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I really liked your idea of using a trip to the Organic College as the basis for a cross-curricular project. I thought it was especially interesting how you included activities before, during and after the visit, as it helps pupils build on their learning and make meaningful connections. It also gives me the idea to do the same for next years class trip.
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I would involve my pupils in an art and creative writing project celebrating the unique natural heritage of Cong, Co. Mayo. The project would begin with a guided nature walk through Cong Woods, down to the pigeon hole cave. we could also walk through the village and take in the abbey and surrounds, as we have lakes and the river Robe nearby, I would encourage pupils to observe local flora, fauna and habitats, recording their findings through sketches and notes.
Once back in the classroom, pupils would then create their own paintings, drawings or mixed-media artwork inspired by their observations. Instead of doing this by memory however, we could take pics on the school tablets whilst around Cong.
To integrate literacy, we would write a poem or descriptive piece or short story based on the local landscape or from the perspective of an animal living in the woods. The project would conclude with a class exhibition and we could even use this as an excuse to invite parents along, it would give pupils a chance to share their work with the wider school community while developing creativity, environmental awareness and a strong appreciation of Cong’s rich natural heritage.Great STEM project! I love how you connected classroom learning with the local environment and brought in an engineer to share real-world expertise. Bringing in the engineer was a great idea to inspire the kids in learning and give them the opportunity to ask questions.
Inspired by the suspension bridge in Birr Castle Demesne, I would plan a class bridge design challenge where pupils work in small groups to design and construct a model bridge using limited materials such as paper, card, string and wooden pop or lollipop sticks. The challenge would begin with investigating different bridge types and discussing how shape, balance and materials affect strength. Pupils would be shown pics on the IWB of different bridges across the country before discussing each one. Pupils would then sketch designs, label measurements and predict how much weight their bridges could hold before testing them.
Mathematical thinking would be integrated throughout by measuring length, height and width or material quantities and comparing the weight each bridge can support. I teach 6th class so pupils could explore symmetry, 2D and 3D shapes, angles, area, perimeter and data by recording test results in tables and graphs. The activity would develop problem-solving, teamwork and real-world mathematical application through hands on work.
I really like this idea, as it connects well with the opportunities available in our own local area. Taking my class on nature walks around Cong woods and the school grounds would allow pupils to explore the biodiversity that exists right on their doorstep. Using identification guides and recording their findings with the National Biodiversity Data Centre would give the children a real purpose for their observations and help them see that their contributions can support wider scientific research.
Our school has a greenhouse but we could do with more of a wildflower area, we have some nice garden space at the front of the school with lots of plants, flowers and trees and although it is well manicured, it provides a valuable opportunity for exploring biodiversity. During the warmer months, it becomes a colourful and lively space that supports a range of pollinators, yet it is a resource that we have not fully investigated. Next year, instead of doing the usual bug hunts, it would be a good idea to introduce a Pollinator Hunt, using the Curious Minds Framework for Inquiry Investigation 5 as a starting point. This would allow pupils to observe, record and analyse the different species found within the area, the ones that are most likely responsible for pollinating. The project could be linked across the curriculum through art, geography and mathematics. It would also encourage pupils to understand the importance of protecting pollinators as this is very relevant right now with the threat to Irish bees. These pollinators should be shown as contributors to society and by monitoring and recording them, we can also support local biodiversity.
I really liked your idea of using familiar storybooks to introduce mapping, as it makes the concept much more accessible for younger classes. Similarly, I could use local folklore that I have already thought, to introduce mapping with me older classes.
For younger classes, I would introduce map making by starting with places that are familiar to the children. As I teach in Cong, I would plan a lesson where we map the village and its surrounding woodlands. We would begin by discussing important local landmarks such as the school, the abbey, the river, Ashford Castle, and nearby roads. After a short walk around the village, pupils would create simple maps using symbols, colours, and a basic key. To extend the lesson, I would use Google Maps to show an aerial view of Cong and compare it with the pupils’ own maps, helping them recognise how maps represent real places. I would also introduce GeoHive to explore county boundaries and locate Cong within County Mayo and Ireland. Using familiar locations and digital mapping tools would make the lesson meaningful, while developing pupils’ spatial awareness, observation skills, and understanding of their local community.
I found the discussion about collaboration and pupils sharing their findings particularly interesting as it reinforced the idea that learning is strengthened when children have opportunities to explain their thinking and learn from one another.
This module has strengthened my understanding of how astronomy can be taught in an engaging and meaningful way at primary level. It showed me that complex ideas become much easier for children to grasp when they are explored through practical, hands-on investigations rather than simply explained. It also gave me the idea of bringing in my own telescope to school for days where we have a very visible moon during day time. I now feel more confident planning lessons that encourage pupils to ask questions, make predictions, and learn through observation. In my classroom, I would include activities such as tracking the Moon’s changing appearance, investigating how light behaves using mirrors and lenses, and constructing simple telescope model, integrating with Art. I would also use resources from ESERO alongside the history of Birr Castle Demesne to demonstrate that Ireland has made an important contribution to astronomy and scientific discovery. These approaches reflect the aims of the STEM Education Policy Statement by promoting curiosity, problem-solving, teamwork and active participation. By linking astronomy with science and technology and bringing in local history, which is of abundance where I work, I can help pupils develop scientific understanding while fostering an interest in exploring the local world and beyond.
Your point about how the ARC resources can support both STEM learning and a school’s Digital Learning Plan particularly interesting as my schools plan is to focus on STEM next year. I hadn’t really considered how these resources could contribute to whole-school improvement as well as classroom practice. It’s a great reminder that STEM can have a much wider impact when there’s a consistent approach across all class levels. Which is something I will be making a point of saying at our next Croke Park.
As a 6th Class teacher in the west of Ireland, I can see how the ARC online lessons would fit well into my classroom as they encourage pupils to ask questions, investigate problems and test ideas, which is something I try to incorporate into my everyday teaching across all curricula.
I would use these lessons to explore topics that are relevant to my pupils and their area such as local wildlife in Cong woods, protecting the environment around us, saving energy both in the school and in the community and keeping healthy in general. Pupils could work together to carry out simple investigations, collect and record data and share their findings using charts, presentations, or digital tools. So all this information could be integrated into other subject areas such as maths and science and SPHE.
I also like that the lessons develop important skills such as teamwork and communication, as well as problem-solving and critical thinking. By using real-life examples from our local community and life, pupils see how STEM connects to everyday life. Overall, I think ARC provides a great way to make STEM learning enjoyable, meaningful, and relevant for my 6th class pupils.
I agree that many children don’t realise how important aquaculture is to coastal communities or the role it plays in producing food and creating jobs. It’s a great way to help pupils make real-life connections between the environment, sustainability and the communities that depend on Ireland’s marine resources.
As a 6th Class teacher and a teacher whose school is focusing on stem for next year. I found the ARC online resources to be a good way of bringing STEM learning to life,. The activities encourage pupils to think critically and solve problematic concepts to real-world situations, which is particularly important for my senior class. I can see myself using these resources to support inquiry-based learning, where pupils work collaboratively to investigate, analyse results and communicate their findings.
The resources also provide excellent opportunities to integrate Science, Maths and Digital Technologies, while developing important skills such as teamwork and critical thinking. They align well with the STEM Education Policy Statement by promoting active, hands-on learning and encouraging pupils to become independent learners. From a School Self-Evaluation perspective and a school who are focusing on stem for next year. I think these resources could help create a consistent approach to STEM across the school, allowing teachers to build pupils’ skills progressively from the junior classes through to 6th Class. Overall, I believe they are a practical and engaging way to strengthen STEM learning.
