Forum Replies Created
-
Posts
-
I like how one of Colin’s suggestions was to promote walking/ cycling to school. Before Covid we had very active promotions -BOW- WOW bike on Wednesday, walk on Wednesday. Since Covid we have lost that initiative so that is one I would like to help reinstate as we live in a large Urban time and encouraging children/ parents to walk/ cycle to school could help see some positive changes that we could make to help our local environment.
Unfortunately Climate change is having a huge impact in our world both at a local level and at a global level. It is something that children are becoming more aware about. In my local area over the past few years we have experienced more severe storms. Storm Éowyn caused a lot of damage in our town and local area. Trees were damaged around the school, roads were blocked by fallen trees, some tiles were removed from our school building. The children can see first hand and understand that climate change can have a real impact on the places we live. We had a very wet winter and now we can see a very dry spell during the summer.
In the classroom I would use discussions, stories and online lessons to help children understand and explore climate change. Looking at and monitoring our weather would help them to see the link and make connections between what they see outside in our climate and the changes to our climate.
I would help them understand that we can make small changes that would make a big difference- We can separate our rubbish and put it in the correct bins/ recycle more/ save water by monitoring our usage and making sure we turn off the taps, save electricity by turning off lights when we don’t need them on. We could plant more flowers/ trees around our school environment.
As for the School Self Evaluation, I think this topic links in well . It supports and promotes wellbeing, active learning and allowing pupils to have a voice. It encourages children to take responsibility for caring for their local environment and helping them understand that small actions and changes can make a big difference.
Like Sarah we try to be open and welcoming to new children joining the school. We have a home school community liaison Teacher and she is good at putting families in touch with supports in the community. We have a parents room where parents can meet other parents who might be from the same countries. We have invested in translators so we can speak to children who might not have much English and the translators can help open communication and help settle them in. Usually I prepare the class for a new child’s arrival and the children are always very willing to help settle a new child in.
Through the SSE we have a culture week where children/ families are invited in to share their cultures, foods, dress from the home countries. Our EAL Teachers and home school liaison Teacher do a lot of work to help embed awareness of belonging and Global citizenship.
I too really like you buddy system, its so nice to ask children to help another child to settle in/ keep an eye on them. I find the children like the responsibility of helping another child. Sometimes in our school we see if we have other children who speak their language and we allow these children to visit the classroom and let them speak in their own language. we find it can help them to settle in, when they meet someone who they can have a chat to on the yard or at break times.
I would choose the Goal to end poverty in all its forms. Unfortunately there is a lot of inequality in the world. In my own school we see children coming to school from different back grounds and life experiences. We know some children are living in temporary accommodation. We have supports in place in our school to help support these children. It is important to acknowledge we are lucky to live in a country that is trying to help families and end poverty. Through lessons/ discussions and books I would help draw awareness to poverty around the world and help develop the children’s awareness and become global citizens.
Through the School Self-Evaluation , we could promote an awareness of Global citizenship
I agree with Aisling I think also that a structural inequality that really stands out to me also is education. we have children coming from different backgrounds and life experiences. In my own classroom in a DEIS school a child’s educational experience can be shaped by socioeconomic background, parental stress, cost of living crisis, access to supports/ therapies, and resources at home. Globally so many children don’t have access to education or need to leave education at a young age.
In my classroom, I would explore this through discussion, stories and inquiry linked to SDG 4: Quality Education. Like Aisling I would also encourage pupils to take simple actions such as awareness activities or learning about children’s lives in other countries. comparing their school day to our school day.. A good idea would be to Link in with other schools, either locally or internationally, this could also help pupils develop awareness and understanding of global inequality.Like Sarah before doing this course and reading this module I wasn’t thinking about how early gender stereotypes can influence children. I think its important to allow children to explore all areas in the classroom and help challenge toys that are seen as for the boys/ girls. Allowing children to explore and challenge early gender stereotypes. We can link this section into out SEE through wellbeing and promoting inclusion and belonging. Everyone feels a part of the classroom and is included and feels their opinions can be shared and are valued.
When thinking about how stereotypes might affect my students at a young age I often see some children have already got some ideas about what is suitable for boys to play with and for girls to play with. Often I might see the boys going to play with the construction toys and the girls playing in the home corner, often I rotate children in groups and they play in all areas. It is great to see the girls wearing the hard hats and busy building with the boys and then seeing the boys playing in the home corner making food and playing with the baby dolls. All the children enjoy all the activities but unfortunately they can have pre- conceived items before they start school. I think Development Education lessons can really help challenge these stereotypes and preconceived ideas as it encourages children to ask questions, think critically and respect different viewpoints. using story books, roll play can help children learn about stereotypes in an age appropriate way.
I like Fiona’s lesson recommendation of using the lessons on return to school in September – Connecting head, heart and hand. I think this is really an engaging way to help children understand and develop their Global citizenship journey.
As Sinead said having a themed week where all the school participates together and an awareness of Global Citizenship.
I found Eric Ehigie’s article on “The Role of Global Citizens in todays world” very interesting. Our classrooms have become more diverse, children are coming from different backgrounds and have different life experiences. We have a chance in the classroom to highlight issues of social injustice in our locality and globally in our world. Children are exposed to more content on the news, on social media so it is important to highlight these in an age appropriate way in our schools. Ehigie says” to be a global citizen, is to care”. That resonates with me as educators we have the chance bring global citizenship in to our classrooms and schools and to show we care at a local/ national and international level. We can start by caring.
I think in our school to help with our SSE, we could set up some resources in our school drive that all staff could access to promote Global development and citizenship. We could use some time at staff meeting to share learning from CPD courses.