[Marie Conway]

Hi Aoife,

I really like how you have connected the pupils outdoor observations with such a wide range of creative activities. Dungarvan Quay and the Cunnigar are both stunning landscapes and provide a wonderful setting for this type of project. The soundscape idea is particularly engaging and would help pupils develop a deeper appreciation of their local natural heritage.

[Marie Conway]

Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage

I would involve my pupils in a creative project exploring the natural and scientific heritage of Inistioge and Woodstock Gardens in Co. Kilkenny. We would begin with a local walk to observe the River Nore, local trees, plants, wildlife and the historic Woodstock landscape. Pupils would sketch interesting features, take notes and collect ideas about how the environment has changed over time. Back in the classroom, we would create artwork inspired by the colours, shapes and patterns found in the woodland and river. Groups or pairs could compose simple pieces of music using natural sounds, such as flowing water, birdsong and rustling leaves. We would also develop a short drama or creative writing piece about a day in the life of a Victorian child exploring Woodstock. The project would finish with an exhibition and performance for parents, celebrating our local natural and scientific heritage.

[Marie Conway]

Hi Ciara,
I really like how you have connected the Hook Lighthouse to a practical STEM challenge. The wind testing activity would be a great way for pupils to apply their understanding of strength and stability while developing problem solving, communication and teamwork skills. I also like the strong cross-curricular links, particularly the use of Visual Arts and digital technology.

[Marie Conway]

Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project

There are very are interesting examples of engineering in the buildings and structures in my local area. A very good example is Rosbercon Castle, a historic castle that is still standing and is now a home. It’s strong stone walls and traditional design show how buildings were carefully constructed to be stable, strong and long-lasting.

I would use Rosbercon Castle as inspiration for a primary school design-and-make project. Pupils could look at photographs of the castle and investigate its shape, walls, windows and building materials. The project would also be cross-curricular. In Mathematics, pupils could measure structures, explore 2D and 3D shapes and use scale. Science would focus on forces, materials, balance and stability, while History could explore the history and construction of Rosbercon Castle. In Visual Arts, pupils could create observational drawings, architectural sketches and 3D models inspired by the castle, using clay, cardboard and recycled materials. English could involve writing descriptions, instructions and reflections about their designs.
Overall, the project would combine engineering, creativity and local heritage while encouraging pupils to investigate, design, build, test and improve their ideas.

[Marie Conway]

Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators

I would register my garden with the All-Ireland Pollinator Plan by adding it to the Actions for Pollinators map. I would record actions such as mowing less often, allowing wildflowers to grow, protecting hedgerows, avoiding pesticides and providing nesting spaces. I would collect seeds from local wildflower populations rather than buying commercial seed mixes. Planting pollinator-friendly bulbs and native flowering trees would provide valuable food sources, while small bee hotels and bee banks would create safe nesting habitats.

To register my school, I would identify areas for improvement and develop a School Pollinator Plan before adding the school to the Actions for Pollinators map. Actions could include reducing cutting, allowing grass and wildflowers to grow, planting native flowers, protecting hedgerows, providing nesting habitats and avoid using pesticides. Pupils could then carry out insect surveys, identify pollinators and learn about their importance. These actions would increase biodiversity and create a healthier environment for bees, butterflies and other pollinators.

 

[Marie Conway]

Hi Anna, I really like how you’ve integrated the Pollinator programme across the different subjects. The FIT counts are a great way to make mathematics practical, while the sketches and observations support science and art. I also love the idea of students recording their findings over time, as it allows them to see their learning and their progress. It sounds like a very engaging and practical approach for all age groups.

[Marie Conway]

Hi Mairead,
I really like your approach of introducing mapping through familiar stories and sequencing before moving onto digital maps. Using ‘Rosie’s Walk’ or ‘We’re Going on a Bear Hunt’ would make the concept more understanding and engaging for younger children. I also think using the familiar journey from the Church to the School is a brilliant way to connect the lesson to the children’s lives, it makes it’s so relatable. The discussion around different transport options would add another meaningful layer to the activity.

[Marie Conway]

Map Making Lesson for Younger Classes
For a younger class, I would plan a practical and interactive lesson on map making that connects learning to the children’s own environment. I would start by discussing what a map is why we use maps. We could look at simple visual example and identify key features such as buildings, parks, rivers, symbols and roads. I would then present the idea of a a map key and explain how symbols can represent real places.
As a whole class, we could use Google Maps to explore our local area, around our school. I would show the pupils the satellite and map views and encourage them to identify familiar landmarks. If appropriate, GeoHive could be used to explore Irish maps and geographical information. The children could then work in groups or pairs to create their own map of the school or local area, including a title, symbols, a key and simple directions. The pupils could explain and present their maps to the rest of the class. Assessment would focus on their ability to use the symbols and include important features and communicate information clearly.

[Marie Conway]

Hi Sharon,

I really liked your examples of how STEM can be integrated through practical, hands-on activities. The mini-garden project is a really great example of how children can naturally use skills from different areas while working towards a meaningful outcome. I also think your use of open-ended questions and treating mistakes as part of learning is particularly valuable, as it encourages children to be curious and confident in sharing their ideas. Giving pupils clear roles is another great way to ensure everyone feels included and understands that their contribution is important. Your post shows how STEM can be both engaging and accessible without requiring expensive resources.

[Marie Conway]

Having reviewed Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I have reflected on how STEM education is represented in my classroom.

The paper highlights that STEM should not simply be viewed as four separate subjects, but instead as an integrated approach that encourages the pupils to make meaningful connections, problem solve and apply their learning to real life situations.

In my classroom, STEM education is apparent when students are provided with opportunities to explore, question, design, investigate, and look for solutions.
An example would be; Instead of teaching science or mathematics alone, I can provide activities and resources where the pupils use mathematical skills to collect and interpret data, apply scientific knowledge to explain their observations and use technology skills to design and test solutions. This gives the pupils the autonomy to become active participants in their own learning rather than simply receiving information from their teacher.

The paper has also made me think about the importance of creativity and problem solving within STEM. Effective STEM learning should let pupils’ experiments, have trial and error and also improve their creativity and ideas. I believe that this greatly supports the development of skills such as collaboration, reasoning, critical thinking and communications. Skills which are valuable beyond the classroom.

Overall, Liston’s paper has encouraged me to view STEM in a much broader sense. It can provide meaningful opportunities for pupils to connect different areas of learning, develop practical skills and understand how their knowledge can be applied and utilised to the real world.

[Author]

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