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Hi Michelle, I really enjoyed reading your post. I like how you have made climate change relevant to your pupils by connecting it to their local environment in Donegal. Using the school vegetable garden as a hands-on learning resource is a fantastic idea, as it allows children to learn through observation and experience while developing responsibility and teamwork.
Climate change is becoming increasingly visible in our local area, particularly through increased rainfall and more frequent heavy downpours. Our school has no grass or green spaces; it is surrounded by concrete, with no natural, spongy surfaces to absorb excess rainwater. As a result, water collects quickly in the yard after heavy rainfall, making it more difficult for pupils to use outdoor spaces and providing a real-life example of how the built environment is affected by changing weather patterns.
Last year my class participated in GLOBE Ireland’s precipitation project, where precipitation data is collected through citizen science. We recorded daily rainfall depth and measured the pH levels of rainfall before uploading our observations to the international GLOBE Observer Database. This allowed pupils to see how their own scientific observations contribute to global climate research while developing skills in data collection, analysis, and environmental awareness.
Three actions that I can take to help slow down climate change are:
- Reduce waste by recycling, reusing materials, and encouraging less single-use plastic in the classroom.
- Promote biodiversity by supporting tree planting and creating opportunities for greening projects where possible.
- Encourage sustainable travel, such as walking, cycling, or carpooling to school whenever practical.
The Development Education modules in this course can make a valuable contribution to our school’s School Self-Evaluation (SSE). They support the development of pupils’ critical thinking, global citizenship, sustainability awareness, and active participation in their community. Incorporating projects such as the GLOBE Ireland citizen science programme into teaching and learning provides meaningful evidence of pupil engagement, cross-curricular learning, and environmental action.
I really enjoyed reading your post. You highlighted some excellent initiatives that are happening in Donegal, and I learned about several of them myself, particularly Africa Day. It sounds like a fantastic opportunity for families and schools to celebrate different cultures together.
Researching organisations in Galway that support Ukrainian refugees has shown me that welcoming refugees is about much more than providing accommodation. Organisations such as UHUG – Ukrainians Helping Ukrainians Galway help people rebuild their lives by supporting education, employment, language learning and social integration. This reminds me that schools also have an important role in creating welcoming and inclusive communities.
Our school could take practical action by organising a buddy system for new students, celebrating different cultures through international days, and encouraging students to learn a few words in Ukrainian as a gesture of welcome. Fundraising events, donations of school supplies, and inviting local organisations to speak about the refugee experience could also help students develop empathy and global awareness. These activities would encourage respect, inclusion and active citizenship.
This links closely to the School Self-Evaluation (SSE) process. Development Education encourages students to think critically about global issues, human rights and social justice. By including refugee awareness and intercultural understanding in SSE targets, the school can evaluate how effectively it promotes equality, inclusion and student wellbeing. Students would not only learn about the challenges refugees face but also become active participants in creating a caring and welcoming school community. In this way, Development Education supports both personal growth and whole-school improvement, helping to build a school culture where every student feels valued and respected.
I really enjoyed reading this. You’ve done a great job of connecting a global issue with experiences that are meaningful for young children. I especially liked how you brought in local examples, such as farming families and conserving water at home, as it makes SDG 6 much more relatable for a multigrade classroom. Your point about children influencing habits at home really resonated with me—it’s amazing how small actions can lead to bigger changes. The closing line, “Small hands, small habits, big picture,” is a lovely way to capture the impact that even the youngest learners can have.
One topic I would focus on is SDG 12: Responsible Consumption and Production. This is something children can relate to in their everyday lives while also understanding its global impact. In my school, children see food waste every day from the hot lunch scheme, single-use plastics and fast fashion in their communities. Globally, overconsumption contributes to pollution, climate change and poor working conditions for many people who produce the goods we use.
To encourage action, I would involve pupils in practical, child-led activities such as carrying out a classroom waste audit, creating a recycling and composting campaign, organising a “swap shop” for books or clothes, and promoting reusable lunch containers and water bottles. These activities help children see that small local actions can contribute to achieving the Sustainable Development Goals.
This links closely with Education for Sustainable Development (ESD) to 2030 Priority Action Area 5: Accelerating Local Level Actions, as pupils become active participants in improving their school and wider community. They develop a sense of responsibility, teamwork and global citizenship while recognising the connection between local choices and global challenges.
Development Education can also support the School Self-Evaluation (SSE) process. Schools could identify sustainability as an area for improvement, gather evidence through pupil surveys and waste audits, implement agreed actions, and monitor progress over time. Involving pupils in planning and evaluating these actions gives them ownership of the process and strengthens student voice. Embedding Development Education within SSE ensures that sustainability becomes part of the school’s culture rather than a one-off project, helping to create lasting positive change within the school and the wider Irish community.
Hi Fiona, I completely agree with your points. Gender stereotypes can limit children’s confidence and make them feel they have to fit into certain roles instead of being themselves. I think you explained well how these stereotypes can affect children’s choices, emotions, and future aspirations. I also agree that, as educators, we have a responsibility to challenge stereotypes in a positive and respectful way by providing equal opportunities and creating an inclusive classroom where every child feels safe to express themselves. This is so important for promoting equality, wellbeing, and helping children develop without unnecessary barriers.
In my experience as a primary school teacher, gender stereotypes often emerge at a very young age. During free play, I have heard boys describe the play kitchen as “for girls,” while some girls avoid construction or STEM activities because they see them as “for boys.” These views are usually shaped by family, media and peer influences rather than children’s own interests.
Development Education offers effective ways to challenge these stereotypes through discussion, critical thinking, cooperative learning and reflection. Rather than simply correcting children, it encourages them to question their assumptions and explore different perspectives. Stories, role-play and activities focused on equality and children’s rights help pupils understand that interests, abilities and future careers should never be limited by gender. They also promote empathy, respect and an appreciation of diversity.
This module reinforced for me that gender equality is about creating equal opportunities for every child. It also highlighted how Development Education can support our School Self-Evaluation, particularly within the Wellbeing and Equality dimensions. By reviewing classroom resources, teaching approaches and participation across all areas of school life, schools can identify and address gender bias, creating a more inclusive environment where every child feels valued and encouraged to reach their full potential.
Hi Susan, I really enjoyed reading your post and I agree with your perspective. Like you, I initially thought Development Education was mainly about learning about other countries and global issues, but the article highlighted that it is much broader. I agree that it is about helping children develop empathy, respect for others, fairness and the confidence to think critically about the world around them.
<p class=”isselectedend”>Development Education plays an important role in helping children understand the wider world and recognise that they can make a positive difference both locally and globally. After reading The Role of Global Citizens in Today’s World (Ehigie, 2021), I was reminded that global citizenship is about more than learning about other countries. It involves developing empathy, respect, critical thinking, and a sense of responsibility for issues such as equality, sustainability, human rights, and climate action.</p>
<p class=”isselectedend”>In my primary classroom, I would integrate Development Education across the curriculum rather than teaching it as a standalone topic. Subjects such as SPHE, Geography, English, and Visual Arts provide valuable opportunities to explore global issues through stories, discussion, and collaborative learning. Activities linked to the Sustainable Development Goals, Fairtrade, and environmental initiatives can make learning meaningful and relevant for children.</p>
<p class=”isselectedend”>I also believe Development Education should be embedded as a whole-school approach. Working collaboratively with colleagues through shared planning and initiatives such as Green Schools or Global Citizenship Week can help create a consistent culture of global awareness.</p>
Development Education also supports School Self-Evaluation by promoting inclusion, student voice, critical thinking, and active learning. Reflecting on pupils’ understanding of global issues can help schools strengthen practice and nurture informed, compassionate, and responsible global citizens.Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There is an abundance of music, art and poetry associated with the “Night Sky”.
Poetry:
William Wordsworth, ‘The Stars are Mansions Built by Nature’s Hand’.
John Keats, ‘Bright Star’.
Music/Songs:
“A Sky Full of Stars” by Coldplay.
“Midnight Sky” by Miley Cyrus
“Skyfall” by Adele
“Mr. Blue Sky” by Electric Light Orchestra
“Counting Stars” by OneRepublic
“Fly Me to the Moon” by Frank Sinatra
Fly me to the moon
Let me play among the stars
Let me see what spring is like on
A-Jupiter and Mars.“Lucky Star” by Madonna
Art:
The night sky was a favourite subject for Vincent van Gogh. His painting The Starry Night (1889) is very well known.
Moonlight – Winslow Home
Boulevard Montmartre; Night Effect – Camille Pissarro
Starry Night Over the Rhône – Vincent van Gogh
I really like your idea of using photographs, as they provide a clear visual comparison and help pupils engage with the topic in a meaningful way. Seeing real examples of a brightly lit garden and a dark garden will encourage discussion and help pupils make predictions based on evidence.
As a teacher, I believe children learn about biodiversity best when they experience it for themselves. Rather than starting with textbook definitions, I would take my class outdoors to explore the plants, insects, birds, and other living things in our local environment. Whether in the school grounds or a nearby park, learners could record what they discover through sketches, photographs, or apps such as iNaturalist. Watching their excitement as they notice a butterfly, hear birdsong, or uncover tiny insects helps build a genuine connection with nature.
Back in the classroom, we would compare our observations and discuss why some places support more wildlife than others. This would naturally lead to conversations about how human activities, including pollution and habitat loss, affect biodiversity.
To introduce light pollution, I would encourage learners to observe the same place during the day and, where safe and practical, after dark. Together, we would explore how artificial lighting can disrupt the lives of nocturnal animals such as moths, bats, and migrating birds. Understanding that something as ordinary as a bright streetlight can affect wildlife often surprises children and encourages empathy for the natural world.
Finally, learners would work together to suggest practical ways to reduce light pollution, such as using shielded lights or motion sensors, and share their ideas with the school community. By linking real-world experiences with classroom learning, children develop curiosity, critical thinking, and a sense of responsibility. My hope is that they leave not only with knowledge but with a lasting appreciation of biodiversity and the confidence to care for the world around them.