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I would use Blennerville bridge as inspiration for this project. It is within walking distance of our school along a gorgeous canal. There are endless possibilities to incorporate different subjects along the route including mapping, plants and animals living in the local area etc. With the help of our buddies Senior Infants could use math challenges to compare the height and length of the bridge using their bodies, feet, blocks etc for measuring. On return to school, students could use blocks or Lego in groups to create a bridge of their own.
As a whole school, we have used initiatives that incorporate parental involvement. Students have made rockets for space week. We could use the theme of bridges this year.
I was involved in the upgrading of our school garden this year. I thought of it as a sensory rich space. On completion of this module,I can see so much more potential for teaching and learning. Our school boasts a rich and diverse natural environment, with a spacious field, a variety of tree and flower species, bird feeders and houses, as well as a bug hotels. I will officially register for the Pollinator Plan in September, and I plan to build on the great work already done by further enhancing the site’s biodiversity. I aim to plant wildflowers in parts of the field and establish hedgerows to support native wildlife. Since our grounds are already quite biodiverse, a key focus this year will be increasing awareness among students and staff about local pollinators. I will provide each classroom with educational resources to promote pollinator learning. Additionally, we will host a dedicated Biodiversity Week early in the school year to spark outdoor, nature-based learning and encourage continued engagement with the environment throughout the academic year.
This sounds absolutely fabulous. What a great way of bringing outdoor learning to life. So much potential for integration of subjects.
For Senior Infants, map-making can be introduced through the theme “Let’s Find Our Way!” Begin with a story-based context, like helping a lost teddy find its way home. Start in the classroom by creating a simple floor map using toy figures and blocks. Let children place objects and label areas like “desk,” “door,” or “mat,” building spatial awareness. Then, explore the school grounds and draw simple maps of the yard, using symbols for trees, benches, and gates. To incorporate online tools, use Google Maps or GeoHive on the whiteboard to show a bird’s-eye view of the school or local area. Zoom in and out to discuss what they see—buildings, roads, parks—linking real places to their map symbols. Encourage children to ask questions and describe locations using prepositions like “beside,” “under,” and “next to.” Keep it active and playful, supporting learning through movement, visuals, and stories. This approach nurtures early geographical awareness in an age-appropriate, engaging way.
Hi Niamh,
I also love the Curious Minds lesson layout. Building connections between subjects is where students gain a real life sense of understanding what we are teaching on a practical level. I have always tried to teach in a thematic way.
With my Senior Infant class, I would start with an inquiry-based lesson on waves, sound, and light inspired by the I-LOFAR radio telescope could begin with the big question: “How do we hear and see things far away?” Start with a hands-on sound exploration—using cups and string to make simple “telephones.” Let children ask questions and test how sound travels. Then explore light by using torches and prisms to see how light can change direction and color. Use story-based learning with a simple narrative like “Ellie the Explorer and the Giant Listening Ear” (I-LOFAR) to spark curiosity. Invite students to wonder how a telescope “listens” to space. Incorporate visual aids, role-play (pretending to be light or sound waves), and outdoor shadow play. Emphasize exploration, prediction, and sensory learning. I would keep language simple by reinforcing vocabulary like loud, quiet, bright, and dark, and encourage questions, making science playful and accessible.
Understanding the nutrition of seafood provides a valuable opportunity to connect classroom learning with real-life health and sustainability concepts. Seafood is rich in essential nutrients like omega-3 fatty acids, protein, vitamin D, and iodine, all of which contribute to brain development, heart health, and overall well-being. Bringing this knowledge into the classroom allows students to explore the importance of a balanced diet and the role that seafood can play in supporting healthy lifestyles.
Incorporating this topic through engaging resources—such as visuals, videos, and practical food-based activities—can support learning across subjects like science, SPHE, and even maths (e.g., calculating nutrient values or portion sizes). Discussions about sustainable seafood choices also encourage students to think critically about where their food comes from and how their decisions impact the environment and society.
This topic supports the development of health literacy, decision-making, and inquiry-based learning, empowering students to make informed food choices while understanding the broader social and environmental connections.
The ARC’s online lessons and resources offer a varied, STEM-rich framework that perfectly aligns with the STEM Education Policy Statement and can seamlessly integrate into our School Self-Evaluation (SSE) process on a school-wide basis.
By using ARC modules—such as Module 2 (Geography & Environmental Influences) and Module 3 (Socioeconomic Impact)—teachers can embed inquiry-based learning across curriculum areas, helping students investigate coastal farming through data analysis, mapping, and design-and-make challenges. Using VR tours and digital content transforms passive lessons into immersive experiences that excite and deepen STEM thinking .
Academically, these resources strengthen our SSE priority on numeracy and digital competency, as pupils gather data, create geographic models, and use online platforms for collaborative learning. Incorporating ARC fosters active learning, problem-solving, and cross-curricular connections in science, geography, maths, SPHE, and digital technologies .
On a school-wide level, we could:
Introduce ARC-based STEM modules into yearly planning, supported by peer-led CPD sessions.
Use SSE frameworks to evaluate impact on pupil engagement in STEM.
Share findings with the wider community, strengthening our ethos of continuous improvement and embedding real-world STEM experiences in our school culture.
ARC’s online tools empower us to meaningfully implement national STEM policy, enrich teaching practices, and improve student outcomes through evidence-led SSE reflection.
Aquaculture farms along Ireland’s coast offer rich learning opportunities that go beyond environmental science—they connect directly to the real-life social and economic fabric of local communities. Teaching students about the location and role of these farms can help them appreciate how natural resources support sustainable livelihoods. Many aquaculture sites are found in rural and coastal areas where job opportunities can be limited. By exploring this in the classroom, students begin to understand how fish, shellfish, and seaweed farming provide employment, boost local businesses, and help families stay in their communities.
Using tools like videos, maps, and interviews with aquaculture workers can make the topic engaging and relatable. Students can examine how local industries like boat-building or tourism are supported by aquaculture, and how responsible farming gains public trust—known as social license. This topic fosters cross-curricular learning, tying together geography, science, and social studies, while also helping students see how communities can thrive through sustainable practices.
Integrating tools like videos, visuals, and hands-on experiences into lessons on Aquaculture and Social License can deeply enhance student engagement and understanding. Videos and visuals bring real-world aquaculture practices into the classroom, making complex systems easier to grasp. Interactive experiences offer students tangible ways to explore how aquaculture works and how it impacts communities and the environment. These tools also help highlight the importance of gaining social license — public acceptance and trust — for sustainable aquaculture practices. By learning how community voices influence environmental decisions, students develop critical thinking, empathy, and civic awareness. This not only deepens their knowledge of marine sustainability but also encourages them to become informed, responsible global citizens. Through these dynamic learning approaches, students are more likely to connect classroom knowledge with real-world challenges and solutions in aquaculture.
Sustainability is becoming increasingly visible in our local area, and it provides a rich context for teaching pupils about environmental responsibility. Initiatives such as the development of cycle paths and greenways promote eco-friendly transport, reduce carbon emissions, and encourage healthy lifestyles. Many families now use bikes for school runs and weekend outings, making sustainability a lived experience for students. The Tidy Towns committee plays a vital role in maintaining public spaces, planting pollinator-friendly flowers, and organising clean-up days, which instil a sense of pride and stewardship within the community. Recycling facilities are also widely available, with bottle banks, compost bins, and local campaigns educating households on waste reduction and proper disposal.
To explore this further in the classroom, I would engage pupils through local walks, surveys, and projects—encouraging them to document and map local sustainability features. We could partner with the Tidy Towns group, create posters promoting cycling and recycling, or even plan a school-wide Green Week. These hands-on activities make sustainability relevant and empower pupils to become active, informed citizens.
Our school, like most schools participates in the green flag initiative. I like the idea of a green ambassador.
I agree the Seafood Nutrition Handbook is a great resource for highlighting nutritional values of different seafood.
Understanding the nutrition of seafood provides a valuable opportunity to connect classroom learning with real-life health and sustainability concepts. Seafood is rich in essential nutrients like omega-3 fatty acids, protein, vitamin D, and iodine, all of which contribute to brain development, heart health, and overall well-being. Bringing this knowledge into the classroom allows students to explore the importance of a balanced diet and the role that seafood can play in supporting healthy lifestyles.
Incorporating this topic through engaging resources—such as visuals, videos, and practical food-based activities—can support learning across subjects like science, SPHE, and even maths (e.g., calculating nutrient values or portion sizes). Discussions about sustainable seafood choices also encourage students to think critically about where their food comes from and how their decisions impact the environment and society.
This topic supports the development of health literacy, decision-making, and inquiry-based learning, empowering students to make informed food choices while understanding the broader social and environmental connections.
