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Thanks Eoghan, I feel it’s important for a ‘grass roots’ attitude change, that hopefully we as educators can help develop
Hi Fiona, I like how you’ve linked climate change to things the children can actually see in their own local area. I also think activities like nature walks and observing the environment help make it much more meaningful than just talking about facts. Hopefully it also helps children feel that, although it’s a big issue, there are still positive things they can do.
This module made me think about how climate change is no longer something that feels far away. Even this summer, Ireland is experiencing a heatwave, which isn’t something we’d usually associate with our weather. It made me realise that when we’re back in school, the children will probably have noticed it too and may have questions about why it happened.
I think this would be a good starting point for exploring climate change. Rather than overwhelming children with lots of facts, I’d encourage them to share their own observations and ask questions. We could compare weather patterns, look at how climate change affects people in Ireland and discuss how it impacts children in other parts of the world who experience much more extreme weather.
I’d also focus on simple actions that children can take in their everyday lives, such as reducing waste, looking after our school environment and thinking about how we use energy. I think it’s important that children leave these lessons feeling hopeful rather than worried. They don’t need to feel responsible for solving climate change, but they can learn that small actions, when lots of people take them, really can make a difference.
This also links well with School Self-Evaluation by encouraging active learning, discussion and helping children become more aware of the world around them.Hi Marina, I enjoyed reading your post. I hadn’t come across Dublin City of Sanctuary before, so that was really interesting to read about. I agree that making children and families feel welcome is one of the most important things a school can do. I also like your point about using stories and discussions to challenge stereotypes. I think those everyday conversations can often have just as much impact as bigger projects or events.
This module probably resonated with me more than any of the others because many of the children in my school come from migrant or refugee backgrounds, while others are living in International Protection accommodation. It really made me think about how important it is to approach this topic with empathy and sensitivity. We don’t always know what experiences children or their families have had before coming to Ireland.
I looked at the work of Crosscare in Dublin 7, which supports migrants, refugees and asylum seekers. It made me realise that schools don’t always have to organise big fundraising events to make a difference. Sometimes it’s the everyday things that matter most. Making new families feel welcome, having a buddy system for new pupils, celebrating the different languages and cultures in the school, or simply helping families to feel part of the school community.
I also think it’s important that children learn why people move from one country to another, while understanding that every family’s story is different. I’d be very conscious of not putting any child on the spot or expecting them to share their own experiences. For me, these lessons should encourage kindness, empathy and understanding rather than focusing on labels.
I suppose the biggest thing I took from this module is that schools can have a huge impact by creating a genuine sense of belonging. If children feel accepted and included in school, they’re more likely to show that same kindness and acceptance to others as they grow up.
I can also see how this links with School Self-Evaluation. Creating an inclusive and welcoming school community benefits everyone, not just children who are new to Ireland. It helps build respectful relationships and reminds us that every child should feel that they belong.I agree homelessness is such a relevant topic at the moment, and I agree it would need to be introduced sensitively. I liked your point about letting the discussion develop naturally, as children often have really thoughtful questions. I think those conversations are often where the most meaningful learning happens.
Reading this module made me think about SDG 10: Reduced Inequalities. I think it’s an area that children can understand because they already have a strong sense of what is fair and unfair. Sometimes they don’t have the words for it, but they notice when someone is left out or doesn’t have the same opportunities as everyone else.
In my own school, we have children from many different countries and backgrounds. Some families have lived in Ireland for generations, while others are new to the country or are living in Direct Provision. Although the children may have very different life experiences, school is one place where everyone should feel that they belong and have the same opportunities to learn, play and succeed.
Rather than focusing on fundraising, I’d encourage children to think about the small actions they can take every day. This could be making sure everyone is included in games, welcoming new pupils, learning about different cultures through books and stories, or celebrating the many languages spoken in our school. These might seem like small things, but I think they’re often where real change begins.
I also think giving children opportunities to share their own experiences helps everyone to understand that there isn’t just one way of living or one way of seeing the world. Those conversations build empathy and help children realise that fairness isn’t always about treating everyone exactly the same..sometimes it’s about giving people the support they need to take part.
For me, that’s what Development Education is really about. It’s helping children become thoughtful, respectful and active members of their own community first. If they can do that in school, they’re much more likely to carry those values with them as they grow up.I enjoyed reading your post, Marie. I agree that children come to school with lots of different experiences and expectations from home, and that makes these conversations all the more important. I really like your idea of Cooking for Fun because it naturally encourages everyone to get involved. Even if we can’t influence everything outside school, we can help children see that there are lots of possibilities open to them and encourage them to think beyond traditional stereotypes
This module made me reflect on gender stereotypes in a different way. To be honest, I don’t hear many comments in school about certain toys, games or activities being ‘for boys’ or fir girls’. In my experience, the children generally play and learn well together, and we encourage everyone to take part in everything. My concern is more about what happens when they leave school.
Many of the children I teach come from families with strong cultural and religious traditions, and while these are an important part of who they are, there can sometimes be different expectations for boys and girls as they get older. It makes me think about the role school has in helping children see that there are many different opportunities open to them. We may not change what happens outside school, but we can help broaden children’s horizons while they are with us.
I think this is where Development Education can really make a difference. It’s not about criticising family beliefs or telling children that one way of life is better than another. For me, it’s about creating opportunities for children to think, ask questions and see positive role models in a wide range of careers and roles. The books we read, the people we talk about and the examples we use in class all matter.
The biggest takeaway from this module is that schools can quietly challenge stereotypes by creating an environment where every child feels that their interests, abilities and ambitions are valued equally. Even if those conversations seem small at the time, they can help children realise that they have choices and that their future doesn’t have to be limited by expectations.I enjoyed reading this. I really liked the reminder that it’s the process, not the project. Sometimes the everyday conversations and small actions are what have the biggest impact. I’ll definitely have a look at some of the Irish Aid resources too, as they sound like a great way to get children thinking and talking about global issues.
Reading this article made me think a bit differently about Development Education. I suppose before now I would have thought of it as learning about other countries or world events. After reading it, I realised it’s much broader than that. It’s really about helping children understand different perspectives, fairness and respect, and giving them opportunities to ask questions and think for themselves.
In my own school this feels quite relevant. We have children from lots of different backgrounds and many families have close connections with other parts of the world. Sometimes those experiences naturally come into classroom discussions, so it’s important that children have opportunities to listen to one another and understand that everyone brings something different. I think that’s probably where Development Education fits best for me. Not as another subject, but as something that’s part of everyday teaching.
I could see it linking into SPHE, Geography, literacy and even simple classroom discussions around picture books or current events. Those conversations often lead to the best learning. Children are naturally curious and they ask honest questions if they’re given the chance.
I also think it would be worthwhile for staff to share ideas and resources, so that Development Education becomes something that is woven through the school rather than something that only happens on particular days or weeks. It also fits well with SSE because it encourages an inclusive school culture, active learning and respectful relationships, which are things we’re always trying to develop.I really enjoyed reading this. I’d love to see a Space Week introduced in my own school too, as it’s a topic that really captures children’s imagination. I like how you’ve used storybooks to introduce the theme before moving into the practical rocket activities. The opportunities fir predicting, testing and discussing results would make the learning really meaningful. It sounds like a brilliant way to encourage curiosity while developing STEM skills.
I would choose the rocket investigation as it gives children an opportunity to design, test and improve their ideas through a simple hands-on activity. I like that there isn’t one correct answer and that children are encouraged to predict what might happen, test their designs and reflect on what they could change. It naturally develops problem-solving, communication and teamwork.
In my own setting, I work mainly with small groups, so I would adapt the activity to encourage plenty of discussion throughout the investigation. Before launching their rockets, pupils could predict which design they think will travel furthest and explain their reasoning. Afterwards, they could compare results, identify what worked well and decide how they might improve their design. Some children might record their ideas through drawings or photographs, while others could explain their thinking orally, depending on their individual strengths.
One of the key messages I have taken from this course is that STEM activities don’t have to be complicated to be meaningful. Simple investigations like this encourage curiosity, creativity and resilience, while giving children the confidence to test ideas, learn frim mistakes and celebrate success together.I really enjoyed reading this. I also have a 6-year-old, so I could definitely relate to your point about children loving to talk about where they live and what makes their home special! I like how you’ve extended the activity into designing and building houses, as it gives the children a chance to test their ideas and work together. It sounds like a lovely way to bring STEM into the classroom while keeping it practical and meaningful
I would choose the Hot and Cold investigation as it is a simple activity that encourages children to make predictions, observe carefully and discuss what they notice. I like that it introduces the idea of fair testing in a very practical way, without needing lots of equipment or preparation.
In my own setting, I work mainly with small groups, so I would adapt the activity to encourage plenty of discussion before, during and after the investigation. Pupils could predict which ice cube will melt first, explain their reasoning and then compare the results with their predictions. I find that children often learn as much from talking through their ideas as they do from the investigation itself.
Some pupils might record their observations using drawings or photographs, while others could simply talk about what they noticed. Providing different ways to record learning would allow all children to take part successfully while keeping the focus on the scientific skills of observing, comparing and questioning.
One of the key messages I took from this module is that STEM doesn’t have to be complicated. Simple investigations like this encourage curiosity, communication and problem-solving, while also creating natural links with other areas of the curriculum. I can also see how resources such as Curious Minds and ESERO could support teachers in planning similar hands-on activities as part of a whole-school approach to STEM.
I’ve also been updating my mind map in my notebook as I’ve worked through the course, and it’s been interesting to see how the different themes connect from one module to the next.