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I really enjoyed reading your post. I like how you connected the global issue of climate change to actions that children can take in their own school and community. Your point about the Green Schools Committee is a great example of how pupils can take an active role in making positive changes. I also agree that encouraging children to bring these habits home can help create a wider impact beyond the classroom.
I chose Good Health and Well-being (SDG 3) because it is something that affects every child, both locally and globally. In our own community, children can learn about the importance of looking after their physical and mental health through healthy eating, exercise, and positive relationships. Around the world, they can explore how access to healthcare, clean water, and nutritious food is not the same for everyone.
In my classroom, I would encourage students to take action by promoting healthy habits, taking part in wellbeing activities, and supporting initiatives such as Active Schools Week or community fundraising for health-related charities. These activities help children understand that caring for themselves and others is an important part of being an active global citizen.
This also connects well with our School Self-Evaluation process, particularly around wellbeing and student voice. Reflecting on how we promote healthy lifestyles and support positive wellbeing across the school can help us identify areas for improvement. By involving students in planning and leading wellbeing initiatives, we can encourage them to make a positive difference both in school and in their wider community.
Gender stereotypes can influence children from a very young age, often without them even realising it. In my classroom, I have noticed children making comments such as “football is for boys” or “girls don’t play with construction toys.” These ideas can limit children’s confidence and willingness to try new activities.
Using Development Education methodologies, such as discussion, storytelling, role play, and exploring different perspectives, can help challenge these stereotypes in a positive way. Choosing books and resources that show people in a variety of roles, regardless of gender, also helps children see that everyone can follow their interests and talents.
In our school, this links well with promoting inclusion and respect for diversity. Through the School Self-Evaluation process, we could reflect on how well we challenge stereotypes across the curriculum and identify ways to provide more inclusive learning experiences. By working together as a staff, we can help create a school environment where all children feel confident to participate in any activity without being limited by gender stereotypes.
Hi Jonathan, thanks for sharing your thoughts and welcome to Module 2.
Your example really stood out to me because it shows how easily children can develop ideas about what boys and girls “should” do. These beliefs can have a real impact on how children see themselves and the choices they make.
I think your idea of using images and encouraging classroom discussions is a great way to get children thinking about these stereotypes and questioning them. It also links really well with School Self-Evaluation by supporting inclusion, student wellbeing, and giving children opportunities to share their opinions in a safe and respectful environment.
Hi Fiona, I really like your idea of sharing resources on the school drive. It would make it easier for all teachers to access materials and incorporate Development Education into their classrooms. I also think it would help create a more inclusive environment where all children feel represented and welcome.
After reading the paper, It reminded me how important development education is in helping students understand the wider world and their role in it. It encourages empathy, critical thinking and respect for different cultures, which are all qualities we want to develop in our students.
In my school, we already promote many of these values through our wellbeing programmes, green schools and charity events. I think we could build on this by making stronger links to global issues across different subjects and encouraging more student discussion and reflection.
Development education also fits well with our school self evaluation process. It could support areas such as student wellbeing , inclusion and student voice, while helping us reflect on how we prepare students to be active, responsible citizens. Working together as a staff to include development education in our planning and would help make it more consistent part of school life