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his is a thoughtful and well-structured approach to exploring native trees with an infant class. Your use of seasonal observation supports early scientific thinking and curiosity, while regular outdoor learning gives children hands-on experience of the natural world. The use of record sheets from the National Trees website helps develop early data-handling skills, and your integration of sorting and classifying supports both science and early maths. The follow-up creative activities—such as leaf rubbings, paintings, and collage—are developmentally appropriate and allow for cross-curricular learning through art. Highlighting differences between deciduous and evergreen trees in winter is a great way to build vocabulary and deepen understanding. This is a lovely, engaging year-round project.
To conduct a seasonal biodiversity project using the FIT Count (Flower-Insect Timed Count), I would guide pupils in observing pollinator activity in our school wildflower garden throughout the year. This project would involve identifying flower types and counting insect visits during 10-minute observation periods each term (spring, summer, autumn). Pupils would use FIT Count recording sheets (downloadable from the Biodiversity Ireland website) to record flower species, weather, and number of visiting insects such as bees, hoverflies, and butterflies.
We would go outdoors once a month, increasing frequency during peak flowering months. Before each visit, we’d revise insect types using ID guides and videos. Pupils would work in pairs to observe and record data.
Resources needed: clipboards, ID guides, FIT Count sheets, pencils, magnifying glasses, and a weather chart.
This project integrates Maths (data collection, tallying, graphing), Science (living things, seasonal changes), Geography (weather, environment), and English (descriptive writing, oral reports). Over time, pupils develop observation skills and environmental awareness through real-world, hands-on learning.
To teach data in Maths to an infant class and show its real-world application, I would use GeoHive and the National Biodiversity Data Centre’s maps in an interactive and age-appropriate way. Starting with Biodiversity Maps, we would look at common animals spotted in our local area—like birds, butterflies, or frogs. Using photos and symbols, children would keep a simple tally of wildlife they notice during nature walks or from classroom windows. We would then record this data as pictograms or bar charts and use maths language like “more than,” “less than,” and “same as.”
Using GeoHive, I would show the children a zoomed-in view of the school and nearby places they recognise. Together, we’d count features such as trees, roads, or buildings and record the results on a class chart. This helps children connect Maths to real spaces and supports early mapping and categorising skills. Both tools encourage questioning, observing, and engaging with Maths as something useful, visual, and fun in their everyday world.
Your lesson idea for introducing map-making to Senior Infants is creative, engaging, and perfectly pitched for their developmental stage. Using the theme “Let’s Find Our Way!” and incorporating a story about a lost teddy is a brilliant way to spark curiosity and emotional connection. The hands-on activities with toy figures and classroom mapping support spatial awareness in a fun, accessible way. Expanding the experience to the school yard and then linking it to real-world tools like Google Maps beautifully bridges the gap between play and real-life geography. Including prepositions and encouraging language use further enriches learning. A well-rounded, thoughtful approach! I will definitley be using this as inspiration in my infant class!
This is a well-thought-out and engaging lesson plan that is clearly tailored to the developmental level of 3rd Class students. It’s commendable how you draw on the children’s existing familiarity with Birr Castle to spark curiosity, while also gently introducing scientific concepts like lenses and mirrors through hands-on, age-appropriate activities. Your progression from exploration to creation allows students to build understanding in a meaningful, concrete way. The emphasis on inquiry and discovery over rote learning is excellent and shows a strong grasp of child-centred pedagogy. The planned visit to I-LOFAR is a fantastic way to consolidate learning and inspire future curiosity
Inquiry-Based Lesson on Waves, Sound & Light Inspired by I-LOFAR – 5th Class.
Begin with an engaging question: “How do scientists use telescopes to ‘hear’ and ‘see’ space?” Show a short video or image of the I-LOFAR radio telescope. Guide students to explore the difference between light waves (seen with our eyes) and sound/radio waves (detected with special tools).
Explore:
Set up stations—one with slinkies to show wave motion, another with water ripple tanks (light reflection/refraction), and a sound station using string telephones. Let students predict, test, and record observations.Explain:
Use clear, age-appropriate visuals to explain how waves carry energy. Highlight that radio telescopes like I-LOFAR “listen” to space using radio waves, which we can’t hear directly.Elaborate:
Students build simple wave detectors (e.g., paper cup microphones or light refraction setups). Connect this to I-LOFAR’s role in space discovery.Evaluate:
Students present what they learned through posters or models, explaining one way I-LOFAR helps us understand space.I completely agree with your approach to supporting pupils with dyslexia. You’ve clearly considered the wide-ranging impact dyslexia can have across literacy and numeracy, and your use of both low- and high-tech assistive tools reflects a strong understanding of inclusive practice. Tools like Immersive Reader, Dictation, and Picture Dictionary are excellent for reducing barriers in literacy, while I find Reading Eggs, Nessy, and Wordwall provide valuable multisensory reinforcement. In numeracy, using step-by-step tools like Math Assistant and Microsoft Math Solver can significantly ease cognitive load. Your inclusion of general tools like Coggle and Flip shows a commitment to supporting learning across the curriculum. Trialling and reviewing tools through the School Support File ensures interventions remain relevant and pupil-centred.
I completely agree with your point about the importance of keeping the plan updated as the pupil progresses. It’s essential to view these tools as dynamic, working documents that reflect the child’s current needs, strengths, and areas for growth. Regularly reviewing what’s working well and where challenges remain allows us to adapt our support strategies in meaningful ways. This ongoing reflection ensures we are using every tool at our disposal effectively, always aiming to provide the best possible support. Your emphasis on flexibility and responsiveness really reinforces a child-centred approach that is crucial for meaningful, inclusive learning
This is a fantastic, well-thought-out activity that thoughtfully integrates technology to support a struggling reader. Using Microsoft Word and Immersive Reader to create a multisensory experience is an excellent way to build both decoding and comprehension skills. The use of short, decodable sentences, a dyslexia-friendly font, and line focus shows real attention to accessibility and learner needs. Incorporating picture choices to reinforce comprehension and vocabulary adds an engaging, interactive element that promotes active learning. It’s also great to see how this aligns with Universal Design for Learning principles, ensuring inclusive access for all students. A brilliant example of purposeful, adaptive teaching!
You’ve clearly highlighted the value of accessible technology in supporting diverse learners, particularly those with SEN. Tools like Immersive Reader are excellent examples of how built-in features can make a meaningful difference, promoting independence and confidence in literacy tasks. I think your emphasis on adapting existing resources—such as screen contrast or alternative input devices—which shows a practical, inclusive mindset is key to an inclusive classroom. Your recognition of the need for a proactive, student-centred approach is key to creating truly inclusive classrooms. It’s inspiring to see how small, intentional changes can empower all students to succeed on their own terms.
When considering a student with cerebral palsy who I have taught, schools must plan proactively through the Development Planning section of the Inclusive Education Framework to ensure appropriate supports are in place for access to the literacy and numeracy curriculum. Key technology resources include:
Speech-to-text software (e.g., Dragon NaturallySpeaking) to assist students with limited motor control in writing and literacy tasks.
Text-to-speech tools (e.g., Read&Write, NaturalReader) to support reading comprehension and promote independence.
Augmentative and Alternative Communication (AAC) devices (e.g., Proloquo2Go) to facilitate expressive language where verbal communication is limited.
Interactive learning platforms for numeracy, such as Khan Academy and Mathletics, which offer adaptive, engaging content.
Touchscreen tablets with built-in accessibility features like voice control, switch access, and guided access settings.
Alternative input devices such as switch interfaces, adaptive keyboards, and eye-tracking technology.
Embedding these technologies into school development planning ensures inclusive practices are systematically implemented to support every learner’s success.Part 1.
The SETT model—Student, Environment, Tasks, Tools—is a structured framework used to guide decision-making around assistive technology for students with additional learning needs. It ensures that technology solutions are tailored to the individual by considering the broader context in which learning takes place. The model promotes a collaborative and holistic approach, involving teachers, parents, and support staff.
When used alongside a Student Support File (SSF), the SETT model helps identify specific barriers to learning and determine the most suitable supports.
Student: Focuses on the individual learner’s strengths, needs, preferences, and abilities. The SSF provides valuable data here, including psychological assessments, teacher observations, and learning targets from Support Plans.
Environment: Considers the physical and social learning contexts, such as classroom layout, peer support, teaching methods, and access to digital tools. The SSF can include notes on classroom adaptations and support strategies already in place.
Tasks: Looks at the specific academic or functional tasks the student is expected to complete. The SSF helps identify areas where the student may struggle (e.g., writing, reading, organisation) and where support is needed.
Tools: After considering the above elements, appropriate assistive technologies or strategies are identified to support the student. These may include text-to-speech software, dictation tools, visual schedules, or specialised apps.
Assessment approaches to support the SETT process should be varied and ongoing. These might include:Teacher observations of classroom performance and engagement
Checklists and rating scales (e.g., for attention, literacy skills)
Work samples and student reflections
Parental input and student voice, which are key in understanding preferences and impact
Standardised assessments or diagnostic tests, when relevant
Using the SETT model alongside the SSF ensures a focused, responsive approach to support planning. It helps create a learning environment where the student can access the curriculum with greater independence and confidence
Part 2.SETT Plan – Student: Aoife (5th Class)
Student: Aoife has dyslexia, with strong oral skills but difficulties in reading fluency, spelling, and written expression. She lacks confidence during literacy tasks.Environment: Aoife learns in a mainstream classroom with SET support four times weekly. She uses a Microsoft Surface Go with access to Microsoft 365 tools in a quiet work area.
Tasks: Reading comprehension, narrative writing, research, and classroom presentations are key learning tasks.
Tools:
Immersive Reader (OneNote/Edge) for text-to-speech and decoding
Dictate tool in Word to support writing
Line Focus and visual checklists for attention and structure
OneNote for organising tasks and storing work
Assessment Approaches:Observations, work samples, reading/writing checklists
Student reflections and parent input
Termly standardized tests
Reflection:
The SETT model supported a clear, student-centred plan. Microsoft tools increased Aoife’s independence and literacy engagement, while ongoing assessment ensured her supports remained effective and adaptive.Part 1
Activity: Personal Narrative Writing Using Microsoft OneNote and Immersive Reader
Student Profile:
Liam is a 5th-class student with dyslexia who struggles with reading fluency and written expression but has strong verbal storytelling skills.Activity Description:
Liam will use Microsoft OneNote to create a personal narrative about a memorable day. He will first use the Dictate tool to verbally draft his story, allowing him to focus on content without the barrier of spelling or handwriting. After drafting, he will use Immersive Reader to listen back to his work, helping him self-edit for flow and clarity. The teacher will support him in chunking the task into manageable steps.Relevance to Learning Needs:
This activity leverages Liam’s strengths in oral language while supporting his difficulties with decoding and encoding text. Dictation removes the barrier of spelling, while Immersive Reader reinforces word recognition and comprehension. It also promotes independence and boosts confidence in written tasks, aligning with the SETT model by matching tools to his individual needs, environment, and task demands.Part 2
The COSÁN framework highlights that teachers are indeed lifelong learners, committed to continuous professional development (CPD) to enhance their practice and meet the evolving needs of learners. It encourages reflection, collaboration, and personalised learning pathways. CPD is vital because it fosters professional growth, keeps teachers updated with educational advancements, and ultimately improves student outcomes. By engaging in ongoing learning, teachers model the value of education, adapt to diverse classroom needs, and maintain high standards. COSÁN supports this by recognising diverse forms of learning, both formal and informal, empowering teachers to take ownership of their professional journey.
Immersive Reader, available in Microsoft Teams, the Edge browser, and across many Microsoft 365 tools (such as Word and OneNote), is a tool of support for literacy development in the SET (Special Education Teaching) classroom. It enhances reading comprehension by offering features like text-to-speech, line focus, syllable splitting, adjustable font size, and grammar tools (e.g., parts of speech color coding).
In the SET classroom, Immersive Reader can support students with dyslexia, language processing difficulties, or attention challenges by making text more accessible and less overwhelming. For example, when working on reading comprehension tasks in Teams or OneNote, students can use the read-aloud function to hear the text while following along visually, improving decoding and fluency. Using Edge, teachers can open any webpage in Immersive Reader mode, removing distractions and simplifying the content layout.
By integrating Immersive Reader into daily literacy tasks, teachers foster independence, confidence, and personalized learning, while aligning with inclusive education goals and the SETT framework.
The SETT model (Student, Environment, Tasks, Tools) is a widely used framework for determining appropriate assistive technologies by focusing on the unique needs of individual students. It ensures a holistic and collaborative approach to support planning.
In conjunction with a Student Support File (SSF), the SETT model provides structure for gathering and analyzing information. First, the Student component involves identifying the learner’s strengths, needs, and preferences, as documented in the SSF. This may include learning style, communication needs, and cognitive or physical challenges. The Environment section considers the settings where learning occurs—classrooms, home, or community—and any barriers or supports present.
Tasks are the specific activities the student is expected to do, such as reading, writing, or engaging socially. Understanding these enables the team to tailor support. Finally, Tools refer to the assistive technologies or strategies that bridge the gap between the student and the task demands.
Assessment approaches may include observations, standardized assessments, teacher checklists, and student work samples, all of which can inform the SETT process. These assessments should be ongoing and involve input from teachers, parents, and the student to ensure the support plan remains dynamic and responsive to change.
