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As part of this course I will ensure that I will do seasonal project and have it ongoing during the year. I will aim to be outdoors twice a week.
The project will focus on
Native plants, trees, and wildlife. Unique geological features or waterways. Seasonal changes in local habitats.
Activities I will do:
Fieldwork & Observation:
Nature walks to identify species using field guides or apps.
Mapping local landmarks and habitats.
Photographing and sketching plants, animals, and heritage sites.
Research & Storytelling:
Interviewing local historians, scientists, or long-time residents.
Creating fact sheets or short videos about local discoveries.
Creative Outputs:
Building a class “Heritage Wall” with photos, drawings, and research notes.
Designing a mini-exhibition for parents and the community.
Engagement Strategies
Assign rotating roles (researcher, photographer, mapper, presenter) so every pupil contributes in different ways.
Use hands-on tools like magnifying glasses, cameras, and measuring tapes to make exploration tactile and fun.
Incorporate cross-curricular links — art for sketching, maths for mapping, history for timelines, science for biodiversity studies.
Celebrate milestones with show cases or at assembly to keep motivation high.I agree, I love story choices you have made here. I love how the lessons can be integrated too. This really put emphasis on the learning outcome.
We also have a lot of bridges in our town. I definitely plan to use some of your ideas. Thanksyou
I agree, I love story choices you have made here. I love how the lessons can be integrated too. This really put emphasis on the learning outcome.
We also have a lot of bridges in our town. I definitely plan to use some of your ideas. Thanks
An example of engineering in Athy is the Grand Canal and River Barrow navigation, including the historic canal locks, stone bridges and horse bridge. These structures were built in the late 18th and early 19th centuries to allow boats to transport goods across Ireland. The canal system demonstrates excellent examples of civil engineering, using locks to raise and lower boats between different water levels.
In the classroom, the children could make their own bridges, draw, design and construct them using a variety of different materials. A stem activity that they can relate to in their locality. I would also bring the children on a walk and we would look and explore and investigate the locks on how they operate and about what the purpose of their function is. By doing this project we will also demonstrate how engineering can solve practical transport challenges while becoming an important part of the town’s heritage.At the beginning of the school year, I would introduce the project by identifying a small area of the school grounds, such as a garden, hedgerow, tree, or grassy area, which pupils would revisit throughout the year. This “study site” would become the focus of their investigations, enabling them to compare changes across autumn, winter, spring, and summer.To support the project, I would use a range of course resources, including biodiversity identification guides, seasonal observation charts, habitat survey sheets, weather recording templates, and nature journals. Pupils could use simple plant and animal identification keys to identify trees, flowers, insects, birds, and minibeasts. Digital resources such as GeoHive or Google Maps could also be used to locate the school and examine the surrounding environment before carrying out fieldwork. Recording sheets would include seasonal observation diaries, weather charts, plant growth records, bird and insect tally sheets, habitat checklists, and simple biodiversity surveys. Pupils would record the date, weather conditions, species observed, and any noticeable seasonal changes. Younger pupils could use picture-based recording sheets, while older pupils could include written observations, measurements, and labelled sketches.
I would like to register our school with the All Ireland pollinator plan. I do think using an aerial map of the school and having images that clearly identify the biodiversity in our garden and showing the polinaotrs that might be found, have them clearly displayed so children can find these on their nature walks.
I like the idea of the no mow May. Having before and after investigations would be interesting. Recording the evidence and giving feedback would be interesting.
I would begin by displaying a simple map of the school using the interactive whiteboard and ask pupils to identify familiar locations such as their classroom, the office, playground, and entrance. We would discuss basic map features including symbols, colours, and a simple key. Pupils would then take part in a short “treasure hunt” around the classroom or school grounds, following simple picture clues to locate different places. This practical activity would develop their spatial awareness and understanding of direction.
The pupils working individually or in pairs to draw a simple map of the classroom or school. They would include key features such as tables, doors, windows, and the teacher’s desk, using simple symbols and creating a key to explain them. More able pupils could also include directional language such as left, right, near, beside, or behind.
I would use Google Maps to explore the local area. Pupils could view an aerial image of the school and identify familiar buildings, roads, parks, and landmarks. Comparing the aerial photograph with their own hand-drawn maps would help them understand how maps represent real places from above and reinforce spatial thinking.
I would also introduce GeoHive, Ireland’s national mapping website, to show different types of maps, including county boundaries, satellite imagery, and local features.I would begin by displaying a simple map of the school using the interactive whiteboard and ask pupils to identify familiar locations such as their classroom, the office, playground, and entrance. We would discuss basic map features including symbols, colours, and a simple key. Pupils would then take part in a short “treasure hunt” around the classroom or school grounds, following simple picture clues to locate different places. This practical activity would develop their spatial awareness and understanding of direction.
The pupils working individually or in pairs to draw a simple map of the classroom or school. They would include key features such as tables, doors, windows, and the teacher’s desk, using simple symbols and creating a key to explain them. More able pupils could also include directional language such as left, right, near, beside, or behind.
I would use Google Maps to explore the local area. Pupils could view an aerial image of the school and identify familiar buildings, roads, parks, and landmarks. Comparing the aerial photograph with their own hand-drawn maps would help them understand how maps represent real places from above and reinforce spatial thinking.
I would also introduce GeoHive, Ireland’s national mapping website, to show different types of maps, including county boundaries, satellite imagery, and local features.What a great idea, it gives a sense of ownership too. what the children have in their school community. it makes it real. Great sense of collaboration, communication n and fun above all. Huge amount of skills being develop too. This is something I would like to bring to my own school.
TheThe concepts and skills I have learned in this module havand engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
The concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
The concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
concepts and skills I have learned in this module have strengthene concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
Hfhhderstanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.