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I think it is great that your school has such a strong link with pearse and the history of 1916. Visiting the Pearse Museum and then letting each child create their own piece of work sounds like a brilliant way to make the past real and personal. The week of music and poetry must have been a special way to involve the whole school community. I also like the way you have carried the outdoor tradition forward with forest school. That mix of history, creativity and hands on learning gives the children both a sense heritage and useful skills.
I would plan a classroom project celebrating local scientific heritage, using Birr Castle’s history and local figures as inspiration. I would start by choosing someone like Mary Parsons, Countess of Rosse, or Mary Ward, both women connected to astronomy and microscopy, and share their stories with the class. This could lead into science based investigations such as using simple microscopes to examine leaves or sketching the night sky. We could also bring in art and drama where children might write short poems, draw, or act out scenes imagining themselves as early scientists. A citizen science element could be added by mapping local features using aerial photos or satellite images and doing seasonal biodiversity surveys. The project could run over a term, linking into history, art, science and language. Overall it would give students a real sense of connection to their community, both past and present, while keeping learning hands on.
I like how you are linking the story with the bridge activity. Starting with a tale like The Three Billy Goats Gruff is a clever way to make the idea of a bridge real for younger children. Visiting local bridges will give them something concrete to picture when they build their own. I also like how you have thought about scale, as that can be tricky but important. Getting the children to present their bridges to the class adds language development too. Adding the song makes the lesson fun and ties in another subject. It sounds like a well-rounded plan.
For this module I would use the Boyne cable bridge in Drogheda as the starting point. Most of the children will have seen it, and that makes it a good hook. I would show them some pictures and ask what they notice about the shape and the way it is held up. From there I would set a design challenge in class. The task would be to build a bridge that can cross a set gap and hold a small object. They could use straws, string or lollipop sticks and work in teams to plan, build and test. We could measure the spans and compare which design worked best and why. This would bring in maths, science and problem solving, while also encouraging teamwork. I think using a real bridge from the local area would make the activity more engaging and show that engineering is part of everyday life.
That sounds like a brilliant start both at home and in school. Turning a concrete garden into a pollinator space will be a big change and a good example for the students too. It is great that your school already has a pond, trees and bug hotels, as many schools are starting from scratch. Planting wildflowers and hedgerows will add even more variety and should bring in plenty of insects and birds. I like your idea of a biodiversity week because it makes the learning visible and gives students and teachers a clear focus that can carry through the year.
This module made me think about how useful biodiversity projects can be in the classroom. Children are always interested in nature, and citizen science gives them a way to explore it properly. I would start small, maybe in the school yard, asking them to look for plants, birds or insects and record what they see. Using picture keys or simple apps would help them figure things out. After that, they could share their results through a project like iNaturalist or Wild Connections, which would show them their work matters. It is a cheap and easy activity that gets them outside, asking questions and working together. It also links into other subjects like geography, maths, language and art. I think this kind of work shows children that they can make a difference to their environment and that science is not only something found in a book but something they can take part in.
I think your plan works well because it keeps the lesson clear and focused while still engaging the children. Starting with different types of maps is a strong way to get them noticing similarities and differences. Teaching map vocabulary early gives them the tools they need to use later in the activity. The idea of drawing maps and writing directions to a familiar place is practical and achievable for younger classes. I also like the group element where they swap and test each other’s work. Using Google Maps or Geohive at the end ties it all together with a real-world link.
The mapping activity in this module seems like a very effective way to get children engaged with their surroundings in a hands-on and meaningful way. Asking them to plot features such as trees, pavements, playing fields and buildings onto paper makes the process of mapping far more real than simply copying from a textbook. It also connects well to school self evaluation because it gives children a sense of ownership over their environment. Introducing tools like Geohive or the ESA EO Browser could add a layer of technology that is practical and easy to manage in the classroom. What stands out to me is how this type of activity moves beyond geography. It pushes children to ask questions about why certain areas look the way they do, what species are living nearby or why water collects in a particular place. It is lowcost, easy to organise and makes learning active. STEM teaching should create curiosity, and this activity does exactly that
I agree about keeping STEM practical and connected. Children take more from doing than listening. The bridge project works well because it is simple, low cost, and makes them think about balance and measurement while also working in teams. Letting them ask questions is important too. It can feel untidy but it shows they are thinking for themselves instead of waiting to be told the answer. That is where the real learning happens. With iPads, I find the best use is when they create something rather than just using an app. Taking photos of their work or recording a short reflection helps them remember what they did. STEM is not a set of separate lessons. It is a way of showing children that skills like problem solving and creative thinking are useful in real life.
This module made sense to me because it’s practical. The Curious Minds framework is easy to follow and actually gives structure without making things overcomplicated. I like that it’s built around asking questions instead of just telling kids the facts.
If I was using this in class, I’d probably go with something simple like light and lenses. Start them off with a rainbow spinner to get them thinking about how light mixes, then move into making a basic telescope with cardboard tubes and lenses. It’s cheap, hands-on, and every child can have a go. The link to Birr Castle makes it more real too. they’re not just building a toy, they’re copying what people here in Ireland were doing hundreds of years ago.
I always try to spark curiosity in their minds. The framework just gives me a clear way to keep the lesson moving and the kids engaged.
