[Aoife Dolan]

This sounds like a great lesson and I love how you are making the most of your local environment to engagement and enjoyment of all children.

[Aoife Dolan]

I would base a creative project around Dungarvan Quay and the Cunnigar, exploring the local coastline and its wildlife. I would bring pupils outdoors to observe the beach, sea, birds and plants. Pupils could take photographs, make sketches and record the different sounds they hear, such as waves, wind and birds. In Art, they could create paintings, collages or nature prints inspired by the colours and textures of the coastline. For Music, pupils could work together to create a soundscape using recordings of the sea, birds and other coastal sounds. In Drama, they could create a short performance based on animals and plants found around Dungarvan. For Creative Writing, pupils could write poems or short stories about exploring the Cunnigar from the perspective of a bird, shell or other coastal creature. The finished work could be displayed in school or shared with families, helping pupils develop a stronger connection with Dungarvan’s natural heritage.

[Aoife Dolan]

I like your idea of a bridge lesson I will try soemthing similar and love how it is relatable for the kids when you are using your local environment.

[Aoife Dolan]

Local Engineering Design and Make Project
I would use a bridge in my local area as inspiration for a local engineering design-and-make project. The project would begin with an outdoor visit where pupils observe the bridge’s structure, materials, shape and purpose. They would sketch the bridge, take photographs and discuss how engineers design bridges to support people and traffic safely. Back in the classroom, pupils would investigate different bridge types, including beam, arch and truss bridges, and explore the forces of compression and tension through simple demonstrations.
Working in small groups, pupils would design and build their own model bridge using recycled materials, lolly sticks, cardboard, paper and string. They would test each bridge by adding weights, record their results on investigation sheets and identify ways to improve their designs. This project integrates Science through engineering and forces, Maths through measuring and data handling, Geography through studying the local landscape, Art through technical sketches, and SPHE through teamwork, communication and problem-solving skills.

[Aoife Dolan]

I also agree with your point getting staff cpd trained and more confident in using this approach and work as a whole school to implement these ideas.

[Aoife Dolan]

I would develop a year-long seasonal biodiversity project to investigate how biodiversity changes from autumn to summer. Pupils could explore the school grounds and identify plants, trees, insects, birds and other wildlife. I would use biodiversity identification guides, photographs, simple observation equipment and magnifying glasses. Pupils would keep individual biodiversity journals and use recording sheets to record the date, location, species observed, weather conditions and seasonal changes.
Learning outdoors would take place at least once every two weeks, with additional sessions during key seasonal changes. Findings could be photographed and displayed as a class biodiversity calendar. The project could integrate Science through habitats, classification and data collection; Maths through counting, measuring and graphing results; Geography through mapping the school grounds; English through observation writing; Art through nature drawings; and Digital Learning through photographs and presentations. This would allow pupils to develop scientific skills while building a stronger connection with their local environment.

[Aoife Dolan]

I have also used Google maps before with my class and think it is a great idea to use while engaging in map work lessons with classes.

[Aoife Dolan]

I love this idea of starting with the basics and finding out what a map actually is and that is shows different information, then linking in the curious minds website and making it relatable to the children is also beneficial.

[Aoife Dolan]

For a younger class, I would plan a practical and interactive lesson on map making based on the children’s own local area. I would begin by discussing what maps are used for and show different types of maps. We could then explore the school grounds and identify important features such as the school, playground, gates, paths and trees. Back in the classroom, the children could work in groups to draw their own simple map, using symbols, a key and basic directions. This would develop observation, communication, creativity and problem-solving skills.
I would then introduce technology by using Google Maps to show the children an aerial view of the school and compare it with their hand-drawn maps. Google My Maps can also allow children to explore basic cartography using points and lines. I could use GeoHive to explore local maps and different layers of information, helping children understand how maps can show different features of an area.

[Aoife Dolan]

Upon engaging with module one of this course I feel that I could apply the concepts and skills from this module by making STEM learning more practical, inquiry-based and connected to the children’s local environment. The example of Birr Castle and the Great Telescope showed me how local scientific heritage can be used to make astronomy meaningful and interesting for pupils. I could introduce topics such as light, shadows, the Moon, planets and telescopes through hands-on activities, allowing children to ask questions, make predictions, investigate and communicate their findings. For example, children could make a simple telescope using everyday materials or investigate how light and shadows change throughout the day. I would also use the Curious Minds and ESERO resources to support my planning and provide curriculum-linked activities. This approach supports the STEM Education Policy Statement by nurturing curiosity, creativity, problem-solving, collaboration and confidence. It would also encourage children to see science as something they can actively explore rather than simply learn about.

[Aoife Dolan]

I also agree with your Helicopter propeller lesson and love how you can make it a very child led investiagtion.

[Aoife Dolan]

I also agree with your point about STEM occuring naturally in the infant classrooms, there is great opportunity for this in the infant classrooms and children get great enjoyment while also learning and being fully engaged.

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