Delgany National School, Co. Wicklow, was awarded €2,000 to collaborate with St. Kevin’s National School, Greystones, to form a professional learning community focused on applying Universal Design for Learning (UDL) to the teaching and learning of spellings.
Teachers collaborated to explore inclusive approaches that support all pupils in developing spelling skills. Through shared planning, reflection, and classroom-based inquiry, participants trialled and adapted UDL strategies in their literacy teaching. Through the intervention of experts in UDL and literacy providing research based professional learning, the key aim of the project was to help connect theory with classroom practice and strengthen teachers’ confidence in designing accessible and engaging spelling instruction for every learner.
School's reflection
Our Féilte project provided a valuable opportunity for teachers to engage in collaborative and reflective professional learning focused on the teaching of spellings. Through participation in the Professional Learning Community, teachers explored practical approaches for inclusive spelling instruction while sharing experiences, methodologies, and challenges across both schools. The project reinforced the importance of professional dialogue and teacher-led inquiry in developing more consistent and effective literacy practice.
The Professional Learning Community (PLC) was especially valuable in affirming good practice and creating opportunities for teachers to exchange ideas in a supportive and collaborative environment. Hearing colleagues discuss similar challenges and successful strategies helped build confidence and reassured teachers that many effective approaches were already being used consistently. The PLC structure also encouraged professional openness, allowing participants to reflect honestly on areas for development while learning from the experiences of others. Sharing practical strategies, resources, and classroom experiences strengthened professional relationships and promoted a collective sense of responsibility for improving literacy outcomes.
An important aspect of the project was the analysis of current spelling practices and assessment approaches within the schools. Survey findings highlighted several strengths already in place, particularly the use of daily dictation, explicit teaching of spelling rules, differentiated instruction, and assessment-informed teaching. The review also identified a need for greater clarity and consistency around spelling expectations and progression across class levels. This reflection encouraged staff to consider how agreed methodologies and shared approaches could strengthen whole-school practice while still supporting teacher autonomy and responsiveness to pupil needs.
The professional learning event with Dr. Jennifer O’Sullivan was particularly beneficial. Her input supported teachers in critically reflecting on assessment, methodology, and inclusive practice. Discussions with Dr. O’Sullivan deepened understanding of effective spelling instruction and highlighted the importance of balancing structure, differentiation, and pupil engagement. Overall, the Féilte project strengthened professional confidence, promoted collaboration, and supported the development of a more cohesive and inclusive approach to spelling across the schools.