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I really like the tree planting idea, we have a bio diversity garden in our School – this would be such a great addition; thanks for sharing.
In my local area, climate change is clearly impacting us through more frequent and severe weather events like storms and higher temperatures, changes in rainfall patterns. This has resulted in flooding and low water supplies. As we are in the countryside the climate change can be seen affecting agriculture also and more towards the coastal areas in Ireland there is noticeable rising sea levels threatening coastal areas. Our school has a biodiversity garden and takes part in no mow may with awareness around this yearly. However, to introduce pupils to look into this further I think that taking part in walks such as nature walks to observe changes in the environment as well as creating data on rainfall in the area.
I think certain actions throughout the school can be beneficial also such as
1. Taking part in green schools, adapting a whole school recycling programme to promote waste reducation
2. Organise tree planting in the local area in collaboration with the local community committee.
3. Use Steam education such as microsoft’s dreamspace initiative to encourage pupils to design and create a prototype using code that measure climate change be it measuring rainfall, measuring temperature etc.
By equipping pupils with knowledge, hands-on experiences, and a sense of responsibility and agency, we can encourage them to take action and contribute to a more sustainable future for all.<p style=”text-align: left;”>Hi Sean, I like the idea of a buddy system. It can help a new pupil in the school as well as developing empathy amongst current pupils as well as awareness, understanding and inclusion.</p>
I have research organisations working with refugees in my community and have found Doras Luimni,for its Asylum, Migration, and Integration support service as well as Mary Immaculate College’s Embracing Diversity Nurturing Integration Project. There are other services nationwide such as Irish Refugee Council, the Immigrant Council of Ireland, Clare Immigrant Support Centre, and the Irish Red Cross.In order to support refugees in our community the school can play an active role by engaging in cultural days where students can share their traditions, food, music, and stories with the school community therefore promoting mutual understanding and appreciation of diverse cultures. Fundraising for these services is another idea such as family fun days, bake sales etc. A collection or donation drive to collect essential items such as clothing, school supplies, and hygiene products for refugee families is another possibility.
Hi Shona,
Our school also took part in dreamspace and its great to hear how other schools managed their projects, it really links in with this area and i feel that such an initiate really ticks all the boxes in terms of enabling the pupils to understand the SDG’s locally and globally
Of the 17 sustainable development goals set of in the document by the United Nations, I think goal e Good health and well-being certainly affect pupils in my school at both a local and global level. I think that this can be simplified for them in terms of thinking about their own feeling and emotions and helping them to understand that all feelings are valid and the importance of managing feelings appropriately. Like some of the participant on this forum I have also encouraged pupils to take action on the SDG’s through working with Microsoft dreamspace. This enables the child to look at the development goal, research it in terms of local and global importance and design a project and prototype using code to target this goal for the 2030 initiative. Pupils designed a emotions tracker to allow them to chek in with their emotions and have different activities to help with their feeling e.g tired = listen to music, angry- move your body. Pupils gained a greater understanding of their emotions and the importance of minding their mind and could see the benefits globally for all children too.
I agree with you in terms of the infant classes and how they are introduced to these stereotypes from a young age and this then develops further throughout their time in school. Development Education will really impact this when introduced to the infant classroom.
It is evident in the school environment that gender stereotypes are present. I have observed this in the infant classroom during playtime whereby children will make comments on toyIt is evident in the school environment that gender stereotypes are present. I have observed this in the infant classroom during playtime whereby children will make comments on toys and refer them to them as girly and to certain toys that are just for boys. This makes the child gravitate towards the “appropriate toy” according to others instead of playing with what they want to play with. With older children and working in STEAM projects it is very evident that there are less girls involved and interested in the practical side of these activities e.g coding, construction etc. Girls seem to be led by these opinions and stereotypes to avoid going against the grain. The use of books, stories, textbooks and games can have subtle stereotypes that both boys and girls are exposed to and impact on their choices. I can see how development education can impact these incidences and look forward to introducing this in September. s and refer them to them as girly and to certain toys that are just for boys. This makes the child gravitate towards the “appropriate toy” according to others instead of playing with what they want to play with. With older children and working in STEAM projects it is very evident that there are less girls involved and interested in the practical side of these activities e.g coding, construction etc. Girls seem to be led by these opinions and stereotypes to avoid going against the grain. The use of books, stories, textbooks and games can have subtle stereotypes that both boys and girls are exposed to and impact on their choices. I can see how development education can impact these incidences and look forward to introducing this in September.
Development Education means to increase knowledge and understanding about the inequalities in the world. It is important as it provides students with the knowledge and skills to address global challenges such as poverty, inequality, and climate change. Development education fosters critical thinking, empathy thus preparing students to be active global citizens.
To integrate development education in my teaching, I would integrate global issues into the curriculum particularly in the area of English. I would integrate it into project-based learning. For example, incorporating the global goals into STEAM by asking pupil’s to design projects to target the global goals for a better world.
To encourage staff, I would introduce professional development workshops on this matter for staff that are unsure about how to introduce this topic into the classroom and provide accessible resources for each class. Additionally, introducing school-wide projects like sustainability promotes Global Citizenship which can help develop a culture of Development Education across the school.