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I love how your Drama aspect of this. Not my forte, so good to get some tips on how to make it really cross-curricular
Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
I had to do a bit of research to find out who is a famous scientist or engineer from Kilkenny. I was amazed to discover Robert Mallet although born in Dublin was from the very famous Mallet family in Kilkenny. He did pioneering work in Seismology and was known as the father of Seismology. It would be really interesting to learn about him. I would translate that into the classroom by getting the kids to make buildings like towers, a model of the school, etc., from recycled materials. They could then shake the desks and see what fell first, what survived and explore how they could modify the buildings to make them more earthquake-proof.
Keeping it local is so motivational for the kids. It’s real; they can see it, and it’s in their environment every day
We are very lucky to be situated meters from St. Mary’s Cathedral; in fact, it is our fire assembly point! The Cathedral has magnificent arched windows and tall tower, and famous stained glass windows. We could visit the site together. Back in the classroom, I would divide the class into 3 teams, and they could design and construct a tower- maybe from recycled materials or whatever they chose. Use Lego to explore if they could navigate the arches and maybe research how they actually did it back in the day, and using parchment paper design and make their own stained glass window. The teams could then present their project to the rest of the class and teach them what they learned and how to do it themselves
I didn’t realise Super Valu had an initiative. I will certainly pursue this. would be interested in hearing how you have benefited from signing up to the All-Ireland Pollinator Plan as I am definitely going to do that
I would certainly register my school with the All Ireland Pollinator Plan. I suppose for this particular module I was wondering if my school would really be able to engage fully given we are an urban school with most of our green space taken up with modular. I have to say as I went through the slides and videos I was pleasantly surprised to realise that we have plenty even in our own little concrete jungle. I was thinking about the resources we have in school so plenty of equipment, magnifying glasses etc but equally as important while we don’t have a lot of green space we are only a short walk for the Castle Park in Kilkenny. I am very lucky to also have a post primary teacher (special school 4 to 18 years) who is an avid be keeper. I would hope to engage the post primary classes in a project in thir Woodwork class maybe making Bee Hotels etc which would align with learning outcomes in JC and Senior Cycle and also provide habitats for the primary school children to explore. I really liked the advice that you don’t need to be and expert let the children enquire and explore!
I have to say I absolutely love this and will definitely be sharing it with the Greens school co-ordinator. It is a great way of assessing over time and could be incorporated in SSE
I would begin with a simple discussion about what maps are and why we use them. I would show the children a paper map before comparing it with Google Maps and Geo Hive, allowing them to zoom in on the school and local area. This would help them understand that maps can show the same place in different ways, such as satellite images, road maps or aerial views.
The main activity would involve taking the class on a short walk around the school grounds with the support of the SNAs. Pupils would recognise familiar landmarks such as the playground, trees, gates and pathways before creating their own simple map using drawings or their preferred symbols from Widget. I would encourage the children to ask questions, explore their surroundings, plan their map, create it and then share it with the class or at assembly. This would be a good unit of learning in the primary school and would also translate to the JC L2LP or new senior cycle modules
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
I would begin with a simple discussion about what maps are and why we use them. I would show the children a paper map before comparing it with Google Maps and Geo Hive, allowing them to zoom in on the school and local area. This would help them understand that maps can show the same place in different ways, such as satellite images, road maps or aerial views.
The main activity would involve taking the class on a short walk around the school grounds with the support of the SNAs. Pupils would recognise familiar landmarks such as the playground, trees, gates and pathways before creating their own simple map using drawings or their preferred symbols from Widget. I would encourage the children to ask questions, explore their surroundings, plan their map, create it and then share it with the class or at assembly. This would be a good unit of learning in the primary school and would also translate to the JC L2LP or new senior cycle modules
Yes i agree with both Yvonne and others who responded, Curious minds is a great resource. So often resources are not entirely suitable for special school but there really is so much for all abilities
As a teacher in a special school, I found this module very relevant to my own practice. One of the biggest things I took away from it was that STEM doesn’t have to be complicated or rely on expensive equipment. It is really about encouraging children to be curious, to ask questions and to explore the world around them in a way that suits their own abilities. This fits well with the STEM Education Policy Statement, which promotes active, hands-on learning and developing problem-solving skills rather than simply learning facts.
I have been lucky enough to visit Birr Castle many times over the years, both personally and with groups of pupils. Seeing the Great Telescope and learning about the discoveries made there gives science a real-life context. It helps pupils realise that science is not just something in a textbook but something that happened, and continues to happen, here in Ireland.
Working in a special school means that every lesson has to be adapted to meet a wide range of needs. I really liked the Curious Minds inquiry approach because it allows every child to participate at their own level. Some pupils might ask questions verbally, others through AAC, pictures or gestures.
I could see myself using many of the practical activities from the module, particularly those involving mirrors, lenses, light and simple telescope-making. My pupils learn best when they can touch, experiment and see things happening for themselves
I love the idea of bringing story telling into the classroom, the project really doe lend itself to creating links with almost all curriculum areas
For the project pupils could explore and collect local stories, folklore, and traditions connected to the night sky in Kilkenny. Pupils could work in groups to research and document how people in their community – both past and present – have viewed the stars, moon, and night-time skies. A lot of information would likely be available from the librry in Irishtown which is within walkig distance of the school. The project could involve interviewing older relatives or neighbours, visiting the local library, and working with Kilkenny County Library’s local studies section to find myths, old sayings, or historical beliefs about the stars and constellations.
Students could create a class booklet or ebook featuring stories about how farmers used moon phases to plant crops, beliefs about shooting stars or comets, or tales about constellations like the Plough or Orion. They can include drawings, audio recordings, or short films. Pupils may also discover links between the night sky and local landmarks, such as castles or ringforts.
The project could be displayed at our open evening in January where pupils share their findings with parents and the wider community. This project supports literacy, history, and science learning while deepening appreciation for local heritage and the cultural value of dark skies.
Eoghan,
This sounds like a fantastic plan that would be accessible to all students, a focus on real life learning
Given that Dunmore Caves are situated in Kilkenny we focus two units of learning on it (history and Geography) as part of our level 2 junior Cycle. It is renowned for being a habitat for almost all the species of bats in Kilkenny , we also have many beautiful building in our medival city where bats and other nocturnal animals live.To support nocturnal species like bats in a school biodiversity plan, it’s important to consider their unique needs, especially their reliance on dark skies. Bats are vital for ecosystems, controlling insect populations and pollinating plants, but light pollution can disrupt their feeding and roosting habits. We could help by creating dark sky zones—areas with minimal outdoor lighting—particularly near hedgerows, trees, or other natural bat habitats. Lights that are necessary for safety but we fit ours with timers so they are only on when absolutely necessary.Bat boxes can be installed on tall buildings or mature trees to provide safe roosting spots. This could be incorportated into our Green Schools plan and the Woodwork teacher could collaborate in terms of making the boxes out of recycled materials as part of our mii company. School can also plant native night-scented flowers like honeysuckle and evening primrose to attract moths and insects that bats feed on. Lessons can focus on bats’ importance in biodiversity, how they navigate using echolocation, and why dark skies matter for wildlife.