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Hi Claire. Walk on Wednesday is a great idea to get kids moving and also help our planet. The light monitors are also a lovely idea to give children some responsibility while also teaching the importance of not wasting electricity.
In Kilkenny city and county, the effects of climate change are becoming more and more visible. We’ve seen lots of rainfall which in turn leads to flooding and unusual weather patterns which affects local farming and therefore has a noticeable negative knock on effect on biodiversity, especially among pollinators like bees. These changes are not unrelated to the lives of children, they affect the parks they play in, the food they eat and the routines of their families. This creates a key opportunity to connect climate science with their own personal experiences in meaningful, age-appropriate ways.
In the classroom, I would encourage pupils to observe and discuss local environmental changes, through nature walks, weather logs, or interviews with community members like farmers. We could use the school ipads to take some images and compare and contrast these to the past. We would explore the causes and consequences of climate change through stories, science experiments and role-play, helping them understand both the problem and their power to help.
We would focus on three achievable goals:
Reduce waste – introducing classroom composting and encouraging lunchbox audits to cut down single-use plastics.Plant for the planet – growing pollinator-friendly plants or trees in a school garden.
Walk or cycle to school – creating an active travel campaign to reduce emissions and improve health.
These actions slow down climate change and foster responsibility, teamwork, and hope.
Hi Laura. It sounds like your school/community are great and very proactive in terms of welcoming people in. The translation of important information and newsletters is a great way to make people feel valued and included.
I am based in Co. Kilkenny. Upon further research I have now learned that Immigrant Services Kilkenny provide a drop-in clinic on Monday and Wednesday 9am -1pm in a local centre which is a great resource for information seeking and assistance. Supporting refugees is an amazing way for schools to truly show their values of inclusion, empathy, and global citizenship. Refugees, especially children, often face immense challenges such as language barriers, trauma and feelings of isolation. In our schools we can play a crucial role in creating a safe, welcoming environment that nurtures both academic and emotional wellbeing. We could establish a “Welcome Committee” made up of students and staff to greet new arrivals, offer school tours, and pair refugee students with buddies. Language support is essential, so integrating visual aids, translation tools and peer language mentors would help ease communication. By involving students in projects like fundraising for refugee support organizations, organizing donation appeals, or writing welcome letters we really can help. This aligns powerfully with the broader aims of global education and supports social cohesion at a local level.
Hi Claire. I really like the idea of contacting and connecting with local business’. I think that this will make learning really relevant and meaningful for children.
I chose the topic: Clean Water and Sanitation. In Ireland access to clean water and proper sanitation is the norm however this is not the case worldwide so I would like the children in my class to learn more about this and how they can help. Clean water is a fundamental human right, yet millions of children globally are deprived of it. In countries facing water scarcity or poor sanitation children, especially girls may miss school, suffer from preventable diseases or be forced to walk long distances to collect water. Locally, while Ireland generally enjoys good access to clean water, children are still impacted by issues such as pollution of local waterways, microplastics, or occasional boil-water notices in rural areas. This creates a valuable opportunity to help students understand that water conservation and sanitation are global issues with local relevance.
To encourage local-level action, I would integrate this topic into project-based learning. Students could monitor water usage at school, create campaigns on reducing water waste at home, or research local rivers and their biodiversity. We might partner with Irish Water or environmental groups to host workshops and visits to water treatment plants.
Additionally, students could participate in World Water Day by presenting assemblies, designing posters, or raising funds for international clean water projects—building a sense of solidarity with peers worldwide. These hands-on activities not only support ESD to 2030 Priority Action Area 5 but also empower students to act with empathy and responsibility, understanding that their small, local efforts are part of a much bigger, global solution.
Hi Ciara. I think you’re right- by encouraging critical thinking we can promote lots of talk and discussion around why we see certain activities as better/more suitable for one gender over another. I also agree that celebrating girls participation in STEM ensures that all children regardless of gender feels capable.
Gender stereotypes can begin to shape children’s beliefs and behaviors from a very young age, often subtly reinforced through media, toys, language, and even classroom dynamics. As a primary teacher, I’ve seen how these beliefs can limit students’ self-expression, and interests.
One scenario that stands out occurred during a classroom activity where students were asked to choose roles for a group project. A boy quickly volunteered to be the “team leader,” and a girl, who had just as much confidence and ability, quietly offered to take notes. When I gently encouraged her to consider leading, she hesitated, saying, “Boys are usually the boss.” This moment made me reflect deeply on how ingrained these ideas are even in children as young as seven or eight.
It’s a reminder of the importance of actively challenging stereotypes by ensuring equal opportunities, using inclusive language, and highlighting diverse role models. As teachers, we must model gender equity and create a classroom culture where all children feel empowered to lead explore, and defy limiting expectations.
Hi Geraldine. I really liked your idea of the cross curricular development days, I think this is a great idea for integration across subject areas. Continuing CPD among staff is a super idea too to ensure consistency among each class.
Development Education plays a vital role in shaping students into informed global citizens, this is clearly highlighted in Ehigie’s 2021 paper, “The Role of Global Citizens in Today’s World.” It encourages pupils to examine inequalities, reflect on power structures that surround them, and consider how they can create change.
In my classroom, I would integrate development education across subjects. In literacy lessons I would use books from marginalized voices or stories of migration as well as student-led research into the real-world contexts such as GAZA at the moment. In science, units on energy or ecology we would include discussions about the environmental practices of different countries and climate justice. I would encourage practical inquiry-based projects such as students investigating local supply chains of goods and proposing ways to reduce exploitation. I would create posters for display around the school about global injustices and coordinate a whole school “Global Awareness Day” where each class hosts interactive stalls or mini-workshops centered on a sustainable development goal.Hi Mary, the town walk seems like a lovely idea and a great way to observe architecture etc. I like the idea of progressing this learning by then looking at the wider area and focusing on the geography elements such as fertile land etc. Sounds great!
I really like the idea of using images and film as a stimulus, I think that it would really capture children’s attention. The two stars and a wish assessment is a great tool to utilize also so you can plan your focus for future lessons.
This idea of collecting berries to make jam is gorgeous and one that I could definitely see my class loving! It would be great fun and also a very meaningful learning experience as they have collected their own berries. I like the link with technology too for the bird identification. Another idea to link IT could be to record and narrate the process of the jam making- nice link with literacy and oral language too.
My school is based in Callan Co Kilkenny where famous White House architect was born so I would base my investigation on him. I would start by introducing James Hoban to the class. I would show images of the White House and talk about how it has stood for centuries, withstanding weather, use, and time. We would discuss What makes a building like the White House so strong and long-lasting? Why was it designed like this etc.
We would then focus on the structure and materials used linking with science concepts:
Forces, materials and shapes in engineering. We would then be ready to start our own investigation: Children (in groups) will be instructed to build their own strong structure. They will design and build a model of a building using materials like straws, paper, cardboard, tape, and clay.Primary focus= Build the tallest structure that can hold a book for at least 10 seconds.Throughout the project I will encourage students to apply Hoban’s thinking of planning, sketching, and testing ideas just like an architect.
At the end I will test each group’s structure. As a whole class we will discuss what worked well and what didn’t, what we would change etc. We will connect our findings back to the White House and Hoban’s design choices.I would introduce Johns Bridge in Kilkenny city as our main focal point. We can easily walk to the bridge from our school and will take some pictures on the school ipads. We will learn about the history of the local bridge. We will then discuss how bridges work outlining the importance of structure, materials etc.
Using our ipads we will learn about basic bridge types (beam, arch, suspension, etc). We will sketch our own bridge design inspired by the Johns Bridge. NB= consider what materials are available (lollipop sticks, cardboard, string, etc.). I will encourage them to think about scale and stability at all times.. In groups. Children will build small-scale models of their bridges. Groups present their bridge models to the class.
Bridges will be tested for strength and students reflect on what worked, what didn’t, and how they’d improve the design in the future. This type of project makes learning active, and meaningful, showing students how engineering is part of the world they live in.