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I agree, the flooding really shows how climate change is affecting local families directly. Linking it to subjects and simple actions like recycling, walking and saving energy is very effective. It also strengthens SSE by promoting wellbeing, sustainability and active citizenship across the whole school community.
Climate change is something that children are becoming more aware of. In my local area we have experienced more severe storms in recent years. Storm Éowyn caused a lot of damage in our school. Trees were damaged and our fairy garden was destroyed. Seeing this happen helped the children understand that climate change can have a real impact on places that are important to them. We have also experienced heavier rainfall and more flooding during the winter.
In the classroom I would encourage pupils to explore climate change through discussions, stories and outdoor learning. We could keep a weather diary and look at how the seasons have changed over time. This would help children make connections between what they see at home and what they are learning in school.
There are many small actions we can take to help. We can recycle more, save electricity by turning off lights and plant flowers and trees to support nature.
This topic links well with School Self Evaluation. It supports wellbeing, active learning and pupil voice. It also encourages children to take responsibility for caring for their local environment and understand that small actions can make a difference.
In my local community there are organisations such as Crosscare and the Migrant Rights Centre Ireland that support refugees and people seeking international protection. They provide practical help, advice and advocacy. They also support families as they settle into life in a new country.
In school, I think it is important that inclusion starts straight away. Simple things like clear classroom routines, visual supports and welcoming activities can make a big difference for a new pupil. I would also make sure classmates are encouraged to be friendly and supportive so no child feels left out.
I would use SPHE lessons and circle time to help children talk about fairness, respect and belonging. Using stories and real life examples can help pupils understand why people may move countries and what challenges they might face. This helps build empathy in an age appropriate way.
From an SSE point of view, this links well with inclusion and wellbeing. The school could review how new pupils are supported and how diversity is recognised in everyday practice. It also encourages reflection on how the school builds a positive and respectful community for all children
I really like your buddy system idea. It’s a simple but powerful way to help new pupils settle in and feel included from day one.
One SDG topic I would focus on is SDG 13: Climate Action. Children are affected by climate change both locally and globally. Locally in Ireland, they can see more extreme weather, flooding and changes in nature around their communities. Globally, they learn about how children in other countries are more severely impacted by droughts, rising sea levels and food shortages, even though they have contributed the least to the problem.
In the classroom, I would try to make this real and age-appropriate through discussions, videos, and linking it to subjects like Geography, Science and SPHE. I would also encourage pupils to take small actions they can control, such as reducing waste, recycling properly, walking or cycling to school where possible, and taking part in a litter-pick or Green Schools project.
To support ESD to 2030 and local action, I think it’s important to give pupils a voice. They could design posters or campaigns for the school, or lead a “climate-friendly classroom” initiative. This would also link well to SSE, especially around wellbeing, active citizenship and sustainability, as it encourages real participation and responsibility.
I agree, linking housing to children’s rights helps pupils understand real world issues. Your idea of an ideal community project is a great, meaningful cross curricular approach for SSE.
Before doing this course, I probably didn’t realise how early gender stereotypes can start to influence children. Even in the younger classes, you can hear comments like “that’s for boys” or “girls can’t do that.” One situation I saw in the classroom was when a group of boys refused to go to the bracelet and knitting station because they said it was “for girls.” It was a good opportunity to have a class discussion about how activities, hobbies and interests aren’t just for one gender, and that everyone should feel free to try something new without worrying about what others think.
I think Development Education can really help challenge these stereotypes because it encourages children to ask questions, think critically and respect different viewpoints. Using storybooks with diverse characters, class discussions and cooperative activities can help children see that everyone should have the freedom to make their own choices. As teachers, we also need to be mindful of the language we use and make sure all children are encouraged to take part in every activity.
This also links well with our School Self-Evaluation process, particularly around wellbeing, equality and inclusion. Creating a classroom where every child feels respected and valued helps build confidence and a sense of belonging. I think sharing ideas and resources with colleagues would also help make promoting equality a whole-school focus rather than something that only happens in individual classrooms.
I agree that creating a safe, respectful classroom is so important. Challenging stereotypes through everyday discussions and activities helps all children feel valued and confident to be themselves.
I really liked your point that “to be a global citizen is to care.” Sharing resources and CPD ideas is a practical way to promote Development Education across the schoo
One of the biggest things I took away from this course is that Development Education doesn’t have to be taught as a separate subject. Instead, it can be naturally included across lots of different areas of the curriculum. Reading The Role of Global Citizens in Today’s World (Ehigie, 2021) really highlighted the importance of helping children develop empathy, think critically and become more aware of global issues. It reminded me that schools have an important role in preparing pupils to become responsible and active global citizens.
In my own classroom, I’d like to include more discussions about real-world issues and make links to the Sustainable Development Goals where appropriate. I can see opportunities to do this in subjects like Geography, SPHE, English and Visual Arts. I also plan to share some of the ideas and resources from this course with colleagues and encourage whole-school activities such as cultural awareness events.
I also think Development Education fits really well with our School SelfEvaluation process, especially around wellbeing, inclusion and pupil engagement. Overall, this course has given me lots of practical ideas and has made me more confident about bringing global citizenship into my everyday teaching.
I would focus on SDG 6: Clean Water and Sanitation, as access to clean water is a basic human right, yet many people around the world still don’t have it. In Ireland, children may take clean water for granted, but they can relate to local water issues such as droughts, water restrictions, and pollution in rivers or lakes. I would begin by discussing local water use in our school and homes, and then link this to global challenges faced by children in countries where clean water is scarce.
Through project-based learning, students could carry out a school water audit, raise awareness about reducing water waste, or design posters to encourage mindful use of water. We could also link with local authorities or clean water charities. These activities support SSE by promoting responsible behaviour and encouraging students to feel their voices and actions matter, helping them become active global citizens while making a real local impact.
This is a great approach that makes climate action real and local for students. I love the idea of linking biodiversity audits and plastic reduction campaigns to SSE and ESD goals. It’s empowering for students to see their actions making a difference while building global awareness and community connections. Well done!
Your post clearly shows how climate change is already affecting your area. I like how you link local events with classroom learning. Using photos and real stories makes it real for students. The Green Schools actions are great ways to get pupils involved and thinking about real solutions. Well done!
Climate change is having a real effect on our local area. We’ve seen heavier rainfall, more flooding, and unusual weather patterns. Local farmers are noticing changes in growing seasons, and our green spaces are affected by storms and high winds. These changes are hard to ignore.
To help pupils explore this, I would start by linking lessons to what’s happening locally—nature walks, recording weather patterns, and discussing what they see around them. Pupils could research how climate change is affecting animals, plants, and people nearby. We can also connect with local groups working on climate action or take part in school garden projects.
Three simple actions we can take to help:
Use less electricity—turn off lights and devices when not needed.
Recycle and reuse more—cut down on plastic and waste.
Walk or cycle instead of using cars when possible.
Small actions can make a big difference.