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Every year I lie to engage in STEM(pathy) with my class. We firstly go on a tour and take a photo of a local issue affecting the climate, deforestation, traffic pollution, littering, cars, and even housing crisis. We then present these images as codes and the children then in groups create out of lego or recyclable material depending on the age group a solution to this problem for their local area in 50 years time. This is a great way for children to start to see the effects of climate change at a local level and then use their critical thinking and problem solving skills to create a more sustainable future for their own local area. This is a project that can be tailored to any class level, more advanced classes could make an exhibiton for parents with displays and even more sophisticated technologies where as infants could explored this during Aistear construction stations or small-world play.
Excellent point re the language barrier Jamie. I think a social skills group of such or a buddy with children who speak the same language may be an idea to make these children feel more welcomed in the school environment. We used to have a language wall where every language spoken in the school was displayed
Maynooth University offer a ‘university of sanctuary’ scholarship to those seeking refuge or asylum. This could be explored at a local level in the school by having cultural awareness days and also exploring equal rights through the ‘take a step’ if game in SPHE lessons to draw the children’s attention to the fact that we are not all on a level playing field. Equally so our school explored global citizenship this year which was a great way to open our children’s minds to the multicultural world we live in. At my current class-level I believe building awarness and deepening their empathy towards Asylum seekers will help children be mindful to the fact that despite our differences we all deserved to be treated with the same kindness and respect we would like ourselves to be met with.
Life on land – this is a great goal for the children to see how much deforestation and the affects of humans on the earth is having on our animal’s There’s an orangutan in my kitchen (link here https://www.youtube.com/watch?v=TQQXstNh45g) is an excellent resource and child friendly way to get the conversation flowing around this goal. this is a fantastic goal because it can be explored at a local level with the class for example minibeast hunts and building bug hotels or bee pollination patches. The SDG are excellent having completed projects on this with older classes I can wholeheartedly stand over the fantastic resources they provide for our children to explore Development Education in a safe and child-friendly manner
Hi Pat this is a great idea and way to combat gender stereotypes in junior classes particularly in a single-gendered school. I will make sure to try this idea in the following year,
In an all-boys Second Class setting, I’ve seen how gender stereotypes can start shaping behaviour and self-image from a young age. There’s often a strong expectation around what boys “should” like; football at PE etc Without regular interaction with girls, I fear it can be harder for these pupils to challenge stereotypes or see beyond narrow expectations. Development education can help here. By using stories, role play, and examples from different cultures, we can show that boys and girls around the world take on all kinds of roles and interests. Highlighting empathy, cooperation, and fairness as strengths—not weaknesses—helps shift the culture. It also encourages boys to be themselves without fear of judgment, which is especially important in a single-gender environment where differences can stand out more.
project work is a excellent way to tie developmental education together – the use of codes that match a global issue are also excellent conversation starters for kids. Overtime the kids could make their own codes through ipads or art!
Ehigie’s paper highlights the need for students to see themselves as global citizens who can engage with real-world issues like inequality, climate change, and human rights. Development Education supports this by encouraging critical thinking, empathy, and a sense of responsibility—skills that align well with School Self-Evaluation (SSE) priorities such as wellbeing and learner engagement.
In my own teaching, I’ve explored Fair Trade with Second Class using laminated cut outs of bananas. The children mark what portion the factory, corporations and farmers receive of the profit per banana to highlight unequal pay for farmers. The children were really engaged, and it opened up discussions about fairtrade, choices in our shopping, and how we’re connected to others around the world. I’d encourage colleagues to get involved in cross-curricular initiatives such as the global goals for sustainable development. Development Education fits naturally into SSE as it promotes reflective, inclusive teaching and supports whole-school collaboration. It helps prepare students life in a connected, ever-changing world.
