations to progress student learning. Occasionally there was an overemphasis on global rather than individual targeted questions. However, in the majority of lessons a mix of higher-order and lower-order student-targeted questions was used effectively to differentiate between ability levels and challenge students. In visits to TY lessons it was evident that the Business and Enterprise modules are delivered in a way that befits the programme s ethos and aims. TY students were active in their learning and developed key skills through the availability of projects and cocurricular activities which they were encouraged to partake in. While all business teachers regularly assign homework, there is a mix of approaches among the team towards the assigning and assessing of homework. In the majority of lessons homework was regularly monitored and there were some good examples of the use of teacher evaluative comments. Good practice in the use of peer review was evident 3

4 in a small number of lessons, with specific emphasis on observing the agreed standards in presentation and neatness. Classroom management, atmosphere and student affirmation in all lessons were good. Students of business subjects are encouraged to aim for high academic standards and to take business subjects at the highest possible level in the certificate examinations. Student attainment levels are good. However, participation rates and progress at higher level in Economics should continue to be carefully monitored by business teachers. SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT There is good provision and support by senior management for business education and the time allocated to teaching all business subjects is good. All first-year students have the opportunity to attain financial literacy skills and to make a well-informed decision on subject choices for second year. The uptake of the optional Business Studies in second year is very good as is the uptake of the three optional Leaving Certificate business subjects. Most business teachers have their own base classroom. There are some good examples of how the rooms have been used to display exhibits of students work. The potential to create a visual learning environment in all classrooms should be further exploited by all business teachers. The majority of business teachers are members of their subject association and have attended in-service relating to their subjects. As part of whole-school professional development, teachers have engaged with broader educational themes. The use of the student journal to record homework varied considerably within class groups. It is advisable for senior management to address this difference so that the journal is an effective resource. PLANNING AND PREPARATION At the regular subject department meetings most discussions pertain to the organisational aspects of the department. The inclusion and recording of discussions on best teaching and learning strategies should also be considered. Subject plans have been developed for all business subjects; these are good in design. However, the plans need to detail numeracy and literacy strategies. Some business teachers individual planning folders were comprehensive and included graphs of students attainment in class tests. All business teachers follow a commonly agreed programme of work. However, the sequencing of topics in junior cycle should be reviewed to ensure that students understanding of business concepts is incremental. There is considerable expertise and experience in the business subjects department which can be shared and formalised through the development of each curricular plan. It is the stated aim of the subject department to provide an education that responds to the needs of students in the 21 st century. The good practice observed in lessons should be documented as a manual for current and new entrants to the subject department. This can be achieved by linking to each topic its learning outcomes, resources, differentiated learning strategies and range of teaching and assessment methodologies. 4

5 It is advisable that the business subjects department develop an electronic folder to store electronic resources and information. The draft findings and recommendations arising out of this evaluation were discussed with the principal and subject teachers at the conclusion of the evaluation. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board. Published November