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Thank you for sharing your post — I found your suggestions both practical and impactful, especially in how they empower children to take small but meaningful steps in tackling climate change. Teaching pupils the why behind recycling and energy conservation makes such a difference. It’s one thing to ask children to turn off lights or separate rubbish, but when they understand the wider environmental impact, their behaviour becomes more intentional and lasting.
I also really liked your focus on planting. It’s such a hands-on activity, and children not only enjoy it but also gain a deeper appreciation for nature and sustainability. Activities like these may seem simple, but they lay the foundation for lifelong awareness and responsible action.
My own suggestions were not far off yours – keeping it simple is key with my junior classes. It is genuinely putting more thought into the what, why and how’s our everyday actions impact climate change that make this generation think more carefully and be more environmental conscience than we ever were during our school years.
Development Education and SSE Reflection:
The Development Education modules in this course offer rich material to feed into our School Self-Evaluation (SSE) processes. In particular, they support domains such as Learner Outcomes, Student Voice, and Teaching and Learning. Encouraging pupils to become active, informed global citizens aligns with SSE goals around holistic learning and wellbeing. By incorporating Development Education into our planning and classroom practice, we’re not only meeting curriculum goals but also building a school culture that values justice, sustainability, and participation—core to the SSE ethos.Reflecting on Climate Change in Dublin City and Classroom Engagement
Living and teaching in Dublin City, it’s impossible to ignore the impacts of climate change on our environment and infrastructure. Increased flooding, rising sea levels along the coast, and more frequent extreme weather events have become part of daily life. these young students in our junior schools have experienced school closures and delayed opening due to these recent extreme weather events. The students are living the experience and to have local starting points to engage pupils in climate education is vital for everyone’s future.
In the classroom, I would begin with an inquiry-based project titled “How is Climate Change Affecting Our City?”. Since I work in a junior school after introducing the topic and I’d invite a guest speaker from Dublin City Council’s climate action team to talk about local initiatives. Search our school grounds for a good space for a ‘bee garden’ . Together, we would identify three key actions that are practically possible and will actually make a difference:
1. Reducing single-use plastics and encouraging reusable alternatives.
2. Promoting cycling or public transport to reduce car emissions.
3. Supporting biodiversity by planting pollinator-friendly species in school garden.
These activities not only raise awareness but also empower students to take local action with global impact. I know these are not new and ground breaking initiatives I have suggested however they are very engaging real life examples for our youngest junior school students can understand, meaningfully engage with and practically work on (at home and in school). It creates a wonderful simple foundation that I have no doubt will stand to them going forward.
In my area in South Dublin, there are several organisations working with refugees and people seeking sanctuary. One key group is City of Sanctuary Dublin, which supports inclusive community activities, encourages schools to become welcoming spaces, and hosts integration events involving storytelling, culture, and friendship. Another is Glencree’s Intercultural and Refugee Programme, which runs well-being workshops and dialogue sessions for asylum seekers in the area. Additionally, Cross‑Cultural Conversations offer English classes support asylum seekers’ social inclusion.
The only reason I am aware of such initiatives is that I work with an amazing HSCL. We have many ukranian students in our school and our HSCL has organised a mini “Welcome Fair” with the parents association. She has also organised language classes for parents of these students and has built up a great relationship with the hotel translator so that these parents don’t miss out on anything happening in our school, feel included and welcome to all school events. I wish every school had a HSCL who these refugees can reach out too when it comes to the education of their children.
I also believe that schools don’t get nearly enough credit for everything they do to support refugee and sometimes deeply traumatised families who are placed in our care. Schools often become the first safe, stable environment these children experience—and staff go above and beyond every day to create a welcoming and nurturing space.
Unfortunately, the SSE process can sometimes overlook this vital work. It tends to focus heavily on academic outcomes, without fully recognising the emotional support, safety, and sense of belonging that schools provide. These aspects are just as important—especially for children who have experienced trauma—and they deserve to be acknowledged as part of a school’s success.
The work schools do in these situations is incredibly human, compassionate, and life-changing. It would be great to see SSE evolve to better reflect that.
Thank you so much for sharing this incredibly moving story. It really highlights the resilience of children and the transformative power of a supportive school community. Stories like this show that schools are often doing so much more than just teaching academic subjects—we’re providing stability, safety, belonging, and hope for children who have experienced unimaginable trauma.
It’s true that schools don’t always get the credit they deserve for the quiet, everyday work they do to support refugee and asylum-seeking students. So many people in school play a role in helping these children settle, feel welcome, and believe in a brighter future. Your school clearly did an amazing job supporting this student—not just in learning English, but in rebuilding trust, connection, and confidence.
This is the kind of success that SSE should shine a light on—measuring not only academic outcomes but also wellbeing, inclusion, and student voice. Thank you again for sharing—it’s truly inspiring.
You’ve chosen a hugely important topic, and I really like how you made clear connections between the global water crisis and local water-related issues in Ireland. It’s easy for students here to take access to clean water for granted, so raising awareness of the global inequalities—and how they personally can make a difference—is a great step toward fostering empathy and active citizenship.
Project-based learning, like monitoring water usage and creating awareness campaigns is a great idea. These hands-on experiences are so effective in helping especially my younger junior school students understand the impact of their actions. Partnering with organisations like Irish Water and engaging in events like World Water Day also offers fantastic real-world learning opportunities.
One Sustainable Development Goal that I believe is particularly relevant to children both locally and globally is SDG 12: Responsible Consumption and Production. In Ireland, children are increasingly surrounded by fast fashion, packaged goods, and electronic devices—all of which contribute to overconsumption and environmental harm. Many children are unaware of how their everyday choices connect to these broader systems.
I work in a junior school. To encourage action, our school could introduce inquiry-based projects where students explore where their clothes come from, and learn about sustainable alternatives. This could culminate in a student-led initiative—like organising a second-hand clothes swap or having the students be involved in the parent association led pre-loved uniform sale. Having our school commuinty work together and raise the student’s awareness in the process. This aligns closely with ESD to 2030 Priority Action Area 5, as it empowers students to take meaningful local action.
In terms of SSE, the school could use this project to evaluate progress under the themes of student voice, wellbeing, and teaching and learning. Surveys, student reflections, and participation rates could be used as evidence to show how the school is fostering global citizenship and sustainability in practice.
It’s really encouraging to hear about the progress your school has made over the years. It’s a powerful reminder that change is possible when schools create space for students to explore their full range of interests without fear of judgment. The shift from a “sport-only” culture to one that embraces art, music, STEM, and chess is a fantastic example of challenging traditional gender stereotypes in a meaningful, student-centred way.
Your point about using SSE to gather evidence and then sharing that with students is so important. Development Education can really support this by encouraging critical thinking, empathy, and a broader understanding of identity and equality. It’s great to hear that you’re fostering an environment where boys feel confident to be themselves. Well done to your school.
Gender stereotypes can begin to shape a child’s worldview from a very young age, often without them even realising it. I’ve seen this first-hand in a junior classroom during a group activity where students were asked to design a future city. One boy quickly assumed the role of “builder” while a girl in the group was told she should “decorate the houses” because she was “good at drawing.” While this may seem minor, it reflects deeply embedded ideas about what roles boys and girls are “meant” to take on.
Development Education offers ways to challenge these assumptions. For example, using stories from around the world that feature female scientists or male caregivers can disrupt stereotypes and expand students’ understanding of what’s possible. Inquiry-based projects and reflective discussions give children the space to question social norms and develop empathy. Development education empowers all students to see themselves as agents of change—regardless of gender. This can help create a more inclusive and equitable classroom environment where every child feels valued and capable of fulfilling any role.
Gender stereotypes can significantly influence a school’s School Self-Evaluation (SSE) process—both in terms of what is evaluated and how equity is addressed. If not actively considered, these stereotypes can unintentionally shape school culture, learning outcomes, and opportunities for students, leading to gaps that SSE might overlook. SSE offers a valuable opportunity to uncover and challenge how gender stereotypes may be affecting students’ experiences and achievements. When approached thoughtfully, it can help create a more empowering learning environment for all students – even from a young age.
I really appreciate how clearly you connected Development Education to key areas of School Self-Evaluation. Your examples – especially around student voice, wellbeing, and cross-curricular collaboration – are really practical. I like the idea of using DE to enhance inclusion and promote a more values-driven school culture. It’s encouraging to see how DE can be used not just in the classroom but across the whole school to make a meaningful impact. You’ve given me some great ideas to bring back to my own setting!
“The Role of Global Citizens in Today’s World” by Ehigie (2021) outlines the critical competencies and mindsets needed for individuals to engage ethically and effectively in an interconnected world. Ehigie emphasizes values such as empathy, cultural understanding, environmental stewardship, global justice, and equitable participation. The paper argues that by cultivating these skills in learners, educators can prepare them to navigate global challenges like poverty, climate change, migration, and inequality.
Development education is vital as it fosters global awareness by broadening students perspectoves and helps them see how their lives can influence global systems and how their choices can have an impact. It also builds empathy and solidarity by encouraging pupils to relate to experiences beyond their local context giving them a sense of global community. Development education challenges students to analyze root causes of global issues and empowers them to become responsible citizens who take informed action—locally and globally. Finally, developing education connects learning to real-world goals like reducing inequality or climate action, DE aligns classroom activity with global efforts.
Development Education in my teaching could include SESE E.g., in geography: exploring why water or food insecurity exists; in history: examining colonial legacies; in science: discussing environmentally sustainable practices. My school is bog into themes and topics, this would be an idela opportunity to use project-based & inquiry-led learning. Students might investigate local waste systems, compare them to those in other countries, and then propose community improvements—linking local influence with global relevance. As part of any teaching reflective practice is key to embaedding the students undertanding of what they have learned. Ask students regularly: “What did I learn about other cultures?” or “How has my worldview shifted?” This awareness of their own positioning builds deeper understanding as well as possibly promoting action and advocacy such as initiating recycling drives, fundraising for global education, or campaigning for reduced plastic in school lunches, the emphasis is on tangible, student-led impact.
Development Education can play a powerful role in School Self-Evaluation (SSE), particularly in areas related to wellbeing, teaching and learning, and student voice. When integrated effectively, development education not only enhances curriculum delivery but also supports a whole-school culture of inclusion, justice, critical awareness, and global citizenship.
What a truly inspiring project—thank you for sharing! It’s so heartening to see how your school community came together to mark such a special milestone in such a meaningful way. The use of Dúchas.ie, along with interviews and archived materials, clearly brought the history to life for the pupils. I especially loved the image of the 99-year-old past pupil sharing stories of barefoot walks to school and bringing turf for the fire—what a powerful connection to the past.
Projects like this do so much more than teach history; they nurture a real sense of identity, belonging, and respect for those who came before us. The children must have been so proud to see their research and illustrations come together in the final book. A wonderful example of how oral history, creative writing, and local heritage can be beautifully woven into the curriculum. Well done to all involved.
· Assignment: ‘Describe how you would involve your pupils in an art, music drama or creative writing project based around your local area’
Project Title: “A Day in Greentrees Park!” (our local park)
Children will explore and respond to Greentrees Park through a multi-sensory arts project, imagining who and what lives in or visits the park. This playful, cross-curricular approach encourages expression through drawing, music, movement, and storytelling and is planned with an infant class in mind.
Begin with a class discussion about parks in general. What might you see / hear / smell / touch / taste in the park? Make a big list
Take a research walk – students have clip boards and pages with them to record anything they see, smell, touch, smell – anything of interest they spot.
Now make the list again – can we add more now that we have been to the park? Use this list throughout the lessons as reference point
Music: I love music and enjoy and very much value sound scapes. Discuss: What do we hear in the park? Birds chirping, dogs barking, children laughing, footsteps, leaves rustling. Use body percussion and classroom instruments (shakers for leaves, triangles for birds, drums for footsteps). Children can compose a simple park sound pattern together, using stop/start and loud/soft. The first few times I found this a bit ‘all over the place’ but after sticking with sound scapes it really is a such a fun learning experience that brings music to any topic.
Art: Listing all things visual in the park – have students contribute individual parts to a mural: trees, birds, the sun, a path, etc.
Drama: ‘Who lives in the park?’
Role-play and imaginative drama exploring animals and visitors in the park.· Use role cards or simple costume props (e.g., ears, tails, scarves).
· Children choose to be a character in the park: a bird, a squirrel, a gardener, a dog, a jogger, etc.
· Lead a guided drama session: “It’s early morning in Greentrees Park. Who’s waking up? What are they doing?” …It’s very late in the park who might be still be up?
· Use body language to show the park on a beauitful day in comparision to a really wet day. How does this affect peoples mood / look (emotions)
This allows the students to …
· Develop oral language and expressive movement.
· Build empathy and imagination.
· Practice turn-taking and improvisation.
Assignment:
‘Pick a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.’
Inspiration: The Ha’penny Bridge in Dublin city
Lesson learning experiences
Show images and video of various bridges around the world and then move into Ireland only bridges – last slide – the Ha’penny Bridge.
Discuss its purpose, design (arch shape), materials (cast iron), and historical importance.
Use online tools to observe real-life bridges in Ireland
Encourage discussion around the team roles (designer, builder, measurer, tester) when building bridge
Class Discussion Questions:
· What shapes do you see in the bridge?
· Why do you think the bridge is curved?
· What does a bridge need to do?
– List the 2D & 3D shapes used in any bridges
Design constraints:-
– Must span a 30 cm gap.
– Must support a small weight for 10 seconds.
– Limited materials (e.g. straws, tape, string, cardboard, lolly sticks).
Maths Integration:
· In small groups, students sketch a plan for their bridge using simple shapes (triangles, rectangles, arches).
· Measuring lengths (using rulers to mark out bridge parts).
· Symmetry: Discuss why symmetrical bridges are often stronger and more stable.
· Weight capacity: Use non-standard or standard units to measure how much weight the bridge holds.
· Recording results in simple tables or tally charts
· Continue to encourage and promote ‘maths tal’ usin mathematical language: longer, heavier, more stable, symmetrical, etc. throughout the whole process
Testing and Evaluation
· Hold a “Bridge Showcase”, where groups test their bridges in front of the class or other classes if the bridge theme is across a class level.Reflection and Extension
– Have students write or draw what they learned, including:
– A labelled diagram of their final bridge.
– What maths they used (e.g. “We measured 30 cm with a ruler”).
