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I like the idea of using percussion instruments to recreate sounds the children hear in the environment.
I would base the project on the River Shannon and its rich natural heritage, as it is an important feature of our local area. As the river is close to our school I would begin by taking the class on a nature walk to observe the river, wildlife, plants and changing seasons. The children could sketch what they see, take pictures on tablets or iPads and then discuss the importance of protecting local habitats. Back in the classroom, they could use a range of art materials such as watercolours, pastels and collage to create artwork inspired by the river and its wildlife. I would also use this topic for creative writing and would encourage the children to imagine they were a bird, fish or other animal living along the River Shannon. They could write a short story, diary entry or poem describing their experiences and the challenges they face. We would share the finished work through a classroom display or a class book combining the artwork and writing.
I love the idea of using ‘The Three Billy Goats Gruff’ as a starting point for a lesson like this. That is a great idea.
For this project I would use the new pedestrian town bridge in Athlone as inspiration. I would begin by showing the children photographs of the bridge and discussing why it was built, the materials used and how it helps people travel safely across the River Shannon. As our school is close to Athlone we would visit the bridge to look at its design, shape and structure. The children could identify, in-person, the engineering features such as supports, balance and strength. Back in the classroom, the children would work in small groups to design and build their own model bridges using materials such as lollipop sticks, paper, cardboard, string and masking tape. They would plan their designs, predict which structures would be strongest and test their finished models by adding weights. This would be a good activity for Science through investigating forces and materials, Maths through measuring and estimating, Geography by exploring the local environment, and Visual Arts through designing and constructing models. As its a hands-on activity it would be good for developing creativity, teamwork, problem-solving and an appreciation of engineering in their own community.
I really love the idea of connecting STEM to local heritage and areas. I completely agree that Ireland has such a rich biodiversity and scientific heritage. We should make more use of it.
For a lesson on this topic I would use the I-Lofar radio telescope as a starting point to spark the children’s curiosity by asking how scientists learn about space without travelling there. I would explain that the telescope uses radio waves to gather information and relate this to the everyday waves the children already know, such as sound and light. I could also show a YouTube video as videos are often more appealing to children. We could begin the lesson with a KWL activity beginning with questions and predictions before carrying out simple investigations. As an experiment the children would explore sound by testing how vibrations travel through different materials using string telephones, tuning forks, wood, paper, walls, etc. They would investigate light by using torches, mirrors and everyday objects to discover which materials are transparent, translucent or opaque. The children could then work in pairs or small groups to record their results using simple tables. A whole class discussion would be helpful here. I would use videos and images of the I-Lofar telescope to make the learning meaningful and accessible.
I love the idea of the children having a nature journal. It is somewhere that they can look back and make it easier to notice patterns or identify new things.
I would use the Bird Watch Ireland resources to run a seasonal biodiversity project across the school year. Over the last number of years we have had nesting starlings and swallows around our school buildings and then children have taken a huge interest in this, particularly the younger classes. Our school also bought a number of clear, window feeders so that the children can observe the birds from inside.
For the project the children would explore the school grounds each season to observe changes in birds, plants and insects. We would take part in activities such as bird spotting, identifying common species and recording seasonal changes. I would use Bird Watch Ireland identification guides, simple checklists and observation recording sheets. The children could also keep individual nature journals where they draw, label and write about what they discover. I would aim to bring the class outdoors at least once a week to help the children notice changes over time and develop observation skills. The project would link with science through living things and habitats, Geography by exploring the local environment, and Maths by creating tally charts, pictograms and graphs from the data collected. Literacy could be integrated through descriptive writing and oral language and the children could sketch/draw the different birds for Art lessons.For younger classes, I would keep the lesson very practical and fun. I would start by asking the children to talk about places they know like their home, the school, the local park or the shop. We would then go on a short walk around the school grounds and look for important landmarks. Back in the classroom, I would model how to draw a simple map using basic symbols, a key and labels. The children would then create their own maps of the classroom, playground or their journey around the school. They could work in pairs so they can help each other and discuss what to include.
To make the lesson more engaging, I would use Google Maps on the interactive whiteboard to show the school from above and compare it with the children’s own maps. We could zoom in and out to show how maps change depending on scale. I would also use Geohive to explore simple maps of Ireland, helping the children recognise where they live and introducing them to digital maps. These online tools would support visual learning and help children understand that maps can be used in different ways to find and share information.I think this is fantastic idea. It would be something to monitor throughout the year and keep a record also. I think you could do it will all the classes and not just the Green Schools.
I agree that professional learning is somewhere that I would also like to buid on. I hadn’t used half of the apps or websites that were covered in this module but I will definitely be taking them back to school with me. I think CPD in this area should be on every teachers radar. Teachmeets and informal chats will be important to pass on this information.
I like how you highlight that successful AT isn’t about the device but about the person using it. That is something that we all need to remember and consider when selecting appropriate AT for the children we work with. You can see how the SETT framework is very helpful with this process.
Part 1: The SETT model provides a practical framework for selecting AT that is tailored to the individual needs of a student. I would use the SETT model alongside a student’s School Support File to ensure that decisions are based on a complete understanding of the student’s strengths, needs, and learning goals rather than focusing solely on technology. It is only after the student, their environment and the tasks they are required to do is considered that the tools should be selected.
Appropriate assessment approaches are really important throughout the SETT process. I would try to include classroom observations and assessments, teacher designed tasks, standardised tests where appropriate, checklists, work samples, and ongoing formative assessment. It would also be important to have input from parents, the student where possible, and members of the multidisciplinary team to provide valuable information. Regular review meetings would be important to evaluate whether the chosen supports and AT are helping the student achieve their learning goals and participate more fully in school.
Part 2:
Student: An 10 year old student with a MGLD who is friendly, motivated, and enjoys hands-on activities. The student experiences difficulties with reading fluency, comprehension, spelling, number concepts, working memory, and following multi-step instructions but responds well to praise and visual supports.
Environment: The student is in a mainstream classroom with in-class support from SET. Learning takes place in whole-class, small-group, and individual settings. The classroom is structured, with visual timetables and access to digital devices (iPad and Chromebook) when needed. The child is also supported through individual withdrawal three days a week.
Tasks: The student is working towards improving reading accuracy and comprehension, writing simple sentences independently, recognising high-frequency words, and developing confidence with number facts, addition, subtraction, and solving simple word problems. The student also needs support with organising materials and completing tasks independently.
Tools: A combination of low-tech and digital supports will be used. These include visual schedules, graphic organisers, number lines, hundreds charts, and concrete materials for maths. Technology will include text-to-speech software, speech-to-text for longer writing tasks, literacy apps targeting phonics and reading fluency, and interactive maths programmes that provide visual models and immediate feedback. A tablet will allow the student to access these supports across subjects.
Progress will be monitored through teacher observations, work samples, curriculum-based assessments, teacher designed tasks and discussions with parents and the student. The effectiveness of the chosen tools will be reviewed regularly as part of the School Support Plan to ensure they continue to meet the student’s learning needs and promote greater independence and participation in the classroom.I like how you used the school garden. I’m sure this is something that your student really enjoys and it is a great idea to use this for them to continue their learning in the classroom. Immersive reader is a fantastic tool that I hope to use next year in school with some of my students.
I think you have summed it up nicely there Sabrina. SET is not a one size fits all and therefore AT can’t be the same for everyone either.
As you said, its important that the children use the AT with confidence and that is also one of the reasons I signed up for this course. I want to be able to support the children as best I can. This course will really help with this. We are all learners.