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Ehigie’s (2021) paper, ‘The Role of Global Citizens in Today’s World’, highlights the pressing need for Development Education (DE) in our increasingly globalised yet deeply unequal world. The paper underscores that fostering global citizenship goes beyond simply raising awareness—it involves empowering students to think critically and take informed, meaningful action. DE encourages learners to engage with complex global issues such as inequality, climate change, and human rights, while nurturing values like empathy, justice, and sustainability.
In my own teaching, I aim to embed DE themes across subjects such as SESE, English, SPHE, and the arts. Topics like fair trade (examining chocolate and coffee supply chains), climate justice, poverty, and social inequality are highly relevant and engaging for children. These topics would be explored through inquiry-based and self-directed learning, supported by carefully selected age-appropriate resources from UNESCO, textbooks, news articles, and digital media. I particularly enjoy using storytelling and class novels to explore challenging themes in a reflective and empathetic way. In our school, SESE is already collaboratively planned within year groups, and digital resource sharing is encouraged. Going forward, engaging in CPD focused on global learning could further enhance our whole-school approach to Development Education and help foster a more active and globally conscious school community.
Hi Orla,
These are all great ideas and worthwhile initiatives. Thanks for pointing me in the direction of UNESCO. It has a wealth of resources by way of research publications and reports that I had forgotten about.
I would encourage my students to investigate how climate change is affecting the migration patterns and habitat of Brent Geese in our local area.
To encourage pupils to participate in this project, I would first spark their curiosity by sharing the fascinating journey of Brent Geese, which migrate thousands of miles to our local area each year. I’d highlight how these birds are indicators of environmental health, making them an important focus for studying the impacts of climate change.
I would organise a visit to Bull Island where Brent Geese are known to gather, allowing students to observe them. This firsthand experience would make the research more engaging and relevant. We could also collaborate with local wildlife enthusiasts, who could offer insights and help guide our research.
In class, I would involve students in collecting data on Brent Geese sightings, weather conditions, and changes in habitat over time. Using digital tools, they could track and analyse patterns, fostering skills in data analysis and critical thinking. Finally, I would encourage students to present their findings to the community via the local website demonstrating how their research can contribute to protecting these migratory birds. By linking their efforts to real-world conservation, students would feel a sense of purpose and ownership in the project, motivating them to actively participate.
The UNHCR provides a toolkit on how to welcome refugees into your school. Some of their suggestions include
1. Create a buddy system.
- Identify newly arrived refugees.
- Find students who would like to help
- Be a buddy!
- Buddies may help new refugee students with finding their way around the school – showing them where the office is, PE hall, equipment room, staffroom etc.
- Identifying specific issues that refugee students are facing, and help bring them up to the attention of the teacher or school.
- Being a friend.
2. Identify obstacles to refugee education in the school.
- Language
- Cost
- Access to internet, devices, email for school’s messaging service through Aladdin
- Transport
- Access to afterschool clubs and activities
Once obstacles have been identified it is important that the decision makers (principal/deputy principal/ HSLO) identify solutions to the barriers to refugee education.
3. Create a voluntary tutoring programme in the school provided by garda vetted teachers/SNAs/ Student teachers.
4. Organize events to bring people together and make refugees feel part of the broader school community. It could be a storytelling event, a series of performances (music, dance, etc.), a sport tournament, or a food festival to
share each other’s cultures.5. Integrate material about refugees and their plight into the curriculum.
Climate change is a pressing global issue that directly impacts children both locally in Ireland and around the world. Locally, Irish children are witnessing more frequent extreme weather events, such as floods and storms, which can disrupt their education, homes, and communities. Globally, children in vulnerable regions face even more severe consequences, including food insecurity, displacement, and health risks due to rising temperatures, droughts, and natural disasters.
To encourage students to take action in support of SDG 13, I would start by helping them understand the direct connection between their actions and the environment. Classroom activities could include studying local weather patterns, discussing how climate change affects their own communities, and exploring its global impacts on children their age.
I would then guide students in developing local initiatives to reduce their carbon footprint. This could include starting a school garden to promote sustainable food practices, organizing a “walk or cycle to school” campaign to reduce emissions, or launching a recycling program. Additionally, students could participate in community clean-up projects and advocate for environmental policies at the local level.
By fostering these actions, students can contribute to climate resilience in their community while also gaining a sense of global citizenship. This hands-on involvement supports ESD to 2030 Priority Action Area 5 by accelerating local-level actions that align with the broader goals of sustainable development.
In a single-sex boys’ primary school, gender stereotypes can subtly influence how students perceive their abilities and roles. For instance, during an art lesson, I noticed a group of boys hesitating to engage with activities like painting and drawing, commenting that they were “not good at it.” This reflected a stereotype that creative subjects are less masculine, leading them to shy away from fully participating and exploring their creative potential.
Development education methodologies can play a crucial role in challenging these stereotypes. By introducing topics that encourage empathy, global awareness, and diverse perspectives, we can help students see beyond traditional gender roles. For example, discussing global examples of men excelling in creative fields—like male artists, writers, or dancers—can broaden their understanding of what is possible for them. Incorporating stories and activities that highlight the importance of creativity and emotional expression in various cultures and professions can also help dismantle the notion that these skills are gendered.
Moreover, encouraging boys to participate in a wide range of activities, from arts to sports to social initiatives, can help them develop a more balanced sense of self. By fostering an environment where all subjects and activities are valued equally, regardless of gender associations, we can help students feel confident in exploring all aspects of their abilities, ultimately promoting a more inclusive and well-rounded education.
Ehigie’s ‘The Role of Global Citizens in Today’s World’ (2021) highlights the critical need for global citizenship in addressing worldwide challenges like inequality, environmental degradation, and social justice. The paper underscores that in today’s interconnected world, individuals must understand global issues, think critically, and act responsibly. Development Education is essential in fostering these qualities, as it equips students with the knowledge, skills, and values necessary to navigate and contribute positively to an increasingly complex world.
Integrating Development Education into my teaching can be achieved by weaving global themes into various subjects. For example, in geography, students could explore the impact of climate change on different countries, while in history, they might learn about global movements for social justice. English lessons could include literature from diverse cultures that address global challenges, fostering empathy and cultural awareness.
To encourage colleagues, I would suggest participating in CPD as part of our Croke Park hours that provide teachers with resources and strategies for incorporating Development Education into their lessons.
Research Question: How is climate change affecting the migration patterns and habitat of Brent Geese in our local area?
To encourage pupils to participate in this project, I would first spark their curiosity by sharing the fascinating journey of Brent Geese, which migrate thousands of miles to our local area each year. I’d highlight how these birds are indicators of environmental health, making them an important focus for studying the impacts of climate change.
I would organise a visit to Bull Island where Brent Geese are known to gather, allowing students to observe them. This firsthand experience would make the research more engaging and relevant. We could also collaborate with local wildlife enthusiasts, who could offer insights and help guide our research.
In class, I would involve students in collecting data on Brent Geese sightings, weather conditions, and changes in habitat over time. Using digital tools, they could track and analyse patterns, fostering skills in data analysis and critical thinking. Finally, I would encourage students to present their findings to the community via the local website demonstrating how their research can contribute to protecting these migratory birds. By linking their efforts to real-world conservation, students would feel a sense of purpose and ownership in the project, motivating them to actively participate.
Here are five satellites that have recently passed over Ireland:
Sentinel-1: Part of the European Space Agency’s Copernicus program, Sentinel-1 provides radar imagery for monitoring land and ocean conditions, including tracking deforestation, mapping oil spills, and monitoring sea ice.
Landsat 8: A joint mission by NASA and the USGS, Landsat 8 captures high-resolution images of Earth’s surface, used for agriculture, forestry, and land-use change detection.
Terra: Operated by NASA, Terra carries multiple instruments that monitor Earth’s climate and environment, studying the atmosphere, land, and oceans to track changes in global climate patterns.
Aqua: Also a NASA satellite, Aqua focuses on Earth’s water cycle, collecting data on ocean temperature, atmospheric moisture, and cloud cover, crucial for understanding climate change.
Suomi NPP: A collaboration between NASA and NOAA, Suomi NPP provides essential data on weather and climate, including observations of sea surface temperatures, ice cover, and atmospheric composition.
These satellites play vital roles in monitoring environmental changes, helping scientists understand and respond to global climate challenges.Yann Arthus-Bertrand’s documentary “HOME” is a visually stunning and compelling exploration of Earth’s beauty and the environmental challenges it faces due to climate change. The film powerfully conveys the interconnections between humans and the planet, highlighting the delicate balance required to sustain life. Its impactful imagery and narration make complex climate issues accessible, driving home the urgency of environmental stewardship.
To introduce these climate change facts to my pupils, I would start with a guided viewing of selected clips from “HOME.” This would allow students to visually connect with the issues before delving into the science behind them. I would follow up with a class discussion, encouraging students to share their thoughts and emotions evoked by the film. This could lead into a research project where students investigate specific climate change impacts highlighted in the documentary, such as deforestation, water scarcity, or carbon emissions.
To make the learning more interactive, I would incorporate activities like creating visual presentations or short documentaries inspired by “HOME,” where students document local environmental issues. Additionally, I would invite a local guest speaker to deepen students’ understanding of local environmental issues. By connecting the film’s global message to local actions, students can see how they can contribute to climate solutions.
The ESA Activity “Climate Reporters” is a valuable tool for engaging students in exploring the impacts of climate change on local environments. In this activity, students investigate how climate change affects their community and create reports to communicate their findings. This hands-on approach is effective for fostering research skills, critical thinking, and environmental awareness.
However, the activity could be enhanced by incorporating more structured guidance on sourcing credible information and evaluating data. Adding a collaborative element, such as group discussions or peer reviews, could enrich the learning experience by encouraging students to share perspectives and refine their ideas. Additionally, incorporating digital tools, like creating multimedia presentations would modernise the activity and help students develop relevant communication skills.
In my class, I would use this activity as part of a larger project, where students could compare their findings with other regions, fostering a global perspective on climate change
Activity 1: Is it weather or climate?
“Weather versus Climate” effectively distinguishes between the concepts of weather and climate, emphasising that weather refers to short-term atmospheric conditions while climate describes long-term patterns. It provides clear examples and visuals, helping learners grasp the differences and their significance in understanding Earth’s atmospheric systems. The resource is well-structured, making complex topics accessible to students and is a valuable tool for teaching fundamental meteorological concepts.
Activity 2: Weather Detectives
“The Weather Detectives” is an excellent educational tool that brings weather science to life in the classroom. It encourages students to engage in active inquiry by investigating real weather phenomena, fostering critical thinking and analytical skills. The resource is well-structured, with clear instructions and age-appropriate content, making it easy to integrate into the curriculum. It’s a hands-on approach that effectively deepens students’ understanding of weather patterns and their causes.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”.
There have been so many wonderful suggestions for songs and art that connect us to the night sky posted by other participants already. I have chosen to post excerpts of some of my favourite poetry referencing stars and the night sky.
My favourite WB Yeats’ poem – He wishes for the cloths of Heaven
He wishes for the cloths of Heaven
Had I the heavens’ embroidered cloths,
Enwrought with golden and silver light,
The blue and the dim and the dark cloths
Of night and light and the half-light,
I would spread the cloths under your feet:
But I, being poor, have only my dreams;
I have spread my dreams under your feet;
Tread softly because you tread on my dreams.The Light of Stars by Henry Wadsworth Longfellow
“There is no light in earth or heaven But the cold light of stars; And the first watch of night is given To the red planet Mars.”
Bright star, would I were stedfast as thou art by John Keats
“Bright star, would I were stedfast as thou art— Not in lone splendour hung aloft the night And watching, with eternal lids Like nature’s patient, sleepless Eremite,”
To a Star by Lucretia Maria Davidson
“Thou brightly-glittering star of even, Thou gem upon the brow of Heaven Oh! were this fluttering spirit free, How quick ‘t would spread its wings to thee.”
A Night-Piece by William Wordsworth
“…The sky is overcast With a continuous cloud of texture close, Heavy and wan, all whitened by the Moon, Which through that veil is indistinctly seen.”
Ah, Moon–and Star! by Emily Dickinson
“Ah, Moon — and Star! You are very far — But were no one Farther than you —”
Stars Over the Dordogne by Sylvia Plath
“Stars are dropping thick as stones into the twiggy Picket of trees whose silhouette is darker Than the dark of the sky because it is quite starless. The woods are a well. The stars drop silently.”
Nightpiece by James Joyce
“Gaunt in gloom, The pale stars their torches, Enshrouded, wave. Ghostfires from heaven’s far verges faint illume,”
The Starlight Night by Gerard Manley Hopkins
“Look at the stars! look, look up at the skies! O look at all the fire-folk sitting in the air! The bright boroughs, the circle-citadels there! Down in dim woods the diamond delves! the elves’-eyes!”
The More Loving One by W.H. Auden
“Looking up at the stars, I know quite well That, for all they care, I can go to hell, But on earth indifference is the least We have to dread from man or beast.”
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I work in a coastal town in North County Dublin. This setting, offers unique opportunities to observe a variety of ecosystems, from sandy beaches and rocky shores to parks and residential gardens. I would begin by organizing a nature walk along the seafront, encouraging students to observe different species of birds, sea life, and plants. We would explore the rock pools at low tide, looking for crabs, starfish, and seaweed, while discussing the importance of each organism in the coastal ecosystem.
Students would be encouraged to log their findings in their copies. They could draw and write about their findings, or even bring in small samples like leaves or shells for closer inspection in the classroom. We could also use binoculars for birdwatching, identifying different species and learning about their habits.
The next step would be to explore how light pollution impacts this local biodiversity. I would explain how artificial lights along the coast can disorient birds during migration, affect the behavior of nocturnal animals, and even disturb the natural patterns of marine life.
As an optional activity, I would invite students to take a nighttime walk with a parent or guardian to allow them to experience firsthand how bright lights attract or repel certain creatures. The children could observe the difference between well-lit and darker areas, discussing why some species are less visible or active in bright spots.
Through these activities, students would gain a hands-on understanding of biodiversity and the challenges it faces in an urban environment. By connecting these observations to the concept of light pollution, they would learn how human actions can disrupt natural habitats and what we can do to mitigate these effects.
Create a teaching resource using the “Globe at Night” citizen science programme.
Globe at Night is a worldwide citizen science campaign to raise awareness of the impact of light pollution by inviting people to measure their night sky brightness and submit their observations. The campaign runs throughout the year, focusing on specific constellations each month.
Objectives:
Engage students in citizen science by participating in the “Globe at Night” program.
Teach students about light pollution, its effects, and how to measure it.
Encourage students to contribute to global scientific research by collecting and submitting data on night sky brightness.Materials Needed:
Internet access (for accessing the Globe at Night website and submitting data)
Printed star charts (available from the Globe at Night website)
Laptops or tablets (for using the Globe at Night web app or mobile site)
Flashlights (for safe navigation during night observations)
Notebooks and pencils (for recording observations)
Teaching materials on light pollution (can be accessed from the Globe at Night website)Teaching Plan:
Week 1: Introduction to Light Pollution and Globe at Night
Lesson 1: What is Light Pollution?Objective: Introduce students to the concept of light pollution.
Activity: Show images of the night sky from both urban and rural areas. Discuss the differences and what causes light pollution.
Discussion: Talk about the effects of light pollution on humans, wildlife, and astronomy.Lesson 2: Introduction to the Globe at Night Program
Objective: Explain the “Globe at Night” program and how students can participate.
Activity: Demonstrate how to use the Globe at Night website or app to report observations.
Hands-On: Distribute star charts and practice identifying the target constellations (e.g., Orion, Leo, Cygnus) indoors or using a planetarium app.
Week 2: Preparing for ObservationsLesson 3: Practice Observation
Objective: Familiarise students with the observation process.
Activity: Simulate a night sky observation in a darkened room or using an app. Practice finding the target constellation and comparing it to the star chart.
Discussion: Discuss how to choose an observation site and the best practices for recording data (e.g., selecting a location away from direct light sources).
Homework: Students are tasked with choosing an observation night within the week. Encourage them to bring family members along to increase awareness and participation.
Week 3: Observations and Data SubmissionLesson 4: Conducting Observations
Objective: Have students conduct real observations and submit their data.
Activity: Students go outside on their chosen night to observe the night sky, identify the constellation, and compare it to the Globe at Night star charts to determine the level of light pollution. They record their observations on paper.
Follow-Up: Back in class, students submit their data via the Globe at Night website or app, either individually or as a group.Lesson 5: Analysing Results and Reflection
Objective: Reflect on the collected data and the impact of light pollution.
Activity: Discuss the results from the class observations. Compare local results with data from other regions or countries, which can be accessed via the Globe at Night website.
Discussion: Talk about the importance of dark skies and brainstorm ideas for reducing light pollution locally.Extension Activities:
Research Project: Assign a project where students research how different communities are combating light pollution.
Local Advocacy: Encourage students to write letters or create posters to raise awareness about light pollution in their community.
Constellation Study: Dive deeper into the mythology and science behind the constellations featured in Globe at Night.
