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Your approach makes complete sense. A multi‑disciplinary plan lets every child connect with heritage in a way that suits how they learn best. Art, drama, music and all give different entry points, helping children express understanding in meaningful ways. Using stations like art, composing, reporting and improvisation keeps learning active, fun and deeply memorable.
I would involve my pupils in a creative writing project by starting with places in Tralee that have strong natural and scientific stories. We would look at Fenit Lighthouse, the Slieve Mish Mountains and the wetlands around Blennerville. I would show photos and short videos so pupils can imagine the sounds, colours and movement in these places. This helps them build ideas for creative writing inspired by their own area.
Next, we would take a short walk or use maps to explore how nature and science shape Tralee. Pupils could collect words, sketches and small details, like how the wind moves across the bay or how the canal changes with the tide. Back in class, they would turn these notes into stories, poems or diary entries. They could write from the point of view of a lighthouse keeper, a migrating bird or even a local scientist.
Finally, pupils would share their writing and reflect on how local heritage can inspire imagination and learning.
I would use the suspension bridge in Birr Castle Demesne as inspiration for a whole‑class bridge challenge. First, we would look at photos of the bridge and talk about what makes it strong. I would ask the children to notice the cables, the shape and how the bridge spreads weight. This helps them think like young engineers and connects to in a real place they know.
Next, we would plan our own bridge project. Children would sketch simple ideas and choose materials like cardboard, string, sticks or recycled items. I would guide them to measure lengths, compare heights and think about balance. They would test different shapes to see which holds more weight. This brings in through counting, measuring, estimating and recording results.
At the end, groups would present their bridges and explain what worked well. This supports teamwork, problem solving and maths skills in a practical way.
I think its great to use place that the children can relate to and that they may have visited. Also, using materials that they have or use regularly also adds to the lesson, and allows them to focus on the new content being taught.
In our school we take part in different Green School projects like SuperValu’s Pollinator Programme, the Apple Green Biodiversity Initiative, Green School Litter and Waste, Energy, and Water Flags, and there has been a very positive response from the children and their families. I also signed up to the All‑Ireland Pollinator Plan. It is very easy and only asks you to record simple actions, like leaving a “no mow” patch in May no mow patch, planting pollinator‑friendly flowers such as lavender, sedum and heather pollinator flowers, putting out a shallow water dish with stones, and avoiding pesticides. I also note where I have created shelter; we have an insect hotel and long grass, and I keep track of when different flowers bloom.
As a committee we created a school profile and mapped the grounds. We looked for sunny beds, grassy edges and unused corners. Then we chose simple actions, like planting a small wildflower strip, setting up herb planters, and marking a clear no‑spray policy. I link this to lessons by counting flower types, timing bee visits and keeping a tally chart. Classes help with “before and after” photos and a yearly audit. We share our progress online and through Green School projects and celebrate becoming a Pollinator‑Friendly School.
This is a great idea, I would also if possible encourage involvement from the parents association or local community groups such as women/mens sheds.
I would start with circle time, talking all about it and listening to everyone’s ideas. Then I would show a simple picture map of the classroom with clear symbols: the door, the teacher’s desk, the reading corner, and the toilets. I explain that a map is a small picture that shows where things are. After that, I teach three symbols: a square for a table table symbol, a star for the reading corner reading corner symbol, and an arrow for the door door symbol.
We take a short “map walk” around the room. Children point to places and match them to the symbols. At their tables, I give each child a large sheet with a blank rectangle for the room. Then they add stickers or draw simple shapes to show the carpet, their table, and one favourite area. We add a big X for “you are here” and a simple key.
Next, I use a projector to open Google Maps or GeoHive Google Maps. We zoom in on our school in Tralee and look for places like the playground or car park. They work in pairs or groups to spot different areas or play “I spy,” and we finish with a show‑and‑tell of their maps.
I agree with this, the children love to be able to relate to a placed they are familiar with or a place that they have visited on holidays. I have found it does get their attention.
I also agree with this approach, it give the children a chance to ‘give it a go’! they can all then learn from one another.
After I read Liston’s ideas, I see STEM in my classroom as “learning by doing” with real problems. I feel the hands‑on way works much better. I mix science, technology, engineering, and maths in one task instead of treating them like four separate subjects. For example, in a “mini‑garden” project, children watch how plants grow science, use tablets to take photos and make a timeline technology, build a simple watering tool with bottles and tubes engineering, and measure height each week to make a bar chart maths. In a “bridge challenge,” groups test different shapes, count how many cubes each bridge can hold, and change their design to make it stronger.
Talk moves help a lot: I ask open questions like “What do you notice?” and “What will you try next?” and we treat mistakes as useful information that helps us learn. We use easy tools that most classrooms already have, like rulers, stopwatches, simple coding apps, and recycled items. My assessment is practical too: I use checklists for planning, testing, and explaining results. STEM feels fair for everyone when tasks have clear roles—builder, measurer, recorder—so each child takes part and understands why their idea is important.
I love these ideas! Our school does something very similar and we have found that it works really well. The children are always so enthusiastic about the swaps, and it is a great way to reduce waste while also encouraging the idea of reusing and sharing. It also helps children understand that items do not always need to be bought new and that small changes can have a positive impact on sustainability. The uniform swap at the end of the year is a fantastic idea as it supports families while also promoting a more environmentally friendly approach.
Assignment 1
Living in County Kerry, I feel that sustainability is something that is very connected to our local area. We are surrounded by a beautiful natural environment, including beaches, rivers, mountains and farmland, so there are many opportunities to explore how we can protect and care for these resources. In my local area, sustainability is promoted through recycling initiatives, community clean-ups, renewable energy projects and efforts to protect our coastline and marine environment.In the classroom, I would encourage pupils to explore sustainability by looking at issues that are relevant to their own surroundings. Activities such as investigating local habitats, carrying out a litter survey, exploring where our food comes from or learning about marine conservation would help children understand the impact of their actions. Pupils could also work on projects linked to the Sustainable Development Goals and suggest practical ways our school and community could become more environmentally friendly.
I think it is important that children see sustainability as something they can actively contribute to rather than just a topic they learn about. By connecting lessons to real-life examples in their own community, pupils can develop a greater sense of responsibility and become more aware of how their choices affect the world around them.
Assignment 2
There are many small changes that we can make in our daily lives to become more sustainable. In school, pupils could be encouraged to think about how we use water, power and food throughout the day. Simple actions such as turning off taps properly, using less water when washing hands, switching off lights and devices when they are not needed, and making use of natural light can all help reduce waste.Food waste is another important area where children can make a difference. Pupils could be encouraged to only take what they will eat, use reusable lunch containers and understand the importance of composting food scraps where possible. We could also explore where our food comes from and the environmental impact of wasting it.
I really agree with your points about how important it is to introduce children to a variety of foods from an early age. I was similar in that I didn’t really think much about the nutritional benefits of seafood before this module and it’s really only in recent years I have actually started venturing into even eating it myself. I think you are right that our own experiences with food can influence what we introduce to children, so it is great to reflect on this and encourage them to be more open to trying new things.
I love your ideas for using stories, artwork and Aistear activities to explore seafood with younger children. These would be such fun and engaging ways to introduce the topic without making it feel like a lesson. I also agree that school can play an important role in exposing children to foods and experiences they may not have at home. This module has definitely made me think more about the importance of promoting healthy choices and helping children develop positive attitudes towards different foods.
Learning about the nutrition of seafood has made me think about how we can help children make stronger connections between what they eat and how it affects their health. Seafood is a great example of a food that is both nutritious and linked to our environment, providing important nutrients such as protein, omega-3 fatty acids, vitamins and minerals that support growth and wellbeing. This knowledge can be applied in the classroom through meaningful links with Science, SPHE, Geography and Sustainability.
In my own teaching, I could use seafood as a real-world context for exploring healthy eating, food production and the importance of protecting our oceans. Pupils could investigate different types of seafood found around Ireland, compare nutritional information, design healthy meal plans or research sustainable fishing and aquaculture practices. These activities would encourage curiosity, critical thinking and informed choices about food.
This topic also provides opportunities for discussion around the importance of local resources and the connection between communities and the marine environment. By incorporating practical, inquiry-based activities, pupils can develop a greater appreciation of seafood, nutrition and sustainability while building important STEM skills.
I agree that the ARC resources provide a great opportunity to make STEM learning more meaningful by connecting it to Ireland’s natural environment. I like your point about integrating aquaculture with areas such as sustainability, Geography and the Global Goals, as this allows children to see the real-world relevance of their learning. The use of technology, online maps and guest speakers would also help create engaging and authentic STEM experiences. I think your idea of using the SSE process to identify a whole-school STEM focus, gather evidence and plan next steps is a very practical approach.