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ASSIGNMENT
Choose a topic related to the Sustainable Development Goals and consider how children might be affected by it at both local and global levels. Post your response (150 words min.) as a reply to this post on how you would encourage your students to take action to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions
Please also comment on at least one other participant’s post
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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Climate Action (SDG 13) is one of the most pressing and relevant topics for young learners in Ireland today. The effects of climate change are becoming increasingly visible both globally and locally, such as extreme weather events such as Storm Éowyn and pollution impact children in their daily lives, whether through flooding in Irish towns or stories they hear from relatives abroad. In many diverse classrooms, many pupils have family in regions already severely affected by climate crises, These experiences provide a natural entry point for deeper understanding and engagement.
To encourage action and develop a sense of agency, I can integrate project-based learning rooted in local sustainability. For example, students might lead a biodiversity audit of the school grounds or create a campaign to reduce single-use plastics. Tying this to ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, we can form partnerships with local authorities or community groups for tree planting or awareness days, fostering civic engagement.
This approach links to School Self-Evaluation (SSE) by focusing on student empowerment and values education. We can ask pupils “Do students feel their voices are heard in shaping the school’s environmental impact? These reflective questions can guide both formal and informal assessments of how well our teaching supports the aims of ESD and the SDGs.
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I’ve decided to focus specifically on 3rd class as they are the age-group I am working with at the moment.
One really important Sustainable Development Goal we can talk about in 3rd class is SDG 5: Gender Equality. I have chosen this one as I have a particular interest in this area.
In the classroom, this means making sure all children are treated fairly and given the same chances, no matter what. Around the world we know that some girls don’t get to go to school or are expected to get married very young. Even in Ireland, children can sometimes feel they have to act a certain way just because they are a boy or a girl.
In our own classroom, I’ve seen small examples—like when boys don’t feel comfortable playing with certain toys, or when girls are asked more often to tidy up. These little things can make children feel left out or like they have to fit into certain “rules” about what boys and girls should do.
To help, we can talk as a class about what fairness means and how we can include everyone. We might read books with strong girl and boy characters who do different kinds of jobs and activities. We can check if classroom jobs are shared fairly and make sure everyone gets a turn at leadership roles. We could even make posters about kindness, fairness, and respect to hang in our school.
By doing these small things, we’re showing that we care about each other and believe everyone should have the same chances to learn, play, and grow. This helps us take action right here in Ireland to support ESD to 2030 and build a more fair and kind classroom and world.
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Hi Colm, you have really highlighted the relevance of climate action for young learners. I particularly liked the real-life connections that you included, such as Storm Éowyn and family experiences abroad, which make climate issues more relatable for students. I agree that project-based learning is a great way to engage the learner. Encouraging student voice in environmental decisions is a strong step toward long-term engagement in this very important topic.
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To support the Sustainable Development Goals, particularly SDG 13: Climate Action, I would help children understand how climate change affects both their local environment and communities around the world. For example, we might look at how rising temperatures lead to increased rainfall and flooding in Ireland, and compare this to the impact of droughts or wildfires in other countries. Using age-appropriate digital tools such as interactive climate maps, videos, and child-friendly news reports, we would explore the causes and effects of climate change in a relatable way.
To take local action, I would work with pupils to co-create a class or school project—such as organising a “Green Week,” designing posters to encourage walking or cycling to school, starting a school garden, or reducing single-use plastics. Pupils could document their journey using digital tools like Book Creator or Seesaw, and share their work with families or a partner school abroad. This encourages global citizenship, while also promoting digital literacy, critical thinking, and inclusive, meaningful engagement with climate action.
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The topic I would like to focus on is SDG 12: Responsible Consumption and Production. I have had many years working as a Sixth Class teacher and I feel children of this age would really benefit from gaining awareness and realising their potential in making a difference in terms of consumption. It is highly relevant both locally and globally and is a topic which would lend itself to interesting group/project work. While children can sometimes become anxious and overwhelmed when faces with the challenges of today’s world, they can be empowered by their own small actions which I feel could be fuelled by such work in the classroom.
Many of the children in today’s Irish classrooms witness an inordinate amount of waste in school and at home. They need to be educated as to how much of the goods we consume are produced. Globally, they may not initially realise that children their own age in other countries work in unsafe conditions to produce cheap goods, or that pollution from overconsumption contributes to climate damage.
In order to develop children’s awareness and promote change in their habits regarding consumption, I would like to engage the class in a project based on fashion/clothing. They would work in groups based on specific tasks such as reading labels, identifying where the product was made, researching the company and the fairness of working conditions and sustainable practices as well as exploring how waste is dealt with. We could conclude the project with a fashion swap day where they could bring an item of clothing to swap or donate to the local charity shop. I think this would be an enjoyable way to raise awareness and develop interest in responsible consumption and production in the senior classes.
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This is a great approach that makes climate action real and local for students. I love the idea of linking biodiversity audits and plastic reduction campaigns to SSE and ESD goals. It’s empowering for students to see their actions making a difference while building global awareness and community connections. Well done!
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Hi Ann,
I agree that responsible consumption and production is an appropriate SDG to explore with 6th class. More than ever, tweens and teens are now in control of their own buying between revolut cards and access to inexpensive online shopping such as Shein and Temu. It is important to highlight to this age group that there is more to consider when purchasing than just a price tag, ie; looking into where the items come from and working conditions of the employees.
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The SDG that I would choose to focus on is Climate Action (13). This topic is probably one that children are most familiar with, especially in areas such as Africa where children are hugely affected by droughts that cause crops to fail, resulting in malnutrition. Other children, particularly those living on an island, face the worry of losing their homes or schools due to rising sea levels that cause floods.
While, here in Ireland, we are not directly as affected by climate change as some other countries, it is still evident in the changing seasons and how farming has been affected here.
Development education teaches children about sustainability and active citizenship. Linking it to SSE ensures it’s integrated into the whole school plan improvement plan. This can be done by encouraging student led projects on climate action and holding awareness campaigns. These could be organised and led by the Green School Committee.
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Hi Orlaith,
Thanks for your post and for raising the importance of overing this SDG with our children. You have alluded to the direct and indirect consequences of climate change and this could be a really interesting take to explore with the children in our classes. While we thankfully don’t suffer from devastation droughts or extreme events like the recent Russian earthquake, there are still many ways in which Irish people and their livelihoods are affected by this.
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The SDG that I would choose to focus on is Climate Action (13). This topic is probably one that children are most familiar with, especially in areas such as Africa where children are hugely affected by droughts that cause crops to fail, resulting in malnutrition. Other children, particularly those living on an island, face the worry of losing their homes or schools due to rising sea levels that cause floods.
While, here in Ireland, we are not directly as affected by climate change as some other countries, it is still evident in the changing seasons and how farming has been affected here.
Development education teaches children about sustainability and active citizenship. Linking it to SSE ensures it’s integrated into the whole school plan improvement plan. This can be done by encouraging student led projects on climate action and holding awareness campaigns. These could be organised and led by the Green School Committee.
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A relevant Sustainable Development Goal (SDG) I would like to explore with my students is Climate Action (SDG 13), as it directly affects their lives both locally and globally. In Ireland, children are beginning to notice changes such as heavier rainfall, storms, and unusual weather patterns, which can impact their local environment and sense of security. Globally, children in more vulnerable countries face even greater challenges due to climate change, such as drought, food shortages, and displacement, which affects their health, education, and future opportunities. This is a sensitive topic for many of my students who are able to relate to the global challenges as they have experienced these and still have family in vulnerable countries.
To support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would encourage children to take part in meaningful, age-appropriate projects that highlight both local and global issues. We have already created a school garden and established a Green Schools Committee. Future initiatives could include taking part in recycling campaigns, or participating in “Green Week” activities that promote walking, saving energy, or reducing plastic waste. Storytelling, art, and digital tools such as videos or blogs could also be used to help children share their climate actions with others and inspire their community.
By empowering children to take small but impactful steps, we help them build confidence and realise they can be agents of change. These local actions contribute to global efforts, helping children see the value of sustainability and their role in shaping a better future.
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Hi Justine,
You’ve chosen a very relevant SDG, and your focus on Climate Action (SDG 13) is grounded in both your pupils’ experiences and a broader global perspective. Linking local weather changes to global challenges helps make the issue more real and meaningful for pupils, particularly, as outlined, those with personal connections to vulnerable regions.
Your school’s existing initiatives, like the school garden and Green Schools Committee, provide a great foundation for your work in this space. Another suggestion I have, is to start pupil-led climate storytelling project, where pupils collect and share stories, through video, audio or digital posters, about how climate change affects their families or communities. This could support Priority Action Area 5 by connecting local voices to global issues, while also building empathy, communication skills and a sense of agency.
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Climate action is a topic related to the Sustainable Development Goals that I think affects children at a local and global level. Looking through the lens of an Irish primary school, students are well versed in terms related to global warming, climate change and climate activism. From my experience children are aware and often very frightened of climate change. They have heard that temperatures are rising, they have seen extreme weather events both locally and more often globally. They are often keen to recycle and not to waste water etc but they often don’t understand how these actions are connected to global warming.
For this reason I think it is important to take a multi faceted approach to taking action… Firstly, I would spend time allowing the children to explore and understand what climate change is, its causes, effects and steps we can take to prevent it. This could be done through child-led research and projects where the children take ownership of their learning and also their responsibility in taking action against climate change.
Then when the students have a confident understanding of climate change they can begin to design ways in which they can take action. This may be initiatives such as school litter picking, bin inspections, posters using recycled paper to promote ways of preventing climate change to writing letters to the principal, local politicians etc highlighting how climate change effects them and actions they feel they should take to address climate change eg: solar panels as primary source of energy etc.
I think its important as a school to include this child centered approach to addressing the global goals on a whole school level. I think acting as a facilitator, allowing the children to develop their own understanding and suggest their own actions is very important as it gives the children a sense that they can make a change and not feel frightened or overwhelmed but instead empowered to take action.
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Hi Lauren,
You’ve clearly outlined how to approach Climate Action in a way that connects both local and global perspectives, and your emphasis on helping children move from fear to understanding makes sense.
Starting with pupil-led research ensures they have the necessary knowledge to devise meaningful action strategies. To build on this, you could consider linking with another school, either locally or internationally, to collaborate on a climate action project. This might involve exchanging ideas, comparing environmental challenges, or creating digital content like posters or short videos. One such initiative is Global Classrooms, which I’ve mentioned previously on these fora. It’s organised anually by Green Schools and powerfully reinforces the idea that climate action is a shared, global responsibility.
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Colm
This is a strong and inspiring reflection. I agree that connecting climate action to students’ real-life experiences makes learning more meaningful. Your ideas for project-based learning and community partnerships are excellent. It’s great to see how you link this to SSE and student voice, encouraging real agency and positive change.
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One Sustainable Development Goal that feels particularly relevant is SDG 12: Responsible Consumption and Production. Children are already affected by this issue in both local and global contexts. In Ireland, they may see food waste at home or school, excessive packaging on products, or fast fashion trends that promote overconsumption. Globally, these habits contribute to pollution, climate change, and unfair labour practices that often affect children in less developed countries.
To help students take meaningful action, I would begin by raising awareness through classroom discussions, storytelling, and interactive activities that connect their everyday habits to wider global impacts. We could explore where our clothes and food come from, what happens to waste, and who is affected by our choices. Then, we’d work on a small campaign—perhaps a school-wide waste audit or a “buy nothing new” challenge—to encourage real change.
This supports SSE by promoting student voice and fostering a culture of reflection and responsibility. Development education links closely with wellbeing, environmental care, and global citizenship—all areas relevant to SSE and ESD to 2030. Empowering children to see the impact of their actions at a local level helps build the values and skills they need to be active, responsible citizens, both now and in the future.
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Hi Kevin,
I think all children in our classes would have first hand experience of this SDG in relation to food waste. Some schools who are already signed up to the ‘hot lunches’ scheme have also noted that this is one of the major problems and concerns they have noted. Too often we can throw out perfectly edible food for the sake of convenience – the recent recall of various food products could also be something to explore in terms of production and consumption of processed foods which moves beyond this specific SDG, but could warrant exploration.
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Encourages active citizenship and empathy.Helps children understand the interconnectedness of global and local issues.Builds skills in critical thinking, collaboration, and problem-solving.Lays the foundation for lifelong learning about sustainability and equity.
local level action….
Fundraisers, food drives, stories about inequality.Activities on inclusion, disability awareness, anti-bullyingSchool garden projects, lunchbox diversity, food waste lessons.Tree planting, habitat studies, local wildlife walks.Class charters, conflict resolution, democracy in class.Weather studies, carbon footprints, eco-campaigns.Activities on inclusion, disability awareness, anti-bullying.Water-saving tips, global water access stories
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Excellent ideas Orla, especially on a local level. Some new ones there that I would not have thought of for example, lunch box diversity and food drive. I also like the idea of class charters and classroom democracy. All great ideas to start on a local and school level that can impact the greater world.
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A topic to explore is Climate Action (SDG 13), which has immediate and long-term impacts on children both locally in Ireland and globally. This focus aligns with ESD to 2030 Priority Action Area 5: Accelerating Local Level Action, and offers opportunities to link Development Education and School Self-Evaluation (SSE). Local impact of climate change includes more frequent extreme weather, flooding, and rising energy costs. Globally children are affected by drought and famine driven by climate change. Local actions that can be taken include green school climate change council, tree planting, energy audits in school buildings and waste reduction. Such topics can be linked to SESE and across other subjects like art.
By focusing on Climate Action, teachers can connect local and global challenges, meaningful student engagement, and use the SSE framework to embed sustainable development into school life. Development Education becomes links awareness to action and ensures that students are able to make change locally and globally.
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Climate Change has been a topic that has been prevalent since I myself was in Primary School. It has been widely talked about on the news, through social media outlets as well as from activists such as Greta Thunberg. However, it has not only been spoken about, its effects have also been seen nationwide and globally through extreme weather conditions such as storms and excessive heat as well as the rapid decline and extinction of many animals. I have seen first hand children becoming increasingly weary about excessive rainfall and their families being effected by flooding and storms.
Climate change is a pressing issue and it is important that children understand there is a way that we can help combat this problem. Gaining an understanding is key to giving children the tools they need to become active citizens. Once they understand the effects of climate change, they can begin to understand why and how they can take action.
Through projects, children can research the causes and effects of climate change such as excessive consumption and overuse of fuels. Using a whole school approach and encouraging SSE, children could create posters and signs for the community to encourage others to take action. More initiatives could include encouraging others to ‘reduce, reuse, recycle’ and energy conservation through light monitors etc.
Allowing the children to have ownership of such projects will give them a sense of independence and encourage them to form their own opinions and ideas. This way teachers can monitor if they are supporting the children correctly on their learning journey. From there, both teachers and children can progress with heir learning of other Sustainable Development goals.
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I think that’s such a natural target to focus on with children. The children we are teaching will experience more profound impacts from climate change than we are likely to see. I also think that a lot of the children we teach have strong opinions about climate change and are inspired by youth activism that they see around the world. It’s important to channel this passion and allow the children to develop a sophisticated understanding about the topic, particularly as there is so much untrustworthy information out there on climate change.
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To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, aligned with ESD to 2030 Priority Action Area 5, I would begin by connecting the goals to local issues they care about—such as climate change, inequality, or mental health. Through project-based learning, students could research and identify challenges in their communities, then design and implement their own initiatives, like organising recycling campaigns, awareness events, or community gardens. Collaborating with local organisations and inviting guest speakers can help students see the real-world impact of their actions could be done too. Encouraging student voice and leadership fosters ownership and responsibility. Reflection activities would help them assess their impact and inspire further engagement. By linking classroom learning with community projects etc., students could develop the skills and motivation to be active citizens, supporting sustainable change at the local level in line with Ireland’s commitments under the ESD for 2030 framework.
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I would focus on is SDG 12: Responsible Consumption and Production.
This goal is highly relevant to children at both local and global levels. Locally, children have access to fast fashion – through the promotion of sites such as Shein and Temu, experience excessive plastic packaging – particularly when ordering items online, and witness an inordinate amount of waste in school and at home. Globally, they may not initially realise that children their own age in other countries work in unsafe conditions to produce cheap goods, or that pollution from overconsumption contributes to climate change and biodiversity loss.
To promote action, I would design a project titled “Where Do Our Things Come From?” encouraging students to explore supply chains and make more conscious consumer choices. As part of this project, I would also guide the children to explore where our discarded (donated) and unwanted clothes end up and how textile waste is ruining the environment of countries like Ghana https://www.irishexaminer.com/news/spotlight/arid-41483044.html#:~:text=But%20Accra%20doesn’t%20have,and%20on%20to%20Accra’s%20shores.
Students could also investigate local businesses and assess the sustainability and fairness of their practices—for example, examining whether a local coffee shop uses Fair Trade suppliers, supports local producers, or promotes ethical sourcing.
These activities align with ESD to 2030 Priority Action Area 5, empowering students to take meaningful, local-level action while making real-world connections to global justice and sustainability.
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I really like the idea of asking students to investigate local businesses and assessing the sustainability of their practices. This would be a great way to promote critical and independent thinking skills. It also highlights the collective responsibility we all have to take action. Thanks for sharing Claire.
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Hi Claire,
I agree SDG 12 is highly relevant to children with the prominence of fast Fashion and with huge companies, likes of Shein and Temu. The “Where Do Our Things Come From?” project is a powerful way to help pupils connect their everyday choices to global sustainability issues. Exploring the journey of donated clothes and the impact on countries like Ghana (The Examiner article shared makes for grim reading) adds a strong global justice dimension. You might also consider linking this to your school’s SSE process by gathering pupil reflections or surveys on their consumption habits before and after the project this could inform future actions under the Wellbeing or Green Schools. -
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Hi Claire, love the idea of contacting local businesses – this will really make the Goal relevant to children at a local level.
I also like that there is a focus on excess but I feel that we also need to focus on changing habits. Shien and Temu exist because we feel we need a new outfit for every occasion – we need to focus on rewear and share too.
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Hi Claire, I really like your ideas here, of looking at what happens when we discard stuff and how it impacts the environment.
Another idea could be a repurposing / junk couture project, with a fashion show, inviting the local community, and highlighting the SDGs and how the children are supporting sustainability.
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This project is a great idea! I’ve struggled with teaching this SDG in particular, because Shein and Temu are typically cheaper than buying things from more ethical sources, so if that’s the reason a family are using it I don’t want to shame the child – but students also deserve to know where things are coming from and to have all of the information necessary to make a good choice. But I love the idea of using it as an opportunity to explore local businesses and charity shops!
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Another facet to this is to get involved with the GIY Schools project which focuses children on growing their own vegetables etc. I was at an interesting workshop that they did recently where they brought in ordinary groceries from the fruit & veg aisle. We examined the labels and plotted them on our ‘map’ (we used the idea of the classroom as a world map). We spoke about airmiles but could easily have led into the concepts of unfair and fair trade as well as the distribution of wealth between primary, secondary and tertiary industries.
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Hi Claire, I really like your idea of getting the children to research where their clothes come from. It is so important for us to educate children on the background of how their clothes are made and come to be. I like that this can focus on local businesses and their level of sustainability but also where the close we dispose of go worldwide.
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I would begin by looking at the topic of poverty and I would examine Sustainable Development Goal 1 – to end poverty in all it’s forms everywhere. This is an issue that affects children globally and is becoming ever more evident at a local level also.
To begin, I would introduce the topic of Inequality and examine what it means and why it is so important. The video ‘100 people in the world’ is a good resource to help children make sense of global inequality. Children have an innate sense of fairness and from a very young age, they recognise when something feels unjust or unequal. To motivate the class to take action and think about what we can do I would start with brainstorming ideas and class discussion. Project work would be very effective in this situation. Facilitating debates would be another powerful method for involving pupils in critical thinking around this sustainable development goal.
It is important to encourage the children to take action and to remind them that we all have a stake in this world. Every action no matter how small can make a difference.
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This is a really strong and empathetic approach to tackling SDG 1: No Poverty. You’ve perfectly highlighted its global reach and its increasing visibility even at a local level, which is something our students are certainly becoming more aware of.
Starting with inequality is incredibly insightful. Children’s innate sense of fairness makes this a powerful entry point, as they instinctively grasp when something feels unjust. Resources like the ‘100 people in the world’ video are brilliant for making such abstract global disparities tangible and comprehensible for young minds, sparking that initial sense of concern.
Your proposed methods – brainstorming, class discussions, project work, and especially facilitating debates – are excellent strategies. They not only encourage critical thinking but also empower students to move from understanding to considering concrete actions. It’s crucial to foster that belief that every effort, no matter how small, genuinely contributes to a larger impact. Emphasising that “we all have a stake in this world” is a powerful message that instils responsibility and hope. This approach truly aligns with empowering children to be active global citizens
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One of the Sustainable Development Goals that I think would help children to draw a link between local and global issues is that of Life on Land. This goal is centered around the sustainable use of land – managing forests and ecosystems sustainably, halting and reversing desertification and halting biodiversity loss.
In our school, there is a large emphasis on creating a sustainable environment to encourage biodiversity. Children can see and participate directly in efforts to increase the suitability of our school environment for biodiversity. A pond has been installed, areas of the grounds are reserved for wildflowers such that the grass is not mowed there and there are a variety of native trees planted in the grounds of the school. Having said that, the school will soon be undergoing expansion and a large portion of the yard area will be lost while construction is underway. This opens the possibility of children debating and considering the competing needs for the land within the school grounds – is biodiversity and wild habitat provision still a priority for them if it means losing access to space they might otherwise use during yard time? This opens up a connection with the global situation in terms of balancing priorities for land use or using land in ways that are sustainable. -
One Sustainable Development Goal that resonates strongly with students Climate Action. Climate change impacts children directly both locally and globally. In Ireland, children see heavier rainfall and flooding, while globally, children in the Global South face even harsher extreme conditions—such as drought and food insecurity
To help children connect to take meaningful local action, I would begin by relating the issue to their own lived experience—I would encourage them to track local weather changes or interview grandparents, older family members about how the seasons have changed over the years. I would use age-appropriate stories from children around the world to highlight shared challenges and empathy.
I would guide students in creating and participating in local sustainability projects, such as a “Green Schools” initiative or tree planting. Through these activities,the students should then feel empowered to make a difference while understanding their role in a global movement for climate justice.
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I would choose the goal of Renewable Energy as our school has recently gotten solar panels fitted. This provides the school as a starting point for learning. The children can see the solar panels in action and research work can occur into the uses of solar panels. We could explore the benefits these have for our school and for the environment and also some drawbacks that may occur.
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One Sustainable Development Goal that I believe is especially relevant to children today is SDG 13: Climate Action. Children are already feeling the effects of climate change—whether it’s through extreme weather events, increased media coverage of environmental disasters, or changes in their local environment like flooding or pollution. Globally, many children are directly impacted by drought, displacement, and food insecurity, while locally in Ireland, they’re becoming more aware of rising sea levels, loss of biodiversity, and changing weather patterns.
To help children take action at a local level, I’d encourage class projects that connect to real-world issues—for example, conducting litter audits around the school, starting a biodiversity garden, or writing to local representatives about environmental concerns. Through development education, students can explore how climate change affects people differently around the world, building empathy and a sense of global citizenship.
From an SSE perspective, these activities could tie into wellbeing, active citizenship, and environmental care. We could reflect on questions like: Are we giving students the tools to understand and act on issues that matter to them? Are we promoting responsibility and critical thinking through our teaching? This approach not only supports ESD to 2030 Priority Action Area 5 but also helps make sustainability a meaningful and lasting part of school life.
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Focusing on SDG 13: Climate Action, children are profoundly affected by climate change at both local and global levels. Locally in Ireland, they might experience more frequent extreme weather events, such as increased rainfall leading to flooding (flooding in a neighbouring town), or disruption to daily life due to storms. Globally, children face much more severe impacts, from displacement due to rising sea levels and desertification, to food insecurity caused by altered agricultural patterns, and increased health risks from pollution and heatwaves. They are acutely aware, often through media, of the existential threat climate change poses to their future.
To encourage my students to take action supporting SDGs in Ireland, in line with ESD to 2030 Priority Action Area 5 (Accelerating Local Level Actions), I would first ensure they understand the local relevance of climate change. We could begin by investigating our school’s energy consumption or waste production. As part of our existing Green Schools programme, we would conduct energy audits or waste segregation campaigns, making the data collection a hands-on, cross-curricular project.
We would then brainstorm specific actions, such as reducing our reliance on single-use plastics, creating a school composting system for food waste, or planting native trees and pollinator-friendly plants on school grounds. Beyond the school gates, we could write letters to our local TDs or county councillors expressing our concerns and suggesting community-level solutions, like improved public transport or more cycling infrastructure. Partnering with a local tidy towns committee for a community clean-up or initiating a school vegetable garden to promote local food consumption would also be excellent practical steps. The aim is to empower them to see that even small, local changes contribute significantly to a global effort.
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I really like how you connect local climate issues to global ones in a way that’s easy for children to understand. Involving students in hands-on projects like energy audits and waste segregation makes learning real and meaningful. Encouraging them to take action beyond school, like writing to local leaders or joining community clean-ups, is a great way to build their confidence and show them they can make a difference. Linking this with the Green Schools programme also helps embed climate action into everyday school life. Your ideas perfectly support the goal of accelerating local actions while helping students see their role in the bigger picture.
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Hi Ciara, I think you’ve captured the local and global impact of climate change so clearly. I love how you’ve connected it with hands-on learning through the Green Schools programme and community projects. The idea of students writing to TDs or working with local groups like Tidy Towns is such a great way to show children that their voices matter.
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I chose the topic “Clean Water and Sanitation” from the Sustainable Development Goals. Water is very important for health and daily life both in Ireland and around the world. Many children in other countries do not have clean water to drink or use, which can make them sick and stop them from going to school.
In my classroom, I would teach students about how to save water at home and at school. We could do activities like tracking how much water we use and finding ways to waste less. I would also share stories and videos about children in other countries who don’t have clean water.
We could organize a “Water Saving Week” in school to remind everyone to use water carefully. We might also raise money to help charities that provide clean water to children in need.
This fits with our School Self-Evaluation because it helps us focus on caring for the environment and teaches students about their role in helping others globally through small local actions.
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Structural inequality is a huge issue globally and locally. Some of the facts shown in the lessons are quite frightening and highlight the need for action on a global level, such as the sustainable development goals. Educational disadvantage in Ireland affects a large number of children and families and can be linked to problems we have in this country such as housing and the rising cost of living. Unfortunately, without solutions to these issues, educational disadvantage will continue to take its toll. Many children are coming to school without a proper sleep, a breakfast and are engaging in sedentary lifestyles which affects their ability to learn. Furthermore, many parents might have had bad experiences of school and therefore do not see the importance of their children’s attendance in school.
Particularly in senior classes, I feel that we need to make the children aware of the structural inequalities and examine solutions and actions they can take, nurturing global citizens. Teaching the sustainable development goals and focusing on a few of them individually or as a whole class on one way we could encourage children to take action.
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Hi Nicole, some great ideas here and very relevant to students’ everyday lives. I like the idea of tracking water usage as I think the children would find this very interesting and might be surprised by the results.
Water saving weeks sounds like a fantastic idea and something I would like to introduce in my own school.
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One Sustainable Development Goal that I believe is especially relevant to children today is SDG 13: Climate Action.
I feel it is important to discuss and explore this topic with children in our classrooms because climate is such an increasing topic in our media and lives. For example currently throughout the media you would see issues across Europe with extreme heatwaves, wildfires etc. Similarly in Winter time you can see extreme issues here in Ireland with flooding, storm damage and so on.
In school we could explore the different climatic changes occurring across Europe over the last 10-15 years and examine the changes in temperature and climate.
Closer to home we could examine rainfall in our local community. We could look at the ecosystem within our local community and carry out research as to how these plants and animals have become effected due to a change in our climate.
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The topic I choose relating to Sustainable Development Goals is Climate Action as I think children can relate and understand this. We, in Ireland, are experiencing more extreme weather events such as frequent storms, flooding and much warmer temperatures during summer. In other countries, this can be much worse. Children are more tuned into the weather especially as sometimes they get a day off school as the weather is so extreme. Climate is an important topic that needs to be integrated into the curriculum. There are many ways to do so. Schools could make their own weather station and record weather in many different ways. They could also carry out projects on weather across the world and how weather events impact on the different countries. To improve sustainability in the school, pupils could create a school garden, reduce waste, encourage recycling and run some competitions to reduce single use plastic in schools. Encouraging students in Ireland to take action to support the Sustainable Development Goals (SDGs)—especially under ESD for 2030 Priority Action Area 5: Accelerating Policy at the Local Level would require encouraging community connections, local partnerships, and real-world applications of learning.
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Hi Laura,
Thanks for your post and for sharing your thoughts here. I think it’s so important that the children themselves are invested in the work and can relate to the specific SDG chosen. As such, climate change is an obvious choice as it is something that we all see first hand experience of. Thinking back to the past year, we had a number of extreme storms in the early part of the year that caused significant school closures in many places. Even now, children may be holidaying in Europe and be experiencing extreme heat for this time of year – being able to bring these experiences to the classroom work will add a layer of richness and authenticity to the work, as it is not a topic that is abstract for them.
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There was a new building built at school a few years ago and occasionally the water from the taps comes out orange. Its not very nice and needs to be fixed but using this as a hook we can link this into Goal 6 -Clean water and sanitation. The children can learn that we are very fortunate in our school and in Ireland to be able to call someone to come and fix it. We can bring water from home. We don’t have to worry about safe drinking water. Many children around the world do not have access to clean safe drinking water. This could be a launching point to get children to campaign to the local council to sort out the problem in the pipes in the street to prevent it from happening again. We could also encourage the council to provide more bottle filling stations in the town and one close to the school.
I would like do this with a link to what is happening in our school so that children don’t think that these things just happen in countries far away – this is something that happens at home too.
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Hi Jackie, I really like the idea of looking at your own schools water supply as a starting point to raise awareness. We too are in a similar situation in our school for the last year, we are unable to drink our water but we are fortunate that we can bring water from home. I think that using or own issue with our water supply would be a great starting point to address Goal 6.
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I love this organic link that you made from the drinking water in your classroom to a more global issue, and how it allowed the children to see how fortunate they are and how this not the case in many parts of the world. I’m sure it created empathy among your students and integrated nicely into other subject areas.
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I have chosen SDG 13: Climate Action. Climate change is an issue that affects us all, and children are hearing about it more and more. There are many small changes we can make at a local level that help children feel empowered to act and make a difference. During science lessons, we can explore experiments that demonstrate the effects of melting ice caps and the greenhouse effect. We can take action by setting up a garden, coming up with ideas to save energy around the school, such as switching off lights and interactive whiteboards at lunchtime, picking up litter in the yard, and making posters to highlight these ideas to display around the school. Giving children the opportunity to take local action helps them feel empowered, builds a sense of responsibility and shows them that their choices can make a real difference in tackling climate change. It is important to nurture lifelong habits of sustainability and care for the environment at this early stage.
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One SDG I feel strongly about exploring with students is SDG 5: Gender Equality. I work in an all-girls primary school, and while my pupils are passionate about fairness and equality, many take their access to education for granted. Using stories like Malala Yousafzai’s and The Breadwinner by Deborah Ellis in 5th and 6th class is a powerful way to help them understand that, globally, not all girls have the same opportunities. Malala’s story of standing up for her right to education, and Parvana’s experience supporting her family under Taliban rule, help children reflect on how gender and education are closely linked.
These stories often spark deep discussion and empathy. Pupils could take action by creating awareness campaigns within the school—designing posters, writing blog posts, or preparing presentations to share with younger classes in the school. They could even link their messages to key articles from the UN Convention on the Rights of the Child, helping to deepen their understanding of rights-based education. This not only raises awareness but empowers them to use their voice for change. It also links closely to SSE by promoting pupil voice, inclusion, and wellbeing, while embedding Development Education in a meaningful, age-appropriate way.
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Using real-life stories like Malala’s and powerful narratives like The Breadwinner really helps bring the issue to life for students in a way they can relate to emotionally. It’s so important for pupils, especially in an all-girls school, to understand that the rights they enjoy today are not universal—and that their voices matter in creating a more equal world. I love how you’re encouraging empathy and awareness through storytelling; it’s a powerful way to build global citizenship from a young age. Well done!
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Topic: Protecting the Oceans – SDG 14: Life Below Water
As a teacher in a coastal school on the Wild Atlantic Way in Kilrush, Co. Clare, protecting the oceans is a highly relevant Sustainable Development Goal (SDG) for our students. Locally, children are directly connected to the sea—whether through fishing families, visits to beaches, or marine wildlife. Yet, many are unaware of the threats facing our oceans, such as plastic pollution, overfishing, and habitat destruction.
Globally, the health of the ocean affects food security, climate regulation, and biodiversity. Children around the world, especially in island and coastal communities, are vulnerable to rising sea levels and the collapse of marine ecosystems.
To encourage students to take action, I would integrate Education for Sustainable Development (ESD) through beach clean-ups, marine biodiversity projects, and digital storytelling campaigns to raise awareness in the community. Students could also create posters or short videos using digital tools, sharing messages on reducing plastic use and protecting marine life. These local actions help pupils feel empowered and connected to the wider global effort to achieve the SDGs by 2030.
By linking classroom learning to real-world issues just outside our school gates, we can foster responsibility, curiosity, and meaningful participation in environmental protection.
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Hi Geraldine,
Thank you for your post. Like many others throughout the five modules of this course, you have pointed to the importance of tying development education themes with issues that are affecting the local communities in which our schools are situated. Getting the children invested in a project is so much easier when they have something tangible as a reference point. The activities mooted above are all highly effective at connecting the issues associated with ocean pollution and the local community. Your last point around ‘linking classroom learning to real world issues beyond the school gates’ is pertinent and something for all educators to consider.
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I chose the topic: Clean Water and Sanitation. In Ireland access to clean water and proper sanitation is the norm however this is not the case worldwide so I would like the children in my class to learn more about this and how they can help. Clean water is a fundamental human right, yet millions of children globally are deprived of it. In countries facing water scarcity or poor sanitation children, especially girls may miss school, suffer from preventable diseases or be forced to walk long distances to collect water. Locally, while Ireland generally enjoys good access to clean water, children are still impacted by issues such as pollution of local waterways, microplastics, or occasional boil-water notices in rural areas. This creates a valuable opportunity to help students understand that water conservation and sanitation are global issues with local relevance.
To encourage local-level action, I would integrate this topic into project-based learning. Students could monitor water usage at school, create campaigns on reducing water waste at home, or research local rivers and their biodiversity. We might partner with Irish Water or environmental groups to host workshops and visits to water treatment plants.
Additionally, students could participate in World Water Day by presenting assemblies, designing posters, or raising funds for international clean water projects—building a sense of solidarity with peers worldwide. These hands-on activities not only support ESD to 2030 Priority Action Area 5 but also empower students to act with empathy and responsibility, understanding that their small, local efforts are part of a much bigger, global solution.
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You’ve chosen a hugely important topic, and I really like how you made clear connections between the global water crisis and local water-related issues in Ireland. It’s easy for students here to take access to clean water for granted, so raising awareness of the global inequalities—and how they personally can make a difference—is a great step toward fostering empathy and active citizenship.
Project-based learning, like monitoring water usage and creating awareness campaigns is a great idea. These hands-on experiences are so effective in helping especially my younger junior school students understand the impact of their actions. Partnering with organisations like Irish Water and engaging in events like World Water Day also offers fantastic real-world learning opportunities.
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Goal 12 (Responsible Consumption and Production) aims to ensure sustainable consumption and production patterns. Target 12.5 states that we should “substantially reduce waste generation through prevention, reduction, recycling and reuse” (SGD Briefing Book 2023).
This target fits very well with the work of our student population and our Green Schools Committee to ensure that we all sort, recycle and compost as much as possible.
This year our school partnered with the Re-Turn scheme, thus supporting the ESD to 2030 Priority Action Area 5: Accelerating Local Level Action and ensuring that “enhanced collaboration exists between education providers, local authorities, local communities, civil society organisations and enterprise in ESD as part of lifelong learning, towards achieving sustainability at a local level”. From April to June, parents and children brought in their plastic returnable bottles from home. Funds raised went towards growing and improving equipment to encourage and promote greater physical activity levels, linking to SDG Goal 3 (Good Health and Wellbeing)
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Hi Anna, thanks for sharing this example linking SDG 12 and SDG 3 through meaningful, community-based action. Your use of the Re-Turn scheme shows how sustainability initiatives can be both educational and impactful. We did a similar scheme in our school, where we collect bottles and cans and every Friday our Green School Committee help bring them to the local Lidl. Any money made through this, is put towards the costs of our school therapy dog, who we were recently matched with.
As well as helping us fund our dog, we were happy that our Green School Committee could support the goal of responsible consumption.
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I would explore the Sustainable Development Goal of Clean Water and Sanitation with my class. I would have students break into groups to research and learn about different water issues within our locality and nationally such as;
-significant water disruptions after storms, like those that occurred following Storm Éowyn in January 2025. At its peak, Storm Éowyn left approximately 140,000 households without water. Full restoration of water supplies took time in many areas with households and businesses experiencing disruptions for several days. Alternative water supplies, such as water tankers, had to be deployed in some areas. Storm Éowyn highlighted the vulnerability of Ireland’s infrastructure to extreme weather events.
– water pollution (from agriculture, sewage, or plastics).
– Drinking water supply issues leading to boil water notices are issued for various reasons, including bacterial contamination and THM levels (a disinfection byproduct), and some notices remain in place for extended periods.
-Water scarcity caused by a mixture of low reservoir levels, prolonged dry spells, high water demand due to a growing population and economic expansion particularly during hot weather spells resulting in hose bans for gardens, washing cars and outdoor play activites etc.
From our studies of local and national water issues we would extend our study to global issues. I would encourage students to develop empathy for those living in other parts of the world and to recognise and make the connection that globally, children in vulnerable regions face more severe consequences relating to water and sanitation i.e. from food insecurity due to droughts to displacement from climate-related disasters,
To encourage my students to take action to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions I would focus on making achievable goals with my students such as; creating posters highlighting the importance of water conservation for inclusion in the school newsletter, present their findings at a whole school assembly and set a challenge; such as reducing water waste at school/home, students can take responsibility for inspecting and monitoring taps and toilets around the school for leaks or wastage and report to the caretaker. write impact stories regarding how clean water and sanitation affect those locally, nationally and globally, role play or create drama’s depicting life without clean water and create songs or poems regarding the importance of clean water and sanitation for all. I would encourage children to consider the global impact by supporting global water projects e.g. run a whole school event such as simulating what it’s like to walk for water i.e. carry buckets around the yard to raise awareness, organize a bake sale or civvies day to support charities like WaterAid or UNICEF, connect with a school in a country facing water scarcity and establish penpals.
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One Sustainable Development Goal that resonates deeply with children at both local and global levels is SDG 13: Climate Action. Climate change is hugely important and it is something children are experiencing tangibly through more extreme weather, threats to biodiversity, and environmental changes locally here in Ireland. Just this week there are wild fires in Crete in Greece. Globally, they hear about climate action in the news and may have visited these places on holiday or experienced extreme heat in Europe during the summer.
To engage pupils and support ESD to 2030 Priority Action Area 5—Accelerating Local Level Actions—I would begin by link in with our Green School’s Team. As a school through the Green Team, we could explore local environmental issues such as plastic waste, food miles, or energy use in our school and wider within our community. In the past we have organised walk to school on Wednesday, planting in our school garden and trying to reduce our school waste and energy. This helps to empower students to realise their actions can affect positive change within their local community and globally. This whole school approach can easily be linked to our whole school self-evaluation plan. -
Hi Elaine, I really like how you’ve grounded the topic in real, recent events—like the impact of Storm Éowyn—as this makes the learning immediate and relatable for pupils in your class. I also really like the use of group research to encourage your pupils to work collaboratively and take ownership over their learning.
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Life on land – this is a great goal for the children to see how much deforestation and the affects of humans on the earth is having on our animal’s There’s an orangutan in my kitchen (link here https://www.youtube.com/watch?v=TQQXstNh45g) is an excellent resource and child friendly way to get the conversation flowing around this goal. this is a fantastic goal because it can be explored at a local level with the class for example minibeast hunts and building bug hotels or bee pollination patches. The SDG are excellent having completed projects on this with older classes I can wholeheartedly stand over the fantastic resources they provide for our children to explore Development Education in a safe and child-friendly manner
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Hi Daniel,
Thank you for your post here and for sharing this engaging resource with us all. Big books and animated film can be such an effective tool for engaging children in a conversation around certain development education topics. While deforestation might not be something they can tangibly see the effects of in our own communities, the use of a resource like this allows us to see the real effects it can have on local communities and the knock-on effect for us all in our own homes and communities in Ireland.
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Climate Change (SDG13) is one of the most relevant topics for children today. Children are seeing the effects of climate change such as extreme weather events (Storm Eowyn) on a regular basis as a result of climate change.
Adopting sustainable practices in their everyday lives and supporting local initiatives is a way the children can do their part as a global citizen in the fight against climate change. As a school, we have formed ties with the local Tidy Towns committee and we take part in regular community clean ups. In our classrooms, we have adopted a set of “eco-rules” that the children came up with themselves, turn off lights, use reusable bottles and recycle when we can. We have recently installed a Bike Shed in our school and the children are encouraged to cycle to school when they can.
By taking actions at local level, we can contribute to the global effort to combat climate change and create a more sustainable future.
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Hi Barbara,
Thank you for your post and your contribution to the discussion here. The use of SDG13 is particularly pertinent as children have a number of reference points in their own locality to point to when it comes to the impact of climate change, and the extreme weather events brought by this. The interconnected nature of global citizens was referred to in Module 1, and it becomes really important here. Small actions at a local level, as you have pointed out, can have a significant impact if they are undertaken by global citizens all around the world.
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Hi Barbara,
I think the idea of linking up with the Tidy Towns committee for community clean ups is a great idea as it would help to teach children about the importance of working together and being responsible for more than just their own individual space and actions. How often have we as teachers asked a pupil to pick something up and been met with responses of ‘It’s not mine’ or ‘I didn’t put it there.’?
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Climate Action (SDG 13) is a critical issue that affects children both locally in Ireland and globally. In Ireland, children are already experiencing the effects of climate change through increased flooding, unpredictable weather, and biodiversity loss. Globally, children in the Global South are disproportionately affected by extreme weather events, food insecurity, and displacement caused by climate-related crises.
To support Priority Action Area 5: Accelerating Local Level Actions, I would empower students to take meaningful steps in their own communities. This could include starting a school garden to learn about sustainable food systems, organising litter-picking initiatives, or creating posters and videos to raise awareness about reducing carbon footprints. Integrating climate action projects across the curriculum, such as in science, geography, and SPHE and of course closely linking it with the Green schools initiative. This will help students see the relevance of global challenges in their everyday lives. By fostering a sense of responsibility and agency, we can inspire students to be proactive in building a sustainable future for all. -
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To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, aligned with ESD to 2030 Priority Action Area 5 l we could investigate as a school how we could become more efficient and less wasteful in the environment around us linking into our green school policy of how we can make improvements to reduce, reuse and recycle. Project groups could investigate clothing, food, plastics etc. As part of this project, I would also guide the children to explore where our discarded and unwanted clothes end up. Encouraging students to explore supply chains and make more conscious consumer choices. Discuss the of use of fast fashion and investigate how and where these products originate from and if child labor is involved in the manufacture of these goods. Look at the excessive plastic packaging, particularly when ordering items online and how the pollution from overconsumption contributes to climate change and biodiversity loss. Through projects, children can research the causes and effects of climate. Using a whole school approach and encouraging SSE, children could create posters and signs for the local community to encourage others to take action.
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Hi Vera,
Thanks for your post here. I like how you have explicitly linked to SDG with goals and targets that can be achieved within the school and would be specifically related to benefiting the school in terms of sustainable practices. Whilst engaging with this, you have also noted the possibility for expanding the learning through projects – learning around supply chains could be particularly interesting and enlightening for older children.
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One of the most urgent Sustainable Development Goals that affects children both locally and globally is SDG 13: Climate Action. Around the world, children are increasingly impacted by the effects of climate change—through drought, flooding, food insecurity, and displacement. While these impacts are more visible in vulnerable regions, children in Ireland are also affected. Rising temperatures, extreme weather events, and eco-anxiety are growing concerns, even for young people here.
In my classroom, I aim to empower students to take meaningful local action through practical, age-appropriate initiatives. We use energy audits to check our classroom’s usage, take part in “walk to school” challenges, and run projects such as litter clean-ups or planting pollinator-friendly plants in our school garden. I also link climate topics with digital learning by encouraging students to create posters, videos, or blog posts to raise awareness in their community.
By showing children that their small actions matter, we help them feel like agents of change—not just for their future, but for the future of others globally.
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The SSG I’ve chosen to look at is number 10 reduced inequalities.
Getting children to work on projects/posters to explore and highlight the companies that pay their workers fairly and treat their workers well to encourage people to buy from these would be great as knowledge is power. Sometimes you don’t realise yourself until you do research and I have to say I was surprised by some clothing stores that have been critisised for unethical practices. Fair trade is another great one to explore with kids – looking also at companies that pay their workers a fair price and don’t exploit children and women, having children working instead of getting an education should also be looked at. This cycle needs to be broken to help reduce inequality. The shocking statistics need to be shared to make people think before they buy. I saw a lovely poster online about the resolution 6 r’s – rethink, refuse, repair, reduce, reuse, recycle. This should make a nice poster option to explore with the kids. Children could then explore ways to encourage people not to buy from these companies and to reuse clothing.
We do this in our school with Halloween costumes – parents are encouraged to send in costumes and then kids can come down and get a new costume so they aren’t buying them. I’ve seen other schools do this with uniforms. This could be extended to the community – I have seen dress swap events in the community. Children could do posters encouraging people to buy from charity shops, car boot sales, swap with friends, repair clothes instead of throwing out, free cycles online, clothing banks etc and these could be put on school website to help it go locally. Also inviting a local newspaper in or local councillors/TD’s to create awareness and involve the wider community. I’m always looking for ways to involve the wider community. This could be a project for several schools in the local area looking at different areas and a display of the children’s work in the local library perhaps to get further media attention.
The global inequality module can get into SSE in my schools through our learn together programme. I think spreading the learning to the locality, other schools and outside parties is so important and makes a bigger impact but also makes learning real for children. -
To highlight and include in my teaching the Sustainable Development Goals (SDGs) in Ireland, aligned with ESD to 2030 Priority Action Area 5, I think it would be a good idea to make a connection with these issues locally , highlight the problems/issues that the pupils can relate to and start a project about it from there. For example a simple idea that I have done with my class is in relation to waste, littering and the environment – we use the local GAA pitch and walkway ón a daily basis and the pupils have found that there is always rubbish left around. As well as collecting the waste we also have made signs in Art class to ask the public for help in keeping the area waste-free. As well we have ordered a new ReTurn bottle bin to encourage people to use this. This has actually raised another problem – people are using the ReTurn bin for ordinary waste and food so the pupils had to then make more signs and do more research into why people are doing this. A simple initiative that started as our five-minute daily run has highlighted a lot of issues for us to explore. This also led the pupils in raising awareness and promoting good citizenship throughout the other classes in our school- which was a motivation to be active citizens, supporting sustainable change at the local level in line with Ireland’s commitments under the ESD for 2030 framework. With regards to School Self Evaluation the next step would be to do surveys ón our pupils and the wider community to see how we could combat this problem collaboratively and get feedback also.
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While climate change is a pressing global issue, and would be fair to say affects children disproportionately, particularly in vulnerable communities. I do think it is important to empower children through identifying change that they can make, beginning in the locality. Climate change can be overwhelming, even for adults, so to ask children to help solve it as a whole would possibly lead to helplessness or climate anxiety.
Locally, children in Ireland are already witnessing the impact through more extreme weather patterns, flooding, and loss of biodiversity. Globally, children face food insecurity, displacement, and health crises linked to climate change.
I would empower students to take collective action through inquiry-based learning and student-led initiatives. For example, a whole-school sustainability project could involve creating a biodiversity garden, reducing single-use plastics, or conducting a carbon footprint audit. These initiatives would not only foster environmental responsibility but also connect students to global peers through digital pen-pal programs or climate justice campaigns.
To support ESD to 2030 – Priority Action Area 5, students would present their findings to the local community or at school assemblies, amplifying their voices and leadership. We would also invite the local newspaper to do a story and connect with other local schools.
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I think SDG 12 Responsible Consumption and Production is very relevant to the children I teach. As mentioned by other participants, they are constantly being encouraged to over consume and buy cheap, disposable products from online shops. They also feel under pressure to keep up with fads and trends. The current craze for Labubu teddies is a perfect example – children are acquiring huge amounts of them at present, for them to inevitably go out of fashion in a few months and ultimately end up in landfill.
On a local level, children can be encouraged not to engage in these trends, or to find more sustainable ways to shop. All the boardgames I buy for my class come from charity shops and I always promote these shops as a viable, sustainable way to shop.
On a global level, I would encourage the children to look at the materials used in just one product, a Labubu teddy for example. They could then research where and how these materials are sourced, and the labour involved. This would help them to understand that what might be a nice accessory for them could have actually involved unsustainable farming practices, or child labour.
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I completely agree with you Olivia with regards the latest fads that the kids have these days. The availability of these collectable toys means that trends can change so quickly and kids just change their minds. It used to be before you either liked Cindy or Barbie, now there are way too many choices!
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SDG 4 – Quality Education
What really strikes me is how the global and local issues are more connected than we sometimes realise. While we often think of barriers to education as something happening “over there” in countries of the Global South, we’re also facing very real challenges here in Ireland too. The homelessness crisis springs to mind immediately, having recently been at a presentation by the Good Shepherd Cork. Children in emergency accommodation are dealing with instability, long commutes, no space to do homework or general activities that promote holistic learning. It is a hugely significant disadvantage and definitely impacts their ability to engage fully in school and access quality education.It also reminds me that quality education isn’t just about curriculum or teaching strategies, but also about making sure children’s basic needs are met so they can learn. We need to keep that in mind in our classrooms and also at a whole-school level when thinking about inclusion and wellbeing. This SDG really reinforces how schools can be key spaces for equity and positive change, not just globally, but right here in our own communities.
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I would choose Goal 12- Sustainable ‘Responsible Consumption and Production’ as it impacts children at both a local and global level. I feel that it is particularly relevant as we live in an age of ‘fast fashion’ and where sites such as Shein and Temu are so prominent and used by so many people.
I feel that many children, and indeed adults, don’t even realise that so many of the products we consume today may be produced by child labor. Looking at the how, where and by whom of product production opens peoples eyes to this.
One way that children enjoy learning about the concept of reduce, reuse and recycles is through art and collaborative projects that focus on using junk materials to make something new. This year my class took part in the Repak Reimagine challenge which required them to work together to make seats out of old materials. All the pupils really enjoyed the project and learned a lot about how easy and fun it can be to repurpose items.
The responsible consumption of food and food waste is something that would be easy to explore in the primary classroom. Ensuring that each class has a compost bin and using food trackers would be a good way of exploring what foods are frequently wasted, why and how to turn food waste into compost.
I feel that it is important for children to know where our food comes from and if it is responsibly sourced. Growing food in pots or in a school gardenis a great way to help children understand where our food comes from and the work required to grow fruit and vegetables.
I also think it is important that we teach our pupils about food miles and the impact the importation of food has on our climate. A lesson I have done is to have each pupil, and staff member, bring in a package or label from one item of food that they frequently eat. The class identify where the food was produced and then ‘map’ the journey of each item from its place of origin to Ireland on a an interactive map, use the internet to find the distance each item travelled. We then used a food emissions calculator to look at how our choices of food contributed to climate change. The BBC climate change food calculator is easy to use and compares the carbon footprint of different foods to driving as well as looking at the water required to produce each item.
I would also work on interactive lessons to teach about fairtrade . Fairtrade.org.uk has a lot of really good resources including presentations and videos for teaching about the importance of fair trade and the life of farmers in other countries. Earth Cubs is a great website for teaching the global goals to preschool and primary school chilldren. It is very colourful and child-friendly with podcasts, songs, videos , colouring and art activities, quizzes and presentations to teach young children about the global goals. The presentations could be used as part of an assembly or in each class across the school if the school were to take a whole-school approach to development education.-
Hi Nicola,
You’ve made some really good points. I agree that it is important to teach our children about responsible consumption when Shein and Temu are so popular and a lot of our youth have no idea where the products and food they are consuming come from and how they are being produced. I have used the resources on Fairtrade.org.uk before but hadn’t heard of Earth Cubs which looks great so thanks for sharing!
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One Sustainable Development Goal (SDG) that deeply affects children both locally and globally is SDG 13: Climate Action. Children are increasingly experiencing the effects of climate change—be it extreme weather events, pollution, or eco-anxiety. Locally in Ireland, many children are witnessing flooding, changes in biodiversity, and rising energy costs affecting their families. Globally, children in the Global South face food insecurity, water shortages, and displacement due to environmental disasters.
To support Education for Sustainable Development (ESD) to 2030 Priority Action Area 5, I would empower students to take action at the local level by creating a “Climate Action in Our School” project. This would include activities like energy-saving initiatives, biodiversity planting, and lobbying the school for greener policies. I would also use stories and case studies of children in other parts of the world, encouraging empathy and a sense of shared responsibility. Through student-led campaigns and reflection, children can see their power as change-makers in their community and beyond.
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Hi Helen,
I also spoke about green school policies, however, I hadn’t thought of using stories and case studies from other parts of the world. I really like this idea and will definitely be adding it to my lessons. Encouraging empathy and a sense of shared responsibility is so important for children.
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Teaching sustainable development goals to 1st class is always interesting. Their opinions and ideas are often ones that as adults we don’t think of. I believe that adults can often look too deep into ideas and concepts before first looking at the obvious ideas and solutions. Sustainable cities and communities is something I have explored with 1st class. They are eager and enthusiastic to brainstorm ideas and solutions to create a more sustainable country and globe. Once we had finished brainstorming, we then teamed up with 6th class whereby each child was in a pair with a child from 6th class. Each pair created a large, colourful poster outlining ways in which our school community can become more sustainable in terms of saving electricity, not wasting water, walking to school and recycling our rubbish.
This was our first step in taking action in support of ESD to 2030. Starting local will in turn educate the youth and filter to the local community and in turn, hopefully, begin to create a change in our towns and cities.-
Hi Chloe,
What you’ve outlined there is an eccellent and creative way to introduce the Sustainable Development Goals to 1st class pupils. Also, pairing 1st and 6th class pupils not only deepens understanding but also builds a strong sense of collaboration and peer learning.
As a next step, you might consider turning the posters into a school-wide display or digital slideshow to share with parents and the wider community. This could help extend the impact of the project and reinforce the message that even small actions contribute to global goals.
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One Sustainable Development Goal that I believe is particularly relevant to children both locally and globally is SDG 12: Responsible Consumption and Production. In Ireland, children are increasingly surrounded by fast fashion, packaged goods, and electronic devices—all of which contribute to overconsumption and environmental harm. Many children are unaware of how their everyday choices connect to these broader systems.
I work in a junior school. To encourage action, our school could introduce inquiry-based projects where students explore where their clothes come from, and learn about sustainable alternatives. This could culminate in a student-led initiative—like organising a second-hand clothes swap or having the students be involved in the parent association led pre-loved uniform sale. Having our school commuinty work together and raise the student’s awareness in the process. This aligns closely with ESD to 2030 Priority Action Area 5, as it empowers students to take meaningful local action.
In terms of SSE, the school could use this project to evaluate progress under the themes of student voice, wellbeing, and teaching and learning. Surveys, student reflections, and participation rates could be used as evidence to show how the school is fostering global citizenship and sustainability in practice.
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Hi Louise, I agree that introducing such concepts even in a junior school develops a much needed awareness related to sustainable awareness using a school community approach. The younger pupils develop such awareness and get to see some change in action in the school community and at home the better going forward.
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Choose a topic related to the Sustainable Development Goals and consider how children might be affected by it at both local and global levels. Post your response (150 words min.) as a reply to this post on how you would encourage your students to take action to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions
A lack of education can affect children at a local and global level. Educational inequality can occur in many different ways. Occasionally it may happen locally as parents may not have the resources to put their children through third level education in particular. More often globally educational inequality may occur
*When parents need children to work as they do not have enough money.
*Parents may not own a car to drive them.
*A suitable school for children with additional needs may be too far away for them to drive to.ESD is grounded in principles of social justice. It motivates people to take action towards a more sustainable future.
I would encourage children to learn form each other and collectively. I would encourage them to participate in global citizenship education. I would children to gain knowledge, skills and values to become better Global Citizens.They would strive to become active in maintaining Sustainable Development Goals locally and globally.-
Hi Sarah,
A lack of education is a powerful lens through which to explore the Sustainable Development Goals, particularly SDG 4: Quality Education. As you’ve outlined, it impacts children both locally and globally, whether through limited access to higher education here in Ireland or exclusion from schooling elsewhere due to poverty, distance, or gender.
To build on this, you might consider introducing a class project where pupils explore barriers to education in different parts of the world and compare them with challenges locally. Pupils could create awareness posters, write letters, or arrange simple fundraising events for education charities.
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Hi Sarah. I found you piece thought provoking especially the statement that a suitable school for children with special needs may be too far away to drive them to. It made me think of pupils in our own community who do not have school places due to their additional needs. It forces me to reflect on how we fall short in providing ‘quality education’ for these pupils.
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One of the key Sustainable Development Goals (SDGs) that directly affects children both locally and globally is SDG 13: Climate Action. In Ireland, children can see the effects of climate change, such as increased flooding, unpredictable weather, and changes in local ecosystems. Globally, climate change exacerbates problems like drought, food insecurity, and natural disasters, which disproportionately affect children in vulnerable regions.
To encourage students to take action, I would first raise awareness in the classroom through discussions about how climate change impacts both their local environment in Ireland and communities worldwide. We could examine case studies of young climate activists, like Greta Thunberg, as inspiration.
Locally, I would initiate projects such as starting a school garden, organising recycling campaigns, and encouraging the use of public transport, cycling or walking to school where possible instead of driving. Students could also be involved in a campaign to reduce plastic waste in their school and local community, contributing to both local and global climate goals.
By integrating education for sustainable development (ESD) into the classroom, children can learn the importance of taking small, local actions that contribute to the broader fight against climate change.
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Hi Mary,
I think your suggestion of a school garden is a great idea.
A school garden will show the children how to care for the environment through composting and saving water. Plus, it brings the school community together, the older classes pairing up with the younger classes.
It also teaches responsibility as students care for their plants. They get excited about eating fresh fruit and vegetables that they’ve grown themselves by working together as a whole school initiative.
Finally being outside helps kids feel happy and focused and is a very welcome break from the classroom.
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The Sustainable Development Goal I would focus on would be climate change. We learned in our local area that climate change is real, and can affect us in the locality and not just internationally. We would focus primarily on the weather and how it had changed on a local level (Priority Action Area 5: Accelerating Local Action) and research how. We will look at the increase in storms in Ireland, how it impacts their education, schools closing, loss of electricity/water. We will look at ways to prevent the destruction of houses, planning permissions, building on flood plains etc.
We will research all of this in our locality and discuss how we can make changes locally. We will look at Greta Thunberg, and look back at the clips from the news when students took to the streets to protest on the inaction of governments on climate change. We are a primary school, we will brain storm as to how we can make a difference. The changed we can make closer to home, recycling, reducing the use of electricity, park and stride, walking to school, fast fashion etc. We will revisit our Green Flag, and research if there are any other initiatives that we can do to earn any more flags for the school.
I will be encouraging the children to explain to their parents that we are Global Citizens and we make changes that can affect us all.
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Hi Aoife,
This is a great example of how to make climate action meaningful and age-appropriate. Focusing on local weather changes really helps pupils connect global issues to their own lives and community.
You’ve outlined a strong mix of research, discussion, and action, from storm patterns and planning to everyday changes like walking to school. Bringing in Greta Thunberg adds a powerful global voice also, and it’s great that you’re linking the learning back to home. Encouraging pupils to see themselves as global citizens and and sharing this with their families reinforces the impact beyond the classroom.
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Climate Action is an essential area for children to explore because they can see and feel its impact both locally and globally. In Ireland, more frequent storms, flooding, and extreme weather events have disrupted daily life, school closures, and even the local water supply. Globally, children are affected by drought, food shortages, and displacement caused by climate change. I would start by connecting climate action to students’ lived experiences in our own community. For example, we could investigate how rainfall patterns have changed or carry out a biodiversity audit of our school grounds.
To take local action, we could launch a “Reduce Our Carbon Footprint” campaign, with pupils leading energy audits, designing posters about switching off lights, and creating reminders to limit waste. Linking this work with our Green Schools programme and revisiting our existing Green Flag can give students a sense of purpose and achievement.
We could also connect with local organisations such as Tidy Towns or the council to participate in community clean-ups or tree planting. As part of SSE, we could survey students on their understanding of sustainability before and after the project, gathering reflections on how empowered they feel to make change. These activities help children develop as active citizens who understand that even small local actions contribute to tackling a global issue.
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I would focus on SDG 6: Clean Water and Sanitation as I feel this goal is relevant both locally and globally. Even though Ireland generally has good water quality, recent boil notices, pollution in rivers, and water shortages during dry spells highlight that access to clean water should not be taken for granted. Globally, many children live in areas where water is not safe for consumption or scarce. These issues can create good opportunities for developing empathy and global citizenship.
I would lead a student-led water conservation campaign in the school in conjunction with the Green Schools Committee, including audits of water usage and designing awareness posters for both the school and the wider community. We could partner with local authorities to run workshops on water sustainability, tying into ESD to 2030 Priority Action Area 5.
As part of School Self-Evaluation, pupils could reflect on their learning: “How has this project changed your daily habits?” or “Do you feel you can influence how our school uses water?” These reflective practices link Development Education to SSE by promoting student voice, critical thinking, and real-world impact. -
Hunger is a big problem for children, both here in Ireland and around the world. Even in our own local communities, some families struggle to afford enough healthy food, which can make it harder for children to learn and grow. Globally, millions of children go to bed hungry every night, affecting their health and future opportunities.
As a primary teacher who has spent the last number of years in 1st class, I believe even young children can make a difference. “Implementing a whole-school strategy while promoting SSE support I would encourage my class and the wider school population to take the following approach:
1. Watch a video from Bia Food Initiative and discuss how we can help.
2.The children could create posters or record short videos to teach others.
3.Food Collections – Organising a class food drive for a local charity (like St. Vincent de Paul) helps children see how small actions can support families in need.
4. Grow Your Own – Planting vegetables in our school garden teaches kids where food comes from and how to share it. We could even donate extra produce!
5. Stories such as “The Lunchbox Dream” by Claire Lyons to discuss food waste and fairness.-
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Hi Norma,
I certainly agree with you with families affording healthy food in today’s world. I think that your listed ideas are very insightful and I would definitely try and push for a whole school approach of this going forward. I especially like your idea of involving children in food collections and allowing them to experience first hand how their actions can support those in need.
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For this I chose the topic of water (SDG6).
SDG 6 = aims to ensure access to clean water and sanitation for all. It is essential for life, but millions of children around the world are affected by water scarcity, poor sanitation, and contaminated water sources.
When this topic comes to mind I usually think of it initially at a Global level as I level clean sanitation affects more children globally than locally. For example children in sub-Saharan Africa and South Asia are often affected as they have to walk long distances to fetch water. This keeps them out of school and limits their opportunities to learn and grow and unsafe water causes diseases such as diarrhea, cholera, and typhoid.
Although I initially think of this SDG at a global level it does also affect children at a local level. For example, water shortages due to climate change can affect homes as well as agriculture which can follow on to leading to higher food prices and nutritional issues for children in low-income families. -
One key Sustainable Development Goal (SDG) that directly affects children both locally in Ireland and globally is SDG 13: Climate Action. Children are uniquely vulnerable to the impacts of climate change, such as extreme weather events, food insecurity, and increased health risks. In Ireland, local climate-related issues such as flooding and changing weather patterns can disrupt education and limit outdoor activities. Globally, children in developing countries often face even harsher consequences, including displacement and reduced access to clean water and education.
To encourage students to take action, I would integrate climate action projects into the classroom through cross-curricular learning—linking science, geography, and S.P.H.E.. Students could participate in school-wide initiatives such as tree planting, energy audits, and “green weeks.” I would also try to connect with schools in other countries to exchange ideas and experiences, building empathy and a global perspective. This supports ESD to 2030 Priority Action Area 5 by embedding sustainable practices into everyday life, empowering students to lead change in their local communities while understanding their role in a larger global movement.-
Hi Maura,
You’ve cleraly higlighted how SDG 13: Climate Action affects children both here in Ireland and around the world. I particularly like how you’ve connected the global challenges to local experiences like flooding and weather changes that impact your pupil’s’ daily lives.
Your ideas for bringing climate action into the classroom are excellent, especially the cross-curricular approach, linking science, geography, and SPHE and hands-on projects like tree planting and energy audits. These approaches make the learning real and meaningful and linking up with schools in other countriesis a great way to build empathy and a sense of global citizenship.
One idea to build on what you’ve outlined could be to involve students in creating short climate action videos or digital stories. It’s a good way to let them use their voice and share what they’re learning. These in turn could be published on the school website (If this is an option open to you) to extend the reach and impact.
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I agree with encouraging the students themselves to action the changes that will take place. The integration of climate action projects into the classroom through cross-curricular learning is a great idea as then it is not seen as an additional topic that needs to be squeezed in to a packed timetable but linked to the learning that needs to take place. I like the school-wide initiatives you have suggested and tree planting is always a hit with every age range. Connecting with other schools abroad to exchange ideas and experiences would of course build empathy and a as you say a global perspective. I am glad you mentioned this as it does support ESD to 2030 Priority Action Area 5 by embedding sustainable practices into everyday life.
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One of the SDG that is definitely worth looking at and educating the class on is the topic of climate change. This can be looked at, at both global and national levels. Storm Eowyn was a prime example in recent times about how climate change has affected us in Ireland. I think the severity of that storm and how much destruction it brought to our own doorstep resonates very much with the Irish public. I think there was always this attitude in certain quarters that if climate disasters were happening in far off lands, it didn’t really endanger us. My own brother has lived in the USA since 1995 and listening to the stories he tells me of the various natural disasters they’ve had to contend with, and how they are becoming more frequent, is a huge wake up call.
Climate action can be cross-curricular and used through geography, history and science. The class could work in conjunction with the Green Schools Committee and identify ways in which we could reduce our carbon footprint. I would also try and link up with other schools abroad to see how they are reducing their carbon footprint.
Highlighting this through the use of powerpoint presentations would help get their point across to other classes.
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I chose to focus on SDG 4: Quality Education, as it’s one that really resonates in my own classroom and school context. Teaching in a DEIS Band 1 school in North Dublin, I see first-hand how education can be both a tool for breaking cycles of inequality and also a space where inequality shows up in more subtle ways from access to resources to assumptions about children’s backgrounds. To help students connect with the idea of inequality in education I’d begin by exploring the differences between schools in Ireland and schools in other parts of the world through stories, videos like the “Global Citizen Primary Education” on youtube, and picture books. We’d talk about barriers to education, whether it’s poverty, gender, or war, and draw parallels to challenges children face in our own area, like food insecurity, housing issues or lack of access to support services. For action, I’d encourage the class to design posters or short video clips to promote the right to education for all children. We could create a “Class Charter for Fairness” based on what we’ve learned and display it in the corridor to share with the wider school. It’s important that the action is empowering not just about helping others, but seeing themselves as part of a global effort for change. This module really helped me frame inequality not as something abstract or far away, but as something our students already experience and can reflect on.
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SDG 13, climate action, is a very important aspect of students lives today. Children are affected by climate action at both local and global levels in several ways. Local schools may involve students in recycling, gardening, or sustainability projects, helping them learn about responsibility and environmental stewardship. Also, local climate initiatives, like reducing air pollution or increasing green spaces, can improve children’s health and create cleaner places to play and learn. Global climate efforts aim to reduce extreme weather events, rising sea levels, and food insecurity, which does affect the lives of young learners. I can encourage my students to take action to support SDGs in Ireland by making the goals relatable and fun. An example of this would be creating a school garden. Children would be responsible for maintaining the garden and planting the appropriate vegetation. Children could also be encouraged to do a litter pick in the local area which would look after the environment and reduce waste pollution.
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I would focus on SDG 6: Clean Water and Sanitation, as access to clean water is a basic human right, yet many people around the world still don’t have it. In Ireland, children may take clean water for granted, but they can relate to local water issues such as droughts, water restrictions, and pollution in rivers or lakes. I would begin by discussing local water use in our school and homes, and then link this to global challenges faced by children in countries where clean water is scarce.
Through project-based learning, students could carry out a school water audit, raise awareness about reducing water waste, or design posters to encourage mindful use of water. We could also link with local authorities or clean water charities. These activities support SSE by promoting responsible behaviour and encouraging students to feel their voices and actions matter, helping them become active global citizens while making a real local impact.
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Housing is very much to the fore in public discourse at present especially so with Irelands present housing crisis. Goal 11: Sustainable Cities and Communities in the United Nations Sustainable Development Goals is linked closely to housing. It is crucial for a child’s health , development and education to have secure, safe and affordable housing. At present in Ireland children are living in inadequate overcrowded or temporary accommodation. Indeed some of my own pupils were living in emergency accommodation and Direct Provision centres. These children exhibited higher stress levels, difficulty socially and poor academic performance as a result. Worldwide huge amounts of children live in slums or settlements without basic sanitation or even clean water. Survival is their priority. Needless to say education comes at the bottom of their list.
In my class I hope to encourage the pupils to become more aware of those less fortunate. Where appropriate I would like to teach the lessons associate in this module to make them aware of homelessness. To support Education for Sustainable Development to 2030 Priority Action5; Accelerating Local level Actions I would invite the students to take action through local projects. we could perhaps collect essential items for shelters, participate in the shoe box appeal or donate to food hampers at Christmas. In this way pupils would be involved in real world problem solving and community activism. They would learn that their actions matter in creating a fairer, more sustainable society.
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You’ve highlighted an issue that is sadly very present in our schools — the reality of insecure housing and how it impacts every aspect of a child’s life. Your firsthand experience with pupils in emergency accommodation or Direct Provision is a powerful reminder that SDG 11 is not just a distant goal, but one that affects children sitting in our classrooms every day.
I really appreciate your approach to raising awareness sensitively, and your ideas for tangible, age-appropriate actions are excellent. Initiatives like collecting for shelters or contributing to food hampers give pupils a meaningful way to engage, while also fostering empathy and a strong sense of community. It’s through these real-world connections that children begin to see themselves as active citizens. By embedding this into your teaching, you’re not only supporting ESD Priority Action 5, but also helping to build a generation that values justice and sustainability.
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One Sustainable Development Goal (SDG) that deeply resonates with both local and global impact is SDG 13: *Climate Action*. Children are already experiencing the effects of climate change, whether it’s through extreme weather, rising energy costs, or eco-anxiety. Globally, children in vulnerable regions face food insecurity, displacement, and limited access to clean water due to climate-related disruptions. Locally, Irish children may not face the same scale of challenges, but they are still directly impacted through storm-related school closures, loss of biodiversity, and concerns about their future.
To support ESD 2030 Priority Action Area 5, I would encourage student-led action in my class through local projects such as tree planting, school garden initiatives, litter-picking days, and energy-saving campaigns. Using age-appropriate resources and discussion, we would explore how our daily choices affect the wider world. I would also link with local community groups and eco organisations to provide authentic action opportunities, helping children realise their agency and build a sense of global solidarity. Creating change at a local level is both empowering and impactful – and young learners, when supported, can be powerful advocates for sustainability.
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Hi Catherine,
I agree, Climate Action, a an SDG that clearly connects both globally and locally. As you’ve detailed, climate change can significantly impact our pupils be it extreme weather, rising energy costs, eco-anxiety or indeed school closures. This a strong reminder of the importance of this particular DE theme.
Your approach as outlined, to supporting ESD 2030 Priority Action Area 5 is very practical. Encouraging pupil-led initiatives such as tree planting, school garden initiatives, litter picking drives and energy-saving campaigns helps build environmental awareness and agency in your classroom. Whilst, connecting these efforts with community groups and eco organisations, as mooted, shows pupils the broader impact of their actions.
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A relevant topic related to Sustainable Development Goals would be Climate Action. This has been well documented on the news in recent years and all children inn older classes are familiar with Greta Thunburg and have heard her speeches. Researching how climate change has progressed over time and the affect it has on the environment both nationally and globally would be of great interest to the children. As our classes become more diverse many children might have families who are living in countries who are being particularly affected by these changes.
To support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions we would have a look at what we are already doing and how we could improve on this. We currently have an ECO team who work closely with the local tidy towns and we have recently set up a wormery to fertilise our flower beds and trees that we have planted. Ensuring that each child in the school is involved in this is vital and not just the children on the ECO team. -
The Sustainable Development Goal (SDG) I would like to explore with my students is SDG 13: Climate Action, i feel it directly impacts their lives both locally and globally. Here in Ireland, children are becoming increasingly aware of climate-related changes such as extreme levels of rainfall, storms that are more frequent and stronger, and very unpredictable weather patterns. These changes affect their local environment and can influence their daily routines, safety, and sense of stability. we had numerous school closures due to severe weather over the last number of years which was unheard of when i was at school.
it is important to note and explore with the children that globally, children in more vulnerable countries face even more severe consequences of climate change. They face droughts, food and water shortages, and displacement threaten their health, education, and long-term opportunities.
To support Education for Sustainable Development (ESD) to 2030 Priority Action Area 5: Accelerating Local Level Action, I plan on implementing a research project on fast fashion. i hope to open the students eyes to the damage it does to the planet and encourage them to look in charity and vintage shops first when buying clothes. this is something i have only recently started doing myself and i would like to explore the topic with them.
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One Sustainable Development Goal that resonates strongly with children’s lives is SDG 12: Responsible Consumption and Production. Children are already affected by overconsumption through fast fashion, plastic waste, and unsustainable food systems—both in Ireland and around the world. Locally, they may see litter in their parks or hear about climate-related weather disruptions. Globally, they learn how child labour, pollution, and waste disposal affect other children in countries that produce goods cheaply for Western markets.
To accelerate local-level action, I would empower my students to become responsible consumers. We could investigate the life cycle of a product they use every day—like a t-shirt—and explore who made it, what resources it used, and what happens to it when it’s thrown away. From there, they could plan awareness campaigns, create posters for our school, or organise a “swap shop” or “no-waste week.” These activities give students a sense of agency and connect classroom learning with real-world impact, nurturing habits of active global citizenship right in their own community.
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Hi Diarmuid, I think this is a very relevant SDG for children in Ireland today. Fast fashion is what they are all about and it would be eye opening for them to learn where their T-shirts are made, what they are made of and what happens to them when they are finished with them. I think this is a really good area to explore with a senior class.
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Topic: Deforestation and Biodiversity Loss (SDG 15 – Life on Land)
My school is based in rural Ireland so I feel SDG 15 would be very relevant for our students. Deforestation and biodiversity loss under SDG 15 significantly impact children in rural Ireland, especially those from farming communities. These children grow up closely connected to the land and rely on healthy ecosystems for their families’ livelihoods. As native habitats decline and soil quality deteriorates, children may witness changes in local wildlife, increased pressure on farm productivity, and a shift away from traditional ways of life. Globally, children in other rural communities face even harsher realities, such as hunger and displacement caused by ecosystem degradation and unsustainable land use.
To support ESD to 2030 Priority Action Area 5 and accelerate local-level action, I would encourage students to research sustainable land management practices. This could include biodiversity audits in school grounds and also on family farms, planting native hedgerows, and protecting pollinators. Through hands-on projects and intergenerational learning with local farmers, students can take pride in preserving their environment while contributing to global sustainability goals.
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Hi again Orla,
This is a great example of how SDG 15: Life on Land can really resonate with pupils in rural parts of Ireland, especially those from farming communities. As you’ve outlined, these children grow up closely connected to the land and rely on healthy ecosystems for their families’ livelihoods.
Your ideas for supporting ESD to 2030 Priority Action Area 5, like biodiversity audits, planting native hedgerows, and protecting pollinators, are practical and achievable. Activities rooted in the local environs make the learning more real for pupils, and your suggestion of involving local farmers adds, as you’ve put it, an “intergenerational element” that can really deepen pupils’ understanding and pride in their environment.
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I would choose to have the children work on the topic of Climate Change in response to Sustainable Development Goal 13: Take urgent action to combat climate change and its impacts. This topic is very prevalent to all students as we see the impact of Climate Change in our day to day lives. The students are constantly hearing about topics such as global warming, greenhouse gases, rising sea levels, melting ice caps and so on. I think it is important for them to truly understand the impact of Climate Change in their own personal lives and what we can do to help prevent this.
I would begin the series of lessons by using a book/video demonstrating the different ways in which we see Climate Change happening throughout the world. I would then get the children to work on a hands-on research project where they observe the weather we are currently experiencing and compare and contract how this is different to in the past. I would split the children into groups and have them choose a country to research the impact of Climate Change in that area.
In order to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, we could work as a class to create our own school garden, gain a green schools flag, conduct school-wide research into the modes of transport most popular within the school and even organise school wide events encouraging children to find alternative, more energy efficient ways to travel to school. I think it is important for the work to be action based and led by the students themselves.
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I like the idea of an audit of school transport. To support climate action our local school has many walk to school days where families make a big effort to leave the car at home. This is a pragmatic way of reducing a carbon footprint and helps children take action on a local level to counteract the effects of climate change.
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SDG 6 Clean water and Sanitation. This is a very important goal as it is essential for ones survival! In many parts of the world children drink unsafe water leading to disease or don’t have access to water to clean water. Everyday hundreds of children under 5 die due to preventable waterborne diseases. It is not alien to children here either though as many areas of Ireland over the past number of years have had to boil or buy bottled water due to unsafe drinking water.
That said many children locally may take clean water for granted and lack the awareness of its global scarcity and may waste water. However learning about SDG6 can encourage responsible use.
As a class project, children could conduct an audit around the school as to were water is not being conserved/ used responsibly e.g leaking taps, running water while hand washing etc.
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To support the Sustainable Development Goals- in particular SDG 13- which is Climate Action I believe that firstly helping children to understand how climate change is taking affect here in Ireland is key. Additionally, they need to learn the affect that is taking place beyond their locality and country considering other countries and communities around the world. An example of this is looking at the more prolonged drought we have experienced although small in significant to other countries it has had impact for example farmers needing to buy irrigation systems and provide water to animals. Compared to the past we are lucky as many farmers in Ireland primarily now provide water to livestock through a combination of infrastructure improvements and sustainable practices. In some areas larger farmers utilize solar-powered water pumps and nose pumps to deliver clean water to troughs, reducing reliance on direct access to watercourses. This enables better management of grazing and prevents pollution from livestock access to water bodies, which is also more prevalent than in the past. The children might look at rising temperatures over the last few years and how sometimes, although for a short period, the temperatures can increase and water shortages can occur. The children could look at what they can do as a school community to reduce water use and make people in the local community more aware.
As well as this we have also seen rainfall and flooding in Ireland, It would be interesting for the children to compare this to the impact of droughts or wildfires in other countries or even some continental regions. Through the use of digital tools such as interactive climate maps, and videos they could explore not only the causes but also the effects of climate change.
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Access to quality education is a fundamental right, yet we can still see that this is not the case on a global level and at times on a national level. In Ireland, while most children have access to public education, issues like educational disadvantage, lack of inclusive support for children with additional needs, and digital inequality continue to affect learning outcomes. Pupils are well aware of the disadvantages young people face to accessing education especially in countries conflicted by war and where women do not have the same rights as men
To support 2030 Priority Action Area 5 “Accelerating Local Level Actions” I would encourage my class to research the importance of education from both a local and global viewpoint. We would use case studies, articles and possibly get in a key speaker to help students understand how education impacts lives around the world. Understanding this at a global level can help students make positive changes at local level.
To weave student voices, wellbeing, and engagement into our School Self-Evaluation (SSE), we can explore various initiatives. For instance, students might take the lead in conducting surveys about inclusive practices, reflect on their learning environments, and collaborate on projects such as a peer literacy or a book donation campaign aimed at children in disadvantaged areas. Such efforts not only align with SSE’s emphasis on reflective practices and continual improvement but also nurture active citizenship, empathy, and a sense of responsibility. By connecting local educational experiences to broader global contexts, students can recognise their capacity to effect meaningful change.
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Poverty significantly impacts children by depriving them of basic needs and opportunities, with far-reaching consequences at both local and global levels. In a local context, children experiencing poverty may lack access to nutritious food, adequate healthcare, and quality education. Globally, children face extreme poverty especially in developing nations. These children are at risk of malnutrition, sickness and exploitation.
In order to encourage my students to take action to support the SDGs in Ireland, I would begin by educating students about the realities of poverty in Ireland. I would use case studies, documentaries, and guest speakers to illustrate the causes and effects of poverty on individuals and communities. Students should be encouraged to get involved with organizations and programs that tackle poverty issues within the community. This may include assisting at food distribution centers or homeless shelters to interact firsthand with individuals impacted by poverty. An experience that fosters empathy and insight into the struggles they endure.
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Hi Blaithín,
You’ve clearly outlined the local and global impact of poverty on children, and the approach as detailed of raising awareness and encouraging action through education is spot on.
Using case studies, documentaries, and guest speakers is a powerful way to make the issue real and relatable for pupils whilst encouraging direct involvement with local organisations not only builds empathy but also helps pupils see how they can contribute meaningfully to their communities.
Your plan aligns well with the goals of the SDGs, particularly in fostering active citizenship and social responsibility.
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Sustainable development goal 12 “Responsible consumption and production” is a goal that affects children at both a local and global level. This goal aims to ensure sustainable consumption and production patterns. Reducing waste is a very important target of goal 12 and impacts the lives of the children in every classroom.
To encourage the children to take action to support goal 12, I would discuss waste in its broader form with the children. I would then place focus on household/school waste and ask the children to identify waste in their household/school. General waste, recycle waste, food waste, water waste and electricity waste. I would encourage the children to come up with ways to reduce each type of waste. To conclude the lesson, I would split the class up into groups and assign each group a different type of waste. I would ask them to design a poster to raise awareness of these types of wastes and to provide suggestions on how we as a household/school can combat these types of waste.
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I would choose Sustainable Development Goal 2, Zero Hunger to work with my class. First we would explore the nature and definition of what Hunger means to them and use pictures, stories, or short videos to illustrate hunger and its impact on people around the world. Hunger in Gaza is in the news at the moment and we would link it to our history module of the Great Famine.
Its important to make the topic relatable and connect it to their lives by questioning have the ever felt hungry and asking what kids of food help us to stay healthy and strong? We would link these discussions to the schools Healthy Eating policy and SPHE programme.
We would look for examples of food shortage in the community for example the local food bank or the St Vincent de Paul and how these charities work to highlight food shortage locally.
On a local level we could grow a class garden like vegetables and herbs and share harvest with a food bank. In cities and large towns these are now common and it would be good for children to contribute. In our school we could also keep chickens and donate eggs. Children could also be taught how to use produce to make simple meals. I would ask the children to keep a food waste diary and to record in it how much food they waste or throw out in a week to understand to value of food and the impact of waste. Teaching cooking skills would also reduce waste. We could do a food collection drive where the children could collect non perishable items and donate to a local charity. We could also encourage awareness throughout the school by creating posters for display ‘’How to stop Hunger’’
For SSE these efforts can be linked to our whole school approach with classes and teacher sharing ideas and resources on how they can contribute to eliminating hunger locally and globally.-
Hi Orla,
Thank you for your post and for sharing your thoughts on this SDG. As you have aid, Zero Hunger is so topical at the moment when you see images of the horrific starving of children and babies in Gaza. It is impossible not to empathise with their situation and wish for it to come to an end. Using this as a catalyst to think about the importance of healthy eating, diet, sustainability, etc. on a local level is a great way for children to think about the role we all play in these SDG’s.
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I like it! Your approach is very practical and meaningful, connecting global issues with local actions in a way that children can understand and engage with. The hands-on activities and focus on awareness through the food waste diary are excellent ideas that promote real change. Linking everything to the school’s wider goals through SSE makes it even stronger.
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I really like your approach to teaching about Zero Hunger. Linking current events like Gaza with the Great Famine is a powerful way to help children understand hunger both globally and historically. Your ideas for hands-on activities like growing a garden, keeping chickens, and cooking with produce are fantastic ways to get students involved. I also think the food waste diary is a brilliant idea to make children more aware of their own habits. These actions really show how local efforts can make a difference, and they fit perfectly with SSE and the goal of encouraging whole-school participation.
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I agree that this area is extremely relevant for all children in Ireland today. Your ideas about linking this current famine and hunger in Gaza to the history of Ireland is a great way to link both past and present, as well as local and international issues for the students in the classroom. I also really like the practical hands-on suggestions you have given to allow children to identify with and support the goal of ‘Zero Hunger’, as well as linking to and focusing on charities and organisations in the local area, such as St. Vincent de Paul. This would allow the children to see this goal in their own lives and in the local area, rather than as an abstract concept on the news. I agree that this would be a wonderful topic to focus on and teach about, especially for children in a third or fourth class level.
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One of the Sustainable Development Goals that really makes sense for kids is SDG 12: Responsible Consumption and Production. Children see waste all the time—plastic in their lunchboxes, broken toys that go straight in the bin, or new clothes bought just because they’re trendy. I often see pupils coming in wearing the latest things from Shein or Temu—whatever’s trending at the time. They don’t realise how fast fashion and cheap products can affect workers in other countries or create huge amounts of waste.
In our school, we’ve got a zero-waste rule during lunch, so the children are already used to thinking about how to reduce rubbish. We also have a book rental scheme and run book swaps, which help cut down on unnecessary buying. These small things help make sustainability feel like a normal part of everyday life—and show them they’re already taking small steps that really do make a difference.
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A Sustainable Development Goal I would explore with my class is on the topic of Climate Action and Change. This topic is becoming increasingly relevant for children, both locally and globally. In Ireland, many students are noticing changes in weather patterns, such as stronger storms, heavier rainfall and longer intense heat spells. Some pupils, such as the children in the school I teach, also have personal connections to global climate challenges such as children with farming backgrounds.
To align with ESD’s Priority Action, encouraging action at local level, I would focus on practical, child-friendly projects. Our school has already taken steps, we have renewed our Green Schools flag, we’ve introduced a greenhouse and we’ve focused our attention to actions such as recycling and energy savings, this next school year, as we’ve recently had solar panels installed, I plan on using this to build a2areness and teach of energy savings.
Using art, storytelling, and digital platforms, students can share their learning and actions with the wider community—helping them feel empowered and showing that even small actions contribute to global change. I would also have the senior classes do show and tells and teach the younger classes what they have learned on the topic as a way to influence the younger classes.
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Hi Luke,
It sounds like you are making great strides in your school to combat the effects of climate change already and this in turn will prove to be a great education tot he children. The introduction of a greenhouse is a fantastic idea as children can take ownership for growing their own crops/ flowers etc and your recently installed solar panels should prove to be a fantastic learning tool for students as perhaps older students could be responsible for monitoring and providing feedback to the rest of the school on usage and storage. The initiatives that we have available to us in Ireland, like the Green Schools is fantastic for giving children the responsibility/ knowledge of looking after the environment.
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Hi Luke,
Thanks for your post and for sharing your thoughts on the SDG relating to climate change. The final module of this course will also explore this theme through the context of development education. The installation of solar panels offers an ideal opportunity to explore this aspect of renewable energy in schools – indeed, it is likely that many teachers will be unaware of the potential savings that can come from their use in school, and also in their own homes. Apps are available to track how much energy has been generated each day and this may be useful to explore as it would allow children to correlate the factors that present for greater energy generation (outside of the obvious factor of sunlight).
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I loved r inclusion of storytelling, art, and digital platforms to share learning—this is such an empowering way for students to express their voice and reach the wider community. The idea of senior classes teaching younger pupils is something I would love to implement as well. It promotes peer learning and helps build a stronger, climate-aware school culture from an early age.
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Hi Luke,
Just replying to your comment as I was so impressed to read your school recently installed solar panels. What progression to combat ever rising electricity bills and have a form of green energy within the school. I like the idea above of having older students in charge of analysing the data and giving factual evidence of how beneficial they are to the school community. We also have a polytunnel in our school, as many children live in the town its their first time to see food grow – amazing!
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I would focus on Sustainable Development Goal 1: End Poverty in all is forms as this is an issue both at local and global level. In Ireland, there are many individuals, families and children living in homelessness, in emergency accommodation and many who are priced out of the housing market due to the ever increasing and competitive prices, lack of accommodation and the increased rental market. At a global level, many of the same issues exist as well as many inadequate houses especially in poorer countries which lead to extremely poor living conditions for many. For children this can have a detrimental effect on their health including developmental delays, emotional and behavioural wellbeing as well as their social skills.
Students could support this SDG by helping and contributing to homeless charities at a local and global level, reach out to local politicians in relation to policy change that could improve the availability of local and affordable housing for families and by volunteering with housing organisations.
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Hi Ciara,
Thanks for your post. I think this SDG might strike a chord for many. Poverty is a word that is generally considered to be referring to the plight of people living in third-world countries. However, poverty is a very real issue in all communities in Ireland. It is likely that the majority of classrooms will have children living in poverty in some instances. The surging prices of groceries, childcare, housing and rents has led many individuals to have to make decisions around what they can and cannot buy. Recent surveys around the ‘back to school’ costs have heightened this further and show that a huge financial burden on families can cause them to live some aspects of their lives in poverty. Exploring the wider definition of the word is something that may be very beneficial.
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It’s really important to see how homelessness and housing issues affect kids’ health and wellbeing, both here in Ireland and worldwide. I like your ideas about getting students involved with charities, reaching out to local politicians, and volunteering, these are great ways to make the issue real for them. Connecting local problems to global ones really helps kids understand the bigger picture and why it matters.
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One Sustainable Development Goal that really resonates with me is SDG 13: Climate Action. I see how climate change already affects children locally here in Ireland – with heavier rainfall, warmer winters, and changing biodiversity. Some children even talk about being worried for their future or for animals they care about. Globally, the impact is more severe. Children in vulnerable countries are living through droughts, floods, and food shortages, and this is deeply unfair.
To support Priority Action Area 5: Accelerating Local Level Actions, I would work with my students to take small but meaningful steps. We could hold nature walks, create art using recycled materials, write letters to local representatives about environmental concerns, or take part in school energy-saving challenges. It’s about helping children realise they can make a difference, right now, starting in their own community. Through discussion, creative expression and collaboration, they develop a strong voice and a shared responsibility for our planet.
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Sustainable Development Goal 13: Climate Action, as it is something that increasingly affects children both globally and locally. From rising sea levels and wildfires to increased rainfall and flooding in Ireland, children are becoming more aware and anxious about the climate crisis. Locally, children may experience more extreme weather events and changes in biodiversity around their homes and schools.
To address this, I would begin with discussion-based activities to help children express what they already know and feel about climate change. I would then introduce real-life examples, like school climate strikes or children planting trees in their communities, to show how young people can be agents of change.
As a class, we could set achievable goals: reducing classroom waste, starting a school compost bin, or writing letters to local TDs asking for more climate action. I would connect this work to SSE by engaging the wider school community—through a Green Schools committee or a shared school pledge—to reduce our carbon footprint.
By using Development Education methodologies, such as inquiry-based learning, global comparisons, and ethical discussions, students can better understand how their everyday actions relate to global issues. This helps foster a sense of responsibility and empowerment. My goal would be to help children see that even small actions taken locally contribute to global solutions.
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A topic related to the sustainable development goals that children might be affected by at both local and global levels is climate change. I chose this as it is an area that we focus a lot on in our school and children have worked hard to make a difference in our school.
Locally, as our school is in the West of Ireland, we faced a lot of school closures this year due to damage and no electricity. A lot of children also faced damage to their homes and loss of water and electricity for extended periods of time. We spoke a lot about how we experienced climate change first hand.
I would encourage my students to take further action on this area by looking at how the Global South also face climate change and what issues they can face because of it.
I would then get the pupils to research how they can make a different to combating climate change locally, one way would be continue with our Green Schools programme in our school. I would also get them to research how we can help with climate change in the Global South as well. -
The SDG that I would choose to focus on is Climate Action (13). The topic of Climate Action is something the children are able to relate to because it affects them both at a local level as well as a global level. I teach in a rural school where a lot of livelihoods are farming based so the children are able to connect to the importance of climate change. They understand that the unpredictable weather affects their methods of production which in turns affects their every day lives. This can help them to become more aware of other climate changes such as droughts and rising sea levels that affects others on a global setting. This shows the children that everyone is affected by climate change even and that everyone experiences different problems.
Linking development education to SSE can be done at class level by student projects as well as interviews with their parents, neighbours and wider community. It can be done on a whole school level by ensuring there is a Green Schools Committee. Teachers can also dedicate a Croke Park hour to ensure everyone has a clear understanding of the importance of promoting development education in the school.
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Hi Shane, I really enjoyed reading your post. You made a great point about how rural children, especially those from farming families, can see the direct impact of climate change in their everyday lives. This real-world connection is so powerful for helping them understand global issues. I also liked your suggestion of using student-led projects and community interviews to link Development Education with SSE—it’s such an engaging and inclusive approach. Having a Green Schools Committee and using Croke Park hours for staff collaboration is a great way to embed sustainability into the whole-school ethos.
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Hi Shane, that’s great to have that tangible link between the landscape they are growing up in and the issue of climate change. We are in an urban school and it can be difficult to get across the impact that farming communities are seeing first hand when it comes to unpredictable weather. Its more than an inconvenience, its a treat to livelihood and food production.
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Hi Shane, I think you made some great insightful points in your post. It’s so important to make connections back to our own lives or the lives of our students as I think this helps them connect on a deeper more meaningful level. After connections are made to events in our own lives we are more able to relate to more extreme examples of climate change that we hear about.
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I have chosen Sustainable Development Goal 5 : Gender Equality. Gender inequality can affect children both globally and locally. Arcoss the world many girls still don’t have equal access to education, healthcare or safety. In Ireland, while we’ve made great progress, however, children can still experience gender stereotypes—for example, boys may feel pressure not to show emotions and to play sports, and girls might feel discouraged from joining sports or taking on leadership roles.
To help students in such circumstances, I would first create safe spaces for discussions around gender roles and fairness. We could look at stories from around the world where children face gender discrimination and compare them to examples in Ireland. Then, students could lead projects such as creating posters promoting equality, reviewing school sports activities for balance, or running assemblies that challenge stereotypes.
I think this would also support School Self-Evaluation by helping schools reflect on how inclusive their school environment is. Development Education can guide these reflections and help set clear goals for promoting equality and respect. -
I chose SDG 13: Climate Action, as climate change affects children both locally and globally—impacting their health, food security, education, and future livelihoods. In Ireland, children may already notice changes in weather patterns, flooding, or loss of biodiversity. Globally, young people in the Global South are disproportionately affected by drought, displacement, and natural disasters.
To encourage students to take action, I would begin with a local audit of our school’s environmental footprint, then co-create an action plan—such as starting a “green team,” reducing energy use, or planting pollinator-friendly gardens. Linking with schools abroad through projects like the Global Schools Programme could broaden their understanding of global impacts and solidarity.
Using project-based learning, students would research climate issues, engage with guest speakers, and campaign for greener choices in their community. This hands-on, inclusive approach empowers students and aligns directly with Priority Action Area 5: Accelerating Local Level Actions of the ESD to 2030 roadmap.
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One Sustainable Development Goal that deeply affects children both locally and globally is SDG 13: Climate Action. Climate change impacts children’s lives worldwide, whether through extreme weather events, food insecurity, or threats to their health. In Ireland, children might experience more frequent flooding or changes in their local environment, affecting their homes and communities. To encourage students to take action, I would integrate climate education across subjects, using hands-on activities like school gardening projects, waste reduction challenges, or local biodiversity surveys. I’d encourage students to explore how their everyday choices, like reducing energy use or supporting sustainable transport, can make a difference locally. Linking these activities to the broader global impact helps them see their role as active global citizens. In line with ESD to 2030 Priority Action Area 5, I would also involve the school community by organising local clean up days or partnering with local environmental groups building a lifelong commitment to sustainability.
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As a sixth class teacher I have looked more closely at SDG 12SDG 12, or Sustainable Development Goal 12, which focuses on ensuring sustainable consumption and production patterns. The aims of this goal are to promote resource efficiency, reduce waste, and encourage sustainable lifestyles. This includes everything from reducing food waste and promoting sustainable procurement practices to shifting towards renewable energy and adopting circular economy principles. We have taken a number of approaches including looking at fast fashion and its effect on the environment. We have looked at where products are arriving from and the impact this has on workers there and workers here. We have organised clothes swaps, book swaps and uniform swaps as part of an effort to promote more sustainable consumer choices. They have been very popular and more importantly, student-led. Its part of a well-being approach to de-couple consumption from well-being and look at ways to be more pro-active in reducing waste.
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Choose a topic related to the Sustainable Development Goals and consider how children might be affected by it at both local and global levels. Post your response (150 words min.) as a reply to this post on how you would encourage your students to take action to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions
Please also comment on at least one other participant’s post Think about School Self-Evaluation (SSE) and how Development Education can feed into SS
The topic I would choose related to SDG would be SDG 12: Responsible Consumption and Production. I think this would a topic of high interest especially to the senior classes. The area I would focus on to inform the pupils would be ‘fast fashion’. We would look at the mass production of cheap clothing, where it is mainly produced, conditions it is produced in, cost etc.. and then where the clothes we throw away ends up and the impact of this on the environment. We would look at alternatives on a greater scale e.g. the use of websites ‘Vinted’/ shopping in second hand shops. We could also look at the option of a school based initiative: a clothing swap day/ uniform day at the end of the school year where old uniforms are donated for others to take.
Another area related to this area that could be looked at would be where our food comes from. This would be as simple as lo9oking at place of origin of certain fruit/ vegetables when out food shopping with parents. Discussions related to the carbon footprint involved in transportation of these foods. We could also look at growing certain fruit/ vegetables that we necessarily don’t have to import. Maybe a school garden/ vegetable plot with simple grown vegetables maybe an option as a Whole School Initiative.-
I really like the idea of a creative revamp of old clothes. For the younger classes it could be creating an out for for a teddy as they usually grow out of their clothes. It would also allow for more creativity as the children wouldn’t be as self conscious as they would be wearing their creation themselves.
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I would focus on the goal of ‘Gender Equality’ as this is undoubtedly an area that would affect all children at both local and global levels. There are countless reports and stories of girls struggling to receive access to education and rights around the world. This discrimination is visible at a local level too, in different ways. For example, children are exposed to news reports surrounding gender based violence and issues with public figures (e.g. Conor McGregor) in Ireland. As covered in the previous module, these issues are also relevant for many children in their own lives and classrooms (e.g. when playing with toys and sports). Explicit lessons surrounding gender equality, for both boys and girls, as highlighted in the previous module would help to address this goal. The school could support this by creating sports teams as well as other clubs for both boys and girls, allowing opportunities for all children, from Junior Infants, to express themselves naturally and by putting a variety of books in classrooms (e.g. Julian is a Mermaid, Pink is for Boys, Malala’s Magic Pencil.)
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I think you made an excellent point Sine about the exposure pupils have in Ireland to people such as Conor McGregor and gender based violence. All too often we forget how much of this incidental background chatter (radio or news) that children are taking in. Tackling gender inequality head on is essential in todays current climate where misogny is so rife on social media.
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SDG 13: Climate Action
This is an area that be introduced to very young children in order to have lifelong consequences. Every individual is affected by climate change and it’s essential to get children into the mindset of awareness and taking responsibility for the planet. This can be achieved through the discrete teaching of the SDG, as well as actively carrying out measures beneficial in achieving the SDG. Schools are already actively involved in this development goal through recycling, composting, water conservation and growing plants, to name a few areas, and it is further bolstered through the green flag initiative. Regarding SD to 2030 Priority Action Area 5, the green flag initiative and measures taken by schools relating to SDG 13 are of benefit to the local community and local authority. For example the picker pals programme benefits the local community as well as educating the children, and their parents, regarding the disposal of litter.
I like Catherine’s idea of student-led action in the community – tree planting and litter picking. I think as well as actively participating in these community-based activities, it’s important to raise awareness that these are being done, through social media.
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Hi Eileen,
I agree, climate action is something pupils should be aware of from an early age. As you mentioned, early awareness helps build lifelong responsibility for the planet. In fairness, this is something we already do quite well in primary schools in Ireland. Activities such as recycling, composting, water conservation and gardening are widely promoted and supported by An Taisce’s excellent Green Flag initiative. These efforts also align with SD to 2030 Priority Action Area 5, benefiting both the local community and local authorities.
To finish, I hadn’t come across Picker Pals before, but I’ll be bookmarking it. It looks like a great way to educate children and families about litter, while improving local environments through pupil-led action.
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Th sustainable development goal I would like to focus on is SDG 17 partnerships for the goals. I choose to focus on this goal first as it will help foster a sense of global citizenship and help pupils gain an understanding on how we are all connected. This sense of global citizenship is vitally important in ensuring that pupils will actively engage with the other goals. If they do not feel a sense of connection with others they will not fully engage on a head, heart and hand level.
An activity which may help foster a sense of partnership and deepen understanding of how we are all connected would be for pupils to research and create a poster shows the similarities between their lives and the life of a child from another country. For this activity I would take a child centered approach with pupils guiding the learning. Pupils being at the center and leading the learning is an effective tool in ensuring engagement. I have found pupils absolutely love researching and creating posters or a goggle slide. We are fortunate to have a class set of chrome books which enable pupils of all abilities to engage with such activities. -
Sustainable Development Goal 2, Zero Hunger.
This would be a good topic to bring up with a class as it is something that children are so aware of in relation to the current events happening in the world. In Australia we have the option in school to participate in a challenge called 40 Hour Famine. Children will be able to research this challenge and learn about what this is and how it links to the Sustainable development goal 2. Unfortunately it is not something widely known in Ireland and it is not recommended for those under the age of 12. But creating the awareness and providing children with a way to take action or an idea of how action can be taken would be the start.
In order for it to relate to a more local level, children will look into the statistics of children and families who live below the poverty line in Ireland and in turn don’t have access to enough food. Children will be given time inside school and as part of their homework to reflect on how they could best help these families and what they can do to help minimise food waste. Once these ideas have been harvested, we can work with local charities to help bring these ideas to life.-
Hi Marcela. Thanks for your post.
Connecting the concept of zero hunger to real family situations in the locality can help pupils see that poverty isn’t just something that happens “somewhere else,” and asking them to reflect on their own habits is a great way to start building empathy and responsibility. One practical way to promote that is to organise a small, ongoing food collection in partnership with a local charity. You could invite someone from the charity to speak about how the donations will be used, which helps reinforce the link between the children’s efforts and real impact. This kind of hands‑on project not only raises awareness but also shows them a concrete way their actions can contribute to reducing hunger in their own community.
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Chosen Topic: Climate Chamge (SDG 13: Climate Action)
Children can be affected both:
Globally:
Health impacts: Increased air pollution, heatwaves, and spread of diseases affect children’s respiratory health like asthma and allergies.
Displacement: Children are among the most vulnerable in climate-related disasters (e.g., floods, droughts, wildfires), leading to loss of homes, schools, and community networks.
Education disruption: Extreme weather can damage school infrastructure or force children to migrate, interrupting education.
Nutrition: Crop failure and food insecurity due to climate shifts can lead to malnutrition in vulnerable regions.
Locally (Ireland):
Weather extremes: Irish children are experiencing more frequent storms, flooding, and changing weather patterns.
Mental health: Eco-anxiety is rising among children aware of climate issues but feeling powerless.
Biodiversity loss: Reduced biodiversity and pollution in local areas (e.g., in rivers, forests, and coastal areas) affect children’s outdoor experiences and understanding of nature.
Encouraging Students to Take Action: Local-Level Initiatives (Aligned with ESD to 2030 Priority Area 5)
1. School Climate Action Project
Students conduct an audit of the school’s energy use, waste, water consumption, and transport habits.
Action: Develop a “Green Plan” with achievable goals (e.g., reducing energy use, planting trees, introducing composting or walk to school on Wednesdays to combat traffic pollution
2. Local Biodiversity Campaign
Students design and build small pollinator patches or herb gardens using recycled material. In out school we planted irish trees.
By focusing on climate change and its impacts on children, both globally and locally, we as teachers can guide students to take meaningful, localized action. These efforts support not only SDG 13 but also empower youth under ESD to 2030 Priority Action Area 5. When children understand their role in climate solutions and see real outcomes in their communities, they grow into informed, active citizens equipped to tackle global challenges.
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I think that climate change is an issue that definitely affects children at both a local level and a global level.
At a local level, I am based near the coast and pollution levels in the water frequently limit the children’s access. Plastic litter on the beaches is often to be seen and children also see this in their daily lives.
On a global level, children are aware of the increase in extreme weather events.
In schools, younger classes can work on protecting biodiversity and ecosystems on their school grounds or local area through litter picking, creating a biodiversity garden, pond/insect hotel etc.
As children get older, they can come to understand how climate change relates to other global development goals. Group research projects are empowering and useful in older classes. A green committee in the school gives children an opportunity to work with their peers and teachers to improve school efforts to combat climate change.
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One sustainable development goal that has a big impact on children’s lives is ‘Reduced Inequalities’. Children might experience inequality through poverty, disability, or not having the right resources. At a global level, they’re affected by things like migration, child labour, and unequal access to education. These things can have a big impact on how kids see fairness and opportunity in the world.
I’d suggest my students take small, meaningful actions that show fairness and inclusion. For example, we could run classroom projects celebrating different cultures, organise charity drives to support children’s rights organisations, or use storytelling to explore how children in other countries live and learn. In SPHE and SESE, we could chat about empathy, respect and justice, helping pupils see how their daily choices are connected to bigger global issues.
So, in the School Self-Evaluation (SSE), the global inequality module could be a great way to measure our wellbeing and inclusion targets. We make sure that our school ethos encourages children to become active global citizens by thinking about how school practices support fairness, cultural awareness, and equality of opportunity.
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I would choose Global Development Goal 12 Responsible consumption and production. As we live in the northern hemisphere of the world, we are probably one of the countries responsible for most of the worlds discarded waste. I often see children coming into school with plastic items/toys/ figurines which have no actual use but have been bought on a whim from well know shops. Although you dont want to make children feel guilty about consumerism it is important to show them how items are being marketed towards them and how these items are made and discarded. Children are inheriting the worlds climate problems and do need to be aware of the environmental impacts of these cheap disposable distractions.
I think Goal 10 Reducing inequalities is also important. Although the children cant effect change for other children around the world who dont have access to clean water they can become aware of the inequality of this resource. Helping children understand the work and struggle involved in accessing clean water in parts of the world would help them value this resource and be more responsible in their usage. There module on materials in the SESE curriculum would help children discover what their day to day school materials are made from and again how these items are produced and disposed of. It would be nice to foster a sense of minding your things in children rather than the throw away and replace culture they’ve been given. -
I chose to focus on SDG 13, Climate Action, as children are facing it’s impact both locally and globally. Ireland experiences increased rainfall, flooding, and agricultural changes that affect many communities, a lot of the time children do not recognise that this is the effect of climate change. I believe climate action first begins by educating what is happening to our planet. Furthermore, children around the world confront even harsher realities such as drought, famine, and displacement from their homes. It is critical that our students know these links and understand how their everyday actions can have an impact.
In the classroom, I focus on simple, practical actions that students can take. For example, we have a green school committee and a “switch off” committee to save energy in the school. Each class has a dedicated team that switch off lights and the interactive whiteboard when leaving the room. Listening to stories of children in other countries who are speaking up for the planet helps them see that young people everywhere can influence change. This not only makes the issue real for them, but also shows that local action contributes to global progress. In this way, we are supporting ESD to 2030 by empowering children to act as responsible citizens. -
The topic I have chosen to explore with my students is Climate Action (SDG 13). Climate action is something that affects their lives at local and global levels. We have already seen the effects of climate change through extreme weather conditions around the world e.g. excessive heat, wildfires, flooding, melting of the polar ice caps and the list goes on. My school is a green flag school and we have been working hard on doing our own bit to help the environment. We have established a green schools committee who ensure that light and water usage is kept to a minimum. They check that recyclable objects are in the correct bins be it plastic, cardboard/paper, rubbish and compost. We have our own school gardens which the children love being responsible for and we try to keep food waste to a minimum. This links to school self evaluation where we want to focus on teaching the children about sustainability and active citizenship.
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Hi Caitriona. Thanks for your contribution to the forum. Climate action is a great topic to explore with your class, as it will be so relevant to their future lives. It’s great that you are already doing lots in your school with regard to climate action and that the children are involved in practical ways like gardening and waste management. This helps them realise that they can contribute to this important issue. Something that you might try is to link up with other schools, either locally or abroad, using digital technology. Pupils across the various schools could share photos, videos, and updates about what their school is doing for climate action and so learn from what others are doing or trying to do. This reinforces the idea that their local actions are part of a bigger global campaign.
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Hi Caitriona,
Some great links mentioned here with the Green Schools initiative. I find the children become really engaged with this and there is a healthy rivalry between classes to produce less waste. We did a competition between classes to reduce the amount of paper waste and had pupils weigh the paper bins in each class per week. It created great discussions and inventive suggestions around how to re-purpose scrap paper and reduce the amount of photocopying needed (e.g. pupils sharing worksheets etc).
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ASSIGNMENT 3
The Sustainable Development Goal which I have chosen is SDG 13: Climate Action. I feel this topic is one that effects children in Ireland and undoubtedly children around the world. In the Irish context we are certainly seeing and experiencing more storms, floods and adverse weather than ever before. Further afield the effects of climate change can be devastating; from heatwaves to droughts, flash floods and more extreme weather.
Small initiatives such as a Green school committee, starting a school garden, planting trees, reducing waste are actions we can encourage our students to participate in to help students take action on this issue and support the ESD to 2030 Priority Action Area. Small tangible steps that are practical and child centred should be emphasised. It’s important to focus on what we can do at a local level and then introduce topics affecting the wider world.
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I would focus on SDG 13: Climate Change with pupils. It is one that is constantly in the news and on our screens and impacts every person on the planet. I think it would be easy to create some whole-class or small group projects to make this relevant to children. Children could look at some of the factors impacting our climate today-for example the dangers of plastics to sea life. I think the pupils in my school would show interest in the marine life aspect to this topic. It would be lovely to have the children organise a beach clean up or design some @leave no trace’ posters to display on local beaches as a completion to this piece of work. They could learn about the AI robots that are cleaning the oceans around the world and look at ways that we as a school can encourage the local community to pay attention to our use and disposal of plastic materials-encouraging others to reduce, reuse, recycle etc.
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A Sustainable Development Goal I would focus on with my students is SDG 13: Climate Action. Children are already being affected by climate change here in Ireland, whether it’s heavier rainfall leading to flooding, stronger storms, or the pressure these changes place on farming and food systems. On a global scale, young people are even more vulnerable, with many growing up in areas where drought, food shortages, or displacement are becoming more common. I think it’s important that students see how what happens in their own communities connects directly to the wider world.
To support local action, I would encourage students to get involved in practical projects like reducing single-use plastics in school, planting trees or pollinator-friendly plants, and monitoring energy use in classrooms. I’d also give them opportunities to raise awareness by creating school campaigns or writing to local leaders about sustainability. Using Development Education methods such as group projects and critical discussions can help them build the skills and confidence to act. By linking these activities to School Self-Evaluation (SSE), we can make climate action part of our school’s ongoing priorities rather than a one-off event, ensuring long-term impact in line with ESD to 2030.-
Hi Isobel. You have clearly highlighted why SDG 13 should be central to the primary curriculum. The link you make to SSE is also important because it forces us to think long term when planning programmes of work around development education and climate action. You could also involve the home in this planning for climate action. Maybe send home simple challenges like tracking energy use or trying to cut down on food waste. This will help to extend the impact of your programmes beyond the classroom.
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The sustainable development goal I have chosen is SDG 13: Climate Action, I think it’s important to show children how climate affects our daily lives, both locally and globally. Recently, we’ve had storms, heavy flooding, and even thunder and lightning on the west coast, while the east enjoyed warm weather at the very same time. These examples are relatable for children and can help them understand that our weather is becoming less predictable because of climate change.
To encourage action at a local level, I would begin with small activities such as reducing waste in the classroom, switching off lights when not in use, and planting flowers in our school garden.
In terms of School Self-Evaluation, a climate action focus could feed into whole-school goals on sustainability. For example, we could look at promoting recycling, or encouraging active travel such as walking or cycling.
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