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One impressive engineering feature in Longford is the St. Mel’s Cathedral, a landmark that showcases both historical architecture and modern engineering, especially following its restoration after the 2009 fire. I would use the cathedral’s striking dome and arches as inspiration for a “Design and Make” project focused on building strong structures. Pupils could explore materials and shapes used in construction by creating model cathedrals or arches using cardboard, lollipop sticks, or recycled materials. We’d incorporate mathematical thinking by measuring height, span, and angles, and explore symmetry in the design. This project could also link with history learning about the cathedral’s past, religion, and art sketching stained-glass windows or creating decorative elements. We’d visit the site if possible or use virtual tours and photographs. This project would encourage STEM thinking, creativity, and hands-on learning while helping students build real connections with their local area and see engineering all around them.
That sounds amazing. Love how you’re mixing science with creative activities like jam-making and sketching, these are really nice activites to keep students engaged and learning all year round.
To run a seasonal biodiversity project throughout the school year, I would use resources from the Wild Connections and All-Ireland Pollinator Plan. We’d begin with a nature walk each season, using tools like the Wildflower Walk Challenge and Tree Identification sheets to observe and record local flora and fauna. I’d use Seek or PictureThis apps for plant ID, and record our findings on the National Biodiversity Data Centre website. Learning would move outdoors at least once a month, with extra sessions during key seasonal changes. Recording sheets like the Spring Diary Challenge and Minibeast Safari would help track changes in species across the year. Integration with other subjects would include data handling in maths, creative writing in English, and visual art through nature sketching. This project would help build observation skills, scientific curiosity, environmental awareness and outdoor learning.
This sounds like such a engaging lesson. I like the mix of outdoor exploring and using GeoHive, it will be a great way to get pupils thinking and learning.
For my first class, I’d plan a fun, hands-on lesson to create layered maps of our school yard. After a nature walk, children would work in groups to map features like trees, buildings, and playgrounds using natural materials. Each group could focus on a different layer—trees, human-made structures, sunny/shady spots, etc. We’d use iPads to explore Google Maps, helping them match real-world observations to digital satellite views. Questions we’d ask would include Where are the sunniest spots?, Where do we see the most insects?, What changes in springtime? This encourages observation, critical thinking, and spatial awareness. Combining digital tools with hands-on learning brings mapping to life and supports cross-curricular links with SESE, maths, and even art. We’d finish with group presentations and discussion to reflect on what we’ve learned and how each map layer tells a different part of the story.
That bridge idea sounds brilliant! Love how you’re making it hands-on and cross-curricular. Curious Minds are such great resources too. I will definitely planning to use it more myself!
Reflecting on Liston’s (2018) article, STEM education in my classroom has shifted from discrete subject instruction to a more integrated, interdisciplinary approach. Inspired by the article’s emphasis on authentic STEM learning, I design lessons that encourage students to apply scientific knowledge, mathematical reasoning, and technology to solve real-world problems using the Engineering Design Process. This means students are not just building circuits or coding.They’re identifying problems, brainstorming solutions, and iterating on their designs collaboratively. For example, rather than teaching electic circuits in isolation, I facilitate projects where students design and test, integrating science, math, and engineering principles. I now view STEM not as a collection of subjects, but as a cohesive learning model that develops creativity, critical thinking, and teamwork. Liston’s (2028) insight that engineering is the “glue” of STEM has reshaped my planning to ensure that true integration and real-world relevance are central to every unit.
This is a great reflection on the real impact of climate change in Ireland. I really like the practical school-based initiatives you have suggested. Giving agency to children to take action is key to meaningful and will support lasting change.
Reflecting on climate change in Longford, our locality has had recent experiences effects of climate change. We still see local impacts such as unpredictable weather, storms which caused extensive damage, heavier rainfall, and occasional flooding, which affect agriculture and daily life. To help my pupils explore these issues, I would ground lessons in our own community discussing recent weather events in Longford and encouraging pupils to share observations from their families and local farmers.
In the classroom, I would try out some of these projects or actions.
Organising a project to measure our school’s carbon footprint, including how students travel to school and the school’s energy use.Starting a sustainable gardening project in the school grounds, teaching about biodiversity and food production.
Conserve energy by turning off lights and devices when not in use, and run a student led campaign to audit and reduce the school’s energy consumption.
To deepen engagement, I’d encourage pupils to share their learning with families. This ripple effect can extend awareness beyond the classroom.
Reflecting on the Development Education modules, I see clear links to School Self-Evaluation and our DEIS focus. Climate change could be used a focus area within relevant DEIS themes, such as Partnership with Others or Wellbeing.
By integrating climate action projects and sustainability education into our SSE process, we can set measurable targets (for example reducing waste, increasing biodiversity on school grounds) and track progress over time. This aligns our school’s ethos with global goals and empowers students to be active, informed citizens.Your research on MASI is very interesting. Centering asylum seekers’ voices is vital for meaningful change and aligns well with SDG principles. I agree that empathy, continuous learning, and specialised training are essential for creating an inclusive environment for refugee students.
In researching organisations working with refugees in Longford, I discovered several active groups and initiatives dedicated to supporting newcomers. The Local Authority Integration Team, based in Longford County Council, plays a central role in helping refugees and international protection applicants settle and integrate. The Local Authority Integration Team connects new arrivals with essential services, such as legal assistance, healthcare, education, English classes, and job training, and supports them in navigating public services and reporting any unfair treatment. Additionally, Longford Community Resources, alongside Longford Women’s Link and the EDI Centre, implements the county’s Intercultural Strategic Plan. Their work includes intercultural awareness training, anti-racism initiatives, and the organisation of community events that celebrate diversity and promote inclusion.
Reflecting on how my school and how our pupils could take action, establishing a buddy system would help new pupils feel supported, as peer mentors can guide them through school routines and foster friendships. We could also organise intercultural events, celebrate cultural festivals, and display greetings in multiple languages to create a more inclusive environment. Teachers and staff should receive professional learning on trauma-informed and culturally responsive teaching to better understand and address the unique needs of refugee students.
From a School Self-Evaluation (SSE) perspective, these actions can be integrated into our school’s DEIS plan by focusing on inclusion, student well-being, and community engagement.
Hi Claire, Your focus on SDG 12 is inspiring. The “Where Do Our Things Come From?” project is a powerful way to foster awareness, critical thinking, and global responsibility in young learners.
Hi Claire, like I outlined above, I’ve also seen how early gender stereotypes affect children’s choices and confidence. I’m excited to explore how Developmental Education can challenge these norms and promote inclusion, voice, and self-belief in young learners through child-led, open conversations and meaningful classroom experiences
Climate Action (SDG 13) is one of the most pressing and relevant topics for young learners in Ireland today. The effects of climate change are becoming increasingly visible both globally and locally, such as extreme weather events such as Storm Éowyn and pollution impact children in their daily lives, whether through flooding in Irish towns or stories they hear from relatives abroad. In many diverse classrooms, many pupils have family in regions already severely affected by climate crises, These experiences provide a natural entry point for deeper understanding and engagement.
To encourage action and develop a sense of agency, I can integrate project-based learning rooted in local sustainability. For example, students might lead a biodiversity audit of the school grounds or create a campaign to reduce single-use plastics. Tying this to ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, we can form partnerships with local authorities or community groups for tree planting or awareness days, fostering civic engagement.
This approach links to School Self-Evaluation (SSE) by focusing on student empowerment and values education. We can ask pupils “Do students feel their voices are heard in shaping the school’s environmental impact? These reflective questions can guide both formal and informal assessments of how well our teaching supports the aims of ESD and the SDGs.
I completely agree that the themes of the paper are especially resonant in today’s classrooms, and your point about the dual forces of global crises and media immediacy really captures the context in which our students are growing up. It’s powerful and sobering to think about how children are not only aware of events like the conflicts in Gaza or Ukraine, but often have personal or familial connections to them.
