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My school is in Galway so I would explore Alice Jacqueline Perry—the first woman in Ireland to graduate with an engineering degree, earning a First Class Honours in Civil Engineering from Queen’s College Galway in 1906.
In a primary classroom, Alice Perry’s legacy becomes a powerful entry point for engineering and science investigations. I’d start with her story—her passion for maths, her breakthrough in engineering, and her role as acting County Surveyor—presented through a simple timeline and imagery.
Pupils could engage in hands-on bridge-building or structure‑design challenges, inspired by civil engineering. Using craft materials—cardboard, sticks, string—they’d design and construct mini‑bridges, testing for strength and stability while using simple force experiments.
Maths links are embedded: measuring materials, counting supports, comparing spans, and recording results as data tables or bar charts. Pupils could predict outcomes, test load weights (e.g. blocks), and reflect on successful designs.
This activity fosters STEM learning, critical thinking, and spatial awareness, while celebrating Alice Perry as a local trailblazer—especially empowering girls to envision themselves in engineering roles.
That sounds like a lovely lesson, I’m sure children would be really engaged given the local connection. I definitely find this catches their attention immediately.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class or whole-school challenge where pupils work in teams to design and build model bridges using materials like lollipop sticks, string, paper, and cardboard. The challenge would begin with photos or a video of the Birr bridge, followed by a discussion on what makes a bridge strong and stable. Pupils would sketch their designs, thinking about shape, balance, and structure.
To integrate mathematical thinking, pupils would measure materials, calculate lengths, and compare weights. Senior pupils could estimate load-bearing capacity and test their bridges using small weights, recording results in tables and graphs. Younger pupils might focus on sorting materials by size or shape and using non-standard units of measurement.
This STEM-focused project promotes teamwork, creativity, and problem-solving while applying real-life maths skills such as measuring, estimating, comparing, and recording—linked to their class level in a fun, meaningful context.
I love this idea, it is very clear and well structured to allow for lots of learning and hands on activities.
For younger classes, I would plan a fun and interactive map-making lesson by starting with familiar spaces, such as the classroom or school grounds. First, we’d explore what maps are and why we use them, using storybooks or simple picture maps. Then, we’d take a short walk around the school, noting key landmarks like the playground, garden, or main door. Pupils would help draw a simple map of this space using symbols for each feature (e.g., a tree for the garden).
To introduce digital tools, I would use Google Maps or Geohive on the interactive whiteboard to show our school from above. We’d zoom in and out to see how maps can show small and large areas. Pupils could help spot landmarks they recognise, reinforcing spatial awareness.
Finally, they would create their own simple “treasure maps” using what they learned. This lesson combines geography, art, and ICT, supporting early skills in observation, representation, and digital literacy in a fun, age-appropriate way.
I really enjoyed this answer. I too always love nature walks with the students, I feel like it is always an experience they get so much out of. Your idea on google maps is great also, I will definitely think about this on future nature walks as this is so aligned with the new curriculum and fostering digital learners.
To conduct a seasonal biodiversity project throughout the school year, I would use course resources such as nature trail guides, plant and animal ID charts, and the Scoileanna Glasa (Green-Schools) biodiversity toolkit. Pupils would observe changes in local biodiversity across the four seasons, visiting the same outdoor area regularly—once a month—to document species, habitats, and environmental changes.
Each pupil would use a biodiversity recording sheet with sections for date, weather, drawings, and notes on sightings of birds, insects, plants, and other wildlife. I would also use tally charts, habitat maps, and photography for evidence collection.
The project would integrate multiple subjects: Science (living things, habitats), Geography (environmental awareness, mapping), Maths (data collection and graphing), Art (nature sketching, leaf rubbings), and English (nature journals and report writing).
Outdoor learning would happen monthly, with additional shorter visits when relevant. This cross-curricular, hands-on project would develop observation, inquiry, and environmental stewardship in pupils throughout the year.
I like the way you broke this up termly. That makes the learning outcomes so clear for everyone. The hands on experience of working with the raised beds is something I’d imagine students will love!
Using the I-LOFAR radio telescope as inspiration, I would design an inquiry-based lesson on waves, sound, and light that sparks curiosity and supports active learning. The lesson would begin with a simple question: “How do scientists listen to space?” I would introduce I-LOFAR as a giant “ear” in Birr, Co. Offaly, that detects invisible radio waves from space. Pupils would explore wave properties through hands-on stations: observing sound vibrations using tuning forks and water, experimenting with torches and prisms to explore light, and modelling wave motion through a human wave activity. Using the 5E framework (Engage, Explore, Explain, Elaborate, Evaluate), pupils would make predictions, observe outcomes, and draw conclusions. Scientific terms would be simplified and supported with visuals to ensure accessibility. The lesson would conclude by linking their discoveries to I-LOFAR, showing how understanding waves helps scientists explore the universe in ways we cannot see or hear with our senses alone.
I agree Danielle, this approach definitely make me look at STEM with fresh eyes. The idea on solar panels is such a good one.
I was very interested to learn about the ARC as it was something I had never heard on previously. I think it is a very attractive experience for primary school students to engage with. It integrates STEM education across multiple areas and this is something we can all endeavour to achieve as educators. Teachers can immerse students in real-world experiences with aquatic ecosystems. This hands on learning is wholly aligned with the STEM Education Policy. Students can engage in virtual experiences where they can observe aquatic life and explore scientific concepts suitable for their learning outcomes.
Collaboration among teachers is key to achieving this in a school0wide capacity. Project work is a simple way for students to engage in peer learning and share their ideas and learnings. To further expand this learning, I also think it is a good idea to involve a community element. For example, if you were doing the ARC lesson on oysters, perhaps you could contact your local oyster aquaculture farm and organise a class tour or maybe a visit to the school by someone who works there. These experiences can really enhance a student’s learning as they are making connections with real life scenarios.
Hi Máire, I think your point about using real data is a really good one. It is so important for children to link their learning to real world experiences.
In my local area there is a huge emphasis on sustainability through a number of community initiatives. Local groups such as GAA teams hold a monthly clothes collection where there is a emphasis on recyling, people are encouraged to avoid waste. Waste management is done in an organised fashion and this is often modelled through local organisations such as Tidy Towns. This filters through to local schools where they work with Tidy Towns by doing little picking with children on a weekly basis. I think this has had a positive impact on students as it makes them more cognisant of their waste and what happens if you litter. It fosters a sense of pride and respect for your local area.
Another way to engage students in local initiatives is by having workshops into schools that focus on sustainable practices, eg, Bord Bia, Coillte etc. Local people doing jobs in relation to the environment are also an invaluable resource and children can ask them questions.
Sounds interesting Brian, Shannon Dolphin Centre sounds like a great resource. I agree, it’s important to show pupils that small actions can make a big difference.
I think it is really important to understand the nutritional benefits of seafood, it is probably an area I overlooked in previous lessons in food education but definitely something I will be more conscious of now. Seafood is rich in omega-3 fatty acids, proteins, vitamins and minerals, contributing to a balanced diet and overall health. I think it is important to integrate learning across the curriculum including SPHE lessons, Science and Literacy lessons. Iti is definitely a topic you could integrate quite informally to things such as Numeracy and PE also to really reinforce vocabulary around seafood as it is a category children probably struggle to have confidence with when comparing it to things like farm animals or animals you find in the zoo. I think it is beneficial to explore recipes and learn about what nutritional value certain seafood offers maybe to more senior classes. One area I think could help with education around seafood is the school meals. It is something I do not see really highlighted on the menu, maybe it is something BIM could work with the Department on to give children exposure to all types of seafood.