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These suggestions dovetail with many of the actions recommended as part of the Green Flags project so you may find some helpful resources on the Green Schools website to help organise questionnaires and audits.
This Summer the effects of climate change have been very visible. The heat coupled with the lack of rain fall has left a clear mark on the landscape. Farmers are acutely affected as the conditions mean that grass is not growing. Many are already using silage intended for next Winter in order to feed their herds. Fires have broken out in many local areas resulting in extensive damage to land and to very unpleasant smells and smoke in the air.
In terms of actions which I can take, a key action is to reduce consumption of products, particularly clothing. The Irish Department of Climate, Energy and the Environment tells us that the fashion industry is estimated to be responsible for 10% of global carbon emissions. It also tells us that research from the Environmental Protection Agency (EPA) found that textiles such as clothing and household textiles make up 9% of waste in the general waste bin. Limiting the number of items I purchase, opting to purchase from second hand shops/sites and purchasing from companies which are B Corp certified are practical steps I can take.
To focus on this in my classroom, I would design a lesson around the story of a fast fashion item or a single use item such as the Life of a Christmas Jumper. In a senior classroom, the children could research the story of a jumper by looking at the materials which are used in the manufacture of most, the places in which they are made and the working conditions in the factories, the cost of transport to our shores and their ultimate end in landfill. We could then brainstorm ways in which to minimise the number being sent to landfill such as by holding a jumper sale in school or simply not asking children to wear these items in the first place.
It is so true to say that creating an inclusive and welcoming school community benefits everyone in the school community. I think this is one of the key ideas to convey to everyone as everyone’s life and community is enhanced when we work together regardless of where we are from.
There is a group working in the SouthEast called Waterford Integration Services (WIS) which works with newcomer citizens of Waterford. It provides drop-in facilities for initial frontline services and then refers people onwards to other agencies to assist with specific issues. WIS works collaboratively with many other organisations such as the Department of Education.
Actions which our school and students could take include collection and donations of items which might be helpful for newcomers to our community such as collections of good quality used clothing, footwear, toys and books. These could be shared with people in direct provision or other newcomer families.
Education in this area is so important and use throughout the school of the lessons from Plan International and other agencies such as Irish Aid is a really important way of developing children’s understanding of this topic and also of accessing accurate information in an age appropriate way. The website developmenteducation.ie has a range of really useful resources.
On a practical level, we can think about ways to really help newcomer children in our school to really feel that they belong. Ways to do this include use of clear signage throughout school to direct parents and children to classrooms, toilets etc. Direct teaching and practice of simple classroom routines is important. Where possible, use of a buddy system with pupils who share the same home language might help. Displays which reflect the home lives of all children in the school help. Invitations to families to visit the school and participate in school life can help. One example of participation could be sharing a book in a home language with a class can. Weaving words from all home languages into the school day can also help. Sourcing books in different languages and placing them in school libraries is helpful as is use of story to explore the theme of migration.
I think this is a great idea Siofra.
I think this is one of the goals that seems a little more abstract and it can be hard for the children to see how their individual action can make an impact. The ideas you suggest help make the idea more tangible and meaningful for the children and also show how each individual little step ultimately can make a positive difference.
The need for Climate Action (SDG 13) is something which is particularly relevant at the moment as we are witnessing the effects of it at first hand. In our landscape, we can see how, as a result of an exceptionally hot Summer, plants wilt, the leaves on trees are turning colour and wild fires have ravaged large areas of land. On a global level, the children can see how the change in temperatures is causing natural disasters which result in loss of life and destruction of homes and habitats and forced migration for many. The local and national impact is something which we often discuss in Geography lessons or when related items are on RTE’s News2Day.
The An Taisce Green Schools Progamme is a great vehicle to encourage students to take action to support this goal. Each flag focuses on different areas in which we can take action. Since adopting the programme, we have promoted the importance of reducing consumption of resources, reusing items where possible and walking or cycling to school. We have also participated in the Picker Pals programme which is one of the programmes which received government funding under the ESD Programme. These programmes provide very practical ideas to help children take action to support this SDG.
Louise,
I really like the questions you suggest. Questioning is such an important skill for everyone and the discussion which can flow from questions such as yours can really help to develop children’s capacity for critical thinking. I also like your recommendation to use a broad range of books, displays and resources depicting girls and boys engaging in lots of different activities. Visual imagery is so important in challenging stereotypes.
A few years ago, in the Infant Classroom, we conducted a little experiment – essentially the experiment outlined in lesson three of the Plan International Pack. It was remarkable to see the images which the children presented. Jobs which involved a caring element such as nursing, teaching and child care were almost always presented as women whereas those jobs which usually attract greater pay such as engineering, medicine, dentistry etc were almost universally depicted as men.
During freeplay activities in Junior Classes, it is quite common to see girls gravitate towards certain toys and games and boys towards others. Girls often choose activities such as drawing and colouring or using beads to make items whereas boys tend to opt for construction activities or things which facilitate movement such as playing with cars and trucks.
The clothing which children wear is also stereotypical with boys wearing items which are darkly coloured and girls wearing brighter colours. Boys tend to have dark coloured stationery items and girls have fluffy brightly coloured items.
The talk and discussion facilitated in Lesson Three of the Plan International pack provides a really useful way of combating these stereotypes. Also, the lesson adopts a playful approach, provides an opportunity to question the stereotypes and seeks a variety of perspectives on the issue. All of these approaches are helpful development education methodologies which can help combat the stereotypes.
Jonathon, I agree with the point that you make that development education does not have to be a set of extra lessons but instead can be woven into lessons we already do. It is like the Principles of Learning, Teaching and Assessment set out in the PCF – it should lie at the heart of what we do.
Our world is both local and global and for each of us to live and to thrive, we need to work together. Development Education is important as it gives us the tools to enable us to work together effectively.
Each person is part of an enormous community of people and Ehigie tells us that in order for this community to work we each must be “an effective global citizen…[by] appreciating our place, and the place of others, in the interwoven yarn of kinship, that encompasses all people.”
Development Education helps each of us to appreciate our place in the world and to see that we each share more in common than in difference. Ehigie also points out the through education we can identify ways in which we impact our community in positive ways. In this way, Ehigie argues that education can build social cohesion and positive change.
In my teaching, teaching in an inclusive, respectful and empathetic way is a key starting point to building an environment in which issues around Development Education can be discussed and explored. Using resources from Irish Aid and Plan International provide a structured way of planning development education activities in my classroom. Sharing these resources with other teachers will encourage others to also introduce Development Education in their classrooms.
As our school begins to work on the enactment of the Redeveloped Curriculum, we can as a staff consider how best to incorporate this area into our School Plans across all curricular areas but particularly SEE, Wellbeing and Language.