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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.I think finding a more age appropriate video would be necessary when exploring this topic with the younger classes.
Film: HOME
• This film shows how human activities like deforestation and pollution are damaging the planet.
• I would introduce these facts by showing video clips and asking the pupils what changes they notice in the environment. We could discuss how our daily choices can help protect the Earth and encourage pupils to think about the impact of their own actions.
Video Clip: Ireland’s Climate Action Plan 2019 – The Key Takeaways
• This video clip highlights Ireland’s plans to reduce emissions through renewable energy, reducing waste and making more sustainable choices.
• I would introduce these facts by linking it to pupils’ lives and discussing simple actions we can take. Pupils could share ideas for making the school more environmentally friendly.
Video Clip: Greta Thunberg Full Speech at UN Climate Change COP25
• This video clip highlights the urgency of climate change and the need for immediate action.
• I would introduce these facts by discussing Greta’s message with my pupils and encouraging them to think about how they can play a role in protecting the planet.• Feedback: I found Activity 3 engaging and relevant as it helps pupils understand climate change using real climate projections rather than learning about it in theory. The Paxi video also explains the greenhouse effect in a clear, age-appropriate way.
• Using it in class: I would use this activity with senior primary pupils as part of a cross-curricular STEM scheme of work. I would link it to science, geography and maths through data analysis, discussion and problem-solving. It would also encourage pupils to think critically about the impact of climate change on their own lives.
• Improvements: I would incorporate more Universal Design for Learning (UDL) principles by providing pupils with different ways to engage with the activity and demonstrate their learning. For example, pupils could present their climate report as a poster, video or oral presentation. I would also have visual supports, sentence starters and differentiated resources to help all learners have access to the learning.
