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I really enjoyed reading your reflection, especially how you connected climate change to real experiences within the school community. The example of the pupil whose home was affected by the storm really highlights how climate change can impact children emotionally as well as practically. I also like how you have linked this with your SSE focus on wellbeing. Involving children in simple activities such as weather charts, recycling, growing food and Walk on Wednesday makes climate change feel more relevant and manageable for them. I agree that giving pupils small responsibilities helps them feel empowered and encourages them to bring positive habits home. Your connection between Development Education and global citizenship is also really important.
Climate change is something that can be explored meaningfully with pupils by connecting it to their own local area. As we live in the south-east of Ireland, I can encourage pupils to think about changes they may have noticed in their local environment, such as wetter winters, heavier rainfall, flooding, changes in temperatures and longer periods of dry weather. These changes can affect farming, biodiversity, local rivers and the wider community.
In the classroom, I would use our local environment as a starting point. Pupils could investigate the weather over several weeks, compare their findings with older weather records and discuss how climate change might affect people, animals and plants in our area. We could also explore the importance of trees, biodiversity and protecting local habitats through outdoor learning activities.
I would encourage pupils to take three simple actions. First, we could reduce waste by reusing materials and improving recycling in the classroom. Second, we could save energy by switching off lights and devices when they are not needed. Third, we could help biodiversity by planting native flowers or trees and creating a pollinator-friendly area in the school grounds. These actions would show pupils that even small changes can make a positive difference and help them become responsible citizens who care for their local and global environment.I really like the approach your school has taken to welcoming newcomer families. I think the Diversity Day sounds like a great way to celebrate the different cultures within the school while also giving families an opportunity to get to know each other. It is great that this includes both Irish and international families, as it makes inclusion something that everyone is involved in.
I also think the buddy system is a really practical idea, especially when the child can be paired with someone who speaks the same language. Having EAL support and international staff who can help with translation would make a huge difference to both children and parents. These small steps can help families feel more comfortable and included. It is a great example of how equity and inclusion can be put into practice through SSE.Having researched organisations supporting refugees and new arrivals in the Carlow and Laois area, I was encouraged to see the range of local supports available. Carlow County Council has a Local Authority Integration Team (LAIT), which provides information and support to refugees and people arriving under Temporary Protection. Laois also has an Integration Team supporting access to education, English classes, healthcare and community activities. Connect Laois also works to support new arrivals and promote inclusion.
I believe our primary school could play an important role in helping refugee children feel welcome and included. A buddy system could help a new pupil become familiar with school routines, make friends and feel less isolated. Visual timetables, pictures and simple language could also support children who are learning English.
Students could take part in multicultural activities involving stories, music, art and games from different cultures. We could also organise appropriate fundraising or collection projects in partnership with local organisations.
Most importantly, I believe we should create a culture of kindness, respect and belonging. Refugee children should not be viewed only as people who need help, but as valued members of our school community who bring their own languages, cultures, experiences and talents.I really enjoyed reading your post and agree that Climate Action is an excellent SDG for primary school children to engage with. I particularly like your focus on connecting local actions with global impacts, as this helps children understand that their everyday choices can have wider consequences. The practical examples you mentioned, such as litter picking, tree planting and reducing single-use plastics, would make climate action meaningful and achievable for pupils. I also think these activities could encourage a sense of responsibility and ownership within the school community. Giving children opportunities to take action themselves is a great way to support ESD to 2030 and Priority Action Area 5.
One SDG that I think is particularly relevant to children in an Irish primary school is SDG 12: Responsible Consumption and Production. Children can see the effects of consumption in their own school and community, while also understanding that these issues have global consequences. For example, food waste, single-use plastics and unnecessary use of resources can contribute to environmental problems far beyond Ireland.
To support ESD to 2030 Priority Action Area 5, I would encourage pupils to take practical action at a local level rather than simply learning about sustainability. As a class, we could carry out a waste audit of the school, identify areas for improvement and create an action plan. Pupils could introduce initiatives such as reducing food waste, improving recycling and reusing materials for art projects. We could also work with the wider school community by sharing our findings with parents and the local community. This would empower children to see that their everyday choices can make a meaningful difference and that local action can contribute to global change.I really enjoyed reading your reflection, particularly the example of the young boy in your first-class class. It highlights how gender stereotypes can affect children even when nobody is directly making negative comments. I think it is particularly important that he felt safe enough to share his interests with you. I agree that DE provides a valuable opportunity to challenge these assumptions from an early age. I also really like your point about SSE and ensuring that school resources represent diverse role models. Creating an inclusive environment requires consistent messages from all staff.
Gender stereotypes can influence children from a very young age, often through the language, toys, activities and expectations they experience at home and in school. In an Irish primary classroom, I have seen examples where children associate certain activities with a particular gender. For example, during free-play activities, some boys may say that the construction area or football is “for boys”, while some girls may feel that the art or role-play areas are more suitable for them. Another example can occur during PE, where boys may be more confident joining football or competitive games, while girls may be encouraged towards activities such as dance or gymnastics. These attitudes can limit children’s confidence and discourage them from exploring interests outside traditional gender roles.
Development education methodologies can help challenge these stereotypes by encouraging children to think critically about fairness, equality and diversity. Using discussion, cooperative learning, stories and role-play can provide opportunities for pupils to question why certain activities are labelled as “for boys” or “for girls”. Teachers can also choose books and resources that represent diverse gender roles, such as female athletes, male dancers, female scientists and male nurses. Creating an inclusive classroom where every child is encouraged to participate in all activities can help challenge stereotypes and promote equality, respect and empowerment from an early age.I completely agree with you. I also think 6th class is a great age to explore Development Education because the children are naturally curious and interested in what is happening in the world. I like your example of the discussion around fast fashion and waste, as it shows how a simple topic can lead to meaningful conversations and real ideas for change. I also agree that DE fits really well with SSE, especially around wellbeing and student voice. If we share ideas as colleagues, it can become part of everyday teaching rather than feeling like extra work.
I found Ehigie’s (2021) article really interesting, especially when thinking about Development Education (DE) in an Irish school context. For me, DE is important because it helps students understand that issues like racism, inequality, poverty, migration and climate change are not just things that happen in other countries. They can affect people in our own communities too. Ehigie’s idea of global citizenship is about recognising our connection with other people and thinking about what we can do, even in small ways, to make things better.
In an Irish classroom, I think DE could be included quite naturally across different subjects rather than being treated as an extra thing to squeeze in. For example, students could look at Ireland’s history of emigration and immigration, explore racism and diversity in Irish society, or discuss how our everyday choices can have an impact on people and the environment around the world. It could also link into projects, debates, group work and school initiatives.
I would encourage colleagues to include DE in their planning by sharing simple ideas and resources and showing that it doesn’t have to mean creating loads of extra work. Even small activities can get students thinking about their responsibilities to others. Overall, I think DE can help young people become more open-minded, empathetic and willing to take action in their own communities. This links closely with Ehigie’s view that education can help us recognise our shared humanity and encourage positive social change.I really like your research question on reducing plastic waste in the school. It is very relevant and something pupils can easily connect with in their daily lives. I also agree that the Climate Detectives project is a great way to promote active, inquiry-based learning where children take real ownership of their work. Your idea of using group roles is excellent, as it supports teamwork and ensures every child is involved in a meaningful way. Encouraging pupils to investigate different areas of the school and suggest practical solutions is very effective. I also think sharing findings with other classes or the Green Schools committee is a great way to give their work purpose and impact.
How does the weather affect the plants and wildlife in our school grounds, and how can we help them adapt to climate change?
I would encourage my 4th class pupils to participate by making the research active and outdoor-focused. We could begin by exploring the school grounds and identifying different plants, insects, birds and other wildlife. Pupils could work in small groups to observe and record what they find. They could also measure temperature, rainfall and changes in the environment over several weeks and discuss how different weather conditions might affect local wildlife.
To make the research meaningful, pupils could choose an area of the school grounds to investigate. They might create simple wildlife surveys, take photographs, draw observations or keep a weather diary. We could then compare our findings and discuss how climate change, including warmer temperatures and changes in rainfall, could affect biodiversity in Ireland.
Finally, pupils could suggest and carry out actions to support wildlife, such as planting native flowers, creating a bug hotel or providing shelter for insects. This would give pupils ownership of the project and show them that their actions can make a positive difference to their local environment.Hi Gemma, I also think the ESA “Nose High Up in the Sky” resource is a really engaging way to get children thinking about how we see and understand our planet. The activity of comparing images from the ground, the ISS and satellites would be particularly interesting for pupils, as it shows how much more we can learn when we change our viewpoint. I like your idea of using it across both Geography and Science, as there are lots of opportunities for discussion and teamwork. Extending it to explore how satellites help us track weather, climate and changes in the landscape would make the learning even more meaningful and relevant.
Researching the satellites that pass over Ireland made me realise how much is happening above us that we are completely unaware of. I was familiar with the International Space Station, but I had never really considered the number of other satellites working around the Earth.
One that interested me was Sentinel-1A, which uses radar to gather information even when the sky is cloudy. This seems particularly useful for Ireland! Sentinel-2A and Landsat 9 collect images that can be used to observe changes in areas such as forests, farmland, rivers and coastlines. This information can help scientists understand flooding and the effects of climate change. Starlink is quite different, as its satellites are mainly focused on providing internet coverage, including to people living in remote locations.
I think this would be a great topic to explore with children because space naturally captures their attention. It could also lead to some really interesting Science, Geography and STEM activities, while helping pupils see how technology is used to understand and monitor our planet.I completely agree with your approach. I think using short clips from HOME is a great idea, as the full film could be quite overwhelming for younger pupils. Starting with “What did you notice?” gives children the opportunity to share their own thoughts and observations without feeling that there is a right or wrong answer. I also like the idea of following this with the Paxi video, as it would help to explain some of the more difficult scientific concepts in a simple way. Making links to the children’s own experiences and school environment would make the topic much more meaningful. I particularly like your focus on positive actions and giving pupils a sense that they can make a difference.