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Hi Patrick, definitely relate to the planting part – it’s definitely much harder in the last few years taking care of plants outdoors with the unpredictable weather conditions we are continuously experiencing as of late.
In Cork, climate change is becoming increasingly visible through more frequent storms, flooding, and unpredictable weather. Rising sea levels threaten coastal areas like Cork City, roads/flooding/housing damage, and low-lying farmland also with damage to crops and animal life. To help primary pupils explore this, I would engage them through local storytelling, nature walks to observe changes in weather or plant life, and simple experiments like measuring rainfall over time. Three classroom actions we could take include planting native trees or wildflowers to support biodiversity and absorb CO₂. As well as this, kids could create a “Green Day” where students walk, cycle, or carpool to school and discuss their eco-friendly choices. Starting a recycling and reuse project, where pupils turn waste into art or practical items would also be an option.
By making climate change local and meaningful, children develop awareness, empathy, and a sense of responsibility in protecting their own future, particularly in the senior classes.Development Education supports SSE by promoting active learning, global citizenship, and wellbeing. It encourages pupils to think critically about real world issues which enhances learning and classroom engagement. Development Education also fosters inclusion and empathy, supporting a positive school culture. Whole-school projects can link directly to an SSE’s focus on leadership and collaborative practice, making Development Education a valuable tool for school improvement.
Hi Claire, definitely agree that Development Education should be integrated across curricula as it will definitely keep it relevant and more active in the children’s minds.
Ehigie argues that Development Education nurtures global citizens by fostering awareness of inequality, environmental issues, and social justice. In my own classroom, including Development Education topics in lessons helps students connect local actions with global challenges.
In my teaching, I’d embed Development Education through age‑appropriate, inquiry‑based projects.. for example, exploring the topic of fair trade, climate impact, or migration, and then designing student-led projects or perhaps a fundraiser or awareness initiative across the whole school. Integrating global themes across subjects such as English, geography, art would also ensure that empathy, critical thinking, and active citizenship is introduced and kept up with amongst the kids.
To encourage colleagues, I’d introduce whole‑school Development Education days, share resources and hold collaborative planning sessions to map global themes alongside the curriculum. We could establish a “development education” working group to introduce cross‑class projects and then maybe showcase student work when suitable. This would take some time to set up but in the end would show a school‑wide commitment to nurturing socially responsible children.
Love hearing the uplifting story of your 6th Class pupil – just shows what the power of kindness and inclusion can do for a young child.
The Cork City of Sanctuary organisation brings together schools, community groups, culture bodies, and public services to welcome refugees, promote inclusion, and combat racism. They also offer school resource packs and encourage community participation. In honesty, I was not aware of this group until researching as part of this module.
To support the refugees which are present in our school community, our school and students could support by showing empathy, inclusion, and practical help. We could organise classroom discussions or story time sessions around age-appropriate books about refugees, helping children understand their experiences. We have created “Welcome Wall” already with drawings and messages, as well as ‘Hello’ translated into different languages from around the world, to make new students/families feel included. Students could collect school supplies, toys, or books to donate to refugee families. Hosting a multicultural day where students learn about and celebrate different cultures could also build understanding and friendships. I’ve found that encouraging kindness through a “buddy system” where students help new classmates feel at home always works really well where they show small gestures of friendship like a smile, shared lunch, or helping someone find their copy/book etc. goes a long way. Through these simple yet powerful actions, young students can play a meaningful role in creating a welcoming, supportive environment for refugees in the community.
To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, aligned with ESD to 2030 Priority Action Area 5, I would begin by connecting the goals to local issues they care about—such as climate change, inequality, or mental health. Through project-based learning, students could research and identify challenges in their communities, then design and implement their own initiatives, like organising recycling campaigns, awareness events, or community gardens. Collaborating with local organisations and inviting guest speakers can help students see the real-world impact of their actions could be done too. Encouraging student voice and leadership fosters ownership and responsibility. Reflection activities would help them assess their impact and inspire further engagement. By linking classroom learning with community projects etc., students could develop the skills and motivation to be active citizens, supporting sustainable change at the local level in line with Ireland’s commitments under the ESD for 2030 framework.
Hi Claire, definitely agree with the project work aspect to get the kids understanding and appreciating it in a hands-on way.
Hey Claire, very interesting to see that this gender based belief system is clearly common across the board for kids.
In my teaching experience to date, it’s clear that gender stereotypes can significantly influence school students from a young age, shaping their beliefs about what roles, behaviours, and subjects are appropriate for them based on gender. These stereotypes can effect children’s confidence and ambitions—for example, girls might avoid Maths or Science due to the belief that these are ‘boy subjects’, while boys might shy away from showing emotions or pursuing visual art, music. These beliefs can have a negative impact on their academic performance and also personal development.
A teacher might observe this in a classroom during a group activity where students choose roles for a science project. Something that I noted in the year just gone was the boys quickly taking on leadership or ‘building’ type roles while girls are assigned note-taking or more artistic or ‘creative’ tasks. When I asked why, the students responded with statements like, “boys are better at building,” or “girls are better at organising.” Development education strategies can counteract gender stereotypes by promoting critical thinking, empathy, and global awareness, encouraging students to question norms and recognise inequality. Explicit teaching and classroom discussions could help students learn to value and respect different people’s perspectives from an early age.
Prepare a school project to collect Píseogs/Traditions/Stories of the Night.
Students could engage in a collaborative research project to uncover and present night time traditions and stories from various cultures. Each student or group can select a particular culture or region to focus on and investigate how the night is celebrated or interpreted through its customs, festivals, and folklore. For younger classes or less-able children, a specific culture or region can be provided to them with sub-headings. Students could start by researching nighttime traditions and stories through books, iPads/Google, and interviews with people, such as family members/grandparents on old night time traditions. They will collect information about cultural practices, myths, legends, and any festivals that include night time traditions.
The children can record their information into a copy or page, with illustrations, with any relevant information including who they talked to or where they got their information. Each student or group could then present their research to the class in the form of a story, PowerPoint presentation, Book Creator app – whatever the children are more comfortable with. Children can be given their own choice of preference here – younger children can be scaffolded by simplifying the presentation of 3/4 pages on the iPad Book Creator.
I absolutely love the idea of linking SESE to Music and Art. I find that children naturally feel more at ease with the Creative Art subjects so this is a perfect way to carry this ease and enthusiasm over to the SESE subjects.
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity?Engaging school children in exploring local biodiversity and understanding the impacts of light pollution can be a transformative educational experience. To start, organising nature walks and scavenger hunts in local parks or natural reserves is an excellent way to introduce children to the variety of plants, animals, and insects in their community. Providing checklists and guides can turn these walks into interactive learning adventures, fostering a sense of curiosity and discovery for the kids.
Night-time excursions may not be possible but could be incorporated if your school went on overnight stays for school tours. These can further enrich their understanding by using bat detectors, moth traps, and flashlights etc. Children can then safely observe nocturnal wildlife. These activities can be accompanied by discussions on how artificial lights disrupt these creatures’ natural behaviours, such as feeding and navigation, highlighting the importance of preserving natural darkness.
Interactive workshops offer another engaging method. Children can build simple devices like light shields for outdoor lights, learning firsthand how reducing light pollution can benefit local wildlife. These workshops can be complemented with educational sessions on the science behind light pollution and its impact on the environment.
‘Can You See the Stars Tonight?’ is a fabulous way of introducing the topic of animals being linked with pollution. I find that having a stimulus such as a story or interactive video really helps children to become invested in the topic.
Light pollution in Ireland is increasingly impacting the environment, wildlife, and human health. Excessive artificial lighting disrupts nocturnal ecosystems, affecting species such as bats, moths, and seabirds, which rely on natural darkness for navigation and feeding. This disruption can lead to decreased biodiversity and altered behaviours in these species. Human health is also affected, with studies linking light pollution to sleep disorders and increased risks of certain diseases due to the suppression of melatonin production.
Engaging students at school to explore light pollution could be both educational and impactful. For example, teachers could:
1: Organise citizen science projects: Encourage students to participate in citizen science projects like “Globe at Night,” where they can measure and report on local light pollution levels.
2: Hands-on Experiments: Conduct experiments to demonstrate the effects of light pollution on plants and animals, such as observing plant growth under different lighting conditions or tracking nocturnal animal activity.
3: Interactive Workshops: Host workshops that involve mapping local light sources, discussing sustainable lighting solutions, and creating awareness campaigns, trips to Blackrock Observatory.By combining the kids’ learning with scientific enquiry, us teachers can definitely play a part in fostering a deeper understanding and commitment to minimising light pollution.