Forum Replies Created
-
Posts
-
For a seasonal biodiversity project in Cong, Co. Mayo, where I currently teach, I would use resources such as identification guides, habitat exploration sheets, and simple tally charts for recording. Each term, pupils would explore local habitats such as the riverbank, woodland, and parkland, observing seasonal changes in plants, birds, and insects, we could also use the school’s polly tunnel for this. I would bring the class outdoors at least once a month, with shorter observation walks in between, to ensure pupils notice gradual changes. Recording sheets would include species checklists, weather logs, and space for drawings, helping younger pupils capture learning in accessible ways.
Integration across subjects is key, in maths we would graph species counts. In English pupils could write nature poems or reports. In art, they might create leaf rubbings or seasonal sketches. In geography, mapping local habitats links well. Digital photos and class journals would track the project over the year. This approach nurtures curiosity, develops observation skills, and connects children meaningfully with Cong’s unique biodiversity.
Love the idea of adding treasure to the classroom to add to the maps. Little things like this make the lessons so much more engaging for children.
In a younger classroom, I would introduce map making by starting with the children’s immediate environment, the classroom itself. Together, we would create a simple floor plan using shapes to represent desks, doors, and windows. This develops spatial awareness and introduces key concepts like symbols and scale. Next, we could map the school grounds, using a walkabout to notice landmarks such as the playground, garden, or hall. Back in class, pupils would sketch these features onto their maps, using colours and a simple key.
To extend this, I would introduce online tools like Google Maps or Geohive, showing an aerial view of the school and surrounding area. Children could spot familiar places like the church or in our case, the lake or the castle before we compare them to their own hand-drawn maps. Using digital tools alongside drawing supports visual literacy, highlights different map perspectives, and sparks curiosity about their community. This hands-on, blended approach makes map making concrete, engaging, and relevant to their world.
I agree that including the locality in STEM learning is vital, as it makes concepts real and relatable for children. Exploring the local area fosters curiosity, develops observation skills, and encourages pupils to see science and maths in action around them. It builds stronger connections between school and community, making learning more meaningful, engaging, and rooted in everyday life.
Reflecting on this paper, I see STEM not simply as four separate subjects but as an integrated approach that encourages curiosity, problem-solving, and creativity. For example, during a science lesson on magnetism, pupils design and test simple games, linking engineering design with scientific concepts. Technology supports learning through coding activities with tablets, while maths is embedded naturally as pupils measure, record and analyse results. Group projects foster collaboration and critical thinking, with children encouraged to ask questions and test solutions. Importantly, STEM provides opportunities for real-world connections such as linking environmental topics to local issues, helping pupils see relevance beyond the classroom. In line with this paper, I view STEM as a mindset rather than a subject list. Its about nurturing innovation, resilience, and curiosity in young learners through meaningful, hands-on experiences.
I love your ideas, especially the pollinator-friendly flowers, they’re perfect for a city school and help support local biodiversity. Linking nature walks, recycling projects, and energy saving to stories and role-play makes these concepts accessible for infants. Starting small and local is a brilliant way to help children see they can make a real difference.
Living in the west of Ireland countryside, climate change is already affecting our local environment. We’ve seen more frequent heavy rainfall leading to flooding, storm Eowyn had devastating affects in it’s aftermath in my area. We have longer periods of wet ground making farming more difficult, and changing weather patterns that affect planting and harvesting. Many of my pupils come from farming backgrounds so these changes impact their families’ livelihoods.
I would build on the children’s own experiences, I’d encourage them to keep a “local climate diary” where they record weather changes over time, they could also interview older family members about how weather patterns have shifted. We could explore solutions farmers are trialling, such as planting cover crops.
Some of the actions we could take would be to plant trees and hedgerows to absorb carbon and protect wildlife. Reduce single-use plastics in school and implement the no-waste initiative that so many schools are doing. We could also learn about and support sustainable farming practices as this is relevant to my school.
Living in the west of Ireland countryside, climate change is already affecting our local environment. We’ve seen more frequent heavy rainfall leading to flooding, storm Eowyn had devastating affects in it’s aftermath in my area. We have longer periods of wet ground making farming more difficult, and changing weather patterns that affect planting and harvesting. Many of my pupils come from farming backgrounds so these changes impact their families’ livelihoods.
I would build on the children’s own experiences, I’d encourage them to keep a “local climate diary” where they record weather changes over time, they could also interview older family members about how weather patterns have shifted. We could explore solutions farmers are trialling, such as planting cover crops.
Some of the actions we cpuld take would be to plant trees and hedgerows to absorb carbon and protect wildlife. Reduce single-use plastics in school and implement the no-waste initiative that so many schools are doing. We could also learn about and support sustainable farming practices as this is relevant to my school.
It’s great your school has so many supports for new students. The EAL teacher, IT help, and buddy system really help them settle in. I like how you let them integrate quietly. With more foreign nationals in schools, these supports are essential for making everyone feel welcome.
I work in a small school in County Mayo and honestly I’d no idea of what groups there are in my area that support refugees. From researching I found that there is a Refugee Resettlement Programme that is paving the way for new refugees to integrate into community life. Our school could partner with them to create welcoming initiatives, especially with families that have young kids
One idea would be to organise a “Welcome to Mayo” morning where newcomers and our students share stories and culture with regards to language or art, showing solidarity and empathy. Our senior pupils could become language buddies, offering casual English conversation sessions while learning about other cultures. We could also invite a speaker from the organisation to run a short workshop for staff and students on cultural sensitivity and inclusive practices, they could explain to children how best to show inclusion.
I have 5th and 6th classes so one idea would be to assemble “Welcome Packs” for newcomer children with locally made maps, stationery, friendly notes and helpful numbers or tips to resettle. Small, thoughtful actions like these would show that our school is not just a school, it’s a welcoming community, ready to support new people of different backgrounds.
The zero waste rule during lunch is a really good idea and one I’ve suggested to members of the school many times. I will go back to suggesting this again once the school year recommences.
A Sustainable Development Goal I would explore with my class is on the topic of Climate Action and Change. This topic is becoming increasingly relevant for children, both locally and globally. In Ireland, many students are noticing changes in weather patterns, such as stronger storms, heavier rainfall and longer intense heat spells. Some pupils, such as the children in the school I teach, also have personal connections to global climate challenges such as children with farming backgrounds.
To align with ESD’s Priority Action, encouraging action at local level, I would focus on practical, child-friendly projects. Our school has already taken steps, we have renewed our Green Schools flag, we’ve introduced a greenhouse and we’ve focused our attention to actions such as recycling and energy savings, this next school year, as we’ve recently had solar panels installed, I plan on using this to build a2areness and teach of energy savings.
Using art, storytelling, and digital platforms, students can share their learning and actions with the wider community—helping them feel empowered and showing that even small actions contribute to global change. I would also have the senior classes do show and tells and teach the younger classes what they have learned on the topic as a way to influence the younger classes.
I fully agree with your point about the powerful influence of media on reinforcing gender stereotypes. It’s so true that children are often exposed to limiting ideas about gender roles through TV shows, adverts, and even toy packaging, before they even get to school.
Gender stereotypes can begin to influence children’s thinking and behaviour from a junior infants age, or younger. I’ve observed this in the classroom when a group of boys laughed at a male pupil for choosing to play with the dolls during Aistear time. I witnessed it another time when a boy in senior infants was being mocked for wanting to sit at a station full of girls. These kind of interaction reinforces limiting beliefs about what roles or interests are acceptable for each gender.
Development Education methodologies, such as critical questioning, discussion-based learning, and role play can challenge these assumptions by encouraging pupils to reflect on fairness, identity, and equality. Stories from diverse cultures and real-life case studies can also help students understand that gender roles differ across societies and are often socially constructed.
This approach links meaningfully to the SSE by promoting inclusion, wellbeing, and student voice. By embedding equality and justice themes across the curriculum, schools can foster a respectful, reflective culture that values diversity and challenges stereotypes from an early age.
I completely agree with your perspective on the importance of Development Education in schools. I agree that it goes beyond simply teaching facts—it’s about nurturing values, critical thinking, and a real sense of global responsibility. I feel the emphasis on student-led initiatives and real-world partnerships give students ownership of their learning and can make the impact so much deeper and more lasting.
