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I never thought of using an app to find directions, it’s actually a great idea when you consider that kids will engage in anything that involves technology. We could also use tablets to track the positions of the sun by taking pictures of the shadows at different intervals throughout the day and weeks/months.
Reflecting on this paper, I see STEM in my classroom as an integrated way of thinking rather than separate subjects. It involves fostering children thinking curiously and problem-solving with hands-on activities. By encouraging kids to ask questions, test ideas, and make connections, STEM becomes a means to which kids can think creativly and problem solve.
To plan for observing and recording the sun’s position, I would begin with a discussion about where the sun rises and sets. Pupils could use the school grounds to mark sunrise and sunset points on a compass map that we could make in Art, returning at regular intervals to record shadows and sun position with chalk or some sort of marker. Over days and weeks, children would measure shadow lengths and directions, record results in tables, and graph changes in Maths. Integrating Art again, they could sketch the sky, while in Geography, we’d link to seasonal changes.
I really like the way you’ve blended science and history in this project. Using the Birr telescope as a hook connects pupils to local heritage while sparking curiosity. The mix of experiments, nature exploration, maths, and creative writing makes learning cross-curricular, engaging, and deeply rooted in place.
Dr. Norah Patten, from Mayo, is an inspiring role model as Ireland’s first scientist-astronaut candidate. I would introduce her story to my class, highlighting her passion for space and aerospace engineering. Her achievements would provide a powerful context for classroom science investigations.
Using her work as inspiration, we could explore investigations linked to space, such as testing how different materials block UV light, investigating air resistance with parachutes, or designing simple rockets using balloons or bottles. Pupils could also study the effects of gravity by dropping objects of different weights and recording results. Linking these experiments to Dr. Patten’s career makes the investigations more exciting and meaningful.
Through discussion and reflection, children would see how local role models can spark big ambitions. Dr. Patten’s journey would encourage curiosity, resilience, and a belief that science opens doors to incredible opportunities.
This is an excellent follow-up as it reinforces learning through hands-on exploration of triangles in engineering. Using magnets makes concepts visual and engaging, while designing a bridge for Pat the farmer adds purpose and fun. Presentations encourage teamwork, reflection and communication, helping pupils connect maths, engineering, and creativity in a meaningful, memorable way.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class or whole-school STEM challenge where pupils design and construct their own model bridges. To begin, we would explore photos and videos of the bridge, discussing its purpose, structure, and how it distributes weight. Pupils would then work in teams to plan a design using simple materials such as lollipop sticks, string, paper, and cardboard, I would also allow pupils to use other materials they find around the classroom as it will inspire creativity and thinking like an engineer.
Mathematical thinking would be embedded throughout the project. Younger pupils could focus on measuring lengths with rulers, counting materials, and recognising 2D and 3D shapes in their designs. Older classes might calculate perimeter, explore symmetry, measure spans in centimetres and metres, or estimate load-bearing capacity. Testing bridges by gradually adding weights would encourage prediction, estimation and data recording, which could be represented in graphs.
This hands-on challenge would develop problem-solving, collaboration, and creativity, while showing how maths and engineering combine in real-world contexts inspired by real-life Irish landmarks.
Teaching the language first is a great idea, especially for younger classrooms. As teachers, we sometimes forget to teach specific language before engaging in lessons.
For a seasonal biodiversity project in Cong, Co. Mayo, where I currently teach, I would use resources such as identification guides, habitat exploration sheets, and simple tally charts for recording. Each term, pupils would explore local habitats such as the riverbank, woodland, and parkland, observing seasonal changes in plants, birds, and insects, we could also use the school’s polly tunnel for this. I would bring the class outdoors at least once a month, with shorter observation walks in between, to ensure pupils notice gradual changes. Recording sheets would include species checklists, weather logs, and space for drawings, helping younger pupils capture learning in accessible ways.
Integration across subjects is key, in maths we would graph species counts. In English pupils could write nature poems or reports. In art, they might create leaf rubbings or seasonal sketches. In geography, mapping local habitats links well. Digital photos and class journals would track the project over the year. This approach nurtures curiosity, develops observation skills, and connects children meaningfully with Cong’s unique biodiversity.
Love the idea of adding treasure to the classroom to add to the maps. Little things like this make the lessons so much more engaging for children.
In a younger classroom, I would introduce map making by starting with the children’s immediate environment, the classroom itself. Together, we would create a simple floor plan using shapes to represent desks, doors, and windows. This develops spatial awareness and introduces key concepts like symbols and scale. Next, we could map the school grounds, using a walkabout to notice landmarks such as the playground, garden, or hall. Back in class, pupils would sketch these features onto their maps, using colours and a simple key.
To extend this, I would introduce online tools like Google Maps or Geohive, showing an aerial view of the school and surrounding area. Children could spot familiar places like the church or in our case, the lake or the castle before we compare them to their own hand-drawn maps. Using digital tools alongside drawing supports visual literacy, highlights different map perspectives, and sparks curiosity about their community. This hands-on, blended approach makes map making concrete, engaging, and relevant to their world.
I agree that including the locality in STEM learning is vital, as it makes concepts real and relatable for children. Exploring the local area fosters curiosity, develops observation skills, and encourages pupils to see science and maths in action around them. It builds stronger connections between school and community, making learning more meaningful, engaging, and rooted in everyday life.
Reflecting on this paper, I see STEM not simply as four separate subjects but as an integrated approach that encourages curiosity, problem-solving, and creativity. For example, during a science lesson on magnetism, pupils design and test simple games, linking engineering design with scientific concepts. Technology supports learning through coding activities with tablets, while maths is embedded naturally as pupils measure, record and analyse results. Group projects foster collaboration and critical thinking, with children encouraged to ask questions and test solutions. Importantly, STEM provides opportunities for real-world connections such as linking environmental topics to local issues, helping pupils see relevance beyond the classroom. In line with this paper, I view STEM as a mindset rather than a subject list. Its about nurturing innovation, resilience, and curiosity in young learners through meaningful, hands-on experiences.
I love your ideas, especially the pollinator-friendly flowers, they’re perfect for a city school and help support local biodiversity. Linking nature walks, recycling projects, and energy saving to stories and role-play makes these concepts accessible for infants. Starting small and local is a brilliant way to help children see they can make a real difference.
Living in the west of Ireland countryside, climate change is already affecting our local environment. We’ve seen more frequent heavy rainfall leading to flooding, storm Eowyn had devastating affects in it’s aftermath in my area. We have longer periods of wet ground making farming more difficult, and changing weather patterns that affect planting and harvesting. Many of my pupils come from farming backgrounds so these changes impact their families’ livelihoods.
I would build on the children’s own experiences, I’d encourage them to keep a “local climate diary” where they record weather changes over time, they could also interview older family members about how weather patterns have shifted. We could explore solutions farmers are trialling, such as planting cover crops.
Some of the actions we could take would be to plant trees and hedgerows to absorb carbon and protect wildlife. Reduce single-use plastics in school and implement the no-waste initiative that so many schools are doing. We could also learn about and support sustainable farming practices as this is relevant to my school.
Living in the west of Ireland countryside, climate change is already affecting our local environment. We’ve seen more frequent heavy rainfall leading to flooding, storm Eowyn had devastating affects in it’s aftermath in my area. We have longer periods of wet ground making farming more difficult, and changing weather patterns that affect planting and harvesting. Many of my pupils come from farming backgrounds so these changes impact their families’ livelihoods.
I would build on the children’s own experiences, I’d encourage them to keep a “local climate diary” where they record weather changes over time, they could also interview older family members about how weather patterns have shifted. We could explore solutions farmers are trialling, such as planting cover crops.
Some of the actions we cpuld take would be to plant trees and hedgerows to absorb carbon and protect wildlife. Reduce single-use plastics in school and implement the no-waste initiative that so many schools are doing. We could also learn about and support sustainable farming practices as this is relevant to my school.
