5.3.2 Irish

5.3.2 Irish

Inspections of Irish indicated that the quality of teaching and learning in Irish was good or very good in a majority of schools. However, this was considerably below the standards achieved in the other core subjects

In subject inspections of Irish over the period covered by this report, the overall quality of teaching was found to be good in 71% of schools inspected and very good in 7.9% of schools. The corresponding figures for learning were 68% and 7.9%. These numbers are in sharp contrast, however, to the corresponding numbers for English and Mathematics where the overall quality of teaching was good or very good in excess of 90% of schools in both subjects; the overall quality of learning was good or very good in excess of 86% of schools in both subjects.

The steady rise in the proportion of students taking higher level Irish at Leaving Certificate is encouraging

The uptake of higher level Irish in state examinations has shown a slow but steady increase in recent years, with currently just under 50% of students taking higher level Irish at Senior Cycle (Table 5.14). The proportion of students taking foundation level Irish in Senior Cycle is also decreasing steadily. These trends are encouraging.

82 Students compile a collection of their texts in a variety of genres over time and choose two pieces to present for summative assessment 83 Programme for International Student Assessment (PISA) is an OECD project. PISA, which takes place every three years, measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.

Table 5.14: Numbers of students taking Irish examination in Leaving Certificate and Junior Certificate 2016-2020

	Leaving Certificate				Junior Cycle
Year	Higher level	Ordinary level	Foundation level	Total candidates	Higher level	Ordinary level	Foundation level	Total candidates
2020	49.7%	47.4%	2.9%	49,733	N/A*	N/A	N/A	N/A
2019	47.9%	46.2%	5.9%	48,334	58.8%	39.2%	2.0%	55,859
2018	47.9%	45.9%	6.2%	46,750	57.9%	40.1%	2.0%	54,382
2017	46.2%	47.1%	6.7%	47,833	57.7%	40.4%	1.9%	53,838
2016	42.6%	50.0%	7.4%	47,211	56.7%	41.0%	2.3%	52,560

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

While inspectors noted that teachers generally used Irish during lessons, practice varied considerably in relation to opportunities for use of Irish by students

In general, inspectors commended teachers’ use of Irish with some subject inspection reports referring to teachers’ commitment to the use of Irish as the target language in all interactions with students during Irish lessons. However, the need to significantly increase and develop student opportunities to speak, work and to interact and express their learning through Irish was a frequent recommendation in subject inspection reports. In some instances, inspectors noted that translation to English was overused as an instructional tool. While the use of active learning methodologies was frequently acknowledged in reports where students were given opportunities to engage with each other through pair work, group work and other whole class activities, inspectors stated that some of those opportunities did not always afford students authentic opportunities to use Irish. Inspectors highlighted the need to provide stimulating lesson tasks and activities, for example open discussion and debate on current affairs and other areas of interest to them, which necessitate communication between students through Irish.

There is a need for more effective differentiation in the teaching of Irish to meet the needs and abilities of individual students

In subject inspection reports, inspectors highlighted the need for effective differentiation in the teaching of Irish to meet the needs and abilities of individual students. In particular, inspectors emphasised that adequate support and scaffolding should be provided for all students as they acquire the language at various stages in their learning. Inspectors also highlighted the need to differentiate tasks for the more proficient learners of Irish in order to challenge them appropriately and support them in more advanced learning. The sharing of learning intentions, success criteria for lessons and homework tasks, and the provision of language exemplars were also reported as areas for improvement.

Support for Irish as a living language at whole school level was good or very good in the majority of schools; there was scope for optimising the opportunities for such use of Irish in Transition Year

Commendably, there was good or very good support for Irish at whole school level according to many inspection reports. Inspectors noted that many schools supported the promotion of Irish as a living language through a series of school based or external Irish language events, as well as student participation in a range of Irish language competitions including Seachtain na Gaeilge, Scléip, Gaeilge 24, Gaelbhratach, Díospóireachtaí Ghael Linn, and Oireachtas na Gaeilge. Some reports described the Irish language as having a high profile in the school and referred to initiatives such as the establishment of school-based Irish speaking groups where students meet to speak Irish informally. The need for students to experience Irish as a living language, whether in school or in the community, cannot be underestimated and the work of schools in promoting the language outside of the classroom is acknowledged and commended.

Transition Year provides schools with the opportunity to engage students in their learning in different ways and affords them a range of diverse and motivating learning opportunities both in school and further afield. However, it was evident from subject inspections of Irish that some schools are not optimising the opportunity to explore ways of presenting Irish as a living language to students during a year that is ideally suited to such an approach. In these instances, inspectors highlighted the need for the Transition Year programme for Irish to be reviewed and updated to provide a stimulating, enjoyable and inspiring curriculum for language learning during that year.

The effective use of digital technologies to promote and support Irish language learning needs to be extended

There has been considerable investment in digital technology in recent years. The potential of digital technology in supporting effective language learning, including the learning of Irish, should not be underestimated. In some reports on subject inspections of Irish, inspectors commented favourably on the effective use of digital technology and other innovative and interesting resources to support Irish

language acquisition and student participation and engagement. However, inspectors also

highlighted the need to increase the use and range of appropriate digital

Figure from page 146

resources considerably, particularly as a means of situating students’

learning in a contemporary context, in order to engage their interest.

Assessment strategies and effective planning to support

the teaching and learning of Irish are areas that require

significant improvement

During the period to which this report refers,

inspection findings indicated that assessment

was a key area for development in provision for

Irish. The need for more effective monitoring

of student progress and homework in Irish,

particularly in relation to students’ oral skills

was noted. Reports also emphasised the

need for effective formative feedback for

students that outlines their progress in Irish language learning and gives clear

instruction as to how they can improve. The need for a whole-school policy and approach to effective assessment practices was also identified in reports, as was the value of reporting to parents on students’ oral language acquisition and progress.

Effective planning noted by inspectors included practices related to the implementation of the new Junior Cycle specifications for Irish. In particular, inspectors praised the collaborative practices and approaches adopted by teachers to engage with the implementation process. However, inspectors recommended improvements in relation to more effective planning for Irish generally, which included the use of common templates, the setting of clear targets and learning intentions, and the integration of effective methodologies, assessment practices and relevant resources into the curriculum plans. Inspectors also recommended the inclusion of strategies to develop students’ understanding of themselves as language learners and highlighted the importance of collaboration among teachers on the implementation of the new junior cycle specifications. In some instances, inspectors recommended that the analysis of examination results be used in conjunction with the school’s self-evaluation process to adopt an actionplanning approach to improvement. In other instances, inspectors recommended that schools promote opportunities for peer review by teachers and team-teaching as ways to share and promote best practice.

The year 2019 saw the introduction of revised circulars related to exemptions from the study of Irish

Revised circulars on exemptions from the study of Irish were introduced for implementation in Englishmedium primary and post-primary schools in 2019. These circulars were informed by extensive stakeholder feedback and by Department policy in the areas of language, special educational needs and inclusion. Key changes introduced in Circular 0053/2019 included:

■an increase to 12 years of age or the final year in primary school as the most appropriate time to

consider an application for an exemption from the study of Irish, in the case of students enrolling from abroad or re-enrolling following a period of three consecutive years abroad

■a move away from a diagnostic categorical model to a needs-based model, making psychological

assessments and cognitive ability scores no longer necessary to process applications

■the broadening of the literacy-based criteria to a score in either word reading or reading

comprehension, or spelling at or/below the 10th percentile

■the facility for students who had reached 18 years of age to make their own application

■a formal appeals mechanism.

As set out in the circular, the Department was engaged at the time of publication of this report in planning to conduct an initial review of its implementation. While an initial review of available data suggests an increase in the number of exemptions granted at post-primary level in circumstances where students present with significant learning difficulties that are persistent, it is too early to identify any particular trend at this stage.

Data and trends concerning exemptions from the study of Irish at post-primary level need to be considered in the broader educational context, including third-level. As evidenced in the Inspectorate’s Research Report: Review of Policy and Practice in Relation to Exemptions from the Study of Irish (2018), a key driver of applications for exemptions at post-primary level is the facility for an exemption from Irish provided by National University of Ireland (NUI) constituent universities and recognised colleges. Inconsistencies between the circumstances and criteria for exemption from Irish identified in Department circulars and the NUI guide for applicants84 will require consideration in any upcoming review.

84Guide for applying to NUI for an exemption from Irish and/or a Third Language is available at: http://www.nui.ie/college/docs/ exemption.pdf