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Enjoyed reading your piece and agree with how much classrooms have changed in Ireland over the years. A lot of the content is much more relatable to children that it would have been in some areas even as little as 5/6 years ago.
I enjoyed reading your post, similar to my own thoughts and sounds as though our local school areas are quite similar. Living in a more rural setting leaves it easier to explore climate change in my opinion as there are many things locally that can be observed, photographed and monitored over a period of time. I think they may have heard about Global warming and climate change but always associate it with being far away from them a not something that affects them!
As a junior room teacher, I believe it is important to introduce climate change in a way that is meaningful, positive and age-appropriate for young children. By focusing on our area here in Co. Donegal, pupils can relate the topic to their own surroundings and begin to understand that climate change affects their local community as well as the wider world. Using familiar examples, such as heavy rainfall, storms and changes in the seasons, helps to make this complex topic accessible to children in Junior to 2nd Class. There are quite a few wooded areas around us as well as rivers, lakes and beaches to look at.
Our school vegetable garden provides an excellent opportunity for hands-on learning. I would use the garden to encourage pupils to observe how plants grow and discuss how weather influences their development. Through planting, watering and caring for vegetables, pupils can develop a greater appreciation for nature while learning about the importance of protecting the environment. This practical approach promotes curiosity, teamwork and responsibility, allowing children to actively engage in their learning rather than simply listening to information.
Throughout the lesson, I would encourage discussion, questioning and exploration. Pupils could record the daily weather, compare seasonal changes and identify insects and wildlife in the school grounds. These activities would support learning across the curriculum, particularly in Science, Geography, SPHE and Mathematics, while fostering children’s awareness of sustainability.
I want my pupils to leave the lesson feeling hopeful and empowered rather than worried about climate change. By highlighting simple actions, such as growing our own vegetables, recycling and reusing materials, and caring for local wildlife, I can help pupils understand that everyone has a role to play in protecting our environment. I hope this lesson will encourage children to become environmentally responsible citizens who value nature and recognise that even small everyday actions can make a positive difference to the future of our planet.There are several organisations in my County that support refugees and people seeking asylum. One example is the Intercultural Platform, which provides English language classes, community activities, and programmes that help people integrate into Irish society. There is also a Refugee Response and Integration Team that supports families by helping them access housing, education, healthcare, and other essential services.
I work in a small rural school with only 35 pupils, and many of our students have fled the war in Ukraine and have settled in our community. Because our school is so small, it is easier to create a welcoming and supportive environment where every child is known and valued. Students can help new classmates feel included through buddy systems, shared activities, and by celebrating different cultures through music, food, art, and language. Teachers can also promote empathy and understanding by discussing diversity and encouraging respect for different backgrounds. As a school, we could organise fundraising events, celebrate cultural awareness days, or invite local organisations to speak with pupils. These actions help refugee families feel welcomed, strengthen the school community, and teach children the importance of kindness, inclusion, and respect for others.Eimear, I liked your thoughts of linking SDG 13 to the current weather. It’s interesting that so many of our children would never have experiences such heat. My own children were in France where one of the hottest temperatures in Europe were recorded, they talked a lot about how difficult every day would be in such extreme heat. I know weather is always a hot topic in Ireland so our children being able to experience all types of weather can be used to compare other countries globally and as you mentioned discuss the changes that can be made.
Sustainable Development Goal 6: Clean Water and Sanitation comes in handy for Junior Infants to 2nd class which is suitable for my multigrade classroom. Globally, loads of children still walk miles every day just to fetch water that might not even be safe to drink. That’s time not spent at school, not spent playing, not spent being a child really. It’s hard to get your head around when you’re six, but even a simple story or picture gets the message in.
Locally, it’s a different story but still worth talking about — boil water notices some winters, farmers minding rivers which is very relevant to many of our pupils with farming families, or just chatting about why we shouldn’t waste water brushing our teeth. The little ones start noticing taps left running, start asking questions at home too, which is always the sign a lesson’s landed.
What I love is how a big global issue turns into something a five-year-old can actually do something about — turning off a tap, filling a bottle, saying thanks for what we have. Small hands, small habits, big picture.It’s funny how so many of the stereotypical activities are still seen as for being ‘just for boys’ or ‘too girly’. I see my own son sometimes picking up his sisters dolls and brushing hair or wanting to set up the dolls house but I also noticed that he doesn’t do it in front of other males. I try to encourage mixed activities for all, my own daughter is a huge football fanatic and is happy to play along with the boys. This is something I tell that kids at school so that they see different activities as being ok to try regardless of their gender. I feel it is good to lead by example in school and try different things or ask a male colleague to model different activities so it becomes more ‘acceptable’ for the boys to try.
During free play in my classroom (Junior Infants to Second Class), I set out building blocks, a construction set, dolls, and a small kitchen set. Straight away, I noticed the boys gravitate to the blocks and cars, while the girls headed for the dolls and kitchen area, without me saying anything to guide them there.
One of my Second Class boys went over to the dolls, but two of his classmates laughed and said “that’s for girls.” He quickly dropped it and joined the boys at the blocks instead. I have a lot of EAL pupils and I have noticed that boys from some cultures in particular are more likely to act and play with what they perceive as ‘masculine’. I do try to encourage trying new activities and during RSE lesson at the end of term we had a ‘bathing babies’ lesson to discuss male and female body parts, quite a few of the boys wouldn’t wash the dolls and pretended to be drowning them or were quite rough with them.Hi Susan, after reading your reflection I agree that schools seem to be so much more multicultural now than years ago which naturally leads to curiosity and questions without anything needed to be ‘set up’.
It is quite similar in my school were occasions arise which allow pupils to share their own traditions and beliefs and for others to ask questions about it. We did have the discussion at Christmas that not everyone celebrates the same traditions world wide. Children can be great leaders in these topics and it’s important to learn that things are different around the world.
It fits in well across the curriculum, particularly with the development of the new primary curriculum. Is it nice to see the development and progression of such lessons in Irish schools.
I think development education is important because it helps children understand that they are part of a wider world. It encourages empathy, respect, fairness and an appreciation of different cultures, while also helping them learn about caring for the environment and making positive choices.
In my multigrade classroom, from Junior Infants to Second Class, I can include development education through simple, age-appropriate activities. As I have a large number of pupils with English as an Additional Language (EAL), it also gives children opportunities to share their own languages, traditions and experiences. This helps create an inclusive classroom where everyone feels valued and learns from one another.
Some activities I would use include reading stories from different cultures, exploring maps and discussing where our families come from, celebrating cultural events, and using circle time to talk about kindness, fairness and helping others. We could also take part in environmental activities such as recycling or caring for our school garden. These activities work well in a multigrade setting, with older pupils supporting younger children. We ask parents to get involved by showing dishes, crafts, music or clothing from their own cultures.
I would encourage colleagues to include development education across the school by sharing ideas and resources, organising whole-school events such as Culture Day or Earth Day, and displaying pupils’ work celebrating different cultures and global issues. By working together, we can help children develop respect for others and understand that even small actions can make a positive difference in their community and the wider world.