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I also agree that small things like buddy systems and celebrating different cultures can make a big difference in helping children and families feel welcome.
In the local area where I teach, Knocknaheeny and Hollyhill in Cork City, there are organisations like Nasc that support refugees and help them settle into life in Ireland.
In school, we could help refugee children feel welcome by pairing them with a buddy, celebrating different cultures through art, stories and projects, and encouraging children to learn about why some people have to leave their home countries. We could also organise a fundraiser or collect school supplies for local organisations supporting refugee families.
Development Education helps children learn about kindness, empathy and respecting people from different backgrounds. This links well with School Self-Evaluation (SSE), as schools can focus on creating a more inclusive environment where every child feels welcome. We can also look at the books and resources we use in class to make sure they reflect different cultures and experiences. By encouraging children to be welcoming and inclusive, we can help create a school where everyone feels safe, valued and part of the school community.
Great ideas! SDG 12 is a really good topic for children as they can see the impact of waste and consumption around them every day. I like the idea of a waste audit and clothes swap because they are simple ways for children to get involved and see the difference their actions can make. It’s a great way to show them that even small changes can have a bigger impact.
One topic related to the Sustainable Development Goals that I would explore with my students is climate action (SDG 13). Children are already being affected by climate change through changes in weather, the environment and concerns about the future of the planet. For example, the extreme heat wave we have experienced over the last few weeks is something many young children would never have experienced before. It gives them a real-life example of how climate change can impact their everyday lives. Globally, children in other countries are affected by rising temperatures, droughts and natural disasters.
To encourage students to take action, I would focus on small changes they can make in school and at home. This could include reducing waste, recycling, saving energy and creating awareness campaigns. I would encourage children to work together and understand that their actions can make a difference. This links with ESD 2030 Priority Action Area 5 by helping pupils become active citizens who can make positive changes in their local community.
I see the same thing in my classroom. As children get older, they can become more aware of what their friends think and sometimes avoid certain activities because they are seen as “for boys” or “for girls”. This can stop them from trying new things and enjoying different parts of the curriculum. I think it’s really important that we encourage all children to take part and remind them that their interests and abilities are not based on gender.
As a 3rd/4th class teacher in a DEIS Band 1 school, I have seen how gender stereotypes can influence children from a young age. In my classroom, I have noticed that some boys feel pressure to be “tough” and show strength. In the area where I teach, boxing is very popular, and some children believe that fighting or being aggressive is part of being a boy. I have also seen stereotypes where girls are expected to be quieter or more caring.
Development Education can help challenge these ideas by encouraging children to question stereotypes and understand equality and respect. Using diverse stories, classroom discussions and mixed-group activities can show children that everyone can take part in any activity, regardless of gender. It also links with SSE by encouraging schools to review their practices and resources to ensure all pupils feel included. By promoting inclusion, we can help children develop confidence to be themselves.
I enjoyed reading your post. I like your idea of sharing resources and planning whole-school activities. Working together as a staff can make Development Education a bigger part of school life.
After reading The Role of Global Citizens in Today’s World by Ehigie (2021), I think Development Education is very important in schools. The article explains that we all share the same world and we should care about people, even if they live in different countries. It also says that real change starts with each person making good choices and treating others with respect.
As a 3rd/4th class teacher in a DEIS Band 1 school, I believe Development Education can help children understand the importance of kindness, respect and inclusion. Many pupils come from different backgrounds and have different life experiences, so it is important that they learn to value and support one another.
I would include Development Education in my everyday teaching instead of only teaching it once or twice a year. For example, I could use stories from different cultures, talk about current events, discuss fairness and equality, and encourage children to work together and respect different opinions. I think these activities help children become kind, caring and responsible people.
I would also encourage other teachers to include Development Education in their classrooms. We could share ideas, plan activities together and organise whole-school events that celebrate different cultures or support local and global charities. This would help make Development Education part of everyday school life.
Development Education also fits well with School Self-Evaluation (SSE). If our school chooses it as an area to improve, teachers can work together to make sure pupils are learning about respect, inclusion and global citizenship. During the SSE process, we can look at what is working well, decide what could be improved and plan new activities for the future. I believe this would help create a welcoming school where every child feels valued and learns that they can make a positive difference in the world.
I really like how you focus on simple, everyday actions that children can understand and take part in.
In Cork, there are many examples of how people try to live and work in a sustainable way. One local example is the use of sustainable fishing and farming methods, especially in areas like Bantry Bay or Castletownbere, where fish and shellfish are farmed with care for the environment. There are also local markets that sell fresh seafood and promote eating local produce, which helps reduce waste and supports the community. Many schools, including ours, take part in the Green Schools programme, which encourages students to reduce, reuse, and recycle.
To get my 3rd class pupils more involved, I would start by exploring what “sustainability” means and how it affects their daily lives. We could look at where our food comes from, including seafood, and talk about how we can make good choices for the planet. I would include hands-on activities like creating posters, doing a litter pick, or even growing herbs or vegetables in school. If possible, we could visit a local fish market or farm, or invite a guest speaker from a local aquaculture business. This would help pupils see real-life examples of sustainability and understand how we can all help care for the earth in small but meaningful ways.
Learning about the nutrition of seafood is a great way to teach children about healthy eating and where their food comes from. Seafood is full of important nutrients like protein, omega-3 fats, vitamins, and minerals that help our bodies grow and stay strong. Teaching these facts in the classroom can help students understand why eating seafood can be good for their health. I love eating seafood myself, so I’m excited to share this with my students.
In my teaching, I would use this topic to connect science with everyday life. We could do fun activities like making simple posters about the benefits of seafood, tasting different types of fish, or even simple cooking demonstrations. This makes the learning hands-on and interesting for children.
This topic also links well to wellbeing and SPHE, helping children make better food choices. Bringing families into the learning, maybe through cooking classes or newsletters, could make the experience even richer. Overall, teaching about seafood nutrition can support healthy habits and cross-curricular learning in a fun way.
I like the idea of using pictures and hands on activities for younger kids. Making STEM fun and simple is so important especally in junior infants.
I teach 3rd class, and I found the ARC online lessons and resources very helpful. They show that STEM can be fun and easy to use in the classroom. The topics are real-world problems like fish farming and caring for the environment. These lessons match the STEM Education Policy Statement because they help children think carefully, solve problems, and learn by doing.
I can use these lessons in SESE, Maths, and even English. There are fun activities like watching videos, using maps, working in groups, and asking questions. This helps 3rd class students learn in an active way. It also gives them a chance to share their ideas and work together.
For the SSE process, the school could focus on digital learning or teamwork using these ARC lessons. We could have a STEM week or invite someone to talk about fish farming. This would help children see how learning connects to real life and their local area.