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Hi Michelle, I love the idea of Energy Heroes. I think the children would really buy into this initiative!
Climate change has caused more frequent heavy rainfall in my local area leading to flooding of roads etc. Storms like Storm Éowyn have disrupted school days, damaged property and resulted in inaccessible roads due to fallen trees and damaged power lines. These consequences of climate change provide opportunities for meaningful classroom discussions that connect global climate issues with local experiences. I would begin with local observations—photographs of flooded areas in our vicinity, data on weather changes, or news stories about community responses to climate events. I would then use project- based learning where students could research, and present their findings. In conjunction with the Green Schools Committee we could introduce a variety of initiatives to help combat climate change: school garden, waste reduction, walk and cycle to school etc. Development Education modules help to develop critical thinking skills, empathy, and global awareness. Through School Self-Evaluation, we can reflect on how these modules are explored in our teaching and learning, helping us to improve our practice.
Hi Shane, The “Welcome Wall” and buddy system sound like great ways to foster inclusion and empathy. Using age-appropriate books to spark understanding is a fantastic idea, and I love the idea of a multicultural day to celebrate diversity.
There are several organisations in Co. Kildare that support refugees and asylum seekers. Community Sponsorship Ireland, Doras, Nasc, and the Irish Refugee Council, help local groups to host refugee families and support them in their new communities. Kildare County Council runs #WelcomeWednesday for Ukrainians where they can participate in community events and language classes. Our school could join Community Sponsorship Ireland to welcome a refugee family. Our students could organise a community reception and support the family’s integration. Our school could also undertake a “Sanctuary Schools” project: hosting intercultural events, and language cafés etc. We could also participate in Kildare County Council’s #WelcomeWednesday by hosting monthly coffee mornings or language drop-in sessions for Ukrainian and other refugee families. Our students could learn basic phrases, and design posters etc. This would support ESD to 2030 Priority Action Area 5, strengthening local civic engagement and social cohesion. As part of our SSE process, we could ask reflective questions such as: “Do our students feel our school is inclusive and welcoming to newcomers?”, “How have student attitudes or behaviours changed because of these initiatives?” We could use these reflections to guide improvements in our ethos and practice, ensuring Development Education is integral to our school’s development.
I would focus on SDG 6: Clean Water and Sanitation as I feel this goal is relevant both locally and globally. Even though Ireland generally has good water quality, recent boil notices, pollution in rivers, and water shortages during dry spells highlight that access to clean water should not be taken for granted. Globally, many children live in areas where water is not safe for consumption or scarce. These issues can create good opportunities for developing empathy and global citizenship.
I would lead a student-led water conservation campaign in the school in conjunction with the Green Schools Committee, including audits of water usage and designing awareness posters for both the school and the wider community. We could partner with local authorities to run workshops on water sustainability, tying into ESD to 2030 Priority Action Area 5.
As part of School Self-Evaluation, pupils could reflect on their learning: “How has this project changed your daily habits?” or “Do you feel you can influence how our school uses water?” These reflective practices link Development Education to SSE by promoting student voice, critical thinking, and real-world impact.Hi Colm, you have really highlighted the relevance of climate action for young learners. I particularly liked the real-life connections that you included, such as Storm Éowyn and family experiences abroad, which make climate issues more relatable for students. I agree that project-based learning is a great way to engage the learner. Encouraging student voice in environmental decisions is a strong step toward long-term engagement in this very important topic.
From a very early age. gender stereotypes influence how young children view themselves and others. From the very outset, pink is pigeon holed as a colour predominantly worn by girls and blue for boys. In my classroom, such stereotypes are frequently observed during freeplay. Boys are usually hesitant to allow girls to join in their construction games and the children are usually limited to stereotypical influences when choosing costumes such as firefighters etc. These stereotypes reinforce limiting beliefs.
Development education can play an influential role in challenging these stereotypes. For example, using storybooks that highlight girls working in stereotypical male dominated roles such as engineers or building and boys in traditionally female roles, will normalise diversity in these roles. Reversing traditional roles during role-play will give children the opportunity to explore a more diverse range of roles while breaking down stereotypes.
In terms of SSE, development education can be integrated into our action plans under the themes of equality and well-being. Using surveys and focus groups to gather pupil voice, we can track our schools progress in creating a more inclusive environment.Hi Colm,
Your example of gender stereotype shows just how early gender stereotypes can begin to manifest. I completely agree that development education plays a key role in eliminating these stereotypes. Using storybooks and readers with a wide variety of situations and role-play creates meaningful opportunities for children to explore different perspectives. This could be linked to SSE targets to establish a whole school approach to tackling the issue.
This paper highlights the important role that Development Education plays in helping our children to become more informed, empathetic, and responsible global citizens. It emphasises the importance of children developing an awareness of global interdependence, social justice, and sustainable practices. It acknowledges the pivotal role that Development Education plays in nurturing critical thinking and ethical values.
In my own teaching, I would integrate Development Education across the curriculum. For example, in English, students would engage with texts that explore migration or climate justice; in geography, they could complete projects on water scarcity or renewable energy in different countries. A whole school approach could be encouraged through the organisation of a school fundraiser supporting a community initiative overseas such as Gaza. These experiences make learning tangible and empower students to take action.
To encourage colleagues, I’d organise shared planning sessions during Croke Park hours and highlight cross-curricular opportunities. We could establish a Development Education calendar, highlighting a global theme and SSE targets for each term. By linking DE initiatives to our SSE goals—particularly in areas like pupil voice, student council etc, it would highlight how global learning supports monitoring and evaluating school improvement.Hi Siobhán, I really enjoyed reading your review. You really emphasised the importance of fostering a global outlook in students and how Development Education plays a key role in promoting an awareness of global issues. I liked your approach of integrating global case studies and current affairs into classroom learning. I think this would prove to be both practical and engaging. The emphasis on celebrating cultural diversity within the school community is very important, helping students to appreciate different perspectives and become more informed, global citizens.
I love the idea of using the wonder wall at the beginning of the week. Such a great way to help you to plan for what the children want to find out about space.
Class Plan for Space Week
Monday: I would read the picture book “There’s No Place Like Space: All About Our Solar System” by Tish Rabe to introduce the children to the topic for the week. The children would then use a variety of construction materials to build and decorate their own space rocket.
Tuesday: I would read the story ‘ Papa please get the moon for me’. I would then give the children black sugar paper and white and yellow chalk and have them create their own night sky to include the moon and stars.
Wednesday: I would teach the children ‘The Planet Song’. We would then examine pictures of the different planets and discuss their distinguishing features. The children would then be given a worksheet depicting all of the planets and they would colour and cut out the planets. They would then complete a sequencing activity and place the planets in the correct order as outlined in ‘ The Planet Song’.
Thursday: I would begin by reading the book ‘ Astronauts Handbook’ to the children to introduce them to the topic for the day. The children would then take a virtual tour around a space station using the NASA website. Children engage in role play, acting out being astronauts in space. The children would draw and decorate their own astronaut helmet.
Friday: Recap of the space topics throughout the week. The children would learn and perform ‘ The Eight Planets Dance along’ song. I would finish by reading the story ‘ Aliens Visit our Planet’. The children would then create their own alien and think of a cool ‘space name’ for it. They would then present their alien to the class and tell us about which planet they are from etc.
Online Resources and Tools
Stellarium-web.org : I thought this was a fantastic website and I could see how it would engage the children and give them the opportunity to star gaze virtually. It lends itself to many integration possibilities; drama and art in particular. I would allow the children to imagine and act out their journey through the stars – who did they meet and what did they see? I would give the children the opportunity to recreate some of the star patterns that they observed, using either black sugar paper and chalk or a 3-D version using marshmallows and toothpicks. I also thoroughly enjoyed exploring the websites ESA and ESA Kids. I bookmarked many activities that I would love to try out with my own class. The interactive games and puzzles would be a great way to hook the children and engage them in the topic. I would also use them as a conclusion to the lesson, to consolidate the children’s learning. The wide range of stories available on these websites also offer many possibilities for integration across the curricular strands. The interactive activities on Milo and Marvin allow for the topic of space to be explored in many subject areas including Numeracy and Literacy.
