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Hi Anna, Really like your point about auditing what’s already happening in your school for SSE. Building on existing strengths like green schools and the student council is such a sustainable way to deepen development education without reinventing the wheel.
Development Education is important for empowering pupils to become active, empathetic global citizens in an interconnected world. As Ehigie (2021) shares, global citizenship requires moving beyond passive awareness to critical thinking, empathy, and collective action for positive change. Development truly takes place when there is a shared realisation of the need for change both locally and globally. In my own teaching, I actively embed the Sustainable Development Goals (SDGs) by helping pupils explore how global issues connect directly to their everyday lives. A key practice in my classroom is our daily celebration and awareness calendar. By acknowledging special observances, diversity days, and cultural milestones linked to the SDGs, pupils learn to appreciate diverse perspectives, build empathy, and explore how we can celebrate, uplift, and stand in solidarity with others. To encourage colleagues and myself to plan development education activities throughout the school, I believe in stepping out of our comfort zones together. I would share practical, accessible resources, co-plan thematic initiatives (such as Global Goals or Intercultural weeks), and demonstrate how development education easily integrates across SESE, SPHE, and Literacy to build a cohesive, school wide culture of global citizenship.
This is a great research question. Thank you for sharing, this is something I would like to explore with my classroom.
Question: How is air pollution affecting our school’s environment, and what steps can we take to improve air quality
To get pupils involved in this project, I’d start by discussing what air pollution is and why it matters, especially in places close to where they live and learn. I’d ask them to think about times when they’ve noticed smog, smelled car exhaust, or heard about pollution in the news. This helps them understand that air quality is something that directly impacts their health and daily life.
To make it even more engaging, I’d introduce the idea of our class becoming “Air Quality Detectives.” similar to ‘climate detectives’. We’d begin by exploring the area around our school—walking outside to observe traffic, nearby factories, or even green spaces. We’d use simple tools like air quality sensors or even just our senses to gather data.
Pupils would work in teams to research different aspects of air pollution: what causes it, how it travels, and how it affects people and the environment. They could interview local experts, like an environmental scientist or a public health officer, to learn more about the issue. Using EO Browser, we could look at satellite images to identify sources of pollution and see how our area compares to others.
Assignment 4 – Choice 2
EO Browser is an incredible, free online tool that lets students explore real satellite images of our planet in just a few clicks. Imagine your class looking at how our town has changed over time. Study volcanic eruptions, or tracking pollution in the air—all from a simple, user-friendly website. Just imagine, being able to pull up real satellite images of different places on Earth, right in the classroom! That is possible through EO. For a geography lesson, you could show how landscapes like forests or coastlines have changed over time, helping students really see the effects of things like deforestation or climate change. It makes the concepts so much more tangible and relatable for them. Allowing students the opportunity to visually connect what you teach and they learn in subjects like geography, science, and math to real-world data, making learning engaging and relevant which is amazing for senior classes.
You can use EO Browser to show kids how our world changes, link these images to lessons about nature, weather, and the environment, and even create fun projects where they compare images over time. It’s a perfect way to bring the world into the classroom and make abstract concepts tangible and exciting for young learners.
I like how you’ve highlighted the importance of focusing on solutions, such as the development of renewable energies and promoting sustainability. This not only empowers students with knowledge but also encourages them to think about their own actions and how they can contribute to a more sustainable future.
The film ‘Home’ by Yann Arthus-Bertrand is a visually stunning documentary that delivers a powerful message about the state of our planet. The film took me on a breathtaking journey around the world, showing both the beauty of nature and the impact of human activity on the environment.
What makes the film impactful to share in the classroom, is the way it highlights the interconnectedness of all life on Earth. The aerial shots give a global perspective, making you realise how everything we do, from cutting down forests to burning fossil fuels, affects the entire planet. The film is a nice way to introduce the topic of climate change, pollution, and the depletion of natural resources.
I also like how the film inspires action. Similar, to the Greta Thurnberg speaking at TEDxStockholm – School strike for climate – save the world by changing the rules. Greta, has proved a great young role model and activist to discuss in the classroom when look at climate change.
Activity 3:
The climate reporters is a fun, practical and excellent resource for a primary classroom because it combines interactive learning with real-world applications. I like how the students can use Paxi’s video to engage with activating prior knowledge and learn additional foundational knowledge about greenhouse gases and then exploring different climate scenarios, students gain a comprehensive understanding of climate change. The group work element would be great to try in the classroom to foster collaboration and critical thinking on the topic of climate which needs collaborative efforts. The activity’s emphasis on brainstorming solutions encourages students to think creatively about real-world problems. Incorporating a presentation aspect where students present their findings and discuss personal actions can reinforce the material and connect classroom learning to everyday life.
Module 1 Assignment:
After reviewing the ESA resources, I found the activities to be highlight engaging and practical for classroom use. during my school placement, I had the opportunity to introduce students to weather concepts through basic observations, these resources provide an exciting, structured and comprehensive approach to learning about weather and climate. I know I can use them with my first class by setting up a weather station in the classroom. This will be a great way to have the students participate and engage with some of the ESA resources, for example, ‘weather detectives’, ‘build your weather station’. By engaging in this project, students will develop STEM skills such as scientific inquiry, technology use for data collection, critical and creative thinking and mathematical skills in data interpretation. To promote communicating weather and climate knowledge in school, students could share their learning with their peers. Presenting their findings and understanding.
