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ASSIGNMENT
Write a reflective piece on how sustainability is practiced in your local area and how you would engage your pupils to explore this further. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Please also comment on at least one other participant’s post
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Mullingar blends rich heritage with active modern sustainability. Walking through town, local commitment is evident in the vibrant Tidy Towns initiatives and the development of the Mullingar Sustainable Energy Community. The focus on preserving the Royal Canal Greenway showcases a communal effort to promote biodiversity and eco-tourism. These local actions mirror global climate goals, proving that small, rural communities can drive meaningful environmental change through collective responsibility.
To engage pupils with these concepts, I would transition from theory to real-world exploration. I would organise a field trip along the Royal Canal to conduct a biodiversity study, mapping native flora and fauna. Back in the classroom, pupils would analyse local waste management by investigating their own school’s footprint. Finally, I would invite a representative from Westmeath County Council or a local climate action group for a Q&A session. This bridges the gap between classroom learning and active citizenship, empowering pupils to see themselves as vital contributors to Mullingar’s green future.-
My local areas practices sustainability through effective planning and a number of groups working to develop the area but protect the biodiversity and natural habitats.
My class were lucky enough to link in with the local tidy towns committee & men’s shed group this year and one of their initiatives was to incorporate more sustainable practices which were all explained to the class in a child friendly way. They swapped to LED lighting around the town and based off the conversations around this decision the class wanted to have someone take charge of ensuring the lights, sockets and water were switched off when not in use. The tidy towns also worked with the class to plant pollinator plants and fruit trees which was really exciting for the children to see when the wildflowers grew and there were loads of pollinators present.
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Hi Naomi,
Thank you for your forum post. You have provided some great examples of how pupils can become involved in sustainability within their own community. I love how you linked the work of the Tidy Towns and Men’s Shed groups to real changes that the children can see and understand.
Another class activity to build on this could be asking the pupils to create a sustainability map of their local area, identifying places where positive sustainable actions are happening and possibly suggesting areas where they would like to see improvements. It’s fantastic that you have made links like that with the classroom and the local community!
The ARC Team
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Hi Naomi,
Isn’t it great to see local groups allowing the children get involved and contribute sustainably to the local area. Hopefully this activity has incited some of your learners to become more actively involved in their community and that they feel a sense of purpose having being part of this project!
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Hi Naomi, I enjoyed reading how your class linked up with the Tidy Town’s Committee and Men’s Shed groups. I can imagine that was very beneficial for their learning and allowed them to engage in active learning and inquiry-based learning that relates to them personally. I think that it is so important that the children get to experience things like this and I would like to introduce my class to aquaculture in a similar approach.
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Naomi linking with external groups is such a good idea.
Sustainability is very visible in our town through initiatives that encourage communities to care for the environment and use resources responsibly. There are large numbers of recycling bins, a recycling centre, many green spaces, and many beautiful flower arrangements by the Tidy Towns team. In recent years there has been a huge focus on promoting walking and cycling. Cycling lanes around the town and green walking tracks are kept in great condition and are increasingly used. These facilities help create a cleaner and more sustainable community. Local environmental projects, such as these, provide opportunities for people to consider how their everyday choices affect the natural world.
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Galway is fortunate to have a rich natural environment, from its coastline and Galway Bay to rivers, woodlands, boglands, and nearby natural attractions such as Lough Corrib and Connemara. Sustainability is evident through community recycling initiatives, Green-Schools programmes, beach and river clean-ups, biodiversity projects, cycling and walking initiatives, and efforts to protect marine ecosystems and local wildlife. These actions demonstrate that sustainability is a shared responsibility and that even small changes can have a positive impact on the environment.
In my local area, sustainability is increasingly visible in everyday life. Community gardens have sprung up in unused plots, encouraging locals to grow seasonal produce and share surplus. Galway City Council continue to invest in cycle lanes and improved public transport, reducing reliance on cars. Schools participate in recycling initiatives, and local markets prioritise plastic-free packaging. These efforts, while modest, foster a sense of shared responsibility for our environment.
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I enjoyed reading your post and I especially liked how you showed that sustainability can be part of everyday life through simple actions such as recycling, cleaner transport, community projects and protecting local wildlife.
Our school is near the sea in Dublin, and I think being so close to the strand gives us a very useful local connection to sustainability. The strand could help pupils see that caring for the environment is not just something we talk about in class, but something that affects a place they may know and visit. We could explore ideas such as keeping beaches clean, reducing plastic waste, protecting birds and marine life, and thinking about how litter can travel into the sea.
I also think your point about shared responsibility is very important. Small actions in school, such as recycling, reducing waste and taking part in local clean-up activities, can help pupils understand that they too can play a part in protecting their local environment. -
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I really enjoyed reading your post, Rachel. You highlight how sustainability is becoming part of everyday life in Galway and how important community involvement is in making a difference. I particularly liked your examples of community gardens, cycling initiatives and school recycling, as these show that small, practical actions can have a meaningful impact. It also reminds us of the important role schools can play in encouraging children to develop sustainable habits that they can bring into their homes and wider communities.
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Hi Rachel, I really enjoyed reading your reflection, especially your point that sustainability is a shared responsibility and that small changes can make a difference. I think we are lucky to have such rich natural environments to work with locally. In my area of Clare, we are close to the River Shannon and earlier in the year my pupils carried out some invertebrate sampling in the river. It was a great way for them to see first-hand how biodiversity can tell us about the health of our environment. I think using these local experiences makes sustainability much more meaningful for children, as they can see that looking after the environment starts right on their doorstep. Rachel
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I really like your point about using our local environment to explore sustainability. Being from Mayo, I can really relate to the importance of protecting our coastline, beaches and natural areas. I also think local clean-ups and Green-Schools initiatives are a great way to show children that even small actions can make a difference.
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I really liked your focus on the small, everyday actions that both teachers and pupils can take to become more sustainable. I agree that developing these habits from a young age helps children understand that everyone can make a positive difference. Your suggestions for involving pupils in practical activities are inspiring and show how sustainability can become part of everyday school life. Reading your post has given me some useful ideas that I hope to incorporate into my own classroom.
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Reflecting on sustainability has encouraged me to think about how even young children can develop habits that help care for the environment. In a Senior Infants classroom, sustainability should be introduced through simple, practical activities that children can relate to in their everyday lives. By focusing on small actions, children begin to understand that everyone has a role to play in protecting our planet.
In my classroom, I would encourage children to reduce waste by using both sides of paper for art activities, recycling materials correctly and reusing everyday items in our Aistear and construction areas. We could collect cardboard boxes, bottle tops and containers for creative play instead of throwing them away. Children could also take responsibility for turning off lights, closing doors to keep the classroom warm and reminding one another to save water by turning off taps properly after washing their hands.
To promote sustainability further, we could plant flowers, herbs or vegetables in the school garden or in small pots, helping children understand how plants grow and why they are important for wildlife. Nature walks around the school grounds would encourage children to observe insects, birds and plants while learning how to respect their local environment. We could also organise a classroom litter pick and discuss why it is important to keep our school and community clean.
Healthy and sustainable food choices can also be introduced by encouraging waste-free lunches, reusable water bottles and lunchboxes, and discussing foods that are produced locally, including Irish fruit, vegetables and seafood. Linking these ideas to the Food Pyramid helps children understand that looking after ourselves and looking after the environment often go hand in hand.
Overall, I think this module has highlighted that sustainability can become part of everyday classroom life rather than being taught as a standalone topic. small actions can make a positive difference. -
Hi Rachael,
Thank you for sharing your reflections.
You have outlined some practical, age appropriate activities that make sustainability meaningful for senior infants. Linking sustainable practices into every routines helps the children see that small actions can have a big impact.
I particularly liked your emphasis on outdoor learning through nature walks and gardening! By making sustainability part of the classroom, you are helping students develop positive habits and attitudes that can extend beyond the classroom into their homes and community.
The ARC Team
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<div>I like how you’ve focused on practical, everyday actions that are so suitable for a Senior Infants classroom. The ideas around reusing materials for Aistear, planting flowers and vegetables, and encouraging children to save water and electricity are all lovely ways to make sustainability meaningful for young learners.</div>
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Hi Rachael,
I really like the emphasis on making sustainability part of everyday classroom routines rather than treating it as a separate topic. The practical examples, such as reusing materials in Aistear, caring for plants and encouraging waste-free lunches are all age-appropriate ways of helping young children develop positive habits. I also agree that giving children responsibility for simple tasks, like saving energy and recycling, helps them see that their actions can make a difference.
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I really liked your idea of using recycled materials in Aistear and construction activities. This is a great way for children to see that everyday items can be reused instead of thrown away. Planting flowers, herbs or vegetables is another valuable activity as it gives children hands-on experience and helps them understand where food comes from. It could also be linked with caring for pollinators by choosing bee-friendly plants. I agree that sustainability works best when it is part of everyday classroom routines.
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Sustainability is something that can be seen in everyday life in my local area. We have recycling facilities for cans and bottles, making it easy for people to reduce waste and recycle regularly. Our local St. Vincent de Paul charity shop is another great example, as it encourages a circular economy by giving pre-loved clothes, books, and household items a second life while also supporting people in the community. There is also a growing interest in planting flowers and maintaining community green spaces, which helps to support biodiversity and creates a more attractive environment for everyone. In the classroom, I would encourage pupils to explore sustainability by connecting these local examples to their own lives. We could discuss where everyday items go after we finish using them, visit the charity shop or recycling facilities, and carry out a litter or biodiversity survey around the school. These hands-on experiences would help pupils see that sustainability is not just a global issue but something they can actively contribute to in their own community through small, meaningful actions.
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It is so important that children are aware of the importance of recycling. A trip to the recycling centre would emphasise how important the choices we make can have a positive effect on the environment. Starting in school and home making conscious decisions to cut down on plastics etc . Community gardens are becoming more popular and it would be great to see some classes linking in with the Tidy Towns etc.
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Developing children’s understanding of environmental responsibility from an early age is essential. Providing opportunities for pupils to explore sustainability through practical experiences, such as investigating how waste is managed or learning about local conservation projects, helps make these concepts meaningful. Schools can encourage positive habits by promoting waste reduction, reusing materials where possible and making environmentally friendly choices in everyday classroom life. Building partnerships with local community groups, such as Tidy Towns committees or community gardening initiatives, would also give children the opportunity to contribute to real projects in their own area while developing a greater appreciation for caring for their local environment.
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This poster really hoghlifhts the variety of initiatoves that happen in moat small villages. I think it should jist become habit and part of our day to day.
I think for us we try to link with tidy towns group and help with projects eg planting painting. Children love to get involced and take huge prode in their work
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This poster really hoghlifhts the variety of initiatoves that happen in moat small villages. I think it should jist become habit and part of our day to day.
I think for us we try to link with tidy towns group and help with projects eg planting painting. Children love to get involced and take huge prode in their work
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<p class=”isSelectedEnd”>Sustainability is something I can see being practised in my local community every day through a range of simple but meaningful initiatives. We have recycling facilities for cans and bottles, making it convenient for people to reduce waste and recycle regularly. Our local St. Vincent de Paul charity shop also plays an important role by encouraging the reuse of clothing, books, toys, and household items. This not only reduces unnecessary waste but also supports families within the community and promotes the idea of a circular economy. In addition, there is a growing focus on planting flowers, maintaining green spaces, and enhancing local biodiversity, creating a cleaner and more environmentally friendly place to live.</p>
<p class=”isSelectedEnd”>Reflecting on these examples has made me realise that sustainability is not only about protecting the environment on a global scale but also about the everyday choices we make as individuals and communities. Small actions, when carried out consistently, can have a significant positive impact on both the environment and the wellbeing of local people.</p>
As a primary school teacher, I would encourage pupils to explore sustainability by connecting learning to their own community. We could visit local recycling facilities or the St. Vincent de Paul charity shop to learn about recycling, reusing, and reducing waste. Pupils could also carry out litter or biodiversity surveys around the school grounds, plant pollinator-friendly flowers, or participate in a school recycling initiative. These practical, hands-on activities would help children understand that they can make a real difference through their own actions. By linking sustainability to their local environment, pupils are more likely to develop a sense of responsibility and become active, environmentally conscious citizens who appreciate the importance of caring for their community now and in the future. -
Hi Rheanne,
Thank you for your response!
It is fantastic to hear about these intonation your local community. It is great for the students to have such great examples within their locale. Hopefully exposure to practices like this, will mould their future decision-making skills to involve a responsible and sustainable approach.
Grace
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Reflecting on sustainability in my local area has made me realise that there are many positive initiatives taking place, even if we do not always notice them in our daily lives. Local recycling facilities, community clean-up events, biodiversity projects, and efforts to reduce single-use plastics all contribute to creating a more sustainable environment. I have also noticed an increase in the use of cycling and walking routes, as well as local businesses encouraging reusable cups and bags. These small actions, when combined, can have a significant impact on protecting our environment. As a teacher, I think it is important to help pupils recognise that sustainability begins with everyday choices. I would encourage my class to explore sustainability through practical, hands-on activities such as carrying out a litter survey around the school, creating a biodiversity garden, monitoring recycling practices, or investigating ways to reduce energy and water consumption in the classroom. Taking learning outside and connecting it to the local community would help pupils see that they can make a real difference. I also believe that sustainability can be integrated across many curriculum areas. For example, pupils could investigate local wildlife in Science, map green spaces in Geography, analyse environmental data in Maths, or write persuasive pieces about protecting the environment in English. These cross-curricular activities would help pupils understand that sustainability is everyone’s responsibility. This topic has reminded me that one of the most valuable things we can teach children is that even small actions can lead to meaningful change. By encouraging curiosity, responsibility, and respect for the environment, we can help pupils develop lifelong habits that support a more sustainable future for their communities.
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I really enjoyed reading your reflection. I agree that sustainability is often about the small everyday actions that can easily go unnoticed but, when combined, make a real difference. Your point about helping children see that their own choices matter really stood out to me.
I also like your emphasis on practical, hands-on learning. Activities such as litter surveys and creating biodiversity gardens give pupils a real sense of ownership and help them understand that they can have a positive impact on their environment. I particularly liked your idea of linking sustainability across different curriculum areas, as it shows pupils that caring for the environment isn’t just part of Science but something that connects to many aspects of learning.
Your reflection is a great reminder that by making sustainability relevant to children’s everyday lives, we can encourage habits and attitudes that will stay with them long after they leave the classroom.
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Reflecting on sustainability there are many initiatives being carried out within my area. We are involved in tidy towns and villages campaign. Part of this involves springtime community clean-up events, Local recycling facilities have been put in place and the planting of wildflower beds to aid biodiversity. The local farmers who are involved in Board Bia leave aside some areas of their land for wild life habitats. In our local Community Centre there is a gardening course on at the moment. Some of the topics covered include learning about season gardening, biodiversity, climate change and impact seed saving, soil life and composting. Many people are very active in cycling and walking in the area. We also have a highly acclaimed community-led conservation effort that has successfully halted the decline of the red grouse and provided a vital breeding habitat for endangered ground-nesting birds like the curlew.
As a teacher, it is important to help pupils recognize that sustainability begins with everyday choices. I would encourage my class to explore sustainability through practical activities such as turning off lights when not in use, keeping doors closed to retain and reduce heat energy. Monitoring recycling practices. Focusing on healthy and sustainable food choices by encouraging pupils to look at labelling of foods and examining how and where the food we consume are sourced. Discussing foods that are produced locally, including Irish fruit, vegetables and seafood. Linking these ideas to the Food Pyramid helps children understand that looking after ourselves and looking after the environment often go hand in hand.
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Hi Vera,
Thank you for your response to module 5! It’s great to see how sustainability is being practiced within your local community through initiatives such as tidy towns, biodiversity projects and community gardening. These activities provide valuable opportunities for children to understand how local actions can contribute to protecting the environment.
The ARC Team.
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Hi Vera, I think that is a great point about involving sustainability in everyday life. by showcasing little practices that can be included in your practice can enable them to become habit. I also think that it is so important that students are educated about nutrition. It is something that will benefit them throughout their lives.
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This module made me think about the different ways sustainability is already part of everyday life in my local area in the Midlands. Although we don’t live near the coast, there are still lots of examples of people looking after the environment. Our local Tidy Towns group does great work keeping the area clean and attractive, while many local farmers are becoming more aware of biodiversity, protecting hedgerows and managing the land in a more sustainable way. Recycling has also become a normal part of everyday life for most families, and it’s encouraging to see more people making small changes that have a positive impact.
In my classroom, I think there are lots of opportunities to help children learn more about sustainability in a hands-on way. We could carry out litter picks around the school, plant flowers to attract bees and butterflies, create bug hotels, or explore the different plants and animals in our school grounds. I would also encourage pupils to think about where their food comes from and how making small choices, like reducing food waste or buying local produce, can help the environment.
Even though I live inland, this module also reminded me that we all have a role to play in protecting Ireland’s rivers, lakes and seas. I liked how the ARC resources showed that sustainable seafood isn’t just important for coastal communities but for the whole country. It would be interesting for pupils to learn about aquaculture and how it provides healthy food while protecting marine environments for future generations.
Overall, this module has given me some simple ideas that I can bring back to my classroom. I think children are much more likely to care about sustainability when they can see it happening in their own community and when they have the chance to take part in practical activities themselves.
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Hi Triona,
Thank you for your response!
I really like your focus on demonstrating to the pupils that sustainability happens everywhere. Connecting local community initiatives with wider topics like sustainable seafood and aquaculture is a great way to aid pupils understanding that everyone has a role in environmental protection.
Grace
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Living in County Monaghan, I can see a number of examples of sustainability in action within the local community. One example that stands out is Glaslough’s success in the TidyTowns competition. The work of local volunteers to maintain green spaces, plant flowers, reduce litter and care for the village shows how communities can work together to protect and improve their environment. The introduction of the Deposit Return Scheme has also encouraged more people to recycle plastic bottles and cans, making recycling a more visible part of everyday life. Agriculture is another important part of life in Monaghan, and many local farmers are becoming more aware of sustainable practices such as protecting water quality, improving biodiversity and managing land responsibly. While food production is essential, it is equally important to care for the environment for future generations. I have also become more aware of local initiatives such as GoMonaghan, which encourages people to explore the county in a sustainable way by promoting walking, cycling and enjoying local amenities. In the classroom, I would encourage pupils to look at examples of sustainability in their own community. We could investigate the Deposit Return Scheme, carry out a litter survey around the school, or learn about why Glaslough has been so successful in TidyTowns. Pupils could also explore how local farms are changing to become more sustainable and discuss simple actions they can take at home and in school to reduce waste and care for the environment. I think using local examples helps make sustainability more meaningful and shows children that even small actions can make a positive difference.
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This is becoming increasingly visible in my local area through community initiatives, environmental awareness campaigns, and efforts to reduce waste and protect natural resources. Local parks, beaches, and green spaces are regularly maintained through community clean-up events, while recycling facilities and household waste segregation encourage residents to reduce landfill waste. Many local businesses have also begun to reduce single-use plastics and promote reusable alternatives. Schools, community groups, and local authorities often collaborate to raise awareness of environmental issues through tree-planting events, biodiversity projects, and climate action initiatives.
Observing these practices has reinforced my understanding that sustainability is not simply about protecting the environment but also about developing responsible habits that contribute to healthier communities. Small actions, such as recycling correctly, conserving water and energy, walking or cycling where possible, and supporting local food producers, collectively make a significant impact. These everyday examples demonstrate that sustainability is most effective when it becomes part of daily life rather than an occasional activity.
As a teacher, I believe it is important to help pupils recognise that they can play an active role in caring for their environment. I would engage pupils by encouraging inquiry-based learning that connects sustainability with their own experiences. For example, pupils could investigate how waste is managed within the school, conduct a classroom recycling audit, or monitor energy use and suggest ways to reduce consumption. These activities would develop critical thinking while demonstrating that their ideas can contribute to meaningful change.
Outdoor learning would also form an important part of my approach. Nature walks, biodiversity surveys, and visits to local parks or community gardens would allow pupils to observe ecosystems firsthand and develop an appreciation for the natural environment. Pupils could participate in litter-picking activities or tree-planting projects, helping them understand the value of environmental stewardship through practical experience.
Cross-curricular learning offers further opportunities to explore sustainability. In Science, pupils could investigate renewable and non-renewable energy sources, habitats, and climate change. Mathematics could be used to analyse recycling data or calculate reductions in waste. Geography lessons could focus on local environmental issues and global sustainability challenges, while English could involve persuasive writing, debates, or presentations on environmental topics. Art projects could encourage the creative reuse of recyclable materials, demonstrating that sustainability can also inspire innovation and creativity.
To foster long-term engagement, I would encourage pupils to take ownership of sustainability initiatives within the school. Establishing an Eco Committee or Green Team would provide opportunities for leadership, collaboration, and decision-making. Pupils could organise awareness campaigns, promote recycling, maintain a school garden, or lead environmental assemblies. Giving children responsibility helps them develop confidence and demonstrates that their actions can influence others positively.
Reflecting on sustainability in my local area has highlighted the importance of connecting classroom learning with real-world experiences. By creating meaningful, practical, and collaborative learning opportunities, I hope to inspire pupils to become environmentally responsible citizens who understand both the local and global importance of sustainable living. Through education, children can develop the knowledge, skills, and attitudes needed to make informed choices that contribute to a more sustainable future.
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Assignment 1
When I think about sustainability in my local area, I notice it in everyday things like recycling facilities, community clean-up events, school gardens, and people making more of an effort to reduce waste. There also seems to be a growing awareness of using less plastic, saving energy, and looking after local green spaces. It makes sustainability feel less like a big abstract idea and more like something that is part of daily life.In the classroom, I think it would be useful to help pupils explore this through activities that are close to their own experience. For example, they could look at how much waste is produced in school, take part in a litter survey, or observe ways people in the community are trying to live more sustainably. I would also encourage discussion around simple habits, such as reusing materials, saving water, and caring for the local environment.I feel pupils engage more with topics like this when they can see a direct link to their own lives. It also helps them realise that even small actions can have a positive effect.
Assignment 2
There are lots of small things that both teachers and students can do each day to live more sustainably. In school, this could include using recycling bins properly, cutting down on unnecessary paper use, switching off lights or devices when they are not needed, and trying to avoid single-use plastics. Even bringing a reusable bottle or lunchbox can make a difference over time.Students can also be encouraged to think about their choices at home and at school, like wasting less food, walking when possible, reusing materials, or taking more care with resources. I think one of the most important things is helping children to understand that sustainability is built through habits. It is not always about doing something huge, but about becoming more aware of how everyday actions affect the environment. When students see that they can play a part, the idea of sustainability becomes much more practical and real.
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In the town i live we have Bantry Tidy Towns. They do a huge amount yo support sustainability in the community. There are regular beach clean ups, planting, litter picking and odd jobs like painting touch ups to help not only make the town look better but encourage wildlife and biodiversity within the town. There is also a community garden where people can come and grow there own fruit and vegetables.
In my classroom I like to involve the children in a branch clean up every year. We also do litter picking around the school and its outskirts in order to keep our local community clean and prevent harm to nature.
We do alot of planting in the school garden. We grow many herbs such as mint, fennel, dill and parsley. We also grow lettuce and potatoes. I like to encourage the children to taste the herbs and understand how to use them in order to improve the flavour of our food. Knowledge of how to grow your own fruit and vegetables raises the children’s awareness of the importance of healthy eating, encourages sustainability but also prevents food waste which is a major problem in todays world and causes much of its pollution, contributing to the green house effect.
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I really like the idea of taking the children along the Royal Canal to explore biodiversity, as it would make the learning much more real for them. The school waste investigation would also be a great way for pupils to see what changes they could make themselves. I think having someone from the local community come in to speak to the children would make it even more meaningful.
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<p class=”isSelectedEnd”>Sustainability is something that can be seen in different ways around my local area of Tallaght. There are a number of green spaces, such as Tymon Park, where people can enjoy nature and outdoor activities. Tallaght also has good public transport links, including the Luas Red Line and local buses, which can help reduce the number of cars on the road. Recycling facilities and local community projects also encourage people to be more environmentally friendly.</p>
<p class=”isSelectedEnd”>However, there are still areas that could be improved. Littering, food waste and people depending heavily on cars are some issues that can be seen locally. I think this gives schools a good opportunity to teach children about sustainability in a way that connects to their everyday lives.</p>
<p class=”isSelectedEnd”>With my pupils, I would start by asking them what they already know about sustainability and what they notice around Tallaght. We could take a walk around the local area or visit Tymon Park and look at examples of nature, recycling, litter and transport. We could also carry out a waste audit in the classroom to see how much rubbish we produce and what could be recycled.</p>
I would like the pupils to take action as well, perhaps by organising a litter-picking day, planting flowers or creating posters about recycling. This would help them understand that even small changes can make a difference in their local community. -
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Thank you for your excellent response. I completely concur with your points regarding how daily school habits can significantly benefit the environment. I particularly loved the idea of using rainwater butts for garden irrigation. It is a wonderfully straightforward yet effective strategy, and I am eager to introduce it at my own school, as students will love seeing water conservation in action. Additionally, your breakdown of the composting process beautifully illustrates how organic waste transforms into nutrient-rich soil, offering children a vital lesson on ecological cycles. Finally, the concept of growing classroom seeds to harvest for the school kitchen creates a wonderfully hands-on, rewarding experience that seamlessly bridges learning with everyday life.
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As someone who lives on the Donegal coast, sustainability is something I see in everyday life rather than just something I read about. My dad is a fisherman, so I have grown up understanding the importance of protecting our seas and ensuring there are healthy fish stocks for future generations. Living beside the coast has also made me appreciate how important it is to keep our beaches and marine environment clean, not only for wildlife but for the local communities that depend on them.
As a Junior Infant teacher, I think sustainability should begin with simple, hands-on experiences. I would encourage pupils to explore ways they can care for their local environment through beach clean-ups, recycling projects, nature walks and discussions about reducing waste. We could also investigate where our food comes from, learn about sustainable seafood and discuss why it is important to protect our oceans.
Because many of the children in our area have connections to farming, fishing or the sea, these lessons would feel meaningful and relevant to them. I believe helping children understand sustainability from a young age will encourage lifelong habits of caring for the environment. By making links between their own community and the wider world, pupils can see that even small actions can make a positive difference for future generations.
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Hi Jessica,
I really liked how you linked sustainability to the children’s own experiences and community. When learning is connected to their everyday lives, it’s much more meaningful, and simple activities like beach clean-ups and nature walks are a great way to help even young pupils understand that they can make a positive difference.
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Like you Jessica, many of our pupils have connections to farming and fishing. Teaching them and helping them to understand about sustainability would, as you say, be very meaningful for them. I agree also that it is important to teach them about sustainability from a young age thus developing good habits and creating strong connections with their own locality. In the words of Gandhi “Be the change you want to see”
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Hi Sinéad,
I agree with you that being hands on has a much more meaningful impact on children, and when it is their own environment, its so important they carry these lessons with them.
I have noticed the same in my own children, with clean up crews being deployed daily and children assigned to be bin monitors, giving them that sense of responsibility and ownership over these practices.
My own children’s school is also included by the tidy towns in clean up projects , and I see the impact it has on them as they bring the lessons home and into their everyday lives.
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I love the idea of beach cleans up Jessica. When I lived in Portmarnock there was a plaque on the beach encouraging visitors to pick up three pieces of plastic and disposing of them in the bins provided. My children loved this activity and always enjoyed their contribution to keeping their local beach clean.
The beaches here in Sligo are much cleaner than Portmarnock due to the decreased popluation but still become littered unfortunately. We need to teach respect for our beautiful beaches in order to preserve them for many generations to come and I think that organising beach clean ups is wonderful way to promote this amonsgt our pupils.
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I agree with the points you have highlighted here Jessica. As I also from a rural background with links to farming, I can see the benefits of engaging children in this topic. It can be done at any class level and can be tailored for each age group. As you have mentioned, you want the children to gain from this experience and have a positive influence and attitude on their future lives.
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I think it’s lovely that so many of your students have connection to farming and the sea. When I started teaching twenty years ago the cohort of children I would have taught had similar connections. Now, however, factories and pharma companies have taken over. While obviously this is driven by supply and demand I believe it is a shame that there are less and less young people connected to the land and the sea.
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I agree with Jessica that helping children understand sustainability from a young age will encourage lifelong habits of caring for the environment. In my area children have connections to farming and linking this with local food production makes it more meaningful for the children. It is true that making links between their own community and the wider world, children can see how their small actions can make a positive difference for future generations.
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I agree that using local examples is one of the best ways to help children understand sustainability. Activities such as community walks and visits to local farms or recycling centres make learning meaningful and memorable. Giving pupils opportunities to take action in school also helps them realise that even small changes can have a positive impact.
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Hi Jessica,
Thank you for your response to Module 5!
I enjoyed reading this. It clearly shows how your personal experiences and local community influence your approach to teaching sustainability. I like the focus on hands-on learning, as it helps children understand that small actions can make a big difference.
Grace
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In the South Dublin area there are many examples of sustainability that pupils can relate to. Local initiatives such as community recycling, biodiversity projects, beach/park clean-ups encourage everyone to care for the environment and reduce their impact.
Local examples provide a great starting point for classroom learning – pupils could investigate the impact of litter on marine ecosystems, take part in a local clean-up, carry out a waste audit in the school or explore simple ways to reduce single-use plastics. They could also use maps to identify local green spaces and coastal habitats, or design posters promoting sustainable actions at school and at home.
What I liked most about this module was its focus on real-life action. Sustainability becomes much more meaningful when children can see it happening in their own community. By exploring local environmental projects and taking part in practical activities, they develop a sense of responsibility and understanding that even small actions can help protect the marine environment for the future.-
Hi Sinead,
This is a really strong reflection and I like how clearly you connect sustainability to real, local actions in South Dublin. Your classroom ideas are very practical and engaging, especially the waste audit, local clean-ups and mapping activities, as they give pupils ownership of their learning. I also agree with your point that sustainability becomes much more meaningful when children can see it in their own community. Overall, it shows a thoughtful approach to linking environmental awareness with active, hands-on learning that encourages pupils to take responsibility for their surroundings.
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Hi Sinead,
You have provided some excellent examples of how your students could join sustainability initiatives in their own communities. This will help them foster a sense of community as they grow older and aid in taking action to ensure their community remains sustainable. Additionally, seeing is believing, and the community plays a big role in inspiring children to take action as well. Whether this be through beach clean ups, tidy town initiatives, or outreach projects, the community can drive the students understanding of the importance of sustainability.
Hugh
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Hi Sinead,
You have provided some excellent examples of how your students could join sustainability initiatives in their own communities. This will help them foster a sense of community as they grow older and aid in taking action to ensure their community remains sustainable. Additionally, seeing is believing, and the community plays a big role in inspiring children to take action as well. Whether this be through beach clean ups, tidy town initiatives, or outreach projects, the community can drive the students understanding of the importance of sustainability.
Hugh
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Hi Sinead,
I really like your idea of the children investigating the impact of litter on marine ecosystems, it is a very practical and important way for them to see the impact that they can have on their local environment in a positive way. Taking part in local beach clean ups with their families and community allows for them to bring the learning home and be part of a wider community initiative to live in a more environmentally friendly way.
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Hi Sinead
Completely agree that sustainability can be taught at class level; inspired by local projects or groups. Pupils can have direct input by engaging in hands on activity thereby increasing their knowledge, direct responsibility and iawareness of the importance of caring for their environment locally to protect species by reducing litter, engaging in initiatives like ” no mow May” etc.
On a school level our Green School coordinator engages regularly in initiatives such as WOW/COW/SOW Days, planting of trees, litter picking of grounds etc.
Within the classroom I have noticed a reduction of single use plastics with pupils opting for insulated stainless steel bottles.
Introduction of hot meals has resulted in pupils taking in healthier options such as fruit. Food Dudes programme has allowed pupils to try new vegetables or fruits and compost from both these initiatives is used on our school to fertilise the flower and vegetable beds.
Engaging in such activities from a young age allows the pupils to become aware and become more responsible citizens.
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I agree that local involvement, startinf with8n the school grounds itself, is the most effective way to teach children the importance of responsibility and sustainability.
We have a polytunnel, and the classes take turns to water the water and tend to plants, even during the holidays. We also have water butts.
We take part in the Picker Pals programme, and children love picking up litter. We also have been encouraging children to bring their recyclable plastic bottles to school and we keep them informed about how much money we have collected and the student council gather ideas on what they would like to purchase with that money.
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In my local area of Barna, sustainability is increasingly visible in everyday life, particularly in relation to the coastal environment and community practices. Living beside the sea, there is a strong awareness of protecting marine ecosystems, with efforts such as responsible fishing, beach clean-ups, and the promotion of local seafood that supports both the environment and the local economy. Having connections with fishermen in nearby Claddagh also reinforces the importance of sustainable harvesting and respecting seasonal limits to protect fish stocks for the future.
From a teaching perspective, I would engage pupils in exploring sustainability through real-life, local examples that they can relate to. Fieldwork activities such as studying the coastline, investigating litter and pollution, or mapping local marine habitats would help make learning more active and meaningful. In the classroom, I would also use discussion, videos and inquiry-based tasks to help pupils understand the impact of human activity on the environment.
By linking sustainability to Barna and the wider Galway area, pupils can develop a stronger sense of responsibility and appreciation for their local environment. This approach would encourage them to think critically about how their actions affect the world around them and promote lifelong sustainable habits.
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Hi Tara,
Thank you for your response,
Sustainability can be brought to life for pupils through their local environment and everyday experiences, making it real and meaningful.
Focusing on marine ecosystems through activities like beach clean-ups or studying pollution helps children understand how human actions affect oceans and wildlife.Encouraging responsible use of resources in school, such as recycling and saving energy and water, builds practical habits.These hands-on, local experiences help pupils develop a lasting commitment to caring for the environment.
Grace
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Frances I think that’s great that your school engages so well with the special allocated days like the WOW/SOW etc. Our school is very proactive with the Greens School Programme also- planting in the school garden is a regular occurrence. There is also a big emphasis in the school on encouraging families to travel to and from school in “green” way and and scooter workshops are offered to children and parents to encourage this.
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Hi Tara,
I really enjoyed reading your post. I always think Galway does sustainability really well and makes the most of its amazing natural resources and amenities! The strong connection to the sea and the local fishing community really comes across in your reflection, and it’s great that pupils have the opportunity to learn from real life examples that are so relevant to where they live.
I also like your idea of getting pupils outdoors to explore the coastline and marine habitats. Those kinds of experiences are so much more memorable than learning from a textbook and help children develop a real appreciation for protecting their local environment.
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I really like the idea of connecting sustainability to the local environment in Barna. Using the coastline, fishing community, and marine habitats gives children a real-life context for understanding sustainability. I also think fieldwork would be particularly effective, as pupils can learn by directly observing their surroundings and identifying environmental issues. This could help them develop a stronger connection to their local area and understand how their actions can make a difference.
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There are many opportunities to observe sustainability in action within my local community. It is important to balance the protection of the environment, develop the local economy and social wellbeing. In my own locality there are many initiatives that promote recycling, biodiversity conservation, responsible tourism, and sustainable food production. There are regular community clean-up events, beach conservation projects, biodiversity initiatives, and efforts to reduce waste. This brings people together to make a positive contribution to sustainability.
In our own school there are lots of activities around sustainability taking place. We have a very active Green Schools Committee and the pupils engage in recycling and waste reduction, as well as litter, energy use, biodiversity, and environmental awareness. Under the guidance of the teachers and visiting parents they enjoy planting and harvesting fruit and vegetables in the school polytunnel and give of their time to maintain these plants and polytunnel. They often bring food and dishes into school that they have prepared using the fruit and vegetables which they brought home. The pupils are also active in maintaining the school sensory garden and enjoy seeing the fruits of their labour.
Within the locality the pupils learn about the local windfarm and engage with Energia. A recent project with Energia has seen the school secure two rainwater harvesting tanks. Visits to the windfarm form part of the curriculum along with nature walks, beach visits, and outdoor learning activities. The installation of the solar panels and analysing the data collected brought great excitement amongst the pupils.
In the classroom, I would encourage projects that investigate issues such as litter management, biodiversity, renewable energy, water conservation, or sustainable food production. The pupils could carry out surveys, collect data, record their findings and share them through photographic presentations, posters made during visual arts, recorded videos, digital storytelling, or interactive presentations. Cross-curricular learning would involve other areas such as science, geography, mathematics and literacy.
Pupils with diverse learning needs, including those with complex needs, could explore sustainability through sensory activities, visual supports, practical investigations, and community-based experiences. Planting seeds/flowers, creating wildlife-friendly spaces, sorting recyclable materials, or participating in school gardening projects ensure meaningful engagement with sustainability for everyone.
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Hi Paula,
Thank you for your post to Module 5. That’s a great opportunity for children to get to interact with energy companies such as Energia to understand more about the importance of renewable energy. Your school seems to be very active in incorporating sustainability into the children’s education especially with learning to grow their own food, installation of solar panels, and having an active Green Schools committee.
STEM learning can facilitate this learning through its cross-curricular nature and it can appeal to a broader range of students from those interested in arts, all the way to those interested in outdoor, hands-on activities.
Hugh.
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Living and teaching in Roscommon, I see sustainability expressed in quiet, practical ways that fit a rural county’s rhythm. Community-led tidy towns groups manage pollinator-friendly planting; farmers adopt hedgerow conservation, buffer strips, and nutrient management; local markets and farm shops shorten supply chains; GAA clubs and schools run bottle‑refill stations and textile or e‑waste collections. Boardwalks and greenways nudge active travel, while bog restoration projects and tree planting days show how land can heal and store carbon. These aren’t abstract ideas—they are places and people my pupils know.
To bring this into 5th Class, I’d frame a place-based inquiry: What makes our area more sustainable this term? Pupils could map local initiatives on a shared “Sustainability of Roscommon” wall map, interview a farmer or tidy towns volunteer, and conduct simple audits—litter counts, biodiversity spotters around hedgerows, water-use checks in school. In Maths, they would graph waste reductions; in Science/Geography, compare habitats and discuss peatland restoration. We’d design small interventions: a pollinator patch plan for the school grounds, a swap shop, or a poster campaign to reduce single-use plastics at matches. Reflection journals and presentations to the Board of Management or the parents’ association would close the loop—pupils seeing their voices shape real actions in their own community.
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Hi Diarmuid,
Thank you for your response to this module!
I like how you have effectively described how local actions—such as farming practices, community groups, and school initiatives—make sustainability visible and meaningful for pupils.
The focus on pupil-led action, such as pollinator planting, swap shops, and awareness campaigns, is especially valuable, as it helps children see that they can contribute to real change in their own area.
Grace
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Hi Diarmaid, I really enjoyed reading your post and agree that sustainability is best understood when it is connected to the local community. I like your idea of using place-based inquiry, as it helps pupils see that small actions can have a real impact. Your suggestion of linking the work across subjects such as Maths, Science and Geography is a great example of meaningful, cross-curricular STEM learning. I also think interviewing local community members would make the learning much more authentic and engaging. It could also be a great opportunity to invite older family members or members of the community into the classroom to share how farming and food sourcing were carried out in the past and compare these with today’s practices. Pupils could then discuss the advantages and disadvantages of both approaches and consider them in the context of the UN Sustainable Development Goals, encouraging deeper thinking about how food production has evolved and how it can become even more sustainable in the future.
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Diarmuid, I think you have some wonderful ideas to use in the classroom and school. I love the idea of the swap shop especially among the older students who order a lot of clothing on cheap clothing apps that travel huge distances. It reminded me of a Halloween costume swap and a Christmas Jumper swap which were run and were very successful.
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Sustainability is something I feel people are becoming more and more aware of, and choose more often nowadays, a great move forward. On a recent trip to visit family, my children were amazed at how many more wind turbines they could see along the way. Solar panels are also becoming very common, we are in the process of having them installed on our own home and farm, and almost every car friends and family have replaced in recent times has seen them switch to electric. This move towards renewable energy is a great sustainability move, as it benefits not just the broader world but the individuals themselves – which is obviously very motivating.
A great initiative I’ve seen in my local area recently too is the introduction of water bottle refill stations, and signs in shops and cafes inviting people to ask for refills. I hope the days of the disposable waterbottle will soon be behind us.
My local area has a fantastic tidy towns group, who regularly involve the local school in clean-ups and wild planting projects – not just taking the steps to be more sustainable but including our students and teaching the next generation sustainable habits.
In my school, the green flag has had a great impact on our students, on their awareness and their actions in every day lives. Some particularly effective initiatives have been WOW! Walk on Wednesdays, where children are encouraged to walk all, or if that’s not possible, even some of the way to school, reducing congestion around the school and its polluting effects. Another has been an effort to reduce packaging in lunchboxes, encouraging children not to use plastic wrap and tinfoil, lots of education on recycling, and daily practise on disposing of our rubbish responsibly and sustainably. We also have clean ups within the school, with classes taking it in turns to be on duty – a job they actually fight for. All of this has resulted in children who are much more aware of their environment, and the impact they have on it, and their responsibility to take care of their environment and live a more sustainable life.
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Hi Carrie,
I agree that schools play a vital role in developing sustainable habits from a young age. Your examples of the Green Flag initiatives, particularly Walk on Wednesdays and reducing lunchbox packaging, are excellent ways of showing pupils that small everyday actions can have a positive impact on the environment. It is encouraging to see sustainability being promoted both at school and within the wider community.
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Sustainability is already an important part of life in my local area and within my school community. As my school is located on the coast of County Cork, pupils are very aware of the importance of protecting our marine environment and the role it plays in supporting local communities and industries such as aquaculture. Reflecting on this module has encouraged me to build stronger links between sustainability, STEM and real-life learning.
In my classroom, I plan to use the Bord Bia video, along with the other videos on sustainable food production, to introduce pupils to the importance of making sustainable food choices. We will also explore the United Nations Sustainable Development Goals, particularly those relating to Life Below Water, Responsible Consumption and Production, and Zero Hunger. Pupils will investigate how aquaculture contributes to these goals by producing nutritious food while protecting natural fish stocks through responsible farming practices.
To encourage critical thinking, I will organise class debates where pupils can discuss how sustainable living today will affect future generations. We will examine population growth projections using maps and graphs and consider the challenges of feeding a growing global population sustainably. I also plan to explore the Red List of threatened species in Ireland, helping pupils understand why biodiversity conservation is so important.
These lessons will link closely with the work already taking place in our school. We have an active Green Schools Committee, regularly participate in beach clean-ups, and are fortunate to have a biodiverse school garden that has been developed following guidance from an ecologist. The garden includes woodpiles and logs to create habitats for wildlife, cardboard is used as a natural weed suppressant, and the grass is only mown twice each season to support biodiversity. By connecting these existing initiatives with STEM activities, pupils will see that sustainability is not just something they learn about in the classroom but something they can actively practise in their everyday lives.
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Within my local area sustainability is practiced using a variety of different ways. Local biodiversity conservation is practiced in the local park with riverbank conservation to support aquatic eco zones, different species of birds are protected and there is a woodland management plan in place. This could be brought into the classroom by bringing the children on nature walks to look at the local flora and fauna and exploring the various sources of aquatic life in the area, namely rivers and canals.
We also have a very strong tidy towns association and tradition within our town. Encouraging the children to participate in initiatives such as Litter Pickers and the Green Schools programme in school both highlights and reinforces the importance of sustainability within our community.
The deposit return scheme is also a great way to encourage children to recycle. By collecting bottles that may be left around the school the children can collect them and aim to save the bottle collection money to buy resources that they would like in the school, such as new sports equipment.
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Where I live on the Inishowen Peninsula in Donegal sustainability is practiced through community-led green energy initiatives, regenerative coastal farming, and community groups like the Inishowen Rivers Trust, which actively protect local waterways and wild salmon populations. The beautiful landscapes like Malin Head and Stroove beach are very wild and untouched. A local field trip would be an excellent opportunity to engage pupils.
For my 1st and 2nd Class primary pupils I would bring it down to the local level. Some ideas that might work – Adopt a River water guardians, connect students directly to the work of the Inishowen Rivers Trust. Leave no trace beach clean up on one of the local beaches. Daily classroom activities which are already in practice – waste and water tracker, energy/light monitors, green schools activities, recycle and reuse, Picker Pals.
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Hi Maria, I really enjoyed reading your ideas. I like how you connected sustainability to real examples in your local community, particularly biodiversity conservation and the work of the Tidy Towns group. Bringing pupils on nature walks is a fantastic way to help them develop an appreciation of their local environment through first-hand experiences. I also think your idea of using the Deposit Return Scheme to raise money for school resources is a great way to motivate children while teaching them the importance of recycling and caring for their community.
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Living in Donegal, sustainability is something that can be seen in many aspects of the local community, particularly through the fishing industry in Killybegs. As one of Ireland’s largest fishing ports, there is a strong focus on protecting fish stocks and ensuring that seafood is harvested responsibly so that it will be available for future generations. This has helped me to appreciate how important it is to balance the needs of the environment with supporting local jobs and communities. In the classroom, I think using local examples makes learning much more meaningful for pupils. As we are close to Killybegs, we could discuss where seafood comes from, how it reaches our shops, and why sustainable fishing is important. Pupils could investigate different types of seafood caught locally, look at sustainability labels on food packaging, or create posters promoting ways to protect our oceans. If possible, it would also be worthwhile inviting someone from the local fishing or seafood industry to speak to the class, or arranging a visit to a local harbour. Giving pupils the opportunity to learn from people in their own community would help them see how sustainability is part of everyday life. Overall, I think using familiar local examples helps children understand that they can all play a part in protecting the environment.
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Hi Orla,
Thank you for your response!
I really enjoyed reading your reflection. I like how you’ve linked sustainability to your local community in Donegal, as it makes the learning so relevant for pupils. I also think your idea of inviting someone from the local fishing industry or visiting the harbour would be a fantastic way to bring the topic to life.
Grace
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In the area where I live and work sustainability is practised in many ways. There is some awareness about the different initiatives but I think a lot more awareness is needed in the community. In schools we are very well catered for through initiatives like the Green Schools programme and Energy in Education which helps schools imlement energy saving practices.
Many of the community based sustainability initiatives are a collaboration between the local county council, the ATU, the business sector and local community groups.
The local town operates a Green Business Hub which advices local businesses in ways to reduce food waste and improve recycling, The town was awarded the Ireland’s cleanest town under the Irish Business Against Litter.
There are an increasing number of fast Electric Vehicle Chargers in car parks across the town.
There is a development plan in association with Failte Ireland to make sure the local tourism sector protects historical sites.
There is a Bidiversity Action Plan in the area which aims to build climate resilience and protect natural assets e.g. the local lake.
Clean Coasts work with local communities to help preserve at risk dunes and waterways awnd coastal areas. Aid the Ocean have helped clean previous dumping grounds close to rivers, lakes and the sea.
There are strong Tidy Town groups all around the county working in their local communities to make the most of the area.
I think one of the best initiatives was the charge put on plastic bags in shops and supermarkets. And more recently, the charge on plastic bottles and cans will go some way to reduce the impact on the environment through littering.
I think it is important for us to make the children aware of the small changes they can make in the classromm and around the school and encourage them to bring those habits home and influence those at home e.g. turning lights off when leaving a room, closing doors, switching electrical appliances off at the wall etc, organising a daily litter pick on the school grounds, keeping track of what is gathered, linking in with tidy town groups and encouraging children to participate where possible. Linking in with someone from the local council to look at ways at bringing awareness to the local river, lake and woods which are used by the local children aqnd their families.
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Completing this module has helped me recognise that sustainability is something that can be practised in every community, including County Monaghan. Sustainability is reflected through local farming practices that protect biodiversity and water quality, the recycling initiatives organised by Monaghan County Council, and community projects such as National Spring Clean and the Tidy Towns competition. I also appreciate the importance of protecting natural areas such as Lough Muckno, Rossmore Forest Park and Sliabh Beagh, which support local wildlife and encourage people to value the natural environment.
As a teacher, I would encourage pupils to explore sustainability by connecting classroom learning to their local community. Nature walks, litter-picking activities, recycling projects and biodiversity surveys would help pupils understand how their everyday actions can have a positive impact. Next year I will be working in an autism class, so I would use visual supports, practical activities and outdoor learning to make these concepts engaging and accessible. I believe these experiences will help pupils develop lifelong sustainable habits and a greater appreciation of their local environment.
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Hi Orla, I really enjoyed reading your reflection. I like how you connected sustainability to familiar places and community initiatives in County Monaghan. Your ideas for using outdoor learning, practical activities, and visual supports in an autism class are thoughtful and inclusive. They will help pupils develop meaningful, lifelong habits that support a more sustainable future.
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Hi Órla,
Thank you for your post to Module 5. I like how you connected sustainability to local places and community initiatives in County Monaghan, showing that it can be explored anywhere, not just in coastal areas. Your ideas for using outdoor learning, practical activities, and visual supports are excellent ways to make sustainability meaningful and accessible for all pupils while encouraging them to foster respect for the environment through their lives.
Hugh.
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Basing this reflection on my local area of Carrick-on-Shannon, it has made me more aware of how sustainability can be part of everyday life. The River Shannon is central to the town, and seeing local efforts to keep it clean has highlighted the importance of protecting our environment for future generations. We have dedicated community tidy towns group, improved recycling facilities, and an increasing focus on encouraging people to walk or cycle where possible. These small but meaningful actions show that sustainability is not only about large-scale environmental projects but also about the choices we make every day.
I believe it is important to help children see the connection between what they learn in the classroom and the world around them. Using our local environment as a learning resource would make sustainability more meaningful and relevant. I always try to bring pupils on nature walks along the River Shannon, encouraging them to observe wildlife, identify native plants, and discuss why healthy ecosystems are important. I also involve them in practical activities such as litter surveys, school recycling projects, and planting flowers or vegetables to promote biodiversity and healthy living.
I think children learn best when they are actively involved, so I would encourage children to investigate environmental issues in their own community and come up with solutions together. Something I intend to do in the future is getting the children to carry out a sustainability audit of the school, identify ways to reduce waste or save energy, and present their ideas to the wider school community. This would help them develop problem-solving skills while also showing them that their actions can have a real impact.
Reflecting on sustainability in Carrick-on-Shannon has reminded me that protecting the environment begins at a local level. As an educator, I hope to inspire pupils to appreciate their local community, take pride in caring for it, and understand that even small actions can contribute to a more sustainable future. -
I live on the North East coast and until now have been more familiar with the fisheries section than that of aquaculture. I have witnessed the emphasis placed by fishermen on the importance of protecting seas and practices to ensure fish stock for the future generations.
In one of the youtube video attachments reference was given to borrowing our World from the next generation vs inheriting front the previous,. I felt this gave a different perspective and allows one to focus more on how we can implement programmes that can be built on in the future by the next generation. EG focus on the Sustainable Development goals by the United Nation Members. 4 of the 17 goals can be supported by aquafarming.
Locally beach clean ups are run by certain groups. I have been directly in the past in a litter picking, plant watering scheme (taken over by 2 local bodies) Such initiatives are important for biodiversity and protection of species.
I am currently teaching 1st class and found the links for the IUCN REd list of threatened species and the origin green resources that I could use to increase knowledge of the world and our country.
To discuss sustainability I would discuss care for local environments and draw attention to the local Tidy Town Committee where I work.
Locally within our County we could discuss initiatives like beach clean ups, nature walks, litter control and recycling projects
Within our school we focus regularly on Cyber Break and Energy Day – days to allow pupils to focus more on other activities, to gain an understanding of the same and to bring some of this knowledge into their homes or daily routines. In our classroom we could focus more on water conservation when washing hands or engaging in other classroom tasks e.g. cleaning up after Art. Energy sheriffs often “patrol” our classrooms ensuring that lights are off at break and lunch times. Compost bins are in our classroom and pupils from our Green School coordinator class collect it and it is used as a natural fertiliser for our School’s flower and vegetable beds.
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Hi Francis,
Thank you for your response !
Your examples, such as beach clean-ups, Energy Day, composting and Green Schools activities, showcase excellently how sustainability can become part of everyday life for pupils. I also liked your reflection on “borrowing the world from the next generation”—it’s a powerful way to encourage children to think about their role in protecting the environment.
Grace
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Living in Carrick-on-Shannon, I see sustainability being promoted in many ways through recycling facilities, riverside clean-up events, biodiversity projects and the encouragement of walking and cycling where possible. The River Shannon is a valuable natural resource, so protecting it from pollution and litter is an important responsibility for the local community. These initiatives highlight how small actions can make a positive difference to the environment.
As a teacher, I would encourage pupils to explore sustainability through hands-on and local experiences. We could organise a litter pick around the school or along a safe local area, investigate the wildlife that depends on the River Shannon, and discuss ways to reduce waste by recycling and reusing materials. Pupils could also complete a classroom waste audit or create posters promoting sustainable habits. These activities would help children develop a sense of responsibility for their local environment while making meaningful links across Science, Geography and SPHE. I believe these experiences encourage lifelong respect for the environment and sustainable livin
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Sustainability in Carlow isn’t just about big global rules; it is about what we see every day. From solar panels on local GAA clubs to careful farming around the River Barrow, our county is making real, quiet changes. Local groups like Tidy Towns and community centres are leading the way by saving energy, protecting our local wildlife, and cutting down on food waste. It shows that caring for the earth is a true community effort. To bring this into the classroom, I want my pupils to see that sustainability happens right outside their window. Big climate problems can feel scary, so we will focus on local, hands-on action. This could be done by initiatives/ activities such as having waste trackers where we keep a close eye on our lunchboxes and help reduce waste, energy conscience – by having pupils to keep an eye on the lights and IWB when we leave the classroom, we actually do this in my school where our slogan is blinds up lights off. We could also walk along the river Barrow and look at local plants, bugs and water health.
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I really enjoyed reading your reflection. You have highlighted how sustainability becomes most meaningful when it is connected to everyday life and the local community. The examples from Carlow, such as the River Barrow, local farming practices, and community groups, make the concept very real and relatable. I especially like your focus on practical, pupil-led actions. Initiatives such as waste trackers and your school’s “blinds up, lights off” slogan are excellent ways of helping children see that small actions can make a difference. The idea of exploring the River Barrow is also a wonderful way to develop environmental awareness through firsthand experience.
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Some really lovely ideas Margaret! It’s especially nice to hear about the solar panels on the local GAA clubs. It’s such a simple but effective way to show children that sustainability isn’t just something we learn about in school, it’s happening all around them.
I also liked your idea of keeping sustainability local and focusing on small actions that pupils can actually make a difference with. The “blinds up, lights off” slogan is brilliant and such an easy habit for children to remember. Walking along the River Barrow to explore plants, insects and water health sounds like a lovely way to bring learning outdoors and help pupils build a real connection with their local environment.
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Wexford supports sustainability at a local level through many intiatives. Tidy towns commitees promote waste recycling, local companies such as Saltrock dairy are renowned for sustainable milk vending system, focused on reducing the use of single use plastic containers and promotes the use of reusable glass alternatives. Wexford has many wind farms generating renewable electricity,reducing our use and dependence on fossil fuels. Our many strawberry and potato farms practice sustainable farming by using crop rotation and natural fertilisers. There has been an increase in the number of solar panels companies in Wexford, homes and businesses are becoming more interested in producing renewable energy.
Our school is very much engaged in sustainability through the schools Green Schools commitee, promoting recycling, water&energy conservation and biodiversity. I would further engage them by arranging a visit to Wexford’s wildlife Reserve or invite a guest speaker from the Reserve as here they support sustainability by protecting the habitats of many birds and wildlife. Again a visit or guest speaker from Tara Hill’s Saltrock Dairy farm, would educate them on the sustainability of their “grass to glass” approach to farming, and I am sure they would enjoy tasting all the flavours of milk Saltrock Dairy has to offer!
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Sustainability is already a strong feature of life in our school and the wider Cobh community. As a school that has achieved all ten Green Flags, environmental awareness is embedded in our daily practices, from waste reduction and biodiversity initiatives to energy conservation and active travel. This provides an excellent foundation for developing pupils’ understanding of sustainability in meaningful, real-world contexts.
Cobh itself offers many opportunities to explore sustainability. As a coastal town with a rich maritime heritage, there is growing awareness of the importance of protecting marine ecosystems and developing sustainable aquaculture. This creates valuable opportunities to connect classroom learning with local environmental issues. Pupils could investigate water quality, biodiversity in the harbour, and the role of sustainable aquaculture in supporting both the local economy and marine conservation.
Strengthening links between the school and the wider community would further enrich this learning. Collaborating with local environmental groups, harbour organisations, and aquaculture businesses could provide authentic learning experiences through guest speakers, fieldwork, and community projects. These partnerships would help pupils recognise that sustainability is a shared responsibility and that their actions can make a positive difference both locally and globally. By building on the excellent work already taking place in our school, we can continue to foster environmentally responsible, informed, and active citizens.
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Assignment 1 – Reflecting on sustainability in my local area has helped me recognise the many ways communities are working to protect the environment and promote more sustainable lifestyles. Local initiatives such as recycling programmes, beach and park clean-ups, biodiversity projects, community gardens and efforts to reduce single-use plastics all encourage people to take responsibility for their environment. These initiatives demonstrate that even small actions can make a positive difference when communities work together.
In my classroom, I would encourage pupils to explore sustainability through practical, hands-on activities that are appropriate for First and Second Class. We could carry out a litter survey around the school, investigate how waste is sorted for recycling, create posters promoting environmental awareness and establish a small gardening or biodiversity project. Nature walks would allow children to observe local plants, animals and habitats while discussing the importance of caring for them. Linking these activities with Science, Geography and SPHE would help children understand that sustainability is part of everyday life.
I also believe it is important to empower pupils to become active participants in protecting their environment. By encouraging curiosity, discussion and simple actions, children develop an appreciation of how their choices can positively impact their community. These experiences help foster responsible citizenship and build lifelong habits that support a more sustainable future.-
Hi John,
Thank you for your response!
I really enjoyed reading your reflection. I love how you’ve focused on simple, practical activities that help young children understand sustainability in a meaningful way. Your point about empowering pupils to make small changes is so important, as those everyday actions can develop lifelong habits and a real sense of responsibility for the environment.
Grace
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Assignment 2 – Sustainability is something that can be practised through small, everyday actions, both at home and in school. As a teacher, I believe it is important to model sustainable habits so that children see how simple choices can make a positive impact on the environment. In my own daily life, I can reduce waste by using reusable bottles and containers, recycling correctly, conserving water and electricity, and choosing to walk or cycle whenever possible.
In the classroom, there are many practical ways to encourage pupils to become more sustainable. We can reduce paper waste by reusing materials for art projects, encourage the use of reusable lunch containers and water bottles, and promote recycling by providing clearly labelled bins. Pupils can also take responsibility for switching off lights, interactive whiteboards and taps when they are not in use. Nature walks, gardening activities and biodiversity projects can help children develop an appreciation for the environment and understand the importance of protecting it.
For my First and Second Class pupils, simple activities such as litter picks, creating posters about caring for the environment and discussing ways to reduce waste at home can make sustainability meaningful and achievable. By embedding these habits into everyday classroom routines, children learn that everyone has a role to play in caring for our planet. These small actions can build lifelong habits and help create a more sustainable future for all.
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Hi John, I really liked your point that sustainability is built through small, everyday actions. I also think giving pupils simple responsibilities, such as recycling or turning off lights, helps them develop lifelong sustainable habits. Your practical ideas show that sustainability can easily become part of everyday classroom life.
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In the rural areas of Westmeath sustainability in farming in shown in many areas with community-based approaches to keeping employment and agriculture as key employers in rural regions. The local tidy towns committees and men sheds show many initiatives in increasing sustainability for all in their areas. In schools as part of the Green Flag we would engage pupils in the sustainable approaches of litter picking, water conservation and active recycling. I have worked in schools with small vegetable plots which engaged pupils in greater knowledge about sustainable food. Also, with knitting and sewing projects pupils learn about sustainable clothing. Bio-diveristy and sustainability go hand in hand with many pupils engaged in looking after sensory gardens with key areas left specifically for wildlife, bugs and keeping the environment open for other life species to grow and flourish. Many pupils many not have realised the concepts of how sustainable fish farming is to a greater demand for food products in the future and this is something I would introduce into the classroom.
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Sustainability is evident in my local area of County Sligo in our recent award as ‘Ireland’s Cleanest Town’. This award hughlights the grassroots collaboration of local businesses, Tidy Towns committees and the local Council working togeher to make our town a place to be proud of. There is a knock on effect of civic pride in our communities and a determiantion to maintain the recognised standards of low litter in our town. This also has a positive impact on our tourism trade and national and international reputation as an area which values sustainability.
We are particularly blessed in this county to have stunning scenery, mountains, woods and beaches and sustainability here is also very much connected with preseving the beauty of these areas. We have signage in these areas promoting responsible waste mangagement and the provison of bins for litter.
To promote sustainability in my pupils, I would seek to inspire them with the wonder of our local beauty spots in order to spark the pupils’ interest in the ways that we can preserve these beautiful areas. I would organise nature trips such as beach and woodland visits and encourage litter collection in these areas.
I would also work with the Green School Committee to focus on litter management in and around our school grounds. We can teach these values in our immediate environement and then embed them in our locality and areas of natural beauty.
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Living in west Waterford, I see examples of sustainability in everyday life. Being a coastal community, there is a strong appreciation for protecting the sea and surrounding environment. Local beach clean-ups, responsible fishing and shellfish farming, and the growing move towards renewable offshore energy all show how people are working to care for the area while supporting local livelihoods. There is also a real sense of pride in preserving our natural surroundings for future generations.
Although I teach in an inland school, I think there are plenty of ways to help pupils explore sustainability in a way that connects with their own lives. We could research and explore our local woodland and river environments, looking at how they support wildlife and why clean water is so important. Our local Tidy Towns Committee already works closely with the school on community projects, including painting and decorating a wall on the school grounds and helping to develop our school garden. Building on these partnerships, pupils could also carry out litter surveys, investigate biodiversity around the school, and create campaigns to encourage recycling and reducing waste. I think experiences like these help children see that sustainability begins in their own community and that even small actions can make a real difference and can become a great sense of pride.
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Hi Caoimhe,
Thank you for your response!
I especially like how you connect the strong environmental awareness of coastal West Waterford with practical actions in an inland school. Your partnerships with the Tidy Towns Committee and the development of the school garden are excellent ways to show children that sustainability is not just a global issue but something they can actively contribute to in their own community.
Grace
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Our school is a DEIS Plus school in Clondalkin and we are always looking for ways to make our school a greener and more sustainable place. One of the most exciting projects we have been involved in recently was a partnership with Amazon, who helped us plant native Irish trees and shrubs around the perimeter of the school. This has made our grounds more attractive while also creating habitats for birds, insects and other wildlife.
We are also hoping to expand our outdoor learning opportunities. We have applied to Google for support to develop an outdoor classroom where children can learn through nature and hands-on experiences. As part of this project, we are exploring the possibility of creating a pond or small water feature to attract wildlife and encourage biodiversity within our school grounds.
These projects give our pupils the opportunity to learn about sustainability in a real and meaningful way. They can see first-hand how caring for the environment helps wildlife and improves our local community. We hope these initiatives will encourage our children to become responsible and environmentally aware citizens in the future.-
That sounds like a fantastic initiative! The native tree planting with Amazon is a brilliant way to boost biodiversity, and an outdoor classroom with a pond would be such a rich, hands-on learning space. Wishing you luck with the Google application — it sounds like it’ll make a real difference for your pupils.
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Living in Ireland, I see sustainability being promoted in many ways within my local community. Recycling facilities, bottle return schemes, reusable shopping bags, and community clean-up events all encourage people to reduce waste and care for the environment. Local parks and beaches are often maintained through volunteer groups, helping to protect wildlife and create cleaner spaces for everyone. Schools also play an important role by encouraging recycling, reducing litter, and taking part in environmental initiatives.
As a primary school teacher, I would encourage pupils to explore sustainability through practical, hands-on activities. For example, they could carry out a litter survey around the school, create posters promoting recycling, or investigate ways to reduce waste in the classroom. Pupils could also grow herbs or vegetables in a small school garden, learning about where food comes from and the importance of caring for the environment. Linking these activities with subjects such as Science, Geography, SPHE, and Visual Arts would help pupils understand that sustainability is part of everyday life.
This reflection has reminded me that sustainability is not only about protecting the environment but also about developing responsible habits and encouraging pupils to make positive choices. By giving children meaningful opportunities to explore sustainability in their own community, they can become more aware of the impact of their actions and feel empowered to contribute to a more sustainable future.
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Hi Bronagh,
Thank you for your response!
I like how you linked sustainability to everyday life and included practical activities that pupils can relate to. These hands-on experiences are a great way to encourage environmental awareness and responsible habits.Grace
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I like your practical ideas Bronagh. I like the ideas of growing foods it’s something that I have tried years ago and it gives children a great appreciation of the work involved in growing their own foods and supplies. It gives them a realistic outlook on food production. Each year, I like the create posters with my class about looking after the environment, I allow the children create their own ideas and it’s amazing to see different ideas they come up with. You mentioned the bottle return and recycling facilities which is something I forgot to mention.
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We are lucky to be situated close to the Royal Canal Greenway. It protects diversity by preserving crucial wildlife corridors and planting native hedgerows. Also, it encourages cycling and walking in a safe environment, reducing the need for vehicles.
My school is situated along the banks of the Boyne river, and our town has won the Tidy Towns award a few times. We take part in the Picker Pals programme, and the children have a really positive attitude to cleaning up in their own estates or area.
We also have a green team who regularly deliver messages during assembly time about reducing energy and water consumption, recycling paper and walking or cycling to school where possible.Our sixth classes take a six week Cycling Safety course every year, and many of them cycle to school for the rest of the year.
Our students grow fruit and vegetables in our school polytunnel and we have a wildflower area to support insects and pollination. All of our classes learned about the importance of bees in May and we celebrated National Bee Day. -
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I agree with Paula that the Coiste Glas in schools is a very efficient vehicle to get the pupils in all classes interested and active in achieving sustainability.When there are 2 pupils from each class are picked every half term to perform specific duties e.g. checking the waste baskets to make sure waste is properly allocated to the correct bins, or making sure energy items are not left on power when not in use, or watering the plants with water from the rainfall barrel, or storing scooters and bikes on the wall racks behind the school, the pupils take their duties very seriously and they follow the good example of the older pupils.Pupil empowerment is the way forward with sustainability as it is the practical hands on approach.
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We have been assigned a local park, Belgrave Park, as part of a Dublin City Council Initiative to get pupils interested in and active in taking care of the park. We have a very small school yard as our school is situated in a historical house and we do not have any garden or grass space. We have a few wooden boxes where flowers are grown.We have planted some trees and flowers in the park in the past, and our Coiste Glas have pickups bought to do a regular litter clean up there. We use the park as part of our school as the children (Rang 3-6) do a weekly athletics training session in the park, with an athletics coach.The younger children would use the playground regularly to exercise and when they bring their lunch, they are guided to dispose of any wrappings in the bin. There is a also a water fountain there so that they can fill their water bottles there. On the way back to the school, which is a 5-10 min walk, there are book exchange shelves, where children can take a book and leave a book and also a community noticeboard, where we post a copy of our school newsletter for the community to read. We would regularly read any community notices that would be interesting for the pupils e.g. dog grooming competition in the park or lost pets in the locality. There is a community committee in the locality and one of the members liaise with the school as he is on the Board of Management as a local community representative.
We frequently have items based on sustainability in our monthly newsletter e.g. a recent project on plastic items in our oceans.The children used recyclable plastic items to create their own sea creatures and fish animals.This was an Art and Craft competition for the whole school, with the parents invited to view the items created in the school hall. This was the theme for the Green Flag Initiative and we are on our 8th theme Marine Environment, which links in very appropriately with Aquaculture.
We have bicycle and scooter racks at the back of the school mounted on the wall to encourage less use of cars in travelling to school.There is a cycle lane outside the school and a bicycle rack for parents on the footpath.We do an annual survey in each class on modes of travel to school in graph form, to encourage children to take the fresh air options. We have done green sales /swaps of large and small items e.g. bicycles, camáns,musical instruments, garden swings, trampolines etc and we have a school whattsapp for parents and staff, if any surplus items need to be swapped or exchanged and it is used very often for this purpose. We return any disposible plastic bottles to our local shop at the top of the road and our secretary would fill a bag of refundable bottles in the office, if there are any special events being held in the school, to avoid them being put in the green recycling bin. We have a water tap on the ground floor where pupils can refill their water bottles during the school day and especially after sports. We also swap school jumpers and t-shirts, as they are laid out on tables, a few times every term so that pupils or parents can leave and take as they desire.
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<p class=”isSelectedEnd”>Thank you for sharing all the amazing work happening in your school. It’s wonderful to see how you have made Belgrave Park such an important part of school life and created such a strong connection between the pupils, the school and the wider community.</p>
The range of activities you have in place, from caring for the park and encouraging active travel to your sustainability projects and reuse initiatives, is really inspiring. It’s clear that the children are learning the importance of looking after their environment in a very practical and meaningful way. Well done to everyone involved! -
Hi Caitlin, this is a great example of a school maximising a local public space to overcome physical footprint limitations. It is fantastic to see how you have integrated Belgrave Park into your school day.
Your practical initiatives are great to hear about. I particularly like the way that ye frequently have items based on sustainability in our monthly newsletter. This is something I’m going to suggest that we do in our own school. Reaching your 8th Green Flag is an incredible achievement.
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Sustainability is something that is becoming more important in our everyday lives as we become more aware of the impact our choices have on the environment. From studying this module, I have a better understanding that sustainability is about using resources responsibly now while making sure they are still available for future generations. It is not just about protecting the environment, but also about considering the social and economic aspects of how we live.
In my local area of Navan and where I work in Dublin, sustainability can be seen in small actions that people take every day, such as recycling, reducing waste, protecting local wildlife and making more conscious choices when shopping. I think it is important to recognise that everyone has a role to play, and even small changes can make a difference. The module also highlighted how our food choices can affect the environment and how choosing sustainably produced food can help reduce our impact.
In the classroom, I would like to encourage my pupils to explore sustainability by looking at examples in their own community. This could involve carrying out a sustainability project in the school, investigating how waste is managed, exploring local biodiversity, or finding out about groups and organisations that are working in sustainable ways. Pupils could also learn about sustainable food production, including how aquaculture, such as seaweed and shellfish farming, can help protect the environment.
I believe that giving children opportunities to take part in practical activities will help them understand that sustainability is not just a topic to learn about, but something they can actively take part in. By exploring sustainability at a local level, pupils can see how their own actions connect to wider global issues and develop a greater appreciation for the world around them.
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Hi Molly,
Thank you for your response!
You have shared some great practical exercises to investigate sustainability as a concept in your classroom. I like how you have emphasised local environmental issue investigation as it encourages the students to become informed on local issues and active community members.
Grace
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Hi Molly, I like your emphasis on helping pupils connect sustainability to their own local community. As I mentioned in my own answer, this helps to empower children when it comes to climate and sustainability rather than presenting them with a big, global problem that they can’t control. In my experience, children engage much more when they can investigate real issues that they see around them rather than learning about sustainability in the abstract. I also agree that practical, hands-on activities are far more likely to encourage lasting habits than simply teaching facts, as they help pupils see that their own actions really can make a difference.
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There are lots of great initiatives in my local community to promote sustainability such as the Tidy Towns initiative. It is brilliant to see lots of members within the local community out on a Saturday morning helping keep our area clean.
Within my school, our Green Schools committee plays an important role in our whole school community. We have worked hard over the past number of years to earn our Green school flags for all of the various themes- our latest being the Global Energy theme. To earn this flag, the children and staff made a conscious effort to minimise our energy consumption. To link in with sustainability, we reached out to a local engineering company who specialise in solar and wind energy. A member of their team kindly came into the school to educate our students on the importance of sustainable and renewable energy. We felt very lucky to be part of a close knit community where people were willing to give up their time to educate our students.
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Sustainability is evident in my local area through recycling initiatives, litter-picking events, the protection of green spaces, and efforts to reduce single-use plastics. Many people are also choosing to walk, cycle, or use public transport, helping to reduce their environmental impact.
In the classroom, I believe it is important to foster an awareness of sustainability from a young age. In our school we engage pupils through practical, hands-on experiences that help them understand how their actions can make a difference. For example, children recycle materials in the classroom, reuse items for art activities, and learn how to reduce waste, especially ‘ag am lóin’.
I think nature walks are lovely and allow pupils to observe sustainability in their local environment and discuss ways to care for it. During these walks, pupils can identify recycling bins, green spaces, plants, insects, and examples of litter. Gardening projects help children understand the importance of plants and food production. In our school our Coiste Glas plant flowers, vegetables and herbs. Pupils enjoy caring for them. As I mentioned in a previous post, my classroom has a bord dúlra displaying natural treasures the children have collected, such as leaves, twigs, feathers, shells, and stones. These natural materials encourage curiosity and respect for nature, helping children develop lifelong sustainable habits.-
Hi Noreen,
Thanks for your response!
I agree that practical hands on learning is one of the best avenues to introduce the concept of sustainability to students. I really like the idea of nature walks and the bord dúlra- aiding the students in building a connection between themselves and the natural world.
Grace
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Our school is located in a large, suburban developing area of Limerick. Our local environment benefits greatly from the large green space of Castletroy Park, which serves as a vital hub for biodiversity and community well-being. In our locality we also have the Castletroy Urban Greenway, encouraging active travel like walking and cycling to reduce our local carbon footprint. As a school we also encourage our pupils to scoot/bike or walk to school daily.
Our School has proudly achieved five Green Flags through the An Taisce Green-Schools programme, demonstrating a long-standing commitment to litter and waste reduction, energy efficiency, water conservation, sustainable travel, and biodiversity.
Younger pupils take part in the Picker Pals environmental programme, utilising the character-led learning materials and taking turns bringing the “Picker Pack” home so students can lead litter picks with their families. We also take part in the Team Limerick Clean-Up initiative, where pupils join thousands of volunteers across the county to clean our school grounds and the local neighbourhood.
Other ways that we could encourage our pupils to engage with sustainability in our local area could be to get the students to embark on active community exploration by walking the Castletroy Urban Greenway to study sustainable transport infrastructure in action. We could also visit Castletroy Park where pupils would use identification apps to log local wildlife species and collect litter data to design community awareness posters. Finally, back in the classroom, students could engage in upcycling workshops using clean household waste, act as daily energy monitors to turn off electronics, and maintain local food journals to track food miles, preparing them to tackle our next renewal theme of Global Citizenship.-
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Hi Annette,
Thanks you for your response!
I loved reading about all the sustainable efforts practiced in your school. Activities outside of school such as Team Limerick Clean Up is such a great way to consolidate the material the children have learnt throughout the school week in a different environment with added real-life context.
Grace
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It is very important sustainability to children from a young age in order to help them develop skills and habits that they can take with them throughout their lives. In a classroom environment I promote sustainability within arts and crafts lessons by encouraging children to think about their usage. This can be done in simple ways such as using scrap materials like cardboard and toilet rolls for art projects, or by using both sides of a piece of paper. We also have a collection box in our school to gather old bottles and cans which children bring in from home. We have a whole school display of the money that has been raised through the returns scheme from bottles in our school. The money raised goes towards reusable water bottles to be used throughout the school. This encourages children to think about simple swaps that can make a big impact as they see the volume of bottles that have been collected and how they can be replaced by a more sustainable solution.
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Teaching in Birr, Co. Offaly, I can see many examples of sustainability in our local community. Birr Castle Demesne encourages people to appreciate nature, biodiversity and wildlife through its gardens and walking trails. There are also recycling facilities available locally, and many schools and community groups take part in clean-up days and tree planting projects. The Green Schools programme has also helped to increase awareness of reducing waste, saving energy and caring for the environment. Our school has also completed projects on biodiversity with Birr Tidy Towns.
In my classroom, I would use our local area as a starting point for learning about sustainability. I would bring the children on a nature walk around the school grounds or to Birr Castle Demesne to observe plants, insects and habitats. The children could also take part in recycling activities, grow vegetables or flowers in the school garden and carry out simple investigations on reducing waste and saving water.
I believe that using real examples from our own community helps children understand that sustainability is part of everyday life. It encourages them to take responsibility for the environment and shows them that even small actions can make a positive difference. By making learning practical and connected to their local area, pupils are more likely to develop lifelong habits that support a more sustainable future. -
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Sustainability is embedded in many aspects of my local community. Residents, schools and community groups promote recycling, composting and reducing single-use plastics. As a Green School, we have effective recycling systems, minimise food waste, use reusable aluminium water bottles and maintain leaf compost bins that produce nutrient-rich soil. These initiatives help children develop environmental awareness and responsible consumption.
We also support biodiversity through protected wildflower areas for pollinators and vegetable beds that pupils care for throughout the year. Next year, I plan to involve my class in crop rotation and growing a wider variety of vegetables and herbs, further developing their understanding of sustainable food production.
Having achieved our Green Schools Energy Global Citizenship flag, we are committed to energy efficiency through the use of solar panels and reducing energy consumption. We encourage pupils to bring these practices home and could further engage them by monitoring and graphing the school’s energy use to identify areas for improvement.
Our proximity to Dublin Bay also provides opportunities to explore its marine sustainability. As part of our next Green Schools Marine Environment Global Citizenship flag, we plan to participate in beach clean-ups and visit the conservation centre on Bull Island, a UNESCO Biosphere Reserve, to deepen pupils’ understanding of biodiversity and coastal conservation.
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Hi Eve,
Thank you for your response to module 5!
It is clear that sustainability is already a strong focus within your school, and I particularly liked how you are building on this through your Green Schools initiatives and plans for the Marine Environment flag. Your idea of involving pupils in monitoring energy use and growing their own vegetables provides meaningful, hands-on learning that helps children see the impact of their actions. Living so close to Dublin Bay and Bull Island gives your pupils a fantastic opportunity to explore marine biodiversity and conservation in a real world context.
The ARC Team
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Living in Co. Galway, I can see many examples of sustainability within the local area through farming, caring for the countryside and the importance of protecting our natural resources. Galway is also well known for its connection to the sea and sustainable food production, with businesses such as Kelly Oysters showing how aquaculture can provide food while supporting local communities and livelihoods.
In my classroom, I would encourage pupils to explore sustainability by looking at examples close to home. I would use practical activities such as nature walks, planting for pollinators, recycling projects and exploring where our food comes from. Pupils could investigate local farms, aquaculture and biodiversity through pictures, videos and simple discussions.
I think it is important for children to understand that sustainability starts with the choices we make every day. By connecting learning to their own community, pupils can develop a greater appreciation for the environment and understand how small actions can make a difference.
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Living by the sea has given me a greater appreciation of the importance of protecting our coastal environment. One of the most sustainable features of my local area is the oyster farm, which supports the local economy while promoting environmentally responsible food production. Oyster farming is considered sustainable because oysters naturally filter and improve water quality as they grow, helping to maintain healthy marine ecosystems. Community beach clean-ups and efforts to reduce plastic pollution also demonstrate how local people work together to protect the coastline and marine life.
I would encourage pupils to explore sustainability through hands-on learning linked to their local environment. We could organise a beach clean, investigate the wildlife found along the shoreline, or learn about the role of oyster farming in supporting biodiversity and water quality. Pupils could also create posters or presentations about protecting the sea from pollution. By connecting learning to their own community, children would develop a deeper understanding of sustainability and recognise that their everyday actions can help preserve the marine environment for future generations.
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Hi Hannah,
Thank you for your response!
I like the practical activities you have listed here! Beach clean ups, exploring local wild life and learning about oyster farms would support the pupils in their understanding of how their day to day choices and surroundings are connected to sustainability and sustainable choices.
Grace
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Sustainability is becoming an increasingly important part of community life, and Roscrea provides many examples of how environmental responsibility can be promoted at a local level. The town has access to beautiful natural amenities, including the Roscrea Loop Walks and nearby Slieve Bloom Mountains, which encourage outdoor recreation while fostering an appreciation for nature. Local schools and community groups often participate in clean-up initiatives, tree planting, and recycling programmes, helping to create a shared sense of responsibility for protecting the environment. Supporting local businesses and markets also contributes to sustainability by reducing transport emissions and strengthening the local economy.
As a teacher, I would encourage my pupils to explore sustainability through meaningful, hands-on experiences connected to their local community. We could begin by investigating sustainable practices within the school, such as recycling, reducing waste, conserving energy, and caring for our school grounds. Pupils could carry out a waste audit, create posters promoting environmentally friendly habits, or design a campaign encouraging reusable lunch containers and water bottles.
To deepen their understanding, I would organise a nature walk around Roscrea where pupils could observe biodiversity, identify local plants and wildlife, and discuss how people can protect natural habitats. We could also invite a representative from a local environmental group or community organisation to speak about sustainability initiatives in the area. Linking these activities with subjects such as Science, Geography, and SPHE would allow pupils to develop environmental awareness while building inquiry, teamwork, and problem-solving skills.
Through these experiences, pupils would see that sustainability is not just a global issue but something that begins within their own community. By actively participating in local environmental initiatives, they can develop a lifelong sense of responsibility and recognise that small individual actions can make a positive difference for future generations.
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Thanks Claire for this response. I really like your idea of first connecting with the student’s own world on this complex topic of sustainability, making it more understandable for them. By connecting with their own environment of the school by completing hands on activities such as a waste audit and posters that promote environmentally friendly habits.
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Sustainability means using what we need today without wasting it for the future. In school, my students and I can help by turning off lights, recycling properly, and reusing paper and materials. We can also bring reusable bottles and lunch boxes instead of single-use items.
At home and in class, we can talk about walking more, using less water, and only buying what we need. This module also taught me that buying sustainable food matters, and labels like MSC and ASC can help us choose better.
I would use this topic in lessons by asking children to suggest simple ways to care for the environment. It could lead to short class projects, posters, and discussions about how small actions make a big difference. Teaching sustainability helps pupils understand that they can protect nature and resources every day.
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I completely agree that sustainability starts with small, everyday actions. Encouraging children to recycle, reduce waste, and make thoughtful choices helps build lifelong habits. Including sustainability in classroom discussions and projects is an excellent way to show pupils that their individual actions can positively impact the environment and future generations.
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Living in West Limerick, I can see sustainability being practised in many ways. The work of our local Tidy Towns groups, the Great Southern Greenway and community clean up events all encourage people to look after the environment and take pride in where they live. Our school also promotes sustainability through recycling, reducing waste, planting flowers and encouraging children to care for our outdoor spaces. These are simple actions, but they help children understand that everyone has a role to play in protecting the environment for the future. This links with the module’s definition of sustainability as using resources responsibly so they are available for future generations.
After completing this module, I would like to help my pupils explore sustainability in a more hands on way. We could investigate the work of our local Tidy Towns committee, complete a litter survey around the school or along the Greenway and discuss how these projects improve our local area. I would also encourage pupils to think about the choices they make every day, such as recycling, reducing waste and choosing sustainably produced food where possible. Sustainability does not have to involve big changes. Small actions taken by individuals, schools and communities can make a real difference and help children become responsible citizens who value and protect their local environment.-
Hi Noreen,
Thank you for your response!
I really like how you have connected sustainability to your local community. Your examples from West Limerick show how the pupils can practice sustainable living in day to day life. Small, relevant exercises such as litter picking and recycling support the pupils understanding of how every and anybody can contribute positively to our environment.
Grace
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Living in County Wexford means I am surrounded by the sea and can really see how important aquaculture is to our local area. With Kilmore Quay just a short drive from my school, it has always been part of the local landscape, but this course gave me a much deeper appreciation of its role in creating a more sustainable future. I now have a better understanding of how responsible aquaculture can help protect marine ecosystems, reduce pressure on wild fish stocks and provide healthy, locally produced food while supporting coastal communities and livelihoods.
As someone working in SET and coordinating Green-Schools, I found myself constantly thinking about how these ideas could be brought into the classroom. Sustainability is already at the heart of so much of what we do, and the course offered plenty of practical ways to build on that. I think the course gave lots of examples that encourage children to explore their own surroundings and develop a stronger awareness of their local environment and the importance of protecting it for the future. -
Teaching in a coastal area of Dublin 4 provides several opportunities to explore sustainability in a meaningful way. Sandymount Strand is an important habitat for birds and marine life, while also being a popular place for walking and recreation, although unfortunately it is not a suitable swimming location. It allows pupils to see first hand how our actions can have a positive or negative impact on the environment. Local beach clean ups and biodiversity projects help reinforce the importance of protecting this valuable natural resource.
Our school community also plays an active role in promoting sustainability through a parent led cycle bus. This runs all year round, with groups of parents cycling together and escorting children safely to school instead of driving. If parents are unable to cycle with their own children, they can join the Cycle Bus and arrive safely at school with the group. It is a fantastic initiative that reduces unnecessary car journeys, eases traffic around the school and encourages active travel.
One of the most valuable learning experiences for our pupils is visiting the Covanta recycling and waste to energy facility. Seeing first hand what happens to our waste and learning how different materials should be sorted so they can be recycled or reused makes sustainability much more real than simply reading about it in a textbook. It encourages pupils to think more carefully about what they throw away and how small actions at home and in school can make a difference.
In the classroom, I would build on these experiences by encouraging pupils to investigate local biodiversity, carry out litter surveys on Sandymount Strand, analyse recycling data from the school and design campaigns to promote waste reduction. These activities link naturally with SEE, Maths and SPHE while developing inquiry, critical thinking and problem solving skills. By using our local area as a learning resource, pupils can see that sustainability is not just a global issue but something they can actively contribute to within their own community. -
Living in County Laois, sustainability is something we see in everyday life. Recycling, supporting local farmers and businesses, and looking after our parks, woodlands and the Slieve Bloom Mountains all play an important role in protecting our local environment. Although Laois is inland, this module reminded me that sustainability is something every community can contribute to, whether it is reducing waste, protecting habitats or making more environmentally friendly choices.
In the classroom, I would encourage pupils to explore sustainability by looking at examples in our own local area. We could carry out a litter survey around the school, investigate local biodiversity, discuss recycling initiatives or learn about locally produced food. These activities would help pupils make connections between what they are learning and their own community. I also think group projects and class discussions would encourage them to come up with practical ideas for making our school more sustainable.
Overall, this module reinforced the importance of teaching sustainability from a young age. It provided practical resources and ideas that would help pupils understand that even small actions can make a positive difference to their local environment.-
Hi Erin,
Thank you for your response to module 5!
It is great to see how you have highlighted that sustainability is just as important in inland communities as it is along the coast, using local examples from County Laois to make learning meaningful. I particularly liked your ideas of investigating local biodiversity and carrying out litter surveys, as these are practical activities that encourage pupils to become active participants in caring for their environment.
Your focus on helping children connect sustainability to their own community will make the learning more relevant and memorable.
The ARC Team
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Hi Erin,
Thank you for your response to module 5!
It is great to see how you have highlighted that sustainability is just as important in inland communities as it is along the coast, using local examples from County Laois to make learning meaningful. I particularly liked your ideas of investigating local biodiversity and carrying out litter surveys, as these are practical activities that encourage pupils to become active participants in caring for their environment.
Your focus on helping children connect sustainability to their own community will make the learning more relevant and memorable.
The ARC Team
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Assignment 1
Sustainability is something our pupils encounter in their everyday lives, so I think it is important to make learning as local and authentic as possible. Living and working in Bray, we are fortunate to have access to the River Dargle, Bray Harbour and the coastline, all of which provide excellent opportunities for inquiry. I would be interested in developing a project where pupils trace the journey of the River Dargle from the mountains to the sea, exploring how the health of the river impacts marine environments. Along the way, they could investigate biodiversity, identify sources of pollution, carry out simple observations and discuss how our everyday actions affect the wider ecosystem. This would create natural links across Science, Geography and Maths while encouraging pupils to ask questions, gather evidence and draw their own conclusions. We already have a very active Green Schools Student Committee, and this could become a meaningful project for them. Earlier this year, they met with local councillors at Bray Town Hall to discuss environmental issues, and a project like this would give them another opportunity to investigate local challenges and propose solutions within their own community.
Assignment 2
One of the key messages I took from this module (and agree with) is that sustainability is built through everyday actions rather than one-off initiatives. By focusing on the local rather than wider global issues (e.g. climate change) we cna help children to become proactive and environmentally responsible. In school, pupils can reduce waste, recycle more effectively, encourage biodiversity in the school grounds and make informed choices about the food they eat. Small changes, such as reducing single-use plastics, using reusable water bottles and learning to identify sustainably sourced seafood, can all contribute. However, I think it is equally important that pupils understand why these actions matter, rather than simply being told what to do. Encouraging children to investigate local environmental issues, discuss possible solutions and reflect on the impact of their choices is more likely to lead to lasting habits.
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Hi Alan,
Thank you for your response to module 5!
I really enjoyed reading how you have connected sustainability to your local area, particularly through the River Dargle and bray harbour and the opportunities they provide for meaningful, inquiry based learning. Your idea of involving the Green Schools Student Committee in investigating local environmental issues and engaging with the wider community is an excellent way to give pupils ownership of their learning.
I also liked your emphasis on helping children understand why sustainable actions matter, as this is the key to developing lifelong environmentally responsible behaviours. Using familiar local examples makes sustainability more relevant for pupils and encourages them to see the positive impact they can have within their own community.
The ARC Team
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Living and teaching in Waterford, I have become more aware of the many ways sustainability is practised within our local community. Being a coastal area, Waterford provides pupils with opportunities to explore how we can protect our marine environment, support biodiversity and make responsible choices. Local examples such as beach clean-ups, recycling initiatives, renewable energy projects and efforts to protect coastal habitats provide meaningful links between classroom learning and real-life experiences.
In the classroom, I would encourage pupils to investigate sustainability through project-based learning. Pupils could explore issues such as reducing waste in our school, protecting local wildlife, conserving water and learning about the impact of human activity on the environment. They could carry out surveys, design solutions and present their ideas to the wider school community.
Using our local environment as a learning resource helps pupils develop a sense of responsibility and connection to the place where they live. It also encourages them to become active citizens who understand that small actions can contribute to creating a more sustainable future.
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Great post! Although I live and teach in County Clare, I can relate to many of the points you made about using the local environment to promote sustainability. Like Waterford, Clare has a beautiful coastline, which provides fantastic opportunities for pupils to learn about protecting marine ecosystems, biodiversity and the impact of litter and pollution on our beaches.
I also agree that project-based learning is an effective way to engage pupils with sustainability. Activities such as waste audits, biodiversity surveys and community clean-up initiatives help make learning relevant and meaningful. Using local examples allows pupils to see that sustainability is not just a global issue but something they can actively contribute to in their own communities. Your post is a great reminder of the importance of connecting classroom learning with the environment that surrounds our pupils every day.
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Where I live, near Passage East and Dunmore East in County Waterford, sustainability is a big part of local life. Dunmore East is a busy fishing harbour, and the fishermen there take part in a programme to pick up rubbish from the sea, helping keep the water and marine life safe. Passage East is a small village nearby, also close to the water, with fishing and a ferry as part of daily life.
For my class of 6 ASD pupils, I would keep this simple and visual. We could look at pictures of the harbour and boats, and sort picture cards into “good for the sea” and “not good for the sea.” This helps pupils join in by pointing and matching, even if they don’t use words. A visit or video of the harbour would help pupils connect these ideas to a place they know well.
My students and I regularly bring out litter pickers around the local area. We could extend this to a beach clean up to help keep the marine life safe. We could also as a whole school work towards a Blue Schools Award.
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Sustainability is continuing to improve in my area. There are upgrades on new cycle lanes, increased public transport frequency, leaving grass grow for the pollinators and community initiatives to raise awareness of sustainabilty such as to shop local. We have new wind farms in our local area. People in the community have recently started businesses of beekeeping & selling honey and keeping huge amounts of hens & selling eggs. My uncle started an organic leaves and vegetables farm several years ago and that has taken off, getting lots of business from local restaurants.
Pupils in my school are already conscious of sustainability. We have the green schools flag for biodiversity and waste. We continue to strive to implement positive strategies to raise awareness of being kind to our planet.
We planted native trees, complete one hour of ‘no power hour’ each week and each room has a recycling bin.
We partake in many whole school initiatives such as cycle to school week, walk to school week, biodiversity week, to name a few. We have litter pickers.
As a staff we can continue to be conscious to promote good awareness in our classrooms on sustainability. -
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I live just outside Gorey in Co Wexford. Every morning driving through the town going to school there are a team of dedicated volunteers who endeavour to keep our town clean and tidy. They sweep the streets and water the plants and trees that are planted there. We recycle the cardboard and the local tidy towns committee work really hard to keep the town to a very high standard. Every year we have a shop window competition where we all make huge efforts to spruce up the businesses in the town. There are fabulous fish shops where local produce is sold.
During the day in the classroom the class would always use reusable bottles, they also recycle their lunch waste and take home any rubbish. We print on both sides of paper and use any waste paper for doodling.
I work in Arklow and there are many opportunities for walks rather than depending on transport. We visit the seashore and plan to do more next year to develop the children’s awareness of the importance of sustainability.-
I really enjoyed reading your post. Although we live in different parts of the country, I can relate to many of the examples you shared. Living in Cork, I also see the positive impact that local volunteers, community groups and schools have in promoting sustainability. It is inspiring to see people taking pride in their local area through initiatives such as litter picking, maintaining green spaces and supporting local businesses.
I also agree with the sustainable practices you have introduced in your classroom. Encouraging pupils to use reusable water bottles, reduce waste and recycle where possible helps them develop good habits from a young age. Like you, I think it is important to provide children with opportunities to explore their local environment. In Cork, we are fortunate to have access to places such as the River Lee, local parks and the coastline, which offer excellent opportunities to develop pupils’ understanding of sustainability, biodiversity and the importance of caring for the environment. Small, everyday actions such as these can make a real difference and help pupils become more environmentally aware citizens.
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<p style=”font-weight: 400;”>I really like the idea of the children taking responsibility for these small sustainable actions in the classroom. I think they are much more likely to continue these habits outside of school when they are actively involved in doing them every day rather than just learning about them. Using reusable bottles, sorting their own waste and making use of scrap paper are simple changes, but they help pupils understand the impact of their choices.</p>
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This module encouraged me to reflect on the many ways sustainability is promoted within my local community and how these examples can be used to enrich learning in the primary classroom. In my area, sustainability is evident through recycling initiatives, community clean-up events, biodiversity projects, tree planting, the protection of local green spaces and efforts to reduce waste and encourage active travel. These initiatives demonstrate that sustainability is not only a global issue but also something that individuals and communities can support through everyday actions.
As a teacher, I would encourage pupils to investigate sustainability in their own community through hands-on, inquiry-based learning. For example, pupils could carry out a waste audit in the school, survey local biodiversity, investigate recycling practices, or map sustainable features in the local area such as parks, walking and cycling routes, and wildlife habitats. These activities would help pupils develop observation, research and problem-solving skills while making learning meaningful and relevant.
This topic also provides excellent opportunities for cross-curricular learning. Science lessons could focus on habitats, ecosystems and environmental change, while Geography could explore how people interact with their environment. Mathematics could be used to collect and analyse data from surveys or environmental investigations, and English could involve persuasive writing, presentations or reports on ways to improve sustainability in the school community.
By engaging pupils in real-life sustainability projects, they can see that their actions have a positive impact. This helps develop a sense of responsibility, teamwork and active citizenship while encouraging lifelong habits that support environmental stewardship. Overall, this module reinforced the importance of connecting classroom learning with local experiences, enabling pupils to become informed, responsible and environmentally aware members of their community.
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This module made me reflect on how sustainability is part of everyday life as I live and teach on the Wild Athlantic Way, we are surrounded by natural beauty, so protecting our environment is especially important. Many people recycle, support local businesses and take part in beach cleans or community litter picks. I also found it interesting to learn how Irish aquaculture contributes to sustainability by producing food with a low carbon footprint while helping to protect coastal waters and marine life.
As a primary teacher, I would encourage pupils to explore sustainability through practical, hands-on activities such as nature walks, litter surveys and recycling projects. These activities are particularly beneficial for children with additional educational needs, as they provide real-life, sensory learning experiences that make abstract concepts easier to understand. They also promote teamwork, communication and a sense of responsibility for the environment. This module reminded me that sustainability is something we can all practise every day, and that even small actions can have a lasting impact.
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Living on the coast in Donegal gives me many opportunities to see sustainability in action. First of all, there is an oyster farm right beside my house that allows local people to farm oysters in a way that supports jobs while also providing food. Secondly, local fishermen are aware of the need to protect wild fish stocks and I know from my local connections that they make a conscious effort to reduce pressure on overfishing all the time. I also see many local clean-ups taking place regularly to keep beaches clean, protecting marine life.
Learning about sustainability in my local area has made me appreciate the importance of caring for natural resources and I would encourage my students to explore this further in different ways. We could do projects in the classroom such as looking at the different types of fish that are farmed locally, discussing how this aquaculture supports local businesses and inviting guest speakers in. Pupils could also be encouraged to take part in beach clean ups and to make posters about this. These simple activities would help students understand the importance of sustainability. -
The climate change crisis has been eye opening in this module. It is hugely importantly that children are made aware that we are all accountable in trying to be sustainable in our daily practice, in an age-appropriate way of course.
Sustainability in Terenure Village is becoming more and more vivible. Local cafés reduce packaging, shops encourage reusable bags, and residents choose to walk or cycle, giving children clear examples of what sustainability looks like in real life. Green spaces such as Bushy Park show how protecting habitats supports local wildlife, helping pupils understand the impact of unsustainable behaviour both at home and abroad.
In our school, the children involved in a litter picking project around the school, the local village and along the local river. The children engage in this at various points in their time in primary school and the conversations around these activities are superb in raising awareness around sustainability.
To explore this topic further, I would guide pupils to notice sustainable actions in the village, map them, and discuss how unsustainable choices affect environments. Pupils could interview shop owners about waste reduction or compare food sources to learn how aquaculture supports sustainable food production. Encouraging children to reflect on their own habits helps them become more sustainable consumers and strengthens their sense of responsibility within the community.
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Your post shows how local activities can make sustainability meaningful for children. The litter-picking project is a particularly strong example because pupils can see the results of their efforts. I also like the idea of interviewing shop owners, as it connects classroom learning with everyday practices in the wider community.
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Sustainability is practised in several ways in my local area in Cavan. Recycling, community clean-ups and efforts to protect local lakes and green spaces all help people care for the environment. Many families also reuse items, avoid wasting food and try to reduce their electricity and heating use. Walking or cycling is possible for some journeys. However, the rural nature of the area means that many people still depend on cars. This shows pupils that sustainable choices are not always straightforward. People often have to consider cost, distance and convenience.
I would help pupils explore this through a local sustainability project. We could begin with a walk around the school area to identify good practices and problems, such as litter, traffic, damage to habitats or unnecessary energy use. Pupils could take photographs, map their findings and interview family members or local community groups. They could also carry out a waste or energy audit in the school and present practical suggestions to the principal and other classes.
A visit to a recycling centre, lake, farm or local environmental project would make the learning more meaningful. The pupils could then choose one realistic action, such as reducing food waste, planting flowers for pollinators or organising a clean-up. This would show them that small local actions can make a difference. It would also develop their teamwork, enquiry and problem-solving skills.
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Hi John,
Thank you for your post to Module 5. You have listed some of the main examples we use on the ARC to highlight how students can be sustainable in their day to day activities. Allowing students to explore their own local areas can also enable them to foster a sense of responsibility for their community, and working with local organisations such as the TidyTowns can give them a greater appreciation for the environment.
Hugh.
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The summer course encouraged me to reflect on the positive sustainability initiatives in my local area of Maynooth. The town promotes environmentally friendly practices through its walking and cycling routes, recycling facilities, biodiversity projects and community clean-up events. These initiatives demonstrate how individuals and communities can work together to protect the environment. Seeing these examples has made me realise the importance of helping children understand that sustainability begins with small, everyday actions.
In my classroom, I would use the local environment as a starting point for learning. Pupils could explore biodiversity in the school grounds, carry out litter surveys, investigate recycling practices and discuss ways to reduce waste. I would also encourage project-based learning where pupils design posters, create action plans or develop simple STEM solutions to improve sustainability in the school. Linking learning to the local community makes it more meaningful and helps pupils see the impact of their actions. We are also very lucky to have Maynooth University and could check in with them for some schools education programme on this. This module has reinforced my commitment to fostering environmentally responsible, curious and active learners who understand the importance of protecting our natural resources for future generations.
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Hello Colette,
Thank you for your response!
I have to agree that using the pupils local environment makes the concept more meaningful and relevant during their learning experience.Partnering with the University is a great, proactive idea to provide memorable environmental education experiences for the students.
Grace
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In my local area, sustainability is becoming more visible through initiatives such as community recycling programmes, litter-picking events, tree planting, and efforts to protect local biodiversity. Many local businesses encourage the use of reusable bags and cups, while schools are increasingly promoting Green Schools initiatives and environmental awareness. These projects highlight the importance of caring for our environment and show pupils that everyone has a role to play in creating a more sustainable future.
As a teacher of 5th and 6th class, I see sustainability as an ideal topic for developing pupils’ critical thinking, problem-solving, and sense of responsibility. At this age, pupils are curious about global issues and are capable of making meaningful links between their own actions and wider environmental challenges. I would encourage them to explore sustainability by carrying out a waste audit in the school, investigating how much plastic is used during a typical school day, or surveying classmates about their recycling habits. They could also examine local biodiversity by identifying native plants and wildlife around the school grounds and discussing ways to protect these habitats.
To deepen their learning, pupils could work collaboratively to design and lead a sustainability campaign within the school. This might include creating posters, producing digital presentations, writing persuasive letters to the student council, or presenting their findings at an assembly. Integrating sustainability across subjects such as Science, Geography, Maths, English, and SPHE would allow pupils to develop research, communication, and data-handling skills while addressing real-world issues. By giving pupils ownership of meaningful projects, I hope to foster a lifelong appreciation for sustainability and empower them to see that even small actions can make a significant difference in their school and wider community.
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Sustainability is reflected in many aspects of daily life within my local community. One example is the availability of recycling facilities for bottles and cans, making it simple for people to recycle and reduce the amount of waste sent to landfill. Our local St. Vincent de Paul charity shop also plays an important role by promoting the reuse of clothing, books and household items, helping to reduce waste while providing valuable support to the community.
I have also noticed an increasing focus on enhancing local green spaces through tree planting, flower displays and community gardening projects. These initiatives not only improve the appearance of the area but also encourage biodiversity by creating habitats for insects, birds and other wildlife.
In the classroom, I would use these local examples to help pupils understand that sustainability begins within their own community. Activities such as investigating the journey of recyclable materials, visiting a local charity shop or carrying out a biodiversity or litter survey around the school grounds would make learning meaningful and relevant. These practical experiences would encourage pupils to recognise that even small everyday actions can have a positive impact on the environment and contribute to a more sustainable future.
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The visit to the local charity shop is a great idea as a tangible example to teach children about sustainability. This could be extended to the classroom as the children could create their own charity pop-up shop, using clothes from students in the school. You could also hold a Green Day/Lá Glás event to raise awareness of the different aspects of sustainability the the children could make a difference in. This could be held as a science fair type day where a couple of students each has a stall to depict different aspects of sustainability
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There are many opportunities for children to see how sustainability is practised in my local area. My school is situated in Drogheda and there are plenty of local initiatives which we can be involved in such as recycling programmes, community clean ups, biodiversity projects and Louth County Council environmental initiatives.
As a teacher I would get children to investigate the many local initiatives in their town. A great place to start would be by contacting the local council or library and enquiring about ongoing and upcoming initiatives taking place in the area. I would also contact the Friend’s of Bully Acre a volunteer initiaitve near our school which have restored and maintained an old cemetery, which was used to bury workhouse paupers over 150 years ago. By inviting people to come and talk about what they do or visiting these areas children will be able to get a real sense of the work that people do in our community that contribute to sustainability.
As a school we could also organise litter picking challenges, go on nature walks and biodiversity hunts, recycling competitions and visits to local gardens etc.
As the Green School’s coordinator we already hold pre-loved clothing sales during Halloween and Christmas, we create posters promoting sustainability, monitor waste and energy consumption and we work alongside the parents council to help us to communicate our message to the wider community, I think that by making sustainability interactive for children it helps them develop a genuine sense of responsibility and pride in their local community.
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Your reflection highlights an incredible approach to place-based sustainability in Drogheda, particularly by connecting local heritage with environmental care through the Friends of Bully’s Acre initiative. Practical actions like your Green-Schools pre-loved costume sales make abstract concepts like the circular economy tangible and engaging for children. Involving Louth County Council and your Parents’ Council ensures environmental responsibility extends well beyond classroom walls into the wider community. This active, hands-on strategy empowers pupils to take genuine pride in their town while building lifelong habits of sustainability.
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Sustainability is practiced in loads of ways in Donegal. Lots of people recycle their household waste using the local recycling centres and separate bins for paper, plastic, glass, and food waste. The local tidy towns committes encourages people to reduce litter and protect the beautiful beaches, forests, and countryside through regular community clean-up events. Farmers in Donegal are increasingly using environmentally friendly methods to protect wildlife, soil, and water quality. Many people support local businesses by buying fresh produce from nearby farms and markets, which reduces transport emissions. The local community committee has regular market days which sell local product. Walking and cycling are encouraged for short journeys, while some families have switched to electric vehicles or renewable energy such as solar panels. Schools often teach students about protecting the environment through tree planting and recycling projects. These actions help conserve natural resources, reduce pollution, and ensure that County Donegal remains a clean, healthy, and sustainable place for future generations.
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Sustainability in my local area Drogheda is a really important part of everyday life. We are surrounded by community and government led initiatives which as a school we can introduce to our children. We have recycling centres, tidy towns, biodiversity projects and Green Schools to name a few. All these initiatives make a positive difference in our community.
As a teacher I think Sustainability should be explored through enjoyable hands on experience experiences rather than simply being thought in the classroom. I would first start by contacting the our local library or Louth Co. council to find out a out local initiatives and what they do to promote sustainability in our community. I would invite or visit local volunteer initiatives e.g. Friends or Bully’s Acre where children can find out the hard work and effort that goes into looking after our community.
In school as part of our Green School’s campaign I would encourage active litter picking challenges,create posters to promote sustainability and monitor waste and energy usage in the school.
I would hope that by giving children hands on experience and showing them that we all have a responsibility to care for our environment it will make them more care and active citizens in the future.-
Hi Stephanie, I agree that hands-on practices are a great way for children to learn and make sense of sustainability for themselves. I like your idea of visiting local initiatives where the children can get involved and see the work the volunteers do for themselves. It also creates a great connection between the school and the local community.
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I think the green schools initiative is a great way to get children involved in learning about sustainablilty. It gives them the chance to take part in practical activities and make small changes in their school and local community. It also helps children understand that everyone can play a part in looking after the environment.
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Sustainability is something that can be seen in many ways within my local area. Practices such as recycling, trying to reduce waste, protecting natural habitats and supporting local food producers all play a role in creating a more sustainable community. I think it is important that children understand that sustainability is not just a topic in their books in school, but something that affects their everyday lives.
In the classroom, I would encourage children to explore sustainability through hands-on activities and try to make it engaging and linked with real life examples. They could investigate how waste is managed in our school, complete different litter picking activities/competitions, create and design posters to encourage recycling, or for older classes, create slideshows on sustainability to show to the younger years. I would also link this learning with SESE by looking at and exploring local habitats and how people can help to protect them.
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Living in Dunmore East, Co. Waterford, sustainability is something that is quite easy to see in the local area. Being a coastal community, we are very aware of the importance of looking after the sea and beaches. There are regular beach clean-ups and efforts to reduce litter, and the local fishing community also has an important role to play in protecting the marine environment. Waterford City also has lots of green spaces, recycling facilities and initiatives encouraging people to walk, cycle and use more sustainable ways of travelling.
I think this would be a great topic to explore with pupils because it is happening all around them. We could take a walk around Dunmore East and look at examples of sustainability, such as recycling, litter, wildlife and how the local fishing industry uses the sea. We could organise a beach clean-up or investigate how much plastic and other rubbish we find. The children could then discuss ways we could make our school and local community more sustainable. This would make sustainability much more real and meaningful for them.
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Before completing this module, I tended to think of sustainability mainly in terms of recycling and reducing waste. However, I have come to realise that sustainability is much broader and includes protecting natural resources, supporting local communities, and making responsible choices that benefit both the environment and future generations.
Living near Kilmallock, Co. Limerick, I can see several examples of sustainability in practice within the local area. The rich agricultural landscape encourages local food production, while many farms are adopting more sustainable practices to protect soil quality, biodiversity, and water resources. Community initiatives such as litter clean-ups, recycling facilities, and the protection of local parks and green spaces also demonstrate how individuals can work together to care for their environment. In addition, schools and community groups often promote biodiversity through tree planting, pollinator-friendly gardens, and environmental awareness projects.
As a teacher in an urban DEIS Band 1 school, I believe it is important that pupils recognise that sustainability begins within their own community. I would encourage them to investigate local sustainability initiatives through nature walks, litter surveys, biodiversity hunts, and discussions about how local businesses and farms are working towards more sustainable practices. These activities could be linked across Science, Geography, SPHE, and the Green Schools programme, allowing pupils to develop inquiry, observation, and problem-solving skills.
This module has reminded me that sustainability is not just a global issue but something that can be explored and experienced locally. By helping pupils make connections between their own community and wider environmental challenges, I hope to encourage them to become responsible, informed citizens who understand that even small actions can make a positive difference.
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Hi Gráinne,
Thank you for your response.
You have very clearly highlighted how sustainability extends beyond recycling to included caring for the environment, supporting biodiversity and engaging with local communities. Linking actions that pupils can take at local level to global environmental difficulties would be a fantastic way to promote responsible and active citizenship.
Grace
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Living in County Mayo (All-Ireland Champions!!) , sustainability is deeply woven into both our terrestrial landscapes and rich coastal environment. From community efforts maintaining the Great Western Greenway to sustainable aquaculture initiatives across Clew Bay, our region demonstrates a clear commitment to balancing local livelihoods with ecological preservation. Local coastal communities work continuously to protect wild habitats, reduce marine litter, and support eco-friendly seafood production like mussel and oyster farming, which naturally act as carbon sinks and clean our coastal waters. To explore these concepts with my pupils, I would bring our learning outdoors through an enquiry-based approach. We would take a field trip to a local shore or estuary to conduct a rockpool biodiversity survey and observe marine ecosystems firsthand. Back in the classroom, pupils would investigate eco-labelling (such as MSC, ASC, and Origin Green) on everyday seafood products to understand how responsible consumer choices impact life below water. Finally, pupils would collaborate to design a “Mayo Coastal Care” pledge for our school, identifying concrete actions we can take—from reducing single-use plastics to organising a local beach clean. Connecting local marine heritage to global environmental responsibility empowers pupils to see themselves as active guardians of their local environment
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Hi Deirdre,
Thank you for your response!
Congratulations on the win :)! From a Kerry woman, I must say it was a beautiful display of sport on Sunday. It truly felt like a piece of history unfurling before our very eyes!
I like how you are using place-based enquiry-led learning that connects Mayo’s unique seascape with global sustainability goals. Engagement with the pupils would definetly be bolstered by the hands-on fieldwork. These practical activities creates a strong sense of stewardship for their local community.
Grace
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As someone who also lives and teaches in Mayo, I could really relate to the points you made about connecting sustainability to the local environment. While I’m based in Cong rather than on the coast, we have similar opportunities to explore sustainability through Lough Corrib, local wildlife and sustainable fishing. I think using places that children know and see every day makes these lessons much more meaningful and engaging.
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Living in a coastal village, I see sustainability being practised in many ways in both the local community and our school. The coastline reminds us of the importance of protecting the environment and caring for our natural resources. Local groups regularly organise beach clean-ups and work to protect wildlife and biodiversity.
Our school places a strong focus on sustainability. Pupils have taken part in lessons on climate action, sustainable living and the impact of fast fashion. Through debating, they have explored topics linked to the UN Sustainable Development Goals, including fair trade, cycling and climate change. Cycling lessons have encouraged children to use more environmentally friendly ways of travelling.
Biodiversity is also promoted in our school. Pupils help to grow vegetables in the polytunnel and use the produce in cooking activities. They have learned about the importance of bees and pollinators, planted wildflowers and helped create habitats for wildlife. Fruit trees have also been planted on the school grounds. The children have taken part in recycled art projects using materials collected from home and local businesses. They have also visited local conservation projects and learned about renewable energy from a local company. Solar panels installed at the school help pupils see how clean energy can be used in everyday life.
We also encourage reuse and reducing waste through a number of school initiatives. We hold uniform swaps, sports equipment swaps, Christmas jumper swaps and book swaps throughout the year. These help families save money while giving items a second life. The school also operates a bottle return scheme, which encourages recycling and helps raise funds for school projects. Sustainability can also be seen in local sports organisations. The local GAA club runs a hurley repair and replacement scheme where damaged hurleys can be repaired and old hurleys can be donated for others to use.
To explore sustainability further, I would encourage pupils to investigate biodiversity around the school, take part in environmental projects and examine ways to reduce waste and save energy. These real-life experiences help children understand that sustainability starts with small actions and that everyone can play a part in protecting the environment for the future.-
Hello Bairbre,
Thank you for your response!
I really like the biodiversity boosting efforts that you are promoting in your school. This practice boosts responsibility and confidence in their consistent efforts. In addition to this understanding how to cook and look after yourself at a young age is a vital skill to be carried into adulthood.
Grace
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I really like all the sustainability work happening in your school and community Bairbre. I particularly like the idea of the hurley repair and replacement scheme as it is such a simple way of reusing items and reducing waste. The uniform and book swaps are also great ideas. I think these practical activities help children see that small actions can make a real difference.
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Continuing the theme of sustainability in aquaculture and our marine / water environments, I will focus on these areas in my county of Meath.
County Meath has a very short coastline, of roughly 10 kilometres that includes the beaches of Laytown, Bettystown and Mornington. Across these beaches there are activities present to protect the sustainability of these areas.
For example, on a policy level – per the Meath Climate Action Plan 2024 – 2029, there are extra controls in place to monitor the water quality of the Bettystown area and also Pollution Reduction Programmes are in place to support shellfish life across the Meath coastline. Link to Meath Climate Action Plan: Annex 3 Strategic Environmental Assessment Environmental Report.pdf
On a community level, Bettystown Beach has recently been successful in being awarded a Blue Flag for the third year in a row, highlighting the active sustainable practices and the power of community in protecting the local coastline.
Channelling this back into the classroom and how it can inspire students could be detailing the “positive” result stories and benefits that were achieved from community and policy led sustainable practices. For example, could teach the children the benefits of coastal litter picking and how marine litter can affect marine animals if not collected. Could also integrate the rubbish collected from a coastal walk that it could be created into an art feature, by also giving examples such as the “Giant 12-Meter Sculpture of Whale Created from a Plastic Waste found in the Pacific Ocean” (Source: Giant 12-Meter Sculpture Of Whale Created From A Plastic Waste Found In The Pacific Ocean | FREEYORK)
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I really enjoyed reading your response. I particularly liked how you connected local sustainability initiatives in Meath with practical classroom activities. The link you provided was very interesting and highlighted the importance of community involvement in protecting our coastline. Your idea of using positive local examples and creating artwork from collected litter is a fantastic way to engage children and promote environmental awareness in a meaningful, hands-on way
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Hi Aisling,
Thank you for your post to Module 5. That’s great to hear that Bettystown beach has achieved its Blue Flag for the third year in a row! This was my closest beach growing up and we used to visit every summer so it’s brilliant to hear it is being kept in excellent condition. Many beaches in Ireland, Bundoran springs to mind, also have an initiative where there is a box placed at the beach entrance and people are encouraged to return at least one piece of plastic they find into this box to help keep the shoreline clean.
Hugh.
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Module 5
Before completing this module, I probably associated sustainability with recycling and reducing waste. However, it made me realise that sustainability is much broader than that and is already happening in many ways within my local community. Whether it’s local tidy towns volunteers, people supporting local businesses, community gardens or efforts to protect local beaches and green spaces, these all show how working together can have a positive impact on the environment. As an infant teacher, it reminded me that children learn best when they can make connections with the world around them which stems from the aistear framwork too. Instead of teaching sustainability as a separate topic, I would like to encourage pupils to explore it through their own experiences. A simple walk around the local area could lead to discussions about biodiversity, litter, recycling or the importance of looking after shared spaces. Giving children opportunities to investigate, ask questions and come up with their own ideas would make the learning much more meaningful. This module also reinforced the importance of leading by example. Simple classroom routines such as reducing paper waste, reusing materials for art activities and encouraging children to care for their classroom can help develop positive habits. Overall, the module has reminded me that sustainability is about creating a sense of responsibility and helping children understand that even small actions can make a real difference.
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This module has highlighted how important sustainability is, especially as we are now beginning to see the effects of global warming with stories of extreme weather events like heatwaves, wildfires and droughts. This has a profound, irreversible effect on humans, wildlife and their habitats and plant life. In my local area, the Tidy Towns committee do great work by planting flower beds, litterpicking and encouraging the community to take care of their locality. This sets a good example for children to take small steps to leave their area better than they found it. My school has been taking part in Green Schools for the past few years with a focus on biodiversity. We are very lucky to have a school garden that the children have made a hedgehog house, leaf piles, bird houses and insect hotels for. It gives them a sense of responsibility and the Green School committee take it upon themselves to encourage their classmates to conserve energy, water and stop littering. These good habits can then be continued at home.
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I enjoyed your reflection Mary. The recent wildfires in Ireland and across Europe have highlighted the importance of biodiversity and looking after our environment in a sustainable manner. The school garden you mentioned is a lovely way to promote care and environmental awareness. We used to have a polytunnel but unfortunately lost it due to needing the site for a prefab. Even simple tasks like growing flowers in used wellies brighten up the school and give the children a sense of pride.
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Sustainability is something our pupils can see all around them. As a busy fishing port, there is a growing focus on protecting fish stocks, reducing waste and making sure our marine environment is looked after for future generations. Local fishermen have to follow quotas and fishing seasons, while many seafood businesses are becoming more aware of reducing their environmental impact. There are also regular beach cleans organised by local groups, which help to keep our coastline clean while protecting marine wildlife.
As I’ll be teaching 3rd class next year, I think there are lots of ways to help children explore sustainability in a hands-on way. We could organise a beach clean and record the types of litter collected, then use the data to create bar charts in Maths. We could investigate how long different materials take to break down by burying items such as paper, cardboard and plastic and observing the changes over several weeks. The children could also carry out a “waste audit” in the classroom to see how much rubbish we produce in a week and come up with ideas to reduce, reuse and recycle more effectively.
I also like the idea of linking sustainability to our local marine environment. Pupils could learn about the journey of fish from sea to plate, discuss why fishing quotas are important and explore how aquaculture can provide food while protecting wild fish stocks. A visit to Killybegs Harbour or inviting someone from the local fishing industry into the classroom would make these lessons even more meaningful and show children how sustainability affects the community they live in.
This module reminded me that sustainability isn’t just a global issue, it starts in our own community. By giving children practical experiences and helping them investigate real-life problems, we can encourage them to care for their local environment and understand that even small actions can make a positive difference.-
Hi Karen, I really liked your last point. It’s easy for children to think of sustainability as a global issue that’s happening somewhere else, but you’re right that it starts within their own community. Giving pupils practical, real-life experiences helps them see that small actions, whether reducing waste, protecting local habitats or making sustainable choices, can have a meaningful impact. Developing that sense of responsibility from a young age is something they can carry with them long after they leave the classroom.
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As a teacher in a coastal community in County Wexford, sustainability is something the children can see in their everyday lives. Local initiatives such as beach clean-ups, recycling programmes, protecting sand dunes, and sustainable fishing and aquaculture all help to protect our coastline and marine environment. These provide meaningful opportunities to connect classroom learning with the local community.
In my classroom, I would encourage children to explore sustainability through practical, enquiry-based activities. We could organise a beach litter survey, investigate how waste affects marine life, or research local businesses that promote sustainable practices. Children could work in groups to collect data, create posters or digital presentations, and share their findings with the wider school community.
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Hi Ciara,
Thank you for your response!
It is wonderful to hear about such actionable support within the students local community. Linking actions that pupils can take at local level to global environmental difficulties would be a fantastic way to promote responsible and active citizenship.
I like the idea of digital presentations as well. To take autonomy over their learning and allow them to explore the topic in their own way builds on their own natural curiosity and creativity.
Grace
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As a teacher in Cong, sustainability is something pupils can experience in their everyday lives. Surrounded by Lough Corrib, lough mask, caves, rivers and woodlands, there are many opportunities to explore how our local environment is cared for. Sustainable fishing, protecting local wildlife, reducing litter, and preserving our natural habitats are all important issues that help maintain the area’s beauty and biodiversity.
In my classroom, I would encourage pupils to explore sustainability through hands-on, enquiry-based activities. We have carried out nature walks in the past,but we could also investigate the biodiversity around Lough Corrib, complete litter surveys, or research how sustainable fishing helps protect local fish. Pupils could work together to present their findings through art or creative writing or make digital presentations and share ideas on how everyone can play a role in protecting our local environment.
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Living in Cork has made me more aware of the importance of sustainability and the ways it can be encouraged within our local community. There are many examples of sustainable practices that we can observe, such as recycling and waste separation, public transport, cycling, walking, community gardens and efforts to protect our local rivers, coastline and green spaces. Cork’s connection with the sea also provides a valuable opportunity to explore the importance of protecting our marine environment and reducing pollution.
As a 4th Class teacher, I would encourage my pupils to investigate sustainability within their own local area. We could explore how waste is managed in our school, carry out a classroom waste audit and discuss ways to reduce the amount of rubbish we produce. Pupils could also investigate how they travel to school and consider more sustainable options such as walking, cycling, carpooling or public transport where possible. A local walk could allow pupils to identify examples of sustainability and areas that could be improved.
On a daily basis, both myself and my pupils could make small but meaningful changes, such as reducing food waste, reusing materials, using reusable water bottles and lunch containers, saving electricity and water, recycling correctly and avoiding unnecessary plastic. I believe that helping children understand that small actions can make a difference will encourage them to develop sustainable habits that can continue beyond the classroom.
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Living in County Kildare has shown me that sustainability is not just something that happens in coastal communities. In Naas, the Grand Canal provides an important habitat for wildlife and is supported by local clean-up initiatives and biodiversity projects. Similarly, in Caragh, where I teach, the River Liffey flows through the village and offers an excellent opportunity for pupils to observe local ecosystems and understand the importance of protecting our waterways. This module has helped me recognise that the principles of sustainability discussed in relation to aquaculture—such as protecting natural resources, reducing environmental impact and making responsible choices—can be explored just as effectively in our own local environment. It has also made me more aware of how everyday decisions, such as choosing sustainably sourced seafood or reducing waste, contribute to the United Nations Sustainable Development Goals.
In my classroom, I would encourage pupils to investigate sustainability through hands-on, local activities. We could carry out a biodiversity survey along the River Liffey, compare the habitats of the river and the canal, or investigate how litter and pollution affect freshwater ecosystems. Pupils could also explore sustainability labels such as Origin Green and the MSC certification and discuss how consumers can make environmentally responsible food choices. These activities would integrate Science, Geography and SPHE while developing inquiry, teamwork and critical thinking skills. By connecting global sustainability issues with places that pupils know and experience every day, I hope they will develop a greater appreciation of their local environment and recognise that everyone has a role to play in protecting it.
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Hello Robert,
Thank you for your response!
It is fantastic how you plan on using local habitats to investigate with your pupils! Connecting local areas relevant to the pupils everyday life with global challenges that our environment faces makes it all the more memorable and significant for the students.
Grace
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As a teacher in a Donegal School, I see sustainability being promoted through everyday activities. We recycle as much as possible, take home packaging from lunches, recycle paper and card, collect used batteries for recycling and take part in the plastic bottles Return Scheme. The money raised is used to support school resources, helping children see how small actions can make a positive difference. Pupils also learn about caring for the environment through outdoor learning, biodiversity and keeping our school grounds clean. We participate in the Green Schools programme and various initiatives by Donegal County councils which help to promote recycling and sustainability. The student council help to promote recycling and run a number of initiatives and competitions throughout the year. At Halloween the children do a costume swap and at Christmas they do a Christmas jumper swap. At the end of the year the parents association runs a uniform swap.
We are very fortunate to have an Oyster Farm nearby. After recently visiting the farm the manager explained that almost everything used on the farm, including the trestles and oyster bags etc. are recycled. The only item that is not currently recyclable is the nylon rope, making the farm very environmentally friendly and sustainable. The visit also highlighted how oysters naturally filter seawater and support marine life. I think a visit to the oyster farm would be an excellent learning experience, helping pupils understand sustainability in their own local community.
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I love these ideas! Our school does something very similar and we have found that it works really well. The children are always so enthusiastic about the swaps, and it is a great way to reduce waste while also encouraging the idea of reusing and sharing. It also helps children understand that items do not always need to be bought new and that small changes can have a positive impact on sustainability. The uniform swap at the end of the year is a fantastic idea as it supports families while also promoting a more environmentally friendly approach.
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I really enjoyed reading your post, especially the example of the local oyster farm. It is great to see how sustainability is being promoted through everyday actions in your school and community. I particularly liked the idea of visiting the oyster farm, as this would give pupils a real-life example of sustainability and help them understand how local businesses can protect the environment while supporting the community.
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<p class=”p1″><span class=”s1″>What a fantastic example of how sustainability can be brought to life in such practical and meaningful way and in beautiful Donegal. It’s wonderful to see pupils learning that small everyday actions, from recycling and reusing to protecting biodiversity, can make a real difference. The local oyster farm visit sounds like a particularly engaging learning opportunity, connecting classroom learning with the sustainability work happening right in the community. </span></p>
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Sustainability is something I have seen through my own family and where I grew up. I lived in Innishannon, but my dad has a farm in Kilbrittain, which is close to the coast. I have lots of happy memories of spending time there, especially going fishing off the rocks and going out in a small boat with my dad. We would catch fish such as mackerel and pollock and bring them home to eat and sometimes put some in the freezer. This taught me from a young age to appreciate the sea and not take it for granted.
As a 3rd class teacher, I would like to bring this experience into the classroom. I could talk to pupils about where food comes from and why it is important to protect our seas and wildlife. We could learn about recycling, reducing waste and looking after local habitats. Pupils could also investigate ways our school can become more sustainable, such as reducing food waste, planting flowers and using less plastic. I think using real-life examples would help children understand that small actions can make a difference.
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Hi Eimear,
Thank you for your post to Module 5. It would be great to bring those memories to the classroom and be able to spread that appreciation for the sea and its marine life back to your students. For your students to learn about how to be more sustainable in their day to day lives, it will enable them to foster that sense of responsibility and spread it to their own communities.
Hugh.
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Sustainability is actively practiced in my local area through initiatives such as community litter-picking events, recycling programmes, and encouraging people to care for shared green spaces. Local volunteers regularly organise litter picks in parks and along roadsides, helping to reduce pollution while promoting community pride and environmental responsibility. These activities demonstrate that even small actions can make a meaningful difference when everyone works together.
As a teacher, I would engage my pupils by involving them in a supervised litter-picking activity within the school grounds or local community. Before the activity, we would discuss the importance of protecting our environment and the impact of litter on wildlife and ecosystems. Afterwards, pupils could record and analyse the types of litter collected, create posters encouraging others to reduce waste, and reflect on how their actions contribute to a more sustainable community. This hands-on approach would develop environmental awareness, teamwork, and a sense of responsibility, while helping pupils recognise that they can play an active role in caring for their local environment. -
In Wexford I can see many examples of sustainability in the local area. Wexford has so many beautiful beaches, rivers and farmland, so protecting these natural resources is very important. Many communities take part in beach clean-ups, recycling programmes and tree planting projects.
In my 4th class classroom I would encourage the children to explore sustainability by looking at examples in their own community. Linking up with the green school’s committee we could carry out a litter survey around the school, investigate ways to reduce waste, or create posters encouraging recycling and protecting wildlife. The children could also research local environmental groups and learn about the importance of caring for our beaches and green spaces. These activities would help children understand that even small actions can make a positive difference. By connecting learning to their own local area the children are more likely to develop a sense of responsibility and become actively involved in protecting the environment.-
Your idea of working with the Green Schools committee is an excellent way to involve children in real-life environmental action. I also think the litter survey and research into local environmental groups are great ways to develop pupils’ awareness of sustainability while encouraging teamwork and responsibility. Activities like these help children realise that even small actions can have a positive impact on their local community and the wider environment.
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This module made me think more about sustainability and how we can all do small things to help look after the environment. I teach infants in Cork City, and many of the children in my class don’t get many chances to visit the beach. The nearest beach is about 40 minutes away, and not every family has a car, so it isn’t something they get to experience very often. Because of this, I think it’s important to bring learning about the sea and the environment into the classroom.
I’m from Bandon, so I grew up not far from Kinsale and spent a lot of time by the sea. When I visit now, I often notice beach clean-ups, recycling bins and signs asking people to protect wildlife. It’s nice to see how the local community works together to keep these places clean.
In the classroom, I would keep the activities simple and fun. We could talk about recycling, looking after animals and why it’s important not to litter. During Aistear, the children could have a recycling station or a seaside role-play area, and in art we could make sea creatures using recycled materials. We could also go on a nature walk around the school to collect leaves and sticks or look for different plants and insects. I think teaching children these small habits from a young age will help them understand that everyone can do their bit to look after the environment.
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I can really relate to this as I also teach in a junior school in a busy urban area of Dublin, where the beach isn’t something the children have on their doorstep. We are lucky, however, to have Tymon Park just across from our school, including its pond and natural habitat, so this gives us a great local resource for teaching children about wildlife, habitats and looking after the environment. At the same time, quite a few of our children have mobile homes in seaside areas in Wexford and Waterford, so they would have experience of beaches and the sea through weekends and holidays there. This could be a lovely way of encouraging them to share their own experiences and make connections between what we are learning in school and places that are familiar to them.
I also love your Aistear ideas, as activities like a recycling station and using recycled materials for art are such simple and practical ways of making sustainability meaningful for younger children. Like your school, I think it is important for us to make the most of the environment that is actually available to the children locally. Even if the sea isn’t on our doorstep, there are still so many opportunities to teach them about caring for their environment and the small part they can play in protecting it.
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Assignment 1
Living in County Kerry, I feel that sustainability is something that is very connected to our local area. We are surrounded by a beautiful natural environment, including beaches, rivers, mountains and farmland, so there are many opportunities to explore how we can protect and care for these resources. In my local area, sustainability is promoted through recycling initiatives, community clean-ups, renewable energy projects and efforts to protect our coastline and marine environment.In the classroom, I would encourage pupils to explore sustainability by looking at issues that are relevant to their own surroundings. Activities such as investigating local habitats, carrying out a litter survey, exploring where our food comes from or learning about marine conservation would help children understand the impact of their actions. Pupils could also work on projects linked to the Sustainable Development Goals and suggest practical ways our school and community could become more environmentally friendly.
I think it is important that children see sustainability as something they can actively contribute to rather than just a topic they learn about. By connecting lessons to real-life examples in their own community, pupils can develop a greater sense of responsibility and become more aware of how their choices affect the world around them.
Assignment 2
There are many small changes that we can make in our daily lives to become more sustainable. In school, pupils could be encouraged to think about how we use water, power and food throughout the day. Simple actions such as turning off taps properly, using less water when washing hands, switching off lights and devices when they are not needed, and making use of natural light can all help reduce waste.Food waste is another important area where children can make a difference. Pupils could be encouraged to only take what they will eat, use reusable lunch containers and understand the importance of composting food scraps where possible. We could also explore where our food comes from and the environmental impact of wasting it.
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food waste is something that bothers me..having grown up in a large family with 2 options at dinner time – ‘take it or leave it’….It really bothers me to see children and families wasting food or being fussy about food ….any food waste programmes to address food waste in supermarkets has to be agood thing
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As we know sustainability can cover many avenues in our world, including energy conservation , flood relief schemes, energy and waste management programmes , sustainable foods. etc
To date, in my school I have done a number of lessons on sustainability as they tie in nicely with my Green School themes.
The River Deel which flows behind my school has been accepted in the Blue Dot programme. The Blue Dot Programme is an Irish national specialist catchments initiative coordinated by the Local Authority Waters Programme (LAWPRO). It protects, restores, and highlights river catchments and waterbodies that hold the highest ecological quality status, supporting rich biodiversity and pollution-sensitive species. Their Key Objectives are to protect Excellence: Safeguard high-status water bodies from decline and restore those under threat. Raise Awareness: Educate the public, farming communities, and local stakeholders about the unique value of pristine “Blue Dot” waters. Community Stewardship: Foster local, grassroots engagement and practical local actions to manage catchments sustainably. The children often see fishermen, many European going down to the River to fish. We know from our work with the Heritage in Schools programme and water testing that the River Deel has pristine water and an abundance of fish and wild life that runs in to the Atlantic.
Other sustainability projects in operation near me is the Biodiversity wetlands project in Crossmolina. We have had a lot of flooding in Crossmolina so this has to be managed properly for the future. This project aims to nurture local wildlife in a sustainable way. The Crossmolina Biodiversity Park and wetland-associated initiatives in County Mayo involve local community planning, CLÁR funding support, and environmental management tied to the River Deel Flood Relief Scheme. These projects focus on local habitats, footpaths, central pond features, and washlands connecting to Lough Conn. Project Highlights & Background Funding & Development: The local community and municipal district advanced plans for a dedicated biodiversity park, backed by national grants like €100,000 in CLÁR funding for local site enhancement. Features: Design elements include public footpaths, seating areas, and a central pond structure intended to encourage local wildlife and community engagement. Environmental Context: Larger local engineering and drainage works on the River Deel incorporate designated washlands and protection for nearby sensitive habitats like the River Moy SAC and local alluvial woodlands. Community Action: Local groups coordinate through initiatives managed via Mayo County Council heritage plans and local Tidy Towns environmental programmes.
Crossmolina Tidy Towns funded a rain water harvesting tower which is in use.
Western Care run a local vegetable garden and provide local produce for themselves and for sale.
Crossmolina is in the SEAI programme, Sustainable Energy Communties programme which engages and enables energy citizens with communities nationwide to work together to achieve their energy goals.
So a lot going on locally and I try and inform my pupils as best I can as the real life contexts really bring learning to life.-
Hi Catherine,
Thank you for such a well-detailed contribution!
I really enjoyed reading your reflection. It’s fantastic to see how many sustainability initiatives are happening within your local community and how you are using these real-life examples to engage your pupils. The work around the River Deel, biodiversity and rainwater harvesting provides excellent opportunities for children to see how sustainability can make a real difference to their local environment.
Grace
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Hi Catherine, I would love to see a rainwater collection tower invested in and built in my school. What a super way to save water and use it to water plants, hanging baskets and any other indoor trees/plants. Seeing local people sell fruit and vegetables is so important. I have planted radishes with my classes in the past and they get great enjoyment from uploading their Seesaw images of their dinners and getting creative!
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Teaching in Dublin, I can see how sustainability is becoming an important part of everyday life. Our school is actively involved in the Green Schools Programme, and last year we were proud to receive our Green Flag for Sustainable Travel. This encouraged pupils and families to walk, cycle or scoot to school where possible, helping to reduce our environmental impact. We also have a dedicated litter-picking team that works to keep our school grounds and local community clean, while our gardening group grows a variety of fruits and vegetables, teaching pupils about biodiversity, healthy eating and where food comes from.
Completing this module also introduced me to national sustainability initiatives such as the Wildlife Conservation Programme and Origin Green, which demonstrate how Ireland is protecting biodiversity and promoting environmentally responsible practices, particularly within the seafood industry. In my classroom, I would encourage pupils to compare these national initiatives with the sustainability practices already taking place in our school. They could investigate how local actions, such as gardening, reducing waste and sustainable travel, contribute to wider environmental goals. These hands-on activities would help pupils develop a greater appreciation of sustainability while reinforcing the idea that small actions within our local community can make a meaningful difference on a national and global scale.
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I wasn’t aware of the Green Flag for sustainable travel. I’ll definitely look into this more. We engaged with the local council over the past 2 years as despite being a school in town, a considerable amount of children still travelled by car. The difficulty though was poor safety for those on bikes and no room on paths for many people. The council in fairness tried a one way system to open up space for children cycling at certain times of the day. There was limited success but apparently there are future plans to help out more.
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Working in Tubbercurry, Co. Sligo, I see sustainability promoted through local initiatives such as the excellent work of the Tubbercurry Tidy Towns committee. Their efforts to maintain green spaces, encourage biodiversity, and keep the town clean show how communities can work together to protect the environment. These initiatives provide positive examples for children and encourage a sense of responsibility for their local area.
This course has expanded my understanding of sustainability by highlighting the importance of protecting marine ecosystems and promoting sustainable aquaculture. Although Tubbercurry is inland, our actions still affect rivers and oceans through waste and pollution.
In my classroom, I would encourage pupils to explore sustainability through litter surveys, recycling projects, and learning about how local actions can impact the sea. By connecting community initiatives with lessons from the course, I hope to help pupils understand that everyone has a role to play in protecting the environment for future generations.
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<p class=”isSelectedEnd”>Due to its close link with the sea and the natural environment North West Donegal is very good at promoting sustainability. As a coastal community people understand the importance of protecting the sea beaches wildlife and local habitats. The protected areas along the coast and around islands such as Gola Island, Inishmeane and Tory Island help protect important habitats and marine life.We also have a lot of wind farms in north west Donegal which promotes sustainability. We have in the past taken fifth and Sixth class to visit the local wind farms to learn how renewable energy is produced and how natural resources can be used in a cleaner way. Local groups also play an important role. We are very fortunate that two local marine biologists have set up the organisation The Sea Collective ,and they work closely with schools, community groups and other local organisations. Their school activities include hands-on work about marine animals, the seashore, ocean pollution, climate change and caring for the sea .In our school we have taken part in beach clean-ups and worked towards our Green-Schools Flag by focusing on caring for our environment and reducing waste. Before completing this course I was not aware of a nearby oyster farm. A visit would allow pupils to see how oysters are grown how aquaculture can support sustainability and how food production. This all helps children understand that sustainability is part of their own community and that everyone can play a role in caring for the environment.</p>
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Learning about sustainability has made me reflect on the different ways it is practised in my local area of Rosslare Harbour. Being a coastal community, the sea is an important part of our environment and local economy. There are opportunities to promote sustainability through caring for beaches, reducing litter, recycling and protecting marine life. The work carried out by local people and organisations to keep the area clean and protect the coastal environment is important for the future.
I would engage my pupils by encouraging them to explore sustainability in their own local area. We could take a local walk or beach visit and identify positive examples of sustainability, such as recycling facilities, litter bins, clean-up activities and ways in which the coastline is being protected. Pupils could record their observations through photographs, drawings or simple surveys.
We could then discuss what could be improved and work together to create posters or a class project promoting responsible behaviour around our local coastline. This would make sustainability meaningful and relevant to pupils while developing their awareness of how their actions can help protect the environment.
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I really enjoyed reading your reflection. I agree that living in a coastal community provides so many opportunities to explore sustainability in a meaningful and practical way with pupils. I particularly like your idea of taking the children on a local walk or beach visit, as this would allow them to see first-hand how sustainability is being practised and identify areas where improvements could be made. The use of photographs, drawings and surveys would also encourage pupils to become active participants in their learning. Creating posters or a class project is a great way to help children understand that even small actions can make a positive difference to protecting our local environment and coastline.
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Hi Helen,
Thank you for your post to Module 5. Living in a coastal area such as Rosslare Harbour can provide a great opportunity to explore aquaculture and how seafood can be produced sustainably while protecting marine ecosystems. A beach visit or local project could encourage pupils to think about where seafood comes from, the impact aquaculture can have on the environment, and how responsible practices can support both local communities and marine life.
Hugh
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Hey Helen. I agree that involving pupils in outdoor activities can make sustainability much more meaningful and memorable, I mentioned that in my own post. I think the idea of taking pupils on a local walk or beach visit is a great way to help them recognise the positive actions already happening in their community. We were lucky to do it in my school last year and it was something the children talked about for a long time after it happened. The use of photographs, drawings and surveys would also allow pupils to engage with the topic in different ways. I especially like your idea of creating posters or a class project, as this gives pupils an opportunity to take ownership and encourage others to care for their local environment.
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I am very interested in sustainability and in finding ways to maintain processes over time without depleting our natural resources. I believe children today are increasingly aware of environmental issues, and introducing concepts such as sustainability from an early age can help them make more informed choices about food and the environment. It can also encourage them to bring their learning home and share it with their families.
I would like my pupils to investigate the effects of unsustainable practices, including climate change, and explore how these can impact our environment, wildlife and human development. They could research changes to habitats, threats to marine species and examples of species that have become extinct or endangered as a result of environmental pressures.
I think the children would be particularly interested in learning about salmon, shellfish and seaweed farming and exploring how these forms of aquaculture can contribute to sustainable food production. This would provide an excellent opportunity to discuss carbon footprints and the importance of protecting our oceans.
I would also love to organise a school trip to the beach in Carlingford to investigate sustainability in a real-world setting. A visit to a local supermarket to explore sustainability labels on food products could also be a valuable learning experience. These practical experiences would help bring sustainability to life and encourage children to see how their everyday choices can make a difference.
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Hi Michelle,
Thank you for your post to Module 5. I like your idea of linking sustainability to children’s everyday choices and experiences. Exploring salmon, shellfish and seaweed farming would be a great way to show pupils how aquaculture can contribute to sustainable food production. I also think the beach trip to Carlingford would make the learning much more meaningful, as pupils could see first-hand the importance of protecting our oceans and local wildlife allo while relating it back to their own local area. Connecting this with a supermarket visit would be a great way to help them understand how their choices can have an impact on sustainability.
Hugh
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Sustainability is increasingly visible in my local area. The community places importance on protecting biodiversity, reducing waste, encouraging recycling and promoting sustainable transport. The local green spaces provide opportunities to support local wildlife while initiatives such as Green Schools encourage environmental awareness. Pupils develop a greater understanding of sustainability when they can see how it is reflected in their own community and everyday lives. I would encourage pupils to explore their local environment through an environmental audit of the school grounds. They could identify litter, examine recycling practices, record plants and insects and consider how the school could become more sustainable. This would allow pupils to develop practical knowledge while encouraging them to think critically about their own environmental impact and how they can contribute to positive change. Examining sustainability within the local community would encourage pupils to become more aware of their surroundings and recognise the impact of their actions. By linking classroom learning to real life experiences, pupils can develop a greater awareness of the importance of caring for their local environment.
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Sustainability is strongly promoted in my local area of Ennis and Clarecastle through community involvement, education and practical action. Both communities have a proud TidyTowns tradition, with local people working together to keep the area clean, attractive and environmentally friendly. This demonstrates how small actions, when carried out by many people, can make a significant difference.
There has also been investment in protecting and maintaining the local marine environment, including the River Fergus. Roche, a local multinational company, has supported initiatives that help raise awareness of the importance of caring for our waterways and surrounding environment. Another excellent local example is Hurst Botanicals, whose drinks are produced and sold in Clarecastle. They create small-batch kombucha using traditional fermentation methods and are recognised as Ireland’s only Fairtrade-certified drinks producer. I would be interested in enquiring about a tour for pupils, as this could help them learn about local food production, Fairtrade, fermentation and sustainable business practices.
Our school has achieved five Green-Schools flags, reflecting the commitment of pupils, staff and families. The Green-Schools Committee monitors recycling and composting, carries out electricity and water checks, and creates reminders such as using a half flush and turning off the tap while brushing teeth.
I would encourage pupils to investigate sustainability in our school and local community through litter surveys, water-use checks, interviews and poster campaigns. This would help them understand that sustainability involves everyday choices and that they can actively protect their local environment.
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Working in Ballina, Co. Mayo, I have become more aware of the different ways sustainability is practised in our local community. Being close to the River Moy and the coast, there is a strong connection between the environment, local wildlife and the community. Sustainable fishing and aquaculture are important in the area, while recycling, reducing waste and protecting our waterways are also important aspects of sustainability. Local people and community groups play an important role in keeping the area clean and protecting the natural environment.
I think there are many opportunities to explore sustainability with my pupils through practical, local activities. We could investigate the River Moy and the importance of keeping our rivers and waterways clean. Pupils could carry out a litter survey, investigate recycling in our school and identify ways we could reduce waste. We could also explore local seafood and discuss how fishing and aquaculture can be carried out responsibly.
These activities would allow pupils to learn about sustainability through their own local environment and encourage them to understand that even small actions can make a positive difference.
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In our local area there is a good engagement with sustainable initiatives. Tidy Towns doesn’t just work on flowers and litter but also on ensuring population of bees is nurtured with the placement of a variety of species in mixed locations.
As a coastal community, there are frequent beach cleans and clean up days planned in order to effectively manage waste. There was also a lot of work done recently to combat erosion which was happening on the peninsula. With lots of houses being built in the area recently we had contractors in explaining their contribution in ensuring well insulated homes that run on sustainable heating systems and how they aimed to protect natural habits with their builds.
A long term project of ours has been engaging with the Global Goals. We try and focus on one per term and there seems to be good success. Projects we’ve engaged in include Leave No Trace which is a real life engagement with leaving wherever you’ve been in a better place afterward. We’ve lots of Green Flag work going on focusing on saving electricity, water and recycling while a long term project includes accessing solar panels for our school. We’ve contributed by implanting a wormery in our school and by planting wild flowers and not mowing certain areas of our school grounds.
One of the big investments over the last few years has been our school garden. Each year we’ve tried to input something new into it. One year it was planting areas for vegetables and flowers. Then we inputted a pond with tadpoles which resulted in frogs. Then a garden club was set up with kids empowered to take ownership of the garden. The latest project harvests rainwater from the bike shelters to be used for watering the different areas.
This took one really enthusiastic person and others to follow in behind. It has made quite the difference to our school with the leaving 6<sup>th</sup> Class mentioning how much they’ve enjoyed the garden in their final year (they spend every break time there!)
Talking about sustainability is worthwhile. Seeing it and taking part in its creation in school is a holistic way for children to engage in it.
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Assignment 1 – Sustainability in My Local Area
Sustainability is something that can be explored very meaningfully in my local area in County Clare, particularly because the school is located close to the River Shannon. Earlier in the year, my pupils took part in an invertebrate collection and sampling activity in the river. This was a great opportunity for them to investigate the health of the local water environment and to see first-hand how living organisms can tell us something about the ecosystem around us.
O’Briensbridge and the surrounding area have a strong connection with the River Shannon and its natural environment. The Black River catchment, which flows through Bridgetown before entering the Shannon, is also an important local resource, with biodiversity, water quality and the health of the ecosystem all connected. This provides an excellent real-life context for exploring sustainability with children.
I would build on our previous river work by asking pupils to investigate what makes a healthy river ecosystem and what can threaten it. They could carry out further invertebrate surveys, observe plants and wildlife, investigate litter or water pollution, and record their findings. Pupils could also explore how human activities affect the river and consider what actions our school and local community could take to protect it.
I think using our own local environment makes sustainability much more meaningful for children. Rather than simply learning about environmental issues in other parts of the world, they can see that their everyday actions can directly affect the places and wildlife around them.
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Hi Rachel,
Thank you for your response. It’s fantastic to hear how you link sustainability with your local area, the Shannon is a fantastic environment to research with the students. As you mentioned, connecting these environments with topics like sustainability, water quality and resources is so important. I absolutely agree that linking the topic of sustainability to the students local area really makes a meaningful connection.
If you are looking for more resources to engage with the topic and exploring those habitats, i know there are great biodiversity posters on Bird Watch Ireland & the National Biodiversity Data Centre websites.
The ARC Team
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Assignment 2 – Everyday Sustainability
I think sustainability is most effective when children understand that small everyday actions can make a difference. Some simple actions that I could encourage both myself and my pupils to take include:
At home and in school:
- Reduce, reuse, recycle – think before throwing something away.
- Save water – turn off taps properly and avoid wasting water.
- Save energy – switch off lights and devices when they are not needed.
- Reduce food waste – take only what you are going to eat and use leftovers where possible.
- Choose local and seasonal food when possible.
- Avoid unnecessary packaging and choose reusable containers and bags.
- Walk, cycle or use public transport when possible instead of travelling by car.
- Look after nature – protect plants, insects, birds and other wildlife.
- Support biodiversity by planting flowers or creating habitats for pollinators.
- Leave outdoor spaces better than you found them by picking up litter safely.
- Reuse and share clothes, books and toys instead of always buying new ones.
- Think about where food comes from and make responsible and sustainable choices.
I would encourage pupils to choose a few of these actions and turn them into daily habits. We could create a class sustainability challenge and keep track of the changes we make. This would help children understand that sustainability is not just a large global issue; it is something we can practise every day through the choices we make.
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Living in Bray Wicklow, I have become aware of the importance of sustainability within my local community, particularly through the protection of our coastline. My school has already engaged in a beach clean-up, which proved to be a very successful and worthwhile experience for all the children involved. It gave pupils the opportunity to take action and see first hand how litter can impact our local environment. It also encouraged teamwork and helped the children understand that small actions can make a positive difference.
This particular experience made me reflect on how important outdoor learning can be when teaching sustainability. I would encourage pupils to take part in outdoor investigation activities, like exploring the beach, identifying and categorising different types of litter, and discussing where the waste may have come from and how it could affect marine life. Pupils could also investigate ways in which we can reduce waste both in school and at home.
I believe that connecting sustainability to the children’ s local environment makes learning more meaningful. By actively participating in protecting Bray’s seafront, pupils can develop a greater sense of responsibility and appreciation for their community and the natural environment.
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Reflecting on sustainability in my local area has made me more aware of the many ways in which sustainable practices can be incorporated into everyday life. In my local community, sustainability can be seen through the Tidy Towns initiative whereby locals come together working in the community, recycling and planting community gardens. As my local area is just 15 minutes from the coastline I think it is important to start putting forward the importance of protecting our coastline and marine environment and supporting sustainable food production, including responsible fishing and aquaculture. I believe by using local examples, it may help children understand that sustainability is not simply a global issue but something that can be addressed within their own community/region.
In my school community, we encourage and promote sustainability through recycling, monitoring energy usage and water usage. I also like that we often hold a book swap, uniform swap whereby children are allowed bring in old books/clothes and/or school clothes and can give them to others who may need them. It is a great way of children passing on things they don’t need and it makes sure it goes to good use.-
Such a great point that sustainability can be seen at a local level as well. Small initiatives and small changes can be so effective. You are right that the tidy towns are such a great example of sutainability in the local community. But even closer to home within the school uniform swaps are such a brilliant idea and it can really help others in need.
I love the idea of a book swap as well, it’s something I’ve thought about many times but perhaps this will inspire me to do that this year. Such a lovely idea to promote reading as well.
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Sustainability is an important part of life in my local area of County Laois, and there are many opportunities for children to see how sustainability is being put into practice in their own community. There are initiatives such as recycling centres, Tidy Towns groups, biodiversity projects and the Green-Schools programme, all of which encourage people to take greater responsibility for their local environment. I think it is important that children understand that sustainability is not just something we learn about in a textbook, but something that affects their everyday lives.
With a 4th Class, I would explore sustainability through practical, hands-on activities. I could begin by finding out about local environmental projects and perhaps invite someone from Laois County Council or a local Tidy Towns group to speak to the class about the work they do. We could also explore our local area on a nature walk, identifying plants, insects and habitats and discussing how we can protect them.
Within the school, I would encourage the children to carry out a waste audit, investigate how much rubbish we produce and look at ways we could reduce, reuse and recycle. We could also create posters, carry out a litter-picking activity around the school grounds and plant flowers or pollinator-friendly plants.
I think these activities would help 4th Class pupils to see that even small actions can make a difference. By connecting sustainability to their own lives and community in Laois, I hope they would develop a greater sense of responsibility and become more active in caring for their local environment.
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Living and working in Maynooth, I feel we have a great opportunity to use our local community as a learning resource. Maynooth has a number of positive initiatives, including walking and cycling routes, recycling facilities, biodiversity projects and community clean-up activities.
In my classroom, I would encourage pupils to become more aware of what is happening in their own school and community. They could investigate the biodiversity around the school, conduct a litter or waste audit, examine how recycling is managed and identify areas where improvements could be made. I would then allow pupils to work together on a small sustainability project, such as creating an awareness campaign, designing posters or developing ideas to reduce waste in the school.
I would also like to make use of the resources available locally. Having Maynooth University nearby is a fantastic opportunity, and I would explore possible school programmes or STEM and environmental initiatives that pupils could become involved in. The pollenation patches around maynooth is also another excellent resource that would be great for studnets to explore.
I think that making sustainability practical and local helps children understand that even small actions can have a positive impact on their community and the wider environment.
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Sustainability is practised in my local area in many ways. The tidy towns initiative is in place in the town, with local families and volunteers helping. This gives the children pride in their local community. The pupils who are scout members are also apart of this.
The bottle and can return scheme is thriving in the local area, with the children actively participating in this. By recycling their cans and bottles ensures that they are being more mindful around waste and single-use plastics.
Sustainability is so important and I engage my pupils with this and ensure they are aware of the benefits of living sustainably. Throughout the year we go around the locality with litter pickers, collecting any rubbish that may be harmful to the local environment. The class are also encouraged to bring in reusable bottles for drinking. In terms of the classroom we engage with many art activities using recycled or scrap materials. By teaching the children to be responsible and the benefits of sustainability will hopefully be reflected in their careful actions and efforts in the future. -
Sustainability is something that can be seen in many aspects of my local area, from recycling and waste reduction to protecting green spaces and our local waterways. Learning about sustainability through this module has made me think more about how these everyday actions can be explores with pupils in a practical and meaningful way.
In the classroom, I would encourage pupils to look at sustainability within our own school and community. We could investigate how much waste our school produces, identify ways to reduce it and explore recycling and energy use. Pupils could also take part in a local litter pick or nature walk and observe the different plants, animals and habitats in the area.
Pupils could also come up with ways to make our school more sustainable. I think connecting sustainability to the pupils’ own surroundings would help them understand that even small actions can make a difference and encourage them to take greater responsibility for their environment.
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Living in Wicklow, I feel we are very lucky to have such a beautiful natural environment around us. We have the mountains, coastline, rivers, woodlands and lots of wildlife, so sustainability is something that can be easily connected to the children’s everyday lives. It is important that children understand the need to look after these areas and appreciate the environment around them.
In our school, we promote sustainability through our Green-Schools programme and Green Flag. The children are encouraged to recycle, reduce waste and save energy and water. We also have Cycle to School days, which are a great way of encouraging children to think about how they travel to school. We recently carried out a survey to see how everyone travels to school, and the children were able to look at the results and discuss how we could encourage more sustainable ways of travelling.
I think there are lots of opportunities to build on this and explore sustainability further with the children. We could take walks around our local area and look at the plants, trees, insects and wildlife we see, or investigate how we could improve biodiversity around our school. The children could also look at the amount of waste we produce in the school and come up with ideas for reducing it. I think using our own local area and the children’s own experiences makes sustainability much more meaningful and helps them to see that even small changes can make a difference.-
I really like the idea of using the travel survey to get the children actively involved in sustainability. It gives them a chance to see the impact of their everyday choices and think about how small changes could make a difference. Cycle to School days are also a great practical way of encouraging more sustainable travel habits.
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Hi Síle, I agree that Wicklow provides such a valuable environment for teaching children about sustainability. Having the mountains, coastline, rivers and woodlands so close by gives us many opportunities to make learning practical and meaningful. I particularly liked your example of the travel survey, as it allows children to collect real data and then think critically about how small changes could make a positive difference.
I also think the Green-Schools programme is a fantastic way of encouraging children to take ownership of sustainability within the school community. Activities such as recycling, reducing waste and saving water are simple but can have a lasting impact when children understand why they are important. As I teach close to the sea, I would also be interested in exploring coastal sustainability through beach walks, litter surveys or beach clean-ups. Connecting these activities to the children’s local environment can help them develop a stronger sense of responsibility for protecting it. -
I really liked reading your post, Síle. Like yourself, there is so much work going on to devlop and promote sustainability in our schools and local environment. It is wonderful that so many of your pupils can safely cycle to school, and the travel survey you did, I am sure, was a real eye-opener for them.
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Sustainability can be seen in many parts of my local area, such as recycling, reducing waste, protecting green spaces and looking after local rivers and waterways. This module has made me think more about how I could teach pupils about sustainability in simple and practical ways
In the classroom, I would encourage pupils to look at how sustainable our school and local community are. For example, we could look at how much waste the school produces and discuss ways to reduce it. We could also learn about recycling and saving energy. Pupils could take part in a local litter pick or go on a nature walk to look at the plants, animals and habitats around them.
I think linking sustainability to pupils’ own surroundings would help them understand why it is important. It would also show them that small actions can make a difference and encourage them to take more care of their local environment.
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I agree Fiona, and I think your mention of waterways will really be the case in my classroom. There is a lot of potential for learning about water habitats and how we can protect our waterways. We had a series of lessons (for our SESE curriculum) on the local area including the history of the local area and how land use has changed over the years.
The children came up with great suggestions about how we can protect and make more use of our parks and the areas along the Dodder River. Their suggestions focused on simple ideas that were realistic and more complex suggestions that would take time and money.
It was helpful for them to see how their families were using the areas so that they could suggest things that could be developed rather than coming up with fantastical ideas that weren’t likely to happen.
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According to the UCD sustainability website ‘Along with renewable energy use, sustainable food systems and efficient waste management, equitable access to resources and opportunities are key components of a sustainable society’. One of the most sustainable initiatives in recent years I think is the move to include windows in the sustainability and upgrade grants. Previously many of the people in my estate couldn’t afford to do more than upgrade attic insulation. Our old estate of terraced houses are not suitable for the one-stop-shop grants as there is a low overhang of roof over wall so the externa insulation is not an option(due to the possibility of water ingress from the roof and therefore issues of damp), the small size of the houses means its not realistic to use internal insulation. Plus I was advised by the energy surveyor that it was not likely without one of those options that I’d reach a BER of B in order to get the grants. I went ahead with roof insulation and changed the windows myself with no grants, but my neighbours have availed of them. The difference to the house and energy use has been marked. There have also been more efforts to plant in ways that will reduce local flooding. Cycle paths are being built to encourage families to leave their cars at home at a time when roads are heavy with traffic. One other initiative which I feel has been really beneficial is the change to charges for Dublin Bus an the Luas. I feel these have made it much easier for families of all economic denominations to choose public transport.
The weather this summer will hopefully have made everyone realise how important it is for us all to make our individual effort to contribute to sustainable living in Ireland.Discussions in the classroom and links to local community activism is really interesting and fun for the children with a real impact on our communities as they go home and discuss what they have learned and make enthusiastic suggestions about how their families can be more sustainable even if its just using all the food in their fridge rather than wasting food, or turning off the tap while brushing their teeth.
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Hi Jane,
Thank you for your feedback. I completely agree with the points you have made. I think the weather this summer will highlight the rapidly changing climates to a huge amount of people.
Discussing sustainability efforts both at home and in the classroom (while constantly linking it to the local community and the wider world) is so important.
Thank you.
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Great post! It’s fantastic to see how targeted grants make such a tangible difference to older homes like yours, making warmer houses accessible to everyone. Connecting these local transport, biodiversity, and energy improvements to classroom discussions is so impactful—children really do bring that enthusiasm home and inspire real family change!
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Assignment 2
Plans for us to be more sustainable:
Make children aware of how they can make savings by making them realise they are probably already saving even if they don’t get money for it (are not working).
E.g. going to the library, turning off the tap, turning off lights, only boiling the amount of water we need rather than always filling the kettle, turning off the radiator in unused rooms, having showers rather than baths, using secondhand websites for purchases, only purchasing what we need and selling/donating/exchanging what we don’t need.
Then completing projects to help develop self-esteem and self belief so that they learn that they can contribute and their voices are important. They should be challenged to learning that mistakes are the starting point and the place where we learn how to reach our potential by not stopping because something is difficult.
A wonderful and inclusive way to learning about sustainability is to get outside, be it through forest school type activities, foraging, nature walks, and by doing so in all weathers. One of the most stifling of mindsets is when we stay indoors watching tv or on our devices because it is raining. Children are bought on short journeys to school in the car when it is raining, rather than scooting or cycling or walking in the rain. They then come in to school cranky and not ready to learn.
Encouraging the children to present and share their findings and opinions by having regular assemblies, or class project presentation times, is a wonderful way to develop oral language and self esteem. STEAM activities and the SESE curriculum is a fantastic opportunity and vehicle to do so.
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I really like the focus on small, everyday changes and how these can make a real difference. I particularly agree that encouraging children to be more aware of their choices can help them develop sustainable habits from a young age. I also like the idea of getting children outdoors and giving them opportunities to share their ideas and opinions. These activities can make sustainability feel more practical, meaningful and enjoyable for pupils.
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I loved your point about developing children’s self-esteem and self-belief through meaningful projects. When students see that their ideas are valued and that they can make a genuine contribution, they become more confident learners and are more willing to take risks in their learning. I also really liked your comments about outdoor learning. Activities such as nature walks, forest school experiences, foraging and exploring local environments provide authentic opportunities for children to connect with sustainability in a hands-on way. Experiencing the outdoors in all weather conditions can help children develop independence, curiosity and an appreciation for the natural world.
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Assignment 1: Living in Kerry, I think we are lucky to have so much beautiful countryside, beaches and coastline around us. Because of this, I think sustainability is something that can be quite easy to bring into the classroom and relate to the children’s everyday lives. We can see the effects of litter, plastic and pollution around us, so it is something that they can understand and connect with.
In my classroom, I would like to focus on looking after our local environment. We could talk about recycling and waste and look at what happens to rubbish after we put it in the bin. As we are close to the sea, I think looking at litter on beaches and how it can affect sea life would be particularly interesting for the children.
I would like to bring the children outside and perhaps carry out a simple litter survey or look at how much waste we produce in the school. We could then discuss what we could do differently. The children could make posters or come up with ideas for making our school more environmentally friendly.
I think the main thing is to show the children that sustainability doesn’t have to be complicated. Even small changes, such as picking up litter, recycling properly and not wasting things, can make a difference.
Assignment 2: This module made me think about how many small things we do every day that can affect the environment. I think this is something we could easily focus on in the classroom because children can make simple changes themselves.
Water is one area we could look at. We could remind children to turn off the taps properly after washing their hands and not to leave water running when it isn’t needed. We could even keep track of how well our class is doing with saving water.
With electricity, we could get into the habit of switching off lights, computers and the interactive whiteboard when they are not being used. I think giving the children responsibility for checking these things at the end of the day could be a simple way of getting them involved.
Food waste is another area I think would be interesting to look at. We could see how much food is being thrown away in our classroom during a week and talk about ways we could reduce this. It could also be a good Maths activity where the children record and compare the amount of waste.
I think the most important thing is to make sustainability part of our everyday routines. If children get into these habits in school, hopefully they will start doing the same things at home and become more aware of the small choices they make every day.
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Sustainability is something that can be explored in very practical ways in my local area. As my school is located close to the sea and a large port, there are lots of opportunities for children to explore how we use and protect our local environment. We could investigate how waste is managed, the importance of keeping our waterways clean and how the sea supports people, wildlife and local industries.
With infants, I would start by taking children’s ideas about what sustainability means and then explore simple questions such as, “How can we look after our sea?” and “What can we do with things we no longer need?” We could carry out a litter audit around the school, sort different types of waste and investigate ways of reducing waste in our classroom. We could also explore local marine life and discuss how pollution can affect animals.
I think this would help children see that sustainability is not just a big global issue but something they can contribute to through small actions in their own community
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Living in Leitrim, I feel that sustainability is relevant as we are surrounded by beautiful countryside, lakes and natural habitats. In my local area, sustainability can be seen through local community initiatives, protecting biodiversity and through recycling. However, there are always more ways in which we can become more sustainable.
Tourism, farming and fishing all depend on protecting our local environment. In my local area, we could look at the lakes and waterways around South Leitrim and discuss why it is important to protect them from litter and pollution. Pupils could investigate where waste goes and the impact litter can have on wildlife. A litter picking activity or a school waste audit could make the learning meaningful.
I would encourage pupils to do more in their day to day lives to protect our environment. These include using reusable water bottles and lunch containers, reducing food waste, recycling, saving water and electricity. If possible, carpooling, walking to or cycling to school could be suggested. However, in rural areas this is usually not an option. This ties in with the Green Flag initiative, SPHE and caring for our local area.
I believe pupils should know that these small steps can have a huge impact on future generations. -
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Sustainability is something that has become much more important in our school over the last few years, particularly through our involvement in the Green-Schools programme. We achieved our first Green Flag for Litter and Waste this year, which was a great achievement for our whole school. As we are a junior school, we spend two years working towards each flag. I think this works really well with younger children as it gives them plenty of time to understand the message and, more importantly, develop good habits around litter, recycling and reducing waste.
In September we will begin working towards our second Green Flag, which is Energy. I think this will be a great opportunity to build on the children’s understanding of sustainability. We can start with very simple things that they can relate to, such as turning off lights when we leave a room, switching off classroom equipment when it isn’t being used and thinking about how we can use less energy both at school and at home. We could also carry out a simple energy survey of the school, with the children looking for lights, screens or other equipment that may have been left on unnecessarily. This would make the learning practical and give the children some ownership of it.
We are also very lucky with our local environment. Tymon Park is just across from our school, so despite being in a busy urban area of Dublin, we have a fantastic green space right on our doorstep. The park has a pond with the plants, animals and wildlife associated with a natural pond habitat, which would be a great resource for our younger children. We could visit the pond, observe what is living and growing there and talk about how the different parts of the habitat depend on each other. This could lead very naturally into discussions about litter, pollution and why it is so important that we protect and care for local habitats. Using somewhere that many of the children already know would make the idea of sustainability much more real and meaningful to them.
What I particularly like about our Green-Schools journey is that the children are gradually learning that sustainability involves much more than simply putting something in the correct bin. The module describes sustainability as using resources responsibly today so that they are still available for future generations. Our move from Litter and Waste to Energy, alongside exploring and caring for our local environment, is a very practical way of developing this understanding.
For junior children, I think this practical approach is much more meaningful than trying to explain sustainability as a huge global issue. If we can help them develop small habits from Junior Infants onwards and give them opportunities to care for the-
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You make a good point about litter and pollution in your local park. I feel children sometimes don’t grasp the true impact of litter when they only see it in an urban setting. It’s good to show them and discuss the impact of litter in natural habitats and how they could negatively impact an animal or plant by dropping their litter on the ground.
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Assignment 1:
Sustainability is something that has become much more important in our school over the last few years, particularly through our involvement in the Green-Schools programme. We achieved our first Green Flag for Litter and Waste this year, which was a great achievement for our whole school. As we are a junior school, we spend two years working towards each flag. I think this works really well with younger children as it gives them plenty of time to understand the message and, more importantly, develop good habits around litter, recycling and reducing waste.
In September we will begin working towards our second Green Flag, which is Energy. I think this will be a great opportunity to build on the children’s understanding of sustainability. We can start with very simple things that they can relate to, such as turning off lights when we leave a room, switching off classroom equipment when it isn’t being used and thinking about how we can use less energy both at school and at home. We could also carry out a simple energy survey of the school, with the children looking for lights, screens or other equipment that may have been left on unnecessarily. This would make the learning practical and give the children some ownership of it.
We are also very lucky with our local environment. Tymon Park is just across from our school, so despite being in a busy urban area of Dublin, we have a fantastic green space right on our doorstep. The park has a pond with the plants, animals and wildlife associated with a natural pond habitat, which would be a great resource for our younger children. We could visit the pond, observe what is living and growing there and talk about how the different parts of the habitat depend on each other. This could lead very naturally into discussions about litter, pollution and why it is so important that we protect and care for local habitats. Using somewhere that many of the children already know would make the idea of sustainability much more real and meaningful to them.
What I particularly like about our Green-Schools journey is that the children are gradually learning that sustainability involves much more than simply putting something in the correct bin. The module describes sustainability as using resources responsibly today so that they are still available for future generations. Our move from Litter and Waste to Energy, alongside exploring and caring for our local environment, is a very practical way of developing this understanding.
For junior children, I think this practical approach is much more meaningful than trying to explain sustainability as a huge global issue. If we can help them develop small habits from Junior Infants onwards and give them opportunities to care for the environment around them, hopefully being more sustainable will simply become part of what they do.
Assignment 2:
I think one of the main things I have taken from this module is that being more sustainable doesn’t always require huge changes. There are lots of small things that both myself and the children can do every day, and I think this is particularly important when teaching younger children. They need to see sustainability as something they can actually take part in rather than something that is too big for them to understand.
In school, we can continue with simple habits such as using the correct bins, reducing the amount of paper we use, reusing materials for art and construction, using reusable bottles and trying not to waste food. As we begin working towards our Energy Green Flag, we can also become more conscious of turning off lights, interactive boards and other equipment when they are not needed and not wasting water.
I think there is also a very important link between what happens in school and what happens at home. Children can be great at bringing messages home and reminding the adults around them! We could encourage them to think about whether lights or televisions are being left on, whether things can be reused instead of thrown away, how much food is being wasted and whether they are recycling correctly at home. Walking, cycling or using public transport where possible could also be discussed as another way families can make more sustainable choices.
This module has also made me think more about what we buy and where it comes from. The course encourages us to consider the labels we look for when buying sustainable food and how our choices as consumers can make a difference. This could be explored very simply with younger children by looking at food packaging, where products come from and whether we really need to buy something new or could reuse something we already have.
I think with younger children it is really about making these little things part of the normal school day. They are actually very good at reminding us to turn off lights, use the right bin or not waste things once they get into the habit of doing it! Hopefully, if we keep reinforcing these simple messages in school, some of them will make their way home too and become habits that the children carry with them as they get older.
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Our local area does plenty of awareness work for individual and community sustainability. An excellent resource for this in our local school community is Fr. Collin’s Park, which was founded about 20 years ago. It has a large pond in the middle of it, full of waders such as coots, swans and mallards. It also has a large array of young native trees such as birch, oak and hazel, as well as some ancient hedgerows with elder, hawthorn and bramble and plenty of wildflowers. It’s an excellent example of a biodiverse public green space that can be used as an educational tool for local schools.
Our school uses this park educate children on how increasing biodiversity helps the locality to be more sustainable. We educate them on the wide range of different plant and animal species found in the park and compare them to the narrow range of species found in largely concrete areas, green spaces that only support rye grass with the use of pesticides and forests with non-native monoculture species. We look at how well the park deals with flooding and drought and how other places struggle with this. We also educate them on sustainable travel, energy and food choices that we hope helps to create a more sustainability-conscious school community.
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Thank you for your feedback. It’s great to hear about the sustainability efforts made in your local area, the park sounds like an excellent environment for hands on engagement with the students. There are lots of resources online which could support this, I know that Bird Watch Ireland & the National Biodiversity centre has an array of educational posters which could support the hands-on engagement!
The ARC Team
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Sustainability is something that can be seen in lots of different ways in my local area, from recycling and reducing waste to looking after our beaches, green spaces and local environment. I think it is an important topic for children as there are so many simple things they can do themselves to make a difference.
In the classroom, I would start by discussing what sustainability means and asking the children what examples they have noticed at home, in school or in their local community. With younger children, I would keep it practical by looking at recycling, saving water and electricity and reducing food waste. We could also go on a walk around the local area and look for examples of sustainability or areas that could be improved.
I think this topic would work really well through SESE and SPHE and could also become a whole-class project. Children could create posters, take part in a litter pick or come up with their own ideas for making our school more sustainable. I think giving children practical ways to get involved would make the learning much more meaningful for them.
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This is a thoughtful, highly practical approach to teaching sustainability. Framing the topic around children’s immediate, everyday experiences—like home habits, school routines, and local walks—makes a broad concept tangible and engaging for young learners.
Connecting the lesson across SESE and SPHE offers a great cross-curricular foundation. Active, child-led initiatives like litter picks, school audits, and poster campaigns foster a genuine sense of agency, helping pupils realise that their actions—no matter how small—have a real impact on their environment.
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The last couple of years our school have linked up with local committees such as the tidy towns to help promote sustainability and protecting our local environment. Last years initiative was to design a poster to help protect hedgerows for bees. The eventual winner had their poster on display beside the hedgerows where people walking, cycling or diving by would see. The local men’s shed group also got involved and helped start up a school garden. They worked along side the children in deciding what to plant and grow. The agreement was to start off with a section of wildflowers. It was lovely to see the interactions and collaboration between both.
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These are lovely examples of the school working with the wider community to promote sustainability. I especially like the hedgerow poster project, as the children could see their learning making a real difference locally. Involving the Men’s Shed in creating the school garden was also a great way to encourage collaboration and allow the children to learn from others.
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In our local Westmeath community, sustainability is practiced through agricultural environmental schemes, Tidy Towns initiatives in towns like Mullingar and Athlone, local recycling centres, and vital bogland restoration projects. Features like the raised bogs of the Midlands serve as crucial carbon sinks and biodiversity hotspots. Although County Westmeath is inland, our local actions directly impact aquatic ecosystems. Waterways like the River Brosna and Lough Ennell feed directly into the River Shannon system, eventually flowing into the ocean. To engage my 4th Class pupils, I would start by grounding our learning in local waste reduction and biodiversity. We would audit our classroom carbon footprint—evaluating lunchbox waste, paper usage, and energy conservation. To broaden their perspective, we would trace the path of our local Westmeath water systems to marine life. Pupils will examine how agricultural or urban runoff entering the River Shannon affects coastal waters and marine habitats downstream. Pupils can then research the UN Sustainable Development Goals—specifically Goal 12: Responsible Consumption and Production and Goal 14: Life Below Water—and create awareness posters for the school display. By connecting everyday choices in Westmeath to broader global ecosystems, pupils learn that sustainable actions taken in the Midlands have a far-reaching, positive impact on the planet.
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Hi Gemma,
Thank you for your response!
What great ways to implement sustainability into the students day to day lives using their locale as a medium to investigate! It is great to pull the concept of UN Sustainable Development Goals into the equation as well to introduce to them how sustainability can be perceived on a global setting. The contrast between using their area to focus in on and then apply it to something like the SDG can show how our day to day choices can make a big impact.
Grace
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Living and teaching in Wicklow, close to the sea, I see many examples of how sustainability can be practised within the local community. The proximity to the coastline makes environmental issues particularly visible, including litter, plastic pollution, coastal erosion and the importance of protecting marine life. In the local area, recycling, reducing waste, using public transport where possible and protecting beaches and natural habitats are practical ways in which people can contribute to sustainability.
As a teacher, I believe the local environment provides an excellent opportunity for pupils to explore sustainability through meaningful, hands-on learning. I would bring pupils on a local beach walk to identify different types of litter and discuss where it comes from and its impact on wildlife. We could organise a beach clean-up and record the amount and types of waste collected. Pupils could then investigate ways to reduce plastic use and protect our coastline. This would encourage them to become environmentally responsible citizens while developing a stronger connection with their local community and the natural environment.
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Hi Orla,
Thanks for your response to this module! Wicklow is a beautiful part of Ireland to live and work in, it is also a great area to link aquaculture to. Wicklow has a thriving mussel farm and a freshwater trout farm.
Beach walks are a fantastic activity, there are some great resources to introduce the seashore to the classroom. The national biodiversity data centre has some fantastic posters available online which might be useful.
The ARC Team
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Living and teaching in Dublin, I can see sustainability being practised in many everyday ways. Recycling bins are widely available, many people use public transport, walk or cycle, and local groups organise clean-ups of parks and streets. Within our school, children are encouraged to separate their waste, reduce food waste and use reusable bottles and lunchboxes.
In my own classroom, I have visual posters showing the children which bins to use and what items belong in each one. These are particularly helpful for Junior and Senior Infants, as the children can match their waste to the pictures and become more independent when sorting it. I would build on this by examining the waste produced in our classroom and discussing how we could reduce it. The children could also take on small jobs, such as checking the bins or making sure lights are switched off when we leave the room.
We could explore sustainability further by taking a walk around the local area to look for recycling bins, litter and other examples of caring for the environment. The children could also examine clean food packaging and look for sustainability labels, including ASC on farmed seafood and MSC on wild-caught seafood. We could finish by creating posters showing simple ways to care for our classroom, community and oceans. I feel that introducing these habits at a young age helps children understand that their everyday choices can make a difference. -
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Sustainability is becoming an important part of life in my local area in Meath. I was interested to learn about the different Decarbonising Zones and the work being done by Meath County Council and local communities. There are many practical examples of sustainability, such as community gardens, composting, recycling, planting native trees, using renewable energy and reducing food waste. I also like the Eco Chic and Toy Library initiatives because they encourage people to reuse items rather than throwing them away. The returnable cup schemes are another simple way of reducing waste.
I think these examples could be very useful for teaching children about sustainability. I would encourage my pupils to explore what is happening in their own community and identify ways they could help. We could investigate recycling in our school, look at food waste, plant flowers or vegetables, or create a small composting project. We could also invite someone from the local community to talk about climate action.
I think involving children in practical projects would help them understand that small actions can make a real difference and encourage them to become more responsible for their local environment.
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In our school, we have been taking part in Green Schools initiatives and have earned, and maintained, many green flags involving litter waste, saving water, sustainable transport, saving electricity, biodiversity and global citizenship. These initiatives have been going on for so long that they have been embedded into our daily practice. We have different bins for waste, recycling and food waste. As was noted in the past number of months, our recycling bins are the fullest versus waste bins, while our food bins are emptied into our compost heaps in our garden. The senior children are then involved with checking the bins that waste is put into correct bins. Our caretaker and principal use the compost in raised beds and around other plants and trees of the school. Shredded paper is also used as bedding for our school hens and each 5th class is responsible for looking after them. We also have been part of a reforesting initiative. Over 100 native Irish trees have been planted to expand our forest area in a bid to expand and develop the school’s biodiversity. Each class has an energy detective to make sure lights and equipment are turned off when not needed and closing the doors at lunchtime. We also have been very fortunate to receive energy upgrades in the form of efficient lighting and heating systems as well as solar panels, new windows and doors.
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Sustainability is very important in our local area, and there is a great sense of community involvement. Our local community council does a fantastic job of keeping our village looking beautiful. They plant flowers and plants around the village, and local people help to look after and maintain them.
Beach clean-ups are also organised a few times during the year. Everyone in the community is encouraged to come along and help. I think this is a great way of bringing people together while also teaching us how important it is to look after our beaches and marine environment.
Another exciting project is the new community garden being developed by the local community and the GAA. The plan is to grow fruit and vegetables and also create a sensory garden. This will be a lovely resource for children to learn about plants, food and nature.
This year, the children in our local school also took part in a project on marine life, which was a fantastic learning opportunity. I would encourage my pupils to take part in beach clean-ups, planting and gardening activities. These hands-on experiences would help children understand sustainability in a simple and meaningful way and show them that even small actions can make a difference.
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Sustainability is something I see increasingly reflected in both County Clare, where I am from, and County Limerick, where I teach. Clare has a strong focus on protecting its coastline, biodiversity and natural landscapes, while Limerick promotes green spaces, recycling, sustainable travel and care for the River Shannon. I particularly value the Green-Schools programme, as our Green Schools Flag encourages children to take responsibility for litter, waste, energy, water, travel and biodiversity. It actively support schools in developing sustainable habits.
With my first-class pupils, I would make sustainability practical and enjoyable. We could carry out a litter observation around the school, sort waste into recycling bins, plant pollinator-friendly flowers and create posters about saving water and energy. I would also encourage children to walk or cycle when possible, which tends to be as it is a city school, and discuss how small actions can protect our local environment. This would help pupils understand that sustainability begins with everyday choices and that they can make a positive difference in their own community. -
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Sustainability is an important part of life in my local area, particularly because of our close connection with the coast and the natural environment. There are many examples of sustainable practices, including recycling, reducing waste, protecting local beaches and habitats, and supporting local businesses and community initiatives. Renewable energy and sustainable transport are also becoming increasingly important. Living in a coastal community provides opportunities for children to see first-hand why protecting our environment is essential for future generations.
I feel that, along with the current SESE curriculum, we are always trying to promote good sustainable habits within our school community. I feel we have been achieving our goals as a school through the Green Flag initative for many years now. However, to answer the question fully, I would engage pupils in 1st and 2nd class by encouraging them to investigate sustainability in their own school and community. We could begin with a “Sustainability Walk”, where pupils identify examples of recycling, litter, biodiversity, energy use and ways in which people care for the environment. They could record their observations through drawings, photographs and simple sentences. On a yearly bases our pupils take part in a poster competition run by Galway County Council, encouraging pupils to think about how we as a county can reduce, reuse and recycle, and protect our county’s countryside.
In class, pupils could investigate how much waste the school produces and explore ways to reduce it. We could set up recycling stations, plant flowers or vegetables, create a small biodiversity area and discuss ways to save water and energy. Local examples, such as protecting our coastline and marine life, could also be explored through stories, art, science and geography. As a school, we have recently got solar panels, so the children have been able to see the energy gained from the panels and what we are using – a very eye-opening experience. In the past, we have always monitored our water usage. We also have a school garden where we grow, potatoes, carrots, beetroot and so forth. Teaching children at an early age how to grow their own food, we feel as a school, is a very important practice, and giving them the skills to live a sustainable life in the future.
These approaches make sustainability meaningful and relevant to pupils. It encourages them to become responsible citizens and understand that even small actions can make a positive difference to their local environment. -
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Living and teaching in Maynooth, has highlighted for me how sustainability can be incorporated into everyday community life. There are many opportunities to promote sustainable transport through walking, cycling and public transport, while local green spaces and the River Rye provide opportunities to appreciate and protect biodiversity. Recycling, reducing waste and encouraging responsible use of resources are also important aspects of sustainability within the community.
In the classroom, I would encourage my students o explore sustainability through a local area investigation. Students could conduct an environmental audit of the school, looking at energy use, water consumption, waste management, biodiversity and transport. They could collect and analyse data before identifying areas where improvements could be made.
This could develop into a STEM project where students work collaboratively to design practical solutions, such as a biodiversity garden, improved recycling system or campaign to encourage walking and cycling to school. The students could also investigate the impact of local environmental issues on the wider community and present their findings to the school.
I feel this approach would help my students understand that sustainability is not simply a global concern; it is something that can be addressed through informed choices and practical action within their own local community.
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Hi Megan,
Thank you for your reflective piece. I really liked your idea of the ‘local area investigation’, I think this is a great way to connect the students to the topic of sustainability while also considering their local area.
Presenting their findings to the school would be a fantastic way to work on their public speaking skills and enhance their confidence.
The ARC Team
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Sustainability is becoming an increasingly more important part of life in Naas, County Kildare. It is not only about protecting the environment but also about creating a healthier and more pleasant community for people to live in.
In Naas, sustainability can be seen through recycling, active travel, green spaces, biodiversity projects and the involvement of local people.Sustainability is encouraged through transport. Walking and cycling can reduce the number of cars on the roads and therefore reduce pollution and carbon emissions. Kildare County Council’s plans for Naas support the development of connected walking and cycling infrastructure. Local cycle businesses and facilities also make cycling a practical option for residents.
Another important aspect is the protection of green spaces and biodiversity. Parks, trees and natural areas provide places for people to exercise and relax while also providing habitats for wildlife. The council’s environmental programmes encourage communities to protect biodiversity and improve green spaces. The Tidy Towns programme is particularly important because it encourages local communities to care for public areas, manage green spaces and support nature and wildlife.
Community involvement is what makes sustainability particularly meaningful in Naas. Schools, residents, community groups and local organisations can all contribute through litter picking, planting, recycling and environmental education. The council supports initiatives such as Green-Schools, which helps students learn about waste, energy, water, biodiversity and other environmental issues.
Reflecting on sustainability in Naas, I think it is clear that small actions can have a significant effect when many people take part. Recycling a bottle, walking instead of driving, caring for a green space or picking up litter may seem like small things individually, but together they can make the town cleaner and more environmentally friendly. However, there is still room for improvement, particularly in encouraging more people to use public transport, walk and cycle, reduce waste and protect natural habitats.
For me, sustainability means looking after Naas today while making sure that it remains a healthy, attractive and welcoming place for future generations.-
I really enjoyed reading your reflection on sustainability in Naas. I agree that small actions can make a big difference when the whole community gets involved. I particularly liked your points about walking, cycling, recycling and looking after green spaces. I also think schools have an important role to play in helping children understand sustainability from a young age. Activities such as litter picking, planting flowers and learning about biodiversity could make the topic more meaningful for pupils. It is great to see how schools, families and local groups can all work together to make their community a cleaner and healthier place for everyone.
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Part 2 on sustainability
In Naas, there are many things that students and their teachers can do every day to become more sustainable. For example, we walk or cycle to school when possible instead of using cars. This is especially useful because Kildare County Council is working to improve walking, cycling and public transport in Naas. Trot on Tuesday is an initiaitve established in our school.
We can also reduce waste by using reusable water bottles and lunch containers, avoiding single-use plastics and recycling correctly.
Another way we help is to save electricity and water at home and in school by switching off lights and computers when they are not needed and not leaving taps running. We can also help protect local green spaces by not littering and by taking part in community clean-ups. -
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Module 5
Assignment 1:
Along Donegal’s vast coastline—from Lough Swilly and Mulroy Bay down to Killybegs—sustainability is deeply embedded in both traditional fishing heritage and modern aquaculture. In our local area, sustainable ocean farming relies heavily on low-impact, restorative aquaculture. Producers in bays like Mulroy and Trawbreaga grow rope-cultivated mussels and Pacific oysters, which require no artificial feed or chemical inputs and naturally filter surrounding waters.
To engage primary pupils in these local sustainability practices, I would ground their learning in hands-on STEM investigations linked directly to the primary curriculum (SESE Science and Geography):• Inquiry-Based Marine Ecosystems (SESE Science): Pupils explore how bivalves act as natural ocean purifiers. Using a simple classroom filtration experiment with sand, active carbon, and muddy water, children observe how filtering organisms keep Donegal’s coastal bays clean and biodiverse.
• Food Miles & Local Mapping (SESE Geography): Using local Ordnance Survey maps of Donegal, pupils trace the carbon footprint of seafood landed or farmed locally at Greencastle or Killybegs compared to imported seafood. This highlights the environmental value of supporting local food producers.
• Design & Make Aquaculture Structures (STEM / Visual Arts): Working in groups, pupils use recycled materials to design floating long-line or trestle models capable of withstanding Atlantic swells while minimizing marine litter.
Assignment 2
1. Sustainable Seafood Choices & Local Sourcing
• Action: Encourage families to choose locally farmed Irish mussels or seafood certified by Quality Assurance schemes over imported alternatives.
• Curriculum Link (Maths/SESE): Track lunchbox origins and calculate “food kilometres” saved by sourcing Irish produce.
2. Marine Litter Reduction & Circular Use
• Action: Eliminate single-use plastics in school lunches and collect marine litter during local beach walks.
• Curriculum Link (STEM/Art): Re-use clean marine plastics and packaging for “Design and Make” art and engineering projects.
3. Protecting Coastal Catchments at School & Home
• Action: Practice water conservation (turning off taps, monitoring runoff) to reduce strain on local wastewater facilities.
• Curriculum Link (SESE Science): Relate everyday water conservation to ocean health, helping pupils understand how clean inland rivers lead to healthy coastal bays for ocean farming.
4. Active Travel & Green-Schools Support
• Action: Walk, cycle, or carpool to school to support the Green-Schools Travel theme and reduce carbon emissions affecting ocean acidity.
• Curriculum Link (SESE Geography): Participate in local “Leave No Trace” initiatives along Donegal’s beaches and riverbanks. -
Aquaculture sustainability in my local area of Dublin is mainly seen through Bord Iascaigh Mhara which is based near me in Dun Laoghaire and it is important as a centre for marine search, training and industry support. Sea farming is seen as a sustainable food option as it can improve food production and security and helps to keep our waters clean while maintaining a low carbon footprint. Sea farming also has to coexist with other sustainable aquaculture such as shipping, recreation and renewable energy in Dublin and all around Ireland. Visiting the sea at Dun Laoghaire would be a great opportunity for students to witness aquaculture in person and being so close to BIM provide them with an insight into the balance between aquaculture, sea farming and sustainability. The children could engage in a project based on sustainability in Dublin and Ireland in relation to aquaculture, including inquiry based learning and using their creativity and problem-solving skills to suggest ways they could further make sustainable choices when buying seafood.
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Reflecting in sustainability in County Clare, I am struck by how closely it is connected to the county’s natural environment, particularly its coastline, agricultural land, rivers and protected habitats. Clare has many opportunities to promote sustainable practices, including renewable energy, biodiversity conservation, responsible tourism, waste reduction and sustainable agriculture. Coastal communities also have an important role to play in protecting marine environments through activities such as responsible fishing, aquaculture and habitat conservation.
I would like to use the local environment as a starting point for helping pupils explore sustainability in a meaningful way. Rather than teaching sustainability only as a theory, pupils could investigate issues within their own community. For example, they could carry out a local biodiversity survey, examine waste and recycling practices in the school, investigate water quality, or explore how local food is produced. They could then identify a sustainability challenge and work collaboratively to propose practical solutions.
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Living near Dún Laoghaire, sustainability is something that can be seen in many aspects of the local community. Efforts to protect beaches, improve recycling, reduce waste and conserve marine habitats are evident throughout the area. Local groups regularly organise beach clean-ups, while schools and community organisations promote environmental awareness and responsible use of natural resources. The protection of coastal ecosystems, including rock pools and marine wildlife, highlights the importance of balancing human activity with environmental protection. Our proximity to the sea provides opportunities for pupils to observe sustainability in action and develop a deeper understanding of environmental responsibility. Rather than learning about sustainability as an abstract concept, students can see its impact in places they visit regularly. To engage pupils further, I would incorporate hands-on and inquiry-based activities. Students could participate in beach clean-ups, biodiversity surveys or investigations into local marine habitats. They could collect and analyse data on litter, recycling or water quality and discuss how individual actions contribute to environmental sustainability. Other biodiversity initiatives within the Dún Laoghaire Rathdown area include – Goats at Killiney Hill, Reef Surveys, Gardening for Biodiversity and Hedgerow Toolkits for Schools to name but a few.
The Green-Schools programme is an excellent way to encourage children to develop environmental awareness and sustainable habits. The Green Flags have been a great motivator within our school to be better global citizens. Teachers and students can reduce waste by using reusable water bottles and lunch containers. We can also make a conscious effort to recycle correctly, reduce food waste and conserve energy by switching off lights, computers and other devices when they are not in use. Choosing to walk, cycle or use public transport where possible can also help reduce our environmental footprint. In the classroom, sustainability can be promoted through practical activities and positive habits. Students could monitor waste levels, participate in litter-picking initiatives, create biodiversity areas within the school grounds or take part in projects focused on reducing energy consumption. As a school located near the coast, pupils could also become involved in beach clean-ups and investigations into marine litter, helping them understand the connection between their actions and the health of local ecosystems.
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Ailbhe I like how you connected sustainability directly to the Dún Laoghaire coastline. Mentioning unique local initiatives like the Killiney Hill goats, reef surveys, and the hedgerow toolkits is a great way to show STEM learning in the pupils’ lived environments, making ecology real for them. Your focus on the Green-Schools programme and daily classroom habits, like monitoring waste, recycling correctly, and turning off digital devices, goes with the STEM Education Policy Statement by giving young learners genuine agency and problem-solving opportunities. Furthermore, using these coastal investigations and biodiversity surveys as a shared theme across different class levels is an excellent strategy for your School Self-Evaluation (SSE) process. It provides a highly practical framework for the whole school to gather evidence, set environmental literacy targets, and track pupil engagement over time allowing for the use of the local landscape as a school-wide teaching tool.
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This module has encouraged me to consider how sustainability is practised in my local area of Shercock, Co. Cavan. Sustainability involves using resources responsibly today so that they remain available for future generations, while balancing environmental, social and economic needs. In Shercock, we do this through recycling, local litter-picking initiatives, community involvement, walking and cycling where possible, and the work of local farmers who manage land and natural resources. The lakes and surrounding countryside are valuable habitats, so protecting water quality, biodiversity and wildlife is an important local responsibility. Supporting local shops and producers can also reduce transport impacts and strengthen the community.
I would engage pupils by beginning with a walk around the school and local area to identify examples of sustainable and unsustainable practices. Pupils could survey litter, recycling facilities, biodiversity and transport methods, recording their findings using photographs, tally charts and graphs. They could interview members of the community, such as farmers, environmental groups or local authority representatives, to learn about conservation work. Working in groups, pupils could then design an action plan, such as creating a pollinator garden, reducing food waste, improving recycling or organising a clean-up. This would connect Science, Geography, SPHE, Maths and Digital Learning while helping pupils understand that small, shared actions can contribute to wider goals such as climate action and protecting life on land.
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Tallaght is an area that has lots of sustainable initiatives. As well as taking part in the tidy towns programme, our school runs the picker pals programme with 1st and 2nd class. We take part in the green schools flag programme every second year and the focus changes. The area also offers the Stepping Stones initiative which works with schools to plant thousands of trees and create pocket forests.
To link more specifically to aquaculture, TUD Tallaght has launched VASEACAD which is Valorising Seafood Side Streams, Residues, Unwanted Catches and Discards. The aim of the programme is to take fish bi-products and turn them into functional ingredients. This can help to reduce seafood wastage. They have courses on food biotechnology which if it was linked with schools would provide a very hands on and real resource to the children who have been learning about aquaculture. Furthermore, Lidl’s head office is located in Tallaght so the link between them and Origin Green will resonate quite closely with the children in the school I teach in. -
In my local area, I think there are lots of examples of sustainability that could be explored with children. Recycling, using reusable bottles and bags, composting and trying to reduce food waste are things that many families are already doing. Living near the coast also gives us an opportunity to talk about looking after the sea and the importance of protecting marine life.
I would start by asking the children what they think sustainability means and what they already do at home or in school to help the environment. We could then look around the school and see what we are doing well and what we could improve. The children could work in small groups to investigate areas such as recycling, water use, energy use and food waste.
As part of our learning about aquaculture, we could also discuss how seafood can be produced while trying to protect the marine environment. I would encourage the children to come up with some ideas for making our school more sustainable. They could create posters or short presentations to share their ideas with the rest of the school.
I think this would help the children see that sustainability is not just something we learn about in Science. It is something we can all take part in through small changes in our everyday lives.-
Reflecting on sustainability allows me to see how great the coffee cup project is for tackling single-use plastics, and this highlights how the community provides an effective initiative for environmental care. For younger pupils in first and second class, seeing these efforts firsthand turns big, abstract words like sustainability into concrete actions they can actually understand. To engage my pupils further, I would design a hands-on STEM project centered on our local biodiversity and lakes. We could take a nature walk to observe how our local environment is looked after, and how we keep our lakes clean. Back in the classroom, pupils can use recycled-material bird feeders to support wildlife in our own school garden.
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Sustainability is something that I think most schools and areas are trying to constantly improve on. Having studied this module, I think that we might be unaware of the many businesses and food groups that are trying to be more sustainable. I noticed that here in Cork, food producers like Bandon Co-Op and Clonakilty Food Company are all listed as part of Bord Bia’s Origin Green initiative.
In our school, we are trying to be more sustainable by using green travel systems and recycling as much as we can. The motto ‘reduce, reuse, recycle’ is one that we try and follow to ensure that our resources and materials in school can be sustainable too.
To try and encourage our pupils to be more sustainable, in our STEM/SESE lessons we teach children about recycling, reducing electricity use and reducing water use. Taking our pupils out to the community to participate in local clean-ups, tidy-towns and planting is community gardens also teaches them about living sustainably.
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Hi Louise,
You made a great point about how we sometimes overlook the efforts companies make towards sustainability, great that you recognised some Cork based companies. I am glad to hear your school implements the 3 R’s motto as much as possible, this is something I also speak to students about!
When encouraging sustainability and the sea in class, a good place to start is talking to the students about seafood labeling and the meaning behind certain terms like ‘organic’, this can often lead to fun activities like ‘design a poster’ project.
The ARC Team
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Sustainability is very important in my area. We are situated on the coast and we try as much as possible to incorporate the sea and marine into our daily lives at school and into as much of the curriculum as possible. One example of sustainability in the area are the fish farms situated on the west coast of Ireland. There is a fish farm in Rosaveal as well as mussels and oysters in Killary. Ri na Mara Irish seaweed cosmetics use sustainable sea weed farming is used in cosmetic products produced in Spiddal and these products are very popular and natural. Another company which is situated on the west coast, near our school is Irish Organics. This is an example of a company which places huge importance on sustainability and natural ingredients. Their packaging is also focused on sustainability. There is a big focus also on keeping the beach clean. Pupils from our school help with this. The children in our school help with making sure we recycle and are very proud of their green and blue flags.
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It’s great to see a local company near your school Cathríona, Irish Organics, who place huge importance on sustainability in their packaging and in using natural ingredients in their products. The pupils in your school can learn so much from knowing that a local company is dedicated to keeping the environment clean and safe for the future generations in Connemara. It’s fantastic to hear that the pupils are actively involved in keeping the local beaches clean and recycle anything they can from what they collect.
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Sustainability is something we try to live, not just teach, in our school in Swords. Our Green Schools committee has taken the lead, visiting places like local farmers’ allotments to learn about food miles and farm‑to‑fork, McNally’s Farm Café to see sustainable growing in action, and Wades Christmas Tree Farm to explore native planting and biodiversity. These trips help pupils understand that sustainability is real, local, and part of everyday life. There are plenty of active tidy towns in Fingal that also hold multiple events regularly.
Our visit to Tesco Distribution Centre in Donabate added another layer. Pupils learned how large companies reduce food waste through donation systems, special offers, and partnerships with Food Cloud and Olio. They also discovered how recyclable packaging, renewable energy, electric delivery fleets, and biodiversity programmes support the environment. Hearing that Tesco works with thousands of Irish farming families made global citizenship feel very close to home.
In school, we reinforce these ideas through litter picking, clothes swaps, biodiversity studies, cycling days, water‑saving reminders, composting, battery recycling, and reusing materials for art and gardening. These small actions help pupils see that sustainability is something they can practice daily. We must now take the next step and look further into sustainable aquaculture practices around us.
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Hi,
I really enjoyed reading about how sustainability is embedded in everyday life in your school. The practical experiences and community involvement give pupils a meaningful understanding of environmental responsibility. Exploring sustainable aquaculture next would be a fantastic extension, helping children connect food production, local communities and the protection of our marine environment.
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I teach in a school in Maynooth in Co. Kildare. In 2025, Kildare County Council, as part of their Climate Action Plan 2024-2029, launched The Maynooth Decarbonising Zone (DZ). This is Kildare County Council’s designated area for testing and implementing ambitious climate-action measures. Maynooth was selected because of opportunities linked to Maynooth University, active travel, green infrastructure and biodiversity, as well as the potential to use successful initiatives elsewhere in Kildare. The key aims of the initiative according to Kildare County Council are to;
• Reduce greenhouse-gas emissions by 51% by 2030, based on the 2018 baseline.
• Work towards net zero emissions by 2050.
• Improve energy efficiency and encourage renewable energy.
• Increase walking, cycling and other forms of active travel.
• Protect and enhance biodiversity and green spaces.
• Encourage local communities, schools, businesses and farmers to participate in climate action.
The 2018 baseline estimated emissions in the Maynooth DZ at 73,635 tonnes of CO₂ equivalent. The largest sources were: Residential 38.5%, Transport 36.7%, Commercial 16.5%, Agriculture 4.9%, Other sectors 3.3%.
This means that homes and transport are particularly important areas for reducing emissions in Maynooth. One particularly interesting project is the DemoHouse, which demonstrates how an existing home can be made more energy efficient. It includes improved insulation and airtightness, triple glazing, an air-to-water heat pump, heat-recovery ventilation, solar PV panels and an electric-vehicle charger. The DZ also promotes community participation such as the Climate Champions Awards, which recognise climate, biodiversity and sustainability initiatives carried out by local schools, businesses, community organisations and farmers.
From a primary school context, the Maynooth DZ is a useful real-world case study of local climate action. Pupils can investigate how changes to transport, homes, energy use, biodiversity and waste can contribute to making their own community more sustainable.-
Hi Cathal, I found your reflection really inspiring, and I’m taking the same approach by looking closely at Fingal County Council’s climate‑action targets. Fingal aims for a 51% emissions reduction by 2030, net‑zero by 2050, expanded active travel, restored biodiversity corridors and increased renewable energy.
In my own school/area, sustainability is visible through solar generation, rainwater harvesting, recycling systems, biodiversity zones, gardening, hedgehog‑rescue work, An Taisce and Green-Schools projects, cycling lessons and strong green‑travel habits. These real examples help pupils see climate action in practice. I’d engage them through local biodiversity mapping, energy investigations and exploring Fingal’s wider goals.
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Sustainability is practiced in many ways in my local village and town. As I live in a rural area, the local farms participate in sustainability projects including Kepaks sustainability platforms which look at reducing carbon emissions through better grassland management and water recycling. The local public swimming pool recently retrofitted their facility to lower carbon footprints and heating costs. The local village is part of Uisce Éireann’s Small Towns and Villages Growth Programme, which safeguards wastewater compliance and protects the local river environment. The village also has a very active tidy towns committee which hold regular community clean-ups. Along with bottle banks, clothes banks and the deposit return scheme banks, sustainability is highly encouraged in the local area.
In my own school, sustainability is highlighted in various ways. Every year, the Green Schools Committee encourage the pupils to get involved in protecting our environment. They organise a bike week, inviting families to cycle to school, there are battery recycling boxes in some of the classrooms, all wrappers and lunch leftovers are taken home as well as a school garden and vegetable patch.These ideas are inspired by regular sustainability surveys answered by the school pupils.-
Hi Eimear,
Great reflective piece. It’s fantastic to hear that sustainability is practiced in multiple ways in your locality, those are some brilliant initiatives!
Aside from your village, I am delighted to see that sustainability is also a big part of the school day! I think the sustainability surveys are a great idea for allowing the students to become involved. Feel free to use the ARC resources in class to enhance the discussion of sustainability at sea.
The ARC Team
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That sounds great Eimear. We’re part of the Green Schools as well. It’s a brilliant project that I’d highly recommend. We promote walking and cycling to school, monitoring water – short showers, turning off lights, sockets, to name a few things. I think it’s so great and important to get the kids involved as well at a young age.
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What I really appreciated about this module was how it emphasises real life action. Sustainability becomes so much more meaningful when children can see it happening right in their own community. When pupils explore local environmental projects and get involved in hands on activities, they start to develop a real sense of responsibility and understand that even small actions can make a difference in protecting our environment for the future.
Here in County Sligo, there are loads of great examples of sustainability that pupils can actually connect with. Local initiatives like community recycling programmes, the Green Sligo project, biodiversity efforts in parks and green spaces, and regular clean ups at places like Lough Gill and around town show everyone how they can care for the environment and reduce their impact. The coastline, from Strandhill to Mullaghmore, also provides incredible opportunities to learn about marine conservation through beach clean ups at Rosses Point and protection efforts around areas like Coney Island and Drumcliff Bay or getting familiar with aquaculture at the Sligo Oyster Experience in Strandhill.
These local examples are perfect for bringing learning to life in the classroom. Pupils could investigate how litter affects both local habitats and marine ecosystems, take part in a community clean up, carry out a waste audit at school, or explore ways to cut down on single use plastics. They could use maps to identify local green spaces, parks and walkways such as Slishwood forest, and coastal habitats, or design posters promoting sustainable actions both at school and at home. Looking at local farmers markets, community gardens, or visiting the harbour to learn about sustainable fishing practices would also help pupils see how communities can live more sustainably while protecting resources for future generations.
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Hi Shane,
Thank you for your response!
I love the idea of using maps to identify different areas in their local. Using places that the students recognise is a great way to make the learning material more relevant and engaging for them! Also map-reading is a great skill that can be used as the pupils venture into secondary school as their geography lessons get more advanced.
Grace
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Living in Wicklow has made me more aware of the importance of sustainability and protecting our natural environment. Wicklow has a strong connection to the sea, mountains, forests and farmland, and there are many examples of sustainability within the local community. Recycling, reducing waste, conserving energy and protecting local biodiversity are all important ways people can contribute. The county’s coastal areas also highlight the importance of protecting marine environments and using natural resources responsibly. Local farming and food production provide opportunities to explore how communities can produce food while caring for the land and environment.
As a primary school teacher, I would like to make sustainability meaningful by connecting learning to the pupils’ own surroundings. I could begin by asking pupils what they already know about sustainability in Wicklow and what changes they have noticed in their local area. We could then investigate topics such as recycling, biodiversity, renewable energy, local farming and protecting our coastline.Practical activities could include a litter survey, planting native flowers, creating a school biodiversity area or designing posters encouraging people to protect the environment. Pupils could also investigate how local businesses and community groups contribute to sustainability. These activities would encourage curiosity, teamwork and responsibility while helping children understand that even small actions can make a positive difference to their local community and environment.
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In West Clare, local sustainability centers on coastal conservation, eco-tourism, and agricultural stewardship. Initiatives along the Wild Atlantic Way, such as the Loop Head Ecotourism Network and local Tidy Towns, emphasise protecting coastal ecosystems, managing waste, and safeguarding water quality in Shannon Estuary and Atlantic habitats.
To engage pupils, I will link these local efforts to SDG 14 (Life Below Water) and SDG 15 (Life on Land). We will conduct a field investigation at a local West Clare beach or rocky shore to study marine litter, track biodiversity, and explore how tourism impacts coastal erosion. Pupils will use tally charts and digital tools to log findings. Connecting everyday environmental choices with iconic local landscapes helps pupils grasp how targeted community actions support broader global sustainability goals.
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Co Clare in particular where I live in Ennistymon has many active groups in the area of environmental awareness and protection. We have access to many talks and workshops on enhancing biodiversity and protecting our wages and wildlife. This weekend gone was all about rekindling skills in farming and other areas that enabled farmers to work with nature rather than against her. The students in my school are active participants in green school initiatives around the school but also in the local environment such as clean up days , tree planting and second hand swap and sell days to encourage recycling . I feel very lucky that children are learning from example of others how individuals can make a difference by taking action in their own communities to protect and enhance the environment in which they live.
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Students could engage with sustainability by exploring their local area and identifying positive environmental practices. For example, a class could carry out a “sustainability walk” around the school or local community, observing recycling facilities, green spaces, transport options and identify areas where improvements could be made. Pupils could record their findings through drawings, photographs or simple charts and include these in a letter to the Local County Council.
Within the classroom, students could develop practical projects such as reducing food waste, creating a recycling campaign or growing plants. These activities would encourage active learning and help pupils understand that sustainability is connected to their own actions.
Reflecting on sustainability in the local town would highlight the importance of developing student’s sense of responsibility towards their community. By investigating local issues and participating in meaningful activities, students can become more aware of environmental challenges and recognise that even small actions can contribute to a more sustainable future.
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Sustainability in the Classroom and School is often addressed through the Green School initiatives. however, here are a few ideas.
Students can easily become more sustainable by making small changes in their everyday lives. They can turn off lights, computers and taps when they are not being used, helping to save energy and water. Students can reduce waste by using reusable lunchboxes and reusable water bottles instead of single-use plastics. They can also recycle paper, plastic and other materials correctly.For those that live close enough, walking, cycling or scooting to school, when it is safe and possible, can reduce pollution and encourage healthy lifestyles. At home and in school, students can avoid wasting food by taking only what they can eat and using leftovers where possible.
If you are lucky enough to have a school garden, students can also care for nature by planting flowers, vegetables or trees, protecting wildlife and keeping their local area free from litter. Reusing materials for art and school projects is another simple way to reduce waste.
By practising these habits every day, and discussing your classroom choices, students learn that their actions can make a positive difference. Small choices, when made regularly, can help protect the environment and contribute to a more sustainable future for everyone.
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I agree with these ideas, particularly the focus on making small changes part of children’s everyday routines. We have used some of these approaches, such as encouraging children to reduce waste, recycle correctly and reuse materials for classroom activities. I think the Green-Schools programme provides a great foundation, as sustainability becomes more meaningful when children can actively participate rather than just learn about it. Simple activities such as caring for a school garden, reducing food waste or switching off lights allow children to see that their actions can have a real impact.
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Living in Tipperary Town, I have become more aware of the different ways sustainability is being promoted in my local area. There are a number of community groups and local projects that encourage people to care for the environment. For example, the Knockanrawley Resource Centre has an organic garden and community allotment, where people can learn about growing food and caring for the environment.
There is also a strong focus on biodiversity in Tipperary Town. Tipperary Tidy Towns and other local groups have worked on projects to support wildlife, plants and green spaces. The River Ara has also been used as a way of helping local children learn about wildlife and biodiversity in their own area.
As a teacher, I think it is important that children learn about sustainability through things they can see and experience locally. I would bring my pupils on a walk around the local area to look for plants, insects, birds and different types of waste. We could discuss how we can reduce waste, recycle and protect nature. The children could also take part in a litter pick, plant flowers for pollinators or create posters about protecting the environment.
I think using our local area would make sustainability more meaningful for children. It would help them understand that small actions can make a difference and that everyone has a role to play in looking after their community and the environment.
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Hi John
I really liked your point about using the local area to help children learn about sustainability. I agree that children would understand it better if they could actually see and experience it for themselves. The work being done by the Knockanrawley Resource Centre and Tipperary Tidy Towns sounds like a great way of getting the local community involved.</p>
I also think bringing the children to the River Ara would be a really good idea. They could see the different plants and wildlife and learn why it is important to protect these areas. The activities you mentioned, like planting flowers for pollinators and doing a litter pick, would also give the children a chance to get involved and make a difference themselves. Overall, I think using places that children are familiar with would make sustainability more interesting and easier for them to understand. -
In my locality in Kildare, the main drivers of our sustainability are the Tidy towns committee. They have driven initiatives such as up cycling, where they used objects such as logs from felled trees to create planter beds, or recycled materials to create decorative flower beds. There are also wild flower areas designated to promote sustainability. There are nature trails and greenways nearby as well that have been maintained, while also preserving the local natural habitats.
In our school we have encouraged projects like the green schools aswell as forest schools, that have inspired kids to engage with the environment. We have a thriving school garden where vegetables are planted and kids see first hand the benefits of sustainability. In terms of aquaculture, hands-on activities and field trips. Visiting a nearby fish farm, hatchery, aquarium, or marine centre allows children to see aquaculture in practice and learn how farmers protect water, fish, and ecosystems. In school, children could test water quality, design sustainable fish farms, and identify environmentally friendly practices, helping them understand how aquaculture provides food while protecting the environment. -
The community live in, in Co. Wicklow, makes a positive effort to maintain a clean and sustainable environment. Local people take part in litter picking and community clean-ups, helping to keep the village and surrounding areas free from rubbish. There are also initiatives that encourage biodiversity, such as the development of a biodiversity-friendly garden gardens, which provides a space for plants, insects and wildlife to thrive. Community gardening is another positive example, encouraging people to grow food locally and learn about sustainable gardening. These activities show children the importance of caring for their surroundings. By working together to reduce litter, support wildlife, grow food and maintain local green spaces. As has been mentioned in few posts,the local tidy towns group are huge in driving the above mentioned projects.
I think sustainability can be taught in a really practical way in primary school, especially when children can see how it relates to their own school and community. Instead of just talking about looking after the environment, children could become “eco detectives” and explore the school grounds to identify areas where improvements could be made, such as reducing litter, saving water or electricity, or looking after green spaces.We already could grow vegetables, herbs and flowers and learn about pollinators and where our food comes from. Creating insect hotels or planting wildflowers would give them an opportunity to observe nature while helping local biodiversity.
Other simple activities , litter-picking around the school, or using recycled materials for art projects. I also think children could work together to create posters or campaigns encouraging others to make more sustainable choices.
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Sustainability is becoming an important part of everyday life in my local area. Our school is located near the sea. This gives us a very good opportunity to help pupils understand sustainability through a place that is familiar to them. Sustainability means using resources responsibly so that they are still available for future generations, while also protecting the environment and wildlife.
Being close to the sea makes issues such as litter, plastic waste, water quality and the protection of marine animals very relevant to our pupils. I would like to use photographs and short visits to the Strand to help pupils notice the natural environment and identify ways of caring for it. In my special school, these activities could be adapted through sensory exploration, visual supports, simple sorting activities and practical tasks such as separating recyclable materials or taking part in a supervised litter pick.
I would also introduce simple everyday actions in school, such as reducing waste, reusing materials, recycling and switching off lights and devices when they are not needed. The ARC resources show that sustainability can be practised by individuals as well as larger organisations.
Learning about sustainable seafood could also extend this topic. Pupils could look for sustainability symbols such as the MSC and ASC labels on food packaging and begin to understand that the choices we make as consumers can affect the environment. Overall, I think using our local coastal environment would make sustainability more real, practical and meaningful for my pupils. -
In my local area, there has been an increased focus on sustainability. The local park has been transformed to included a natural playground, planting of more native trees, planting of wild flower seeds to promote biodiversity. This is a park that the children have visited on many occasions as part of a nature walk. Within the school, there is a school garden where vegetables as grown. Part of the fencing is made from exdcess wood left over from cutting down parts of the trees surrounding the school that had grown too large. The children play a big part of this garden and take a role of responsibility in maintaining it. It is a great opportunity to teach through doing.
One area where I would further develop this with my students is to introduce the planting of wild flowers in a section of the garden. It would be a chance to show children how to support the local environment and supporting the bees. -
There is much focus where I live on the “Returning to Nature” initiative, and very good progress being made on the commitment to give 30% of the land on Catholic Church grounds over to biodiversity and rewilding by 2030. Some of the aspects include planting native trees, protecting pollinators, reducing lawn mowing, installing bird boxes, education of those planning for and maintaining this etc. Tidy towns and community efforts continue to flourish. Beach clean- ups are another visible reminder to all about caring for the environment. Recycling centres are easily accessible. Signage around litter prevention is prominently displayed. Continuing to increase children’s awareness around these initiatives through nature walks where they see the progress being made, and project work where they work collaboratively and increase their knowledge through carrying out further research are some of the ways I would engage pupils to explore this further. Such means would lead to the children being increasingly attentive to and speaking about sustainability, and ultimately hopefully carrying out positive action in this regard.
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<span style=”font-weight: 400;”>Sustainability is becoming increasingly important in our school and local communities. In Meath, I can see sustainability being practised through recycling, reducing waste, encouraging reusable bottles and lunchboxes, local clean-ups and greater awareness of reducing energy use. It’s a topic we cover with every class every year in my school. This module helped me to think about sustainability as more than simply recycling. It involves using resources responsibly so that they remain available for future generations and considering the environmental, social and economic aspects of our choices.</span>
<span style=”font-weight: 400;”>The children could carry out a simple sustainability audit, looking at areas such as waste, recycling, energy use, food waste and single-use plastics. They could do it with their own class, and also ask other classes. From this, the class could identify one or two realistic changes that we could make and monitor our progress over a number of weeks.</span>
<span style=”font-weight: 400;”>I would want pupils to feel that sustainability is something they can actively participate in, rather than simply a topic they learn about. Small, achievable changes within their classroom, school and homes could help children understand that their everyday choices can make a difference.</span>
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My school is uniquely positioned where three counties meet. Sustainability in Limerick, Clare and Tipperary can be understood through the close relationship between people, land and water. The Shannon Estuary, the River Shannon, Lough Derg and the Atlantic coastline provide important habitats, recreational spaces and sources of employment. They also support fishing, aquaculture, tourism, transport and food production. These activities demonstrate that sustainability is not simply about protecting nature; it is about finding ways for communities to benefit from natural resources without damaging them for future generations.
Bord Iascaigh Mhara (BIM) provides a particularly useful way of exploring this idea. BIM supports responsible environmental practice within Ireland’s seafood industry and promotes the sustainable development of fisheries and aquaculture. Its Aquaculture Remote Classroom (ARC) introduces pupils to the farming of aquatic plants and animals, including oysters, mussels and salmon. The programme links closely with SESE Science, SESE Geography and SPHE, while also using virtual reality, video, quizzes, mapping and group activities.
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<p class=”p1″><span class=”s1″>T</span><span class=”s2″>he Púca Festival in Trim and Athboy in Co Meath is leading the way with sustainability. It focuses on energy, waste, plastics, transport, supply chain, accessibility and biodiversity. </span></p>
<p class=”p1″><span class=”s2″>Some of the ways that they promote sustainability- All their generators are HVO powered generators, zero waste landfill, inclusive venues and biodiversity workshops, no single use plastic, refill water stations across the site, a shuttle bus between venues to reduce the use of cars, This could be an interesting way to explore sustainability on a local level with the children. Giving a real life example and experience of how sustainability can be achieved. </span></p>
<p class=”p1″><span class=”s2″>This model could be used to improve sustainability in the classroom, in the school and ar home. Children could work as groups to create posters to encourage and promote sustainability both at school and at home. Reusing, reducing and recycling when possible. Children could discuss how travelling to and from school could be done more sustainably.</span></p> -
I learned a lot about sustainability in this module, how we are improving in certain areas but that we still have a lot of work to do to reach our gols in 2030. It is excellent all of the great work that is being done in relation to clean water and sanitation for millions, better education and development in poorer countries. But the statistics in relation to war and global warming is extremely concerning. I would address these issues in the classroom but it would be important to focus on progress made and steps that we as individuals and communities to help with sustainability rather than overwhelm the children with facts and statistics they might feel powerless to change. I would use a selection of videos and facts and probably focus in a lot on conservation of wildlife, marine life and protecting our environment. I would also develop programmes in the school to look at the amount of water, electricity we use and to try to reduce the carbon footprint in our homes and schools. The information gathered here will support and help develop our SSE and our Digital Learning Plan as we can pick certain areas that we can focus on within the community and using the information here focus in on specific areas.
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Stoneybatter, Co. Dublin as a community has really come together especially in the last few years to build on work that was started many years ago by the tidy towns community. Working and living close by has allowed me to recognise how the local community provides valuable opportunities for children to explore sustainable living. The area has a strong community identity, with local businesses, green spaces, recycling initiatives throughout the area. There are many walking and cycling opportunities in the phoenix park, located just five minutes away from the school I work in. Community-led projects such as the Stoneybatter festival encourages people to think about their environmental impact and to engage within the community. These examples demonstrate that sustainability is not only a global issue but something that can be practised within our own neighbourhoods. In my classroom, I would encourage pupils to discuss and investigate sustainability within the school inline with our green school’s initiative. In the past, I’ve conducted sustainability quests within the school, allowing students to examine our energy use, water consumption and transport to and from school. This allowed my class to work in small groups to identify improvements and create solutions that we put in place. A local walking survey could also allow pupils to photograph examples of sustainable and unsustainable practices within our community. Inviting local community groups such as our tidy towns community to speak with the pupils would further strengthen learning. I feel this approach would make sustainability meaningful, practical and connected to pupils’ everyday lives.
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This module has made me reflect on the different ways sustainability is already being practised in my local area of Lifford and throughout Co. Donegal. Living in an area with such close connections to rivers, farmland and the wider natural environment provides lots of opportunities to explore sustainability with my 3rd and 4th Class pupils. Simple practices such as recycling, reducing waste, reusing materials, conserving water and protecting local habitats are things that children can see and take part in every day.
I think it is important that pupils understand that sustainability is not just something we learn about in a textbook, but something that affects our everyday lives and our local community. I would encourage my pupils to investigate what is being done locally and identify areas where we could improve. They could carry out a waste audit in our classroom, investigate recycling habits in the school or explore how local farmers and businesses use sustainable practices.
I would also like to link this learning with our work on aquaculture by exploring how our rivers, lakes and coastline can be protected. This could encourage the children to think about how our actions today can affect the environment and communities in the future. I feel that giving pupils practical opportunities to make a difference, even in small ways, will help them develop a greater sense of responsibility for their local environment.
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