Forum Replies Created
-
Posts
-
I would base my project around Leap Castle as it is an important part of our local heritage and always captures children’s interest. We would begin by learning about the history of the castle and discussing the stories and legends associated with it. The children would then work in groups to write their own short stories or plays inspired by what they had learned, using their imagination while also including real historical facts.
To bring the project to life, the pupils would perform their stories for the class using simple props, costumes and sound effects they created themselves. They could also create drawings or paintings of the castle to display alongside their work. This project would help to develop their creativity, oral language and teamwork skills while giving them a greater appreciation of the history and heritage in their own local area.
What an amazing place to have on your doorstep. The new SEE curriculum puts huge emphasis on your local environment, so much scope for combining your locality with engineering projects.
I would use the suspension bridge in Birr Castle Demesne as the starting point for a class design and make challenge. We would begin with the wondering stage by discussing different types of bridges, the materials used and what makes a bridge strong. Pupils would then investigate simple bridge designs using paper and predict which shape would hold the most weight before testing their ideas.
During the planning stage, each group would decide on the purpose of their bridge, agree on design criteria and draw a labelled plan. Maths would be integrated throughout the activity. My class would measure the span their bridge needed to cross, use accurate measurements when planning, identify 2D and 3D shapes and compare the weight each bridge could support. They would record their results and use them to explain which designs worked best.
The evaluation stage would be just as important as the construction. Pupils would compare their finished bridge with their original plan, discuss any changes they made and suggest improvements. This approach encourages collaboration, problem-solving and mathematical thinking while allowing children to develop and test their own ideas rather than simply following instructions.
As a small school we are very strong on buddy work; all our pupils are in friendship groups and once in a while we send our friendship groups out together, maths week, science week, trails, walks etc.
One idea I would like to develop throughout the school year is a seasonal biodiversity project based around our school grounds. As we are starting a school garden this year, it will be a great opportunity for the children to observe how plants, insects and birds change with the seasons. I would aim to bring the class outdoors once a week for short observation sessions, as the course emphasised that outdoor learning can be simple, regular and focused on observation.
I would use resources from the course such as the Wildflower Walk, Tree Identification and Minibeast Safari, along with identification guides and the Seek app to help pupils identify local species. The children would keep nature journals and use seasonal recording sheets, tally charts and photographs to record their findings. We could also complete a phenology calendar by noting changes such as first flowers, leaf buds and pollinator activity throughout the year.
This project would link naturally with Science, Maths, English, Geography and Art. I would also like the class to take part in a citizen science project by carrying out FIT Counts and submitting suitable records to the National Biodiversity Data Centre. I think this would help children develop a real appreciation for biodiversity while taking pride in our new school garden.
For younger classes, I would introduce map making through a hands-on lesson based on the children’s own environment. We would begin with a discussion about what a map is, what we might see on one and why maps are useful. I would then bring the class on a short walk around the school grounds, encouraging them to observe familiar features such as the school building, playground, trees, paths and flower beds. Back in the classroom, the children would work in small groups to create a simple map of the area using drawings, symbols and a basic key. This practical approach helps children develop observation skills while making the learning meaningful and enjoyable.
To extend the lesson, I would use Google Maps to show the school from above and compare the aerial image with the maps the children created. This would help them recognise how real places are represented from different perspectives. I would also introduce GeoHive to explore simple map layers, such as green spaces or local landmarks, showing that maps can display different types of information.
This lesson links well with Geography, Science and STEM by encouraging children to observe, question and record information about their local environment. It also supports the use of digital technology.
Teaching vocabulary is so important and something I think we can all overlook, especially with an overloaded curriculum; it gives a great chance to combine and integrate literacy across all areas.
If I was teaching a lesson on waves, sound and light, I would use the I-LOFAR radio telescope as a starting point to show children that scientists can study space in different ways, not just by using telescopes that rely on visible light. I would begin by asking the class how they think we can learn about things that are too far away to see. This would encourage them to ask questions and share their own ideas.
Using the Curious Minds/ESERO inquiry framework, the children would then investigate sound and light through practical activities. They could test how sound travels using string telephones or different materials and explore light by using mirrors, torches and lenses to investigate reflection and refraction. I would encourage them to make predictions, record what they notice and discuss their results with their group.
To make the lesson accessible for all pupils, I would use plenty of hands-on activities, visual aids and simple scientific vocabulary. Children could record their learning through drawings, photos or short written observations depending on their ability. I think linking the investigations back to the I-LOFAR telescope would help pupils see how the science they are learning in class is used by real scientists, making the lesson more meaningful and engaging.
University of Limerick is such a fantastic area to explore, ye are lucky to have it on your doorstep, spent amazing childhoods walking the bank and crossing the bridges into County Clare.
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
Glassderry Lake
We could base our project on Glassderry Lake. First, we would take a trip to the lake and spend some time looking, listening, and sketching. The children could take photos, draw quick pictures, and write down things they notice – like the colours of the water, the birds in the trees, or the sound of the wind in the reeds. Back in school, we would use what we saw and heard to make creative work. In art, we could paint pictures of the lake or make collages using natural colours. In music, we could try to copy the sounds of the lake with instruments or things we find in the classroom. In drama, the children could act out short scenes about life around the lake or pretend to be animals that live there. In creative writing, they could write a story, poem, or diary entry from the point of view of a swan, a fish, or even the lake itself. This would help the children enjoy and understand Glassderry Lake while also learning how important it is to look after it.
Interesting the parental involvement something I would never have considered, def something to consider
Leap Castle, link with Medieval castle 3rd/4th class SESE
We’ll start by looking at pictures of real Irish castles like Leap Castle in our area . I’ll ask them what they notice about the shapes, towers, walls, and gates, and why they think castles were built like that. We’ll talk about the different parts – towers for lookouts, high walls for protection, moats to keep enemies away..
Once they have some ideas, I’ll tell them the challenge: they are medieval engineers, and the king has asked them to design a castle to protect the people from attack. Their castle must have at least two towers, a strong wall, a main gate or drawbridge, and a place for archers to defend it.
They will first draw a quick plan in their copies, labelling the different parts and deciding which materials they’ll use. We’ll have cardboard boxes for the main structure, toilet roll tubes for towers, lollipop sticks for bridges, string for drawbridge ropes, and paint or markers for decoration. Once the plans are ready, they’ll work in pairs or small groups to build their castles. I’ll encourage them to think about how to make their walls strong and how to make sure all the features are included.
When the building is finished, each group will show their castle to the rest of the class, pointing out the key features and explaining how it would keep people safe. We’ll finish by talking about what they found tricky, what worked well, and what extra feature they would add if they had more time.
We registered my garden with the All-Ireland Pollinator Plan and found it really interesting. On the map, I marked what we’ve already done to help pollinators and added a few things we plan to do in the future. We’ve made a good start –we left bottom part of garden beyond hedges grow wild, which really helped the wildflowers grow.
We don’t use any weedkillers or chemicals, and our children help pull the weeds by hand!
we want to build a small bug hotel for the children , and try doing a simple insect count to see what types of pollinators are visiting.
If I was registering our school, I’d go onto the All-Ireland Pollinator Plan website and fill out the section for schools. It seems easy enough. I’d start by looking at what areas around the school could be used – maybe some grassy spots, raised beds, or even a quiet corner for a wildflower patch.
We could build a bug hotel with the pupils and plant some bee-friendly flowers We could even put up a few signs around the school to explain what we’re doing and why pollinators matter.
We are in the process of developing a pathway around the perimeter of the school pitch , on the map drawn we have left pollinator corridors, cherry blossom section , we will hopfully have different stops along the pathway, a project in the planning which will hopefully be constructed in the springtime of 2026