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I love the idea of having an energy monitor to manage classroom lighting use. Thank you for sharing!
Coming from a rural community, one of the impacts I have noticed this year is the pressure the prolonged hot and dry weather has put on farmers. Grass growth has been poor, meaning some farmers have had to feed silage to cattle during the summer months. This will have a knock-on effect for the winter, as fodder that would normally be kept for winter feeding is being used much earlier than planned. I think this would be a good local example to explore with pupils, looking at how weather can affect farmers, animals, food production and our local community, before considering how climate change can affect communities in other parts of the world.
In my classroom, I would encourage the children to think about some simple actions they can take, such as:
1. Reducing waste – encouraging children to reuse materials and think about what they throw away.
2. Saving energy – getting into simple habits such as switching off lights and devices when they are not needed.
3. Protecting local biodiversity – planting flowers or creating small areas for wildlife around the school.
I also think this could feed into SSE by looking at what our school is already doing in relation to reducing waste, saving energy and protecting biodiversity. We could identify an area that needs improvement, set a realistic target and involve the children in taking action. We could then review what we have achieved and decide what we could do next. This would help make climate action an ongoing part of school improvement rather than just a once-off activity.I also love the ethos behind Schools of Sanctuary. I look forward to seeing more schools work towards gaining official recognition as a School of Sanctuary in the coming years.
Schools of Sanctuary Ireland helps schools support refugees and create a welcoming environment for them. I particularly like the idea of learning about refugees and migration before taking practical action. In school, we could explore different cultures and experiences and then discuss how we could help new pupils and their families feel part of our school community.
I think the children could also have a role in deciding what actions our school could take. Maybe this could be through creating welcome displays, learning some words from different languages or sharing aspects of their own cultures. This would help all children understand the importance of inclusion rather than simply being told about it.
I also think this could feed into SSE by looking at how welcoming and inclusive our school currently is, identifying areas that could be improved and agreeing on actions. Working towards becoming a School of Sanctuary could provide a useful framework for this and help make welcoming refugees and newcomers a priority within the wider school culture.Hi Carole,
I agree that children need to be aware of the importance of protecting our fish stocks. This could be explored and appropriate actions encouraged through engaging with resources such as Leave No Trace Ireland.I would like to focus on SDG 13: Climate Action. I think climate change is something children can begin to understand from a young age by looking at what is happening in the environment around them. For example, we could discuss the unusual weather as of late, flooding or changes in plants and wildlife, and then explore how similar changes can affect people and environments across the world. This could help children see that climate change can affect our local communities and that the effects can often also be much greater for communities in other parts of the world.
I would encourage my pupils to take action by choosing a small class project, such as reducing waste in the classroom, saving energy or creating a more wildlife-friendly area in the school grounds. This would give the children an opportunity to see that their actions can make a difference. It also links well with ESD to 2030, which highlights the importance of connecting local issues with national and global issues.
I also think this could feed into SSE by looking at what our school is already doing around sustainability, identifying an area for improvement and setting a simple goal. This could also fit very well with Priority Action Area 5, which encourages schools to work with their local communities and organisations on sustainable development.Gender stereotypes can develop from a very young age and influence how children see themselves and what they believe they can achieve. The module made me realise how easily these ideas can be picked up during childhood and how important it is to challenge them early.
I noticed this in my 2nd class classroom when we were researching famous sportspeople. I heard comments such as “boys are better at sports”. Although these comments were made quite casually, they made me think about how children can develop ideas about what boys and girls can and cannot do.
Development Education could help challenge these ideas through simple discussions and activities. We could look at a range of male and female sportspeople, discuss their different strengths and achievements, and ask whether being good at a sport depends on gender or on things such as interest, practice and ability. This would encourage children to question their own assumptions and consider different perspectives, which links well with the module’s focus on challenging stereotypes.
I also think this could feed into SSE by looking at how gender equality is currently promoted across the school, identifying areas for improvement and agreeing on actions.Hi Gráinne,
I also really love the approach of looking at Development Education through the lens of the Green Schools programme.
Reading Ehigie’s (2021) paper made me think about how important Development Education is in helping children understand the world around them and their place in it. I liked the idea that being a global citizen is about recognising that we are all connected and that issues affecting people in other parts of the world can also affect us. Development Education can help children understand world issues, question what they see and hear, and recognise that they can make a difference.
As an infant teacher, I think Development Education can be introduced from a young age in simple and age-appropriate ways. In my classroom, I would explore ideas such as fairness, equality, caring for others and respecting different cultures through stories, discussion, play and the arts. I would also make links between the children’s own experiences and wider issues in the world. As the children get older, these ideas can be further developed through subjects such as Geography, History, Science and SPHE. This fits well with the learner-centred and holistic approach discussed in the module.
I would also encourage colleagues to share ideas and resources so Development Education becomes part of the whole school. SSE could help us identify what we are already doing, areas for improvement and goals for future development. Overall, I think Development Education can help children become more aware, respectful and confident in making a positive difference in our world.I really like this research question. I love how it focuses on something the children can relate to in their everyday lives, just outside their classroom door. It will make the learning feel much more real and meaningful.
Research Question: Is the current heatwave in Ireland linked to climate change?
I chose this question because it is based on something pupils have recently experienced. Although we are currently on our summer holidays, I think this would be an ideal investigation to begin when we return to school in September – the children will still remember the fantastic weather we had at the start of the holidays. It would be a great way to build on their own experiences and spark their curiosity.
I would begin by asking pupils what they remember about the heatwave and whether they think it was unusual. This would naturally lead into a discussion about the difference between weather and climate, as many children mix the two up. Pupils could then work in groups to investigate temperature records, compare this summer with previous years and use reliable sources to look for evidence. The question doesn’t assume climate change is the cause but instead encourages pupils to investigate the evidence for themselves. I think this would make the learning much more meaningful while also developing their research, teamwork, and critical thinking skills.I was so surprised by how many satellites pass overhead all the time. It’s really fascinating to see the variety of purposes they serve.
OPTION THREE
• I completed the pupil activities from the ESA Nose High Up in the Sky resource and found them engaging, practical, and suitable for primary pupils.
• Activity 1 – Talking about the Weather. I analysed weather proverbs such as “Red sky at night, sailors delight” and found this activity excellent for encouraging discussion, critical thinking, and linking traditional weather sayings with scientific explanations about the atmosphere and weather systems.
• Activity 2 – Sensing the Weather. I observed the weather using my senses by describing the clouds, temperature, wind, and rain, and I found that this activity helped develop observation skills, scientific vocabulary, and an understanding that accurate forecasts require more than human senses alone.
• Activity 3 – Build Your Weather Station. I followed the instructions to measure temperature and understand how an anemometer and rain gauge work. I found this hands-on investigation particularly effective for teaching data collection, measurement, teamwork, and the role of scientific instruments in weather forecasting.