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This is a lovely, hands-on project Orla that helps children connect with their local environment. It combines art, science and outdoor learning while encouraging creativity, observation and appreciation of Tullamore’s natural heritage.
Question 2. I would involve my pupils in a creative project based on our school grounds, forest walks and old convent building. We would begin with short sensory walks where pupils explore nature by looking, listening, touching and collecting natural materials. Using these experiences, pupils would create art with leaves, sticks, bark and flowers. In music, they could make nature soundscapes using percussion instruments and recorded sounds. In drama, pupils could act out simple woodland stories using movement, costumes and props. Pupils who use AAC, symbols or sensory supports would be fully included and encouraged to communicate in ways that suit them. The project would focus on participation, creativity and enjoyment for every child. At the end, we would invite families to a small exhibition or performance to celebrate the pupils’ work. This project would help develop communication, confidence, teamwork and an appreciation of the beautiful natural and historical environment around our school.
I really like this idea, Rachael because it uses a well-known local landmark to make STEM learning interesting and relevant. The activity encourages creativity, teamwork, and problem-solving while giving pupils a chance to apply maths and engineering skills in a practical way. It could also be easily adapted to suit the different abilities and learning needs of pupils in a special school, ensuring everyone can take part and experience success.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a bridge-building challenge for my class. We would first look at pictures of different bridges and discuss what they are used for. Students would then work in small groups to build a bridge using materials such as cardboard, craft sticks, Lego or recycled materials.
Mathematics would be included throughout the activity. Students would count the materials they use, compare the lengths of their bridges using words like longer and shorter, and explore shapes used in the design. They could predict how many toy cars or blocks their bridge will hold before testing it. We would record the results using simple tally charts or pictograms.
In my special school setting, I would use visual supports, modelling and hands-on activities to ensure all students can participate at their own level. The challenge promotes problem-solving, teamwork and practical mathematical thinking.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a bridge-building challenge for my class. We would first look at pictures of different bridges and discuss what they are used for. Students would then work in small groups to build a bridge using materials such as cardboard, craft sticks, Lego or recycled materials.
Mathematics would be included throughout the activity. Students would count the materials they use, compare the lengths of their bridges using words like longer and shorter, and explore shapes used in the design. They could predict how many toy cars or blocks their bridge will hold before testing it. We would record the results using simple tally charts or pictograms.
In my special school setting, I would use visual supports, modelling and hands-on activities to ensure all students can participate at their own level. The challenge promotes problem-solving, teamwork and practical mathematical thinking.
I like how this plan includes simple actions that can make a real difference for pollinators. As a special school, activities such as nature walks and wildlife observations can be adapted to suit the needs of all our pupils while encouraging everyone to enjoy and care for the natural environment.
<p class=”isSelectedEnd”>3. A seasonal biodiversity project would allow our students to explore and enjoy the beautiful grounds and woodlands around our school throughout the year. We would use resources such as nature walk activities, simple identification guides, sensory exploration tasks, photographs, and seasonal observation sheets. Students would record what they see using pictures, drawings, symbols, checklists, or short notes.</p>
<p class=”isSelectedEnd”>We would bring learning outdoors regularly, ideally once a week or every two weeks, with activities adapted to meet the needs of all students. We would observe changes in plants, trees, wildlife, and weather across the seasons.</p>
The project would link with other subjects by including Science through habitats and living things, Maths through counting and sorting, Art through nature drawings and photography, and English through discussion and vocabulary development. The project would support curiosity, wellbeing, and a stronger connection with the natural environment surrounding our school.This is a lovely, practical lesson and it is very suitable for a special school. I like that it starts with circle time and lots of talking, as this gives every child a chance to share their ideas. The use of simple symbols and a map walk around the classroom makes the learning meaningful and easy to understand. I also like that the children create their own maps using stickers and simple drawings, which allows them to work at their own level. Looking at the school on Google Maps or GeoHive is a nice way to connect classroom learning to the real world. Overall, the activities are engaging, visual and hands-on, which are very important for supporting children with additional needs.
For younger classes in a special school, I would make the lesson simple, fun, and hands-on. I would start by talking about places the pupils know, such as the classroom, playground, or school. We would walk around the school and look at different places together. Back in the classroom, the pupils would draw a simple map using pictures, colours, and a few easy labels. They could work with a partner or with support if needed.
I would use Google Maps to show the school from above so pupils can see what it looks like. I would also use GeoHive to show a simple map of Ireland and point to where we live. This helps pupils connect maps with real places they know. I would use short instructions, visual supports, repetition, and lots of encouragement so that every pupil can take part and enjoy the lesson
For younger classes in a special school, I would make the lesson simple, fun, and hands-on. I would start by talking about places the pupils know, such as the classroom, playground, or school. We would walk around the school and look at different places together. Back in the classroom, the pupils would draw a simple map using pictures, colours, and a few easy labels. They could work with a partner or with support if needed.
I would use Google Maps to show the school from above so pupils can see what it looks like. I would also use GeoHive to show a simple map of Ireland and point to where we live. This helps pupils connect maps with real places they know. I would use short instructions, visual supports, repetition, and lots of encouragement so that every pupil can take part and enjoy the lesson.
I really enjoyed reading your post. The Curious Minds/ESERO framework seems like a very practical way to support STEM learning. I also like how it encourages children to ask their own questions and learn through exploring.
In our special school, the children often need lots of hands-on, sensory experiences, so this approach would work well for many of our pupils too. It can be adapted to suit different abilities while still giving children opportunities to investigate and make discoveries. Best of luck with your waves and tides topic in September, it sounds like a lovely way to start the year.
STEM in my classroom is not something that happens in one lesson or one subject. In my junior ASD class in a special school, STEM learning is part of everyday activities and is adapted to meet the very different needs of each child. Many of my pupils have complex communication, sensory and learning needs, so activities need to be practical, predictable and meaningful. We might explore floating and sinking during water play, build simple structures with blocks, or use interactive technology to support communication and choice-making. While these activities may seem simple, they develop problem-solving, early mathematical thinking, curiosity and an understanding of cause and effect. Liston highlights the importance of connecting the STEM subjects, and I can see that this happens naturally when learning is based on the children’s interests, abilities and everyday experiences rather than on separate subject areas.