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Although not from my local area, I would like to highlight a pioneering Irish female scientist—Kay McNulty, often referred to as the “Irish Mother of Computer Programming.” Born in Creeslough, Co. Donegal, in 1921, Kay emigrated to the United States with her family at the age of three.
Kay’s aptitude for mathematics earned her a scholarship to Chestnut Hill College for Women, where she was one of just three women to graduate with a mathematics degree in 1942. That same year, she was hired by the University of Pennsylvania’s Moore School of Engineering as a human computer, part of a team of women tasked with calculating ballistics trajectories during WWII—critical data for the Allied war effort.
In 1945, Kay became one of six female programmers selected to work on ENIAC (Electronic Numerical Integrator and Computer)—the world’s first general-purpose digital computer. At a time when programming had yet to exist as a formal field, these women developed logical sequences of operations and reconfigured ENIAC’s massive array of cables and switches by hand. Despite the complexity of the task, their work enabled ENIAC to perform complex calculations in seconds—a remarkable achievement that laid the foundations of modern computing.
Unfortunately, their contributions went largely unrecognised at the time, partly due to gender biases and also because they were seen as “operators” rather than true innovators. After marrying ENIAC co-inventor John Mauchly in 1948, Kay continued to work behind the scenes on programming his future computing projects—again, often without formal credit.
Kay’s groundbreaking work was finally acknowledged later in her life. In the 1990s, her story began to receive broader public attention through documentaries and retrospectives on women in computing.
In 1997, she was inducted into the Women in Technology International (WITI) Hall of Fame, honouring her contributions as a computing pioneer.
In 2020, EPIC The Irish Emigration Museum in Dublin profiled her in their “Hidden Histories” exhibition.Using Kay McNulty’s story, I would plan a coding project for my class. A few years ago, I did a summer cpd course on coding with microsoft micro-bit. The children love doing coding and the link to Kay McNulty is the perfect stimulus for the lesson.
Lesson 1: Name badge
Students create their first programs and transfer them to their micro:bits.
Key learning:
- Understand the micro:bit is a tiny computer which needs instructions in code to make it work.
- Understand that sets of instructions for computers in a sequence are also called algorithms or programs.
- Use the MakeCode editor to create instructions in code that the micro:bit can understand and then transfer them to the micro:bit.
- Know the micro:bit has an LED display output which it can use to show words (as well as numbers and pictures).
Computational thinking:
- Algorithms
- Computer systems:
- Input/output
Programming:
- Iteration
Lesson 2: Beating heart
Create a simple animation to learn about sequence and simple loops.
Key learning:
- Understand that sequence and timing is important when making an animation.
- Understand that animations create an illusion of movement by showing a sequence of still images.
- Code the micro:bit to show simple animations on its LED display output.
- Use loops to make animations run longer using fewer instructions.
Computational thinking:
- Algorithms
Programming:
- Iteration
I could further expand on these lessons by following the suggestions from micro:bit lessons.
Hi Veronica, I love your idea of basing your project on the Phoenix Park. There is so much scope for scientific inquiry by looking at its biodiversity, and researching its fascinating heritage and history. Incorporating the arts into your project is a fantastic way of enriching further the learning experience of the children.
Lesson Title: Designing and Building Bridges – Inspired by Birr Castle’s Suspension Bridge
I used resources found in this module including resources I sources online.
https://www.teachengineering.org/curricularunits/view/cub_brid_curricularunit
https://www.twinkl.ie/resource/build-the-strongest-bridge-stem-activity-nz-ty-63
Engage / Trigger Questions
- What makes a suspension bridge strong and stable?
Using the Ipads, research and examine pictures of examples of suspension bridges in Ireland and worldwide e.g., Birr Castle Suspension Bridge, Samuel Hayes Bridge, Carrick-a-rede rope bridge and the Goldengate Bridge, Brooklyn Bridge. - How do engineers use shapes, tension, and compression to support weight?
- How could you build a bridge using simple materials that can carry a load?
Exploration and Investigation
Begin with group observations of the Birr Castle suspension bridge—discuss its cables, towers, and main span.
Conduct a brief paper bridge investigation. Test flat, arched, corrugated and walled designs on a 14 cm “river” with coins, predicting and recording strengths.Building Challenge
- Introduce types of bridges (beam, arch, truss, suspension), their load strategies, and material properties.
- Provide constraints: span length (e.g. 40 cm), weight capacity target, limited materials (e.g. straws, skewers, tape, cardboard, string)
Design and Construction
- Pupils sketch designs to scale, label measurements and calculate material quantities (e.g. using cm/mm, scale ratio).
- For truss designs, integrate triangles and multiple materials to resist compression and tension.
Testing, Data Collection & Mathematical Thinking
- Load testing: add weights incrementally until bridge failure. Record weight supported by each design.
- Pupils tabulate data and graph strength vs. weight.
- Discuss strength-to-weight ratios and compare designs—the strongest may not be the heaviest.
Evaluation and Reflection
- Groups evaluate using prompts: Was it strong enough? Did it meet design criteria? What adaptations improved performance? What would you change next time?
Hi Niamh, using Tallaght Stadium as your stimulus is a fantastic idea. The fact that so many children love soccer and attend matches regularly with their families is guaranteed to spark their interest. It will also invite them to critically analyse their local environment in ways they may have never done before, hopefully facilitating scientific thinking and inspiring budding engineers.
Hi Lora, I love the idea of making jam too as part of your seasonal biodiversity project. I think the children would love it.
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I would conduct a year-long, seasonal biodiversity project with my class. To do this, I would use a combination of resources and methodologies highlighted in this module, specifically designed to support inquiry-based, outdoor learning rooted in the local environment.
I would use the following resources:
- The Biodiversity Trail template to guide observation routes and highlight key areas of interest (trees, hedgerows, grassy areas, walls, compost bins, etc.).
- Wildlife Calendar Templates to help children anticipate seasonal changes and focus their observations (e.g. bird migration, flowering plants, insect activity).
- Observation Recording Sheets to structure note-taking and ensure systematic data collection (date, weather, habitat, species spotted, notes/sketches).
- Digital tools such as iNaturalist, Biodiversity Ireland’s species maps, Google Sheets for data logging, and PicCollage or Book Creator for sharing findings.
- Field guides such as Ireland’s Wildlife and age-appropriate classification keys for trees, birds, and insects.
- Hand lenses, binoculars, digital thermometers, rain gauges, and tablets or clipboards for field work.
I would use the following methodologies:
- Curious Minds/ESERO Framework: Pupils would Engage with key questions such as: What signs of seasonal change can we find this month? How do different habitats support different species? They would Investigate through hands-on observation, species identification, and data recording. They would Take the Next Step by comparing data across seasons and locations or researching human impacts. Finally, they would Reflect using journals, discussions, and digital portfolios.
- Phenological Tracking: Pupils would track the timing of natural events (first frost, first bud burst, arrival of swallows, etc.), promoting awareness of climate and environmental change. Cross-Curricular Integration:
- Science: habitats, adaptation, life cycles, food chains.
- Geography: mapping habitats, exploring land use, weather tracking.
- Maths: graphing bird counts, calculating rainfall averages, sorting data.
- English: writing nature reports, poems, procedural texts.
- Art: observational drawings, leaf rubbings, seasonal murals.
- SPHE: fostering care for the environment.
Regular Outdoor Learning: Learning would take place outdoors at least once a month for structured biodiversity walks, with smaller weekly observation tasks (e.g. What’s changed in our habitat corner? Have new insects appeared?).
By the end of the year, pupils would have a rich, multi-modal portfolio of seasonal biodiversity data, developing their understanding of ecological systems, their place within them, and the importance of protecting them.
Hi Mary, I love the addition of voice recording observations. It makes the learning a lot more inclusive and removes the barrier that writing poses to those children with literacy difficulties like dyslexia or fine motor difficulties experienced by children with DCD/Dyspraxia.
Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
For 5th and 6th class, I would introduce a map-making lesson by posing a series of thought-provoking questions to spark curiosity and activate prior knowledge. Most pupils will already have some familiarity with maps from their parents using sat-nav systems in their cars or using Google Maps to find their own home or favourite places. Some key questions to open the lesson might include:
What would someone new to our town use to find their way to places like the community centre, GAA club, playground, or supermarket?
How do we decide what’s important to include on a map?
How are different features represented visually?
Can you brainstorm and draw any map symbols you’ve seen before?
What stories can maps tell us about how we use land?
Can two people map the same place in different ways? Why?
How has our area changed over time, and how might it change in the future?Following this discussion, I would take the class on a guided walk around the school grounds and local area. Pupils would use clipboards to sketch features and take observational notes, focusing on landmarks such as roads, buildings, green spaces, signage, and natural elements.
Back in the classroom, we would discuss orientation, scale, and the use of symbols. Pupils would then work in pairs to create scaled sketch maps, complete with compass roses, legends, and labels.
To build on this foundation and develop digital literacy, I would introduce Google Maps (satellite and street view) and Geohive. Pupils would compare their hand-drawn maps to the digital versions, identify additional features such as land use or infrastructure, and explore how different map layers (e.g. soil type, population density, or elevation) convey complex information.
Next, we would use Google My Maps to create interactive maps of the local area. Pupils could drop pins on familiar locations (e.g. school, GAA pitch, library), add photos or descriptions, and create thematic layers such as ‘Historical Sites’, ‘Natural Features’, or ‘Transport Links’.
To deepen critical thinking, I would pose reflective questions such as:
Why do maps have different layers?
How has land use in our area evolved?
What natural features influence where people live?
How could the layout or safety of our local area be improved?I think children would enjoy this lesson because they are active, involved in inquiry-based learning outside of the classroom while developing mapping skills, collaboration, and digital competence.
Hi Danielle, your lesson idea is great. I have found that children love using Google maps and comparing and contrasting to older maps is always fascinating.
Hi Geraldine, this is brilliant and sounds like your school fosters a strong sense of professional autonomy, expertise and confidence when it comes to embedding inquiry-based learning. It’s inspiring to read the many ways in which your school integrates these approaches across the curriculum. Incorporating the local area into your teaching provides real value to the children as they can see and experience first-hand how STEM is woven into the world around them. I would imagine that this not only enhances engagement (from students as well as teachers!) but also helps students make connections between abstract concepts and real-life experiences.
Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.
I liked the Curious Minds/ESERO Framework for Inquiry as it provides a clear yet flexible structure—Engage, Investigate, Take the Next Step, Reflect—that promotes meaningful, student-centred, inquiry-based learning. I particularly appreciate how it encourages pupils to generate their own questions, make predictions, test ideas, and draw conclusions. This process embeds scientific thinking into everyday classroom practice in an accessible and engaging way.
I would use this framework to enrich STEM teaching by making learning authentic and connected. For example, in a space-themed unit, I might Engage students with images of the I-LOFAR telescope to spark curiosity about radio waves. During Investigate, they could build simple radios or ripple tanks to explore wave behaviours. Take the Next Step could involve designing a model of a radio dish or comparing wave types. The Reflect stage is particularly —structured prompt questions support both teacher self-evaluation and pupil metacognition.
Questions such as Did I meet my learning objectives?, What went well, what would I change?, and Are the children progressing with their science skills? help promote continuous professional growth. Pupils are also encouraged to reflect on their experiences, fostering ownership of learning.
However, while the framework is robust, I believe it could be more inclusive. Currently, there is only a brief prompt about considering the needs of children with special educational needs. As per the Inclusive Education Framework, inclusion should be a central element of planning—not an afterthought. The framework would be strengthened by more explicit guidance on differentiation, UDL (Universal Design for Learning), and support strategies to ensure all learners are meaningfully engaged.
Overall, the Curious Minds/ESERO Framework aligns well with the National STEM Education Policy by fostering curiosity, creativity, collaboration, and critical thinking, and I believe that the structure of the Framework is a valuable tool for teachers when planning STEM lessons. Nonetheless, there remains scope to enhance its inclusivity for all learners.
Part 1
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The student’s strengths and weaknesses are recorded. In the SSP, the student’s previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. A learning environment checklist is provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will choose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
https://docs.google.com/document/d/1OllVJHosA4xeG28Ka8wKZvSECQy-EDhD2hcXorO-RbQ/edit?usp=sharing
Above is a link to my SETT plan in MS Word. I have used the SETT framework to help to organise and plan for the specific needs of my student. It also allows me to consider the best AT that will support my student in this particular task – writing a book review. My student is an 11 year old boy with dyslexia. He is on a SSP and is withdrawn three times weekly for targeted literacy support.
Reflection
Designing this SETT plan clarified how powerful a targeted assistive approach can be. Starting with the Student profile ensured I kept the student’s strengths—like strong expressive language skills and motivation—at the forefront, prompting me to choose tools that aligned with his learning style. Considering the environment helped me identify supports already available (like Chromebook access) and adjust the instructional setting to minimize pressure during writing.
Breaking down the task into discrete, manageable steps—planning, drafting, revising, presenting—helps the student build confidence and independence. The choice of tools such as mind-mapping software, voice typing, and text-to-speech allows the child to bypass handwriting and spelling challenges while still developing writing structures and self-monitoring skills.
My main concern is ensuring that school-wide access to the necessary apps and consistent teacher familiarity with them is maintained. To address this, I plan to share the plan during year group collaborative planning and to suggest school-wide CPD in the area of assistive tech for teaching students with SEN. The SETT template will guide future individualised planning and support a cohesive assistive tech approach across the staff.
Hi Rebecca,
I hadn’t considered Duolingo before to use to support EAL teaching. I think it would be a great addition to our teaching resources.
The most commonly occurring learning difficulty in my school is dyslexia. Therefore I am going to focus on learning resources that will support students with dyslexia.
Students with dyslexia tend to have difficulty with decoding. I would develop phonemic awareness and spelling proficiency using any of the following online literacy programmes – Fast phonics, Reading Eggs, Reading Express, Nessy reading and spelling programme.
I would work on building a bank of sight words using Bits Board and Wordwall.
I would use Microsoft lens and the immersive reader to develop reading fluency, word attack skills and aid comprehension skills. I would use the picture dictionary in the immersive reader to aid with retention of new words.
I would develop the children’s typing skills using programmes specifically developed for children with literacy difficulties such as English type, BBC Dance mat or TTRS.
I would use mind-mapping programmes such as coggle to aid visual learners to draw connections, plan and revise topics.
The Inclusive Education Framework engages the whole school community in reflective practice. It promotes the shared understanding of genuine inclusion of children with special needs into all aspects of school life. This can only be achieved by whole-school ownership of the process. Autonomy is granted to schools to decide on how best to include students with special needs.
