Forum Replies Created
-
Posts
-
I would use Rocket Mouse in my SET classroom to support pupils in developing early literacy and numeracy skills in a fun and engaging way. The interactive activities help reinforce phonics, letter recognition, blending, sight words, counting, and problem-solving through games that motivate children to participate. I would use Rocket Mouse during small-group instruction or as an independent station, allowing pupils to work at their own pace while receiving immediate feedback. The colourful visuals and interactive format make learning enjoyable and help maintain engagement, particularly for children who benefit from multisensory approaches
I really enjoyed reading about this activity. It is a simple but highly engaging way to introduce scientific concepts throughShooting a rocket into the air activity
I would use this fun and hands-on activity in my classroom to introduce basic scientific concepts such as air pressure, force, and gravity. We would begin by decorating empty milk cartons, which instantly engages the children and gives them ownership over their “launchers.” Then, using rolled-up pieces of paper as “rockets,” we would take turns pressing down on the sides of the milk cartons to launch the paper into the air.
This sounds like a very engaging and memorable activity for junior classes. The combination of the video, discussion and hands-on experiment would help make the idea of animal adaptation much easier for young children to understand. I particularly like how the children can experience the effect of insulation for themselves. Asking them to predict what will happen beforehand and describe how each hand feels afterwards would also develop their observation, communication and scientific thinking skills. It is a lovely way to integrate Science, Geography and STEM learning.
To take further steps towards a STEM-focused School Self-Evaluation, I would begin by examining how consistently science and STEM skills are currently developed across the school. The initial focus could be on the children’s ability to question, predict, investigate, measure, record and communicate their findings.
As part of the “gather evidence” stage, teachers could complete a short audit of current practice, resources and confidence levels. Pupil voice would also be important. A simple questionnaire or focus group could explore which science activities children enjoy, how often they work collaboratively and whether they feel they have opportunities to design their own investigations.
From this evidence, we could identify one achievable area for improvement, such as increasing the use of inquiry-based learning in every classroom. A practical target might be for each class to complete and digitally record one STEM investigation per term. Children could document their work using photographs, videos, voice recordings or digital learning journals on Seesaw or Book Creator. This would make the learning visible and provide useful evidence of progression.
Teachers could share successful activities and resources at staff meetings, while older and younger classes could work together on a whole-school STEM challenge. At the end of the agreed period, we could review pupils’ work, gather feedback and evaluate whether their confidence and scientific skills had improved. I feel that keeping the focus specific, collaborative and manageable would help STEM become an embedded part of teaching and learning rather than an occasional stand-alone activity.
That sounds like a gorgeous book! I had forgotten about Laura’s Star. It would be a lovely way to introduce the topic of stars while also exploring friendship, loneliness and caring for others. It offers great opportunities for discussion, creative writing and drama, creating a meaningful link between Science, English and SPHE. I will definitely keep it in mind—thank you for the suggestion!
I would use the activity set on Stars to encourage curiosity and help the children understand that stars are more than small points of light in the night sky. I would begin with a “What do you notice? What do you wonder?” activity using photographs of stars and constellations. The children could share their existing ideas, questions and any misconceptions they may have. These could be recorded on a KWL chart and revisited at the end of the topic.
As an inquiry activity, the children could investigate why some stars appear brighter than others. They could explore how distance, size and temperature affect a star’s appearance. I would also introduce some familiar constellations and invite the children to design their own using black card, chalk, stickers or torches. They could name their constellation and create a story explaining how it came to be. This would provide meaningful links with art, literacy, history and mythology.
The children could keep a short stargazing diary at home, recording the date, weather conditions and what they could see. Digital tools could support the activity through a child-friendly stargazing app or website. They could upload drawings, photographs or voice recordings to Seesaw or Book Creator to document their learning.
This is a lovely, engaging way to introduce the planets. I particularly like the idea of using a KWL chart before playing the song, as it gives the children an opportunity to share their existing knowledge and questions. Returning to the song throughout the topic would reinforce the planets’ names and order in a fun and memorable way. The “adopt a planet” extension is also a great idea, as the range of creative choices would allow every child to participate according to their interests and strengths.
I would use the Sun and Shadows activity as an inquiry-based investigation with my class. I would begin by bringing the children outside in the morning and asking them to observe their shadows. Before giving any explanations, I would encourage them to discuss what they notice and to suggest questions they would like to investigate. For example, they might ask why shadows form, whether they always point in the same direction, or if their length changes throughout the day.
The children would work in small groups to trace or measure the shadow of the same object at different times, such as 9.30 a.m., 12 noon and 2.30 p.m. Before each observation, they would predict how the shadow might change. They would record its length and direction and compare their results at the end of the day. This evidence would help them understand that the Sun appears to move across the sky and that its position affects the length and direction of shadows.
Digital technology could be incorporated by taking time-stamped photographs during each observation. The children could upload these photographs to Seesaw or Book Creator and add a written or recorded explanation of their findings. This would provide different ways for all children, including those who find writing challenging, to demonstrate their learning.
I would use the Sun and Shadows activity as an inquiry-based investigation with my class. I would begin by bringing the children outside in the morning and asking them to observe their shadows. Before giving any explanations, I would encourage them to discuss what they notice and to suggest questions they would like to investigate. For example, they might ask why shadows form, whether they always point in the same direction, or if their length changes throughout the day.
The children would work in small groups to trace or measure the shadow of the same object at different times, such as 9.30 a.m., 12 noon and 2.30 p.m. Before each observation, they would predict how the shadow might change. They would record its length and direction and compare their results at the end of the day. This evidence would help them understand that the Sun appears to move across the sky and that its position affects the length and direction of shadows.
Digital technology could be incorporated by taking time-stamped photographs during each observation. The children could upload these photographs to Seesaw or Book Creator and add a written or recorded explanation of their findings. This would provide different ways for all children, including those who find writing challenging, to demonstrate their learning.
I think this activity would make learning about the Sun meaningful because it connects scientific ideas with something children experience daily. It promotes questioning, prediction, observation, measurement, collaboration and reflection while allowing the children to take an active role in constructing their own understanding.
<p class=”isSelectedEnd”>Hello everyone. My name is Geraldine, and I am a primary school teacher from County Clare. I am looking forward to learning more about space and developing practical ideas that I can use in the classroom.</p>
<p class=”isSelectedEnd”>My favourite space fact is that sunlight takes approximately eight minutes and twenty seconds to reach Earth. This means that when we look at the Sun, we are actually seeing it as it appeared more than eight minutes ago!</p>
One inquiry-based activity I would use in my classroom is an investigation into how craters are formed on the Moon. I would begin by showing the children photographs of the Moon’s surface and asking them what they notice and wonder. The children could then develop their own questions, such as: “Does a larger object make a larger crater?” or “Does the height from which an object falls affect the size of the crater?”Hi Sharon, I too love gazing at the stars at night. Seeing thousands of stars reminds me of just how vast and amazing the universe is. I often wonder whether life exists elsewhere in the universe. I find it very relaxing and lets me forget my everyday worries for just a few minutes.
What a fantastic and practical approach to tackling climate change in your school! I really like how you’re combining hands-on learning with real-world actions that pupils can take ownership of. The idea of a school garden and outdoor classroom is especially inspiring—it not only promotes biodiversity and sustainability but also provides a meaningful space for cross-curricular learning.
The electricity audit and plastic reduction campaign are also great ways to help pupils see the direct impact of their habits and choices. Involving them in data collection and planning encourages critical thinking and responsibility. Adding a bit of healthy competition with a class prize is a brilliant motivator too!
It’s clear you’re creating an environment where climate education is active, relevant, and empowering. Initiatives like these are exactly what we need to develop environmentally conscious young people. Well done Laura!
Living and teaching in Kilrush, Co. Clare, on the edge of the Atlantic, we see firsthand the growing impact of climate change on our local environment. Increasingly unpredictable weather, stronger storms, coastal erosion, and changes in biodiversity are already noticeable. Many families here have a strong connection to the sea and farming, so pupils are aware of how climate change affects both land and ocean.
In the classroom, I would engage pupils by connecting these real-life local changes to global climate patterns. We would explore climate data, record local weather trends, and invite in local experts such as farmers, environmentalists, or fishermen to share what they’re observing. Using creative projects—such as climate action posters, digital storytelling, and nature-based art—we would raise awareness and empower pupils to be part of the solution.
Three actions we would focus on include:
1.Reducing single-use plastics in school lunches.
2.Planting pollinator-friendly plants around the school grounds.
3.Creating an energy-saving campaign for classrooms.
Through small, local steps and hands-on learning, pupils can see that their actions matter—both for our community and the planet.This is such a valuable and compassionate initiative. It’s encouraging to see Meath County Council actively participating in the Resettlement Programme and supporting families who have experienced displacement and trauma. The coordinated approach between the Department of Justice, local authorities, and community services is essential to ensure these individuals are not only welcomed but also supported in building a new life in Ireland.
The emphasis on long-term integration and the formation of Interagency Working Groups shows real commitment to providing a holistic support system—covering housing, education, health, and social services. Community involvement will be key to creating a welcoming environment and promoting inclusion and understanding.
Initiatives like this strengthen not just the lives of resettled refugees, but also our communities as a whole—fostering empathy, diversity, and shared responsibility. Well done to all involved.
My local GAA Club- Éire Óg, in Ennis is welcoming children from Palestine and supporting them through sport and community in a powerful act of solidarity and empathy. Collecting old hurleys, helmets, sports gear, and shoes not only gives these children a chance to participate and feel included, but also sends a message of kindness and respect across cultures.
For the Palestinian children, this visit offers a chance to feel safe, valued, and connected—even if just for a short time. It provides moments of joy, play, and belonging that are especially meaningful given the trauma and instability many have experienced due to war.
For the children and adults in the club, the experience helps build awareness of global issues, particularly the realities of conflict, displacement, and the lives of migrant and refugee children. Hosting and interacting with these children gives local families a chance to develop compassion, understanding, and a deeper appreciation of the privileges we often take for granted.
Events like this don’t just create memories—they plant seeds of global citizenship, reminding us all of the importance of dignity, inclusion, and community.