As part of our commitment to fostering high-quality teaching and learning, the Curriculum Leadership Team at Thomond Community College has implemented several strategies to support effective practices and enhance student engagement. These initiatives align with Looking at Our Schools 2022: A Quality Framework for Post-Primary Schools.
Embedded Practices
- Mini-Whiteboards
We have introduced mini-whiteboards alongside the main classroom board, with magnets for Date, Learning Intentions, Success Criteria, Keywords, and Homework. This initiative draws on research by the NCCA (2015), highlighting the benefits of presenting clear, structured information to students. Evidence indicates that students who are regularly provided with this framework are more focused, motivated, and engaged in active learning while also becoming more independent in their learning processes.
Moreover, this practice aligns with inclusive teaching strategies by supporting students with Additional Educational Needs (AEN). For instance, autistic students often require additional processing time to begin tasks. Displaying clear learning intentions offers guidance and helps create a supportive learning environment.
- Learning Intentions
Learning intentions are prominently displayed on the board at the start of every lesson. Revisiting these intentions throughout the lesson keeps students focused, reinforces their understanding of their learning, and fosters a sense of purpose. This practice is consistent with the framework’s emphasis on enabling learners to take ownership of their educational journey.
- Desk Organisation
To promote readiness for learning, a visual guide is included at the back of every student journal, illustrating the ideal desk setup (journal, pencil case, copy, and books neatly arranged). This standardisation helps establish routines and ensures students are prepared to engage in learning activities promptly.
- Success Criteria
Success criteria, co-created by teachers and students where appropriate, describe successful learning in each lesson. These criteria are instrumental in guiding students and teachers to assess the quality of learning and achievement. This practice reflects NCCA recommendations (2015) and supports the framework’s focus on ensuring high expectations and fostering a culture of achievement.