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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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Safe, secure and affordable housing is essential for children’s wellbeing and development. In Ireland, many families are affected by the current housing crisis, with some children living in temporary accommodation or struggling to rent ot buy homes. This can impact children’s education, mental health and sense of security.
In my classroom, I would encourage pupils to explore what makes a community safe, welcoming and inclusive. Through project work, discussions, and stories, children could learn about the importance of housing as a basic human right and how everybody deserves a safe place to live. Pupils can develop their own ‘ideal community’ considering homes, schools, parks and infrastructure necessary.
This module can feed into our school’s SSE (School Self-Evaluation) by evaluating opportunities for pupils to learn about local communities through issues through SPHE, Geography and Green School’s initiatives. The school could also strengthen links with a chosen local charity in the community, particularly one for the homeless in which the could participate in awareness or fundraise for.
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Hi Yvonne , you have some lovely ideas there in relation to how you would go about empowering the children in your classroom . Project work, discussions , stories and active learning are all fantastic ideas . They allow for honest open discussions , promote respect, fairness and equality and aid critical thinking . Thank you.
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<p style=”text-align: right;”>I totally agree that the housing crisis can affect children’s education and health. In disadvantage areas, many children are living in hotels. Sharing a room with the whole family, not having the opportunity for home cooked meals, personal space or a garden/balcony for fresh air. That all impacts on them.</p>
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Education from a young age about Global Inequality is highly relevant in the world we live in today. Children are in classes with pupils who come from a range of diverse cultures and nationalities. Global inequality is evident in our classrooms today, and children need to be educated in how they can help combat this problem from a young age. Awareness is definitely evident in our classrooms, but education in relation to how we all play a part in implementing change needs to continue and be made a priority in schools.
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I love your idea of having pupils design their own ‘ideal community.’ It’s a brilliant way to give them agency and turn a heavy, complex topic into a constructive, creative project. Your integration with SPHE and Geography makes complete sense for cross-curricular learning, and linking it to a local homeless charity beautifully embodies the spirit of “Accelerating Local Level Actions.” It shows the children that even small awareness or fundraising efforts can make a real-world impact right on their doorstep.
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I really enjoyed reading your reflection. You have highlighted an important issue that many children in Ireland are becoming increasingly aware of. I particularly liked your idea of asking pupils to design their own ideal community, as it encourages them to think about inclusion, fairness and the basic needs that everyone deserves. Your suggestion of linking learning with a local homeless charity is also an excellent way to help pupils take meaningful action. This is a practical example of Development Education that promotes empathy, active citizenship and supports the aims of School Self-Evaluation through community engagement.
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Hi Yvonne, welcome to the course and thank you for this excellent reflection on connecting global issues to local action.
You have perfectly captured the essence of Priority Action Area 5 by showing how children can become active global citizens within their own Irish communities. Fostering this local-to-global mindset ensures the Sustainable Development Goals feel relevant rather than abstract. Your ideas for student-led local actions align with the School Self-Evaluation (SSE) process. By embedding these sustainability initiatives into your school’s SSE targets, you ensure that local climate and community actions become a measurable, permanent part of your school culture.
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I agree that safe, secure, and affordable housing is fundamental to every child’s wellbeing. It is heartbreaking to think that so many children in Ireland are affected by the housing crisis and that this can have such a significant impact on their education, mental health, and overall sense of security.
I particularly like your idea of having pupils design their own ideal community. It is such an engaging and age-appropriate way to help children understand that everyone deserves a safe place to call home while also encouraging them to think about inclusion, fairness, and the needs of others. I also think linking this learning to a local charity is a wonderful idea, as it gives pupils an opportunity to move beyond simply learning about an issue to taking meaningful action within their own community.
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I thoroughly agree that access to housing and appropriate accommodation is a serious problem in Ireland. Education begins at home and if our children do not have access to safe and secure accommodations then this has a knock on effect on their education. They are lot mentally prepared to learn or develop in school if they don’t feel secure at home.
We need to do better for our children. Linking in with local charities especially homeless charities would be such a wonderful way for children to learn and develop empathy. -
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Was really interested reading your post Yvonne, although we are not in a city some of our pupils have been affected by the housing crisis, particularly the families who moved from Ukraine and originally lived in hotels and then had to find alternative accommodation in the past year. For the Irish pupils it has been a real ‘eye opener’ in terms of realising different backgrounds and circumstances.
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I would focus on sdg 4: Quality Education, particularly the gender inequalities that prevent many girls around the world from receiving an education. In some communities, girls are expected to stay at home, care for younger children, work, or marry at a young age, while boys’ education is prioritised. Conflict, poverty and unsafe journeys to school can create further barriers. This means that many girls are denied not only an education, but also future opportunities, independence and the ability to participate fully in society.This isn’t far removed from Irish history and boys education being prioritised over girls.
I would use the Step Forward activity from the module, giving pupils different roles and reading statements such as, I go to school every day, and, Nothing stops me from going to school. This would help children see how gender, poverty and location can affect opportunity. I would also use the unequal tower-building activity to show that people do not always begin with the same resources or chances.For local action, pupils could create posters about every child’s right to education, write letters to the Taoiseach or present their learning at assembly to younger or even older classes. This could support SSE by encouraging pupil voice and examining how our school promotes equality, inclusion and high expectations for both girls and boys.
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One Sustainable Development Goal that is particularly relevant to children is SDG 12: Responsible Consumption and Production, especially the issue of reducing waste. Children are affected by this topic both locally and globally. In Ireland, pupils see the impact of food waste and litter in their own communities.
To encourage pupils to take action, I would promote small, meaningful changes within the school and local community. For example, I did this with my class this year. We designed characters around the different types of bins and ‘what they eat’ , gave them a name, and designed artwork to put on the actual bin. This worked really well for classroom recycling. We discussed why recycling is important during this activity.
By empowering pupils to become active participants in sustainability, they develop a sense of responsibility and understand that even small actions can make a positive difference.
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Hi Yvonne, I feel you have shared some really thoughtful ideas about how you could empower the children in your classroom. I really like your focus on project work, discussions, stories and active learning, as these approaches give pupils opportunities to express their opinions and learn from one another. They also encourage open and honest conversations while developing important values such as respect, fairness and equality. These activities can also help children develop their critical thinking skills and become more aware of the world around them. Thank you for sharing!
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One SDG topic I would focus on is SDG 13: Climate Action. Children are affected by climate change both locally and globally. Locally in Ireland, they can see more extreme weather, flooding and changes in nature around their communities. Globally, they learn about how children in other countries are more severely impacted by droughts, rising sea levels and food shortages, even though they have contributed the least to the problem.
In the classroom, I would try to make this real and age-appropriate through discussions, videos, and linking it to subjects like Geography, Science and SPHE. I would also encourage pupils to take small actions they can control, such as reducing waste, recycling properly, walking or cycling to school where possible, and taking part in a litter-pick or Green Schools project.
To support ESD to 2030 and local action, I think it’s important to give pupils a voice. They could design posters or campaigns for the school, or lead a “climate-friendly classroom” initiative. This would also link well to SSE, especially around wellbeing, active citizenship and sustainability, as it encourages real participation and responsibility.
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Sarah, I really like how you’ve linked SDG 13 to both local and global impacts. I also think this is becoming more relevant for children in Ireland now, as we are increasingly experiencing more extreme and unpredictable weather. This makes climate change feel much more real and immediate to them. Your ideas around making it practical in the classroom through cross-curricular links and small, achievable actions are great and will really help children to believe they can make a real difference. I especially like the emphasis on pupil voice through campaigns and initiatives, as it helps promote genuine active citizenship.
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Hi Sarah, I really like how you’ve linked SDG 13 to both local and global impacts, as it helps children see that climate change is not something distant but something they can observe in their own environment as well as in other parts of the world. Your suggestion to integrate it across Geography, Science and SPHE is particularly strong, as it makes the learning more meaningful and connected rather than isolated in one subject. I also think the emphasis on pupil voice is very effective, especially through initiatives like posters or a “climate-friendly classroom,” as it gives children ownership and encourages real responsibility for change.
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H Sarah,
you have some great ideas there and I like the way you referred to the small actions we can take at a local level to make change. Giving pupil voice in this process and your reference to a Climate Friendly Classroom was a great way of linking this to the New Primary Framework and Curriculum where pupil voice and active citizenship are key components and integral to the core of the new curriculum
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Hi Sarah,
Thank You for your reply.
I agree, SDG 13 – Climate Action perfectly highlights the connection between local environmental changes and global climate justice. The focus on student voice and real initiatives like “Climate-Friendly Classrooms” meets the goals of ESD to 2030 Priority Action Area 5 by driving immediate local change.
Student-led campaigns provide highly measurable digital and physical evidence that feeds directly into the <b data-path-to-node=”2,0″ data-index-in-node=”554″>Learner Experiences</b> and <b data-path-to-node=”2,0″ data-index-in-node=”578″>Wellbeing</b> dimensions, showing a strong whole-school commitment to active citizenship.
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One area of structural inequality that really stands out to me is education. Even within Ireland, a child’s educational experience can be shaped by socioeconomic background, access to supports, and resources at home. Globally, these differences are even more pronounced, with some children lacking basic access to schooling, trained teachers, or learning materials. These inequalities can shape how children see themselves and what they believe is possible for their future from a very young age.
In the classroom, I would explore this through discussion, stories and inquiry linked to SDG 4: Quality Education. I would also encourage pupils to take simple actions such as awareness activities or learning about children’s lives in other countries. Linking with other schools, either locally or internationally, could also help pupils develop empathy and a wider understanding of global inequality. This links closely with ESD to , which focuses on moving beyond awareness to encouraging active citizenship and meaningful pupil action on the SDGs.
From a School Self-Evaluation perspective, it could support reflection on how we promote equality of opportunity and how well global citizenship is embedded across the curriculum.-
Hi Aisling,
Needless to say, access to education can shape a child’s opportunities and future, and as you’ve outlined, this is evident in Ireland and abroad. I also like how you’ve linked the topic to SDG 4 and suggested practical ways for pupils to develop empathy and a broader understanding of inequality.
One simple idea here might be to include a simple comparison activity where pupils explore and illustrate what a typical school day looks like for children in different parts of the world. This could help make the issue more real and encourage deeper discussion around fairness, opportunity and access to education.
Again, as you reference, there is also a strong connection to SSE, particularly around equality, inclusion and global citizenship.
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Hi Aisling,
I agree that educational inequality can strongly influence children’s confidence, opportunities and expectations for the future. Your suggestion of using stories, inquiry and links with other schools would make global inequality more meaningful and relatable for pupils. I also like your emphasis on moving beyond awareness towards action. Connecting this work with SSE could help ensure that equality, inclusion and global citizenship are embedded consistently throughout the whole school.
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Globally, climate change and biodiversity loss directly threaten children’s futures, manifesting as extreme weather and displacement. Locally in Ireland, children experience this through a declining native ecosystem and rising eco-anxiety, making them feel disconnected from global solutions.
To accelerate local-level action under the ESD to 2030 framework, I would encourage my students to lead a school-based biodiversity initiative, such as planting a pocket forest or establishing a pollinator corridor. By taking ownership of their immediate environment, students see the tangible, local impact of their efforts, transforming abstract global goals into meaningful community stewardship.
This development education initiative feeds directly into our SSE process. Using the SSE cycle, we can target the “Teaching and Learning” dimension—specifically looking at learner outcomes and experiences. Students can gather data via baseline surveys on environmental literacy and track habitat changes over time. This student-led data collection provides authentic evidence for our school’s self-evaluation report, ensuring global citizenship becomes a measurable, embedded part of our school improvement plan rather than a box-ticking exercise.
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Hi Marian, your approach to supporting environmental consciousness through tangible local action is fantastic. Planting a pocket forest makes abstract global goals real. Plus, embedding this into the SSE cycle to track genuine learner outcomes is a great idea. This guarantees that sustainability becomes a core part of school culture, rather than just a box-ticking exercise. Thanks for sharing!
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I agree with Aisling I think also that a structural inequality that really stands out to me also is education. we have children coming from different backgrounds and life experiences. In my own classroom in a DEIS school a child’s educational experience can be shaped by socioeconomic background, parental stress, cost of living crisis, access to supports/ therapies, and resources at home. Globally so many children don’t have access to education or need to leave education at a young age.
In my classroom, I would explore this through discussion, stories and inquiry linked to SDG 4: Quality Education. Like Aisling I would also encourage pupils to take simple actions such as awareness activities or learning about children’s lives in other countries. comparing their school day to our school day.. A good idea would be to Link in with other schools, either locally or internationally, this could also help pupils develop awareness and understanding of global inequality. -
Hi Marian, thank you for engaging with this module of the course.
You have a highly practical reflection. You have articulated the local impact of climate change—particularly eco-anxiety—beautifully and your proposal for a student-led pocket forest or pollinator corridor is a fantastic way to turn that anxiety into agency!! Particularly poignant as we move towards more agentic curriculum experiences as we enact the PCF.
Targeting the “Teaching and Learning” in SSE through student-led baseline surveys and data collection ensures that environmental literacy becomes a measurable outcome.
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I would choose the goal of affordable and clean energy as this impacts on children, yet they are often the ones with the least say in it. On a global scale, millions of kids grow up in homes relying on toxic biomass fuels just to cook dinner, breathing in fumes that harm their health before they even step outside. Locally, right here in Ireland, energy poverty can be felt, with some children living in poorly insulated, damp housing where, in the current cost of living crisis, families face the stressful choice between heating the home or buying groceries. It directly impacts their physical health, their ability to study, and their overall wellbeing.
To bring ESD to 2030 to life and accelerate local level action, I would want my students to see energy not as an abstract bill their parents pay, but understand it as a resource we can actively respect and conserve.
We could start in our own school. I would encourage the students to do an “Energy Audit” of our classroom and building. They could hunt for energy leaks, mapping out light usage, and present practical shutdown checklists for the weekends. To connect this to the community, we could launch a home based challenge, where students design family pledges to reduce power (e.g. turning off lights and not having TVs on standby). By turning them into the experts and change-makers in their own homes, we move away from climate anxiety and toward local empowerment, showing them that small, collective shifts right here in Ireland ripple out to support a fairer, cleaner world.
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Hi Jonathan,
Your focus on SDG7 and the idea of a student led “Energy Audit” serves as great, real life evidence gathering for you SSE. Tracking the impact of their home-based challenges turns local data into a reflective tool.
By embedding Development Education into the SSE process, students don’t just audit lightbulbs; they critically evaluate why global energy inequalities exist, linking Irish energy poverty to global biomass reliance.
This approach to Development Education ensures students critically connect their local energy-saving data to broader global inequalities.
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I would choose the Goal to end poverty in all its forms. Unfortunately there is a lot of inequality in the world. In my own school we see children coming to school from different back grounds and life experiences. We know some children are living in temporary accommodation. We have supports in place in our school to help support these children. It is important to acknowledge we are lucky to live in a country that is trying to help families and end poverty. Through lessons/ discussions and books I would help draw awareness to poverty around the world and help develop the children’s awareness and become global citizens.
Through the School Self-Evaluation , we could promote an awareness of Global citizenship
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I agree Fiona. Unfortunately there is a lot of inequality in the world. In my own school we see children coming to school from different back grounds and life experiences. We know some children are living in temporary accommodation. We have supports in place in our school to help support these children. It is important to acknowledge we are lucky to live in a country that is trying to help families and end poverty. Through lessons/ discussions and books I would help draw awareness to poverty around the world and help develop the children’s awareness and become global citizensThrough the School Self-Evaluation , we could promote an awareness of Global citizenship
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I’m choosing lesson 4 inequality and access to education to respond to . I think these figures and examples will really hit home with our students when we do this lesson . I was certainly surprised to learn them .
I guess on a local level we are very fortunate here in Ireland to have to have such a strong education system . But sadly due to different family circumstances not all children here have the same opportunities to succeed . There are many factors which influence access to education locally . Here are a few.
1. Socio-economic inequality which may mean families on low incomes. 2.Educational disadvantage so schools in disadvantaged communities.
3.And lastly children with additional educational needs . So children with disabilities or learning difficulties .
On a global level . As it said on one of the slides “Education is a right , not a privilage” . I thought this was a very powerful statement to start your lesson with.
Children globally are affected by their access to education in many ways. Education influences not only academic achievement but also health , employment , equality and future opportunities . Children who are denied education are more likely to remain trapped in cycles of poverty . Sadly, in some parts of the world girls face significant barriers to attending school due to poverty and cultural expectations. Girls who receive education are more likely to delay marriage and having families . Education empowers children to know their rights , make better choices and participate in society .
To conclude access to education has a profound impact on children’s lives worldwide . It improves health, reduces poverty, promotes equality, supports economic growth and it empowers children to participate fully in society .
I really liked the lesson idea on the privilege walk. I think that would be a good visual representation of the the array of children that we are teaching . It is certainly important to for us to be aware and to acknowledge how lucky we are. Also, as a 3rd class teacher my class could definitely do the class projects about children’s lives around the world. Researching and presenting different countries and situations that people live in .
This will contribute to SSE by helping us to foster inclusion, equality , critical thinking, and active citizenship . It will support whole-school improvement.
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I really enjoyed reading this comment and completely agree that Education is the key to freedom and as we live in a developed country our pupils do not realise that this is a human right that not all children are lucky enough to receive. I agree that the “privilege walk” or the “Step forward game” would be a great visual for the children to realise that not everyone is as lucky as them!
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Hi Fiona, thank you for your engagement with this module and thank you for this excellent, well-considered reflection. I agree with your idea of exploring the local and global complexities of access to education and it is great to see how deeply the statistic that “education is a right, not a privilege” resonated with you.
I particularly like your plan to use the privilege walk with your 3rd class is ; it provides a powerful, age-appropriate visual representation of equality. Connecting this to class research projects perfectly addresses Priority Action Area 5 by fostering global awareness and empathy. Furthermore, your link to School Self-Evaluation (SSE) is spot on—embedding inclusion and critical thinking into your SSE goals ensures that these active citizenship practices truly support whole-school improvement.
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I really enjoyed reading this contribution Fiona. I agree, I think access to education is something that will resonate with the pupils. I feel as though they just think or assume that every child receives something similar to what they are experiencing in terms of an education. I know many of them complain about “not wanting to go to school” but when their eyes are opened to how lucky and privileged they are to be receiving the amazing education they are receiving I think it might even make them appreciate it a little more!
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A relevant Sustainable Development Goal to focus on is SDG 6: Clean Water and Sanitation. Children are affected by water issues in different ways depending on where they live. Locally in Ireland, pupils may experience concerns around water conservation, boil water notices in some areas, or flooding that impacts homes, schools, and local environments. They can also begin to understand the importance of protecting rivers, lakes, and coastal areas from pollution. Globally, many children face far more serious challenges, including lack of access to safe drinking water, poor sanitation facilities, and waterborne diseases, which directly affect their health, education, and daily lives.
In the classroom, I would encourage action by making the topic practical and meaningful. Pupils could carry out a water audit in the school to identify ways to reduce waste, such as checking taps, monitoring bottle filling stations, and promoting mindful water use. Linking this to science, geography, and SPHE would help children understand both the environmental and human impact of water scarcity.
To support ESD to 2030 Priority Action Area 5, I would focus on local action by empowering pupils to lead awareness campaigns within the school and wider community. For example, they could design posters, create presentations for other classes, or work with the Green Schools committee to promote water conservation initiatives. Giving children real responsibility helps them see that their actions matter and that they can contribute to positive environmental change in their own community while understanding global inequalities.
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Hi Colette,
Thanks for engaging with this Module-Global Inequality.Choosing SDG 6 – Clean Water and Sanitation contrasts local Irish context—such as boil water notices and water audits—with the stark realities of global water scarcity. Choosing to focus on practical, student-led auditing is an excellent way to fulfil ESD to 2030 Priority Action Area 5 by taking immediate local ownership.
For School Self-Evaluation (SSE), these actions fit perfectly under the <b data-path-to-node=”2,0″ data-index-in-node=”462″>Learner Experiences</b> dimension. The data gathered from your school water audit provides highly measurable digital evidence to track and document active citizenship.
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One Sustainable Development Goal that I would focus on with children is SDG 13: Climate Action. Climate change affects children both locally in Ireland and globally. In Ireland, children are experiencing more frequent storms, flooding, and changes to local biodiversity, while globally many children face extreme weather, food insecurity, water shortages, and displacement from their homes.
To encourage students to take action in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would involve them in practical, community-based projects that demonstrate how individual and collective actions can make a difference. For example, students could carry out a waste audit in the school, develop a recycling or composting initiative, plant pollinator-friendly gardens, organise litter clean-ups, or create awareness campaigns encouraging families to reduce energy use and single-use plastics. Collaborating with local environmental groups or the local council would help students see how schools can contribute to wider community sustainability efforts.
These activities would also encourage critical thinking, teamwork, and active citizenship. By connecting local actions to global challenges, children can develop an understanding that their choices have an impact beyond their own community. Empowering students to participate in real-world sustainability projects helps build confidence, responsibility, and hope, while fostering the knowledge, skills, values, and attitudes needed to contribute to a more sustainable future for Ireland and the wider world.
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I really enjoyed reading this reflection and it is full of great ideas. I like the practical ideas of composting initiatives and planting pollinator-friendly gardens. The garden idea is so hands on and children would have such a sense of ownership of their area. Linking in with the local council is a brilliant idea as it is not only a teaching opportunity for the children but helps them learn more about and build a connection with their locality.
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Hi Sinéad,
Thanks for your engagement with Module 3 – Global Inequality.
A focus on community based collaborations, such as partnering with the local council or environmental groups is a great example of ESD to 2030 Priority Action Area 5. Meeting this through extending learning beyond the school gates.
Your practical ideas like waste audits and pollinator gardens perfectly foster proactive hope over climate anxiety. In terms of SSE, these initiatives provide tangible evidence for the Learner Experiences and Wellbeing dimensions, demonstrating how active citizenship can successfully drive both whole-school improvement and positive environmental change.
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Climate Action is one of the SDGs that I feel children are aware of as it is a topic that is spoken a lot about in the media but also they get to observe the weather every day. Moreover we are seeing more extreme weather conditions both locally and globally. As educators it is our responsibility to empower children to show that they can make a difference. We can focus on making global goals concrete through local initiatives. This can be approached in a cross curricular manner through SESE, SPHE and with initiatives like the Green Schools. Doing a “Zero Waste Week” challenge where pupils track their consumption, examine their waste and design posters to reduce single use plastics. By completing local initiative like this we are showing the pupils that they have the power to transform their immediate surroundings into better places to live in while educating them and in turn their families.
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I agree with Avril that climate change is also a very current topic, and children nowaday have far greater awareness of reducing, reusing and recycling that even twenty years ago. As a sustainable development goal, it allows initiatives like walk to school one day per week, establishing class monitors who are in charge of correct use of bins, turning off lights etc. We could also do projects using recycled materials only and have a no photocopying day to reduce paper use.
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Hi Avril,
Thank you for your engagement in Module 3 and thank you for this fantastic reflection. Focusing on SDG 13 (Climate Action) is highly relevant, especially since pupils observe changing weather patterns and media coverage daily.
Your idea for a “Zero Waste Week” challenge is an excellent cross-curricular approach spanning SESE and SPHE. It perfectly hits ESD to 2030 Priority Action Area 5 by translating big global goals into tangible local initiatives. Well done.
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Tackling homelessness in Ireland and worldwide is a SDG goal that children can relate to. It is constantly being referred to in the media, and can potentially affect children in many schools across the country. It would have to be introduced in a tactful way. I particularly liked the way the teacher in the video clip in Walkinstown, allowed the topic of homes to develop in an organic way… to use her own phrase. I also thought the use of the 100 people analogy and how inequalities exist around the world, could also be a way to introduce the topic of homelessness… the musical chairs game was particularly effective. This topic would involve cross curricular subject areas like literacy( building critical thinking), numeracy( statistics), SPHE, SESE etc.
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I agree homelessness is such a relevant topic at the moment, and I agree it would need to be introduced sensitively. I liked your point about letting the discussion develop naturally, as children often have really thoughtful questions. I think those conversations are often where the most meaningful learning happens.
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One Sustainable Development Goal that I believe is particularly relevant in a primary school setting is SDG 12: Responsible Consumption and Production. Children are affected by this issue both locally and globally. In Ireland, pupils can see the impact of waste through litter in their communities, the use of single-use plastics, and the amount of food that is thrown away each day. Globally, overconsumption contributes to pollution, climate change, and the depletion of natural resources, affecting the lives of millions of children through poorer health, food insecurity, and environmental damage.
As a primary school teacher, I would encourage pupils to explore this topic through practical, hands-on activities. We could carry out a classroom waste audit, investigate where our rubbish goes, and discuss simple ways to reduce, reuse, and recycle. Pupils could also take part in creative projects using recycled materials, helping them see that everyday items can have a second life rather than being discarded.
To support ESD to 2030 Priority Action Area 5, I would encourage pupils to become active participants in making positive changes within the school community. They could establish a recycling committee, organise a litter-picking campaign, promote waste-free lunches, or create posters encouraging others to reduce food waste and plastic use. Working alongside the Green Schools Committee would provide opportunities for children to take ownership of local environmental initiatives and see that their actions can make a real difference.
These activities would not only develop pupils’ understanding of sustainability but also foster a sense of responsibility, teamwork, and active citizenship. By empowering children to take meaningful local action, they learn that even small changes can contribute to achieving the Sustainable Development Goals and creating a more sustainable future for everyone.
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Hi Mark,
Thanks for your engagement with Module 3.
I agree Choosing SDG 12 – Responsible Consumption and Production is very applicable in the school setting as it perfectly highlights the immediate link between daily choices like food waste and single-use plastics with global resource depletion.
The idea you have shared for waste-free lunches and creative reuse projects are fantastic ways to make sustainability make sense for primary pupils.
For SSE, tracking the reduction in school waste provides excellent, measurable data that feeds into the Learner Experiences dimension, showcasing active citizenship in action.
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I have chosen Sustainable Development Goal 12: Responsible Consumption and Production, as it is a topic that children can relate to both locally and globally. In Ireland, children can see the impact of waste through litter, food waste and plastic pollution in their local communities. Globally, excessive consumption contributes to climate change, pollution and the depletion of natural resources, affecting the lives of people and wildlife around the world.
In my classroom, I would encourage pupils to explore where everyday products come from, how they are made and what happens to them when they are no longer needed. Through age-appropriate discussions, stories and practical activities, pupils could investigate ways to reduce waste by reusing, recycling and making more sustainable choices. A class project could include carrying out a waste audit, creating posters to promote recycling, organising a litter pick around the school grounds or developing ideas to reduce food waste at school.
These activities would help pupils understand that even small actions can make a positive difference. By taking responsibility within their own school and community, they begin to see themselves as active global citizens who can contribute to achieving the Sustainable Development Goals.
This links closely with ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, as pupils are encouraged to take meaningful action within their own community while recognising the wider global impact of their choices. It also supports our School Self-Evaluation (SSE) process by promoting pupil voice, active learning, wellbeing and environmental awareness. Embedding sustainability into everyday school life encourages collaboration between pupils, staff and families, helping to create lasting positive change both within the school and beyond.
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Hi Clodagh,
Thank you for your engagement in Module 3 and for this excellent reflection. Focusing on SDG 12 is a fantastic way to bridge the gap between local waste and global environmental impacts. Making Learning Experiences more meaningful for pupils.
Your practical classroom activities, such as waste audits and litter picks, perfectly demonstrate how pupils can take ownership of sustainability. This links beautifully with ESD to 2030 Priority Action Area 5 by fostering real, community-based change. Furthermore, your connection to SSE via pupil voice, active learning and well-being is spot on, helping your school evaluate and strengthen its culture of global citizenship.
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The topic I would like to chose from the Sustainable Development Goals is Goal no.15- Life On Land with the protection and restoration and of terrestrial ecosystems. It also important to promote sustainable use of these systems too on how to manage forests and halt biodiversity.
Children can taught at a local level about the initiatives and projects specifically undertaken to preserve and re introduce endangered species. For example I recently watched a news report on the reintroduction of the curlew bird, almost extinct due to its natural habitat being destroyed. A major project to increase their numbers has been very successful .They managed to mind the eggs in a project run with Dublin Zoo and now these birds have been released onto an island safe from the dangers that reduced their numbers drastically.
We often feel we are not doing enough in schools but this topic brings back a local initiative we took part in last year. I believe it was linked to our county council and Teagasc maybe and perhaps Coillte. But a facilitator came to our school and the children helped her to prepare land and plant native trees in an area at the back of the school. The lady came on 3 visits so it was a fairly large project.
Primary Action level 5 from the ESD document refers to accelerating local level action and making links with community . We have a lovely wild flower area near our school and I think it would be a good idea to connect with the local authority to see if a certain group of children could support this or learn more about creating our own wild garden on school grounds.
Helping out with the Tidy Towns Committee is also important as children can become life long learners and truly active citizens if they receive good instruction and collaboration from positive role models.
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Hi Noreen, thank you for engaging with Module 3 and this reflection. Focusing on SDG 15 (Life on Land) and highlighting the curlew reintroduction project is a fantastic way to make biodiversity conservation real and inspiring for children.
Your previous project planting native trees with expert guidance is a wonderful example of meaningful learning. Connecting with the local authority for a wildflower garden or collaborating with the Tidy Towns Committee perfectly achieves ESD to 2030 Priority Action Area 5 by driving local level action. This feeds beautifully into School Self-Evaluation (SSE), enhancing school culture, well-being and active citizenship.
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Global warming is one of the biggest challenges facing children today, both in Ireland and around the world. In Ireland, children are experiencing the effects of climate change through for example more frequent flooding. Globally, many children face even greater challenges, including drought, food shortages, displacement, and limited access to clean water. These issues highlight the importance of helping children understand climate change in an age-appropriate way.
As a teacher, I want to encourage my pupils to see that their actions can make a positive difference. Using development education methodologies such as discussion, inquiry-based learning, and collaborative projects, children can explore climate change while developing empathy and critical thinking skills. Our school already places a strong emphasis on caring for our local community and environment. Our Green Schools Committee is committed to promoting recycling, reducing waste, conserving energy, and encouraging environmentally friendly practices throughout the school. Through these initiatives, pupils learn that everyone has a role to play in tackling climate change. It is my hope that these positive messages and habits are carried home, encouraging families to adopt sustainable practices so that small actions within our school community can have a wider impact. By working together, we can help children understand that caring for the environment begins locally but contributes to a more sustainable future for the wider world.
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I really enjoyed reading your post. I like how you connected the global issue of climate change to actions that children can take in their own school and community. Your point about the Green Schools Committee is a great example of how pupils can take an active role in making positive changes. I also agree that encouraging children to bring these habits home can help create a wider impact beyond the classroom.
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Hi Deborah,
Thank you for your reply to Module 3. Your want to ensure your pupils can see the positive impacts they can have is super.
You have clearly articulated how local environmental issues like flooding mirror the far more severe global impacts of climate change and replated that to what our pupils are experiencing.
Your use of inquiry-based learning and your active Green Schools initiatives perfectly align with ESD to 2030 Priority Action Area 5 by fostering community-rooted habits that pupils carry home.
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One Sustainable Development Goal that I would focus on is responsible Consumption and Production. This topic is highly relevant to children because it connects directly to their everyday lives while also highlighting the wider global impact of our choices. Locally, children can see the effects of waste through litter, food waste and the amount of single-use plastics used in their homes and school. Globally, they can learn how overconsumption contributes to pollution, climate change and the depletion of natural resources, affecting communities and wildlife around the world.
To encourage my pupils to take action, I would involve them in practical, hands-on activities that allow them to make a real difference in their own community. We could carry out a classroom waste audit, introduce recycling and composting initiatives, organise a litter pick in the local area, and encourage the use of reusable lunch containers and water bottles. Pupils could also design posters or create digital presentations to promote sustainable habits throughout the school.
These activities support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions by empowering children to become active participants in creating positive change within their own community. By taking ownership of projects and seeing the impact of their actions, pupils develop a sense of responsibility and understand that even small changes can contribute to achieving the Sustainable Development Goals. Working together as a school also encourages a culture of sustainability that can influence families and the wider community, helping children recognise that local actions play an important role in addressing global challenges.
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Hi Marina,
Thank you for this excellent reflection. Choosing SDG 12 (Responsible Consumption and Production) is a fantastic way to connect everyday habits, like lunchbox waste – a major school issue, to global environmental impacts.
Your practical ideas, such as a classroom waste audit and promoting reusable containers, perfectly align with ESD to 2030 Priority Action Area 5 by driving local level action.
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I would focus on SDG 12: Responsible Consumption and Production, as it is a topic that children can relate to through their everyday choices. Globally, unsustainable consumption contributes to pollution, climate change, and the depletion of natural resources, while many children in low-income countries are affected by unsafe waste disposal and limited access to clean resources. In Ireland, children are also affected through issues such as plastic pollution, food waste, and the long-term impacts of climate change on their communities.
To encourage students to take action, I would use inquiry-based and project-based learning to help them investigate waste within their school and local community. Students could complete a waste audit, create posters promoting recycling and reducing single-use plastics, organise a clothes swap or book exchange, and develop a campaign to reduce food waste in the school. These activities empower children to see that their actions can contribute to positive environmental change while developing critical thinking, collaboration, and citizenship skills.
Specifically for my school, based in Cork, students could extend their learning beyond the classroom by working with local community groups, participating in beach or park clean-ups. By seeing the direct impact of their efforts in places they know and value, children are more likely to develop a lasting sense of environmental responsibility.
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Hi Emily,
Thanks for your reply. Grounding SDG 12 in the Cork context through beach and park clean-ups perfectly brings ESD to 2030 Priority Action Area 5 to life by fostering a deep connection to the local environment.
Your ideas for a clothes swap or book exchange are fantastic, easily coordinated, concrete ways to demonstrate a circular economy to primary pupils.For School Self-Evaluation, these community partnerships and waste reduction data provide excellent, visible evidence for the Learner Experiences dimension, proving how local student action successfully drives meaningful environmental change.
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I’m choosing lesson 4, education and inequality. In Ireland we are fortunate to have a strong education system but unfortunately this does not mean every child has the same access to education. I’ve seen it over the years working in different areas of Ireland and children coming from different socio economic backgrounds; lack of access to materials, resources, transport to school and learning materials.
I work in a special class and it is so hard to watch some families suffer due to lack of supports. Some families have the money to afford private supports but unfortunately a lot of families don’t and these families endure severe stress over not being able to afford resources to enhance their child’s development.
I think having open class discussions about education inequality both local and worldwide is a great resource for children and I feel they would have some great contributions to make. This would also feed into our SSE for a school’s as a whole.-
I really like what you’ve said here about educational inequality within Ireland. I think it’s an issue that many people are unaware of unless it impacts them directly. Bringing it back to a local level first so that children can see how it affects their own peers is a great way to introduce this topic. I feel the topic could then be expanded to encompass a more global perspective. I also think you are right in saying that children would very likely have some great contributions to make.
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I would choose Responsible Consumption and Production (SDG 12) because it’s something children can connect with every day. In Ireland, children see litter, food waste, and plastic packaging at school and at home. Globally, these issues contribute to pollution, climate change, and harm to wildlife and communities.
To encourage students to take action, I’d focus on simple, practical activities. We could carry out a classroom waste audit, improve our recycling, or organize a school litter pick. Children could also plant flowers or vegetables and learn about reducing food waste and caring for the environment. Giving students the chance to share their own ideas, create posters, or lead an awareness campaign would help them feel involved and responsible.
This supports ESD to 2030 Priority Action Area 5 because it encourages children to take action in their own community. By making small changes locally, they learn that their everyday choices can have a positive impact on the wider world and contribute to achieving the Sustainable Development Goals.
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I really enjoyed reading your post, and I agree that Responsible Consumption and Production is a very relevant topic for children because it connects directly to their everyday experiences. I like your emphasis on practical activities such as waste audits, recycling, and litter picks, as these help children see that small actions can make a real difference.
Your point about giving students ownership by creating posters and leading awareness campaigns is particularly important. When children are actively involved in planning and promoting sustainability initiatives, they are more likely to develop lasting habits and feel empowered to make positive changes.
I also agree with your link to ESD 2030 Priority Action Area 5. Encouraging local action helps students understand that their choices can contribute to addressing global challenges. This whole-school approach also supports School Self-Evaluation by providing opportunities to reflect on student engagement, sustainability practices, and how environmental awareness is embedded across the curriculum.
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I chose Good Health and Well-being (SDG 3) because it is something that affects every child, both locally and globally. In our own community, children can learn about the importance of looking after their physical and mental health through healthy eating, exercise, and positive relationships. Around the world, they can explore how access to healthcare, clean water, and nutritious food is not the same for everyone.
In my classroom, I would encourage students to take action by promoting healthy habits, taking part in wellbeing activities, and supporting initiatives such as Active Schools Week or community fundraising for health-related charities. These activities help children understand that caring for themselves and others is an important part of being an active global citizen.
This also connects well with our School Self-Evaluation process, particularly around wellbeing and student voice. Reflecting on how we promote healthy lifestyles and support positive wellbeing across the school can help us identify areas for improvement. By involving students in planning and leading wellbeing initiatives, we can encourage them to make a positive difference both in school and in their wider community.
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I really enjoyed reading your reflection on SDG 3: Good Health and Well-being. I agree that this is a very relevant topic for children as it connects directly to their everyday experiences. I like how you highlighted the importance of helping pupils understand that health and wellbeing can look different around the world depending on access to resources such as healthcare, clean water, and nutritious food. Your focus on pupil involvement through initiatives such as Active Schools Week is a great way to encourage children to become active participants in promoting wellbeing. Linking this work to School Self-Evaluation is also valuable, as it allows schools to reflect on current practices and identify ways to further support positive mental and physical health for all pupils.
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For this reflection, I have chosen Sustainable Development Goal 12: Responsible Consumption and Production, focusing on the topic of food waste. This is an issue that children can easily relate to through their everyday experiences at home and at school. In Ireland, many children see food being thrown away after lunch or at home especially with the new ‘hot school’s meal scheme’, often without considering the environmental or financial impact. At a global level, millions of children experience food insecurity, while large quantities of perfectly edible food are wasted each year. This contrast provides a meaningful opportunity to discuss fairness, sustainability, and our shared responsibility for the planet.
To encourage students to take action, I would begin by exploring where our food comes from and what happens when it is wasted. Students could carry out a simple lunchbox waste audit, record the amount of food being discarded, and discuss ways to reduce waste. They could design posters promoting healthy portion sizes, reusable lunch containers, and reducing food waste at school and at home. Involving the Green-Schools committee or organising a whole-school awareness campaign would help students see that their actions can have a positive impact on their community. These activities support Education for Sustainable Development (ESD) to 2030 Priority Action Area 5: Accelerating Local Level Actions by encouraging children to become active participants in creating positive change within their own environment.
Development Education encourages children to think critically about global issues while recognising that local actions can contribute to wider change. Through discussion, investigation, and collaborative projects, students develop empathy, responsibility, and an understanding of how their choices affect others and the environment. Rather than simply learning about sustainability, they are empowered to take meaningful action.
This work also links closely with the School Self-Evaluation (SSE) process. As part of SSE, the school could evaluate how effectively sustainability is promoted across the curriculum, review student participation in environmental initiatives, and gather feedback on pupils’ attitudes towards reducing waste. Monitoring the success of activities such as waste reduction campaigns or Green-Schools projects would provide valuable evidence to inform future planning. By embedding Development Education into whole-school practice, we can help develop informed, responsible citizens who understand that even small local actions can contribute to achieving the Sustainable Development Goals.
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I really enjoyed reading your reflection. I like how you connected the issue of food waste to the children’s everyday experiences, making the learning meaningful and relevant. Your ideas for a lunchbox waste audit and linking the work to Green-Schools and the SSE process are practical ways to empower pupils to take positive action.
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One of the Sustainable Development Goals that really connects with my role in a special school is SDG 10: Reduced Inequalities. Every child deserves the opportunity to be included, valued and heard, but many children with additional needs still face barriers both in Ireland and across the world. While we are fortunate to have supports available in Ireland, there are many countries where children with disabilities have little or no access to education or the services they need.
In my classroom, I think it’s important to help students understand that everyone is different and that those differences should be respected and celebrated. We can encourage this through simple, practical activities that are meaningful to them, such as looking after our school environment, taking part in recycling projects, creating artwork about kindness and inclusion, or getting involved in community events. These experiences help students see that they can make a positive contribution, no matter what their abilities are.
To support ESD to 2030 Priority Action Area 5, I think building links with the local community is really important. Working with local groups, inviting visitors into the school, or taking part in community activities gives students the chance to be active members of their community. Even small actions can have a big impact and help them develop confidence and a sense of responsibility.
For me, supporting the SDGs isn’t about teaching big global issues in isolation. It’s about helping students understand that the choices they make every day—being kind, including others, caring for their environment, and helping in their community—can all make a difference. Those are lessons that will stay with them long after they leave school.
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One Sustainable Development Goal that I would choose is SDG 13: Climate Action because it is something children can relate to through their own experiences while also helping them understand global inequalities. In Ireland, children are becoming more aware of issues such as flooding, biodiversity loss, and waste. However, learning that many children around the world face much more severe impacts, including displacement, food insecurity, and interrupted education, can help develop empathy and a sense of global responsibility.
As a teacher, I would encourage students to take action through small, meaningful projects within the school community, such as creating a biodiversity garden, carrying out a waste audit, or promoting recycling and active travel. I think children are more likely to engage when they can see the impact of their own actions and recognise that they can make a positive difference.
I also see strong links between Development Education and the School Self-Evaluation (SSE) process. Student-led sustainability projects could provide valuable evidence of learning, wellbeing, collaboration, and pupil voice while supporting whole-school improvement. For me, Education for Sustainable Development is about helping children become informed, caring, and active citizens who understand that local actions can contribute to global change. -
One Sustainable Development Goal that is particularly relevant to my school is SDG 10: Reduced Inequalities. Working in a mixed junior DEIS Band 1 school with a high level of cultural diversity, our pupils come from many different nationalities and backgrounds. This provides an excellent opportunity to help children appreciate diversity, fairness, and inclusion from an early age. I would encourage pupils to explore different cultures through stories, music, art, and celebrations from around the world, while also discussing how everyone deserves equal opportunities and respect. Children could take part in projects that promote kindness, inclusion, and anti-bullying, as well as fundraising or awareness campaigns that support local and global communities. These activities align with ESD to 2030 Priority Action Area 5 by encouraging children to take positive action within their own school and community. Through these experiences, pupils develop empathy and understand that small actions can make a difference. This also supports our School Self-Evaluation by promoting inclusion, pupil wellbeing, student voice, and respectful relationships across our whole-school community.
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Hi Colin, I agree that a culturally diverse school provides a valuable opportunity to explore SDG 10 in a meaningful way. Using stories, music and art can help pupils appreciate different cultures, while kindness and anti-bullying projects encourage practical local action. I also like how you connect these activities with pupil voice, wellbeing and inclusion through SSE.
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For my module 3 assignment I have chosen the Sustainable Development Goal of Zero Hunger. I have chosen this goal because I believe it is important for children to learn about the level of food poverty in the Global world, particularly at a time when hot school meals are being introduced into every school to combat this. Therefore, the children can begin to recognise that food poverty affects them or people around them, thus in local and global levels.
I would encourage my students to take action to support the Sustainable Development Goals in Ireland through whole school initiatives such as food banks, collections for St. Vincent de Paul or creating information posters / pictures to put around the school. In terms of the ESD, my objectives link with the aim to be locally relevant in terms of hunger, whilst also linking local to the national and global.
Global inequality can furthermore feed into my School Self-Evaluation through identifying the success of hot school meals to combat the zero hunger initiative. Furthermore, the goals previously mentioned can be analysed as part of the evaluation to explore whether our development targets are being hit within the school setting.
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Your sustainable goal of Zero Hunger is very relevant to today’s society especially when you see the food wastage, particularly in the schools now with the hot meals scheme. Children are turning their noses up at food meals daily and need to be educated on the places in the world that have famines and severe shortages of food.
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I chose reduced inequalities because it is something children can relate to in their own lives while also understanding its impact around the world. It is important to help pupils recognise that everyone deserves to feel included, respected and valued, regardless of their background or abilities.
In the classroom, I would encourage pupils to explore kindness, inclusion and fairness through stories, role play and group activities. We could also take part in local initiatives such as fundraising, community projects or celebrating diversity through themed activities. These experiences help pupils understand that small actions can make a positive difference in their school and community.
This links well with School Self-Evaluation, particularly in promoting inclusion, wellbeing and pupil voice. By reflecting on these activities and involving the whole school, Development Education can become part of everyday learning while supporting the goals of ESD to 2030.
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One of the Sustainable Development Goals (SDGs) that is particularly important to explore and educate pupils about is climate action. This topic can be examined at both national and global levels, helping children to understand the far-reaching impacts of climate change on communities around the world.
In Ireland, Storm Éowyn provided a recent and powerful example of the effects of extreme weather events. The severity of the storm and the destruction it caused brought the realities of climate change much closer to home for many people. There has often been a perception that climate-related disasters primarily affect distant countries and do not pose a significant threat to Ireland. However, experiences such as Storm Éowyn challenge this assumption and demonstrate that the impacts of climate change are increasingly being felt locally.
On a personal level, my brother has lived in the United States since 1995, and hearing his accounts of the various natural disasters they have experienced, and how these events appear to be occurring more frequently, reinforces the urgency of addressing climate change.
Climate action lends itself well to a cross-curricular approach and can be integrated into subjects such as Geography, History, and Science. Pupils could work alongside the Green Schools Committee to identify practical ways of reducing the school’s carbon footprint and promoting sustainable practices within the school community. Opportunities could also be created to collaborate with schools in other countries, allowing pupils to learn about the different measures being taken internationally to address environmental challenges.-
I found this post very interesting as it shows how climate change can affect children and communities both locally and globally. I agree that events such as Storm Éowyn help children understand that climate change is not only an issue in other countries. I think it is important to encourage children to think about the actions they can take to care for the environment. Activities such as working with the Green Schools Committee can help children understand that even small actions can have a positive impact.
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The goal of Climate Action is one goal of the Sustainable Development Goals that I think is particularly important and very much a topic of discussion at the moment. Children often hear the words ‘Climate Change’, ‘Climate action’ and Global warming and it is important that children have a clear understanding of what climate change is. Children can see the effects of climate change locally through changes in weather patterns and extreme weather events such as flooding and heat waves in Ireland. While globally many children experience extreme weather conditions, drought, food shortages and changes in biodiversity. This Sustainable Development goal could be taught through engaging geography, science and SPHE lessons that provide children with information alongside ideas for how children can make a difference. To support the ESD to 2030 Priority Action Area 5: Accelerating Local level actions, I would start by brainstorming with the children what they think we can do to help the climate. I would encourage the children to join the Green school committee in our school who facilitate school clean ups, recycling bin initiatives to ensure recycling is done correctly in our school, and building bug hotels. These activities could be done as a class alongside the committee. Activities such as these create ownership for the children in the school and could encourage them to think beyond the school walls and about their own local area. Children could create projects and information letters about the work they have done in the school which could be brought home to encourage parents, families or neighbours to do these small actions that will make a big difference.
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I would choose **Responsible Consumption and Production (SDG 12)** as it is a topic that children can easily relate to and take meaningful action on. At a local level, children are affected by the amount of waste produced in their homes and schools, while globally, excessive consumption contributes to pollution, climate change, and the depletion of natural resources. Helping children understand these connections encourages them to see how their everyday choices can have a wider impact.
To support ESD to 2030 Priority Action Area 5, I would encourage pupils to take practical actions within the school community. This could include reducing single-use plastics, recycling correctly, reusing materials for art projects, creating a school garden, and organising a litter-picking or waste reduction campaign. Pupils could also carry out an environmental audit of the school and share their findings with the wider community. These activities would develop responsibility, teamwork, and active citizenship while showing children that small, local actions can contribute to achieving the Sustainable Development Goals and creating a more sustainable future for everyone.
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Hi Aine,
Thanks for sharing these thoughts with us here. I think what people often don’t realise is the impact that global actions can have locally, with the same working vice versa. The reference to the ESD to 2030 is interesting – would it be possible to share some more about Priority Action Area 5, or the link to the document, for those on the forum who may like to learn more on this?
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I really enjoyed reading your post. I agree that helping children see the impact of their everyday choices is one of the most effective ways to develop responsible habits from a young age. It also made me think about our Hot Meals Scheme. While it has many benefits for children and families, it has also highlighted the challenge of food and packaging waste in schools. It shows that even well-intentioned initiatives can have unintended consequences, making it all the more important to involve pupils in thinking critically about sustainable solutions rather than assuming there is always one perfect answer…maybe some of the adults need reminding too!!!
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One SDG I would focus on is <strong data-start=”133″ data-end=”161″>SDG 4: Quality Education, which aims to ensure inclusive, equitable, and quality education for all. While children in Ireland generally have access to education, some still face barriers due to poverty, additional learning needs, language differences or limited access to digital technology. On a global scale, millions of children are unable to attend school because of conflict, poverty or displacement. Girls also face a disproportionate amount of barriers when it comes to education often limiting their opportunities and future life chances. To encourage children in my class to take action, I would use a variety of child- led, inquiry-based learning activities to help them understand that education is a fundamental human right. Children could investigate and identify what makes a school inclusive and identify ways to ensure everyone in their own school community feels welcome, supported, and able to participate. The children could organise a take part in fundraising activities to support organisations that provide education to children affected by conflict or poverty. Students could also explore children’s experiences of education in different countries through stories, videos, and virtual exchanges with schools abroad. This would help develop empathy, respect for diversity, and an appreciation of the privileges they have. They could present their learning through assemblies, posters or a school-wide awareness campaign, encouraging the wider school community to value education as a shared responsibility.
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One Sustainable Development Goal that is particularly relevant in my school community is SDG 10: Reduced Inequalities. This goal focuses on ensuring that everyone, regardless of their background, nationality or circumstances, has equal opportunities to participate fully in society. It also links closely with SDG 4 (Quality Education), as all children have the right to inclusive, equitable education, and SDG 16 (Peace, Justice and Strong Institutions), which promotes peaceful and inclusive societies.
Local Context
In my school, we have children from a wide range of cultural backgrounds. Some children and their families are currently living in emergency accommodation or hotels, having arrived in Ireland seeking safety from conflict, poverty or persecution. These include families from countries in Africa, Syria and Ukraine.
Many of these children have experienced disruption to their education, language barriers, trauma and the challenges of adapting to a new country. They may feel isolated or different from their peers. As teachers, it is essential that we create an inclusive environment where every child feels welcomed, valued and respected. Supporting these children also provides valuable opportunities for all pupils to develop empathy, respect for diversity and an understanding of global citizenship.
In line with ESD to 2030 Priority Action Area 5 – Accelerating Local Level Action, we as a school already encourage our students to become active participants in creating a welcoming and inclusive school community. We have designed multilingual welcome posters and information booklets in languages represented within our school community, including Ukrainian and Arabic. We also celebrate different cultures through Intercultural Week, where families share food, music, stories and traditions from their home countries.
Other ideas going forward could include:
- Establishing a Buddy System to help new pupils settle into school and build friendships.
- Reading stories from different cultures and discussing themes of belonging, kindness and inclusion.
- Inviting parents and community members to share aspects of their culture, languages and traditions, helping all children recognise diversity as a strength.
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Hi Gillian,
Thank you for sharing your thoughts here around the SDG on reducing inequalities, with particular reference to how this relates to the context you are teaching in yourself. Some of the initiatives you are already doing are brilliant and you have a number of very relevant suggestions included also. There are also some suggestions in the Module 4 forum that you may find particularly useful in addressing this SDG, with people sharing work being done by organisations around the country in relation to migration.
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One of the Sustainable Development Goals that really is close to my heart is SDG 4 Quality Education. Every child deserves the right to be treated fairly and to be valued however this is not always the case. Children with additional needs face barriers such as limited access to appropriate supports, challenges in particpating fully in school activities, difficulties with accessibility or social exclusion. Even though progress has been made over time, I personally feel we still have a long way to go eg waiting list timeframes for assessments and access to resources are still poor in Ireland.
On a global level these challenges can even be more significant. Children with disabilities are amongst the most marginalised groups in society. These children might be denied access to healthcare or excluded from their community for being different.
In line with the ESD to 2030 Priority Action Area 5, it is important to create a sense of inclusion in the class. I always explain to the children that we are all different and that its okay to be different. That is the mentality that needs to be seen throughout the school and should be part of the ethos. We can encourage this through discussion, inquiry based learning, role play and projects. It’s teaching children the basic life skills of being kind, sharing, helping others when they need help and to be inclusive that ae really important to shape them for the future.
The Global Inequality module can make a significant contribution to the SSE process, particualry areas relating to inclusion wellbeing and equality. it encorages schools to reflect on whether all children have the opportunity to participate, learn and succeed. The school can then gather evidence from parents, pupils and staff to assess current practices in the school.
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I agree with Mark Waters about Sustainable Development Goal 12- Responsible Consumption and Production, being a very relevant in the primary school setting.
Hot meals were introduced to our school this year. At first it was a novilty but after a few weeks the novilty wore off. A lot of the children in the class didn’t even open the hot food that they ordered not to mention eating their food. The food was thrown away if no one else wanted it. It also created a huge amount of waste with the cartons and forks. I feel this is a huge issue. I understand that it provides lunch for families who cannot afford it but it also creates a huge waste issue. Children are affected by this issue both locally and globally. Like Mark said “Globally, it contributes to pollution, climate change, and the depletion of natural resources, affecting the lives of millions of children through poorer health, food insecurity, and environmental damage.”
I really liked Mark’s ideas of carrying out a classroom waste audit, investigating where our rubbish goes, the projects and discussing simple ways to reduce, reuse, and recycle.
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I agree with the issue of imcreased waste with the hot food lunch scheme, not only in terms of food but as you say cartons/spoons and forks! I find it surprising also that portion sizes of the hot meals are the same whether the child is in infants or 6th class, where as their appetite is not the same. I wish something could be done in relation to the amount of food waste, the options of using leftovers for something at home isnt there as the food leftover isnt sent home.
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I have chosen lesson 4 inequality and access to education to respond to. Education is not a privilege but a fundamental human right. However many children around the world still face barriers to accessing quality education.
At a local level children may experience challenges such as :
Differences in the quality of schools and resources. Our own school does not have a PE hall and weather has a huge impact on how PE is taught. On a bad day the classroom needs to be cleared and used. Financial difficulties make it harder for families to provide school supplies or technology. Even though we have seen great advancements regarding book fees and lunches in schools I just heard on the radio today that ‘according to the research which was conducted by iReach Insight in June 59% of parents said that covering back to school costs is a financial burden for them. Also there is limited support for children with disabilities and special needs. It is difficult to get a place for a child in a unit even when they fill the criteria.
Globally millions of children are unable to access educations due to poverty, child labour, war, natural disasters and climate change disrupting schools. Gender inequality me ans that in some countries. girls are less likely to complete their education. Lack of trained teachers, classrooms and educational resources make it difficult. Many schools don’t have access to digital technology or the internet. Without education children are more likely to remain trapped in poverty and have fewer opportunities to improve their lives.
Awareness and knowledge is the way that we can take action. Children should be encouraged to value education. We need to promote inclusion and welcome and support children from different backgrounds. Reducing waste and protecting the environment helps recognise the connection between education and sustainable development. Stories and games are crucial. I will use Malala’s Magic pencil in my classroom. This is a story of a young girl who made her voice heard even in extremely difficult times. Although it is recommended that the focus is on awareness fundraising can also be used and I always have a Mary’s Meals box in my classroom.
For School Self-Evaluation it could support reflection on how we promote equality of opportunity and how well global citizenship is included across the curriculum.
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I would choose Reduced Inequality (SDG 10) using the Step Foward game. It encourages pupils to think about how people can have different opportunities depending on their circumstances. It also helps them develop empathy and understand that life is not the same for everyone.
After the activity, I would encourage the children to discuss how inequality exists in both Ireland and around the world. We could then think about small actions we could take in our own school and community. For example work with the student council to make sure everyone feels seen and included in school. I am always mindful of those in my class and sometimes worry about discussing such topics as there might be children in the class who have experienced some of the inequalities mentioned and I don’t want to upset them.
While saying that, I do think it is important that children see they do not have to solve big global problems on their own. Even small actions can make a positive difference. Activities like the Step Forward game can help children understand why these actions matter and encourage them to become active and caring members of their community.-
Hi Aoife, The Step Forward game sounds like a great way to help children understand inequality and develop empathy. I agree that these topics need to be handled sensitively, as some children may have personal experiences connected to them. I also liked your point that children do not need to solve the world’s biggest problems on their own. Small actions within the school community can still make a real difference and help children feel that their voices matter. This links really well with Development Education and SSE through promoting inclusion, pupil voice and a sense of belonging.
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The topic that I am looking at is ‘Poverty/Homelessness’ and it relates to the Sustainable Development Goal No. 1 – ‘No Poverty’. This topic has implications locally and globally. Firstly, within the classroom, it is important to be sensitive to the children you are working with and recognise that poverty/homelessness may be a lived experience for some of them.
On a local level, poverty/homelessness may mean children do not have enough (healthy) food to eat and may be hungry. They may not have adequate regular access to sanitation/hygiene facilities. If they are over 8, attending the doctor may be too costly and their health may deteriorate. They may not have an appropriate place or supports to engage in homework or other educational tasks so they may fall behind in education. The goals are interlinked and here we can see how SDG 1 can directly influence SDG 2, 3, 4 and 6. This all serves to perpetuate the poverty cycle.
Globally, similar can be said on a larger scale, poverty/homelessness can lead to hunger, displacement, loss of employment, ill-health, poor or no access to education, clean water and sanitation. It can result in a seemingly never-ending cycle of poverty which ensures a massive divide remains between the Global North and Global South.
To encourage your students to take action to support the SDGs, we would begin by using the philosophy for children ‘Thinking Time’ approach to discuss the topic of poverty/homelessness in a safe, secure, familiar way. I would then encourage and facilitate research on the meaning of equality by examining poverty/homelessness. The children would then explore the work of a prominent figure or group in social justice activism in Ireland in relation to poverty/homelessness in Ireland e.g. Focus Ireland, Peter McVerry, Simon Community. Using active student voice, the children would choose one aspect that they too can become activists on locally through awareness-raising, letters to local representatives etc.
Finally, Development Education can make a valuable contribution to School Self-Evaluation by supporting school improvement priorities such as wellbeing, inclusion, pupil voice and active citizenship. The impact of this work could be measured through pupil reflections, samples of work, surveys and evidence of meaningful action within the school and wider community. Embedding Development Education as part of SSE helps ensure that it becomes a shared whole-school commitment rather than a once-off project
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I would focus on SDG 12: Responsible Consumption and Production, particularly food waste. Children encounter this issue locally when uneaten lunches and food packaging are thrown away at school or at home. Globally, food waste is linked to the unequal use of land, water and other resources, while many children still experience hunger and poverty. The module highlights that inequality exists both locally and globally and requires a collective response through the Sustainable Development Goals.
I would begin with a pupil-led food-waste audit in which the class measures what is discarded over one week. Pupils could discuss the results, survey other classes and suggest practical actions such as smaller portions, reusable lunch containers, composting and a “zero-waste lunch” day. A student committee could create posters, speak at assembly and share ideas with families.
To support Priority Action Area 5, I would involve the wider community by working with the local authority, a community garden or a local environmental group. This reflects the strategy’s emphasis on cooperation between schools, communities, civil-society organisations and local authorities.
This project could feed into SSE by gathering baseline evidence, listening to pupil voice, setting a measurable waste-reduction target and reviewing progress each term. It would allow pupils to see that small, organised local actions can contribute to wider global change.
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One SDG that I think children can really relate to is SDG 12: Responsible Consumption and Production. I think this is a good topic for primary school because children can see examples of it in their everyday lives, such as recycling, food waste and the amount of rubbish we produce. I would encourage children in my class to look at small changes they can make rather than feeling that these are huge problems that they cannot solve. For example, we could look at how much waste we create in one week, discuss ways to reduce it, or come up with ideas for making our school more sustainable. I think children are more engaged when they feel they have a voice and that their actions actually matter. I think it would link well to Lesson 1 from the Plan resources comparing the different environments people live in e.g. shanty towns and the rubbish around them. Development Education helps children understand that while these actions happen locally, they can also have a wider impact globally. I think this links well with SSE as schools can reflect on how they promote sustainability, inclusion and pupil involvement. It is a great opportunity to see how we can encourage children to become more aware of the world around them and the role they can play in making positive changes.
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We are lucky here in Ireland where most children have access to free primary and secondary education, however, not all children experience education equally. There are barriers for some children due to socioeconomic disadvantage, additional educational needs, language differences, or living in rural communities with fewer resources. Children who experience educational disadvantage may have lower levels of academic achievement, reduced confidence and fewer opportunities to participate fully in school life. Ensuring inclusive education helps every child feel valued, respected, and supported to reach their full potential.
In line with ESD to 2013 Priority Action Area 5: Accelerating Local Level Actions, I would encourage children in my class to participate in projects that promote educational equality within our school and local community. Our school participates in World Book Day annually, this helps to raise an interest in reading through a fun way. It is always a huge success. Another idea I have fir the next school year is to organises a book donation campaign to collect books for local libraries, schools with fewer resources or charities supporting children’s literacy. We have an abundance of books in our class libraries and we are also fortunate to be located in a middle class area where the children have plenty of books at home. I will encourage them to give away any books they no longer use, to those less fortuante- helping them to promote an interest in reading to others. WE also have a buddy reading programme where older children read to younger children to build literacy skills and confidence. This is a huge success and both the older and younger children enjoy it.
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The Sustainable Development Goal I have chosent to focus on is number two-Hunger. The aim of this goal is to end hunger and improve nutrition for all so that everyone can have a access to healthy food and nourish their bodies to live healthy lives. It also focuses on promoting sustainable agriculture.
On a local level,in our schools, children learn about healthy eating and nutrition from infants upwards. We are very fortunate in our schools with the hot school meals intiative, my children’s school has an on site kitchen so they quality and freshness of the meals are high.
In our school garden, classes grow their own herbs and vegetables, teaching them sustainability.
Om a global level, many children are affected by hunger due to poverty, conflict and natural disasters. I actually feel not many irish children are exposed to this, the advertisements from charities dedicated to helping the hungry on television and the trocaire boxes are my memories of becoming aware of the hungry when I was growing up, but with netflix and you tube, the power of these adverts is lost on the young therefore it is more important than ever to educate them on topics such as this and build on their empathy and compassion, which children naturally have.
To support this goal also it is important that children are educated on food wastage and the importance of using leftovers.
<p style=”text-align: left;”>Composting and bringing home food from school reduces food waste. Learning about sustainable food production is something I hope to teach my class more about in the next school year, I have quite alot of new knowledge on aquaculture farming from the last course I did and I feel this is one of Irelands best examples of home grown sustainability!Linking in with local farmers also supports ESD to 2030 linking in with local businesses and fostering relationships within the community. So having farmers visit the school for example saltrock dairy children would see sustainability in action by their ability to produce and sell local food, using reusable glass bottles therefore reducing use of plastics and their harm on the environment- their ” glass to grass” approach.</p> -
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One Sustainable Development Goal I would focus on is Responsible Consumption and Production. As mentioned by others here, this is an important topic for children because it relates to their everyday lives. It is important that children learn how their choices can make a difference. In their local area, they can see problems such as litter, food waste, and the use of too much single-use plastic at home and in school. In the classroom they can learn how too much waste and overusing resources can cause pollution, contribute to climate change, and harm animals and nature. By learning about this goal, children can understand the importance of reducing waste, reusing items, and making more responsible choices.
Activities that I would have the children engage in is promoting recycling throughout the school (using posters, advertising, surveys, class discussions). One thing I did this year with my class and would do again is, food and nutrition and I linked this with cooking and the buying of groceries (fairtrade etc). We looked at responsible consumption and production through cooking and gathered evidence of food waste and ways we can reduce this.
These activities support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions by helping children take part in making positive changes in their own community and develop a sense of responsibility and understand that even small actions can help achieve the Sustainable Development Goals. Working together as a school also helps build good habits that encourage sustainability.
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I really enjoyed reading your post. I like how you connected responsible consumption to practical activities that children can relate to in their everyday lives. Your example of linking food and nutrition with cooking and Fairtrade is an excellent way to make learning meaningful, while also helping pupils understand the impact of food waste and sustainable choices. I also agree that involving the whole school in promoting recycling helps children see that everyone has a role to play. These hands-on experiences are a great way to encourage lifelong sustainable habits and support the goals of ESD to 2030.
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Hi Mallorie,
Thanks for this post and for sharing some of the local actions that can be taken in this regard. I think we are all guilty to some degree around waste and responsible consumption – some of the areas you have mentioned are the greatest culprits, but also the easiest to make small changes in to improve the situation. Even in the news at present, the hot weather is lacing a significant strain on our water system which requires more frugal consumption. The ‘hose-pipe’ ban is a seasonal example of this but again we could also consider whether we could conserve more water inside homes. in idustries, etc.
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One Sustainable Development Goal that is particularly relevant to children is SDG 12: Responsible Consumption and Production. Children are affected by this issue both locally and globally. In Ireland, excessive waste and plastic pollution impact the environment they grow up in, while globally, overconsumption contributes to climate change and places pressure on communities with fewer resources. Many children around the world also experience the effects of pollution and limited access to clean environments because of unsustainable practices.
To encourage students to take action, I would involve them in practical, hands-on activities that demonstrate how small actions can make a difference. For example, the class could carry out a waste audit, introduce recycling and composting stations, organise a “litter-free lunch” week, or create posters encouraging others to reduce single-use plastics. We could also take part in local community clean-up events and discuss how these actions contribute to protecting the environment. These activities support ESD to 2030 Priority Action Area 5 by empowering children to take meaningful action within their local community while understanding the global impact of their choices. By encouraging critical thinking, teamwork, and responsible citizenship, students develop lifelong habits that support sustainability and recognise that everyone has a role to play in achieving the Sustainable Development Goals.
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This module helped me to develop my understanding of global inequality and how it affects children in Ireland and around the world. I learned that not all children have the same opportunities because of poverty, where they live or the resources available to them. It also helped me understand the importance of the Sustainable Development Goals, especially SDG 10: Reduced Inequalities, and how schools can help children make a positive difference.
I think this topic can be taught through stories, class discussions and simple classroom activities. I would begin by asking children what they already know about fairness and equality. We could read stories about children from different countries and talk about how their lives may be different from our own. I would encourage children to think of ways they can help others by being kind, including everyone in games and showing respect to others. We could also take part in a charity fundraiser or an activity that supports people in our local community. I think these activities would help children understand that even small actions can make a difference and would support ESD to 2030 Priority Action Area 5 by encouraging children to take action in their own school and community.
Overall, I found this module very interesting and practical. I think it can support our School Self-Evaluation (SSE) by promoting inclusion, pupil voice and active learning. It can also help schools reflect on how they are teaching children about fairness, equality and respect for others.
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Hi Elaine,
Thanks for this post. Stories and picturebooks are such an excellent way to explore all of the development education themes. They are particular useful for some sensitive issues, potentially around children in classes that may be at risk of poverty, social deprivation or discrimination as it allows the class to discuss this through the neutral context of the story and can often present issues in a light that allows children to empathise with different situations.
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Reading this module made me think about SDG 10: Reduced Inequalities. I think it’s an area that children can understand because they already have a strong sense of what is fair and unfair. Sometimes they don’t have the words for it, but they notice when someone is left out or doesn’t have the same opportunities as everyone else.
In my own school, we have children from many different countries and backgrounds. Some families have lived in Ireland for generations, while others are new to the country or are living in Direct Provision. Although the children may have very different life experiences, school is one place where everyone should feel that they belong and have the same opportunities to learn, play and succeed.
Rather than focusing on fundraising, I’d encourage children to think about the small actions they can take every day. This could be making sure everyone is included in games, welcoming new pupils, learning about different cultures through books and stories, or celebrating the many languages spoken in our school. These might seem like small things, but I think they’re often where real change begins.
I also think giving children opportunities to share their own experiences helps everyone to understand that there isn’t just one way of living or one way of seeing the world. Those conversations build empathy and help children realise that fairness isn’t always about treating everyone exactly the same..sometimes it’s about giving people the support they need to take part.
For me, that’s what Development Education is really about. It’s helping children become thoughtful, respectful and active members of their own community first. If they can do that in school, they’re much more likely to carry those values with them as they grow up.-
Hi Susan,
Thank you for sharing such thought-provoking comments around the SDG of reducing inequality. You have touches on such an important message around the importance of ‘community first’ and instilling values such as respect and active citizenship, which will be carried by these children throughout their lives, and are far more likely to trickle out into the ‘everyday’. This is likely to have further reaching impacts that some potential short-term actions which may focus on aspects such as fundraising for immediate needs (which are also understandably very valuable and important)
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I would look at Sustainable Development Goal 13: Climate action. This issue affects children globally and locally. In the last few years, Ireland has experienced climate change with more extreme weather such as the sunshine this summer and the snow and floods in 2025. Globally, children would face droughts, food shortages and many other issues as a result of the climate.
In the classroom, I would get the kids to look at what we could do within our school and local community. One thing I have seen within my school is a real push to walk, cycle or scoot to school. We would do a survey at the end of every week and whichever class did the most, their class would win a prize. This was ran over a 6-8 week block. Taking part in Green School initiatives would encourage more participation too. I think linking the Climate Action Goal to SSE would encourage schools to reflect on their environmental practices and implement some climate action initiatives.
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I chose SDG 10: Reduced Inequalities because it encourages children to think about fairness, inclusion and equal opportunities, both in Ireland and around the world. It is easy for children to assume that everyone has the same opportunities as they do, so I think it’s important to help them understand that this isn’t always the case. Some children face barriers because of where they live, disability, poverty or discrimination, and these challenges can affect their education and future opportunities.
In my classroom, I would encourage pupils to explore inequality through discussion, stories and real-life examples from both Ireland and other countries. I think it is important that these conversations focus on understanding and empathy rather than making children feel sorry for others. As a class, we could look at ways to make our own school more inclusive by carrying out an accessibility walk around the school, discussing how everyone can feel welcome and suggesting practical improvements. This would show pupils that they can make a positive difference in their own community.
I also think this links well with School Self-Evaluation. Promoting inclusion, equality and pupil voice should be part of everyday school life rather than a once-off lesson. A whole-school approach would help ensure that these values are reflected in our policies, our classrooms and our interactions with one another.
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Hi Susan,
Thank you for your post here -I really like your idea around using an accessibility walk around the school to draw children’s attention to inequalities that may exist. When we think of this SDG, we many be drawn towards thinking around the global scale or the larger picture – however, it’s important to realise that inequality comes in many forms and can exist and be present at any level. Talking about actions that could be taken to reduce this and rectify the situation is really at the heart of development education.
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One Sustainable Development Goal that I would focus on with children is SDG 12: Responsible Consumption and Production. This topic is highly relevant to children’s lives because the choices we make about food, clothing, plastic use, and waste have both local and global consequences. In Ireland, children can see the effects of waste in their own communities through litter, food waste, and the growing need for recycling. Globally, excessive consumption contributes to pollution, climate change, and poor working conditions for many children involved in manufacturing goods.
To support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would encourage students to become active participants in improving their school and local community. Rather than simply learning about sustainability, they would investigate local environmental issues, identify practical solutions, and work collaboratively to create change. For example, students could carry out a waste audit in the school, introduce initiatives to reduce single-use plastics, establish a recycling or composting programme, or organise a clothes swap and “repair instead of replace” campaign. They could also work with parents, local businesses, and community groups to promote more sustainable habits beyond the classroom.
These activities help children understand that local actions contribute to global goals. They develop critical thinking, teamwork, and a sense of responsibility while recognising that everyone has a role in creating a more sustainable future. Students could share their findings through assemblies, social media, or community events, inspiring others to make positive changes. By empowering children to take meaningful local action, they gain confidence that their voices matter and that even small actions, when multiplied across communities, can have a significant global impact. This approach reflects the vision of ESD to 2030 by helping learners become informed, engaged citizens who actively contribute to achieving the Sustainable Development Goals in Ireland and beyond.
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Great ideas! SDG 12 is a really good topic for children as they can see the impact of waste and consumption around them every day. I like the idea of a waste audit and clothes swap because they are simple ways for children to get involved and see the difference their actions can make. It’s a great way to show them that even small changes can have a bigger impact.
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Hi Claire, lots of very empowering suggestions here that the children can really take ownership of, and hopefully see change happening throughout the school. I love your suggestion of sharing findings through assemblies and social media. Preparing to speak at an assembly really encourages the children to consolidate their learning so that they can teach about what they’ve learned. The use of social media to promote it is also great to get children to engage with the content. Fantastic ideas.
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Sustainable Development Goal Number 13 – Climate Change is something that is hugely important to raise awareness of in our classrooms. We need only look at this school year from the extreme rains of the winter to this current soaring heat we have had for the last few weeks that our climate is changing. This is going to continue and it is the children in our classrooms now that are going to have to cope/deal with this problem in 50/60/70 years time.
In schools the Green Schools initiative has been prevalent for many years and is something that many children are well aware of. A lot of children are probably more aware of the importance of recycling than their parents with continued information from schools and teachers being given to them. Creating projects, poster competitions, building compost pits, school gardens, having bee areas in schools are all ways in which we can promote this learning!
I really see a strong connection between Development Education and how we approach School Self-Evaluation (SSE). When students take the lead on sustainability projects, it gives us tangible evidence of real collaboration, active pupil voice, and student wellbeing in action, which naturally feeds into our school improvement goals. To me, Education for Sustainable Development is all about shaping students into conscious, active citizens who understand that the small actions they take locally can ripple out to create global change.
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Hi Darragh,
Thank your for your post here. The current heatwave certainly would make you question if it was really just a few months ago when the children went weeks on end without being able to go out to yard due to the incessant rain. It does seem that these extremes are becoming more common in Ireland and it does beg the question about what our climate will look like in a century’s time. I full agree with your summation of some of the core tents of development education, and your description really speaks to how development education can play a key role in developing both the principles and competencies of our new curriculum.
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One topic related to the Sustainable Development Goals that I would explore with my students is climate action (SDG 13). Children are already being affected by climate change through changes in weather, the environment and concerns about the future of the planet. For example, the extreme heat wave we have experienced over the last few weeks is something many young children would never have experienced before. It gives them a real-life example of how climate change can impact their everyday lives. Globally, children in other countries are affected by rising temperatures, droughts and natural disasters.
To encourage students to take action, I would focus on small changes they can make in school and at home. This could include reducing waste, recycling, saving energy and creating awareness campaigns. I would encourage children to work together and understand that their actions can make a difference. This links with ESD 2030 Priority Action Area 5 by helping pupils become active citizens who can make positive changes in their local community.
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Eimear, I liked your thoughts of linking SDG 13 to the current weather. It’s interesting that so many of our children would never have experiences such heat. My own children were in France where one of the hottest temperatures in Europe were recorded, they talked a lot about how difficult every day would be in such extreme heat. I know weather is always a hot topic in Ireland so our children being able to experience all types of weather can be used to compare other countries globally and as you mentioned discuss the changes that can be made.
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Sustainable Development Goal 6: Clean Water and Sanitation comes in handy for Junior Infants to 2nd class which is suitable for my multigrade classroom. Globally, loads of children still walk miles every day just to fetch water that might not even be safe to drink. That’s time not spent at school, not spent playing, not spent being a child really. It’s hard to get your head around when you’re six, but even a simple story or picture gets the message in.
Locally, it’s a different story but still worth talking about — boil water notices some winters, farmers minding rivers which is very relevant to many of our pupils with farming families, or just chatting about why we shouldn’t waste water brushing our teeth. The little ones start noticing taps left running, start asking questions at home too, which is always the sign a lesson’s landed.
What I love is how a big global issue turns into something a five-year-old can actually do something about — turning off a tap, filling a bottle, saying thanks for what we have. Small hands, small habits, big picture.-
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I really enjoyed reading this. You’ve done a great job of connecting a global issue with experiences that are meaningful for young children. I especially liked how you brought in local examples, such as farming families and conserving water at home, as it makes SDG 6 much more relatable for a multigrade classroom. Your point about children influencing habits at home really resonated with me—it’s amazing how small actions can lead to bigger changes. The closing line, “Small hands, small habits, big picture,” is a lovely way to capture the impact that even the youngest learners can have.
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Reflecting on Sustainable Development Goal 5, Gender Equality, has strengthened my awareness of how gender stereotypes affect children both locally and globally. In Ireland, children may feel restricted by expectations about the toys they play with, the colours they like, or the activities they choose. Globally, many girls continue to face barriers to education, healthcare, and equal opportunities because of their gender. In my Senior Infants classroom, I would encourage children to challenge stereotypes by providing inclusive resources, selecting books with diverse role models, and promoting respectful discussions where every child feels valued. Through play, stories, and cooperative activities, children can learn that everyone should have the same opportunities regardless of gender. This approach supports ESD to 2030 Priority Action Area 5 by empowering learners to become active participants in creating a fairer society. The Global Inequality module can also inform School Self-Evaluation by encouraging staff to reflect on inclusive practice, classroom resources, and school policies, helping to embed equality, respect, and global citizenship within the whole-school culture and everyday learning.
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One topic I would focus on is SDG 12: Responsible Consumption and Production. This is something children can relate to in their everyday lives while also understanding its global impact. In my school, children see food waste every day from the hot lunch scheme, single-use plastics and fast fashion in their communities. Globally, overconsumption contributes to pollution, climate change and poor working conditions for many people who produce the goods we use.
To encourage action, I would involve pupils in practical, child-led activities such as carrying out a classroom waste audit, creating a recycling and composting campaign, organising a “swap shop” for books or clothes, and promoting reusable lunch containers and water bottles. These activities help children see that small local actions can contribute to achieving the Sustainable Development Goals.
This links closely with Education for Sustainable Development (ESD) to 2030 Priority Action Area 5: Accelerating Local Level Actions, as pupils become active participants in improving their school and wider community. They develop a sense of responsibility, teamwork and global citizenship while recognising the connection between local choices and global challenges.
Development Education can also support the School Self-Evaluation (SSE) process. Schools could identify sustainability as an area for improvement, gather evidence through pupil surveys and waste audits, implement agreed actions, and monitor progress over time. Involving pupils in planning and evaluating these actions gives them ownership of the process and strengthens student voice. Embedding Development Education within SSE ensures that sustainability becomes part of the school’s culture rather than a one-off project, helping to create lasting positive change within the school and the wider Irish community.
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Hi Triona, I found your reply has so cleverly woven together every prompt in the Module assignment, and I like that you focused on Goal 12: Responsible Consumption and Production. I too am seeing a lot of food waste in my school as a result of the hot lunches.
We have a collection basket in our classrooms and make sure to send home all spare snacks, fruits, yoghurts and milks at the end of each day – I think an audit of these snacks is a very clever idea.
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I really enjoyed reading your post. I like that you chose SDG 12 because it is something pupils can see in their everyday lives, especially with food waste and single-use plastics in schools. Your ideas for a classroom waste audit and a swap shop are simple, practical ways to help children understand that their actions can make a real difference. I also liked how you linked your ideas to the School Self-Evaluation process. Involving pupils in planning and reviewing the school’s progress is a great way to give them ownership and encourage responsibility. I agree that when Development Education is part of everyday school life, rather than a once-off event, it has a much greater impact on pupils and helps build lifelong sustainable habits.
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I really enjoyed reading your post. I like how you focused on practical activities that children can get involved in, especially the swap shop idea and the classroom waste audit. They are simple ideas that can have a real impact and help children see that even small actions make a difference. I also agree that giving pupils ownership of these activities helps to build a sense of responsibility and encourages them to become active members of their school community.
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One Sustainable Development Goal that has a direct impact on children is Climate Action. Climate change affects children’s health, wellbeing, education, and future opportunities both locally in Ireland and globally. In Ireland, children experience the effects of more frequent storms, flooding, and biodiversity loss, while children in many other parts of the world face extreme heat, drought, food insecurity, and displacement. These challenges highlight the importance of helping young people understand that environmental issues are connected across communities and countries.
At a local level children could focus on what changes we could make in order to help. For example more bins for recycling, not just general waste. Water fountains to encourage people to refill bottles rather than single use plastic. Could we have more solar panels in local amenities to create energy such as our libraries, schools, council offices etc. Could it spark up the interest in children to also make a small change in order to create a big impact on our society.
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On a local level, children will be affected by Goals 4:Quality Education and 5: Gender Equality, by girls not attending school while their male counterparts do.
In turn, a global level, children will be affected by 8:Decent work and Economic Growth, having not had access to quality education, thus excluding them from opportunities for well-paying work.
I would encourage my students to take action by first having them engage with the activities outlined in the PLAN lessons in order to deepen their understanding of systemic inequality and human rights. I would then adapt the extension activities, making them suitable for my students. I work in a DEIS Band 1 context where some children are living in emergency accommodation – so I would need to approach activities about homes, for example, with extreme sensitivity.
As an example of a direct an activity in support of ESD to 2030, I would organise a project of posters that would be displayed on a public facing wall of the school for people to stop and read. Each poster would represent a country with a different economic profile (e.g. South Sudan, Luxembourg, Australia, Columbia), and provide statistics of education levels in that country, and where possible – stories from children in those countries. This project would aim to raise awareness of the discrepancy in quality and access of education around the globe.
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I like the way you’ve linked the local and global effects together Lorna. It shows clearly how something like access to education can have a knock-on effect later in life, particularly around work and future opportunities. Like you say, when teaching this in a DEIS Band 1 setting some of these topics need to be handled very carefully, especially when children in the class may have direct experience of housing insecurity or emergency accommodation. The poster project sounds like a nice idea. It would give the children something active and visual to work on, while also helping the wider school community stop and think. Including children’s stories as well as statistics would make it more meaningful too, as the personal side often connects with pupils more than numbers alone.
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I really enjoyed reading your post. I like how you considered the needs of your own DEIS school community and the importance of approaching sensitive topics carefully. Your idea of creating informative posters is a great way to raise awareness and help students connect local experiences with global inequalities
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I would focus on SDG2- Zero hunger.
The video in this module, If the world had 100 people, really showed the disparity in food availability around the world. Many assume food is plentiful because of a growing obesity problem but that is not always the case. Much of the time in school we teach about healthy eating, not realising just how privileged we are to have a choice between healthy and unhealthy foods.
This topic would work very well with SPHE and Geography in all schools as well as Learn Together in my school. A history element for older classes learning about the famine could work well with this lesson too
I would begin by discussing food and food poverty, explaining these concepts, what they mean and how food poverty can happen. Children would be encouraged to think about the food they are eating and discuss ways they could educe food waste at home or at school. Some extension activities for a class could be planting fruit or vegetable seeds in the hope children would be able to eat the food they have grown. This can be done on a whole school level as a school garden which would be very effective. Another option would be to learn some recipes to use food that might not otherwise be used. Banana bread and bread and butter pudding are great examples of these.
There is lots of room for the children in my school to be more mindful about the food they eat and make some changes to reduce waste. Drawing attention to and taking part in food drives can be great ways to help our community in this way too.-
Hi Anna,
I enjoyed reading your comment. I like the idea of linking Zero Hunger with the Famine, as it helps children make connections between the past and present. It also links into the new curriculum and integration of topics and subject areas. I also think the idea of a school garden is a great way of giving children a practical understanding of where food comes from and encouraging them to reduce food waste.
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I chose Climate Action (SDG 13) because it affects children both locally and globally. In Ireland, children are already experiencing the effects of climate change through more frequent storms and flooding, while children in other parts of the world face droughts, food shortages, and displacement. Learning about these issues helps students understand that their actions can have a positive impact.
In my classroom, we have already been actively involved in learning about the water cycle, water conservation, and pollution. The children designed posters to promote saving water and protecting the environment, and they became much more aware of how their everyday actions can make a difference. Building on this, I would encourage students to take part in practical activities such as reducing waste, recycling, saving energy, creating a school garden, and participating in litter clean-ups or awareness campaigns. These activities support ESD to 2030 Priority Action Area 5 by encouraging children to take meaningful action within their local community while understanding the wider global impact.
This module can also support School Self-Evaluation (SSE) by helping schools review how sustainability and global citizenship are promoted across the curriculum. Setting goals around environmental awareness and student participation can strengthen the school’s commitment to Education for Sustainable Development.
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I really like Chloe’s idea of focusing on Climate Action as it is something that affects us all. We have seen the affects of natural disasters all over the world, and also floods and wild fires more locally. Chloe has some lovely ideas about educating children on the importance of water, protecting the environment and saving energy in order to do this. Perhaps she could link up with the Green Schools Program in order to have a purpose to the learning and a goal to work towards. We all have our part to play, and each action like this will help turn the tide on global warming. Well done Chloe.
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One Sustainable Development Goal that I think really connects with 6th class is 16 Peace, Justice and Strong Institutions, especially when talking about children’s rights. At this age, pupils are much more aware of what’s happening in the world through social media, the news and conversations at home. They often ask questions about wars, poverty or unfairness, so it’s a good opportunity to help them understand that every child has the right to be safe, go to school and have their voice heard.
I think the best way to encourage action is to make it something they can relate to. We could learn about the UN Convention on the Rights of the Child, discuss what children’s rights look like in our own school, and come up with ways to make our classroom more inclusive. Pupils could also organise a fundraiser or awareness campaign for a children’s charity or write letters about issues they care about. These activities show them that even small actions can make a difference. I think this is a great example of ESD to 2030 Priority Action Area 5, as it empowers children to take action in their own school and community while learning about global issues.
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I think this goal is a really good choice for 6th class Siofra. They’re at that age where they are starting to hear more about what is happening in the world, and they often have big questions about fairness, conflict, and why some children don’t have the same chances as others. I like the way you would bring it back to children’s rights, and the idea of looking at rights in your own classroom is a lovely starting point too. It keeps it close to home before moving out to wider global issues.
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I think this is a great idea Siofra.
I think this is one of the goals that seems a little more abstract and it can be hard for the children to see how their individual action can make an impact. The ideas you suggest help make the idea more tangible and meaningful for the children and also show how each individual little step ultimately can make a positive difference.
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The sustainable development goal I chose is SDG 13: Climate action.
It is very evident today that climate change is affecting children’s education, health and over-all wellbeing here in Ireland but also globally. We face extreme weather, food insecurity, displacement (spain and france currently) along with water shortages/supply issues. Children and adults contented with structural damage to properties (storms last year), flooding, No electricity, chnages in biodiversity and growing fear of what the future will hold for us if this continues to worsen.
To encourage students to take action in support of this sustainable development goal and the ESD to 2030 Priority Action Area 5, I would focus on how we can make small but meaningful changes in school and at home. We could identify ways to reduce waste and energy use, Promote Reuse and Recycling, promote Biodiversity through active learning such as building bug hotels and planting trees and promote the use of sustainable transport. We could also continue to participate and support local initiatives such as sales involving preloved items, plants and locally produced food goods.
Development education aligns to SSE by promoting our students to be global citizens who are tuned in to the benefits of sustainability and feel like they have a voice and that their actions can make a difference both locally and globally. It is adapted as a whole school approach which is embedded in our policies and everyday practices making it a meaningful section of school improvement. -
I would choose Climate Action (SDG 13) because it is something children can relate to in their own lives while also understanding its impact around the world. Locally, children can see the effects of climate change through more extreme weather, flooding, and the importance of protecting nature. Globally, they can learn how climate change affects people’s homes, food supplies, and wildlife in many different countries.
In my classroom, I would encourage pupils to take small but meaningful actions. They could reduce waste by recycling, save energy by switching off lights and devices, walk or cycle to school where possible, and take part in litter picks or tree planting. We could also carry out a class project to reduce single-use plastics in our school.
By taking part in these activities, pupils can see that their actions matter. They learn that even small changes can make a difference and that everyone has a role to play in creating a healthier and more sustainable future for their local community and the wider world-
I really enjoyed reading your post and agree that Climate Action is an excellent SDG for primary school children to engage with. I particularly like your focus on connecting local actions with global impacts, as this helps children understand that their everyday choices can have wider consequences. The practical examples you mentioned, such as litter picking, tree planting and reducing single-use plastics, would make climate action meaningful and achievable for pupils. I also think these activities could encourage a sense of responsibility and ownership within the school community. Giving children opportunities to take action themselves is a great way to support ESD to 2030 and Priority Action Area 5.
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One Sustainable Development Goal that I think is really important to talk about in primary schools is Responsible Consumption and Production (SDG 12). Children are naturally really interested in topics such as recycling, fast fashion and reducing waste. They often bring up things they have seen online or heard at home, which leads to great opportunities for discussions about the topic in the classroom.
I also think it’s important for children to see that they can make a difference through small everyday actions. Checking waste around the classroom and school, organising litter picking (I have previously used Picker Pals with works really well in the junior end), and encouraging reusable water and lunch boxes help children understand that their small actions can help have a wider global impact.
For School Self-Evaluation (SSE), I think it would be easy to involve all classes in different activities throughout the year in regarss to Development Education. Children can see that everyone plays a part and that looking after the environment isn’t just something we talk about in SESE lessons, but something we can all do every day to help.
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SDG 12
I chose Responsible Consumption and Production as I think it is something children can understand and make a real difference to. Although it is a global issue, it starts with small actions in our own homes and schools.Our school already takes part in lots of activities that support this goal. We have Green Schools initiatives, encourage children to reduce, reuse and recycle, and take part in the “Grow It, Cook It, Eat It” programme. These activities help children understand where food comes from, reduce food waste and appreciate the importance of caring for the environment.
We also hold clothes collections and a school uniform swap at the beginning of the school year. These are simple ideas but they teach children that reusing items instead of throwing them away is better for the environment and can also help other families in our community.
I think these hands-on activities are the best way for children to learn. They can see that even small actions make a difference.
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<p class=”isSelectedEnd”>Hi Elaine, I really like your focus on Responsible Consumption and Production as it is a very practical SDG for children to engage with. The examples from your school show how small, everyday actions can have a meaningful impact. I particularly like the idea of the uniform swap as it encourages reuse, reduces waste and also supports families within the school community.</p>
I agree that hands-on experiences are often the most effective way for children to learn about sustainability. By being actively involved in initiatives such as Green Schools and growing food, children can see the connection between their choices and the wider impact on the environment. These activities also promote pupil voice and responsibility, which links well with ESD and SSE by supporting a more sustainable and inclusive school culture. -
I really enjoyed reading your post. It’s great to see all the ways your school is helping children learn about looking after the environment. I like the idea you mentioned about the school uniform swap and clothes collections. These show children that reusing items is good for the environment. Like you said children learn best by taking part in practical activities.
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I’m choosing module 4 Education & inequality. We have a well funded, good education system in our country but unfortunately not all children have the access to it. Supports are not in place for all children, the children who cannot access these supports don’t have the financial advantage to access private supports.
There is a two tier system in place – and it creates an inequality which is very very unfair on children.
I work in an extremely disadvantaged area, which extreme poverty, homelessness, high crime rates and I see everyday how all of these factors contribute to education disadvantage/inequality.
I try to speak to my students about equality but it can be difficult due to their personal situations. -
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A topic linked to the Sustainable Development Goals that I would explore with my students is Goal 12: Responsible Consumption and Production. Children are affected by this issue both locally and globally. In Ireland, pupils see the impact of waste, overconsumption and the importance of recycling in their own communities. Globally, many children are affected by unequal access to resources, pollution and the effects of unsustainable production practices.
To encourage students to take action, I would involve them in practical projects such as carrying out a classroom waste audit, reducing single-use plastics, creating awareness campaigns, and exploring ways our school can become more sustainable. These activities would help children understand that their choices can contribute to positive change both locally and globally. This links with ESD to 2030 Priority Action Area 5 by empowering students to take meaningful action within their own school and community.
The Global Inequality module has highlighted the importance of helping children understand that people around the world do not have equal access to resources and opportunities. This can feed into SSE by supporting the development of a more inclusive, globally aware school culture. It encourages the school to reflect on how well it promotes sustainability, equality, pupil voice and active citizenship.-
Goal 12 is a great choice, Michelle, because the children can see it in their own lives straight away. Waste, recycling, packaging, and plastic. It’s all stuff they come across every day, so the SDG doesn’t feel nearly as abstract to them. The classroom waste audit is a lovely idea. It’d be very eye-opening for the pupils, and I’d say for a few of the adults as well. Sometimes when they see exactly what’s gone into the bin over a few can nudge them towards changing small habits. The awareness campaign is an excellent idea. It’s a great chance to let the class come up with their own posters, slogans, or suggestions for the school. It gives them the sense that they can actually do something about a problem.
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Sustainable Development Goal 14, Life Below Water, is all about protecting our oceans, seas, and marine life so that they can continue to support people and the planet.
In many coastal areas, families are reliant on fishing to earn a living. When fish stocks become low because of overfishing or pollution, it can affect family incomes and make it more difficult to provide for children’s needs.
Healthy oceans are also an important source of food. If sea life is harmed or damaged to excess this can cause a shortage of food for families.
Helping children understand the importance of protecting our oceans encourages them to appreciate the connection between healthy sea environments and the wellbeing of people around the world.
This links well with the ESD for 2030 framework. Schools can help children see that small actions make a difference. Activities such as reducing plastic waste, taking part in local clean-up projects, joining the Green Schools programme, or learning about local rivers and beaches help children understand how they can protect the environment.
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This is a great SDG to explore, Carole, especially if children live near the coast or have visited beaches, rivers, or harbours. It makes the idea of protecting the ocean feel much closer to home. I like how you’ve linked marine life with people’s lives too. Children might first think of sea animals, but it’s important for them to see that fishing, food, jobs and family income are all connected to healthy oceans as well. The plastic waste link is a really practical one for schools. It’s something children can actually see and do something about, whether that’s reducing single-use plastic, sorting waste properly or taking part in a local clean-up.
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I would focus on sdg 4: Quality Education, particularly the gender inequalities that prevent regarding girls around the world from receiving an education. Girls have consistently been given the caregiver roles in poorer countries and seen as the least likely to attend school or college. Conflict zones and poorer communities are more likely to have lower female education participation.
What I would change in SEE and in class would be to sort of remove gender bias regarding play based learning and language learning and provide lots of reading materials of female as well as male role models in history inventors and such to inspire our young children to become trailblazers and pioneers reagrding their own gender and inspire confidence in their decisions.
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I would focus on sdg 4: Quality Education, particularly the gender inequalities that prevent regarding girls around the world from receiving an education. Girls have consistently been given the caregiver roles in poorer countries and seen as the least likely to attend school or college. Conflict zones and poorer communities are more likely to have lower female education participation.
What I would change in SEE and in class would be to sort of remove gender bias regarding play based learning and language learning and provide lots of reading materials of female as well as male role models in history inventors and such to inspire our young children to become trail blazers and pioneers reagrding their own gender and inspire confidence in their decisions.
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SDG 4 is a really important goal to focus on, Emma, especially when you look at how many girls around the world still face barriers to education. It’s hard for children to imagine not being allowed, or not being able, to go to school just because of their gender, so it could lead to a very meaningful class discussion. I like that you’ve linked it back to the classroom as well. Challenging gender bias in play, language and the resources we use is a very practical place to start.
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I would choose SDG6: Clean water and sanitation, as it directly impacts children on both a global and local level. For example, globally millions of children lack access to safe drinking water, forcing them to walk miles to fetch water and miss out on education in some situations. Locally in Ireland, children often view water as an infinite resources (as it also rains so much) making it harder to grasp water scarcity. However, recent summer dry spells, hosepipe bans, and local water restrictions bring the reality of water conservation right to the forefront.
To align with ESD to 2030 priority action area 5: accelerating local level actions, I would use the real-life context of Irish hosepipe bans to anchor a ‘local water guardians’ initiative in the classrooms. we could start by exploring why hosepipe bans happen in Ireland despite our wet climate examining water storage, local rainfall data, and daily usage. pupils could audit water consumption across our school and home environments, identifying simple habitat changes like turning off taps while brushing teeth or resting rainwater for gardening. This could be extended to local tidy towns or our green school committees to design a child-friendly water saving guide for local household and businesses. this makes learning and the SDGs local and relatable.
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I think there have been a myriad of struggles in Ireland for people such as the housing crisis as one example and other fiscal and EU policies which have caused a lot of financial pressures on families and young children as a result have suffered as result. The ripple effects can be felt when families feel under pressure to provide for their children with high rents and housing polices that place undue pressure on hard pressed families. The trauma can definitely be felt in most DEIS classrooms across the country and non Deis also.
In younger classes programmes such as Bi Cinealta foster empathy and encouraging kindness and respect. In older classes I would encourage debate and discussion to foster critical thinking and questioning popular opinions and look to develop and foster critical thinking and a sense of community minded young people. Ij think children visiting old care homes, hospitals and even homeless charities may help to raise their awareness of how people are suffering in society. SSE whole school policies such as Bi Cinealta, and Incredible Years would be good policies to help children especially those with adverse childhood experiences to grow and develop in the school community. -
For the purposes of this assignment, I will focus on Sustainable Development Goal 13 – Climate Action. I think given the changes in Ireland which we are currently experiencing with above average temperatures this goal can be seen as a real life event for the children. We will focus on how climate change affects our communities at a local, national and international level. I would enable the children to understand the broader meaning and consequences of climate change by discussing topics such as biodiversity, flooding, droughts and extreme weather events. In order to support ESD for 2030 Priority Action Plan Area 5 – Accelerating Local Level Actions – I would encourage pupils to collaborate in discussion a climate related issue which effects our own community or locality. This could take the form of water rationing resulting from drought or the effect of a drought on biodiversity or the food chain in our locality with particular reference to the farming community and what actions we can take.
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That is a great idea Michelle. It is so topical, and definitely something that children are aware of, even if they are not directly taught about it in school. Learning about these issues can be overwhelming and scary for children, but I think the action plan you proposed is good because it is achievable and rewarding for children to feel like they are making a difference.
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I would focus on Sustainable Development Goal 12: Responsible consumption and production. This is something that is an issue at a local level and nationally as well as worldwide. It is a topic that can easily be seen in our school and in our community. Children are often aware of litter on their streets and in the countryside, but they may not realise the impact of global overconsumption, leading to pollution and climate change. Targeted lessons would help open their eyes to how their own small actions can have a big impact.
Food waste is an issue in my school, particularly since the introduction of the free school lunches. Unfortunately, there is always lots of food left over at the end of each day. I feel an information campaign is needed so that parents understand that they need to plan carefully so that they order food that their children will actually eat, and that they should cancel their order altogether if necessary to avoid food waste.
Within the school, we could organise litter-picking campaigns. I have done this in the past on a small scale, when my class participated in the Picker Pals programme. Each weekend a child brought home a litter-picking pack and documented where they used it, what they found etc. Also, each morning, the principal brought two children from the class outside to pick up litter in the yard, and reported back to the class. This could easily be expanded to include all class levels.
A whole-school approach to reducing, reusing and recycling could be part of SSE plans. Segregating of rubbish to maximise recycling could be established. Posters could be designed and displayed around the school. Art lessons could be planned around reusing and repurposing single-use materials. -
Hi Áine, thank you for your engagement in Module 3.
Goal 12 is a brilliant choice because the children can see it in their own lives straight away. Addressing food waste from the free school lunches is a great real-world example of ESD to 2030 Priority Action Area 5 in action.
Expanding Picker Pals and running a parent campaign is an excellent way to let the pupils lead. I really like your idea of art as a vehicle to reuse and repurpose single-use materials!-
I completely agree with you about the amount of waste being created through the hot school lunches. It is really noticeable how much food is left over each day, and I think parents have an important role to play in helping to reduce this. Perhaps parents could be encouraged to change the lunch options more regularly so that children are receiving meals they actually enjoy and are more likely to eat. I also think it would be great if there was an option to choose a cold lunch instead, particularly for children who are reluctant to eat the hot meals.
The Picker Pals programme is great too. It is something that has been used in my own children’s school, and I have seen first-hand how it encourages children and families to become more aware of litter in their local environment. It is a simple but very effective way of giving children responsibility and showing them that their actions can make a difference. It is definitely something I would like to introduce with my own class this school year and expand into a wider whole-school initiative.
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Goal 15 life on land.
Children would be affected and most aware of life on land in their local environment. In parks, forests, rivers, seas, lakes etc. More globally, they might not be aware of the variety of species in plants and animals that exist on planet earth. Nat Geo Kids is a great website for resources to this. After drawing children’s attention to the life on land in their locality and more broadly, we could then start looking at what these animals do for us. For example, if we focus on the bee, and how it not only produces honey but acts as a natural pollinator for us. We could research how the number of bees are deteriorating and investigate how we could encourage more bees to the area. This is something I did with my class last year, and we came up with the slogan ‘Let it Grow!’. We shared this with all classes and parents/guardians. We asked everyone who was able, to leave a patch of grass in their garden for bees and other pollinators to visit. It was a great success. -
I would explore Goal 13 – Climate Change, as children are increasingly aware of how it affects their lives both locally and globally. In Ireland, we are seeing noticeable changes in our weather patterns, from unusually hot summers to more frequent severe storms. Many pupils still remember Storm Ophelia, which brought dangerous winds and heavy rain. Experiences like this help children understand that climate change is not something happening far away — it is already impacting their own communities.
To encourage children to take meaningful action, I would involve them in projects focused on caring for the environment and making responsible choices. This links naturally with Goal 12: Responsible Consumption and Production, as children can learn how reducing waste, recycling, reusing materials, and conserving energy all contribute to climate prevention. Working with the Green Schools Committee would give pupils real opportunities to lead initiatives and see the impact of their efforts.
These activities empower children to recognise that their actions matter and support ESD to 2030 Priority Action Area 5, which emphasises accelerating local‑level action. This module has highlighted the importance of teaching children that everyone has a role in protecting the environment and that creating a more equal, inclusive world begins with understanding our shared responsibility.
The Step Forward Game was a very effective activity for older classes. It clearly showed pupils how people’s opportunities can differ and how inequality affects individuals in real ways. As the gaps widened between characters, pupils quickly recognised that not everyone starts from the same place. It sparked strong discussion around fairness, privilege, and the impact of circumstances beyond our control. Overall, it was a simple but powerful way to help children understand inequality and think about how they can make their school and community more inclusive.
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The Sustainable Development Goals that I have chosen is “Zero Hunger”. Ireland is often placed very high in the global rankings of wealth yet 8.9% of the population is affected by food poverty according to ESRI and CSO.
The government’s hot school meals programme aims in reducing food poverty in Ireland and this is one of many ways in which the “Zero Hunger” goal is being address locally.When we think of food poverty, starvation or famine we often think of the global south being affected but as the statistics and initiatives mentioned above show, this is something that is seen on both a local and global level.
There is so much scope for this particular area of the sustainable development goals to be addressed in school. Cross curricular learning with SPHE, SESE, Literacy and Maths can all be used to further study this area in the classroom. Case studies on Irish Aid, Concern, Trocaire etc and the work they do in tackling world hunger can be researched in class and comparisons and discussions on the Irish Governments Hot School Meals initiative can be made with these aid agencies.
Through these projects and discussions, children could discuss and come up with ideas on how they can take action to support the SDGs in Ireland too such as organising collections for SVP or other local organisations, organising fundraisers through the Students Council to raise funds for local and global aid agencies and educating others at home and around the school but designing PowerPoint or posters outlining the need for these organisations both locally and globally and the work that these organisations do.
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I would focus on the Clean Water and Sanitation Goal returning to school in September. This summer we have been experiencing heat waves across Ireland and Europe which is putting a strain on water supplies. Children may be aware that there is a hose-pipe ban in operation at the moment and there could be more restrictions to come if the weather continues to be so hot. With that in mind the children may already be thinking about the importance of clean, running water and imagining what it would be like without it.
Lesson 3 in this module provides a very relateable activity about the children’s own morning routines, which may involve brushing teeth, showering, having a drink of water, washing up after breakfast etc. And then watching a video of other children from around the world and seeing how their morning routine is, perhaps involving a long walk to the well to get water, and possibly not having access to clean water. This will tie into a Wellbeing focus of SSE.
I would encourage children to take action in support of Priority Action Area 5: Accelerating Local Level Actions. We could try to raise water conservation awareness around the school by designing informative and catchy posters. The children could bring their posters to other classes to raise awareness among younger classes and speak about what they’ve been learning.
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The topic I chose related to the Sustainable Development Goals is Climate Action. Children are affected by this at local and global level. We are currently seeing extremes in weather conditions with many parts of Europe ravaged by fires this summer. Climate change can make existing inequalities worse, particularly for children in poorer countries. As well as this children may experience anxiety, stress or fear about extreme weather and their future. I would encourage my students to take action in many ways. Firstly I would encourage the pupils to recycle both in school and outside of school. There are recycling centers around the country where people can take recycling material for a few euro as well as services like Mr Binman. I would encourage the children to conserve water by taking showers instead of baths, to turn off the tap while brushing their teeth etc. I would encourage them to keep lights off and plugs switched off where possible. I would also make them aware of the plight of children in other countries to promote empathy and to encourage them to do what they can to help climate change. I would encourage student led action projects to support ESD to 2030 and local action. Small projects are often more motivating than abstract sustainability campaigns e.g a pollinator garden, food waste reduction campaign, sustainable transport initiative or local biodiversity survey.
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I would like to focus on SDG 13: Climate Action. I think climate change is something children can begin to understand from a young age by looking at what is happening in the environment around them. For example, we could discuss the unusual weather as of late, flooding or changes in plants and wildlife, and then explore how similar changes can affect people and environments across the world. This could help children see that climate change can affect our local communities and that the effects can often also be much greater for communities in other parts of the world.
I would encourage my pupils to take action by choosing a small class project, such as reducing waste in the classroom, saving energy or creating a more wildlife-friendly area in the school grounds. This would give the children an opportunity to see that their actions can make a difference. It also links well with ESD to 2030, which highlights the importance of connecting local issues with national and global issues.
I also think this could feed into SSE by looking at what our school is already doing around sustainability, identifying an area for improvement and setting a simple goal. This could also fit very well with Priority Action Area 5, which encourages schools to work with their local communities and organisations on sustainable development.-
Ellen, I think focusing on SDG13: Climate Action is a very relatable topic to focus on given on our most recent wet winter and very hot and dry summer. Children could discuss the impact these changes have had on them locally; and consider the hosepipe ban that was in place for many due to water shortages this summer. At a local level perhaps students could hold a poster drive around the school and community to promote water conservation (e.g. brushing teeth with taps turned off, showering instead of baths, avoiding filling paddling pools etc ).
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Working in an alternative education setting for young people in Dublin who are themselves navigating disadvantage, I’d choose SDG 1 (No Poverty) and SDG 2 (Zero Hunger) as entry points, since these are lived realities for many of our students rather than abstract concepts.
Rather than starting globally, I’d start with what students already know: food insecurity, unstable housing, or unsafe neighbourhoods in their own community. Leading with compassion, we could explore local case studies (food banks, homeless services in Dublin) to validate their experience rather than positioning them as passive recipients of a “development” narrative aimed at distant countries.
From there, we could bridge outward: comparing local food poverty with global hunger causes (conflict, climate shocks, unequal trade), using storytelling and personal testimony rather than statistics-heavy lessons, which can feel abstract or shaming, or difficult to grasp for those with AEN.
For Priority Action Area 5, an action could include a small, achievable local project and link cross curricular with English. Through drafting a formal letter to local representatives, students could voice their concerns of food poverty, giving students genuine agency rather than what they may consider to be distant, unreachable global goals.
This approach could build empathy both ways: recognising their own resilience and connecting it to others facing similar struggles elsewhere. Rather than asking them to empathise abstractly, I’d frame it around recognition first. Students would be taught their own experience is valid and shared by others locally and globally. They would be encouraged to use their own words or drawings rather than mine. This may serve to lower the emotional and literacy barrier.
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Hi Fiona,
Thank you for your post here and for sharing your firsthand experience with us. I think when people hear about poverty, many will think that it is a third world issue. However, there are so many families and communities in Ireland living in poverty, and its important for children to see that many Irish people suffer from the same inequalities on a local level, that we talk about on a global scale. Looking at the work done by local organisations in this regard, as well as learning how to campaign for further supports is an excellent way to build development education into our curriculum.
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One SDG that I think is particularly relevant to children in an Irish primary school is SDG 12: Responsible Consumption and Production. Children can see the effects of consumption in their own school and community, while also understanding that these issues have global consequences. For example, food waste, single-use plastics and unnecessary use of resources can contribute to environmental problems far beyond Ireland.
To support ESD to 2030 Priority Action Area 5, I would encourage pupils to take practical action at a local level rather than simply learning about sustainability. As a class, we could carry out a waste audit of the school, identify areas for improvement and create an action plan. Pupils could introduce initiatives such as reducing food waste, improving recycling and reusing materials for art projects. We could also work with the wider school community by sharing our findings with parents and the local community. This would empower children to see that their everyday choices can make a meaningful difference and that local action can contribute to global change. -
The topic I would choosr is climate change and responsible consumption, which is linking closely with SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). This is an issue that affects children both locally and globally. In Ireland, pupils can see the impact of waste, litter, energy use and changing weather patterns in their own communities. Globally, climate change can affect access to food and water, wildlife, homes and people’s health, particularly in communities that are more vulnerable.
To encourage pupils to take action, I would focus on practical activities that allow them to make a difference within their own school and local community. For example, pupils could carry out a waste audit in the school, identify areas where waste could be reduced and create posters or campaigns encouraging recycling and reducing single-use plastics.
This links strongly with ESD to 2030 Priority Action Area 5, which focuses on accelerating action at a local level. I think giving children opportunities to identify real problems and take meaningful action helps them understand that even small changes can contribute to wider global goals. It also develops a sense of responsibility, teamwork and active citizenship, showing pupils that they have an important role to play in creating a more sutainable future.-
Hi Danielle,
Thank you for your post here – it is certainly a relevant SDG and one which many children might be able to relate to from local experience, based on the recent hot summer. Seeing ways in which this impacts their own lives is so important in making this ‘real’ – for example, the hosepipe ban might have meant they couldn’t use paddling pools or water slides at home, parents couldn’t was cars, etc. Water outages over the summer may have been a problem in some areas, which could also form the basis of some form of action on conservation.
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Given that this Module focuses on Inequality, the Sustainable Development Goal that I would like to look at having finished this module would be that of Gender Inequality. I would specifically look at it through the context of access to education. The video about the Cambodian girl and her dreams was particularly powerful for me. She has the same dreams and goals as western children, but because of where she grows up, her chances of making her dreams come true may be significantly diminished. I love the lesson idea of asking children to build a tower but giving them different resources. I think this really emphasizes how structurally unjust our world is and how we do not all have the same opportunities. I love the idea of the privilege walk at the end of this Module also, and I think this would be a really effective way in getting children to understand and see that we are not all equal in our opportunities. I hope as a result of creating this awareness with children we make spark empathy and a more just world for all. This leads back to our SSE plan by creating more responsible, active global citizens.
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Hi Irene,
Thank you for your post here and for your reflections around gender inequality. The previous module went into this in more detail and the forum responses indicate that stereotypes from an early age can often present the conditions that lead to more formal inequalities in work and society. Whilst gender inequality exists to some degree and in some sectors in Ireland, thankfully access to education is an area with very minor barriers – something which unfortunately cannot be said for all areas of the world.
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I would focus on SDG 12: Responsible Consumption and Production, as it is something children can easily connect to in their everyday lives. We could begin by looking at how much rubbish our school produces in one week and asking the children where they think it all goes. We could then explore how waste and over-consumption affect children in Ireland, for example through litter, pollution and the amount of resources used to make the things we buy. We could also look at the global impact, including how waste and the production of clothes, toys and electronics can affect communities and the environment in other countries thus emphasising the importance of reusing and reducing our waste. I would encourage the children to become “sustainability detectives” and work together to find one problem in our school. They might organise a litter pick for the school once a week, set up a reuse/swap station, reduce food waste or create posters encouraging people to use reusable bottles and lunch containers. I would want the children to see that they are not too young to make a difference. A small action in their school or community can connect to much bigger global issues and help them understand that sustainability is something we can all take part in, rather than something that is only the responsibility of adults or governments.
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I chose to look at SDG 4: Quality Education, with a focus on the gender gaps that keep girls out of classrooms worldwide. From forced early marriages to heavy domestic workloads, girls’ futures are frequently sidelined in favor of boys’ education which is a reality that echoes Ireland’s own social history. Poverty and conflict only worsen these divides. To bring this to life for pupils, I will use the ‘Step Forward’ module activity. By stepping into different roles, children will personally witness how location, wealth, and gender shape a person’s path. A tower-building exercise with unequal resources will further cement this concept of unfair starting points. Finally, we will channel this learning into local action. Pupils will exercise their voice by writing to the Taoiseach, designing posters, and leading assemblies. This directly feeds into SSE by helping us audit how our own school models equality and high expectations.
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Hi Jennifer,
Thanks for your post here and for outlining how you might use the resource in the classroom. I find this approach extremely engaging and worthwhile for the children to take part in. So often, considering what life may be like for others is something which is hard to grasp, so an activity that asks us to act ‘in their shoes’ could be brilliant. It’s incredible to think that our gender, nationality, race and so many other factors have such an impact on the type of opportunities that are presented to us in life.
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The need for Climate Action (SDG 13) is something which is particularly relevant at the moment as we are witnessing the effects of it at first hand. In our landscape, we can see how, as a result of an exceptionally hot Summer, plants wilt, the leaves on trees are turning colour and wild fires have ravaged large areas of land. On a global level, the children can see how the change in temperatures is causing natural disasters which result in loss of life and destruction of homes and habitats and forced migration for many. The local and national impact is something which we often discuss in Geography lessons or when related items are on RTE’s News2Day.
The An Taisce Green Schools Progamme is a great vehicle to encourage students to take action to support this goal. Each flag focuses on different areas in which we can take action. Since adopting the programme, we have promoted the importance of reducing consumption of resources, reusing items where possible and walking or cycling to school. We have also participated in the Picker Pals programme which is one of the programmes which received government funding under the ESD Programme. These programmes provide very practical ideas to help children take action to support this SDG.
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I chose to look at the Sustainable Development Goal 12 – responsible consumption and production. In particular I would focus on reducing waste within my classroom context.
In general, this is a very relevant issue in our local community and in Ireland as a whole – therefore I think bringing it to light in the classroom would be useful for the students. The children could carry out a ‘waste audit’ where they could gather information from different classes regarding their choice of lunch containers. They could then enocurage the use of reusable lunch box containers and water bottles through posters, projects and small presentations at our school assemblies. They could then carry out another audit later in the year to compare progress. I think seeing first hand the impact they can make on reducing waste would be in invaluable lesson as it would show them that meaningful action can encourage change. It would also prove to them that even small actions within our school can have a positive effect on global environmental changes.
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The SDG I would look at with my pupils is SDG 12: Responsible Consumption and Production. Waste is something children can see and experience every day in school, particularly since the introduction of the hot meals programme, where we have noticed how much food can be left over. This could provide a very meaningful starting point for children to investigate food waste and consider what we can do differently.
I would also introduce the Picker Pals programme, which I have seen in my own children’s school. My son brought the litter pickers home for a weekend and our family went out together to collect rubbish and take pictures of our experience. I thought this was a fantastic way of showing children that small actions can make a real difference and that sustainability can involve the whole family and community. Picker Pals is specifically designed to involve primary school children and their families in local litter-picking.
This could link across SESE Science, Geography and SPHE, as children investigate materials and recycling, explore the impact of waste on their local environment, and consider responsibility and how their choices affect others. It also links naturally with our Green-Schools Litter and Waste theme, which encourages children to take action in their school and community.
I think this is a great example of ESD to 2030 Priority Action Area 5 – Accelerating Local Level Actions, as children are not simply learning about sustainability but actively making changes in their own community.
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