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I decided to focus on creating a simple **Space Week plan** because I think it would be a great way to get the pupils in my class excited about science. I work in a special school, so I always try to plan activities that are practical, visual and easy to adapt to suit the different needs of the children.
For Space Week, I would spread the activities across the week rather than trying to do everything in one day. We could start by reading a story about space and talking about what the children already know about planets, stars and astronauts. I would encourage them to ask questions, even if they seem unusual, as this is a good way to build curiosity.
Later in the week, I would include some hands-on activities such as making simple rockets from recycled materials, creating planet artwork and exploring the Moon using torches and foam balls to show why it changes shape. I also liked the idea of using digital resources from the module, as short videos and interactive activities would help bring the topic to life for pupils who learn best through visual supports.
Throughout the week I would give the children lots of opportunities to talk about what they noticed, make predictions and share their own ideas. Some pupils could record their learning through drawing or taking photographs, while others could use symbols or communication devices to show what they had learned. I think it is important that every child has a way to participate, regardless of their communication or learning needs.
I think a Space Week like this would create a real sense of excitement in the classroom. It links science with art, literacy and communication, while also encouraging teamwork and problem-solving. The biggest thing I have taken from this course is that science doesn’t have to be complicated. Simple activities, open-ended questions and allowing children to investigate for themselves can make learning much more meaningful. I would definitely like to make Space Week part of our yearly classroom activities because I think my pupils would really enjoy it and benefit from the experience.
I chose the **Hands-on Classroom Themed Activities** because I find that my pupils learn best when they are actively involved in what they are doing. I work in a special school, and I’ve found that practical activities keep the children engaged for much longer than worksheets or teacher-led lessons.
One activity I would like to try is a simple building challenge using materials like paper, straws, Lego or recycled boxes. I would ask the children to work together to build the tallest or strongest structure they could. Before they begin, we would have a chat about what they think will work best and why. Once they have built their structures, we would test them and talk about what happened. If something didn’t work, I would encourage them to think about what they could change and have another go.
I think this activity would suit my class because it can be adapted for different ability levels. Some children could explain their ideas using words, while others could point to pictures or simply show what they mean by building. I would also use plenty of visual supports and model each step so everyone could join in.
What I like most about this type of activity is that there isn’t just one right answer. The children get to explore, make mistakes and learn from them, which is often when the best learning happens. I also think they enjoy working together and celebrating each other’s ideas.
Going forward, I would like to use more STEM activities like this across different subjects, not just during science lessons. I think sharing ideas with other staff and building up a collection of simple, hands-on activities would make it easier to include STEM more often. Even small activities can make a big difference, especially when the children are interested and enjoying themselves.
I chose the Activity Set: Stars because I think it would really capture the interest of the pupils I work with in a special school. Many of my pupils are naturally curious about the night sky, and I think learning about stars through practical activities would make the topic enjoyable and accessible for everyone.
I would begin the lesson by asking the children what they already know about stars and encouraging them to share their own experiences of looking at the night sky. We could then read a short story related to stars and look at photographs of different constellations to spark discussion. I like the idea of giving pupils the opportunity to explore rather than simply telling them facts.
One activity I would use is creating simple constellations using black card and star stickers or by joining dots with chalk or white pencils. Pupils could also use torches in a darkened classroom to create their own “night sky” and identify different star patterns. For children who benefit from sensory learning, I would include textured materials and visual supports, while pupils who use alternative communication could use picture symbols or communication devices to answer questions and share their ideas.
I think this activity fits really well with an inquiry-based approach because it encourages children to observe, ask questions and investigate. Instead of focusing on finding the correct answer straight away, the children are encouraged to think about what they notice and explain their ideas. This helps to develop their confidence as learners and supports communication and problem-solving skills.
In my classroom I would adapt the activities so that every child could take part at their own level. Some pupils might draw or build constellations, while others could sort pictures, match shapes or simply explore the materials through play. I feel this flexibility is one of the strengths of inquiry-based learning, particularly in a special school setting. Overall, I think the Stars activity would be a fun and engaging way to develop scientific thinking while encouraging curiosity about the world beyond Earth.I chose the Activity Set: Stars because I think it would really capture the interest of the pupils I work with in a special school. Many of my pupils are naturally curious about the night sky, and I think learning about stars through practical activities would make the topic enjoyable and accessible for everyone.
I would begin the lesson by asking the children what they already know about stars and encouraging them to share their own experiences of looking at the night sky. We could then read a short story related to stars and look at photographs of different constellations to spark discussion. I like the idea of giving pupils the opportunity to explore rather than simply telling them facts.
One activity I would use is creating simple constellations using black card and star stickers or by joining dots with chalk or white pencils. Pupils could also use torches in a darkened classroom to create their own “night sky” and identify different star patterns. For children who benefit from sensory learning, I would include textured materials and visual supports, while pupils who use alternative communication could use picture symbols or communication devices to answer questions and share their ideas.
I think this activity fits really well with an inquiry-based approach because it encourages children to observe, ask questions and investigate. Instead of focusing on finding the correct answer straight away, the children are encouraged to think about what they notice and explain their ideas. This helps to develop their confidence as learners and supports communication and problem-solving skills.
In my classroom I would adapt the activities so that every child could take part at their own level. Some pupils might draw or build constellations, while others could sort pictures, match shapes or simply explore the materials through play. I feel this flexibility is one of the strengths of inquiry-based learning, particularly in a special school setting. Overall, I think the Stars activity would be a fun and engaging way to develop scientific thinking while encouraging curiosity about the world beyond Earth.I chose the **Activity Set: The Moon** because I think it is a topic that children naturally find interesting and it provides lots of opportunities for hands-on learning. In my role in a special school, I always try to make lessons as practical and interactive as possible, and I feel this activity would work very well with my pupils.
I would begin by asking the children what they already know about the Moon and encourage them to share any questions they have. This would help me build on their prior knowledge and make the lesson more meaningful. I would then use pictures, storybooks and short videos to introduce the different phases of the Moon before moving on to a practical activity. Using a torch and a foam ball to represent the Sun and the Moon would allow the pupils to see why the Moon appears to change shape. I think having the children physically move the model would make the concept much easier to understand than simply looking at pictures in a book.
To meet the needs of my class, I would adapt the activity by using visual supports, simple instructions and plenty of repetition. Some pupils could record their observations by drawing the Moon’s shape, while others could use picture cards or communication symbols to show what they noticed. I would also encourage pupils to work together in pairs or small groups so they could discuss their ideas and support one another.
What I like most about this activity is that it encourages curiosity rather than simply giving children the answers. It allows them to ask questions, make predictions and discover ideas for themselves. I think this inquiry-based approach helps children become more confident learners and makes science much more enjoyable. It also gives every child the opportunity to participate at their own level, which is especially important in a special education setting. I would definitely use this activity in my classroom because it combines exploration, discussion and hands-on learning in a way that is engaging and accessible for all pupils.
Hi everyone,
My name is Louise and I work in a special school, supporting children with a wide range of additional learning needs. I’m looking forward to learning more about how to make science and space topics engaging and accessible for all pupils.
One of my favourite space facts is that the light from the Sun takes about **8 minutes and 20 seconds** to reach Earth. I think it’s amazing to think that when we look at the Sun, we’re actually seeing it as it was a few minutes ago. It’s a simple fact, but it really shows just how enormous our solar system is.
One inquiry-based activity that I would enjoy using in my classroom is encouraging pupils to ask questions about the Moon and investigate why its shape appears to change throughout the month. Rather than simply telling the children the answers, I like the idea of allowing them to make predictions, observe pictures or models of the Moon, discuss their ideas with each other, and then compare their thinking with what they discover through the activity. This approach encourages curiosity and gives children ownership of their learning, which is something I see every day in my own classroom.
Working in a special school, I would adapt this activity to meet the needs of my pupils. I would use lots of visual supports, hands-on resources such as foam balls and torches, sensory experiences, and simple questioning so that every child could participate at their own level. Some pupils might communicate their ideas verbally, while others could point to pictures, use symbols, or demonstrate their understanding through play. I also think working in small groups would help build confidence and encourage communication between pupils.
I like that inquiry-based learning focuses on exploration instead of just finding the “right” answer. It allows children to be curious, make mistakes, and learn from those mistakes. I think this is especially valuable in a special education setting because it supports independence, confidence, and engagement. It also helps pupils develop important thinking and problem-solving skills while making science enjoyable and meaningful. I’m looking forward to trying out some of these activities and seeing how my pupils respond to them.
Living and working in a coastal area, I have noticed the effects of climate change becoming more visible in recent years. We have experienced heavier rainfall, local flooding and more frequent storms, which can affect homes, roads and local amenities. As a coastal town, my area is also vulnerable to rising sea levels and coastal erosion. These changes make climate change feel much more real, as they are happening in places that are familiar to our students.
As a teacher in a special school, I would introduce this topic in a practical and positive way. Rather than focusing on the negatives, I would help my pupils explore how they can care for the environment through hands-on activities. We could take nature walks around the school grounds, observe the changing seasons, grow flowers or vegetables, and discuss simple ways to protect wildlife. Using stories, visuals and sensory activities would make the learning meaningful and accessible for all students.
Three actions that we could take in our classroom are reducing waste by recycling and reusing materials, saving energy by turning off lights and devices when they are not needed, and caring for nature by planting flowers to attract bees and other pollinators. These are simple actions that students can understand and continue at home with their families.
I think it is important that children feel they can make a difference, no matter how small their actions may seem. By encouraging good habits from an early age and helping pupils build a connection with their local environment, we are supporting not only their understanding of climate change but also their sense of responsibility for looking after the world around them.
After looking into organisations that support refugees in my local area, I found that Waterford Integration Services provides support for refugees, asylum seekers and migrants across Waterford and the South East. The organisation helps people to access education, employment, advocacy and community supports, making it easier for families to settle into their new communities. Waterford City and County Council has also coordinated local supports for refugees through its Community Response initiatives.
As a teacher in a special school, I think schools can play an important role in helping refugee children and their families feel welcome. Even small actions can make a big difference. We could organise a welcome project where students create artwork or cards for new families, celebrate different cultures through music, food and stories, or mark events such as Refugee Week. These activities help children develop empathy and an understanding that everyone deserves to feel safe and included.
Our students may have additional learning needs, so activities would need to be practical, visual and meaningful. Simple acts such as learning greetings in different languages, reading stories about friendship and belonging, or taking part in fundraising for organisations that support refugees can help students understand the importance of kindness and inclusion.
I believe schools are often at the heart of their communities. By promoting respect, acceptance and understanding from an early age, we can help create a community where refugee families feel welcomed and valued. These experiences also teach our students that everyone has something to contribute, regardless of where they come from or the challenges they have faced.