Forum Replies Created
-
Posts
-
I really enjoyed reading your post. I like how you connected climate change to your own local area in North Mayo, as it helps make the topic more meaningful for pupils. The idea of using picture cards and taking the class on a local walk to observe the effects of weather is a great way to encourage active learning. I also think comparing your local experiences with those of children in other parts of the world is a really effective way to help pupils understand that climate change affects everyone differently. Your three suggested actions are practical and easy for children to take part in, showing that small changes can make a difference. I also like how you linked the activities to the School Self-Evaluation process, helping to make sustainability an ongoing focus within the school rather than just a once-off lesson.
Climate change is becoming more noticeable in my local area of Longford. We are seeing more heavy rainfall, local flooding, and more extreme weather than in the past. These changes affect our environment, local wildlife, and even everyday activities such as travelling to school or taking part in outdoor lessons. I think it is important that children understand that climate change is not just a global issue but something that affects their own community too.
In my classroom, I would encourage pupils to investigate how the weather has changed over time by keeping a weather diary, exploring local news stories, and discussing how climate change affects people, plants, and animals in Ireland. We could also carry out a litter survey around the school or take part in a tree-planting project to help improve our local environment.
Three actions we could take to help slow down climate change are reducing waste by recycling and reusing materials, saving energy by turning off lights and devices when they are not needed, and choosing to walk or cycle to school where possible. By taking part in these simple actions, pupils can see that everyone has a role to play. Helping children understand the importance of looking after the environment from a young age will encourage them to make positive choices that benefit both their local community and the wider world.I really enjoyed reading your post. It is clear that your school has created a very welcoming and supportive environment for refugee and newcomer pupils. I especially like the buddy system and the idea of writing welcome cards in a child’s home language. Small gestures like these can make a huge difference in helping children feel safe and included from their first day.</p>
I also think your ideas for involving pupils in fundraising, creating welcome packs, and celebrating different cultures are excellent ways of promoting empathy and understanding. Inviting local refugee organisations into the school is another great suggestion, as it helps children make real-life connections to what they are learning. I agree that the work of EAL teachers is invaluable, not only in developing language skills but also in helping children build confidence and a sense of belonging. Your whole-school approach is a great example of how Development Education can be put into practice every day.Integration Team (LAIT), the Irish Refugee Protection Programme, and community groups that help families settle into the area. These organisations work to connect people with education, healthcare, sports clubs, and other community services so they feel welcome and included.
As a school, there are many simple ways we could support refugee children and their families. We could organise a welcome buddy system, where pupils help new classmates settle in and make friends. We could celebrate different cultures through art, music, food, and storytelling, helping all children learn about and respect different backgrounds. Fundraisers for local refugee support organisations or collecting school supplies for new families would also be meaningful ways to help.
I think the most important thing is creating a welcoming school where every child feels safe, included, and valued. Small acts of kindness, understanding, and friendship can make a huge difference to children who may have had to leave their homes. These experiences also help our pupils develop empathy, respect, and a better understanding of the world around them while becoming active and caring global citizens.I really enjoyed reading your post. I like that you chose SDG 12 because it is something pupils can see in their everyday lives, especially with food waste and single-use plastics in schools. Your ideas for a classroom waste audit and a swap shop are simple, practical ways to help children understand that their actions can make a real difference. I also liked how you linked your ideas to the School Self-Evaluation process. Involving pupils in planning and reviewing the school’s progress is a great way to give them ownership and encourage responsibility. I agree that when Development Education is part of everyday school life, rather than a once-off event, it has a much greater impact on pupils and helps build lifelong sustainable habits.
I would choose Climate Action (SDG 13) because it is something children can relate to in their own lives while also understanding its impact around the world. Locally, children can see the effects of climate change through more extreme weather, flooding, and the importance of protecting nature. Globally, they can learn how climate change affects people’s homes, food supplies, and wildlife in many different countries.
In my classroom, I would encourage pupils to take small but meaningful actions. They could reduce waste by recycling, save energy by switching off lights and devices, walk or cycle to school where possible, and take part in litter picks or tree planting. We could also carry out a class project to reduce single-use plastics in our school.
By taking part in these activities, pupils can see that their actions matter. They learn that even small changes can make a difference and that everyone has a role to play in creating a healthier and more sustainable future for their local community and the wider worldI really like your idea of having all toys available to everyone instead of having “boys’ toys” and “girls’ toys.” Giving children the freedom to choose what interests them helps break down gender stereotypes from an early age. I also agree that encouraging all pupils to take part in STEM, coding, robotics, and the arts is so important. Children often discover talents and interests when they are given the chance to try something new. Your point about mixed-gender sports is a good one too, as it encourages teamwork, inclusion, and respect for each other’s abilities rather than focusing on gender. Small changes like these can make a big difference in helping children feel confident to be themselves and take part in any activity they enjoy.
Gender stereotypes can affect children from a very young age. In my classroom, I have noticed that during STEM activities, boys are often the first to volunteer to use the iPads or build models, while some girls are happy to watch or let others take the lead. This is not because the girls are less able, but because children can be influenced by the messages they see at home, in the media, and in society.
Development Education can help challenge these stereotypes by giving children opportunities to think, ask questions, and share their ideas. For example, we can read stories about female scientists or male nurses and talk about why people sometimes think certain jobs are only for boys or girls. We can also make sure boys and girls work together in groups and all have a chance to be the leader or use the equipment.
As teachers, we can encourage every child to try new things, challenge unfair comments, and show that everyone can succeed, no matter if they are a boy or a girl. This helps children become more confident, respectful, and open-minded.I really like your point that Development Education is a mindset rather than another subject to fit into a busy timetable. I also agree that asking questions like “Whose voice is missing?” encourages pupils to think more deeply instead of simply accepting information. Your idea of a shared digital resource bank is a great one because it would make it much easier for teachers to include Development Education in small, manageable ways. I also think a whole-school Global Goals Week would be a fantastic opportunity for pupils to see how these issues connect across different subjects. Working together as a staff would help ensure that Development Education becomes part of everyday teaching rather than a one-off event.
Development Education is important because it helps children understand the world around them and see how their actions can make a difference. In The Role of Global Citizens in Today’s World (Ehigie, 2021), the idea of being a global citizen is about caring for others, respecting different cultures, and working towards a fairer and more sustainable world. I think this is something that should be part of everyday learning, not just one subject. In my classroom, I would include Development Education through class discussions, group projects, stories, and activities linked to topics like climate change, equality, and the Sustainable Development Goals. I would also encourage pupils to think about ways they can make a positive difference in their own community. To encourage colleagues, I would share useful resources and ideas, plan whole-school activities together, and show how Development Education can easily be included across different subjects in a meaningful and engaging way.
