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The tutorial I completed was the Step Counter tutorial in MakeCode for microbit. The code uses the microbit to count movement as steps and keeps a running total, which can then be displayed on the microbit. I tested the code using the simulator and found it interesting to see how a simple piece of code could be linked to a real-world use of technology.
My project link: https://makecode.microbit.org/_5m7Megh3Xgux
I think this tutorial could be developed into a very good integrated STEM project for my class. We could begin in Science by looking at exercise, movement and the importance of physical activity. The pupils could then use the microbit step counter to collect data during different activities, such as walking, running or completing a set course.
From there, I would turn it into an iSTEM investigation. Are everyone’s step counts the same over the same distance? Is the microbit step counter accurate? Does where you wear or hold the microbit affect the result? Pupils could compare results, calculate differences and display their data in Maths. They could then test, debug and modify their solution to improve its accuracy. This would give a meaningful real-world context for coding and allow pupils to measure, compare, test and improve, which links well with the integrated STEM approach explored in Module 2.Hi Lorna, I think the strongest part of your plan is that you are treating STEM as part of normal classroom practice rather than as an extra subject or a once-off activity. Linking the monthly challenge to an existing SESE or Maths topic makes that action particularly realistic, as the learning intention is already there and the STEM approach becomes a way of deepening the learning.
Your use of pupil reflection is also useful from an SSE point of view. Rather than relying only on teacher observation, you are building in pupil voice and gathering evidence about how children experience the activities.
One practical suggestion might be to keep a very simple record after each activity, The CT skill you noticed, one example of pupil learning and one change for next time. Over time, those short records could provide useful evidence of progress and help identify a more focused area for SSE.
I found the focus on the Digital Learning Framework, Domain 3: Teachers’ Individual Practice particularly relevant to my own practice. One of my strengths is my confidence and subject knowledge in STEM education. I regularly create opportunities for pupils to problem-solve, collaborate and learn through practical STEM challenges.
However, reflecting on my practice, I think an area I would like to develop is making pupils’ computational thinking more explicit and visible. At times, I know that a task involves computational thinking, but I may not always name the process for pupils or gather clear evidence of how their thinking developed. The point from the module about assessing the thinking process, rather than just whether the task was completed, really resonated with me.
I plan to explicitly identify one computational thinking process in at least one lesson each week. I will also use a short reflection question, such as What did you change and why?, to gather pupil feedback after each activity. Finally, I will collect and review three examples of pupil thinking each week, through photographs, annotated plans or pupil explanations, and use this evidence to adapt my next lesson.
That sounds like such a lovely, well-rounded project. The idea of using the wildflower videos as a hook and tying everything back to the local landscape such a great way to bring learning to life.
For our class project in Longford, we would explore the scientific and natural heritage of our local area by focusing on the River Camlin and St. Mel’s Cathedral.
We’d begin with seasonal biodiversity walks along the river, recording plants and insects using the Seek app and National Biodiversity Data Centre resources. Pupils would also investigate the engineering behind St. Mel’s Cathedral, especially its reconstruction after the fire. In art, children could create rubbings of tree bark or design stained-glass-style window art. In history, we’d research local engineers or scientists using the Dictionary of Irish Biography. I would also try to get guest speakers who were involved in the rebuild of St Mels in addtion to parish representives to speak with the class. The project would run over the school year, with termly project days and regular classroom activities.
All pupils would engage through hands-on science, creative writing, mapping, and group presentations. By linking SESE, STEM, and the arts, this project fosters curiosity, collaboration, and a deeper appreciation of Longford’s rich local heritage.
That sounds like such a brilliant project. I really like the manner how your post is linking local history with real engineering design. Using newspaper and tape is so clever. Additionally, adding the criteria make it challenging and add in realistic challenges that engineers face. The comparison between the two bridges adds a great learning layer too.
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.