EDP1088 Agency and Action in Geographical Environmental and Outdoor Education

Briefly describe how you have integrated these themes into your module

Student teachers exploring how to enable children to lead investigations into aspects of climate change such as rising sea levels and their impacts though practical investigations, experiments and digital tools. Exploring units of work on aspects of controversial environmental issue of the bogs/peatlands of Ireland (for primary school level) -developing understanding for what bogs are, how they are formed, why they are important, what the threats to the bog are, developing empathy for different stakeholders, coming up with solutions... Adopting a similar approach to ocean literacy and the importance of the oceans and threats to the oceans... Enabling children to participate in local area planning through the geography curriculum and through democratic frameworks such as National Strategy for Children and Young People's Participation in Decision Making and national planning policy... 

Briefly describe the impact you hope integrating these approaches will have on students who complete the module 

These student teachers would be able to identify appropriate geographical issues for the children in their classes to investigate and explore and to facilitate them in identifying why they are important, who is impacted, what the threats/issues are, what solutions could be, and to participate in a resolution to the issue at a personal or collective class or local school community level (in a meaningful way). Examples students have led in the past include air pollution, milk quotas, earthquake buildings, fast fashion, sustainable food consumption and production, fair trade, flooding, deforestation, local transport and accessibility issues, etc. This is the focus of the overall assessment for the module.

Related Sustainable Development Goals

Back to Compendium of Good Practice