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A topic linked to the Sustainable Development Goals that I would explore with my students is Goal 12: Responsible Consumption and Production. Children are affected by this issue both locally and globally. In Ireland, pupils see the impact of waste, overconsumption and the importance of recycling in their own communities. Globally, many children are affected by unequal access to resources, pollution and the effects of unsustainable production practices.
To encourage students to take action, I would involve them in practical projects such as carrying out a classroom waste audit, reducing single-use plastics, creating awareness campaigns, and exploring ways our school can become more sustainable. These activities would help children understand that their choices can contribute to positive change both locally and globally. This links with ESD to 2030 Priority Action Area 5 by empowering students to take meaningful action within their own school and community.
The Global Inequality module has highlighted the importance of helping children understand that people around the world do not have equal access to resources and opportunities. This can feed into SSE by supporting the development of a more inclusive, globally aware school culture. It encourages the school to reflect on how well it promotes sustainability, equality, pupil voice and active citizenship.Working in an infant school, I already see how gender stereotypes can influence children’s behaviour. For example, during free play, the girls often choose the home corner while many of the boys head straight for the construction area. On one occasion, a boy wanted to play with the dolls, but another child told him that “dolls are for girls.” It was a reminder that children can pick up gender stereotypes from a very young age.
Development Education methodologies can help challenge these stereotypes by encouraging discussion, questioning assumptions and using inclusive resources. Reading books that show boys and girls in a variety of roles, providing a wide range of toys without labelling them, and encouraging all children to explore different activities can help break down these ideas. Asking open-ended questions such as “Can anyone be a firefighter?” or “Can dads look after babies?” also encourages children to think critically about stereotypes.
This module has made me more aware of the importance of challenging gender stereotypes early. It also links well to our School Self-Evaluation (SSE), particularly in promoting inclusion, equality and pupil wellbeing. Reflecting on our classroom environment, resources and language can help ensure all children feel valued and free to explore their interests without being limited by gender expectations.Hi Fiona, Thank you for sharing. You have highlighted how gender stereotypes can influence children’s confidence, choices and the way they see themselves and others. As educators, we have a responsibility to challenge these stereotypes by providing equal opportunities, encouraging children to follow their interests, and creating a safe, respectful classroom environment where every child feels valued. Addressing gender equality supports SSE by promoting inclusion, wellbeing and a positive school culture where diversity is respected.
Before reading this article, I understood global citizenship in a general way, but I hadn’t really thought about how much of a role education plays in helping children develop these values from such a young age. The article made me realise that being a global citizen isn’t about making huge changes on your own, but about the small everyday actions that help create a fairer and more caring society.
Working in an infant school, I can see how important those small actions are. The children I work with are just beginning to learn how to share, be kind, respect others and understand that everyone is different. Reading this has made me think more about how these everyday experiences link to Social Studies Education (SSE). Even simple activities like reading stories from different cultures, encouraging teamwork or talking about fairness can help children begin to understand the world around them and the importance of treating others with respect.
The article also made me realise that education has a much bigger role than I had previously considered. It isn’t just about teaching facts; it’s about helping children grow into thoughtful and compassionate people who value equality and inclusion. As someone new to thinking about global citizenship in this way, it has encouraged me to reflect on how the values I promote in the classroom can have a lasting impact on children’s attitudes as they grow.Hi Jonathan, thank you for sharing your reflection; it made me aware that Development Education doesn’t have to be a separate lesson and can be integrated into everyday teaching. Working in an infant school, I can help children develop empathy, respect and an awareness of others through simple activities and discussions. As someone still learning about DE, it has encouraged me to think more about how small classroom experiences can help children become caring and responsible global citizens.
Hi Antonia,
I really enjoyed reading your plan for the Balloon Rocket Launch activity. I think it is a great hands-on STEM activity for first class as it encourages curiosity, teamwork, and problem-solving. I liked how you included predictions and questioning at the start, as this helps pupils think scientifically before testing their ideas.The opportunity to change variables and compare results is a great way to develop investigation skills, while the maths link adds another dimension to the lesson. Overall, this activity would make learning about forces and movement fun, engaging, and memorable for young pupils.
I would use the Spacecraft activity during Space Week as a hands-on way for students to explore how spacecraft are designed and how they travel beyond Earth’s atmosphere. After discussing the history of space exploration, students would work in groups to design and build their own spacecraft using recycled materials and the worksheets recommended from the course. They would think about what makes a spacecraft strong, lightweight, and suitable for space travel.
This activity would encourage creativity, teamwork, and problem-solving while linking science with design and engineering. Students could present their spacecraft to the class and explain the choices they made. I would also create a small classroom space exhibition where students can share their designs and learning with others.
I think this activity would help students develop curiosity about space while making the learning experience fun, practical, and memorable. It allows them to see how science and creativity work together in real-world situations.
Gráinne, I really enjoyed reading your post. I liked your point about giving children the chance to investigate and solve real-life problems, as I think that’s when they’re most engaged and excited to learn. I also agree that linking STEM across different subjects makes learning feel much more meaningful, especially for younger children. Your idea about introducing space-themed stories really stood out to me too. It’s such a simple way to build confidence and help create a stronger whole-school approach to STEM through the SSE process.
Completing this chapter really got me thinking about how STEM can become a more natural part of everyday learning rather than something that is only done for special events or during Science Week. In junior classes especially, children are naturally curious and love asking questions, exploring and trying things out. It reminded me that STEM doesn’t have to be complicated to have a real impact.
The chapter also helped me see the importance of School Self-Evaluation in developing STEM across the school. Instead of trying to change everything at once, it’s about taking small, manageable steps and building from what is already working well. Looking at pupil engagement, talking with colleagues and reflecting on our current practice are all good starting points.
As I continue teaching in the junior classes, I would like to make more time for simple, hands-on STEM activities that encourage creativity and independent thinking. The course has given me practical ideas that I can bring straight back to my classroom, but it has also reminded me that fostering curiosity is just as important as teaching scientific facts.
Overall, this chapter has encouraged me to think more intentionally about STEM and how, through the SSE process, even small changes can help create a classroom where children feel confident to explore, ask questions and enjoy learning about the world around them.This is a lovely idea Gráinne. I love that the children can make and create their own constellations. Also, a great idea to name them. The children would love this activity.
The activity that I would use in my classroom and wish to reflect upon today would be the topic of Space and Aliens. The previous pedagogy was particularly useful in assisting me with the ability to use other curriculum areas in the teaching of science subjects, not just the STEM subjects themselves but also other areas of the curriculum such as art, English, geography, etc.
Trigger: Read ‘There’s an Alien in my book’ and ‘Aliens love underpants’.
Wondering: Asking the children what they think an Alien is? Where do they think they live? Do they think they are real? Do they all look the same?
Starter question: Look at these books of Aliens. The Aliens all look different. Why do you think the illustrators make them all different? Do they share any characteristics?
Predicting: Record answers.
Experimenting: Children create a plan of how they wish their alien to look. Talk about eyes, ears, noses, how many of each they will give their alien, and why. Talk about colours for their Alien; maybe an alien living on a hot planet may be red and a cold planet blue?
Interpreting results: Look at all the pictures and discuss reasons for creating Aliens in such a way. As a class, discuss the good ideas that came up about the reasoning behind the aesthetic choices children made. Count the eyes/legs/arms on the aliens.
Extension: Art: Create aliens using clay and matchsticks.
Maths extension: If 6 aliens take over the principal’s office and make it their home, how many would be left in the class?
English extension: Create a class story or poem about the aliens we have made.
Teacher reflection with children.Thanks for sharing your lesson idea Breege. I love the use of chalk in the lesson, and I also loved the story idea at the end. I love finding a relevant story to wrap up a lesson. Thanks for sharing.
The activity that I would use in my classroom and wish to discuss today would be the planets. The planets have many talking and teaching points related to other STEM areas of the curriculum.
Trigger: Singing the planets song from youtube.
Wondering: Asking the children what’s the name of the planet we live on? Do they think we are the only planet? Why do they think people do not live on the other planets?
Starter question: Look at this picture of the planets in our Solar System. The Earth has good conditions to live on; we have water, far enough from the Sun! Why are the other planets not as good for living on?
Predicting: Record answers.
Experimenting: Children look at pictures of the planets and, working in groups and using balloons and papier-mache, they create a planet in each group and paint it the correct colour. When everyone is finished, they can be arranged in order from the Sun and labelled. Children can learn the song to remember the order of the planets
Interpreting results: Look at the results and interpret that Mercury is so close to the sun it would be much too hot to live on, Neptune is so far away it would be so cold. Discuss Mars and why there is so much investigation of Mars by the space station. What are they looking for?
Extension: Watch videos and clips of explorations to Mars.
Teacher reflection with children.I am Michelle, and I am a SET teacher in an Infant School. The fact I like is: There are billions of stars in our galaxy.
A fun way to introduce this lesson is by sharing the fact that there are billions of stars in our galaxy, even though we can only see a small number of them from Earth on a clear night. This helps spark students’ curiosity before showing them ‘The Starry Night’ by Vincent van Gogh. Instead of explaining the painting straight away, I would give students time to look at it quietly and notice what stands out to them. Some might focus on the bright stars, the swirling sky, or the small village below. I would then encourage them to ask their own questions, such as why the sky looks like it is moving or what they think it would be like to stand in the picture.
Students would then share their ideas with a partner or in small groups, using what they can see in the artwork to support their thinking. I like this approach because there are no right or wrong answers, which gives students the confidence to share their ideas and listen to different perspectives. To finish the lesson, students would create their own night sky inspired by Van Gogh’s style and then reflect on what they discovered during the activity. This lesson encourages creativity, observation, communication, and critical thinking while allowing students to enjoy exploring art in a way that feels engaging and meaningful.