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Hi Colin, I like your idea to analyse temperature and precipitation patterns with the pupils to give the pupils a real understanding.
Our community has been experiencing more frequent heavy rainfall events, leading to flooding. This has caused damage to homes, businesses, and infrastructure, particularly in areas around us near the River Shannon and its tributaries. This flooding has lead to inundation of agricultural land, residential areas, and roads, causing significant disruption and economic loss.
There has been an increase in the frequency and intensity of storms, which can cause property damage, power outages, and transportation disruptions. This has a knock-on effect as increased risk of flooding and storm damage has lead to higher insurance premiums for homeowners and businesses.
Changes in weather patterns has impacted livestock health and productivity for local farmers.
Local organizations and government bodies are working to raise awareness about climate change and its impacts. This includes community meetings, IFA meetings, educational programs in schools, and public information talks.
In school we can; encourage students to work on projects related to climate change, start a school garden where students can learn about sustainable practices, the importance of biodiversity, and how climate affects growing conditions, involve students in school-wide sustainability projects like recycling programs, energy conservation efforts, and reducing plastic use.
Three actions we can take:
1. Reduce energy consumption
2. Use public transport/carpool/walk cycle etc
3. Stay informed/advocate change etcIn our school we have many children from diverse backgrounds. Our school along with organisations such as ‘Longford Community Resources’ work hard to support and welcome refugees into our school and community.
Our HSCP organises workshops, and classroom and parent discussions to educate students and parents.
We have invited speakers from refugee backgrounds such as Ukraine to share their stories and insights with the pupils and staff.
Our school provides English as an additional Language (EAL) programs for refugee students to help them overcome language barriers.
We organize cultural/international days where students can share their traditions, food, music, and stories with the school community. This promotes mutual understanding and appreciation of diverse cultures.
Often, our school and community would conduct school-wide donation drives to collect essential items such as clothing, school supplies, and hygiene products for refugee families. Similarly, we organize fundraising events like bake sales, fun days, etc to raise money for local refugee support organizations. We encourage students to take an active role in these events.Hi Colin, I like your idea of field trips and guest speakers. It would benefit their understanding of the topic before beginning the project.
Similar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant datSimilar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant data and represented this in bar graphs/pie charts etc. They created posters for all their learning. They designed a protype of a house, within the house a microbit was monitoring the temperature and accordingly turning off the central heating when necessary. Hence, saving energy.
Taking part in this supported DE and digital technologies within our SSE.Hi Colin, I like your suggestion at the end to use diverse resources that highlight the achievements of women/men.
Great response Orla. Your response reminded me of CPD that I hadn’t included. I also like the idea of collaborative planning which would support our school SSE.
Gender stereotypes might affect students already at a young age from many ways. Books, stories, textbooks, tv programmes and other educational materials might reflect and perpetuate gender stereotypes. For example, stories and examples in textbooks might portray men in active, adventurous roles and women in passive, supportive roles.
From a young age, play might have shaped children’s gender stereotypes. Boys might be steered towards physical play and construction toys, while girls might be directed towards dolls and play kitchens.
Parents/teachers might unconsciously hold different expectations for boys and girls. For instance, they might expect boys to preform well in math and PE while expecting girls to do better in subjects like drama and art.
An example of gender stereotypes that’s often present in school is boys playing soccer on yard and girls playing basketball.
Addressing these stereotypes involves awareness and deliberate action by us as teachers to promote an inclusive and equitable learning environment. This includes using gender-neutral language, ensuring equal participation opportunities, providing diverse role models, and challenging stereotypes through curriculum and classroom practices.
Development education helps understand and engage with global issues and challenges in a meaningful way. It raises awareness about global challenges such as poverty, inequality, climate change, and human rights. In the classroom development education encourages critical thinking. In the school we could encourage pupils to participate actively in their school community, communities and in global efforts to promote sustainable development. This year the pupils in my class took part in the microsoft Dreamspace showcase. They had to chose one global goal for sustainable development and create a group project that supports that goal, using a micro-bit to enhance it.
