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I really like your idea of an energy patrol- giving the students the responsibility and it create an understanding of the importance of not using electricity when we don’t need it.
Climate change is becoming increasingly visible here in Ireland. We are experiencing more frequent heavy rainfall, January and February were a wash out this year! Storm warnings are much more frequent, and occasional flooding, which can disrupt schools, transport, and local communities. At the same time, warmer summers, such as this summer, and milder winters are changing the natural environment, affecting wildlife, plants, and biodiversity. Climate change is not a distant problem anymore but one that is already affecting our everyday lives.
It is very important to help children develop an understanding of climate change in a positive and age-appropriate way. This can be done easily in the classroom. I would encourage pupils to investigate the environment around our school by observing seasonal changes, recording daily weather, and exploring local habitats. This ties in nicely with SESE and recording seasonal changes and weather. We could take part in activities such as planting trees or wildflowers, creating a bug hotel, growing vegetables in a school garden, and participating in litter-picking projects. These practical, hands on experiences would help children understand the importance of caring for the environment. I would also integrate climate change across the curriculum through stories, art, geography, science, and SPHE, encouraging pupils to ask questions, think critically, and work together to find solutions.
There are a number of things I can to help slow down climate change. Firstly, I can reduce waste by recycling, composting food waste, and choosing reusable items instead of single-use plastics. Secondly, I can reduce my carbon footprint by walking or cycling when it is possible to do so. The weather this school year has been fantastic and it is lovely to start the day with a walk. My children and I walk/cycle most days and it’s my favourite part of the day. Not only does it help the environment, but it gives you a nice boost to start the day. Thirdly, I can conserve energy by switching off lights and electrical appliances when they are not needed and by being mindful of heating and electricity use at home and in school.
I believe schools can make a big difference in helping refugees feel welcome. If a refugee student joined my school, I would want everyone to treat them with kindness and respect. Something as simple as introducing ourselves, inviting them to sit with us at lunch, or helping them find their classrooms could make them feel less alone.
Our school could also organize a welcome program where new students are paired with a buddy who can help them settle in. We could hold fundraisers to collect school supplies, clothing, or money for organizations that support refugee families. Learning about different cultures through special events or classroom activities would also help students understand and appreciate each other’s backgrounds.
I think everyone deserves to feel safe and accepted, especially people who have had to leave their homes because of war or danger. By showing kindness, being inclusive, and offering practical support, our school community can help refugees feel like they belong.I really like how well your school welcomes newcomers. Having a welcome card in their own language is a really thoughtful idea, along with pairing them beside someone who speaks their language or from their country. I’m sure that all helps the settling in period easier for them, a lovely inititive!
We are lucky here in Ireland where most children have access to free primary and secondary education, however, not all children experience education equally. There are barriers for some children due to socioeconomic disadvantage, additional educational needs, language differences, or living in rural communities with fewer resources. Children who experience educational disadvantage may have lower levels of academic achievement, reduced confidence and fewer opportunities to participate fully in school life. Ensuring inclusive education helps every child feel valued, respected, and supported to reach their full potential.
In line with ESD to 2013 Priority Action Area 5: Accelerating Local Level Actions, I would encourage children in my class to participate in projects that promote educational equality within our school and local community. Our school participates in World Book Day annually, this helps to raise an interest in reading through a fun way. It is always a huge success. Another idea I have fir the next school year is to organises a book donation campaign to collect books for local libraries, schools with fewer resources or charities supporting children’s literacy. We have an abundance of books in our class libraries and we are also fortunate to be located in a middle class area where the children have plenty of books at home. I will encourage them to give away any books they no longer use, to those less fortuante- helping them to promote an interest in reading to others. WE also have a buddy reading programme where older children read to younger children to build literacy skills and confidence. This is a huge success and both the older and younger children enjoy it.
<p style=”text-align: right;”>I totally agree that the housing crisis can affect children’s education and health. In disadvantage areas, many children are living in hotels. Sharing a room with the whole family, not having the opportunity for home cooked meals, personal space or a garden/balcony for fresh air. That all impacts on them.</p>
I recently taught junior infants and I noticed how early gender stereotypes can influence children’s choices and interactions. During Aistear I noticed that when things like cars or construction were part of it, the girls weren’t as interested. I teach in an all-girls school. But when it was small world, dolls, colouring etc they loved it. In my discussion with the children as I walked around the stations, they would say to me ‘cars are boys toys’, or ‘this isn’t for girls’. This is a notion that is ingrained through daily life and it is something that needs to be worked on as a society.
This made me aware of how important it is for teachers to challenge stereotypes in everyday classroom life. Development education methodologies can play a valuable role by encouraging children to think critically about fairness, equality, and inclusion. Rather than simply telling children that everyone can play with every toy, I could use picture books that challenge traditional gender roles, facilitate discussions where children share their ideas, and ask open-ended questions that encourage them to think about why they believe certain toys or jobs are for boys or girls.
I think it is important to provide a classroom environment where all children are encouraged to explore different activities without judgement can help break down these stereotypes. Rotating play areas, celebrating diverse role models, and modelling inclusive language also reinforce the message that interests and abilities are not determined by gender. We as teachers need to be good role models and play an important part in helping the children grow and learn.
I highly agree with you that we as teachers have to be mindful as to how we phrase things and sayings we use. Children are very impressionable and stereotypes can be made at a very young age. You have great ideas of using storybooks, discussions and activities to give children the freedom to make their own choices.
Development Education is important because it prepares young people to become informed, responsible and compassionate citizens. Children are growing up in a world where local and global issues are increasingly interconnected. Climate change, migration, conflict, poverty and technological change all influence their lives. Development Education provides opportunities for pupils to explore these complex issues in an age-appropriate way while developing essential skills such as critical thinking, communication, collaboration and problem-solving.
As a teacher, I would aim to embed Development Education throughout my classroom practice rather than treating it as a separate subject. I would use children’s literature, current events and inquiry-based learning to encourage discussion about fairness, equality and global responsibility. For example, pupils could investigate where everyday products come from, compare the lives of children in different countries and how they live themselves. Completing projects on recycling, how to help the environment would be a good exercise too. These experiences would help pupils understand the connections between their own lives and the wider world while encouraging them to become active participants in creating positive change.
Encouraging colleagues to embrace Development Education requires collaboration and shared leadership. I would begin by sharing research, including the ideas presented by Ehigie, that highlights the educational benefits of global citizenship and critical thinking. I would suggest integrating Development Education into existing curriculum areas rather than viewing it as an additional workload. For example, Geography can explore global inequality and sustainability, English can examine diverse perspectives through literature, Science can investigate climate change, and Art can celebrate different cultures.
We have a Green flag and each year we add on and gain the next flag. This creates a lot of awareness in the school among staff and children. Everyone gets very involved and a huge effort is made. The school are very aware of looking after the environment and global awareness and as a result the children are too.
I really like your ideas about how to create Global awareness in the school. An annual Global Awareness week would be a lovely way to celebrate Global awareness. Also the idea of concentrating on a different country each year. The school my children go to have a week where each class has the theme of a different country, they all learn about that country and do many activities relating to it. On the Friday they dress in the countries colours. It creates huge awareness about other countries and is a great success.