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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.
The documentary Home is a powerful way of helping children understand the connection between people and the natural world. Through the striking aerial images, it shows how our actions can affect landscapes, animals and the wider environment. It explores issues such as habitat loss, waste, the use of natural resources and climate change in a way that could really encourage children to ask questions about what they are seeing.
With a 4th class, I would use short, age-appropriate clips rather than showing the full documentary. After each clip, pupils could talk about what they noticed and think about what might happen if one part of a habitat was damaged or removed. This could lead nicely into topics such as habitats, food chains and biodiversity. I would also use Climate Aid 2020 to show that environmental issues affect people around the world and that we can work together to make a difference. Greta Thunberg’s 2018 TEDx talk could also be used to show pupils that young people have a voice and can help bring about change. Pupils could then discuss simple ways they can care for their own environment.Hi David, I like this approach. I think starting with the children’s prior knowledge is a great way to make the lesson more meaningful and to see what understanding they already have. The PAXI video is strong introduction because it is visual and accessible, and I like how you would use discussion afterwards to deepen learning. Your use of the WEMC TEAL tool in groups is also a lovely idea, especially with children exploring different regions and sharing findings through the jigsaw method. Ending with a class reflection and a “wow factor” is a nice way to consolidate learning.
Activity 3 seemed like a very effective and engaging way to introduce climate change to primary pupils. The Paxi video explains the greenhouse effect in clear, simple language, supported by visuals that make the idea easier for children to understand. It works well as an introduction before pupils begin exploring the temperature prediction tool. I liked that the tool allows children to investigate greenhouse gases and possible outcomes at their own pace. This makes the learning more active, meaningful and engaging for the pupils.
In my classroom, I would use this activity with children in groups each exploring different scenarios before sharing their ideas with the rest of the class. I would then connect the lesson to Geography by discussing how climate change could affect Ireland and our own locality including flooding, biodiversity loss and farming. As a follow-up activity, pupils could create posters showing simple everyday actions that help to protect the environment. They could also present their findings to another class grouping in a presentation style activity or perhaps create a short video to incorporate digital learning.
I really agree with your points here. Both activities definitely have value in different ways, especially how Activity 1 encourages talk and shared thinking, while Activity 2 gives children a more active and meaningful experience. I also agree that teacher support is really important, particularly when helping children understand the difference between weather and climate. Your link to the new Primary Curriculum Framework is also really helpful.
Reading Liston (2018) helped me see STEM as an integrated approach to learning rather than four separate subjects. For me, STEM is most effective when children are given practical opportunities to explore, question, design and test ideas in meaningful contexts. In the classroom, this happens when pupils work collaboratively to solve problems, build models, investigate concepts and use technology to support their understanding. I aim to create an environment where curiosity, creativity, resilience and critical thinking are valued, and where children feel confident sharing different ideas and learning through trial and error. One of the main challenges, however, is finding enough time to plan and deliver these experiences regularly.
I found the ESA resources clear, engaging and realistic for classroom use. The activities on weather and climate explained the distinction simply and in a way that children could understand. I would like to extend this learning by creating an outdoor weather station and pairing older and younger classes to record daily observations together. Mixed-age collaboration can encourage mentoring, responsibility and stronger social relationships while giving children authentic opportunities to measure, record and interpret data. Sharing the findings through assemblies or displays could also help involve the wider school community.
