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This is a wonderfully well-rounded project that connects science, history, and creativity. Using local spaces like the park and River Fane makes learning meaningful and hands-on. The community showcase is a brilliant way to celebrate and share student learning.
I love how you’re using William Parsons and Birr Castle to make science come alive for your students. Visiting the actual telescope will give them a real sense of scale and history, which is so inspiring. Having the kids design and build their own telescopes is a fantastic hands-on way to deepen their understanding of astronomy and engineering. Comparing their models to the Giant Telescope will encourage reflection and critical thinking and a great way to connect local history with active learning.
Module 5:
John Killaly, an engineer from Tullamore, played a big part in building the Grand Canal, which was super important for transport and trade in Ireland. I’d use John Killaly’s story to get kids excited about engineering and how science and maths help solve real-world problems.
In the classroom, I’d start by telling the children about John Killaly and showing pictures of the Grand Canal. We’d talk about why canals were built and how they work, including things like locks and water flow. Then, I’d set up simple investigations where students can explore these ideas hands-on. For example, they could build small models of canal locks using plastic trays, cardboard, and water to see how water levels change to help boats move up and down.
We’d also explore basic forces and structures by testing different bridge designs over their canals, connecting back to Killaly’s engineering work. Maths would come in through measuring water levels, timing how long it takes for water to fill and empty and comparing different designs.
Using John Killaly as a local role model would make science and engineering feel relevant and exciting. It’s a great way to show kids how people from their own area used science and creativity to solve big challenges.
Your approach is excellent, especially using the local bridge as a real-world hook to engage young learners. The hands-on building with simple materials encourages teamwork and creativity, while integrating measuring, predicting, and data collection develops important maths skills. Testing bridges with weights and discussing fair testing introduces scientific thinking in an accessible way. Linking back to real engineering examples like Bunlahy Bridge and Birr Castle Suspension Bridge makes the learning relevant and inspiring for the children.
What a brilliant and thoughtful plan! I love how you’re combining local exploration with wider learning by including bridges like Carrick-a-Rede. The “Wondering Wall” is a great idea to keep curiosity alive throughout the project. Involving the whole school adds a lovely collaborative element, and integrating maths through real-life problem-solving makes the learning both fun and meaningful.
Module 4:
Using the suspension bridge at Birr Castle Demesne—or a local bridge as inspiration—I’d plan a fun, hands-on class (or whole-school) challenge where students work in groups to design and build their own bridges using simple materials like lollipop sticks, string, cardboard, and glue. We’d kick things off by looking at photos or videos of real bridges, talking about their purpose, structure, and what makes them strong. We’d explore different types of bridges—suspension, beam, arch—and students could choose which type they’d like to build.
To link it with maths, we’d measure materials, estimate lengths, and work with symmetry and shape. For older classes, I’d introduce weight testing—how much their bridge can hold using coins or small weights—and get them to record the results. They’d also need to draw their bridge plan to scale, measuring angles and lengths, and calculating how much material they need.
We’d bring in problem-solving, teamwork, and even a bit of budgeting— buying materials within a set budget using fake money. At the end, we’d test the bridges, reflect on what worked, and maybe even give awards for strongest bridge, most creative, or best teamwork. It’s a brilliant way to mix STEM, fun, and learning.
You’ve taken fantastic steps to support pollinators both at home and in school! I love the mix of practical actions—like No Mow May, planting herbs, and scattering bee bombs—with future plans like bug hotels and apple trees. In school, your ideas for raising awareness and involving students through competitions and data collection are brilliant. It’s great to see pollinator-friendly planting being encouraged, especially with lavender. Overall, these are inspiring actions that really support biodiversity in meaningful and engaging ways.
our project is a brilliant way to connect students with nature and real-world science. Using tools like Seek and resources from BirdWatch Ireland makes learning hands-on and engaging. Access to the Phoenix Park is a huge bonus, offering rich biodiversity and expanding the learning beyond the classroom.
Module 3:
I have registered my garden with the All-Ireland Pollinator Plan through their online portal, which was a straightforward and informative process. I recorded actions I have taken to support pollinators, such as planting pollinator-friendly flowers, reducing the use of pesticides, and allowing areas of grass to grow longer to provide food and shelter for bees and other insects. These small but impactful steps contribute to creating a more pollinator-friendly environment.
To register my school, I would first visit the All-Ireland Pollinator Plan website and use the “Register Your School” section. I would then complete the required form, outlining our school’s pollinator-friendly actions and our plans for the year ahead.
Actions we could take in our school include planting a pollinator-friendly garden with native wildflowers, reducing mowing in certain grassy areas to allow wild plants to bloom, and installing bee hotels for solitary bees. We could also include pollinator education in the curriculum, encouraging students to learn about the importance of bees and biodiversity. Involving students in these actions through gardening projects or habitat creation would promote hands-on learning and environmental responsibility, while actively supporting the goals of the All-Ireland Pollinator Plan.
This lesson gives children a great mix of creativity, spatial thinking, and digital exploration. Drawing their own maps helps build map-reading skills, while using Google Maps and GeoHive makes it real and engaging. Sharing and discussing their work adds reflection and peer learning, making the activity both fun and meaningful.
I love the idea of a treasure hunt. This idea would really appeal to young children, making it fun and adventurous.
Module 2:
For my younger classes, I’d plan a fun and hands-on lesson on map making that mixes drawing skills with some digital exploration. We’d start with a simple discussion about what maps are, why we use them, and the kinds of things we might find on a map—like symbols, directions, and landmarks. I’d then have the children create a map of their classroom or school grounds, using paper, rulers, and colouring pencils. We’d talk about scale and direction (introducing the compass rose), and I’d guide them to add things like desks, the teacher’s desk, doors, playground, etc.
To bring in some digital tools, we’d then explore Google Maps. I’d show them how to find our school and look at it in both map view and satellite view. We’d zoom in and out to see how the world is mapped digitally and spot landmarks near our school. Then, I’d introduce GeoHive and let them explore different map layers, maybe comparing rural vs urban areas.
To finish off, we’d compare our hand-drawn maps to the real online versions and talk about what we noticed. It’s a great way to mix geography, digital skills, and creativity all in one lesson—and the kids love it!
I agree that teachers are often very hard on themselves and that two discipline would be more than enough to engage the children and not make it too confusing. Keeping it simple is always best and build on it.
I love the idea of designing solar panels. It’s such a topical matter at the moment with most houses either having them or thinking of installing them. So much scope for learning through a broad spectrum of subjects.
Module 1:
After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I’ve started to think differently about what STEM actually looks like in my classroom. Up until now, I’ve mostly treated STEM as separate subjects—science lessons, maths lessons, a bit of tech here and there. But Liston challenges that view and pushes us to think of STEM as more than just content—it’s about how students think, problem-solve, and make sense of the world.
Looking at my own teaching, I can see that I could do more to make STEM learning feel connected and meaningful. Rather than teaching each subject on its own, I want to start giving students more opportunities to work on real-world problems that bring different areas of STEM together. For example, letting students design and test solutions to real issues, use technology in creative ways, and apply maths in hands-on projects.
Liston also talks about including ethical and social thinking in STEM, which is something I haven’t focused on much. It’s made me realise that STEM should help students become thoughtful, curious problem-solvers—not just people who know facts. This reflection is helping me see where I can grow as a STEM educator.