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I really enjoyed reading your investigation idea. A waste audit is a simple and practical way to help pupils understand how their everyday actions affect the environment. I also like how you included activities that involve the whole school community. It is a great project that encourages teamwork and helps children see that small changes can make a big difference.
Research Question: How can we make our school grounds better for bees and other pollinators?
I chose this research question because bees and other pollinators are very important for plants, flowers and food production. In my junior primary school, I would encourage pupils to become Climate Detectives by exploring our school grounds and looking for places where bees and insects live. The children could observe and count the number of bees they see, record the types of flowers growing in different areas and compare their findings over several weeks. We could also use simple satellite images and maps to look at the green spaces around our school and compare them with other local areas.
The children would work together in small groups to ask questions, make observations and record their results using pictures, tally charts and simple graphs. At the end of the project, the class could decide on ways to help pollinators, such as planting more flowers, creating bug hotels or reducing litter. This project would help pupils develop science, geography and maths skills while learning that small actions can make a positive difference to the environment.I really enjoyed reading your explanation of EO Browser. I like how you linked it to real-life learning and made it relevant for younger pupils. Using before-and-after satellite images is a great way to develop observation and discussion skills. I also agree that combining it with outdoor learning will make the experience even more meaningful for children.
If I had to explain EO Browser to a colleague, I would say that it is a free online tool that lets you see our planet through satellite images. It allows you to explore places all over the world, compare how they have changed over time, and investigate topics such as forests, cities, rivers, air pollution, floods and climate change. It is easy to use and has an Education Mode that is designed especially for teachers and students.
In my classroom, I would use EO Browser to make geography and science lessons more interesting and real. For example, we could look at our local area and compare satellite images from different years to see how it has changed. We could also explore the effects of floods, wildfires or deforestation in other parts of the world. The children could ask questions, make observations and discuss why these changes have happened. This would encourage curiosity, critical thinking and a better understanding of climate change. Using real satellite images would help pupils connect what they learn in class with the real world and understand why it is important to care for our planet.I really enjoyed reading your reflection. I agree that using selected clips from HOME is much more suitable for primary pupils and helps keep the message age appropriate. I also like your focus on leaving children feeling hopeful by creating a class action plan. Empowering pupils to see that small everyday actions can make a real difference is such an important takeaway.
The film HOME and the other video clips in this module were powerful reminders that everything on Earth is interconnected. I was particularly struck by the breathtaking aerial footage showing how human activity has transformed landscapes, forests and oceans. The videos highlighted the impact of climate change, including rising global temperatures, melting ice caps, biodiversity loss and the increasing frequency of extreme weather events. Rather than simply presenting facts, they encouraged viewers to reflect on our responsibility to protect the planet and to consider the positive actions that individuals and communities can take.
As a teacher in a DEIS Band 1 junior primary school with a diverse range of pupils, I would introduce these concepts in an age-appropriate and hopeful way. Young children respond well to stories, pictures and practical activities, so I would begin by discussing the weather they experience each day and the importance of caring for nature. We could compare photographs of healthy and damaged environments, read storybooks about protecting the Earth, and talk about simple actions such as recycling, reducing waste, saving water and switching off lights when they are not needed.
Outdoor learning would also play an important role. Pupils could participate in nature walks, observe seasonal changes, plant flowers to support pollinators, or help care for a small school garden. These hands-on experiences help children develop a connection with the natural world and understand that even small actions can make a difference.
The videos reinforced the importance of embedding Education for Sustainable Development across the curriculum. By encouraging curiosity, discussion and practical action, we can help pupils become informed, responsible citizens who understand both the challenges of climate change and the positive role they can play in creating a more sustainable future.Jane, I really enjoyed reading your reflection. I like how you linked the activity to your own teaching and focused on making climate change relevant to the children’s local area. Your idea of comparing future climate predictions with weather data collected by the class is an excellent way to develop enquiry skills and make the learning more meaningful.
Activity 3 – Climate Reporters is an excellent activity that helps children understand how climate change may affect the future. I liked how the Paxi video explains the greenhouse effect in a simple, child-friendly way and how the TEAL Tool allows pupils to investigate future temperature predictions. It encourages discussion, teamwork, problem-solving, and develops STEM skills through analysing and interpreting data.
Working in a DEIS Band 1 junior school, I would simplify the activity for younger pupils by focusing on one local area and comparing today’s weather with predictions for the future. Children could discuss how rising temperatures might affect plants, animals, and our local community before creating posters or short presentations suggesting ways to reduce climate change.
One improvement would be to include more age-appropriate worksheets and visual supports for younger children and pupils with EAL. Adding a practical follow-up activity, such as planting flowers for pollinators or carrying out an energy-saving challenge, would help children see how their actions can make a positive difference.Marie, I really enjoyed reading your reflection. I like how you emphasised giving children ownership of their learning and allowing them to learn through trial and error. Your idea of discussing the best location for the thermometer is a great example of encouraging collaboration, critical thinking, and scientific enquiry.
The ESA weather and climate activities are practical, engaging, and easy to adapt for younger children. Working in a DEIS Band 1 junior school, I think the activities would help pupils understand the difference between weather, which changes every day, and climate, which describes weather patterns over many years.
I would like to set up a simple weather station in our school grounds where children could record the daily temperature, rainfall, wind, and cloud cover. They could compare weather patterns over time and display their findings in the classroom. This activity would develop STEM skills by encouraging children to observe, measure, record, predict, and interpret data. They would also use simple technology and maths skills when collecting and presenting information.
I would share these ideas with staff during planning meetings and encourage classes to record and compare weather observations throughout the year. This whole-school approach would support collaboration, develop children’s scientific understanding, and promote greater awareness of weather, climate, and caring for our environment.The paper reinforced that STEM is about developing children’s curiosity, problem-solving, and critical thinking through meaningful, hands-on learning. In my DEIS Band 1 junior school with a high number of EAL pupils, I use play-based investigations, Aistear, and simple STEM challenges to encourage children to explore, question, and work together. The paper has encouraged me to make even stronger links between science, technology, engineering, and mathematics through real-life, cross-curricular activities.
<span style=”font-weight: 400;”>Ciara, I enjoyed reading your reflection. I like how you linked climate change to the children’s own experiences of flooding around the school, making the learning meaningful and relevant. The charity shop initiative is a fantastic practical example of sustainability and shows how small actions can make a positive difference while supporting your school’s SSE and overall ethos. </span>
Living and teaching in the Drogheda area, I have noticed the effects of climate change becoming more evident in recent years. We have experienced heavier rainfall, which has led to more frequent flooding of the River Boyne, impacting local businesses, homes, and roads. At the same time, our summers have become noticeably hotter, with longer periods of warm weather. These local changes provide meaningful opportunities to help young children understand that climate change is affecting communities both in Ireland and around the world.
In my school, I would explore this topic through stories, nature walks, weather observations, and simple science activities. Children could record daily weather, discuss how flooding affects people and wildlife, and create posters about caring for the environment. We would also read picture books that promote environmental awareness and discuss small actions that everyone can take.
Three actions we can all take are reducing waste by recycling and reusing materials, walking or cycling whenever possible, and planting flowers or trees to support wildlife and improve our local environment.
The Development Education modules support our School Self-Evaluation by strengthening whole-school approaches to sustainability, wellbeing, pupil voice, and active citizenship. They encourage staff to embed environmental awareness across the curriculum while helping pupils develop the knowledge, skills, and values needed to care for their local community and the wider world.Niamh, I thought your post highlighted the importance of schools in helping refugee children feel a sense of belonging. Your idea of celebrating different cultures through everyday classroom activities is a lovely way to promote inclusion. Building links with local organisations is also a great suggestion, as it helps strengthen connections between the school and the wider community.
Working in a DEIS Band 1 junior primary school in Drogheda, migration and inclusion are part of our everyday school life. Many of our pupils live in Mosney Village, County Meath, one of Ireland’s largest accommodation and integration centres for people seeking international protection and refugees. This gives our school a unique opportunity to promote inclusion, empathy, and understanding from an early age.
To support refugee children and families, our school could continue to create a welcoming environment through buddy systems, multicultural celebrations, inclusive storybooks, and activities that celebrate the languages, traditions, and cultures represented in our classrooms. Students could learn about the experiences of refugees through age-appropriate stories and discussions, encouraging kindness, respect, and empathy. We could also organise community events that involve families and celebrate the diversity within our school community.
This work links closely with our School Self-Evaluation (SSE), particularly in the areas of wellbeing, inclusion, equality, and pupil voice. By reviewing our practices, gathering feedback from pupils and families, and ensuring all children feel valued and represented, we can continue to strengthen an inclusive school culture where every child has a sense of belonging and the opportunity to succeed.I really enjoyed reading your reflection. I like how you connected the issue of food waste to the children’s everyday experiences, making the learning meaningful and relevant. Your ideas for a lunchbox waste audit and linking the work to Green-Schools and the SSE process are practical ways to empower pupils to take positive action.