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I agree Aideen when Storms like Storm Éowyn occur and disrupt school days and damage property it provides the perfect platform to discuss climate issues as they can relate to it more personally as it is having a direct impact on their life at that time making it more topical and meaningful hopefully inspiring them to more creative in coming up with ideas and putting them into action.
Climate change is starting to affect Kilkenny with more frequent heavy rainfall, flooding, and unusual weather patterns that impact farming, wildlife, and daily life. To engage 6th class pupils in exploring this further, I would encourage them to observe and document local weather changes, interview older residents about how the climate has changed over time, and explore how this affects their community. Three actions we can take to help slow down climate change include: reducing waste, saving energy, and planting more trees. In the classroom, students can run a “waste-free lunch” week, create posters or videos on energy-saving tips for home and school, and start a mini tree-planting or school garden project. These hands-on activities help students feel empowered and see the real impact of their efforts.
Hi Claire,
I like your idea of buddy system. I find my students are more invested in a project when they are given roles of responsibility and it is a super way to integrate new immigrants into the school in an age appropriate friendly way. Some training or a talk from a local representative working with immigrants locally might be beneficial for your students to help them and the new immigrants benefit appropriately from the experience.
We could organise a Welcome Workshop and invite a representative from LAIT or the Fr McGrath Centre to speak about refugees’ journeys—students can prepare questions and follow up with art or storytelling projects. We could also partner with Failte Isteach: students could volunteer as conversation buddies, helping newcomers practise English through games, reading, or lunchtime chat. Our school could host a multicultural event by inviting refugee families to share food, music, crafts or games from their cultures. Sixth-class pupils can lead the organisation, create posters or presentations, and act as hosts—promoting intercultural respect and friendships. Finally our school could organise donations of books, school supplies, sports kits or winter clothing, working with a Kilkenny leader or Library to distribute locally.
I agree Sarah a lack of education does affect children massively at a local and global level and yes educational inequality does occur in many different ways. I think in recent years the cost of living has priced alot of families out of 3rd level education which is a shame.
One key Sustainable Development Goal (SDG) that directly affects children both locally in Ireland and globally is SDG 13: Climate Action. Children are uniquely vulnerable to the impacts of climate change, such as extreme weather events, food insecurity, and increased health risks. In Ireland, local climate-related issues such as flooding and changing weather patterns can disrupt education and limit outdoor activities. Globally, children in developing countries often face even harsher consequences, including displacement and reduced access to clean water and education.
To encourage students to take action, I would integrate climate action projects into the classroom through cross-curricular learning—linking science, geography, and S.P.H.E.. Students could participate in school-wide initiatives such as tree planting, energy audits, and “green weeks.” I would also try to connect with schools in other countries to exchange ideas and experiences, building empathy and a global perspective. This supports ESD to 2030 Priority Action Area 5 by embedding sustainable practices into everyday life, empowering students to lead change in their local communities while understanding their role in a larger global movement.I agree Agnes it is important in the older classes to explore these gender stereotypes in media, schools and society in general. Also I also agree that through Development Education we can explore careers for the pupils that are not defined by their gender.
For 12-year-old 6th class boys, gender stereotypes are more visible as the children begin to form stronger social identities. Boys at this age often feel pressured to conform to traditional ideas of masculinity—such as being tough, not showing emotions, or avoiding activities perceived as “girly.” For instance, in a classroom group project, a boy teased another boy for choosing to work on the artistic design rather than taking a technical role, suggesting that “drawing is for girls.” This type of comment reinforces harmful stereotypes and can limit students’ confidence and willingness to explore their full range of interests and skills.
Development education methodologies can play an important role in challenging these views. By encouraging critical thinking, empathy, and global awareness, lessons can be framed to highlight diversity, equality, and fairness. For example, using storytelling, role-play, or discussing real-life experiences from different cultures can help students reflect on and question stereotypes. Creating a safe space for open discussion allows boys to express themselves honestly without judgment, helping to foster respect for different identities and break down narrow gender roles.I completely agree with you Fiona this reflection. The current political climate, both globally and locally, makes it more important than ever to foster inclusion, empathy, and critical thinking in our schools. As the article highlights, the retreat from diversity and inclusion efforts—even seen recently in the corporate response to Dublin Pride—reflects a worrying shift in public discourse. Schools have a vital role to play in countering this by promoting solidarity, respect, and shared humanity. Embedding these values within Wellbeing and Inclusion is essential, and I really admire your school’s proactive ethos of “Deeds not Words.” Encouraging student-led initiatives through a strong student council is a brilliant way to empower young people to think globally while acting locally. Expanding this approach beyond seasonal giving to more sustained, student-driven projects could build deeper awareness and connection. It’s through these kinds of efforts that we help students grow not only as learners, but as compassionate, informed global citizens.
Development education plays a crucial role in fostering empathy, critical thinking, justice, and sustainability in young learners. Ehigie (2021) argues that global citizens understand interconnectedness, respect diversity, and feel responsible beyond their immediate context. UNESCO and the United Nations likewise emphasise that education must go beyond literacy and numeracy, nurturing values, attitudes and competencies needed to address global challenges like inequality, climate change and human rights.
In a 6th class setting, I would integrate short lessons on the UN Sustainable Development Goals (SDGs), followed by project based learning where students choose one goal—such as clean water or fair trade—and research, present and take small actions (e.g. a fundraising letter or awareness poster). Role plays and global pen pal exchanges can build empathy and communication skills. To encourage colleagues, I would propose an “International Week” where each class presents a global theme or culture, and collaborative planning meetings focused on embedding development education across subjects—art, geography, science. Together we could map SDG linked activities through the school year—from classroom debates on justice to biodiversity poster fairs—ensuring development education becomes an inclusive, whole school commitment.Hi Emma,
Yes I agree this is a lovely project for 5th/6th class. I really like your idea of the pupils designing their own dark sky park. It involves so many skills for the children to apply and so many problems to solve in their design process down to staffing.
Suitable songs for 6th class pupils, engaging with the night sky are “Space Oddity” by David Bowie, “Rocket Man” by Elton John, or “A Sky Full of Stars” by Coldplay. These songs introduce space themes like exploration, isolation, and wonder, sparking thoughtful discussion and reflection. In poetry, students could explore “Bright Star” by John Keats, “Look Up” by Gary Turk, or write their own free verse poems inspired by stargazing or night-time walks. These poems help children understand further the vastness of the universe and develop descriptive writing skills. Art activities could include creating galaxy paintings using sponges and acrylics, designing original constellations with mythological backstories, or constructing 3D models of the solar system or moon phases. These hands-on projects reinforce scientific understanding while allowing for imagination and storytelling. Through this blend of music, literature, and art, students not only develop artistic and literacy skills but also build a connection to the night sky and the wonders of space exploration.
Hi Monica,
I really like your idea of creating a designated dark habitat zone on the school grounds. We also have a field to the rear of our school that would suit planting night-scented native flowers like evening primrose to attract moths also. I also like your idea of installing bat boxes, owl nest boxes, and hedgehog shelters in quieter, shaded areas. These could have cameras installed so they students could monitor activity.
To engage my 6th class in exploring local biodiversity and understanding the impact of light pollution, I would begin with a nature walk in our local castle park here in Kilkenny, encouraging students to observe and record different plants, insects, and birds they encounter. Using worksheets or apps like Seek, They could identify species and track how common or rare they are. In the classroom, we would create a biodiversity wall chart to showcase their findings. To introduce light pollution, I would use simple experiments, like comparing moth activity in light and dark areas using homemade traps. We would also discuss nocturnal animals found in Kilkenny and how artificial light can disrupt their feeding or breeding. A fun night-time observation homework task could involve stargazing and recording how visible stars are in different areas. Finally, the class could create posters or presentations on how to reduce light pollution at home and in school. This hands-on approach would foster curiosity, environmental awareness, and a sense of responsibility for protecting biodiversity.
