The Green Museum Project Turning Forgotten Spaces into Wildlife Havens

Over the past three years, National Museums Northern Ireland (NI) has embarked on an exciting project called “Explore: Urban Nature,” designed to engage young people, particularly those with special educational needs and disabilities (SEND), in the exploration and study of nature within urban environments.

This project, a collaborative effort with the Real World Science Group and spearheaded by the Natural History Museum, aims to deepen students’ connection to nature while providing educators with resources and continued professional development (CPD) opportunities.

Nigel Gilmore-Cook, the Education Officer for Natural Sciences at National Museums NI, shared the journey and impact of this project during a recent presentation at MuseumNext. He talked about the organisation’s sustained and meaningful engagement with local SEND schools, an approach that differs from the standard one-off workshop delivery model in many museums.

A Tailored Approach to Engagement

From the outset, National Museums NI recognised the importance of creating a tailored and accessible learning experience for SEND students. The decision was made to collaborate with four local SEND schools each year, working with the same classes across multiple workshops throughout the school year. This structure was designed to foster a deeper level of engagement and build strong, lasting relationships with the schools.

The project centred around transforming an unused patch of grass at the Ulster Folk Museum into a series of biodiversity plots. Each class developed its own plot, turning it into a thriving hotspot for local wildlife. This hands-on, long-term project allowed students to witness the direct impact of their efforts.

It also made the project visible to museum visitors, raising awareness about the importance of urban biodiversity.

Overcoming Challenges and Adapting the Programme

The first year of the project was a learning experience for everyone involved. The activities included outreach sessions, where students participated in craft activities, and on-site visits, where they worked on their nature plots. These sessions were designed to be flexible and relaxed, accommodating the varied needs of the students.

One of the participating schools, Mitchell House, had several students who used wheelchairs. To ensure accessibility, a raised bed was created for their nature plot using reclaimed railway sleepers from the Transport Museum. This adaptation not only made the plot more accessible but also provided a better environment for planting and growing. However, the team quickly realised that the rest of the plots posed a challenge due to a thin layer of soil covering large rocky debris. Despite these difficulties, the students and staff persevered, and by the end of the year, they had successfully created vibrant nature plots.

Feedback from the participating teachers was overwhelmingly positive. Many noted how specific students engaged surprisingly, demonstrating the project’s success in creating meaningful learning experiences. The first CPD session also proved valuable, offering teachers practical insights into taking learning outside the classroom.

Refining the Program for Greater Impact

Reflecting on the first year’s experiences, the team recognised that the project could be improved by reducing the number of sessions to focus more on depth and engagement quality. For the second and third years, they decided to work with three local schools per year, each participating in three outreach and three on-site workshops.

The second year also saw a greater emphasis on the project’s scientific aspects. Students were encouraged to think like scientists, examining invertebrate specimens and creating observational drawings. This approach enhanced their understanding of biodiversity and sparked their creativity, resulting in beautiful, detailed artwork that became part of the nature plots.

The workshops were restructured to build students’ knowledge and skills in a more logical sequence. Outreach sessions focused on specific activities, such as painting pebbles inspired by invertebrates and decorating plant pots with native plant species. These activities reinforced scientific concepts and allowed students to contribute to the physical design of their nature plots.

Positive Outcomes and Continued Evolution

The project’s second year was a significant success, with students demonstrating a deeper understanding of scientific concepts and a stronger connection to nature. The raised beds, a successful experiment in the first year, were implemented across all the plots, leading to even more vibrant and thriving biodiversity hotspots.

The feedback gathered at the end of the second year confirmed the project’s positive impact. Students reported increased enjoyment of outdoor activities, a greater awareness of nature, and a desire to protect the environment. Teachers also praised the project for providing engaging learning opportunities and the professional development they received through CPD sessions.

One teacher, Michael from Longstone School, shared his experience, emphasising the importance of clear communication and planning when working with SEND students. He highlighted how the project had inspired his students and provided valuable learning opportunities for the staff. The project encouraged them to step outside their comfort zones and explore new ways of teaching and learning.

Looking Ahead: The Final Year and Beyond

As the project enters its third and final year, the team at National Museums NI is applying the lessons learned to further improve accessibility and engagement. They have introduced new tools, such as picture response cards and puzzles, to ensure that all students can participate fully in the activities.

The final year will culminate in a BioBlitz event at the Ulster Folk Museum, bringing together students, museum staff, research partners, and visitors to celebrate the biodiversity created through the project. This event will showcase the students’ achievements and encourage the wider community to get involved in urban nature conservation.

“Explore Urban Nature” has been a transformative project for National Museums NI regarding how they view science education and engage with SEND students. The success of this project has already influenced the development of a new natural sciences program designed explicitly for SEND students. It will serve as a benchmark for future initiatives.

The model developed through this project has the potential to be adapted and applied in other contexts, helping to combat the growing disconnect between young people and nature. By demonstrating the importance of biodiversity and the impact of small changes in human activity, this project has inspired a new generation of environmental stewards and highlighted the critical role that cultural and heritage institutions can play in fostering a love of nature.

Nigel Gilmore-Cook, the Education Officer for Natural Sciences at National Museums NI spoke at the Green Museums Summit 2024.