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I really like how this project brings the local environment to life through creativity. The idea of using sounds, textures and storytelling gives every child a chance to connect with the landscape in their own way. It’s a lovely mix of art, science and local heritage that would be really engaging for pupils.
As a primary school teacher in Dublin, I would involve my pupils in a creative writing and art project based on the natural heritage of Dublin Bay and the local coastline. We would begin with a nature walk to observe birds, plants and marine life, taking photographs and making sketches of what we see. Back in the classroom, we would discuss the importance of protecting these habitats and the wildlife that depends on them. Pupils would then write a short story or poem from the perspective of a local animal, such as a seal or seabird, describing its journey around Dublin Bay. They would also create artwork using recycled materials collected during a beach clean or from home, highlighting the importance of sustainability. The project would integrate Science, Geography, English and Visual Arts while encouraging creativity and environmental awareness. Finally, pupils could display their artwork and read their stories at a class exhibition, inviting parents and the wider school community to celebrate their learning.
I love how hands-on this activity is. Testing the bridges with real water makes it really engaging and gives the children a chance to learn through trial and error. The investigation with the paper arch is a great way to introduce the engineering concepts first.
Using the Samuel Beckett Bridge as inspiration, I would plan a whole-class bridge-building challenge where pupils work in small groups to design and construct a bridge using recyclable materials such as cardboard, lollipop sticks, straws and tape. We would begin by exploring images of the bridge, discussing its purpose, shape and key features. Pupils would sketch their ideas before building and testing their designs to see how much weight they could hold.
Mathematical thinking would be integrated throughout the activity. Pupils would measure and compare the length, height and width of their bridges using appropriate units. They would estimate and record how many materials they need, identify 2D and 3D shapes within their designs, and use problem-solving skills to improve stability. Older pupils could collect and display results in tables or graphs after testing the bridges. This activity encourages collaboration, creativity and engineering skills while providing meaningful opportunities to apply mathematical concepts in a real-world context.
A great response Mary. I really like how practical and achievable these ideas are. Getting pupils involved in mapping the school grounds and spotting pollinator-friendly areas is a great way to build ownership. I also love the idea of using assemblies to share findings and creating artwork through mowing patterns—it makes learning fun and meaningful.
I would register my school with the All-Ireland Pollinator Plan by completing the online registration and encouraging the whole school community to get involved. As part of the Green Schools Committee, pupils could help decide which pollinator-friendly actions to take and monitor our progress throughout the year.
We could create a wildflower area using native Irish flowers, plant pollinator-friendly shrubs and bulbs, and leave parts of the school grounds uncut to provide food and shelter for bees and other insects. Pupils could also build bee hotels, install bird and insect feeders, and create signs explaining the importance of these habitats. Learning could be integrated across the curriculum through nature walks, insect surveys, art activities and recording observations in science journals.
Families could be encouraged to support the initiative by planting pollinator-friendly flowers at home. Registering with the All-Ireland Pollinator Plan would help our school make a positive contribution to local biodiversity while fostering environmental awareness, responsibility and active citizenship among pupils.
I really like this idea. It makes map-making meaningful by linking it to a real place the children know. Using Google Maps, iPads and different materials gives every child a way to participate. The opportunities for choice, creativity and sharing their work with families are a lovely addition.
For younger classes, I would plan a hands-on and interactive lesson to introduce basic map-making skills. I would begin by discussing familiar places, such as the classroom, playground or school and explain that maps help us find our way. Together, we would identify simple map features, including symbols, colour, a title and a key. As a whole-class activity, pupils would help create a map of the classroom using simple shapes and symbols. They would then work in pairs to draw their own map of the classroom or a route from the school gate to their classroom, adding a title, key and compass direction where appropriate.
To enhance learning, I would incorporate digital tools such as Google Maps to show aerial views of the school and surrounding area, helping children compare real places with their own maps. I would also use GeoHive to explore maps of Ireland and introduce counties in an age-appropriate way. These online resources make geography more engaging, develop digital literacy, and help pupils understand that maps represent real places from different perspectives.
I agree connecting to children’s own lives is important and the children will find learning more meaningful. This is especially true in the Junior end of the school. Keeping it simple is important for the pupils and the teacher.
After reading Unravelling STEM Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I have thought more about what STEM education looks like in my own classroom. The paper outlines that STEM is about much more than teaching science, technology, engineering and maths as separate subjects. Instead, it encourages an integrated approach where children can explore, question, investigate and solve real-world problems. This is something I try to incorporate into my teaching by planning activities that allow pupils to work collaboratively, think creatively and make connections across different areas of learning.
For example, pupils often take part in hands-on investigations, use digital technology to support their learning, and apply maths skills during practical science or design activities. I have found that children are much more engaged when they are given opportunities to explore ideas for themselves rather than simply following instructions. Reading this paper also made me realise that I could be more intentional about making stronger links between the different STEM subjects, rather than focusing on them individually. Using themes in my teaching might help with this.