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I agree that the idea of using a weather diary is an effective way for children to observe and record changes in our weather pattern. It also allows for children in being creative as to how they choose to record the weather, whether by writing or drawing.
Climate change is evident in the everyday lives of people in every country. It is visible in our local areas through more winter storms. Increased flooding, above average summer temperatures and the impact changing weather patterns have on local industries, farming and biodiversity. By focusing our pupil’s attention on the impacts of climate change in our own locality the children become more aware that it is not only a global issue but something which is affecting our locality. In our classroom I would direct the children to discuss and research how climate change has affected their lives and local industries – especially the farming community in the area. We will also explore what steps we can take as individuals and communities to protect our environment and minimise actions which have a negative impact on the environment. Suggestions could include how we can reduce energy consumption at home and at school, how we can reduce waste and increase recycling and promoting biodiversity in our locality. I would link it with our learning on active citizenship and pupil voice. Our work in this area can help inform future planning and connection with our School Self-Evaluation.
I agree that learning about new cultures through art, story, song is an enjoyable way for children to engage.
An organisation working with refugees in my community is Doras. This organisation supports refugees, asylum seekers and migrants. They provide legal services, general information and support and help with integrating into the community. Schools also play an important role with providing support and helping integrate into the community. In the event that refugees or migrant pupils join our school I would encourage out pupils to welcome them and support them. This could be in the form of liaising with Doras in identifying how we can help, organising intercultural day or activities whereby the children learn about the traditions and cultures of fellow pupils. I would also encourage and enable the children to learn a few basic phrases such as hello in the particular language of any new class pupils and set up a buddy system to help a new pupil become familiar with the school layout, class routines, participating in and learning new games or activities etc.
I agree Sarah that Climate Action is particularly relevent in the classroom and with the extreme events Ireland is experiencing the children can develop an understanding that climate change both a local and international issue.
For the purposes of this assignment, I will focus on Sustainable Development Goal 13 – Climate Action. I think given the changes in Ireland which we are currently experiencing with above average temperatures this goal can be seen as a real life event for the children. We will focus on how climate change affects our communities at a local, national and international level. I would enable the children to understand the broader meaning and consequences of climate change by discussing topics such as biodiversity, flooding, droughts and extreme weather events. In order to support ESD for 2030 Priority Action Plan Area 5 – Accelerating Local Level Actions – I would encourage pupils to collaborate in discussion a climate related issue which effects our own community or locality. This could take the form of water rationing resulting from drought or the effect of a drought on biodiversity or the food chain in our locality with particular reference to the farming community and what actions we can take.
I completely agree Fiona that it is important to create a safe and respectful classroom and whole school environment where children feel at ease to express themselves.
Gender stereotypes is ‘alive and well’ in the classroom particularly amongst the Junior classes. We see from a very young age how gender stereotypes begin to influence children and how they see themselves. In the classroom I have noticed how children align certain games, activities, toys etc to a particular gender. When the children are engaged in free play it is particularly noticeable how certain roles are presumed to be either male of female and certain toys e.g. Construction or medical roles and the children are very often reluctant to engage in roles which they perceive as belonging to the opposite gender. It is important through discussion, stories, real life examples and role play that children learn to understand that particular interests. Activities, jobs etc are not determined or reliant on a particular gender. Development Education can help children understand this and challenge stereotypes. It is important to create an inclusive classroom where children feel at ease in exploring and respect the interests choices of others.
Thank you for your reflection which I found very imformative. I discussed fast fashion with 4th class in the past and they found the topic interesting and it was a great way of promoting classroom discussion and critical thinking.
After reading ‘The Role of Global Citizens in Today’s World’ It has reinforced for me how relevant and important it is to include Development Education in not only my own teaching practice but also in the school as a whole. It is important to emphasise that Development Education is not centered on one particular area but involves children becoming enabled to understand how each of our actions can affect other people, to develop a sense of empathy, to become critical thinkers and above all to understand and respect diversity. These play a key role in educating our children and hoping that they become active citizens. Real life examples would be an excellent way of teaching the children for e.g., around migration and its different forms whether voluntary or involuntary. Similarly current events, stories and projects will help children develop an understanding of areas such as human rights, equality, migration and sustainability. I would also hope to share and extend the learning in my classroom across the school community and include Development Education within the School Self-Evaluation process. This may be done by possibly evaluating how wellbeing, inclusion and sustainability is being promoted and encouraged throughout the school. I think it is important that collaboration in this effort takes place amongst all staff members and ideas and initiatives are embraced by the whole school community.
I strongly agree that the connection with children’s everyday lives makes the topic and issues more ‘real’ for the children and using the locatlity or familiar places is an excellent idea.
For the purposes of this assignment, using the Climate Detectives Research Question Planner, my question is ‘How is the environment and wildlife in our local area affected by litter’. This question falls within the SESE curriculum and encourages research, investigating the connections between our actions as humans and the effect these actions have on the environment and how can we promote and foster environmental sustainability. This project would encourage pupils to work collaboratively to investigate how the more litter there is the greater impact it has on the environment, how it effects local habitats, the possible places our litter ends up when not disposed of properly, how we can improve our practices. To encourage participation, I would encourage hands on activities and collaborative work. Pupils would take on certain roles such as data collector, observation role, data recorder, photographer and those who would present the project and findings. Information gathered and ideas can be shared with the whole school through presentation and posters and meetings with the Green School committee.
I agree Eleanor that the resource is an excellent addition to classroom learning and encourages inquiry.
I found the ESA resource Nose High Up in the Sky to be an engaging and hands on practical way to aid teaching. I particularly liked the interactive element and the pupil activities were a great way to help make learning enjoying while also encouraging critical thinking and collaboration. The integration of science with environmental awareness was a great way to show pupils how they are so connected. It is a bonus that the activities can be adapted according to the age, class and abilities. The Teacher Guide is clear and the instructions are easily understandable. The learning objectives are clear and the suggestions for extending activities are very useful. It is an excellent resource for both experienced and confident teachers and those who are developing their understanding and teaching practices in this area. The Teacher Guide allows for seamless adapting according to class level. I would use this resource in my classroom to promote active learning and curiosity. It encourages pupil participation and helps pupils take ownership of their own learning. There are many opportunities for this resource to be integrated into the classroom through literacy, citince. Global citizenship, science etc.
