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The online lessons and resources developed for the ARC provide valuable opportunities to strengthen STEM learning in my classroom. As a primary teacher in Waterford, I can see the benefit of using real-world contexts, such as our local coastline, environment and community, to make STEM learning more meaningful for pupils. These resources encourage pupils to investigate, ask questions, solve problems and apply their learning in practical ways.
The STEM Education Policy Statement highlights the importance of developing skills such as creativity, critical thinking, collaboration and problem-solving. The ARC resources support these skills by encouraging inquiry-based learning rather than simply learning facts. I could incorporate these approaches through project work, experiments and group challenges across Science, Technology, Engineering and Maths.
On a whole-school level, STEM could be identified as an area for development through the SSE process. By reviewing current practices, setting targets and sharing ideas among staff, a school can create a consistent approach to STEM education. This could include promoting STEM projects, celebrating pupil investigations and encouraging links with local industries and the wider community. Overall, these resources demonstrate how STEM can be integrated across the curriculum and help pupils develop skills that are important for their future
Teaching in Waterford, I can see how learning about aquaculture is particularly relevant for pupils who live close to the sea. Many children are familiar with the coastline, and some may have family members involved in fishing or other marine industries. This makes the topic more meaningful and helps pupils connect classroom learning with their local community.
Learning about the location of aquaculture farms has helped me understand why they are based in sheltered coastal areas and the important role they play in supporting local economies. They provide jobs, contribute to sustainable food production and help support many coastal communities around Ireland.
In the classroom, I could use local coastal examples to help pupils explore the balance between protecting the marine environment and supporting economic development. This topic encourages environmental awareness, critical thinking and an appreciation of the importance of Ireland’s coastal communities.
As a primary school teacher in Waterford, I can see how learning about aquaculture and Social License is particularly relevant for my pupils. Many children live close to the sea or have family members who work in fishing, aquaculture or other marine industries, making these topics meaningful and connected to their everyday lives. Exploring local examples allows pupils to better understand the relationship between the environment, the local economy and the wider community.
These resources could be used across a range of subjects. In SESE, pupils could investigate how aquaculture operates in Ireland and examine both its benefits and environmental challenges. In Geography, they could explore Waterford’s coastline and discuss why coastal areas are important for biodiversity, tourism and employment. Through SPHE and oral language activities, pupils could debate different viewpoints and learn about the importance of listening to communities when making decisions that affect them.
Teaching about Social License encourages pupils to think critically about balancing economic development with environmental protection. It also helps them appreciate that successful industries depend not only on regulations but also on earning the trust and support of local communities. Overall, these tools provide an engaging way to connect classroom learning with pupils’ own experiences while promoting environmental responsibility, active citizenship and informed decision-making.
I agree, I also really enjoyed this post. It’s relevant in our society now more than ever and it’s clear that children are taking more interest in the matter in this day and age. I also feel it’s important for children to feel hear on the matter.
I agree that as teachers, it is really important that we allow time in our lessons for the class to hear children’s thoughts on gender. I feel in doing this we will hear some very interesting answers.
Your point about critical thinking really stood out to me. While online content can spark huge interest and curiosity in children, they don’t always have the skills to judge whether the information they find is reliable or accurate. That’s why I think it’s so important that we explicitly teach these skills in the classroom. Helping students to question sources and spot bias will better prepare them to navigate the fast-moving and often confusing digital world they’re growing up in.
Climate change is no longer a distant problem it’s something we’re feeling more and more in our own communities. In our local area, the signs are becoming harder to ignore. We’ve seen more frequent and intense storms, unexpected flooding, and longer dry spells that impact both farming and water supply. Even our biodiversity is changing, with certain plants and animals appearing earlier or disappearing altogether. These small shifts are reminders that our environment is fragile and deeply connected to global systems.
In the classroom, I would encourage pupils to explore climate change through real life examples keeping a weather journal, mapping local environmental changes, or even interviewing older family members about how the climate has changed in their lifetimes. These activities make the issue feel closer to home and more personal.
Three meaningful actions we can all take are: reducing our waste (especially single-use plastics), choosing more sustainable transport like walking or cycling, and planting trees or native plants to support biodiversity and absorb carbon. These small changes, when multiplied across a community, can genuinely help slow the pace of climate change and make our world a healthier place to live.
There are a number of organisations in our area that work to support refugees, offering practical help with accommodation, education, language, and integration. Many communities across Ireland have welcomed people fleeing conflict and hardship, and schools have an important role to play in making sure they feel included and supported.
In our school, we could take meaningful action by starting with conversations—creating space for students to learn about why people become refugees and the challenges they face when arriving in a new country. We could organise a welcome event or a cultural celebration day to honour different backgrounds and encourage students and families to share their stories. A buddy system could also be introduced to help new students settle in.
Through Development Education, students can explore the values of empathy, fairness, and justice, while reflecting on their own role in the community. These actions also support School Self-Evaluation, helping to build a more inclusive, respectful, and globally-minded school culture.
One Sustainable Development Goal that feels particularly relevant is SDG 12: Responsible Consumption and Production. Children are already affected by this issue in both local and global contexts. In Ireland, they may see food waste at home or school, excessive packaging on products, or fast fashion trends that promote overconsumption. Globally, these habits contribute to pollution, climate change, and unfair labour practices that often affect children in less developed countries.
To help students take meaningful action, I would begin by raising awareness through classroom discussions, storytelling, and interactive activities that connect their everyday habits to wider global impacts. We could explore where our clothes and food come from, what happens to waste, and who is affected by our choices. Then, we’d work on a small campaign—perhaps a school-wide waste audit or a “buy nothing new” challenge—to encourage real change.
This supports SSE by promoting student voice and fostering a culture of reflection and responsibility. Development education links closely with wellbeing, environmental care, and global citizenship—all areas relevant to SSE and ESD to 2030. Empowering children to see the impact of their actions at a local level helps build the values and skills they need to be active, responsible citizens, both now and in the future.
Even from a young age, children begin to absorb messages about what boys and girls are “supposed” to do, say, or be. These stereotypes can affect how they see themselves and each other, often limiting their confidence to try new things. Boys may feel pressure to be loud or take the lead, while girls may hold back or focus on being helpful rather than assertive. Over time, this shapes how they participate in group work, how they speak up in class, and even which subjects they feel they’re good at.
Development education offers a meaningful way to challenge these patterns. It encourages students to think critically about the world and their place in it. By using real-life stories, group discussion, and cooperative learning, we can help children reflect on fairness and equality. These methods open space for all students to question assumptions, grow in confidence, and see that their potential isn’t limited by gender.
Reading The Role of Global Citizens in Today’s World by Ehigie really affirmed for me the importance of Development Education in the classroom. The paper highlights how global citizenship is not just about knowledge, but about nurturing values like empathy, responsibility, and a willingness to act. In a world where issues such as climate change, inequality, and migration are becoming increasingly relevant to young people, it’s vital that we help them understand their place in the wider global community and empower them to take informed action.
In my own teaching, I would try to include Development Education by using cross-curricular themes such as global justice, sustainability, and human rights—in everyday lessons. Projects based on real-world issues can help students make connections between local and global contexts, and encourage active citizenship.
To involve colleagues, I would propose collaborative initiatives like themed weeks (e.g., Fairtrade Week or Climate Action Week), invite guest speakers, and share ready-to-use resources. Importantly, Development Education can feed into School Self-Evaluation by supporting areas such as wellbeing, student voice, and intercultural understanding. By gathering pupil feedback and documenting engagement with global issues, we can build a more reflective, inclusive school community that prepares students for the challenges of today’s world.