The Teaching and Learning of German in Schools in Northern Ireland

/ Providing Inspection Services for
Department of Education
Department for Employment and Learning
Department of Culture, Arts and Leisure
Education and Training Inspectorate
Report on
The Teaching and Learning of German in Post-Primary Schools in
Northern Ireland

CONTENTS

SectionPage

1.INTRODUCTION1

1. SUMMARY OF REPORT CONTENT AND FINDINGS1

3.QUANTITATIVE SECTION3

4.QUALITATIVE COMMENTS10

5.RECOMMENDATIONS17

6.CONCLUSION17

1.INTRODUCTION

1.1In recent years, various interest groups and individuals have expressed growing concern about the position of the teaching and learning of German in schools and colleges in the United Kingdom (UK). In Northern Ireland (NI) also there has been a widespread view that German is increasingly becoming a subject taken by an ever smaller number of pupils. Some bodies in the business and commercial sector have made representations to the Department of Education (DE) about the importance of having in NI an adequate number of young people and adults with competence in the language.

1.2The purposes of this report are to:

• analyse the present position of German in NI;
• identify - where possible - any trends;

• look at how schools organise the introduction of German into the curriculum;
• give some examples of good quality in the teaching and learning of the subject.

The position in institutes of further and higher education does not form part of this report; generally, however, German is taught in these institutions by way of short courses as a language for holiday travel.

1.3It is noteworthy that at GCSE[1] level the percentage change in examination entries in 2004 for German is 2.5% upwards for NI; nationally it is 2.9% downwards. At GCE[2] level the percentage change is downward.

1.4The report is in three main sections: a quantitative section based on statistics derived from a questionnaire sent to all post-primary schools in NI and some analysis of examination entry trends; and two qualitative sections, one dealing with how some schools have organised the introduction of German to support the language, and a second which records lessons observed which had particular strengths. For these sections, visits were made to a number of schools for discussion and/or observation of German lessons. Finally, the report includes a brief set of recommendations and a conclusion.

1.5The school visits and observation of lessons were made towards the end of a busy school year and at a time when the pupils had either just sat, or were about to sit, end-of-year examinations. The co-operation of the teachers and of the heads of department or subject with whom discussions were held is much appreciated, and was essential to the production of this report.

1.6It is hoped that the messages of the report will serve to allay any concern that German is disappearing from the school curriculum in NI, and that the examples of good practice will demonstrate what can be achieved by enthusiastic, competent teachers of the subject.

2.SUMMARY OF REPORT CONTENT AND FINDINGS

2.1This report arose from the concerns expressed in various quarters about the provision for and uptake of German within the school curriculum in NI. The report is based on the analysis of the data from a survey of all post-primary schools; for this purpose a questionnaire was used, to which there was an 84% response. The data collation and analysis in April2004 was followed up in May and June 2004 with visits to and discussion with teachers-in-charge of German and/or principals in 18 schools, and observation of 12 lessons, four of which are recorded in some detail to provide case studies of good practice.

2.2The main features of interest in the data are the point at which post-primary schools introduce German to the curriculum, the proportion of pupils who are given the opportunity to study the language, the opportunity for choice of language in key stage (KS) 4 and the continuation rate at various stages. There is wide variation in all of these and the report contains some assessment of the implications of the adoption of different models.

2.3A summary of the main recurring strengths of the most effective lessons observed is included in the report and is reproduced below.

Common features of several of the lessons observed:

• the good quality of the relationships in the classrooms;

• the thoroughness of the planning;

• the good use of a range of equipment and material;

• a carefully sequenced series of activities, providing increasing levels of challenge;

• the almost exclusive use of the target language by the teacher;

• the active involvement of the pupils;

• the widespread and appropriate use of pair work to provide opportunities for intensive practice;

• the good use of the “information gap” technique or other forms of guessing activity;

• the appropriate focus on the teaching of the structures of the language in the context of communicative activities;

• the classrooms which had a wealth of relevant and attractive display material which was used where appropriate, to make a teaching point.

2.4It is noteworthy that at GCSE level the percentage change in examination entries in 2004 for German is 2.5% upwards for NI: nationally it is 2.9% downwards. At GCElevel, however, the percentage change is downward.

2.5The report notes the evidence of the strong growth of German in certain schools and its relative decline or disappearance in others, and makes a number of recommendations which could support further this important subject. The recommendations are as follows:

• schools should consider whether the continued insistence on the position of French as the automatic first or sole modern language has any justification;

• efforts should be made to ensure that German is not seen as a difficult or elitist language, the study of which is restricted to a minority of pupils;

• at the end of KS3, pupils should be offered a free choice of language from those they are currently studying;

• schools should encourage further the development of links with German- speaking countries to provide a motivating background to the pupils’ study of the language.

3.QUANTITATIVE SECTION

3.1Questionnaire data with comments

3.1.1In April2004 a short questionnaire was sent to all post-primary schools in NI to obtain quantitative information on the position of German in the schools’ curricula. Out of a possible 233, 195 schools returned the completed questionnaire, a return of just under 84%. In the following section the data from these returns are presented in graphical or tabular form with comment. Table1 shows the actual number of selective and non-selective schools in NI in which German is currently taught.

Table 1

Non-selective
Number / Selective
Number / Not specified
Number / Number
Schools teaching German / 25 / 46 / 1 / 72
Schools not teaching German / 99 / 14 / 10 / 123
Total / 124 / 60 / 11 / 195

Graph 1 shows the percentages of post-primary schools in NI currently teaching German

3.1.2German is much more frequently taught as a timetabled subject in selective schools. A number of schools of both types have at some point taught German as an extra-curricular subject. Those non-selective schools which offer it as a subject, tend to have an enrolment of over 700. The majority of smaller, non-selective schools, of which NI has a significant number, tend to teach French only or, in maintained post primary schools, generally French and/or Irish. The choice of French as the first modern language is largely made on grounds of tradition. A few respondents to the survey indicated that they thought German to be too difficult for the ability of the pupils in their schools. This perception is not borne out by the experience of those non-selective schools which have been teaching German to a substantial number of their pupils for many years with considerable success in public examinations.

3.1.3Schools which do not now currently teach German were asked to indicate if they had done so in the past. Graph2 shows the percentage of those for each school type in this category which responded to the questionnaire. The actual number of schools which reported

that they had stopped teaching German was 26* (approximately 11% of all post-primary schools in NI) or 13% of those which responded to the questionnaire.

* viz 18 non-selective, five selective schools and three not specified.

Graph 2

3.1.4Four schools (one selective and three non-selective) indicated that they would be withdrawing German from the curriculum in the coming school year; a further selective school is in the process of phasing out German. In contrast, one non-selective school indicated that it planned to re-introduce German this autumn.

3.1.5A variety of reasons was given by those schools which had discontinued the study of German. These included the following:

Table 2

Reasons teaching of German discontinued
All schools
Number / %
Difficulty in obtaining suitably qualified staff / 5 / 19.2%
Lack of interest/uptake by the pupils / 9 / 34.6%
Curriculum changes/pressures / 13 / 50.0%
Persistently disappointing examination results / 3 / 11.5%
Other reasons / 5 / 19.2%
Total* / 35

* some schools stated more than one reason

It is important to note the number of responses in which curriculum changes or curriculum pressure were cited as a reason for discontinuing the study of German. Schools should consider whether a modification in their curriculum requirements to allow for a choice of language might help to mitigate this pressure. It is also significant that “lack of interest by pupils” was given so frequently as a reason. Where any subject is an option, the teachers’ work in making the subject as interesting and rewarding as possible is a particularly important factor in promoting the subject and retaining pupils’ commitment and uptake. In the category “other reasons”, a small number of respondents indicated that they felt that public examinations in German were more different than in other languages or that pupils had to cover too wide a range of topics. While the percentage of schools which have discontinued German is regrettable, there are many schools which report increased interest. Some of the reasons for this are considered in the qualitative sections later in the report.

3.1.6Graphs3, 4 and 5 show the point at which schools first introduce German to the curriculum. The most frequent point for selective schools is the start of year 9, whereas for non-selective schools it is year 8. The substantial proportion of non-selective schools which introduce German in year 11 comprises schools in which pupils who have studied another language throughout KS3, and who are deemed to have reached a “plateau”, are then offered an alternative language for KS4. These pupils normally follow a graded objectives or entry level course during their last two years of compulsory schooling.

Graph 3

Graph 4

Graph 5

3.1.7Table 3 shows the number and percentage of schools of all types which teach German to part or all of each year group.

Table 3

Schools teaching German to the whole year group / Schools teaching German to part of the year group
Number / % / Number / % / Total Number / %
Year 8 / 3 / 16.7% / 15 / 83.3% / 18 / 100.0%
Year 9 / 6 / 11.3% / 47 / 88.7% / 53 / 100.0%
Year 10 / 4 / 6.9% / 54 / 93.1% / 58 / 100.0%
Year 11 / 0 / 0.0% / 61 / 100.0% / 61 / 100.0%
Year 12 / 0 / 0.0% / 60 / 100.0% / 60 / 100.0%
Year 13 / 0 / 0.0% / 39 / 100.0% / 39 / 100.0%
Year 14 / 0 / 0.0% / 42 / 100.0% / 42 / 100.0%

3.1.8Schools were asked to comment on whether they considered the numbers taking German in the different year groups to be “steady”, “increasing” or “declining”. Graph6 shows the collated responses. It is evident that in KS3 a much higher proportion of schools reported that the numerical trend was steady, rather than declining, and that the strongest challenge to German’s position occurs in KS4 and in the sixth form. The position at KS4 reflects the wider issue of a marked drop in the number of pupils taking two languages in the GCSE examination. The relevant figures are shown in Table 4. More positively, at all stages a small minority of schools reported an increase in numbers. This was, perhaps surprisingly –given the previous comment - most evident in year 11. A significant number of schools indicated a marked surge in interest at this point. Some of the schools where this trend was evident attributed it to the fact that the pupils now had a free choice of language for KS4. It will be interesting to see if this trend is maintained and how it will affect numbers studying German for GCE level. The position at GCE level could also be adversely affected over time by the drop in the number of pupils studying two languages to GCSE level.

Graph 6

Table 4

GCSE Candidates Entered for 2 or more Modern Languages

Boys / Girls / Total
1995/96 / 639 / 1,167 / 1,806
1996/97 / 510 / 1,188 / 1,698
1997/98 / 613 / 1,102 / 1,715
1998/99 / 495 / 1,015 / 1,510
1999/00 / 438 / 1,083 / 1,521
2000/01 / 459 / 976 / 1,435
2001/02 / 499 / 925 / 1,424
2002/03 / 452 / 895 / 1,347

3.1.9Where the language becomes optional there is no clearly discernible pattern in the continuation rates as between KS3 and KS4, and between KS4 and the sixth form. In some schools there is a good continuation rate with over 50% of those who take the language initially continuing into KS4, in others the rate is as low as 25%. In one selective school with a year group of 185 pupils, over 50% of the entire year group now continue with German as an option in KS4. In a small number of cases, where the number taking the language in KS3 is low, there is a continuation rate in excess of 75%. Generally, the numbers continuing from KS4 into the sixth form are much smaller, falling in the great majority of schools to single figures. In a small number of schools there are years when there is no class in either the lower or the upper sixth. Where schools have a strong programme of links and exchanges with German-speaking countries, the sixth form tends to be larger.

3.2Examination entries

3.2.1Tables 5 and 6 show the examination entries at GCSE and GCE level for the languages most commonly taught in NI’s schools from 1996-2003. Graphs7 and 8 which follow give a comparison of the entry trends for each language over the same period.

Table 5

Total entries by language: 1996-2003

GCSE LEVEL

French / German / Irish / Italian / Spanish
1995/96 / 13,838 / 1,496 / 2,021 / 156 / 1,561
1996/97 / 13,275 / 1,371 / 2,171 / 128 / 1,737
1997/98 / 13,213 / 1,380 / 2,180 / 93 / 1,801
1998/99 / 13,195 / 1,390 / 2,105 / 109 / 2,105
1999/2000 / 13,318 / 1,489 / 2,484 / 199 / 1,987
2000/01 / 13,394 / 1,412 / 2,452 / 207 / 2,444
2001/02 / 13,099 / 1,390 / 2,638 / 164 / 2,639
2002/03 / 12,524 / 1,244 / 2,689 / 163 / 3,077

Table 6

Total entries by language 1996-2003

GCE LEVEL

French / German / Irish / Italian / Spanish
1995/96 / 1,244 / 198 / 257 / 28 / 278
1996/97 / 1,368 / 239 / 296 / 32 / 356
1997/98 / 1,213 / 203 / 252 / 23 / 332
1998/99 / 1,048 / 190 / 292 / 18 / 373
1999/2000 / 1,044 / 190 / 299 / 25 / 353
2000/01 / 1,045 / 206 / 277 / 36 / 386
2001/02 / 985 / 247 / 246 / 32 / 406
2002/03 / 834 / 201 / 249 / 21 / 418

Graph 7

Graph 8

3.2.2The position of German at GCSE ranges from a high of 1,489 to a low of 1,244. Historically, these levels for German compare well with the figures for the past. The decline from 1999/2000 to 2002/03 in the GCSE figures is, however, a cause for some concern. The popularity of German as GCE level subject has fluctuated similarly over the period, with a low point of 190 entries and a high of 247, but the overall figures are lower than in the distant past. There is no clear correlation between the GCSE figures and the GCE figures for the corresponding cohort of pupils two years subsequent to the year of their GCSE entry.

3.2.3The figures show a big increase of the popularity of Spanish, which is now clearly established as the most popular language after French. The rise in the figures for Spanish may, in part, be a reflection of the more widespread possibility for pupils to choose their language for GCSE. The steep rise in popularity coincides with the presence for the past 13 years of a Spanish language officer in NI, funded by the Spanish cultural authorities. Other possible reasons may be the increased demand for Spanish as an international language or the popularity of Spain as a holiday destination.

3.2.4There has been a perception by a small minority of teachers of German, including some in selective schools, that German is a language for the more linguistically able pupil. This perception has resulted occasionally in a situation whereby the pupils have avoided what has been portrayed to them by their teachers as a difficult or elitist subject. This situation is compounded by the fact that in many schools the introduction of German into the curriculum is organised in a way which reinforces these perceptions. This issue is commented on in greater detail in the following section of the report.

4.QUALITATIVE COMMENTS

4.1Organisational approaches to the introduction of German

4.1.1German is taken by all pupils in year 8 as an option, or as a compulsory language, in 15 schools. Where German is introduced after year 8 this may be for all pupils, for a group who elect to study it or for a group who are selected. In the latter two, the numbers are often very much smaller than the actual year group size. In relation to GCSE options, pupils who had been studying German in KS3 were obliged in some 20% of schools which answered the relevant question to study a language other than German (normally French) as their sole language in KS4. Table 7 shows the various percentages of schools offering different models of subject choice in their modern language provision.

Table 7

In schools in which German is introduced in year 8 to some or all of the pupils
Number / As a % of schools in this category
German is chosen by the pupils from a range of languages / 11 / 61.1%
German is the only language offered to part of the year group / 4 / 22.2%
German and French are both compulsory for the full year group / 3 / 16.7%
Where German is introduced in years 9 and 10 the basis is: / NumberYear 9 / NumberYear 10 / Total / %
German is compulsory for all pupils / 7
German is studied by a group who opt for it from a range of languages / 17 / 3 / 0 / 20 / 50.0%
German is studied by selected classes or pupils on basis of linguistic ability / 3 / 2 / 2 / 7 / 17.5%
German is studied by selected classes or pupils on basis of other organisational criteria / 9 / 0 / 4 / 13 / 32.5%
36 / 5 / 6 / 40
German in KS4 / Number / % of schools
Pupils may choose to study German as sole modern language / 39 / 54.2%
Pupils must continue to study a language other than German / 15 / 20.8%
Pupils may choose to study 2 or more modern languages / 47 / 65.3%

4.1.2German has sometimes been perceived as a language for the “elite of language learners”, with consequent repercussions on how, when and to whom the language is offered. The data above show that many schools restrict access to German to a small selected group in year 9 or year 10. This narrow initial base frequently results in an even smaller group opting for the language in KS4. The implications for GCE level are also significant. Frequently the GCElevel classes comprise very small numbers. Some schools are content to run small classes in “minority” subjects, but others take a different view of the cost and sometimes discontinue the GCElevel classes. This can then have repercussions on the uptake at GCSE and the subject can find itself on a downward spiral. There are, of course, exceptions; in a few cases, highly committed, enthusiastic and gifted teachers of German have managed to retain a substantial number out of an initially small group, but, in general, this organisational model is not favourable to the development of German as a second modern language. A small number of schools which are located fairly close together have set up consortia to overcome the problem of very small or unviable GCE level classes. Another possible solution could be the adoption of courses based on e-learning.