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Hi Marie, I really liked your practical ideas for encouraging sustainability in schools, especially giving pupils responsibility through class monitor roles. I also agree that linking climate change to children’s everyday experiences makes the topic more meaningful and helps build awareness from a young
In my opinion, climate change is having a noticeable impact on my local area. In recent years, Ireland has experienced more frequent storms, heavier rainfall, and local flooding, which can affect homes, schools, and communities. These changes also provide opportunities to help children understand how climate change affects both their local environment and people around the world.
In my classroom, I would use practical, hands-on activities to explore this topic. We have already completed work on the water cycle, water conservation, and pollution, where the children designed posters encouraging others to save water and protect the environment. The children became much more aware of the importance of caring for the environment and were eager to share what they had learned with others. I would build on this by encouraging outdoor learning, litter clean-ups, recycling projects, and discussions about how our everyday choices can reduce our impact on the environment.
Three actions I can take to help slow down climate change are reducing waste by recycling and reusing materials, conserving water and electricity both at home and in school, and choosing to walk or cycle whenever possible instead of using the car. These simple actions show children that everyone can make a positive difference.
The Development Education modules can also support School Self-Evaluation (SSE) by encouraging schools to review how sustainability, inclusion, equality, and global citizenship are embedded across the curriculum. By setting clear goals and involving students in environmental initiatives, schools can create a culture where responsible citizenship becomes part of everyday learning.
I really enjoyed reading your post. I like how you highlighted the practical ways schools can support organisations like Doras through fundraising and community events. Your suggestion to display contact details in the school is a simple but effective way to help newly arrived families access the support they need
Researching organisations in my local community showed that the Irish Refugee Council, based in Dublin, works closely with refugees and people seeking international protection by providing advocacy, legal information, education, housing, employment, and integration supports. They play an important role in helping refugees rebuild their lives and become part of their local communities.
In my opinion, schools play an important role in helping refugee children feel welcomed and included. In my classroom, I would encourage students to learn about different cultures through stories, art, music, and geography lessons. In our school, we celebrate an Intercultural Day every year, where children wear traditional clothing from their home countries, bring in food to share with their classmates, and talk about their culture and traditions. This is always a very positive experience and helps all students develop a greater appreciation and respect for different cultures. We could also create welcome cards for new students and organise fundraising events or collections of books and school supplies for refugee families. These activities help children develop empathy, respect, and an understanding that everyone deserves to feel safe and valued, regardless of where they come from.
The migration module can also support School Self-Evaluation (SSE) by encouraging schools to reflect on how well they promote inclusion, equality, and intercultural awareness. Reviewing school policies, classroom resources, and student voice can help identify areas for improvement. Embedding these values into everyday teaching would create a more welcoming school environment where all children feel respected, supported, and included, while also helping students develop as compassionate and responsible global citizens.
I really enjoyed reading your post. I like how you considered the needs of your own DEIS school community and the importance of approaching sensitive topics carefully. Your idea of creating informative posters is a great way to raise awareness and help students connect local experiences with global inequalities
I chose Climate Action (SDG 13) because it affects children both locally and globally. In Ireland, children are already experiencing the effects of climate change through more frequent storms and flooding, while children in other parts of the world face droughts, food shortages, and displacement. Learning about these issues helps students understand that their actions can have a positive impact.
In my classroom, we have already been actively involved in learning about the water cycle, water conservation, and pollution. The children designed posters to promote saving water and protecting the environment, and they became much more aware of how their everyday actions can make a difference. Building on this, I would encourage students to take part in practical activities such as reducing waste, recycling, saving energy, creating a school garden, and participating in litter clean-ups or awareness campaigns. These activities support ESD to 2030 Priority Action Area 5 by encouraging children to take meaningful action within their local community while understanding the wider global impact.
This module can also support School Self-Evaluation (SSE) by helping schools review how sustainability and global citizenship are promoted across the curriculum. Setting goals around environmental awareness and student participation can strengthen the school’s commitment to Education for Sustainable Development.
I really liked your point about involving parents from the beginning, as home has a big influence on children’s attitudes. I also agree that providing a relaxed, inclusive classroom and using circle time to discuss these topics helps children feel comfortable exploring different interests without stereotypes limiting their choices.
Reflecting on gender stereotypes, I think children can be influenced by them from a very young age through toys, media, and even everyday language. In the classroom, I have noticed situations where boys automatically choose construction activities while girls choose arts and crafts or role-play. Sometimes students also make comments like “that’s for boys” or “girls can’t play football,” showing how stereotypes can affect their choices and confidence.
Development Education methodologies can help challenge these stereotypes by encouraging discussion, critical thinking, and inclusion. Using storybooks with diverse role models, cooperative group work, and open conversations about fairness allows children to question assumptions and recognise that everyone should have equal opportunities regardless of gender. As teachers, we can also ensure that classroom resources, language, and activities are inclusive and encourage all students to explore different interests.
The gender module can also support School Self-Evaluation (SSE) by helping schools review their policies, classroom practices, and learning environment to ensure they promote equality and inclusion. This encourages a positive school culture where all students feel valued and supported.
I really liked your point about embedding Development Education across the curriculum rather than treating it as a separate topic. I also agree that using the SSE process can help make it a consistent part of school life. Your ideas about collaborative planning and whole-school initiatives show how Development Education can have a wider impact on both students and staff.
In my opinion, Development Education is essential because it helps students understand the world around them and encourages them to think critically about global issues such as equality, sustainability, and human rights. After reading The Role of Global Citizens in Today’s World (Ehigie, 2021), I realised that teaching students to become responsible global citizens is just as important as teaching academic subjects.
In my own teaching, I would include Development Education through class discussions, project work, and activities linked to real-world issues. I would also encourage my colleagues to work together on whole-school initiatives, such as celebrating global awareness days and creating cross-curricular projects.
I think Development Education fits well into School Self-Evaluation (SSE) because it promotes inclusion, student voice, and active learning. Including it in the SSE process would help schools reflect on how well they are preparing students to become informed, responsible, and caring global citizens.
Hi Susan, I think your research question is highly relevant and engaging for 5th and 6th class students. It connects them to a real-world issue that directly affects their community, making the learning process more meaningful. Investigating sources of air pollution and its health impacts will help students understand the science behind the problem while also developing critical thinking and research skills.
Research Question: How does planting more trees in our school affect the local temperature and air quality?
To encourage pupils to participate in this research project, I would start by discussing the importance of trees in combating climate change and improving air quality. I would use engaging, age-appropriate materials such as videos and interactive activities to explain how trees help cool the environment and clean the air.
We would then brainstorm as a class why this project is important and how it could benefit our school community. I would organize students into small groups, each responsible for different aspects of the project, such as researching the types of trees to plant, measuring temperature and air quality before and after planting, and documenting the process with photos and drawings.
To make the project fun and interactive, we could have a tree-planting day where students actively participate in planting the trees. Regular monitoring and data collection would involve hands-on activities, keeping students engaged and invested in the project’s outcomes.
We could present our findings through a school assembly or a science fair, allowing students to showcase their work and understand the impact of their efforts. This project not only teaches scientific principles but also fosters a sense of responsibility and teamwork.
The EO Browser offers an incredible view of Earth from space, allowing us to explore satellite images and gain new insights into our planet. It’s like having a high-altitude bird’s eye view, showing forests, oceans, and cities from above. In the classroom, primary students can use the EO Browser to study various environments, weather patterns, and surface changes. They can observe forest growth, river evolution, and city expansion over time. This interactive tool makes learning engaging and fosters curiosity about the world, while also enhancing language skills through descriptive activities and stimulating discussions. By incorporating the EO Browser into lessons, students can experience firsthand the dynamic changes happening on Earth and develop a deeper appreciation for environmental science. Additionally, it aligns well with the new primary language curriculum, encouraging the use of descriptive language and providing a stimulating visual aid for language learning. This integration of technology and curriculum supports a comprehensive educational experience that combines scientific inquiry with language development.
I completely agree with your approach to introducing “Home” to students. Your idea of combining stunning visuals with reflective discussions and hands-on activities is fantastic. The activities, like creating posters, conducting research projects, and developing a local action plan, are particularly effective in helping students understand the impact of climate change and feel empowered to take action.
After watching the film “HOME” by Yann Arthus-Bertrand, I was deeply moved by its stunning visuals and compelling narrative. The documentary vividly illustrates the intricate connections between all forms of life on Earth and highlights the severe consequences of human actions on the environment. The breathtaking aerial footage, combined with thought-provoking commentary, drives home the urgent need for sustainable living.
To introduce these climate change facts to my pupils, I would start with carefully selected clips from “HOME” to visually captivate them and set the stage for deeper discussion. These segments would serve as powerful conversation starters, helping students grasp the beauty and fragility of our planet. Following the viewing, we would engage in a class discussion, encouraging students to share their thoughts and emotions sparked by the film. This dialogue would help students understand the importance of their role in environmental conservation.
In addition to the video content, I would incorporate hands-on activities to reinforce learning. For example, conducting a school energy audit could help students identify ways to reduce their carbon footprint. We could also start a community garden to learn about biodiversity and sustainable practices first hand. Integrating local environmental issues with global challenges would make the concept of climate change more tangible and relatable for students.
I would also introduce projects that encourage critical thinking and problem-solving. Students could research and present on various aspects of climate change, such as the effects of deforestation, the impact of greenhouse gases, or sustainable energy solutions. These projects would not only deepen their understanding but also foster a sense of agency and responsibility.