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In response to Marian’s post, I really like her ideas, particularly the Energy Patrol, as it gives pupils ownership and responsibility for reducing the school’s energy use. Since last year, our Energy Monitors have introduced a daily ‘Switch Off’ Hour at 1 p.m. During this time, teachers switch off classroom lights, avoid using the interactive whiteboard where possible, and minimise the use of iPads and other devices. Lessons such as PE, SPHE, and Music are often scheduled for this hour, or any interactive whiteboard activities are completed before lunch so pupils can continue independently afterwards. It has been a simple but effective initiative that encourages everyone in the school community to think about their energy consumption and reinforces the message that small actions, when carried out consistently, can make a positive contribution to tackling climate change.
Over the past year, severe storms and extreme weather have resulted in school closures across Ireland, demonstrating that climate change is no longer a distant issue but one that is affecting our own communities. These events provide valuable opportunities for pupils to explore how climate change impacts both their local area and communities around the world.
I would use development education methodologies such as inquiry-based learning, discussion, collaborative group work, and outdoor activities to help pupils investigate local weather events, compare them with the experiences of children in more vulnerable countries, and develop empathy and critical thinking. Activities such as biodiversity walks, weather observations, and Green Schools projects would encourage pupils to appreciate and care for their local environment.
I would also encourage pupils to take practical climate action by conserving energy in school, reducing waste through recycling and reusing materials, and promoting sustainable travel such as walking, cycling, or scooting to school. These everyday actions help children understand that small changes can collectively make a positive difference.
This module has reinforced the importance of empowering children with hope rather than fear. By embedding climate action across the curriculum and organising initiatives such as litter-picking projects, our second class for example are taking part in the ‘Picker Pals’ programme this year or a Global Awareness Week, pupils can become active participants in creating a more sustainable future.
The Development Education modules also support our SSE by promoting global citizenship, sustainability, inclusion, and active learning. Through whole-school initiatives development education can become an integral part of school improvement while preparing pupils to become informed, responsible, and compassionate.
I think the idea of becoming a School of Sanctuary is fantastic and something I would love to see our school adopt in the future. It provides such a positive framework for creating a welcoming, inclusive environment where every child feels safe, respected, and valued, regardless of their background.
In our school, we already make every effort to ensure that refugee and newcomer pupils feel welcomed and supported from their very first day. Where possible, a new pupil is seated beside a classmate from the same country or who speaks the same language, helping to ease the transition into a new school environment. If there is no child from the same country in their class, we ensure they have opportunities to meet and spend time with pupils from their native country throughout the school day. These pupils can check in with them, help them navigate school routines, and offer reassurance and friendship as they settle into their new surroundings. As a school community, we also create welcome cards with warm greetings written in the child’s home language to let them know they are valued and that they belong. We work closely with families to ensure they have everything they need for their child’s education, providing school uniforms, books, and essential equipment where required. We also signpost families to local charities and community groups that can offer additional practical and social support as they settle into life in the area.
I believe there is also great potential for our pupils to work alongside local organisations that support refugees, helping to strengthen the connection between our school and the wider community. Pupils could organise welcome packs, participate in fundraising or donation drives, and write messages of friendship for newly arrived families. Representatives from local refugee support organisations could be invited into the school to share their experiences and explain how communities can make newcomers feel welcome. During a Global Awareness Week, pupils could celebrate the cultures, languages, music, and traditions of countries represented within our school community, helping to foster understanding and inclusion. These experiences would encourage children to become active global citizens who recognise that small acts of kindness and compassion can have a lasting impact.
Our English as an Additional Language (EAL) staff also play an invaluable role in supporting refugee and non-national pupils. Their dedication, care, and expertise help children develop their English language skills while ensuring they feel safe, included, and confident in their new environment. This whole-school approach reflects the values of development education by promoting inclusion, empathy, respect for diversity, and a strong sense of belonging for every child.
Global warming is one of the biggest challenges facing children today, both in Ireland and around the world. In Ireland, children are experiencing the effects of climate change through for example more frequent flooding. Globally, many children face even greater challenges, including drought, food shortages, displacement, and limited access to clean water. These issues highlight the importance of helping children understand climate change in an age-appropriate way.
As a teacher, I want to encourage my pupils to see that their actions can make a positive difference. Using development education methodologies such as discussion, inquiry-based learning, and collaborative projects, children can explore climate change while developing empathy and critical thinking skills. Our school already places a strong emphasis on caring for our local community and environment. Our Green Schools Committee is committed to promoting recycling, reducing waste, conserving energy, and encouraging environmentally friendly practices throughout the school. Through these initiatives, pupils learn that everyone has a role to play in tackling climate change. It is my hope that these positive messages and habits are carried home, encouraging families to adopt sustainable practices so that small actions within our school community can have a wider impact. By working together, we can help children understand that caring for the environment begins locally but contributes to a more sustainable future for the wider world.
I agree that safe, secure, and affordable housing is fundamental to every child’s wellbeing. It is heartbreaking to think that so many children in Ireland are affected by the housing crisis and that this can have such a significant impact on their education, mental health, and overall sense of security.
I particularly like your idea of having pupils design their own ideal community. It is such an engaging and age-appropriate way to help children understand that everyone deserves a safe place to call home while also encouraging them to think about inclusion, fairness, and the needs of others. I also think linking this learning to a local charity is a wonderful idea, as it gives pupils an opportunity to move beyond simply learning about an issue to taking meaningful action within their own community.
I completely agree that gender stereotypes can be so subtle that we often do not realise how easily they influence children’s thinking and behaviour. I have noticed that children often make choices based on what they believe is expected of boys and girls rather than what genuinely interests them. This has made me much more aware of the importance of creating an environment where all children feel free to explore a wide range of activities without judgement.
I also think it is important to introduce children to positive role models who challenge traditional gender stereotypes. Sharing stories of inspiring women or learning about the achievements of remarkable women in history, science, sport, and the arts can help broaden children’s perspectives and encourage them to believe that they can pursue any interest or career regardless of gender. Equally, it is important that children see men represented in caring and nurturing roles so that stereotypes are challenged for everyone. By providing inclusive resources and creating opportunities for meaningful discussion we can help children develop a more open-minded understanding of gender and equality that will benefit them throughout their lives.
I have noticed that gender stereotypes can influence the choices children make in the classroom. During free play, when the farm set, tractors, and transport toys are available, it is often the boys who naturally gravitate towards these areas, while many of the girls choose the hairdressers, arts and crafts, or dolls. On occasions when a girl has shown an interest in playing with the tractors or a boy has wanted to play in the hairdressers or in the kitchen, I have observed comments from other children suggesting that these toys are “for boys” or “for girls.” These experiences highlight how early children begin to absorb messages about gender roles from the world around them.
Development education methodologies can play an important role in challenging these stereotypes by creating opportunities for children to question assumptions and recognise that everyone should have equal opportunities regardless of gender. As a teacher, I can deliberately encourage mixed-group play, ensure that all classroom resources are presented as being for everyone, and use stories and discussions that challenge traditional gender roles. For example, introducing books that feature female farmers, engineers, or mechanics, as well as male nurses, teachers, or carers, can broaden children’s understanding of what is possible. Through questioning, discussion, role play, and cooperative learning, I can encourage children to reflect on why they associate certain toys or jobs with particular genders and help them understand that interests, talents, and careers should never be limited by stereotypes. In doing so, I hope to create a classroom where every child feels free to explore, play, and learn without feeling constrained by expectations based on their gender.
I think having a shared drive for all teachers to access development education resources is an excellent idea. Having everything in one central place would make it much easier for staff to find quality resources, share ideas, and collaborate when planning lessons.
I also really like the idea of introducing a Global Awareness Week each year. I feel this is a very achievable initiative, particularly as our school already celebrates it for events such as Wellbeing Week, Active Week, Science Week, Seachtain na Gaeilge, and Maths Week. Adding a Global Awareness Week would fit naturally alongside these existing initiatives.
After reading the paper on the role of global citizens in today’s world it has made me reflect on the importance of development education and its place within schools. It has strengthened my understanding of why development education is essential in helping pupils become informed, responsible, and compassionate global citizens who can think critically about global issues. As a teacher, I want to incorporate development education into my own practice by embedding global perspectives across the curriculum and creating opportunities for pupils to explore real-world challenges. I also hope to encourage my colleagues to plan and implement development education activities throughout the school so that it becomes a shared commitment, fostering a whole-school approach to global citizenship and preparing our pupils to contribute positively to an increasingly interconnected world.
To evaluate how well development education is working, the school could gather evidence by observing lessons, listening to pupils’ ideas and opinions, looking at examples of their work, reflecting on teaching practices, and seeking feedback from parents and the wider school community. This information can help identify what is working well and where improvements can be made. The school can then set realistic goals, provide teachers with opportunities to develop their skills, create more opportunities for learning across different subjects, and build links with local and global organisations to enrich pupils’ learning experiences. As part of this whole-school approach, the school could introduce an annual Global Awareness Week, where pupils explore global issues through a range of cross-curricular activities. Another initiative could be to focus on a different country each year, allowing pupils to learn about its culture, traditions, geography, and contemporary challenges while making meaningful connections with their own lives. These initiatives would help make development education visible across the school, encourage collaboration among staff, and provide engaging, real-world learning experiences for pupils.