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I really like the idea of using the school grounds as a starting point for the project. The pollinator area would be a lovely hands on activity and would give the children a real sense of responsibility. I think the use of photographs and simple recording sheets would also work really well in my class and could be adapted to suit different abilities.
I would base a creative project around the birds and wildlife found in the school grounds and local green spaces in Swords. Working in an Autism Class, I would begin with a sensory nature walk using photographs and simple visuals to help the children identify birds insects and plants they see. The children could use tablets to take photographs or simple recording sheets to mark what they find.
For Visual Arts we could create bird artwork using painting collage printing and natural materials such as leaves and twigs. Children could also make simple bird nests using different textures and materials which would be a great sensory activity.
For Music we could listen to birdsong and try to recreate the sounds using our voices percussion instruments and body movements.For Drama children could act out the movements of different birds or create a simple story about a bird in our school grounds. I would use visuals modelling and AAC to support participation allowing every child to engage at their own level.
I really like the idea of using “The Three Billy Goats Gruff” as a starting point for an engineering challenge, especially as the children already love the story. This would make the activity familiar and engaging from the beginning. I think it would work really well in my class, as the story gives the children a clear purpose for designing and building their bridge. I also like the idea of taking the activity outdoors and using natural materials. The opportunity to test, change and improve their bridges would make the learning very hands-on and encourage problem-solving, teamwork and creativity. Lovely ideas!
A local structure I would use as inspiration is Swords Castle, as it is a familiar landmark for the children in my Autism Class. We have visited the castle a number of times, so the children already have a connection with the building and its different features. I would begin by looking at photographs from our visits, videos and Google Maps to explore the castle and its surroundings. We could discuss what the castle was used for and what makes the walls and towers strong and stable.
As a STEM challenge, the children could work in small groups to design and build their own mini castles using LEGO, cardboard, blocks and recycled materials. They could recreate parts of Swords Castle or create their own designs. We could test the structures for stability and see what happens when we add weight or gently shake the base. Maths could be included through counting, measuring, comparing heights and exploring shapes.
The activity could be adapted using visuals, modelling and AAC, allowing all children to participate at their own level. Children could also photograph their finished structures and create a simple digital presentation to share with others.Some really lovely ideas there. Working in an Autism class, I like to link themes around seasonal change, and looking forward to including some of these ideas.
I would like to develop a seasonal biodiversity project throughout the school year, using our school grounds as an outdoor classroom. In my Autism Class, I would keep the activities practical, sensory and adaptable to the different needs and abilities of the children. I would use resources such as the Wildflower Walk, Tree Identification and Minibeast Safari recording sheets, along with simple identification guides. Children could use iPads to take photographs and record what they find, with visuals and symbols used where appropriate.
I would aim to bring learning outdoors at least once or twice a month, revisiting the same areas so the children can observe changes across the seasons. We could record the plants, insects and birds we see, as well as weather and seasonal changes. This could link with Maths through counting and simple graphs, English through discussion and nature journals, Art through drawing and photography, and Geography through creating maps of the school grounds. I would also love to develop this further through our STEM Club, giving children more opportunities to collect and compare biodiversity data throughout the year.
For my Autism Class, with children from 3rd to 5th class, I would adapt the hands-on mapping activity to focus on our school grounds. This would provide a sensory, practical experience while allowing the activity to be adapted to different abilities and levels of understanding. We could begin by exploring the school grounds and creating different map layers based on what we find, such as plants and trees, different surfaces, playground equipment, gates, carparks, quiet areas and noisy areas. We could ask questions such as: Where are the quietest areas? Where do we find the most plants? Which areas are busiest? Are there areas that are sunny or shaded?
Back in the classroom, we could use Google Maps or Google Earth to view the school from above and compare this with our own observations. Where appropriate, children could also explore digital mapping by adding simple markers or symbols to a digital map to show different features around the school. Photographs taken during the walk could be used alongside these digital maps to help children make connections between the real environment and its representation.
Children could then create their own final maps using symbols, photographs, natural materials or LEGO. Their special interests could also be incorporated to make the activity more engaging and meaningful. This would combine sensory exploration, technology, communication, problem-solving and creativity in an accessible way.
I really like your idea of using a sensory approach to mapmaking. I work in an Autism Class with children from 3rd to 5th class, so I think this type of activity could be adapted really well to suit different abilities and levels of understanding. Exploring the school grounds first would make the map much more meaningful, as the children could experience the spaces they are mapping.
I also think there is great scope for incorporating children’s special interests. For example, children who particularly enjoy Lego. They can use it to create a map of the school grounds, using different pieces to represent the classroom, playground, football pitch, sensory areas etc. Children interested in nature could use twigs, grass, leaves and stones from the school grounds to create their maps. They could also identify different textures, sounds and features around the school. I think using familiar places, sensory experiences and special interests would make the activity engaging, accessible and meaningful for all learners.After reading Liston (2018), I reflected on how I use STEM. It can be particularly valuable in an Autism Class because activities can be adapted to suit a wide range of abilities, language levels and developmental stages. I really enjoy using STEM activities in my classroom because they are not necessarily linked to a specific year level. The same activity can be explored in different ways depending on each child’s needs and understanding.
AS a school, we use ‘the ‘Small World’ series. This can be quite restrictive, and I feel that STEM and some of the activities outlined in the course, would be much more beneficial when catering for the needs of all children. I can create activities to let the children explore, play and solve simple problems together. I can adapt the activity using visuals, AAC and simple language so that everyone can take part. I like that one activity can work for all the children but in different ways. This links well with Liston’s (2018) idea of STEM being about exploring, questioning and making connections, rather than just learning separate subjects.
I completely agree with this. I think the Climate Detectives theme is a great way of making STEM learning more practical and relevant for children. Investigating things that they can actually see and experience in their own school or local area would make the learning much more meaningful.
I particularly like the idea of children collecting their own data and then using it to come up with possible solutions. It gives them a sense of ownership and encourages them to work together, think critically and solve problems.
I also think it fits really well with the Primary STEM Education Policy, as it encourages curiosity and hands-on learning while helping children understand that they can make a positive difference to the environment.