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I have chosen to develop a project involving the arts based around the Grand Canal and the Blundell Aqueduct in Edenderry. I would begin by taking the class on a local walk to observe the area. Pupils would be encouraged to look closely at the canal, the aqueduct, the wildlife, and the surrounding landscape, taking photographs and making quick sketches or notes about what they see, hear, and feel. This first-hand experience would help them develop a deeper appreciation of their local heritage.
Back in the classroom, pupils could engage in a range of creative activities. In art, they could paint or create collages of the canal and aqueduct using natural materials collected during the walk. In English, they could write poems, diary entries, or short stories from the perspective of a canal boat traveller or a lock keeper, encouraging imagination while exploring local history.
For drama, small groups could create short performances depicting life along the canal in the past, including the transport of goods and the people who worked there. In music, pupils could compose simple soundscapes using percussion instruments and everyday objects to recreate the sounds of flowing water, birds, boats, and horses on the towpath.
This cross-curricular approach would foster creativity, teamwork, communication skills, and a strong sense of pride in their local area.
This is such a lovely idea! What a great project to undertake in your school. The pupils would have such ownership over the space
I love the idea of getting someone in the field of engineering in to speak with the children. It makes their learning feel more relevant and not just something they do in school. A lovely way to provide inspiration for some young engineers.
I am teaching in Edenderry. I think the Blundell Aqueduct near Edenderry would be an excellent source of inspiration for a classroom Design and Make project. The aqueduct is an important local engineering feature on the Grand Canal. It carries the canal over the Edenderry to Rathangan road, demonstrating how clever design can solve problems by allowing water and transport routes to cross. Using it as inspiration would help children learn about engineering, local history, and the natural environment.
We would begin by looking at the aqueduct, either in person or using photographs. We would discuss the various features a bridge like this would require. We would question how we can make the bridge strong and sturdy. How can we make the bridge waterproof? How can we ensure the bridge is wide enough to allow barges to cross it and vehicles to pass under it? Children would then design and test their own bridges and water channels, helping them develop problem-solving, teamwork, and creative thinking skills.
Using the Blundell Aqueduct as inspiration would create a stimulating learning environment that celebrates a unique local engineering achievement while encouraging curiosity, creativity, and hands-on learning.
There are so many lovely ideas here for Infants. So many opportunities for integrating right across the curriculum – Music, Literacy, Visual Arts. Also for PE pupils could engage in a scavenger hunt where they could look for different colours or textures or even sounds (buzzing bees, chirping birds etc.)
To begin I would register my school for the All-Ireland Pollinator Plan. As we are a small 4 teacher school I would speak with the principal, other teachers and our caretaker to ensure we were all on board and explain the benefits of joining. We could discuss the option of engaging the Green School Committee in this initiative as they could help organise pollinator-friendly activities and raise awareness throughout the school.
Once our school is registered, there are many actions we could take to help pollinators. We could plant native wildflowers in flower beds or create a small wildflower meadow to provide food for bees and butterflies. We could reduce mowing in certain areas of the school grounds so that wildflowers like daisies and clover have a chance to grow. We could avoid using harmful pesticides, as they can damage pollinating insects. Installing insect hotels and leaving small patches of bare soil would provide nesting places for solitary bees. Students could also make posters, organise various events and projects to encourage everyone to protect pollinators. By working together, our school could create a suitable environment for pollinators while helping students learn about the importance of biodiversity and protecting nature.I love the simplicity and structure of this lesson. Infants would love engaging in this lesson, seeing their homes on Google Maps would create such excitement and engagement. It would also be a nice lesson for linking home and school as children could find locations relevant to them at home with their family e.g. other family members homes, neighbours, sports grounds etc. They could follow the route they travel to school or to their family or friends homes.
As with any topic I would start from where the children are at. I would begin the lesson with a discussion about the maps students use in everyday life, encouraging them to share their experiences e.g. maps of the zoo, Google Maps in parents cars etc. This would activate prior knowledge and increase engagement.
The main activity would involve students creating their own map of the school, classroom, or local area. They would include a title, key, compass rose and symbols. Previously I have used our Jaggo blocks and other building blocks to create maps of the classroom but I like the idea of using natural materials as suggested in this module. Before beginning, I would model how to design an accurate and clear map and explain the importance of each feature. Students could work individually or in pairs, allowing opportunities for collaboration and peer learning.
To enhance the lesson, I would incorporate online resources such as GeoHive and Google Maps. Google Maps would allow students to examine satellite images, street maps, and local landmarks, making the lesson more interactive and relevant. Students could compare their own maps with these digital maps, discussing similarities and differences. The lesson would conclude with students presenting their maps and reflecting on what they learned about creating accurate and effective maps.I love all the ideas you have mentioned here James. It is so important that children are seeing the processes (lifecycle of the bean) rather than just reading about it. For the last couple of years I have had caterpillars in the classroom and watched the whole process as they develop into butterflies before we release them into our school garden. It is such a lovely thing for the pupils to observe.
I also love how having a school garden provides an opportunity for movement breaks. Watering the plants/veg is a lovely responsibility to give to pupils.
There was a lovely selection of resources provided in this module which I look forward to exploring with my class this coming year. When teaching a lesson on mirrors, lenses, and telescopes to my Infants & First Class, I would use a hands-on, interactive approach that encourages curiosity and exploration. I would begin by showing them different types of mirrors, such as a flat mirror and a curved mirror, and ask them to observe how their reflections change. Next, I would introduce simple magnifying glasses and allow the children to examine leaves, insects, or classroom objects to see how lenses make things appear larger. I would explain that lenses help us see small things more clearly and are also used in glasses and cameras. I would then show a child-friendly telescope and explain that telescopes use lenses or mirrors to help us see objects that are very far away, such as the Moon and stars. I would let the children look through the telescope at distant objects outside the classroom. Throughout the lesson, I would encourage questions and discussion, using simple language and real-life examples. This engaging, practical lesson would help children develop scientific observation skills while making the topic enjoyable and memorable.