Forum Replies Created
-
Posts
-
Hi Mallorie,
I liked how you included practical activities such as weather observations and interviewing local people, as they help children make connections between climate change and their own community. They are similar ideas to what I also had in mind. I also think creating a school garden is a lovely idea, as it gives children a hands-on way to learn about sustainability and caring for the environment.
Climate change is something children are becoming much more aware of through the news, social media and conversations at home. Living in the Meath, there is often issues with rain and flooding, along with warmer weather during the summer. Children can relate to these climate change issues in this area because they can see the results happening around them.
In the classroom, I would encourage children to explore climate change through SESE subjects and SPHE. We could discuss how weather patterns have changed over time and think about ways we can make a difference. Three actions I would encourage are reducing waste by recycling, walking or cycling to school where possible, and switching off lights and devices when they are not being used.</p>
Hi Eimear,
It was interesting to read your response. I had not heard of Doras before, so it was interesting to learn about the support they provide. I also liked your idea of involving the Student Council in fundraising and awareness activities, as it gives children an opportunity to make a meaningful contribution while learning about inclusion and supporting their local community.Researching this topic made me realise that there are many supports for refugees and migrant families within the wider Meath community. Having just moved to the area and I will be starting in a new school in Meath, having to look into my own community has been most beneficial. The Trim Family Resource Centre provides support and information to local individuals and families, while Meath County Council’s Local Authority Integration Team helps refugees and people seeking international protection access services and settle into their communities. During college, I also volunteered in the Mosney Accommodation Centre, where I saw how important community and a sense of belonging can be for children and families adjusting to a new country.
Schools can support refugee pupils through buddy systems, books and lessons that celebrate different cultures, and by giving families welcoming communication.
This could link well with School Self-Evaluation, particularly if wellbeing or inclusion was chosen as an area of focus. A whole-school approach would help ensure that welcoming and inclusive practices are part of everyday school life rather than once-off activities.Hi Anna,
I enjoyed reading your comment. I like the idea of linking Zero Hunger with the Famine, as it helps children make connections between the past and present. It also links into the new curriculum and integration of topics and subject areas. I also think the idea of a school garden is a great way of giving children a practical understanding of where food comes from and encouraging them to reduce food waste.One Sustainable Development Goal that I think is really important to talk about in primary schools is Responsible Consumption and Production (SDG 12). Children are naturally really interested in topics such as recycling, fast fashion and reducing waste. They often bring up things they have seen online or heard at home, which leads to great opportunities for discussions about the topic in the classroom.
I also think it’s important for children to see that they can make a difference through small everyday actions. Checking waste around the classroom and school, organising litter picking (I have previously used Picker Pals with works really well in the junior end), and encouraging reusable water and lunch boxes help children understand that their small actions can help have a wider global impact.
For School Self-Evaluation (SSE), I think it would be easy to involve all classes in different activities throughout the year in regarss to Development Education. Children can see that everyone plays a part and that looking after the environment isn’t just something we talk about in SESE lessons, but something we can all do every day to help.
Hi Eimear,
I enjoyed reading your reflection. I liked your example from the STEM lesson, as it is something I have noticed in my own classroom too. Your point about children being influenced by the messages they see at home, in the media and in society is so true. I also agree that using real-life role models and ensuring boys and girls have equal opportunities to take on leadership roles or use equipment during group work are simple but effective ways to challenge stereotypes. These everyday experiences can make a real difference in helping children develop confidence and recognise that their abilities are not determined by gender.I think gender stereotypes can influence children from a very young age, often without them even realising it. Throughout my experience teaching mainly 5th and 6th class over the past seven years, I have noticed that some children still associate certain activities, jobs and school subjects with being for either boys or girls. One example that stands out each year is some girls thinking that Maths, STEM, SESE topics were moreso for boys and that the boys would be “better at it.” This created an opportunity during SPHE to discuss how interests and abilities are not determined by gender.
Development Education methodologies such as discussion, collaborative learning and critical thinking can help challenge these stereotypes in classroom lessons. By encouraging children to question stereotyped assumptions, they can begin to recognise that these assumptions are often unfair and limiting. They can recognise that these stereotypes often affect both sides too. Using books, real-life role models and current events also provides opportunities to challenge traditional views and promote equality in lessons.
I have seen over my years teaching how important it is to create a classroom where every child feels equally encouraged to participate, lead and succeed, regardless of gender. Small everyday interactions, such as ensuring all children to take on different roles and believe in their abilities regardless of their gender can help foster a more inclusive classroom environment.
Hi Siofra,
I enjoyed reading your reflection. I liked how you included a practical example from your own classroom, particularly the discussion around sustainability and fast fashion. It really shows how Development Education can become meaningful when children make connections to their own lives. I have also taught mostly 5th and 6th classes so these discussions come a lot more naturally to this older age group of the school, they are also more inquisitive and initiate and lead these topics themselves. I also agree with your point about linking Development Education with SSE, especially through student voice and wellbeing, as it is a key feature in the new curriculum too.<p class=”PDq2pG_selectionAnchorContainer” data-start=”129″ data-end=”526″>After reading Ehigie (2021), it really made me think about what it means to be a global citizen today. I think Development Education is so important because it helps children realise that the world is much bigger than their own community and that they can make a difference, even in small ways. It also encourages them to think critically, ask questions and see issues from different perspectives.</p>
<p data-start=”531″ data-end=”1253″>Having taught mainly 5th and 6th class over the past seven years, and preparing to teach a mixed 5th/6th class again this year, I have found that older primary pupils are particularly interested in topics such as climate change, equality and gender issues. They often bring discussions from home or things they have seen online into the classroom, and this gives great opportunities to explore these issues in a meaningful way in lessons.</p>
<p data-start=”1258″ data-end=”1919″>Development Education links with School Self-Evaluation (SSE) in schools like the new curriculum focusing on wellbeing and pupil voice. Development Education lets children to collaborate, think critically and develop empathy. It could also become part of a whole-school approach by incorporating global themes across subjects, celebrating awareness days and sharing ideas and resources among staff.</p>