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I completely agree that Storm Éowyn brought climate change into sharp focus for our pupils, especially through their lived experience of school closures and local damage. These tangible impacts create powerful opportunities for learning, and as you rightly pointed out, they can be used as an entry point into wider global conversations about climate justice.
I also appreciate how you framed the importance of empowering children through manageable, positive actions. It’s true that young learners can feel overwhelmed by the scale of the climate crisis, but your examples—such as reducing school waste and reusing classroom materials during a school move—clearly show that every small action counts.
In my local area, the impact of climate change is becoming increasingly visible. We’ve experienced more extreme weather patterns in recent years – heavier rainfall, unexpected storms, and unusually long dry periods, all of which have affected local farming and daily routines. These changes provide a real-world context for meaningful classroom discussions around climate change.
To engage pupils, I would start by encouraging them to observe and record local weather patterns, perhaps keeping a class weather journal. We would then explore why these changes are happening, using age-appropriate videos and stories to explain climate change in an accessible way. I’d also invite local environmental speakers or community gardeners to talk to the class.
Three actions we would focus on are: Reducing waste by reusing and recycling in the classroom and at home. Creating a small class garden to learn about food sustainability.Organising a “walk or cycle to school” week to reduce car emissions.
These simple, local actions help children see that they can be part of the solution. By linking our learning to the Sustainable Development Goals and our school’s Green Flag initiatives, we can support our School Self-Evaluation (SSE) goals related to wellbeing, environment, and active citizenship. Empowering pupils through real action helps them to understand that they have a voice and role in protecting the planet.I agree that linking the migration module to the SSE focus on inclusion and wellbeing is very effective. It helps students connect what they’re learning with real-world issues and understand the value of community and kindness.
It’s also a great reminder of how partnerships with local organisations can enrich our teaching and school culture. Your approach sets a strong example of how schools can play a role in creating a more inclusive society while encouraging students to take real, local action.
I loved r inclusion of storytelling, art, and digital platforms to share learning—this is such an empowering way for students to express their voice and reach the wider community. The idea of senior classes teaching younger pupils is something I would love to implement as well. It promotes peer learning and helps build a stronger, climate-aware school culture from an early age.
Sustainable Development Goal 13: Climate Action, as it is something that increasingly affects children both globally and locally. From rising sea levels and wildfires to increased rainfall and flooding in Ireland, children are becoming more aware and anxious about the climate crisis. Locally, children may experience more extreme weather events and changes in biodiversity around their homes and schools.
To address this, I would begin with discussion-based activities to help children express what they already know and feel about climate change. I would then introduce real-life examples, like school climate strikes or children planting trees in their communities, to show how young people can be agents of change.
As a class, we could set achievable goals: reducing classroom waste, starting a school compost bin, or writing letters to local TDs asking for more climate action. I would connect this work to SSE by engaging the wider school community—through a Green Schools committee or a shared school pledge—to reduce our carbon footprint.
By using Development Education methodologies, such as inquiry-based learning, global comparisons, and ethical discussions, students can better understand how their everyday actions relate to global issues. This helps foster a sense of responsibility and empowerment. My goal would be to help children see that even small actions taken locally contribute to global solutions.
Apologies for the confusion—my previous post was intended for a different module. Here is my reflection for the current module as requested.
The article ‘The Role of Global Citizens in Today’s World’ (Ehigie, 2021) highlights the urgent need for development education to prepare students as responsible, informed global citizens. Development education encourages critical thinking about global issues such as inequality, climate change, and human rights, helping students understand their role in a connected world. I believe it is essential to integrate development education across the curriculum rather than treating it as an add-on. For example, through project-based learning, storytelling, and discussions about real-world challenges, students develop empathy and a sense of agency.
In my teaching, I would embed development education themes in subjects like SPHE, Geography, and History, using local and global case studies. To encourage colleagues, I would advocate for whole-school planning where development education is linked to school values and the SSE process. This approach supports continuous reflection and improvement on how the school promotes global citizenship, equity, and sustainability, aligning well with SSE priorities for wellbeing and inclusion. Together, we can create a more socially conscious and active school community.
In Dublin, several organizations support refugees and migrants, including the Irish Refugee Council, Jesuit Refugee Service (JRS) Ireland, and the Irish Red Cross. These groups offer services such as legal aid, language support, and community integration programs. Our school can play a vital role in welcoming refugees and fostering inclusivity. We can take action by incorporating lessons on refugees’ experiences, human rights, and the importance of empathy into the curriculum through storytelling, discussions, and projects that highlight the challenges and resilience of refugees. Organizing cultural exchange events where students learn about different cultures through food, music, and traditions will promote understanding and appreciation of diversity. Collaborating with local organizations to support refugees through fundraising, donating essential items, or volunteering time can strengthen community ties. Establishing peer support programs, like buddy systems, will help refugee students adjust and build friendships. Additionally, raising awareness through posters, presentations, or social media can encourage others to get involved. By implementing these actions, our school can contribute to a more inclusive community and provide refugees with a warm welcome.
I like it! Your approach is very practical and meaningful, connecting global issues with local actions in a way that children can understand and engage with. The hands-on activities and focus on awareness through the food waste diary are excellent ideas that promote real change. Linking everything to the school’s wider goals through SSE makes it even stronger.
One Sustainable Development Goal that really resonates with me is SDG 13: Climate Action. I see how climate change already affects children locally here in Ireland – with heavier rainfall, warmer winters, and changing biodiversity. Some children even talk about being worried for their future or for animals they care about. Globally, the impact is more severe. Children in vulnerable countries are living through droughts, floods, and food shortages, and this is deeply unfair.
To support Priority Action Area 5: Accelerating Local Level Actions, I would work with my students to take small but meaningful steps. We could hold nature walks, create art using recycled materials, write letters to local representatives about environmental concerns, or take part in school energy-saving challenges. It’s about helping children realise they can make a difference, right now, starting in their own community. Through discussion, creative expression and collaboration, they develop a strong voice and a shared responsibility for our planet.
It’s so interesting how even something as seemingly simple as handing out art templates can reveal deep-rooted gender ideas. I’ve experienced similar resistance when pupils feel something is “too girly” or “for boys,” and it’s a reminder of how early these stereotypes begin to shape children’s preferences and behaviours.
I really admire how you used this moment as a learning opportunity and continued to explore gender stereotypes throughout the year. Your approach of linking it to Development Education is so valuable—connecting local classroom experiences with global issues gives children a broader, more meaningful understanding. I especially liked your idea of starting small, by asking how we can create change in our school, before looking at the wider world. This kind of reflection and action empowers students and builds empathy, which is at the heart of development education and social justice.
Gender stereotypes can begin to shape children’s thinking and behaviour from a very young age, often without them even realising it. I remember a scenario in the junior end of the school where we were doing a role-play activity linked to the theme of “people who help us.” When I asked for volunteers to pretend to be firefighters or builders, almost all the boys raised their hands, while many girls hesitated or chose more traditionally “female” roles like teachers or nurses. Some girls even commented, “That’s a boy’s job,” when I encouraged them to try different roles.
This made me reflect on how deep-rooted gender norms can limit children’s imagination, confidence, and even future aspirations. Development education methodologies—such as critical questioning, storytelling, and child-led inquiry—can help us challenge these views early on. For example, using picturebooks and role-play that feature diverse role models or facilitating discussions on fairness and equality helps children think critically and begin to question the world around them. Integrating development education into our everyday practice not only supports SSE goals but also promotes a more inclusive classroom culture where every child feels free to be themselves and explore all possibilities—regardless of gender.
Gender stereotypes can shape children’s self-perception, aspirations, and peer relationships from a very young age. In my classroom, I observed a scenario during role-play where a group of children were assigning jobs in a “hospital” setting. One girl who volunteered to be the doctor was told by a boy that “only boys can be doctors – girls have to be nurses.” Despite her protest, the group insisted she take the nurse role. This moment highlighted how early and deeply gender norms can be internalised.
Development Education (DE) methodologies encourage critical thinking, empathy, and global citizenship. Through stories, discussions, and project-based learning, DE creates space to challenge stereotypes and explore diverse perspectives. For example, exploring women leaders globally or discussing the rights of all children can help dismantle limiting beliefs.
In terms of School Self-Evaluation (SSE), DE feeds into the Wellbeing and Equality and Inclusion dimensions. It supports reflective, inclusive practices and can be used to inform whole-school goals around equity, respectful relationships, and global justice. It also encourages staff to reflect on their own biases and classroom resources. Embedding DE in SSE empowers schools to foster a more just and inclusive environment from the earliest years.
After reviewing The Role of Global Citizens in Today’s World (Ehigie, 2021), I was reminded of the powerful role schools play in shaping children not just as learners, but as thoughtful, active global citizens. Development Education is essential in today’s classrooms because it encourages pupils to think critically about real-world issues like inequality, sustainability, and social justice. These are not abstract topics—they affect our students’ lives now and will continue to shape their futures.
In my own teaching, I plan to integrate Development Education through cross-curricular activities—for example, exploring water access through SESE and Maths, or creating digital presentations on local and global environmental actions using Google Slides. I also want to build class discussions around empathy, fairness, and interconnectedness, even from junior level.
To encourage whole-school engagement, I would propose starting with a simple shared theme like “Fair Trade” or “Global Goals” during monthly assemblies. It would be valuable to document how pupils engage with these themes as part of our School Self-Evaluation (SSE), particularly in the wellbeing and pupil voice domains.
Development Education fits naturally into the SSE process as it promotes inclusive, reflective, and active learning. I believe that with small steps and shared planning, we can build a school culture where global awareness and social responsibility are nurtured from the earliest years.
Your international comparisons really highlight how much potential there is for improvement in our system, especially around collaborative planning and teacher support. I agree that while Droichead is a step in the right direction, its implementation still varies greatly between schools.
I also appreciated your honest take on how little progress has been made in some areas over the past eight years. It’s encouraging, though, to see positive developments like the new primary curriculum and the role of technology post-COVID—particularly how it helped move digital learning forward more quickly than expected.
Your use of Google Slides in a special education setting is a great example of putting 21st-century learning into practice. The choice board idea sounds brilliant for supporting student agency and flexibility, and it’s great that it can be adapted so easily for different needs or substitute teachers. Thanks for sharing!
One of the key 21st-century skills highlighted in ‘Redesigning Education: Meeting the Challenges of the 21st Century’ is collaboration. In a future-focused classroom, the ability to work effectively with others, contribute meaningfully to group tasks, and build on shared ideas is essential—not just for academic success, but for life and work beyond school.
To foster this skill, I plan to use Google Docs with my pupils as a way to support real-time collaborative learning. Pupils can work in small groups to co-write stories, create joint reports, or compile research. I believe this approach allows them to develop not only digital literacy, but also communication, negotiation, and teamwork skills. It encourages participation from quieter voices and creates a space for constructive peer feedback.
Using Google Docs also teaches accountability, as individual contributions can be tracked and discussed. The collaborative environment mirrors the type of teamwork expected in modern workplaces. Furthermore, pupils can engage with classmates’ work both in class and at home, supporting a blended learning approach. As I work in a junior primary setting, I will scaffold the use of shared documents through templates and visual cues, and gradually build up independence.
