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I enjoyed reading your response Ciara. It is very interesting how the sea is impacting the children’s lives when coming/going to school. It is wonderful that they are able to see this change happening so clearly in front of them. This makes the topic of climate change so much more tangible. Obviously unfortunate that it is happening at all but seeing it first hand makes it relevant to them!
Living in South Dublin, I have noticed that climate change feels much closer to home than it did a few years ago. We are seeing heavier rainfall, occasional severe flooding, warmer summers, and changes in local wildlife. I think it is important for children to realise that climate change is not only something that happens in other parts of the world but also affects the places where they live, play, and go to school.
In my classroom, I would encourage pupils to explore these issues through hands-on activities such as nature walks, biodiversity hunts, litter surveys, or investigating how much waste our school produces. I think children learn best when they can see things for themselves and feel that their ideas and actions matter.
Three simple actions I would encourage are reducing single-use plastics, walking or cycling to school whenever possible, and planting flowers or trees to support pollinators. These are practical steps that children can take both at school in our school garden and at home, helping them to see that even small actions can have a positive impact.
In terms of School Self-Evaluation (SSE) sustainability projects naturally support pupil voice, teamwork, and community involvement, while also helping to build a school culture where caring for the environment becomes part of everyday learning rather than an extra activity.Hi Emily, I really like your idea of the buddy system. This would be such a lovely gentle way to help the children settle into school and build meaningful friendships. This also gives the buddy a great sense of purpose and don’t they always just love to help out!
While there doesn’t seem to be any organisations particularly close to me there are a number of organisations that support refugees, asylum seekers, and people seeking international protection in and around Dublin city centre. Such as Irish Red Cross, JRS Ireland, and the Irish Refugee Council.
There is also the South Dublin County Council’s Local Authority Integration Team which supports refugees in South Dublin by connecting them with education, employment, language, and community services.
The South Dublin County Volunteer Centre has volunteers in Citywest and other accommodation centres and offers opportunities for individuals and community groups to get involved.
As a school or class group we could look to collect and put together welcome packs or school supplies for newly arrived children, to our school but also to the local area. We could organise a “Welcome to Our Community” project by creating multilingual signs or storybooks using Book Creator.
This would also provide strong evidence for School Self-Evaluation (SSE) through pupil voice, community partnerships, and active citizenship.One Sustainable Development Goal that I would choose is SDG 13: Climate Action because it is something children can relate to through their own experiences while also helping them understand global inequalities. In Ireland, children are becoming more aware of issues such as flooding, biodiversity loss, and waste. However, learning that many children around the world face much more severe impacts, including displacement, food insecurity, and interrupted education, can help develop empathy and a sense of global responsibility.
As a teacher, I would encourage students to take action through small, meaningful projects within the school community, such as creating a biodiversity garden, carrying out a waste audit, or promoting recycling and active travel. I think children are more likely to engage when they can see the impact of their own actions and recognise that they can make a positive difference.
I also see strong links between Development Education and the School Self-Evaluation (SSE) process. Student-led sustainability projects could provide valuable evidence of learning, wellbeing, collaboration, and pupil voice while supporting whole-school improvement. For me, Education for Sustainable Development is about helping children become informed, caring, and active citizens who understand that local actions can contribute to global change.I really enjoyed reading this contribution Fiona. I agree, I think access to education is something that will resonate with the pupils. I feel as though they just think or assume that every child receives something similar to what they are experiencing in terms of an education. I know many of them complain about “not wanting to go to school” but when their eyes are opened to how lucky and privileged they are to be receiving the amazing education they are receiving I think it might even make them appreciate it a little more!
Having taught in an all-boys primary school for a substantial period of time, I have become more aware of how gender stereotypes can influence children’s attitudes from a young age. One example I noticed was that some boys assumed the female teachers were the ones to go to if they were upset or needed help, while male teachers were seen as being responsible for discipline, PE, or dealing with behaviour. Although these assumptions were not intended to be negative, they reflected traditional ideas about gender roles that children may have absorbed from home, the media, or society.
Development Education provides useful strategies to challenge these stereotypes by encouraging discussion, critical thinking, and reflection. Through stories, cooperative learning, and conversations about fairness and equality, students can begin to question stereotypes and recognise that people should not be defined by their gender. Introducing diverse role models across the curriculum can also help broaden their perspectives.
I also think Development Education can support the School Self-Evaluation (SSE) process. Including goals around equality, inclusion, and respectful relationships in SSE encourages schools to reflect on how these values are promoted in everyday teaching. Gathering feedback from students and staff can help identify areas for improvement and ensure that challenging stereotypes becomes part of a whole-school approach rather than an isolated lesson.This is a great example of gender stereotypes affect children from a young age. I noticed something similar when I asked a class of boys to plait some wool for headbands for a school final in Croke Park. Their initial reaction was excitement but when it began proving difficult a lot of them made comments like ‘this is meant for girls to do’. It really shows how they form stereotypes so young!
After reading The Role of Global Citizens in Today’s World (Ehigie, 2021), I realised how important it is for schools to help students understand the wider world, not just focus on academic learning. It reminded me that students need opportunities to think about issues such as climate change, inequality, and human rights, while also recognising that they can make a positive difference in their own communities.
As a teacher, I would try to include Development Education in everyday lessons rather than treating it as a separate topic. Using current events, class discussions, and group projects would encourage students to think critically, consider different viewpoints, and make connections between local and global issues. I think this approach helps make learning more meaningful and relevant.
I would also encourage colleagues to share ideas and resources so that Development Education becomes part of a whole-school approach. Working together on themed weeks or cross-curricular activities could make a real impact. We use Google Drive which would be a useful place to share our resources.
I also think Development Education fits naturally into the School Self-Evaluation (SSE) process. By including goals around global citizenship, inclusion, and student participation, schools can reflect on their progress and ensure these values are embedded in everyday teaching and learning.Hi Emily, I love the idea of multi-cultural day. How lovely to recognise and celebrate all the differences in your school. This is such a fantastic link to Development Education and the students can see the diversity in their own school as well as on a bigger scale.
Hi Niamh, I really like your idea of having pupils compare their own writing with an AI-generated version. I think this is a great way to reinforce that AI should be used to support creativity rather than replace it, while also developing pupils’ critical thinking skills in an age-appropriate way.
One question I had was how you might discuss authorship if a pupil used AI to generate just one paragraph of their story. At what point does it stop being their own work? It would make for an interesting discussion!
Class stage: 6th class
Curriculum area and learning intention: SPHE – to develop pupil’s ability to read, interpret and critically evalute information, including AI-generated pieces, and justify their reasoing using discuision and eivdence.
AI concept being explored: Accuracy of information
Short activity or discussion outline: Pupils will take part in a structured literacy-based discussion and comprehension activity called ‘Two Truths and a Lie – AI edition.’ The teacher will present three short written statements/facts on a familiar topic such as animals etc. Pupils will read the statements carefully and work in small groups to identify which one they believe is false before the timer runs out. One of the statements will be AI generated and deliberately incorrect. Pupils will use their own knowledge and will also have access to trusted online sources such as Britannica School to fact check.
One critical question about bias, accuracy, authorship or misinformation: How can a written statement sound correct and still be inaccurate when it comes from AI?
One responsible-use consideration: Pupils will be reminded that AI tools are simply that, just a tool. They can support our learning, but all information needs to be read critically against reliable sources.
How pupils will be supported to think critically: The focus of this lesson will be on reading each statement carefully and comparing information and discuss reasoning before reaching a conclusion.
How you would gather evidence of learning: Teacher observation during discussions of why they chose a particular answer.
Hi Rachel, I will definitely be taking a look at the Peace Builders lesson after reading your reflection. The emphasis on cooperation and empathy is a really strong feature and it supports the learning objectives very clearly, particularly around communication and working collaboratively. As you mentioned, it links really well with SPHE, as pupils are actively practising skills like active listening and understanding how their actions can impact others, rather than just discussing them in theory.
A practical suggestion could be to add a simple follow-up art activity where pupils create “peace builder” strategy posters for common school scenarios, which could then be displayed in the classroom or around the school as a reminder of positive conflict resolution.
I explored the demo lesson: CyberSafe: Bad Connection.
I thought this was a really engaging and relevant way to teach pupils about online safety and recognising unsafe online interactions. The world puts learners into realistic scenarios where they have to make decisions about who to trust, identify warning signs, and report suspicious behaviour. I liked that it allows pupils to actively experience these situations rather than just being told about cyber safety in a more traditional way. The learning feels much more meaningful because they are problem-solving in context.
The lesson also supports pupils in developing confidence around reporting concerns and understanding that it is always okay to ask for help from a trusted adult. It links really well with SPHE, particularly digital citizenship and staying safe online.
I would definitely use this world as it is because I think the scenarios are very well designed. As a previous poster mentioned in their comment, it would be really interesting to use this as a starting point for the lesson and allow pupils to explore and problem-solve for themselves first. Rather than explicitly telling them what to watch out for in advance, I think it would be more powerful to let them experience the situations and work out the issues as they arise. This would encourage deeper thinking, discussion, and a more meaningful understanding of online safety.
Hi Lucy, I really like the idea of using a recycling theme for your game, especially how you’ve included both recyclable and non-recyclable items. I think this is a really strong feature because it directly supports your learning objective in Geography around sustainable living and helps pupils make real-world connections while playing. One suggestion I would make is to add sound effects when items are collected or missed, as I think this would enhance the player experience and give immediate feedback, especially for younger pupils.
