5.3.1 English

5.3.1 English

Inspectors report high standards in the teaching and learning of English

During the period September 2016 to December 2020, inspectors reported many strengths in the teaching of English and there is good evidence to suggest that students achieve very good standards in the subject. In line with general trends, data from state examinations in the period 2016 to 2020 shows a steady increase in the uptake of higher level English in both Junior Cycle and Senior Cycle (Table 5.13). The first State Examinations Commission (SEC) examination of the new junior cycle specification was held in 2017 and saw the removal of foundation level as an option.

Table 5.13: Numbers of students taking English examination in Leaving Certificate and Junior Cycle: 2016-2020

	Leaving Certificate			Junior Cycle
Year	Higher level	Ordinary level	Total candidates	Higher level	Ordinary level	Foundation level	Total candidates
2020	74.1%	25.9%	56,588	N/A*	N/A	N/A	N/A
2019	73.5%	26.5%	54,694	80.6%	19.4%	N/A	63,619
2018	72.2%	27.8%	53,036	79.0%	21.0%	N/A	61,898
2017	71.6%	28.4%	54,138	79.1%	20.9%	N/A	60,991
2016	68.1%	31.9%	53,708	75.4%	22.7%	1.9%	59,716

Source: State Examinations Commission * As a result of the COVID-19 pandemic, the Junior Cycle 2020 examinations were cancelled.

There were positive findings in relation to whole-school literacy

Inspectors found the overall quality of teaching to be good or very good in 94% of subject inspections of English. The quality of students’ learning in English was good or very good in 87% of subject inspections. There were positive findings with regard to whole-school improvement plans for literacy in post-primary schools. Inspectors commended subject departments for collaborating on identified whole-school literacy strategies and incorporating actions into their department plans. Positive commentary in English subject inspection reports on co-curricular and cross-curricular activities that support literacy included reference to teachers’ commitment to expanding students’ experience of literacy skills outside the classroom through activities such as national competitions, creative writing workshops, and visits to theatres and cinemas. Particular praise was given to the development and maintenance of school libraries that contributed to the positive uptake of reading for pleasure.

A number of reports affirmed the explicit teaching of vocabulary development, often through the identification of key terminology. Opportunities for students to engage in extended writing tasks were also praised. Overall, there was evidence of regular and developmental feedback by teachers on students’ written assignments as a means of supporting students’ improvement.

Vocabulary development and oral literacy should be given higher priority

One of the regular recommendations in English reports was that more frequent opportunities be provided to expand students’ vocabulary. Some reports made specific reference to vocabulary development in the case of students whose first language was not English. Common themes in reports highlighted the need for further development of students’ oral literacy. Particular attention was given to the importance of encouraging discussion and exploratory talk among students, and sharing of views between students, as a means of supporting deeper engagement with texts.

Teachers’ modelling of the writing process would support further improvements in students’ written work

The need for teachers to model the writing process was identified repeatedly. The value of exemplars of teachers’ and students’ work as a means of supporting improvements in students’ written work was noted, and explicit links were made with the Junior Cycle Collection of Texts82 in this regard.

Irish students performed very well in the Programme for International Student Assessment

The outcomes for Irish students in PISA 201883 corroborated the positive findings in English subject inspection reports. Students in Ireland performed above average in reading literacy, and Irish student performance in reading literacy continues to be amongst the highest across Organisation for Economic Cooperation and Development (OECD) and European Union (EU) countries, ranking 4th out of 36 OECD countries. It is worth noting that females in Ireland significantly outperformed their male counterparts in reading literacy again in this PISA cycle.