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I chose reduced inequalities because it is something children can relate to in their own lives while also understanding its impact around the world. It is important to help pupils recognise that everyone deserves to feel included, respected and valued, regardless of their background or abilities.
In the classroom, I would encourage pupils to explore kindness, inclusion and fairness through stories, role play and group activities. We could also take part in local initiatives such as fundraising, community projects or celebrating diversity through themed activities. These experiences help pupils understand that small actions can make a positive difference in their school and community.
This links well with School Self-Evaluation, particularly in promoting inclusion, wellbeing and pupil voice. By reflecting on these activities and involving the whole school, Development Education can become part of everyday learning while supporting the goals of ESD to 2030.
I liked your example of the bracelet and knitting station as it shows how everyday classroom moments can challenge stereotypes. I agree that the language we use and the opportunities we provide can have a big impact on children’s confidence and choices.
When reflecting on gender stereotypes in my own classroom, I think it is important to recognise that children can develop ideas about what is “for boys” and what is “for girls” from a very young age. Working in a MGLD class, I have noticed that some pupils can be influenced by these ideas when choosing activities. For example, some children may avoid certain areas of play because they see them as being more suitable for another gender.
Development Education can help challenge these views by encouraging children to talk about fairness, equality and respect for others. Using stories, discussions, role play and everyday classroom activities can help pupils understand that everyone can enjoy different interests and have different strengths.
Through the SSE process, schools can reflect on how inclusive their practices are by looking at resources, pupil participation and classroom experiences. This can help create an environment where every child feels accepted and confident.
I agree that Development Education is most effective when it becomes part of a whole-school approach rather than being taught as a standalone topic. I liked your suggestions of a Global Awareness Week and focusing on a different country each year, as these are practical ways to engage pupils and promote cross-curricular learning.
After reading Ehigie’s (2021) paper, I was reminded that Development Education is about more than learning facts about global issues. It encourages pupils to think critically, develop empathy and understand how their actions can make a positive difference. These are valuable life skills for all children.
As I work in a MGLD class, I feel Development Education should be adapted so every pupil can engage meaningfully. I would use stories, visual supports, role play and practical activities to explore themes such as inclusion, sustainability, kindness and respect for diversity. These topics can be linked across SPHE, literacy and the arts.
Development Education should be part of a whole-school approach. Sharing ideas with colleagues and including these themes in school initiatives can strengthen learning. It also supports the School Self-Evaluation process by promoting inclusion, pupil wellbeing, active learning and student voice, helping create a caring and globally aware school community.
I like how you’re encouraging curiosity through real-life observation and discussion, especially how something as simple as the seasons sparked debate and led to wider learning.
I agree, Nose High Up in the Sky is a fantastic resource. The hands-on activities really help bring weather and environmental topics to life for the children.
Research Question:
Is it raining more or less in our local area now than when our parents were in school?To get pupils involved, I would start by asking them if they think the weather has changed since their parents were young. We could talk about rainy days, floods, or very dry summers they might remember. I would explain that we are going to be climate detectives and find out more about our local weather. We could look at pictures, ask questions at home, and talk to older people in the community.
We would check simple weather data from online charts or local news, and keep a class weather diary. The children could draw what they see, make posters, or act out a weather report to link with drama. We would work in groups so everyone could help, some could draw, others could write, and some could present. Making the topic fun, real, and local will help the children feel like they are doing something important for their school and the planet.
I used the Satellite Tracker app to find five satellites that recently passed over Ireland.
1. International Space Station – orbits Earth every 90 minutes and is often the brightest object in the sky.
2. Starlink satellites – part of SpaceX’s internet project, often seen in groups moving like a train across the sky.
3. TERRA – an Earth observation satellite that collects climate and environmental data.
4. Hubble Space Telescope – studies space and galaxies. It can sometimes be seen shortly after sunset or before sunrise.
5. NOSS – U.S. satellites used for naval and signal tracking, sometimes seen in groups.
It was interesting to learn what each satellite does and to watch them pass over Ireland in real-time. I think students would really enjoy this kind of activity. It connects space science, geography, and technology in a fun and visual way.
Using the score from Home for a ‘listen and draw’ activity sounds like a creative way to spark connection with the film, and highlighting Greta Thunberg’s perspective is a great way to foster climate awareness!
The film HOME shows how everything on Earth is connected and how people are changing the planet. It uses beautiful pictures to help explain why we need to take care of the Earth. The other videos in the module also help to explain climate change in a simple way for children.
To teach these ideas, I would start with a short video like the Paxi one to get children interested. Then, we would talk about what they saw and how it makes them feel. We could use our class weather station to collect data like temperature and rain, and link it to what we’ve learned about climate. The children could work in groups to make posters or reports, and share ideas about how to help the planet. By doing this, they understand the facts and feel they can make a positive difference.
Activity 3 is a good introduction to the concept of the greenhouse effect and its impact on rising global temperatures. The Paxi video is engaging, age-appropriate, and simplifies a complex process in a way younger pupils can easily understand it. It’s a great visual aid that supports learning and could be revisited during other lessons on climate.
The temperature prediction tool is an effective hands-on element that encourages pupils to think critically about human actions and their consequences. By manipulating variables like emissions, children can see how choices today may influence future climate activity. This fosters a strong connection between science and decision making.
In my classroom, I would use this activity as a platform for a project on reducing carbon footprints. Pupils could create posters or campaigns advocating for sustainable choices and their importance.
To improve the activity, I’d suggest including a follow-up reflection sheet or discussion prompts to help pupils connect the simulation results to everyday life and possible climate solutions. Children could then discuss their posters in groups and share ideas with their peers.
Activities 1 and 2 from the ESERO Weather and Climate resource are engaging and well-structured, offering children a clear idea of the the differences between weather and climate. Activity 1: “Is it Weather or Climate?” uses real-life examples that encourage discussion and simplify difficult concepts. The pupil worksheet encourages critical thinking as pupils decide whether each scenario describes short-term weather or long-term climate patterns. I would use this as a class sorting activity, followed by pair work/group work to explain their reasoning.
Activity 2: “Weather Detectives” promotes inquiry-based learning, with pupils observing and recording daily weather. This is great for fostering STEM skills—data collection and analysis, understanding instruments, and even building simple tools like rain gauges. I would extend this by setting up a basic weather station somewhere on school grounds and having groups report weekly updates. Older children could do this independently and report back to the whole class.
A suggested improvement is to include more visual aids or ICT such as linking with real-time weather apps or satellite imagery for broader context.
