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ASSIGNMENT
Reflect on how Climate Change is impacting on your own local area and how you would engage your pupils to explore this further. Suggest three actions that you can do to make the world a better place and slow down climate change.
Post a reflective piece (150 words min) on how you would do this in your classroom to this forum as a reply to this post.
Please also comment on at least one other participant’s post.
Then, recollect on how the Development Education modules in this course can feed into School Self-Evaluation (SSE) at your school.
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Climate change is something that children are becoming more aware of. In my local area we have experienced more severe storms in recent years. Storm Éowyn caused a lot of damage in our school. Trees were damaged and our fairy garden was destroyed. Seeing this happen helped the children understand that climate change can have a real impact on places that are important to them. We have also experienced heavier rainfall and more flooding during the winter.
In the classroom I would encourage pupils to explore climate change through discussions, stories and outdoor learning. We could keep a weather diary and look at how the seasons have changed over time. This would help children make connections between what they see at home and what they are learning in school.
There are many small actions we can take to help. We can recycle more, save electricity by turning off lights and plant flowers and trees to support nature.
This topic links well with School Self Evaluation. It supports wellbeing, active learning and pupil voice. It also encourages children to take responsibility for caring for their local environment and understand that small actions can make a difference.
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I really liked your idea of the weather diary Sarah. It’s such a simple but really effective way for children to notice patterns over time. It would have been especially interesting with the recent hot weather too, as they could compare extremes and start to see how conditions are changing in a very real, hands-on way.
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I love your focus on outdoor learning and keeping a weather diary. Connecting their lived experience of the seasons changing with structural classroom learning is a brilliant pedagogical approach. Your practical ideas like planting flowers and trees to support nature are a fantastic way to restore what was lost while building active environmental stewardship.
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I really enjoyed reading your reflection. I think using the damage caused by Storm Éowyn as a real-life example makes the learning very meaningful for children, as they can relate it to a place they know and care about. I also liked your idea of keeping a weather diary to help pupils recognise changes over time. Your suggested actions are practical and achievable, showing children that small everyday choices, such as recycling and saving energy, can contribute to protecting the environment. The connection you made to School Self-Evaluation through wellbeing, active learning and pupil voice is also very relevant.
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I really enjoyed reading your post. I think using your school’s experience of Storm Éowyn is a very meaningful way to help children understand that climate change is not just a global issue but something that can affect their own community. I also like your idea of keeping a weather diary, as it encourages children to observe, ask questions and make connections with their own experiences. Your emphasis on small actions, such as recycling, saving energy and planting flowers, is important because it helps children feel empowered rather than overwhelmed. I also agree that this topic links well with SSE by promoting active learning, pupil voice and a shared responsibility for caring for the environment.
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Enjoyed reading your ideas Sarah and feel the ‘red warnings’ and more severe storms leave more of a talking point for our pupils and make it relatable to teach more about climate, weather, etc. I think i’ll be nabbing your weather diary idea also! Even using ipads to take photos and have a digital log of how certain weathers have impacted our school community and local farms in the area.
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Hi Sarah, I really enjoyed reading your post. I think using your school’s experience during Storm Éowyn makes climate change much more meaningful for young children, as they can relate it to something they have seen themselves. I also like your idea of keeping a weather diary, as it is a simple, age-appropriate way for infant pupils to observe changes over time and develop their understanding of the environment. Your focus on small actions, such as recycling, saving electricity, and planting flowers, shows children that everyone can make a positive contribution. I also agree with your link to School Self-Evaluation, particularly in promoting active learning, wellbeing, and pupil voice. It is a thoughtful reminder that even young children can develop a sense of responsibility for caring for their local environment.
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Climate change is increasingly affecting communities in Ireland through changes in weather patterns, heavier rainfall, flooding, and impacts on biodiversity. In my local area, I would encourage pupils to explore how climate change affects their own environment by observing local habitats, discussing changes they notice, and considering how their actions can help protect the planet.
In the classroom, I would use Development Education approaches to encourage critical thinking and active participation. Pupils could complete a waste or energy audit, explore ways to reduce their environmental impact, and create projects to raise awareness. Three actions I can take to help slow climate change are reducing waste, conserving energy, and making more sustainable choices in transport and consumption.
The Development Education modules also support School Self-Evaluation by encouraging schools to reflect on sustainability, inclusion, and global citizenship. These themes can help schools identify areas for growth and create positive change through whole-school actions and pupil involvement.
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So sorry to hear about the fairy garden. With recent storms occurring more often it can be devastating to see the damage they cause when so much effort is put into projects like that. The planting of trees and flowers, saving electricity and recycling more are great actions that everyone can undertake to tackle climate change and make the world a better place.
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This is so true Andrea, the more severe weather is more apparent as it is affecting the children’s lives, one of the children in our school had a tree fall on their house and they had to be rescued by the fire brigade, which is quite a traumatic event for a child and it caused quite a stir among the children in the class when a picture of her house appeared in the news.
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I enjoyed reading your post, especially how you connected the impact of Storm Éowyn to the children’s own experiences in the school. I think this is a very effective way of helping pupils understand that climate change is not just a global issue, but something that can affect their local community and places. I like your idea of keeping a weather diary, as it would give children an opportunity to observe changes over time and develop their understanding through practical learning. I agree that this links well with SSE, particularly through pupil voice, active learning and encouraging children to become more responsible for their local environment.
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Climate change is becoming much more visible in my local area. At the start of the 2026, we experienced severe flooding in the area, which even impacted some children’s ability to attend school as their homes and routes to school were badly affected. This really brought home how climate change is no longer something distant, but something that is directly affecting our school community.
In the classroom, I would explore this through SPHE, Geography and Science, using local examples, discussion and age-appropriate media to help pupils make connections between their own experiences and global climate issues.
Three simple actions we can all take are:1. Reducing waste and recycling properly – whole school initiatives such as litter pickers would be great here
2. Choosing to walk or cycle where possible
3. Turn off the lights when not required to save electricity
From a School Self-Evaluation perspective, this links well with wellbeing, sustainability and active citizenship, and helps embed Development Education across the school in a meaningful way.
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I agree, the flooding really shows how climate change is affecting local families directly. Linking it to subjects and simple actions like recycling, walking and saving energy is very effective. It also strengthens SSE by promoting wellbeing, sustainability and active citizenship across the whole school community.
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Totally agree with this post.In Ireland we see first hand the huge damage that flooding brings. Every winter the children see in the media the awful affects that floods have on homes and businesses. Making the link between this and the small things we can do everyday to help climate change is the crucial piece of learning that we as teachers need to ensure the children make.
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In addition to flooding in local areas near our school the recent ‘Snow Days’ that schools experienced at the start of 2026 are a real-life example of how climate change is affecting everyone. Snow Days are becoming a more common closure in our schools. We all play a part in helping to reduce the effects of Climate Change. The Green Schools Programme is an excellent way of teaching children about the individual small steps that we all can play in helping to battle the Climate Change crisis. Turning off taps and lights, recycling and reducing our carbon footprints are simple measures that children can learn to do to play their part.
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In our local area, the impacts of climate change have become increasingly visible through more frequent, severe localized flooding and noticeably unpredictable, unseasonal weather patterns. These changes provide a tangible starting point for pupils, transforming a massive global issue into something directly observable. To engage my students, I would introduce a “Local Weather and Habitat Journaling” project. Pupils will track local weather anomalies, interview older family members about how the local landscape has shifted over decades, and explore the immediate consequences on our local biodiversity.
To empower students to slow down climate change, we would focus on three actionable steps in the classroom:
1. Developing a ‘No-Waste’ Lunchroom Policy: Minimizing single-use plastics and tracking food waste.
2. Establishing an Energy Patrol: Appointing student deputies to ensure projectors, lights, and devices are fully powered down when not in use.
3. Enhancing Our Local Carbon Sink: Planting native Irish shrubs and wild seed patches on school grounds to actively support biodiversity and carbon capture.By focusing on the “Teaching and Learning” dimension of the SSE guidelines, we can evaluate our curriculum’s effectiveness in fostering active environmental citizenship. The student journals, waste tracking data, and energy audits provide authentic, measurable evidence of learner experiences and outcomes. This allows us to systematically embed sustainability goals directly into our school’s three-year improvement plan.
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Hi Marian, I really like how you’ve made climate change very tangible for pupils through local examples like flooding and shifting weather patterns, as this helps them connect global issues to their own lived experience. The “Local Weather and Habitat Journaling” project is a strong idea, especially the intergenerational element of interviewing family members, which deepens understanding of change over time. I also think your practical actions, like the energy patrol and no-waste policy, give pupils real responsibility and ownership. Linking this work to SSE makes it meaningful and sustainable across the whole school context.
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Hi Marian, I really enjoyed reading your reflection. I think your idea of a “Local Weather and Habitat Journaling” project is an excellent way to help pupils connect climate change to their own surroundings. Interviewing older family members is a particularly creative idea, as it encourages intergenerational learning while helping children understand how the local environment has changed over time. I also like the practical actions you suggested, especially the Energy Patrol and No-Waste Lunchroom Policy, as they give pupils real responsibility. Your link to the SSE process is very effective and shows how sustainability can become a meaningful, long-term focus across the whole school.
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Marian we use the same system of Energy Patrols too. It makes children aware of the need to conserve energy and embeds good habits for them as adults too. We had a Green School Committee for donkeys years and in hindsight it was ahead of its time but we need to put some more work into this and ensure the committee is working effectively as our Amber Flag and Wellbeing Committee seems to have taken some more focus as of late
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Module Assignment
The increase in rainfall year on year is of grave concern. I live near a river and although I am protected from flooding many of my neighbours are not so lucky and even access to our home can be restricted at times of flooding. High winds have also caused problems as we lost slates in the last big storm.
Although there is a plethora of data and science out there to prove that we are now living with climate change there are still climate change deniers who dispute science and refer to weather changes as something that has always occured over time.
So, it is encumbent on us as educators to present compelling information and convince the children that climate change is occuring and the negative effects are visible. Showing videos about how floods and droughts have caused major devastation to crops and livelihoods is one way [Trocaire and Goal have good resources ] but also allowing them to analyse data . Looking at graphs about the hottest days in Ireland and Europe over the last 5 years and comparing these to intense heatwaves in the past. We know we are getting these intense periods of heat much more frequently. This can be linked to the Maths ,Geography, History and Science areas of the curriculum.
3 tangible actions we can take are;
1.Plant more trees and flowers esp wild flowers to offset our carbon footprint and to encourage and support biodiversity
2. Walk on Wednesdays is a nice initiative to get children active and out of their cars as is our schools recent Couch to 5k challenge. The children trained twice a week after school for 9 weeks and then ran the 5km after lunch on one of the last Fridays of term. Anyone not running lined the school path and cheered all runners on as they returned home. There was a great sense of achievement.
3. Revisit and reestablish Our Green School Committee and link with county council to help drive things forward in this area
In terms of school Self Evaluation this links well with active citizenship and wellbeing.
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Hi Noreen,
Thank you for your engagement with this module.
Thank you for sharing your personal experience; living near a river really highlights the immediate, tangible reality of climate change and flooding and how it can impact peoples day to day lives.
Your point about addressing climate denial through scientific literacy is excellent. Integrating data analysis, graphs and resources from Trócaire or Goal across Maths, Geography, History and Science is a brilliant way to build critical thinking.
Your three actions are wonderful, particularly the Couch to 5k and revitalising the Green-Schools Committee. I couldn’t agree more that linking these initiatives to SSE through active citizenship and well-being provides a great roadmap for lasting impact.
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In response to Marian’s post, I really like her ideas, particularly the Energy Patrol, as it gives pupils ownership and responsibility for reducing the school’s energy use. Since last year, our Energy Monitors have introduced a daily ‘Switch Off’ Hour at 1 p.m. During this time, teachers switch off classroom lights, avoid using the interactive whiteboard where possible, and minimise the use of iPads and other devices. Lessons such as PE, SPHE, and Music are often scheduled for this hour, or any interactive whiteboard activities are completed before lunch so pupils can continue independently afterwards. It has been a simple but effective initiative that encourages everyone in the school community to think about their energy consumption and reinforces the message that small actions, when carried out consistently, can make a positive contribution to tackling climate change.
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I too really like the idea of a weather diary. The impact of storms in Ireland has become more prevalent over the past few years with huge damage caused nationwide. Having a weather diary with images and a record of conditions as well as temperatures would be useful to reflect on such changes and drastic examples of climate change in our own little country.
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Climate change is becoming increasingly visible in my local area in Clare, particularly through more frequent heavy rainfall, localised flooding, and unpredictable seasonal changes. These shifts can affect local roads, farming practices, and biodiversity in nearby green spaces. Even small changes in weather patterns provide an opportunity for children to notice that climate change is not something distant, but something already shaping their environment and daily lives.
In the classroom, I would engage pupils through hands-on, enquiry-based learning. One approach would be a “Local Climate Watch” project, where children record weekly weather patterns, observe changes in nature, and compare findings over time. We could also link this to Geography and Science by exploring how human activity contributes to climate change and what can be done to reduce its impact.
Three practical actions we could take in school include: reducing waste by introducing a classroom recycling and composting system; saving energy through a “switch-off” routine for lights and devices; and promoting sustainable travel such as walking, cycling, or park-and-stride initiatives. We could also plant native trees or pollinator-friendly plants in the school grounds to support biodiversity.
By involving pupils in real, achievable actions, they begin to see themselves as active contributors to positive environmental change rather than passive observers.
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Hi Colette! It is interesting how you have connected Clare’s heavy rainfall to the tangible local impacts. Your ‘Local Climate Watch’ is a great way to make weather data meaningful for children. By pairing that inquiry with practical actions like the ‘switch-off’routine, you are empowering your pupils to be active change-makers in their own community. Thanks for sharing!
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I agree about the farming!! From a rural area myself the affect the weather has on farming practices is also an increasing concern for families and in turn our students. Extremely wet winters causes land to flood which maybe has happened before but this summer the dry spell has caused the ground to be hard and dry! This means grass will grow at a slower rate and many fields may not see usual growth for another couple of weeks. This change can affect families hugely, if parents are stressed at home this can pass onto their children and cause increasing issues in school!
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I love the idea of promoting sustainable travel methods. This not only links to reduction in our carbon footprint but also encourages healthy habits leading to overall healthier children who will possibly be more inclined to engage with learning after some fresh air. Too many times I see children sitting in cars/buses engrossed in a screen waiting top come into school.
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Living in Tralee, the impact of climate change isn’t a distant abstract concept, it’s right on our doorstep along the Wild Atlantic Way.
Stronger winter storms and rising sea levels are visibly reshaping our local coastline. For me, the most disappointing aspect is how our beautiful nearby beaches, like Banna and Fenit, are increasingly plagued by plastic pollution washed in by changing ocean currents.
To explore this with my pupils, I want to bridge the gap between classroom science and local reality. I would organise a field trip to Fenit beach for a hands-on marine citizen science project. Instead of just picking up rubbish, we could map the shoreline, classify the types of plastic debris we find, and try to trace how global ocean warming contributes to local microplastic pollution.
To empower the children and help slow down this crisis, we can take three actions:
1. Organize Seasonal School Beach Cleanups:Partner with Clean Coasts to actively restore our local habitats.
2. Launch a Single-Use Plastic Ban Campaign: Audit our lunchboxes to eliminate plastic wrapping entirely.
3. Establish a School Litter Patrol:Empower pupils to protect our local waterways by intercepting plastic before it ever reaches the Tralee bay.
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Hi Johnathan, thanks for engaging in this module. Linking climate change to Banna and Fenit beach makes learning meaningful for your pupils. Your citizen science field trip idea is brilliant, shifting the activity from a simple cleanup to high-level scientific inquiry.
Your three actionable classroom campaigns provide excellent agency for the children. All practical examples which actively demonstrate how your school promotes active global citizenship and environmental sustainability.
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Climate change is becoming more noticeable in Renmore and the wider Galway area through increased heavy rainfall, localised flooding, coastal erosion, and more frequent storms. As Renmore is located close to the coast, pupils may already be familiar with flooding in nearby areas or changes in local habitats around places such as Ballyloughane Beach. These local examples help children understand that climate change is not just a global issue but one that affects their own community.
In my classroom, I would encourage pupils to investigate these changes through hands-on, enquiry-based learning. We could keep a weather diary, observe seasonal changes in the local environment, and carry out nature walks to identify how plants and wildlife are being affected. Linking these activities to Geography, Science, and SPHE would help pupils understand both the causes and effects of climate change while developing their critical thinking skills.
Three practical actions we could take as a class include reducing waste by promoting recycling and reusable lunch containers, saving energy by switching off lights and electronic devices when they are not in use, and encouraging sustainable travel by walking, cycling, or participating in a Park and Stride initiative. We could also create a pollinator-friendly garden or plant native flowers around the school to support biodiversity.
By involving pupils in meaningful local actions, they begin to recognise that even small changes can have a positive impact. This approach supports ESD to 2030 by empowering children to become active, responsible citizens who understand their role in protecting the environment for future generations.
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Hi Mark,
Linking climate change to changes children can see locally in Galway is a really effective way of making what might be an abstract idea to something concrete and using local examples as you note, like flooding and coastal erosion can help children understand that climate change is not just a distant global issue.
I also like the range of practical actions you’ve identified. Activities such as reducing waste, saving energy and supporting biodiversity give pupils an opportunity to see that small actions can make a positive difference.
Another idea, worth considering is getting your class to conduct a simple climate action audit around the school. This increases agency and will help them identify areas where the school is already making a difference and where further improvements might be possible.
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I agree it is so much more obvious than when we were younger. The changes are so dramatic. I like the ideas for children in your school. We run competitions in our school lead by the green schools committee to reward children who use reusable lunchboxes and bottles etc. I like the sound of the park and strike initiative too- I must suggest that in September
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I agree that using familiar places such as your Beach makes climate change more meaningful for pupils. Your suggestions of weather diaries, nature walks and seasonal observations would help children notice changes themselves rather than only hearing about them. I also like the practical focus on reusable lunches, saving energy and sustainable travel. These manageable actions can build pupil agency and support a strong whole-school approach to environmental responsibility.
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Climate change is becoming increasingly visible in my local area. We are experiencing more frequent periods of heavy rainfall, occasional flooding, longer dry spells and warmer summer temperatures than in previous years. These changing weather patterns can affect farming, local wildlife and biodiversity, as well as outdoor activities for children. As someone living in a rural community, I can see how unpredictable weather has an impact on agriculture and the environment, making climate change a very real and relevant issue for pupils.
In my classroom, I would encourage pupils to investigate how climate change is affecting our local community before exploring its wider global impact. We could keep a simple weather diary, compare seasonal changes with previous years, observe local plants and wildlife, and discuss how people can protect the environment. Through project work, stories, videos and digital technologies, pupils could learn about renewable energy, biodiversity, recycling and sustainable living. Linking these activities to the Green Schools programme would provide meaningful opportunities for pupils to take positive action within the school community.
Three simple actions that we could encourage are reducing waste by recycling and reusing materials, walking or cycling to school whenever possible, and planting flowers or trees to support biodiversity and pollinators. These practical actions help children understand that even small changes can make a positive difference when everyone works together.
The Development Education modules throughout this course have highlighted the importance of promoting global citizenship, inclusion, sustainability, equality and critical thinking across the curriculum. These themes link closely with our School Self-Evaluation (SSE) process, particularly in the areas of wellbeing, pupil voice, active learning and environmental awareness. By embedding Development Education into everyday teaching, schools can create meaningful learning experiences that encourage pupils to become informed, responsible and active citizens. Reflecting on these practices through SSE allows schools to identify strengths, set improvement targets and continue building an inclusive, sustainable and caring school community.
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I agree that using local examples is a great way to help pupils understand climate change and see how it connects to their own lives. I like the idea of keeping a weather diary and observing changes in nature as it makes learning more practical and engaging. Linking this work with the Green Schools programme is a great way to encourage pupils to take action and realise that small changes can make a difference.
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Climate change is something that we all have to take responsibility for and to be willing to take action on. In Wexford, climate change is visibly reshaping our coastal areas. In the past few years we have seen more intense coastal erosion along our beautiful beaches like Rosslare and Curracloe. Also we have seen increased flooding in urban areas like Enniscorthy. Discussing these local issues in our classroom makes climate change relevant and important for our students.
It would be amazing to bring a class on a field trip to observed coastal erosion and the damage it causes first hand. By doing this it would make a global issue become personal and not abstract.
Three practical actions that we could explore in the classroom are
-Sourcing local food- eg. Buying local Wexford strawberries and potatoes instead of mass produced shop vegetables. Creating posters to encourage others to do the same.
-Transport- Create a school wide campaign to encourage the children to walk or cycle to school to cut Co2 emissions.
-Biodiversity- We already planted a school wildflower garden last year. We could work to increase this and possibly sow our own lettuce and potatoes.
These student led actions will empower the children to show that world wide changes begin at home!-
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Hi Avril, Many thanks for engaging with the content from this Module.
Bringing the local Wexford context into your response, from coastal erosion at Rosslare and Curracloe to flooding in Enniscorthy, makes the reality of climate change so relatable for your pupils. This is also a key feature of our new PCF.
A field trip to observe erosion first hand is a fantastic way to turn an abstract global issue into a personal learning experience. Your three practical actions are brilliant. Linking these student-led actions to SSE will beautifully highlight active learning and citizenship.
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Hi Avril,
I really like how you have connected climate change to local issues in Wexford, as this makes the topic much more meaningful for children. The idea of a field trip to observe coastal erosion is an excellent way to bring learning to life and help pupils understand the real impact of environmental change. I also think your practical, student-led actions around local food, sustainable transport and biodiversity are fantastic examples of how children can make a positive difference in their own community.
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Avril I think that sourcing local produce is so important as is buying organic when possible. I am following a few organic farmers on social media at the minute and I now really seeing the benefits both to our health and for the environment. I understand that it is dearer but when we look at what we pay for a cup of coffee and put what we are getting into perspective it is really worth the extra.
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Climate change is no longer a distant global issue . It is certainly something that is becoming increasingly evident within my local community . In my area I have noticed more frequent heavy rainfall, some localised flooding, stronger storms and periods of unusually warm weather . These changes affect not only the natural environment but also people’s daily lives , local wildlife, agriculture and community well-being . Green spaces, parks and other spaces that children enjoy can become inaccessible and ruined due to flooding . The temperature s outside can be too hot for young children to play outside in . There is also the impact that changing weathers have on biodiversity and the habitats of native plants and animals.
As a teacher, I believe that I have an important role in helping children to understand that climate change is not just an environmental issue but also a social and global justice issue . Through Development Education, I can encourage my class to think critically about the causes and consequences of climate change .We could start of the lesson by brainstorming what is climate change? We could go on some nature walks around our school and our local area, recording evidence of biodiversity .We could collect rainfall data and monitor temperatures and compare these with historical records.. We could do some project based learning giving the children opportunities to work collaboratively on such topics .
This work links closely with SSE particularly in promoting student well-being , student voice and active learning . Encouraging the children to investigate real world issues develops critical thinking , collaboration and communication skills . Although no individual can solve climate change alone , collective action begins with individual choices .
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Hi Fiona,
Thanks for engaging in this module. You have clearly highlighted how local changes, like flooded parks and extreme temperatures, directly impact children’s daily lives and well-being.
Your plans for nature walks, data collection and project-based learning are excellent for making this abstract topic tangible. Connecting this work to SSE through student voice, well-being and active learning is a fantastic approach, ensuring that your pupils develop vital critical thinking skills while feeling empowered to make a difference. Thank You!
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Hi Fiona, I like how you’ve linked climate change to things the children can actually see in their own local area. I also think activities like nature walks and observing the environment help make it much more meaningful than just talking about facts. Hopefully it also helps children feel that, although it’s a big issue, there are still positive things they can do.
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Climate change is something that children are becoming more aware of, particularly as they experience unusual weather patterns in their own communities. In my local area, I have noticed heavier rainfall, occasional flooding and more extreme weather than in previous years. These changes can affect children’s daily lives, from disrupted journeys to school to reduced opportunities for outdoor play. I think it is important to help pupils understand that climate change is not just a global issue but one that also affects their local environment.
In my classroom, I would encourage pupils to investigate how climate change is impacting our community through observation, discussion and hands-on activities. We could record weather data over several weeks, explore the importance of biodiversity in our school grounds and investigate ways to reduce our carbon footprint. Giving pupils opportunities to ask questions, work together and develop practical solutions would help them feel empowered rather than overwhelmed.
Three actions I would encourage are reducing energy use by turning off lights and devices when they are not needed, cutting down on waste by recycling and reusing materials, and protecting nature by planting flowers or trees to support wildlife. These are simple but meaningful actions that pupils can take both at school and at home.
The Development Education modules have shown me that sustainability should be embedded across many areas of learning and linked to real-life experiences. They also support the School Self-Evaluation (SSE) process by encouraging schools to reflect on how well they are developing pupils’ understanding of global issues and promoting active citizenship. Including Development Education within SSE can help schools set meaningful targets, involve the whole school community and create lasting positive change for both pupils and the environment.
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Hi Marina, welcome to the course and thank you for engaging with this module.
This is a thoughtful reflection. It is excellent to see you connecting global climate issues directly to your pupils’ local experiences of unusual weather; this makes learning truly meaningful.
Your practical classroom ideas, like tracking weather and boosting biodiversity, are wonderful ways to empower children rather than overwhelm them. Furthermore, your insights into embedding Development Education within the School Self-Evaluation (SSE) process are spot on. It provides a brilliant framework for setting targets that foster genuine active citizenship.
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Over the past year, severe storms and extreme weather have resulted in school closures across Ireland, demonstrating that climate change is no longer a distant issue but one that is affecting our own communities. These events provide valuable opportunities for pupils to explore how climate change impacts both their local area and communities around the world.
I would use development education methodologies such as inquiry-based learning, discussion, collaborative group work, and outdoor activities to help pupils investigate local weather events, compare them with the experiences of children in more vulnerable countries, and develop empathy and critical thinking. Activities such as biodiversity walks, weather observations, and Green Schools projects would encourage pupils to appreciate and care for their local environment.
I would also encourage pupils to take practical climate action by conserving energy in school, reducing waste through recycling and reusing materials, and promoting sustainable travel such as walking, cycling, or scooting to school. These everyday actions help children understand that small changes can collectively make a positive difference.
This module has reinforced the importance of empowering children with hope rather than fear. By embedding climate action across the curriculum and organising initiatives such as litter-picking projects, our second class for example are taking part in the ‘Picker Pals’ programme this year or a Global Awareness Week, pupils can become active participants in creating a more sustainable future.
The Development Education modules also support our SSE by promoting global citizenship, sustainability, inclusion, and active learning. Through whole-school initiatives development education can become an integral part of school improvement while preparing pupils to become informed, responsible, and compassionate.
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I liked your idea of a weather station Marina, and also having biodiversity walks, as our school and its surrounds lends itself to this. A weather station would be a living example of daily changes we experience, and allow children become familiar with weather instruments and how they record temperature etc.
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Climate change is a topic that children are very familiar with. Even over the last few years, there has been an increase in weather related closures, whether they are caused by storms, snow or more recently in our near neighbours in England, extreme heat. As we are constantly reminded of catastrophic events worldwide, caused by climate change, it is increasingly important to inform children of the causes, and what we can do to combat it.
In our school, I would establish class monitors who are in charge of ensuring lights are switched off, bins are used correctly and recycling is not mixed with compost/waste. Teachers could also be encouraged to remind children to use both sides of a worksheet/ photocopied sheet, even to use the blank side for relection post activity. Photocopying generally, is also encouraged to be purposeful and not just for a quick filler in for 10 minutes.Thirldly, I would encourage an initiative like Walk on Wednesdays to school, to reduce CO2 emissions in our local area.
I really liked the idea that the teacher in Donnybrook used with her third class, to use group work to decide where in the world children lived and the problems they encountered because of climate change. I will use this activity myself going forward.
I could also see potential links across the curriculum and feel Development Education could be fully integrated across history, geography, art, maths, science etc. Our School Self Evaluation could reflect this new, more inclusive approach to Development Education.
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I really enjoyed reading your post and I agree that climate change is a topic that children are increasingly aware of due to the changes they see in the world around them. Your examples of weather-related school closures are a good reminder that climate change is not just a distant global issue but something that can affect local communities and everyday life.
I like your practical ideas for encouraging action within the school, particularly the use of class monitors to promote energy saving, correct waste disposal, and recycling. These responsibilities give children ownership and help them understand that their choices can have a positive impact. The idea of promoting Walk on Wednesdays is also a great example of how schools can encourage sustainable habits within the wider community.
I agree that Development Education can be meaningfully integrated across many curriculum areas. The group activity exploring how different communities experience climate change sounds like an excellent way to develop empathy and global awareness. This also links strongly with School Self-Evaluation, as schools can reflect on how effectively they are embedding sustainability, student participation, and global citizenship throughout school life.
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Hi Marie, I really liked your practical ideas for encouraging sustainability in schools, especially giving pupils responsibility through class monitor roles. I also agree that linking climate change to children’s everyday experiences makes the topic more meaningful and helps build awareness from a young
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Climate change is already having an impact on our local area in the midlands. While climate change can sometimes feel like a global issue, children can see local examples through changes in weather patterns, increased rainfall and flooding risks, changes to biodiversity, and the impact on plants, animals, and farming. As a rural village community, many families have connections to agriculture and the natural environment, making climate change a topic that can be explored in a meaningful way.
In my classroom, I would encourage pupils to investigate climate change through discussion, research, and practical activities. We could explore how climate change affects our local area, examine the causes and consequences, and compare local experiences with the experiences of communities around the world. Pupils could create projects, posters, or presentations to share what they have learned and encourage others to take action.
Three actions we could take to help slow climate change are:
Reducing waste by recycling, reusing materials, and avoiding unnecessary plastic.
Protecting biodiversity by planting trees, creating pollinator-friendly areas, and caring for our school environment.
Reducing our carbon footprint by saving energy, walking or cycling when possible, and making more sustainable choices.These actions support Development Education by helping students understand the connection between local actions and global challenges. They encourage children to become active global citizens who recognise that their choices can make a difference.
The Development Education modules also link strongly with School Self-Evaluation (SSE). Through SSE, our school can reflect on how effectively we promote sustainability, student voice, and environmental responsibility. We can gather feedback from pupils, evaluate projects such as Green-Schools initiatives, and identify areas where we can improve. By embedding Development Education across the curriculum and whole-school planning, we can ensure that students are not only learning about global issues but are also empowered to take action.
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Hi Rachel,
Starting with children’s experiences in their locality is a great way to introduce climate change, linking learning to local weather patterns, biodiversity, farming, and flooding helps make a global issue much more relevant and meaningful for them.
I also like the practical actions you’ve identified. The focus on reducing waste, protecting biodiversity, and lowering carbon footprints gives pupils clear examples of how individual and community actions can make a difference.
To further build on the local-action focus, you could get your class to conduct a local biodiversity audit of the school grounds and/or community. Children could record plants, insects, and wildlife and then input the data into a portfolio tool such as OneNote or NotebookLM over time to observe how climate and environmental changes may be affecting local ecosystems.
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Living and working in a coastal area, I have noticed the effects of climate change becoming more visible in recent years. We have experienced heavier rainfall, local flooding and more frequent storms, which can affect homes, roads and local amenities. As a coastal town, my area is also vulnerable to rising sea levels and coastal erosion. These changes make climate change feel much more real, as they are happening in places that are familiar to our students.
As a teacher in a special school, I would introduce this topic in a practical and positive way. Rather than focusing on the negatives, I would help my pupils explore how they can care for the environment through hands-on activities. We could take nature walks around the school grounds, observe the changing seasons, grow flowers or vegetables, and discuss simple ways to protect wildlife. Using stories, visuals and sensory activities would make the learning meaningful and accessible for all students.
Three actions that we could take in our classroom are reducing waste by recycling and reusing materials, saving energy by turning off lights and devices when they are not needed, and caring for nature by planting flowers to attract bees and other pollinators. These are simple actions that students can understand and continue at home with their families.
I think it is important that children feel they can make a difference, no matter how small their actions may seem. By encouraging good habits from an early age and helping pupils build a connection with their local environment, we are supporting not only their understanding of climate change but also their sense of responsibility for looking after the world around them.
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I thoroughly agree here. I too teach on a a special class and hands on practical activities are so meaningful to children and physically show them how they can make a change, like you said no matter how small. Change has to start somewhere and they will begin to identify this through small interactions such as turning off the lights and recycling properly. Explaining to them the reasoning behind turning off the lights etc is also so important.
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Climate change has been ever so evident in our local school area in recent times. Storms have been more brutal and more frequent and flooding has hampered our local school are as our school is very closely situated to the sea. This flooding hampers children’s journeys to school often resulting in children arriving late and having to go home early due to tides.
This has helped the children to be huge a valuable insight into climate change and the impacts. It shows them impacts on a local and personal level.
Our school is quite passionate about climate change and recently took on an initiative about sustainable clothing and buying and wearing clothes from
Reputable sustainable suppliers. We had a charity shop wear to school day whereby each child had a limit of €5 to create an outfit from a local charity shop and wear it to school. This really helped the children to realise re using clothes helps with sustainability.
This also feeds into SSE and school evaluation, embedding these values into our wellbeing and over school ethos.-
I enjoyed reading your response Ciara. It is very interesting how the sea is impacting the children’s lives when coming/going to school. It is wonderful that they are able to see this change happening so clearly in front of them. This makes the topic of climate change so much more tangible. Obviously unfortunate that it is happening at all but seeing it first hand makes it relevant to them!
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<span style=”font-weight: 400;”>Ciara, I enjoyed reading your reflection. I like how you linked climate change to the children’s own experiences of flooding around the school, making the learning meaningful and relevant. The charity shop initiative is a fantastic practical example of sustainability and shows how small actions can make a positive difference while supporting your school’s SSE and overall ethos. </span>
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Hi Ciara, I really like your idea of the charity shop wear to school day. I regularly shop in my local charity shops and have picked up all sorts of bargains. My teenage daughter is happily following in my footsteps! With the rise in interest in shopping on sites such as Vinted, I think this is something that children and parents alike would really get behind. It’s a great way of bringing attention to sustainable shopping. I also regularly peruse the book and toy sections in charity shops for things that would be useful in my classroom, saving myself a lot of money!
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Living in Waterford, it’s easy to see that climate change is already having an impact. We seem to be getting more heavy rainfall, which can lead to local flooding, while warmer summers and changing weather patterns affect wildlife and green spaces. Coastal areas around Waterford are also becoming more vulnerable to rising sea levels and erosion.
To help pupils explore this, I’d encourage them to investigate changes in their local environment. We could take nature walks, record weather patterns, or look at how local rivers, parks, and beaches have changed over time. This would help them connect global climate issues with what they see every day.
Three simple actions we could take are reducing waste by recycling and reusing materials, walking or cycling to school whenever possible instead of using the car, and planting flowers or trees to support biodiversity and absorb carbon. I think it’s important to show children that even small actions can make a difference. If everyone makes positive choices in their daily lives, it can have a real impact on protecting our environment and helping to slow down climate change.
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Living in South Dublin, I have noticed that climate change feels much closer to home than it did a few years ago. We are seeing heavier rainfall, occasional severe flooding, warmer summers, and changes in local wildlife. I think it is important for children to realise that climate change is not only something that happens in other parts of the world but also affects the places where they live, play, and go to school.
In my classroom, I would encourage pupils to explore these issues through hands-on activities such as nature walks, biodiversity hunts, litter surveys, or investigating how much waste our school produces. I think children learn best when they can see things for themselves and feel that their ideas and actions matter.
Three simple actions I would encourage are reducing single-use plastics, walking or cycling to school whenever possible, and planting flowers or trees to support pollinators. These are practical steps that children can take both at school in our school garden and at home, helping them to see that even small actions can have a positive impact.
In terms of School Self-Evaluation (SSE) sustainability projects naturally support pupil voice, teamwork, and community involvement, while also helping to build a school culture where caring for the environment becomes part of everyday learning rather than an extra activity. -
Children today are increasingly aware of environmental issues, particularly the effects of climate change. In our local community, we have noticed more frequent extreme weather events over the past few years. One example was Storm Éowyn, which caused significant damage to our school grounds. Several trees were badly affected, and our much-loved fairy garden was destroyed. Experiences like this help children see that climate change is not just a global issue but one that can directly affect places they know and care about. During the winter months, we have also experienced periods of intense rainfall, resulting in local flooding.
In the classroom, I would support children’s understanding of climate change through age-appropriate discussions, books, investigations and outdoor learning experiences. Pupils could record daily weather observations, compare seasonal patterns and examine how local weather has changed over time. These activities would encourage children to relate their own experiences to what they are learning and develop a greater awareness of the environment around them.
Everyone can contribute to protecting the environment through simple everyday actions. Encouraging children to recycle, reduce energy use by switching off lights and electronic devices, and grow plants, flowers or trees are practical ways to care for nature and promote biodiversity.
This area of learning connects closely with the School Self-Evaluation process by promoting pupil wellbeing, active participation and meaningful pupil voice. It also helps children develop a sense of responsibility for their local environment while recognising that even small individual actions can have a positive impact on creating a more sustainable future.
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Climate change is something we are seeing more often in our local area through heavier rain, flooding and stronger storms. I think it is important for children to understand that these changes affect their own community as well as other parts of the world. I would keep learning practical and suited to the needs of my pupils.
We could talk about the weather, look for signs of the changing seasons, plant flowers or vegetables, and go on short nature walks around the school. Using stories, art and hands-on activities would help pupils learn about caring for the environment in an enjoyable way. Three simple actions we could focus on are recycling more, switching off lights and devices when they are not being used, and picking up litter around the school. These are small changes, but they help children see that everyone can do their part to protect the environment and make a positive difference.-
Totally agree with you Laura-Climate change is affecting our local area through heavier rain, flooding, and stronger storms. I think it is important for children to understand how these changes impact their community. In my classroom, I would use practical activities such as nature walks, planting flowers, and discussing the weather to encourage learning. We would also focus on simple actions like recycling, saving energy by switching off lights, and picking up litter to show that everyone can help protect the environment.
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Living and teaching in the Drogheda area, I have noticed the effects of climate change becoming more evident in recent years. We have experienced heavier rainfall, which has led to more frequent flooding of the River Boyne, impacting local businesses, homes, and roads. At the same time, our summers have become noticeably hotter, with longer periods of warm weather. These local changes provide meaningful opportunities to help young children understand that climate change is affecting communities both in Ireland and around the world.
In my school, I would explore this topic through stories, nature walks, weather observations, and simple science activities. Children could record daily weather, discuss how flooding affects people and wildlife, and create posters about caring for the environment. We would also read picture books that promote environmental awareness and discuss small actions that everyone can take.
Three actions we can all take are reducing waste by recycling and reusing materials, walking or cycling whenever possible, and planting flowers or trees to support wildlife and improve our local environment.
The Development Education modules support our School Self-Evaluation by strengthening whole-school approaches to sustainability, wellbeing, pupil voice, and active citizenship. They encourage staff to embed environmental awareness across the curriculum while helping pupils develop the knowledge, skills, and values needed to care for their local community and the wider world.-
Hi Colin,
I like how you identified pupil voice as a part of using the topic of climate change to support School Self-Evaluation. Allowing the children to identify and reason how they can help to slow climate change brings further empathy and allows for different interpretations in how the school can both get involved and evaluate its current participation in climate change response.
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I like how one of Colin’s suggestions was to promote walking/ cycling to school. Before Covid we had very active promotions -BOW- WOW bike on Wednesday, walk on Wednesday. Since Covid we have lost that initiative so that is one I would like to help reinstate as we live in a large Urban time and encouraging children/ parents to walk/ cycle to school could help see some positive changes that we could make to help our local environment.
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Living in Cork, I have noticed the effects of climate change through heavier rainfall, flooding, and more unusual weather. These changes affect our local community and show that climate change is something we can see in our own area, not just in other parts of the world.
In my classroom, I would help pupils learn about climate change by talking about local examples and encouraging them to ask questions. We could look at photos of flooding in Cork, discuss how the weather has changed, and explore ways to protect our environment. I would also use group work, videos, and outdoor activities to make learning interesting and relevant.
Three simple actions we can all take to help slow climate change, which can easily be linked to the classroom are
1. Reducing waste by recycling and using reusable bottles and lunch boxes.
2. Being more mindful of energy consumption e.g. turning off lights and IWB when not in use.3. I work in an urban area, encourage walking or cycling to school instead of using the car when possible.
In terms of school Self Evaluation this links well with active citizenship and wellbeing
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Climate Change is steadily impacting my own local area, thus, I believe it is essential to educate children on its impact. Active work in the classroom helps the children to understand how little actions can go a long way to reduce climate change.
The three actions that I would do to make the world a better place and slow down climate change are as follows:
- Educate on not only the importance of sunscreen but the reasoning behind why we need it. For example, continuing heat waves due to climate change and how uv rays can damage our skin. A sunscreen checklist could be ticked off on hot days to make sure each child is wearing it and promote motivation to put it on on each sunny day.
- The effect of climate change on water shortages. In my own local area we have water stoppage hours during the night sometimes to conserve water. In terms of a class action, we could limit water usage in the bathroom through highlighting one pump of the tap only when washing our hands.
- Turning off lights when not in the bathroom / classroom to conserve energy. Highlight the importance of conserving energy so as not to waste fossil fuels that contribute to more climate change. Perhaps have a leader each week to turn off the lights everytime the class exits the room.
In terms of lesson planning, whilst explicitly teaching the harm of Climate Change would be used to introduce the lesson, I would then ensure them that the following activities can be used to limit it in our own classroom environment. Testing these 3 different activities would be introduced before drawing up future rotas and a classroom contact for Climate Change.
Furthermore, it’s important to look into a School Self-Evaluation first to reflect on what actions we are already taking as a school and to identify where we might need to contribute more to support making the world a better place through active citizenship.
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Unfortunately Climate change is having a huge impact in our world both at a local level and at a global level. It is something that children are becoming more aware about. In my local area over the past few years we have experienced more severe storms. Storm Éowyn caused a lot of damage in our town and local area. Trees were damaged around the school, roads were blocked by fallen trees, some tiles were removed from our school building. The children can see first hand and understand that climate change can have a real impact on the places we live. We had a very wet winter and now we can see a very dry spell during the summer.
In the classroom I would use discussions, stories and online lessons to help children understand and explore climate change. Looking at and monitoring our weather would help them to see the link and make connections between what they see outside in our climate and the changes to our climate.
I would help them understand that we can make small changes that would make a big difference- We can separate our rubbish and put it in the correct bins/ recycle more/ save water by monitoring our usage and making sure we turn off the taps, save electricity by turning off lights when we don’t need them on. We could plant more flowers/ trees around our school environment.
As for the School Self Evaluation, I think this topic links in well . It supports and promotes wellbeing, active learning and allowing pupils to have a voice. It encourages children to take responsibility for caring for their local environment and helping them understand that small actions and changes can make a big difference.
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Hi Fiona,
Thanks for this post – it’s clear that climate change is having an impact on the weather we are getting here in Ireland with more extremes of all weather types being present over the past number of years. Having an event like Storm Eowyn can be a really useful stimulus for children, as it can highlight the local impact of such a global issue, and how it doesn’t just relate to other countries far away. Working on some of the small changes you listed can be useful in creating a duty in us all to make small contributions that are replicatable at scale.
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Coastal erosion is a growing challenge along the Wexford coastline, where strong waves, storms, rising sea levels, and changing weather patterns are gradually wearing away beaches, sand dunes, and cliffs. This has changed the natural landscape of Wexford’s coastline in recent years and is threatening wildlife habitats, homes, and local communities. Children could learn about coastal erosion through beach walks in their locality. They identify signs of erosion. They could participate in practical activities such as building sand dunes and testing them with water to demonstrate how natural barriers protect the coast. Children could take part in beach clean-ups, planting dune grasses, and creating posters or models about protecting the coastline to teach other children in their school. These are simple actions that tie in with Green School principles. The Development Education modules in this course would contribute to the SSE process by encouraging the school to review how effectively it promotes inclusion, equality and intercultural awareness. Setting SSE targets around celebrating diversity, making links between the local and global community and fostering respectful relationships would help create a school environment where every child feels safe and included.
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Hi Alison, I really enjoyed reading your post. I think the practical activities you suggested, such as building sand dunes and planting dune grasses, are a great way to help children understand climate change and feel that they can make a difference. I also like the link to Green Schools as it shows children that small actions in their own community can have a wider impact. The connection you made with SSE is also important, as these activities help promote pupil voice, responsibility and respect for the environment.
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Hi Alison, your like myself living on the coast and can see coastal erosion on a large scale. Children could learn about coastal erosion through beach walks in their local area, where they can observe changes to the coastline and identify signs of erosion. They could take photographs, compare old and new maps, record their observations, and discuss how climate change may be affecting their environment.
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Climate change is something that children are becoming more aware of, and I think it is important that they understand how it affects both their own local area and the wider world. In my area, children can see examples through issues such as increased rainfall, flooding in some areas, changes in weather patterns and the impact on nature and wildlife.In my classroom, I would encourage pupils to explore climate change through discussion, projects and practical activities. We could look at our own school environment, carry out a waste or energy audit, plant flowers for pollinators or investigate ways we can reduce our impact on the world. I think children engage more when they feel they can take action rather than just learning about the problems. Three actions I would encourage are: 1. reducing waste 2. using less energy and 3.protecting nature by planting and caring for green spaces. Small changes can make children feel empowered and show them that everyone has a role to play. The Development Education modules link closely with SSE as they encourage schools to reflect on inclusion, sustainability and pupil voice. SSE can help us identify how we can improve our practices and create a whole-school approach to caring for our planet.
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Climate change is having a huge impact on my local area. In recent years, I have noticed more frequent extreme weather, including storms like Eowyn, flooding, heavy rainfall and there was even a funnel cloud seen in the sky above County Galway, two weeks ago. Changes in weather patterns impacct biodiversity, agriculture and the everyday lives of people in our community. These experiences make climate change a relevant issue for children.
As a teacher, I feel it is important to help children understand that climate change is not only a global issue but one that affects their lives too. I would encourage children to ecplore climate change through active, inquiry based learning. Children could examine local weather patterns, the effects of flooding or storm damage in the area and compare their experiences with children in other countries who maybe facing different climate change experiences such as drought and sea levels rising. This will help develop empathy and critical thinking.
Three actions I would try to make the world a better place is:
Reduce waste by recycling
Reduce the amount of energy I use
Promote biodiversity
I would look at these and I would create a lesson where the children can understand the connection between local and global issues. It would encorage them to think about how their choices affect the environment and how they can take action to protect it.
The Development Education module in this course can support SSE by helping schools promote equality and active citzenship. It helps teachers and children to think about important global issues and how to connect that with our own lives. As part of the SSE, schools can look at ways to include these topics across the curriculum and help children to become more active and aware of the world around them.
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Colin has some fabulous ideas that he has shared in the forum. I love the idea of the children recording the weather on a daily basis and discussing its affects on the people and wildlife. Colin’s idea of the pupils having a voice is a lovely idea as they then become more active and engaged.
Some fantastic practical activities suggested by Alison also in the forum that we could use in our school, as we are very close to the local beach.
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Climate change is already affecting my local area through changes in weather patterns, increased rainfall, flooding risks and impacts on nature and biodiversity. In my community, pupils can explore these issues by observing local changes, carrying out environmental surveys, discussing climate impacts and investigating how our everyday choices affect the planet. This can help them understand that climate change is a global issue with local consequences.
Three actions I can take to help slow climate change are reducing waste by reusing and recycling more, using energy more efficiently, and choosing more sustainable forms of transport such as walking, cycling or public transport where possible.
The Development Education modules have shown me how important it is to include global issues such as climate change, equality and sustainability in schools. These ideas can feed into School Self Evaluation by gathering pupil feedback, reviewing environmental practices and setting targets to improve sustainability, student voice and awareness across the school.
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Hi Sarah,
Thank you for this post and for your engagement throughout the course. The point you have made around pupil voice and development education is so important and ensuring these huge themes are reflected in classroom practice allows children to see themselves as members of an interconnected world, where small actions taken at scale can have huge impacts (in both positive and negative senses). Incorporating the SSE cycle into a school’s work in this area allows opportunities for reflection and adaption based on feedback from pupils and other members of the wider school community.
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Hi Sarah ,
I really liked how you linked the global issue of climate change to the changes pupils can see in their own local environment. I agree that making learning relevant to children’s everyday experiences, such as observing local biodiversity or investigating flooding, helps them better understand the impact of climate change and encourages them to become active, responsible citizens. I also think your point about using School Self-Evaluation to promote sustainability is important, as it ensures these initiatives become embedded across the whole school rather than being isolated lessons
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Climate change is already having visible effects on the local environment here in Donegal where I live. Coastal areas such as Bundoran, Rossnowlagh, and parts of Inishowen are experiencing increased coastal erosion and are at a greater risk of flooding due to rising sea levels and stronger storms. Farmers are facing challenges from changing rainfall patterns, with wetter winters and occasional summer droughts affecting crops and livestock.
To engage pupils in exploring climate change in Donegal, I would use practical, place-based learning activities. Pupils could investigate local weather records and compare current patterns with historical data. They could visit a nearby beach, river, or woodland to observe environmental changes and discuss how climate change might be affecting these areas. Classroom projects such as creating posters, conducting surveys on sustainable habits, or participating in citizen science initiatives would help pupils connect global climate issues to their own community. I would also encourage classroom discussion around these activities to increase their awareness of it.
Three actions we could do to help slow down climate change include:
- Reduce energy consumption by turning off lights and electronics when not in use, improving home insulation, and choosing energy-efficient appliances.
- Using sustainable transport by walking, cycling, carpooling, or using public transport whenever possible instead of relying on private car journeys.
- Reduce waste by recycling, reusing items and avoiding single-use plastics
The Development Education modules in this course have highlighted the importance of helping pupils develop a deeper understanding of global issues such as climate change, sustainability, equality, human rights, and global citizenship. These themes can make a valuable contribution to the School Self-Evaluation (SSE) process by supporting whole-school improvement in teaching, learning, and pupil engagement.
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Hi Mel, I like your use of place-based learning to help pupils connect climate change with changes they can observe in Donegal. Comparing weather records and visiting local beaches, rivers or woodlands would make the topic meaningful. Your suggested actions are also practical, and linking the project to SSE could support pupil voice, whole-school planning and measurable sustainability targets.
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Climate change is becoming increasingly noticeable in Longford. Recent extreme weather, including Storm Éowyn, caused fallen trees, property damage, power cuts and disruption to schools and families. We have also experienced unusually hot summer weather, which can affect people’s health, farming, wildlife and water supplies. The module explains that Ireland is likely to experience more intense storms and rainfall, increased flooding and possible water shortages during summer.
In my classroom, I would encourage pupils to investigate these changes by recording daily weather, comparing temperatures and rainfall over time, interviewing older relatives about past weather patterns and researching how local wildlife and farming are affected. Pupils could also create maps showing areas at risk from flooding and discuss how climate change affects vulnerable communities globally.
Three actions we could take are:
Reduce energy use by turning off lights, screens and heating when they are not needed.
Reduce waste by using reusable bottles and lunch containers, recycling and composting.
Walk, cycle or car-share to school whenever possible and plant trees or wildflowers locally.These actions would allow pupils to move from learning to meaningful participation. Climate education helps children understand the consequences of climate change and contribute to practical responses.
Development Education could feed into SSE by gathering pupil, parent and teacher feedback, reviewing energy and waste practices and setting measurable whole-school targets. SSE supports schools in identifying strengths, gathering evidence, planning improvements and monitoring their impact.
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Climate change is already having an impact on my local area. We are experiencing more frequent heavy rainfall, which has led to flooding in some places, while hotter summers and changing weather patterns are affecting wildlife, plants, and farming. These changes show that climate change is not just a global issue but something that affects our own communities.
In my classroom, I would encourage pupils to explore climate change through practical and engaging activities. We could investigate local weather patterns, discuss how flooding or extreme weather has affected our area, and complete projects on local wildlife and habitats. Pupils could also take part in litter clean-ups, tree-planting activities, and recycling projects to understand how their actions can make a positive difference. Storybooks, experiments, and group discussions would help children understand climate change in an age-appropriate way while encouraging critical thinking and problem-solving.
Three actions I can take to help slow down climate change are reducing waste by recycling and reusing materials, walking or cycling instead of driving whenever possible, and saving energy by turning off lights and using less electricity. I would encourage my pupils to adopt these habits both at school and at home. By working together and making small changes every day, we can help protect the environment and create a healthier future for our community and the planet.
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Enniscorthy where I teach only this school year saw the effects first hand of how climate change is having an impact. The river slaney often bursts its banks due to heavy rainfall but this year the flooding and damage from the storm in January was considerable. This was very meaningful to pupils as it was their own community and all of them had stories to tell of homes, businesses etc that had been flooded and the negative impact it had.
I would explore this further with pupils, by showing them pictures of the flooding and listening to their own stories about the flooding. We would also look at maps and recognise areas more prone to flooding and why. We would explore the causes of flooding,the impacts, and what can we do to reduce flooding(planting trees,maintaining flood walls, disposing of rubblish correctly so water drains dont become blocked).
We can encourage our pupils to become active citizens and slow down climate change by following our green schools energy flag motto. ” reduce reuse recycle”, reducing our carbon footprint by continuing our “walking wednesdays” in school. Encourage children to use reusable items such as water bottles and lunch boxes. These small simple changes add up when we all do them!
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Climate change is affecting the school’s local area. We are seeing increased river flooding in the town. Due to increased frequency of storms in recent years, flash floods have increased dramatically. This has affected every individual in the town as the river flows through the centre. It has negatively impacted on business and property in the area, as well as putting local flora and fauna at risk. It has damaged local Tidy Towns projects that focus on increasing biodiversity etc. There is also increased light pollution which is potentially having a negative effect on the local flora and fauna also.
Three actions to make the world a better place and slow down climate change:
1. Focus on sustainable transport options with a low carbon footprint ie. walking, cycling, or using public transportation whenever possible
2. Focus on energy efficiency/renewable energy. Use LED light bulbs, turn off lights and appliances when not in use
3. Advocate for change through raising awareness, lobbying and protestingIn the classroom, these could be implemented as follows:
1. Sustainable transport – children launch and run a campaign based on sustainable transport e.g. WOW i.e. Walk-On-Wednesday, Scoot/Cycle to School Week
2. Energy efficiency – Green Schools Initiative. Lightbulb survey. Write to the BOM requesting move to warm LED light bulbs. In-school campaign to turn off lights and appliances when not in use. Adjusting timers on external lights and ensuring the direction of the light is directed downwards
3. Make posters/banners and coordinate a local protest on climate change with other local schools, the Tidy Towns committee, other local organisations and local representatives. Invite local media-
Hi Christine,
Thank you for your post and for sharing the impact of flooding in your school’s community. It is heart-breaking to hear of the damage extreme weather can cause to community projects such as those organised by the local Tidy Towns. However, I have mentioned previously that seeing the impacts of this in their own community makes the impact all the more ‘real’ and can instil a sense of justice in children to ensure we all act collectively to ensure this does not become the norm.
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I found your post very interesting as it shows how climate change can have a direct impact on local communities. I agree that using examples such as river flooding can help children understand that climate change is not just something that happens in other countries but can affect their own area. I like how you included practical activities such as sustainable transport campaigns and energy-saving projects. I think these activities would help children develop a sense of responsibility and understand that small actions can make a positive difference. It is also a great way to encourage pupils to become active citizens and care for their local environment.
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This module made me think about how climate change is no longer something that feels far away. Even this summer, Ireland is experiencing a heatwave, which isn’t something we’d usually associate with our weather. It made me realise that when we’re back in school, the children will probably have noticed it too and may have questions about why it happened.
I think this would be a good starting point for exploring climate change. Rather than overwhelming children with lots of facts, I’d encourage them to share their own observations and ask questions. We could compare weather patterns, look at how climate change affects people in Ireland and discuss how it impacts children in other parts of the world who experience much more extreme weather.
I’d also focus on simple actions that children can take in their everyday lives, such as reducing waste, looking after our school environment and thinking about how we use energy. I think it’s important that children leave these lessons feeling hopeful rather than worried. They don’t need to feel responsible for solving climate change, but they can learn that small actions, when lots of people take them, really can make a difference.
This also links well with School Self-Evaluation by encouraging active learning, discussion and helping children become more aware of the world around them.-
I whole heartedly agree with you Susan, drawing on their experiences and observations of the world around them is far more beneficial than bombarding them with facts. It makes it far more meaningful and have a much greater impact on them. Great idea to discuss this current heat wave with the children as a starting point!
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I would look at climate change in our local community by getting them to look at the River Shannon. Obviously, you would make note of it being a global issue but focus on our local area for the purpose of this. I would get the children to look at the impact weather can have on local ecosystems, homes and businesses around the river. I would get the children to look at the impact of flooding around Limerick and explore biodiversity in the local area too. It would be key for the children to be aware that climate change is not just a distant problem but one that can affect us too. Three things I would suggest to make the world a better place would be to encourage recycling and reduce waste, collecting cans and bottles in schools is a great way to reuse materials and raise funds for the school. You could also look at conserving energy by getting colleagues to switch off lights and plugs when not in use. These modules were handy as they get schools to reflect and identify areas for improvement.
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Hi Kevin,
Thank you for your participation throughout the course and for your contribution here. The phrase around ‘all politics being local’ has applications here too – getting the children to see the impact of important global issues at a local level is so important in getting them to understand the magnitude of this. Our rivers, estuaries and reservoirs are a perfect example of this over the past year, as we have seen extremes from flooding to drought in the space of 4-5 months.
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This module helped me to develop my understanding of climate change and how it is impacting my local area in County Cork. I learned that climate change is not just a global issue but something that can affect communities close to home. One example of this is the impact of climate change on Youghal in County Cork. As a coastal town, Youghal is vulnerable to flooding and coastal changes caused by rising sea levels and changing weather patterns. These changes can affect homes, businesses, wildlife and the local environment. Learning about examples such as Youghal can help children understand that climate change is an issue that affects people and places around them.
In the classroom, I would encourage pupils to explore how climate change affects their own local area. I would use stories, videos, discussions and practical activities to help children understand the importance of protecting the environment. Pupils could investigate local environmental issues, take part in biodiversity projects or look at ways the school can reduce waste and save energy. I think these activities would help children develop a sense of responsibility and understand that their actions can make a positive difference.
Three actions I can take are reducing waste by reusing and recycling materials, using less energy at home and school, and making more sustainable travel choices where possible.
Overall, I found this module very interesting and practical. I think climate change education can support School Self-Evaluation (SSE) by promoting sustainability, pupil voice and active citizenship. It can also help schools reflect on how they are preparing children to become responsible and caring members of their local and global communities.
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Climate change is already having an impact on my local area. We are seeing more frequent heavy rainfall, flooding in some communities, warmer summers, and changes in local wildlife and plant life. These changes affect people’s homes, transport, farming, and biodiversity. As a teacher, I believe it is important to help pupils understand that climate change is not just a global issue but something that can be observed and addressed within their own community.
In my classroom, I would encourage pupils to become active investigators by exploring the signs of climate change in their local area. We could take nature walks to observe seasonal changes, record weather patterns over several weeks, and discuss how local weather is affecting the environment around us, for example trees etc
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I enjoyed reading your post, similar to my own thoughts and sounds as though our local school areas are quite similar. Living in a more rural setting leaves it easier to explore climate change in my opinion as there are many things locally that can be observed, photographed and monitored over a period of time. I think they may have heard about Global warming and climate change but always associate it with being far away from them a not something that affects them!
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Climate change is becoming increasingly visible here in Ireland. We are experiencing more frequent heavy rainfall, January and February were a wash out this year! Storm warnings are much more frequent, and occasional flooding, which can disrupt schools, transport, and local communities. At the same time, warmer summers, such as this summer, and milder winters are changing the natural environment, affecting wildlife, plants, and biodiversity. Climate change is not a distant problem anymore but one that is already affecting our everyday lives.
It is very important to help children develop an understanding of climate change in a positive and age-appropriate way. This can be done easily in the classroom. I would encourage pupils to investigate the environment around our school by observing seasonal changes, recording daily weather, and exploring local habitats. This ties in nicely with SESE and recording seasonal changes and weather. We could take part in activities such as planting trees or wildflowers, creating a bug hotel, growing vegetables in a school garden, and participating in litter-picking projects. These practical, hands on experiences would help children understand the importance of caring for the environment. I would also integrate climate change across the curriculum through stories, art, geography, science, and SPHE, encouraging pupils to ask questions, think critically, and work together to find solutions.
There are a number of things I can to help slow down climate change. Firstly, I can reduce waste by recycling, composting food waste, and choosing reusable items instead of single-use plastics. Secondly, I can reduce my carbon footprint by walking or cycling when it is possible to do so. The weather this school year has been fantastic and it is lovely to start the day with a walk. My children and I walk/cycle most days and it’s my favourite part of the day. Not only does it help the environment, but it gives you a nice boost to start the day. Thirdly, I can conserve energy by switching off lights and electrical appliances when they are not needed and by being mindful of heating and electricity use at home and in school.
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Climate change is no longer a distant global issue; it is something that is increasingly visible within our own local community. As an urban school, we have observed changes such as more frequent heavy rainfall, periods of unusually warm weather, and an increased awareness of the importance of protecting biodiversity and using resources sustainably. Although our school has very little green space, these challenges have encouraged us to think creatively about how we can make a positive contribution to our local environment.
One initiative that we as a school area particularly proud of is the small green area beside our car park, where we have planted trees as our contribution to tackling climate change. While it is only a modest space, it demonstrates to pupils that every action, no matter how small, can make a difference. Watching the trees grow over the years provides a tangible reminder of our commitment to creating a more sustainable future and reinforces the importance of caring for our environment.
Our school has achieved six Green Flags through the Green-Schools programme, recognising our work in the areas of Litter and Waste, Biodiversity, Energy, Water, Travel, and Global Citizenship. These achievements reflect a whole-school commitment to sustainability rather than isolated projects. They have been made possible through the enthusiasm and dedication of our very active Green School Committee, whose members play a key role in leading initiatives, promoting environmental awareness, and encouraging the wider school community to adopt more sustainable practices. Their leadership empowers pupils to see themselves as active participants in protecting the environment rather than passive learners.
Reflecting on my own practice, I believe that engaging pupils with climate change is most effective when learning is relevant, practical, and connected to their own experiences. Rather than focusing solely on the challenges associated with climate change, I encourage pupils to explore positive actions that they can take within their school and local community. This helps to develop a sense of agency and hope, ensuring that pupils feel empowered rather than overwhelmed. One way in which I do this is through the Picker Pals Programme. The children thoroughly enjoy taking the Picker Pals kit home, involving their families in litter-picking activities, and helping to keep their local communities clean. The programme not only reinforces the importance of caring for the environment but also strengthens the connection between school, home, and community. Seeing pupils take pride in making a visible difference in their own neighbourhoods is incredibly rewarding and demonstrates how environmental responsibility can extend beyond the classroom. Through initiatives such as Picker Pals, our Green School Committee, and our ongoing sustainability projects, pupils develop a strong sense of environmental stewardship while recognising that even small individual actions can collectively have a significant impact.
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This module made me think about climate change in a much more local way. It’s easy to think of it as a global issue, but there are signs of change closer to home too. Around our local lakes, there are areas where erosion is noticeable. While I know some of this may be linked to the fact that it is a reservoir, it still provides a good starting point for discussing how human activity and environmental change can affect local habitats.
With my incoming class, I think it would be much more meaningful to investigate these issues than simply reading about climate change in a textbook. We could visit a local green space or the lakeshore to observe changes, record evidence of erosion or litter, and discuss how increasing development can affect wildlife, biodiversity and water quality. Pupils could then compare what they observe locally with examples from other parts of the world that are experiencing much more severe impacts. I think this helps children understand that climate change is a global issue, but that its effects can be seen at different levels.
Three practical actions we could take are encouraging active travel where possible, reducing waste by reusing and recycling materials in school, and protecting biodiversity by planting pollinator-friendly flowers or creating habitats for insects around the school grounds. I think it’s important that pupils see these actions as realistic changes they can make rather than feeling overwhelmed by the scale of climate change.
Looking back over the Development Education modules, I can see how they all support School Self-Evaluation. They encourage active learning, critical thinking and pupil voice, while also promoting inclusion, sustainability and global citizenship across the curriculum. Rather than treating these topics as one-off lessons, schools can build them into everyday teaching and whole-school planning. I think this helps pupils develop not only knowledge but also a sense that they can contribute positively to their own community and to the wider world.
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Across our country adverse weather conditions have led to school closures throughout the year. From closures from storms due to weather warnings, floods causing schools to close due to damage or potential danger or a relatively new concept I hadn’t seen until this year, schools being too warm during this recent heatwave for students to concentrate and learn safely in their classroom, we are well aware that climate change is affecting schools in all manner of ways.
Our school hasn’t been directly affected this year from any of these weather conditions, but our locality in general has which affects the students in their day to day lives. In our area we have both canals and rivers which rose to huge water levels. Rain in the local town affected how cars had to travel to school and some students who had to walk everyday were arriving wet through at the start of the day. Even the huge amount of rainfall that we had this year caused the students in our school to have many breaks/lunches where they were stuck inside, which in itself is an annoyance both for themselves and the teachers in the school when they don’t get out to release their energy!
In school we have to encourage resusing items where possible, even simple things like a school wide policy of using a reusable water bottle that can be filled by taps at home and school instead of plastics. Turning off lights and having a ‘Light/Power Monitor’ as one of the classroom jobs can be effective as well to ensure no unnessary power is being used. But also we need to focus on these weather changes and make them real to the pupils. Documenting daily weather in a visible display or recording data for the year for older classes, in turn processing and this and making a project incorporating maths, SESE , and visual arts would be very beneficial.
You can integrate Development Education into the School Self-Evaluation (SSE) process by using it as a framework to review school practices—like energy and waste management—while gathering insights from students, parents, and staff to set clear, actionable targets. Essentially, SSE provides the structure for this work, helping your school gather evidence, celebrate existing strengths, plan necessary improvements, and track the real-world impact of your efforts.
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Climate change is something that children are beginning to notice in their everyday lives. A good example is the recent heat wave in Ireland. Many children have never experienced weather this hot before, so it is a good way to start conversations about climate change and how it affects people, animals and nature. We have also seen more heavy rain and flooding in recent years.
In my classroom, I would encourage pupils to learn about climate change by looking at things happening around them. We could keep a weather diary, talk about ways to reduce waste and look at how we can save energy in school.
Three actions we could take are planting flowers or trees, reducing food waste and remembering to turn off lights and devices when they are not being used. These are simple actions that children can take at school and at home.
The Development Education modules also fit well with School Self-Evaluation . They encourage schools to think about ways to become more environmentally friendly. As a school, we could set simple goals like reducing waste, saving energy and getting pupils involved in making our school a greener place. This helps children see that everyone can play a part in looking after the environment.
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As a junior room teacher, I believe it is important to introduce climate change in a way that is meaningful, positive and age-appropriate for young children. By focusing on our area here in Co. Donegal, pupils can relate the topic to their own surroundings and begin to understand that climate change affects their local community as well as the wider world. Using familiar examples, such as heavy rainfall, storms and changes in the seasons, helps to make this complex topic accessible to children in Junior to 2nd Class. There are quite a few wooded areas around us as well as rivers, lakes and beaches to look at.
Our school vegetable garden provides an excellent opportunity for hands-on learning. I would use the garden to encourage pupils to observe how plants grow and discuss how weather influences their development. Through planting, watering and caring for vegetables, pupils can develop a greater appreciation for nature while learning about the importance of protecting the environment. This practical approach promotes curiosity, teamwork and responsibility, allowing children to actively engage in their learning rather than simply listening to information.
Throughout the lesson, I would encourage discussion, questioning and exploration. Pupils could record the daily weather, compare seasonal changes and identify insects and wildlife in the school grounds. These activities would support learning across the curriculum, particularly in Science, Geography, SPHE and Mathematics, while fostering children’s awareness of sustainability.
I want my pupils to leave the lesson feeling hopeful and empowered rather than worried about climate change. By highlighting simple actions, such as growing our own vegetables, recycling and reusing materials, and caring for local wildlife, I can help pupils understand that everyone has a role to play in protecting our environment. I hope this lesson will encourage children to become environmentally responsible citizens who value nature and recognise that even small everyday actions can make a positive difference to the future of our planet.-
Hi Michelle, I really enjoyed reading your post. I like how you have made climate change relevant to your pupils by connecting it to their local environment in Donegal. Using the school vegetable garden as a hands-on learning resource is a fantastic idea, as it allows children to learn through observation and experience while developing responsibility and teamwork.
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I really enjoyed reading your post. I agree that hands-on learning has a much greater impact on children’s understanding than simply talking about a topic in the classroom. Activities like gardening, observing wildlife and recording the weather make learning meaningful and help children make real connections with their local environment. I also like your focus on helping pupils feel hopeful and showing them that even small actions can make a positive difference.
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I found your post incredibly interesting to read. You are right, using familiar examples is so important to help the children understand and see the effects. A vegetable garden is an amazing idea and give the children a chance to develop appreciation and love for their local environment. Leaving the children feeling empowered rather than worried is so important and can be done by teaching children simple actions which links in with development education.
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Living close to the coast, climate change feels like something that is becoming more noticeable each year. We hear more about rising sea levels, more frequent storms and bad water quality in my area due to pollution which has an impact on the local community. Traffic congestion is also a big issue around the school at rush hour times. I think it is important that children understand that climate change is not just a global issue but something that can affect the places they know and enjoy.
I love to bring learning outside the classroom where possible and use the local area as much as possible. A walk to a local beach or park could encourage them to observe the environment and think about how it has changed over time. We could also carry out simple investigations, discuss ways to reduce waste and explore how small actions can make a difference.
Three actions that I try to encourage are reducing single-use plastics, walking or cycling where possible instead of using the car and recycling correctly. I think it is important that children understand they do not have to make huge changes on their own. Small actions taken by lots of people can have a positive impact. My aim would be to help pupils feel hopeful and empowered, while encouraging them to take care of both their local community and the wider world. I would love to use the walking debate lesson and linking it with persuasive writing to explore this deeper and come up with solutions. -
According to a Climate Change Risk assessment carried out by Donegal County Council in 2023 rising sea levels and aggressive Atlantic storms threaten Donegal’s coastline, leading to infrastructure damage. Recent experiences of river and pluvial flooding events (in 2018, 2019, 2022) resulted in damages to building and infrastructure , disruption of transport networks and substantial impacts for business and the local economy. In 2013 heavy rain flooded the grounds of Letterkenny hospital. This flood affected 70 percent of services and destroyed a huge part of the hospital building after a tributary of the river Swilly overflowed. The rebuilding cost was approx 34 million.
Actions for school.
1. Turn off lights. Each classroom could have a power ranger who is in charge of this. Even the infant classes could take charge of this job. Thankfully the government rolled out the Solar for Schools Programme and all schools will have solar panels( I’m not sure if all schools have them yet).
2. Improve recycling and reduce waste. It is important here that children learn first about reusing and reducing and then we can recycle. Schools use huge amounts of materials daily and it is important that we are conscious of what we use. Children in the senior room could do an audit.
3.Promote environmental education and action. The Green Flag Programme has been so crucial in this activity with their mission to protect planet Earth.
4. Tree planting ( perhaps a tree when each 6th class leaves or each infant class starts), clean up days, planting fruit trees and vegetable patches.
From a School Self Evaluation perspective this links well with so many areas. By incorporating Development Education in our SEE plan it would mean that this area is not just taught by one teacher but it would be a priority throughout the whole school.
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Climate change is becoming increasingly visible in our local area, particularly through increased rainfall and more frequent heavy downpours. Our school has no grass or green spaces; it is surrounded by concrete, with no natural, spongy surfaces to absorb excess rainwater. As a result, water collects quickly in the yard after heavy rainfall, making it more difficult for pupils to use outdoor spaces and providing a real-life example of how the built environment is affected by changing weather patterns.
Last year my class participated in GLOBE Ireland’s precipitation project, where precipitation data is collected through citizen science. We recorded daily rainfall depth and measured the pH levels of rainfall before uploading our observations to the international GLOBE Observer Database. This allowed pupils to see how their own scientific observations contribute to global climate research while developing skills in data collection, analysis, and environmental awareness.
Three actions that I can take to help slow down climate change are:
- Reduce waste by recycling, reusing materials, and encouraging less single-use plastic in the classroom.
- Promote biodiversity by supporting tree planting and creating opportunities for greening projects where possible.
- Encourage sustainable travel, such as walking, cycling, or carpooling to school whenever practical.
The Development Education modules in this course can make a valuable contribution to our school’s School Self-Evaluation (SSE). They support the development of pupils’ critical thinking, global citizenship, sustainability awareness, and active participation in their community. Incorporating projects such as the GLOBE Ireland citizen science programme into teaching and learning provides meaningful evidence of pupil engagement, cross-curricular learning, and environmental action.
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The link you made between climate change and what is happening in your own schoolyard is interesting, Triona. The lack of green space is such a clear example for the children, and I’d imagine they can really see the impact after heavy rain. The GLOBE Ireland project sounds brilliant. It’s great when pupils are doing real data collection and not just learning about climate change in theory. Measuring rainfall and pH levels makes the science feel much more meaningful for them.
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Climate change is becoming more noticeable in my area of Dublin city, particularly through higher temperatures and longer periods of warm weather. As a result, teaching children about sun safety has become a much greater part of everyday school life. We now spend more time reminding pupils to wear hats, apply sunscreen before school, stay in the shade where possible, and drink plenty of water. These changes highlight how climate change is already affecting our daily routines.
In my Senior Infants classroom, I would use this lesson to help children understand that small actions can make a difference. Through stories, discussions, observations in their outdoor area, and simple activities, pupils could explore how caring for the environment helps protect our planet. We would discuss three positive actions: recycling and reducing waste, walking, cycling or using the bus instead of using the car when possible, and planting flowers or trees to support wildlife. This lesson would encourage children to develop an appreciation for nature, understand their role in protecting the environment, and build lifelong habits that contribute to slowing climate change. This lesson could extend to many different lessons throughout the year.-
It’s good to tie climate change to something the children are actually living through in school, Rachel. Warm weather, hats, sun cream, shade and water are all very real to Senior Infants.
The three actions are lovely and simple as well. Recycling, getting to school in a more sustainable way, and planting flowers or trees are all things young children can take part in without it tipping into something heavy or frightening.
Stories and outdoor observations would work well at that age too. Even noticing where the shade is, where things are growing, or where the rubbish ends up could open up a good little discussion.
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The changing weather patterns in Ireland is a key indicator that our climate is changing and it needs to be addressed. Flooding, Snow Days, Storm Days and now more recently extremities in high temperatures resulting in forest fires seem to be creeping into Irish weather patterns. We are experiencing weather conditions not seen before in Ireland. The Green Schools Programme is a must in all of our schools. Children need to be equipped with the knowledge and skills to help tackle this problem. In addition to this children can get involved by fundraising for equipment such as water butts, solar panels and school gardens to promote biodiversity etc, in order to contribute to working towards a solution to this problem. Home school links focus on how we can be ‘GREENER’ need to be strengthened in schools. The Science Blast Programme run by ESB Ireland has an option for pupils to focus their project on the theme off Environmental Awareness and Care.
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The Ahare river in Castletown has experienced a lot of changes in conjunction with climate change.
An Oirechatas meeting noted the following:More frequent and severe flooding: Heavier rainfall events have caused the Ahare River to flood more often. When the river overtops its banks, the road near Castletown can become impassable, effectively cutting the village off from the rest of north Wexford. This issue has been raised repeatedly in the Irish parliament and by Wexford County Council.
Higher winter river flows: Climate projections for Ireland indicate wetter winters with more intense downpours. These conditions increase runoff into the Ahare catchment, raising flood risk and accelerating riverbank erosion.
In order to tie in with a lesson, children could look at the river course and how land around the river could prevent the flooding. The children could also look at preventative measures to stop the river flooding. This allows children to see how climate change is affecting them locally. -
Climate change is becoming increasingly visible in Dublin 15 through heavier rainfall, more frequent flooding, warmer summers and changes to local biodiversity in areas such as the Tolka Valley and Phoenix Park. These local examples provide meaningful opportunities for pupils to understand that climate change is not just a global issue but one that directly affects their own community. In my classroom, I would engage pupils by carrying out local environmental walks, investigating weather patterns, completing biodiversity surveys and discussing how human actions influence the environment. This would encourage inquiry, critical thinking and active citizenship.
There are many small actions we can all take to help slow climate change. Firstly, reducing waste through reusing and recycling helps minimise landfill and pollution. Secondly, choosing sustainable transport such as walking, cycling or public transport reduces carbon emissions. Finally, conserving energy by switching off lights and reducing unnecessary electricity use can make a significant difference over time.
This lesson would help pupils develop environmental awareness while fostering a sense of responsibility for their local and global community. It would empower them to recognise that even small actions can contribute to positive change.
The Department of Education modules have reinforced the importance of embedding sustainability, global citizenship and pupil voice across the curriculum. These learning experiences could feed into our School Self-Evaluation process by informing environmental targets, strengthening student participation and supporting whole-school initiatives that promote sustainable practices and climate action.
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My school is based on the coast. While it has great views and can be lovely in the summertime, in the winter it can be a different story. We have missed multiple days for storm warnings over the last number of years. Flooding and high winds being the main cause of the school closures. There are schools in other parts of the country that have missed even more than we have. We can only assume it will happen again this coming winter. There is a noticeable growth in these days since I began teaching only 20years ago.
Every one of us needs to be conscious and proactive in helping to combat climate change as much as possible. On a school basis, looking at our waste and energy consumption would be a great start. Our school could look to install solar panels, reduce our waste through composting or reuse and be mindful of our use of electricity unnecessarily through the day. On a community level, our school could have increased involvement in local green initiatives like beach clean ups and recycling drives.
On a national level children and families could be involved in campaigning and writing to members of government responsible for making decisions on waste management and energy consumption.
All of these initiatives could easily be brought into the classroom. From a junior level of children learning about what materials can and can’t be recycled to a senior level of children writing to TDs about their local climate worries. Inviting community initiatives into the school to talk to the children about their projects is also a great way to teach and get the children involved.
This course feeds into our SSE very well and gives some excellent new thinking points when bringing about change. Whole school approaches to development issues are essential.-
This is a very real example of climate change affecting school life, Anna. Being on the West Coast must make it very noticeable, especially with storms, flooding, and high winds leading to closures. I like that you’ve kept the actions very practical. Looking at waste, electricity use, composting, and possibly solar panels are all things that would make sense at a school level. The beach clean-ups are a great idea too, especially because they link directly to your own local area and would be relevant and meaningful for the children. The idea of older pupils writing to TDs is a good one as well. It shows them that they can have a voice and that climate action is not just about small classroom habits but also about bigger decisions being made at a national level.
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Climate change has affected my local area with more severe weather with each passing year. Storms and rain have impacted peoples homes with flooding and damage to houses and buildings. Extreme cold weather has stopped children from coming to school. There has also been a reduction in air quality over the last few years due to the busy roads.
I would (with my class) research Dublin City Council’s initiatives to combat the effects of climate change, such as planting more trees, encouraging green transport, and improving energy efficiency. I would then have my class brainstorm in small groups ways in which we could make our own school initiatives to combat these issues e.g. plant a school garden, have energy monitors, create a walk/bike to school scheme.
We would then as a class decide on an initiative to focus on and again, brainstorm the rollout of the initiative.Regarding SSE – I would continue this level of collaboration and reflective practice with the pupils, as well as staff and parents. I think a long-term project like this would provide insightful information and feedback into how to approach Development Education in the school going forward.
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Climate change is particularly relevant to North mayo (UP mayo!!!) because our rural community already experiences heavy rainfall, strong winds and changeable weather. These conditions can affect roads, farming, bogland, wildlife, water quality and electricity supplies. I would begin the lesson using the climate-change picture cards from the module and ask pupils what they notice and wonder. We could keep a weather diary and take a walk to observe drains, streams, wet ground and bogland. Pupils could then compare our experiences with stories of children affected by droughts or floods in countries such as Zambia, Haiti or the Philippines. This would show that climate change is global, although its effects are not experienced equally.Three actions we could take are reducing energy use, improving recycling and protecting habitats through litter-picking or biodiversity planting. This work could support School Self-Evaluation by gathering pupil voice, setting environmental targets and monitoring progress across the school.
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I really enjoyed reading your post. I like how you connected climate change to your own local area in North Mayo, as it helps make the topic more meaningful for pupils. The idea of using picture cards and taking the class on a local walk to observe the effects of weather is a great way to encourage active learning. I also think comparing your local experiences with those of children in other parts of the world is a really effective way to help pupils understand that climate change affects everyone differently. Your three suggested actions are practical and easy for children to take part in, showing that small changes can make a difference. I also like how you linked the activities to the School Self-Evaluation process, helping to make sustainability an ongoing focus within the school rather than just a once-off lesson.
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In my opinion, climate change is having a noticeable impact on my local area. In recent years, Ireland has experienced more frequent storms, heavier rainfall, and local flooding, which can affect homes, schools, and communities. These changes also provide opportunities to help children understand how climate change affects both their local environment and people around the world.
In my classroom, I would use practical, hands-on activities to explore this topic. We have already completed work on the water cycle, water conservation, and pollution, where the children designed posters encouraging others to save water and protect the environment. The children became much more aware of the importance of caring for the environment and were eager to share what they had learned with others. I would build on this by encouraging outdoor learning, litter clean-ups, recycling projects, and discussions about how our everyday choices can reduce our impact on the environment.
Three actions I can take to help slow down climate change are reducing waste by recycling and reusing materials, conserving water and electricity both at home and in school, and choosing to walk or cycle whenever possible instead of using the car. These simple actions show children that everyone can make a positive difference.
The Development Education modules can also support School Self-Evaluation (SSE) by encouraging schools to review how sustainability, inclusion, equality, and global citizenship are embedded across the curriculum. By setting clear goals and involving students in environmental initiatives, schools can create a culture where responsible citizenship becomes part of everyday learning.
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Hi Chloe,
I really like your overall SSE point about responsible citizenship becoming embedded in the every day of school life. It was a really nice way to put it.
I also like that you drew my attention back to the water cycle – this is something I teach every year but I can see how important it can also be to link to development education. This is something I will do going forward.
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Climate change is having a huge impact on our education systems all around the county. Storms, flooding, droughts are becoming more and more common with their impacts resulting in school closures and also effecting the home life of so many of our students. This year we were shut for a week due to no ESB in the school with some students having no ESB or water for nearly 10 days.
These events have already sparked discussions in class about climate change. We part take in initiatives such as water preservation and harvesting rainwater in our local community centre, recycling where we can and promoting local produce in the form of regular bake sales, christmas and spring fayre in the school. We are also located close to Bord na Mona wind farms who have regularly funded transport for us to attend events on Biodiversity in their centres which the children love.
This links to SSE in the area’s of Wellbeing, Development education/sustainability and Active learning.
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Living in Kildare, I’ve definitely noticed some of the effects of climate change, especially the wetter weather, heavier rainfall and some really warm spells during the summer. It’s something pupils are starting to notice too, so I think it’s important to make it relevant to their own lives rather than just talking about it as a global issue.
Our school is part of the Green Schools initiative, and this year we had a big push to recycle cans and bottles through the Deposit Return Scheme. It was a great way to get everyone involved, and the money we raised is going towards developing our school garden. I think projects like this help pupils see that their actions can make a real difference.
In the classroom, I’d encourage pupils to investigate local changes in weather, carry out litter picks or biodiversity walks, and discuss ways to protect the environment. Three simple actions we could all take are reducing waste, walking or cycling to school where possible, and planting more flowers or trees to support local wildlife. Small changes really do add up.
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Climate change is impacting my local area through a number of ways.Heavy rainfall and flooding is becoming more common. There have been a number of storms in recent years leading to many school closure days. In June we experienced very high temperatures. This can be explored with students a number of ways:
1. Weather observations: keeping a daily weather diary, collecting rainfall and comparing daily temperatures
2. Nature walks: Looking for signs and evidence of climate change and studying plants and animals in the area
3. Local interviews: interview locals about climate change that they have noticed or experiencedSteps to take to slow down climate change:
1. Reduce, reuse and recycle
2. Walk or cycle to school when possible or car pool
3. Create a school garden – plant trees and flowers and create a wild flower gardenThe Development Education modules in this course feeds well with School Self Evaluation in my school through well being active citizenship and sustainability
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Hi Mallorie,
I liked how you included practical activities such as weather observations and interviewing local people, as they help children make connections between climate change and their own community. They are similar ideas to what I also had in mind. I also think creating a school garden is a lovely idea, as it gives children a hands-on way to learn about sustainability and caring for the environment.
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Climate change is becoming more noticeable in my local area of Longford. We are seeing more heavy rainfall, local flooding, and more extreme weather than in the past. These changes affect our environment, local wildlife, and even everyday activities such as travelling to school or taking part in outdoor lessons. I think it is important that children understand that climate change is not just a global issue but something that affects their own community too.
In my classroom, I would encourage pupils to investigate how the weather has changed over time by keeping a weather diary, exploring local news stories, and discussing how climate change affects people, plants, and animals in Ireland. We could also carry out a litter survey around the school or take part in a tree-planting project to help improve our local environment.
Three actions we could take to help slow down climate change are reducing waste by recycling and reusing materials, saving energy by turning off lights and devices when they are not needed, and choosing to walk or cycle to school where possible. By taking part in these simple actions, pupils can see that everyone has a role to play. Helping children understand the importance of looking after the environment from a young age will encourage them to make positive choices that benefit both their local community and the wider world. -
Climate change is something children are becoming much more aware of through the news, social media and conversations at home. Living in the Meath, there is often issues with rain and flooding, along with warmer weather during the summer. Children can relate to these climate change issues in this area because they can see the results happening around them.
In the classroom, I would encourage children to explore climate change through SESE subjects and SPHE. We could discuss how weather patterns have changed over time and think about ways we can make a difference. Three actions I would encourage are reducing waste by recycling, walking or cycling to school where possible, and switching off lights and devices when they are not being used.</p>
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Living near the coast, climate change is something I can see affecting my local area. The sand dunes in Tramore are experiencing increasing coastal erosion,as a result of climate change.
I would bring my class on a visit to the sand dunes and invite members of the local environmental group to explain the work they do to protect them. Children could learn about the importance of marram grass, why fences have been put up to protect fragile areas and how the dunes provide a habitat for local wildlife. Back in school, we could build on this learning through art, science, geography and SPHE activities.
There are also lots of simple actions that children can take to help slow down climate change. Our school already takes part in the Green Schools programme where we encourage children to reduce, reuse and recycle, turn off lights and equipment when they are not being used, and help monitor energy use around the school. We also take part in the “Grow It, Cook It, Eat It” programme, which teaches children about growing food, reducing food waste and making sustainable choices.
These activities help children realise that although climate change is a global issue, the small actions we take in our own community really do matter. Development Education fits very well with School Self-Evaluation.
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I would encourage having and tending for a local garden or plot if possible and having children tend take care of and see the relationship of growing fruits and vegetables from ground to table and tending and caring for the plants and trees.
I think developing art and posters about the effects of climate change and bringing STEM into climate such as creating their own wind vanes and discussing and making materials used for climate measurements.
I would imagine debate and discussion would be excellent ways to foster discussion around rising sea levels globally and how to best use governmental resources to tackle these issues safely and in line with what is best economically and locally.
I would foster no lights or whiteboard whole school days as part of SEE to save money and electricity costs and have team class leaders measure these effects economically.
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Emma, I fully support your idea of growing a local garden. We have a small courtyard garden in my school with raised planters. We have successfully grown potatoes and carrots for a few years. However, fair warning: some of our students were really not keen to eat the veg that came out of these gardens as they were (direct quote) ‘covered in dirt’! It served to have many ongoing conversations about where our food comes from and sustainability. Great ideas.
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This module was very interesting and it really made me realise how serious the climate change topic is. For example we have experienced the 3rd hottest July ever, I’m sure when the children come back in September we will be discussing the ‘great weather’ and I think I will use it as a starting point to discuss the topic of climate change in my class. For context I teach very young children!
Three actions – reduce reuse and recycle!! Encouraging children to walk/scooter/cycle to school and reduce electricity usage as much as possible in the classroom.
The Development Education modules in this course will work well with the School Self Evaluation process in my school and I plan to bring more ideas to the school community. -
Living in Dundalk, we are becoming more aware of the effects of climate change through heavier rainfall, local flooding, stronger storms, and changing weather patterns. These changes provide meaningful opportunities to help young children understand that looking after the environment begins with small everyday actions. In an infant classroom, I would explore this topic through stories, nature walks, seasonal observations, art activities, and simple discussions about caring for our local environment. Children could investigate how weather changes throughout the year, learn about recycling, and take part in activities such as planting flowers or vegetables, litter picks within the school grounds, and creating posters about protecting the Earth.
Three actions I can take to help slow climate change are reducing waste by recycling and reusing materials, walking or cycling whenever possible instead of driving, and saving energy by turning off lights and electrical devices when they are not in use. These are practical habits that can also be encouraged in young children.
The Development Education modules support our School Self-Evaluation (SSE) by promoting active learning, inclusion, global citizenship, and environmental awareness across the curriculum. They encourage reflective teaching practices and help create meaningful learning experiences that develop children’s understanding of sustainability, empathy, and their role in caring for both their local community and the wider world.-
I like how you have linked climate change to things that children can see and experience in their own local area. I agree that with younger children, simple activities such as nature walks, planting flowers, recycling, and litter picking are a great way to introduce them to caring for the environment.
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Climate change is having a real impact on Ireland, including here in Laois. We are seeing more heavy rainfall, storms, and periods of very hot weather. A good local example is the severe flooding in Mountmellick in November 2017, when many homes and businesses were badly affected after heavy rainfall. Events like this show how extreme weather can have a major impact on people’s lives and highlight the importance of preparing for and responding to climate change.
Climate change is also affecting farming, which is an important part of life in Laois. Changes in rainfall and temperature can make it harder to grow crops and care for livestock. Our natural areas, such as the Slieve Bloom Mountains and local rivers, also need to be looked after.
There are many ways we can help children learn about climate change. We can use class discussions, books, videos, and practical activities to explore what climate change is and why it is happening. Schools can encourage pupils to recycle, save energy, reduce waste, and take part in Green Schools activities. Growing fruit, vegetables, or flowers in a school garden can also help children understand the importance of caring for the environment.
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Hi Carole! I really like the practical ideas you shared for the classroom and school, especially school gardens and green schools activities. My school has really worked on the garden this year and it’s so great to see it coming along and students delighted with their plants and veg. Also liked your piece on saving energy in the classroom which makes the concept of caring for the environment so tangible for students.
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From reading many of the posts in this forum, it is clear that we are all noticing the effects of climate change in our own lifetimes. We are all, to varying degrees, experiencing heavier rainfall, more frequent and stronger storms, extremes of temperature, flooding etc. In my own area, we have frequent issues with water supply linked to power cuts, often related to high winds and storms. This is something that affects the daily lives of the children in our school, with them unable to wash clothes or dishes, shower, flush toilets, cook etc. often for days at a time. We also had a couple of days of school closure this year because of water supply issues to the school building. Linking this local experience to the larger topic of climate change would make it more personal for the children in our classrooms. We could investigate the issue of drought around the world and link it to their own experience, then look at flooding at the other end of the spectrum.
Actions to slow down climate change could include:
1. We could monitor our own water use in the classroom and investigate ways to reduce it.
2. Switch off lights and other electronic items when they are not in use.
3. Promoting children to walk or cycle to school. We are in the lucky position that most of our pupils live within walking distance of our school, and yet a significant number of them are driven to and from school every day.
The above actions, and others, could be instigated under SSE plans. Reducing water and energy use in the school building would be beneficial on a financial level as well as an environmental level! And reducing the number of cars using our car park on a daily basis would certainly reduce a lot of stress about parking spaces and the children’s safety. -
In my local area, it is clear the impacts of climate change are increasingly evident through unpredictable weather patters, heavy rainfall which result in flooding and hotter, drier summer spells that lead to regional water restrictions and hosepipe bans. These changes disrupt the local area biodiversity, farming and daily routines making climate issues very real for pupils and local citizens.
To engage my student sin exploring this further, I would start with place based inquiry having students observe and track local weather data, investigate local habitats, and map environmental changes in our community. This would also be a great integration with SPHE, Science and Geography.
Three concrete actions we could take in our classroom to make a positive could include:
1. Establishing a zero-waste and composting routine: auditing lunchbox waste, eliminating single-use plastics and putting food scraps into a composting bin to build a classroom compost system for school garden beds. I’ve seen this work in other schools and I think it might be something to suggest at the next Croke Park hour meeting!
2. Creating friendly green spaces: planting native Irish flowers, trees and biodiversity patches on school grounds to support wildlife and local bees. This works well in local areas.
3. Energy savers campaign: Encouraging walking, cycling to school. In my classroom every student has a job and one is an energy monitor to manage classroom lighting use.
Looking back across this course, development education is a powerful tool for SSE under looking at our school. For pupil voice, critical thinking and global citizenship across learner outcomes and learner experiences. By embedding development education methodologies into SESE, SPHE and literacy, schools and teachers can set clear, measurable SSE targets such as; auditing sustainability practices, promoting anti-racism, or expanding global awareness. Ensuring the school culture is actively inclusive, active, empathetic, agentic and future focused.
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Hi Carole! I really like the practical ideas you shared for the classroom and school, especially school gardens and green schools activities. My school has really worked on the garden this year and it’s so great to see it coming along and students delighted with their plants and veg. Also liked your piece on saving energy in the classroom which makes the concept of caring for the environment so tangible for students.
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In recent years the increased number of storms, late school openings or school closures due to weather warnings has made the impact of climate change a cause of anxiety to many students my our school. A number of years ago, a significant storm caused major flooding when the river burst its banks resulting in the school needing to close early to ensure pupils got home. Despite this early closure, some students needed to walk through flood waters to get home. What started as a small call for donations from one of the staff, ended with a huge whole school and local effort to raise money to help out those who were affected by the floods. Since then, any storm warnings have increased the worries of some pupils that a similar flood would occur again. Wellbeing is an integral part of our school self evaluation plans which include supporting pupils during these times.
Each year in 6th class, we cover a topic on flooding, focusing on causes, prevention and especially supports when floods do occur. Part of the lesson looks at flood defence and a STEM activity to design and test different materials to protect a model house from flooding.
One action that our school has implemented to make the world a better place and slow down climate change is installing solar panels. The app is displayed on a screen for pupils to see how much electricity is being produced and discussion take place in class about the impact it is having on the environment.
Another action that can be implanted to make the world a better place is to encourage pupils to walk, cycle or scoot to school. So many of our pupils already do this and with recent safe routes to school works carried out around the school with new bikes lanes provided, this will be safer for more pupils to take up also.
Third action that pupils and staff alike can implement to make the world a better place and combat climate change is try to conserve energy. This can be done at a class level with pupils ensuring doors are closed to keep heat in during the winter months or assigning pupils the job of turning off lights and switches at the end of the day or when they’re not needed or in use. At a school level the student council can run campaigns to ensure this is implemented school wide, making posters and visiting classes on a regular basis to remind everyone of their responsibility. This is something that pupils can encourage their families to implement at home too.
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Hi Fiona,
Wow the effects of climate change have impacted your school directly but what sounds like serious flooding. I love that you include this in STEM and SESE activities by teaching the children about flood defences. I’m sure the children love model making and testing out different materials. Have you ever brought this project work to Science Blast at the RDS? It’s a great day out for the kids and I would highly recommend it!
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Climate change is becoming far more visible in our local area. We are experiencing more storms, heavier rainfall, flooding, and unpredictable weather patterns. School closures and delayed openings due to severe weather are now common, something we never experienced as children. These warnings can cause stress for pupils — some worry about their homes, while others rely on school as their safe place for routine and hot meals. This year alone, we had weeks of wet‑play days, which affected pupils’ behaviour, learning, and overall well‑being.
One recent storm had a direct impact on a pupil when a tree fell on their house. The family had to be rescued, and the child missed school while staying elsewhere. Our principal and class teacher checked in with the family to offer support, which aligned strongly with our SSE focus on well‑being.
In the Infant classroom, these weather changes provide meaningful learning opportunities. Through SESE, we explore weather using stories, observations, nature walks, and simple recording activities like daily weather charts. Programmes such as Incredible Edibles help children learn about sustainable living, and our Green Team promotes recycling and energy conservation. Children love having “jobs,” and they often bring these messages home. Initiatives like Walk on Wednesday also encourage pupils to think about their carbon footprint.
Three actions to slow down climate change:
- Promote recycling and energy conservation in school (lights off, doors closed, proper waste sorting).
- Encourage sustainable travel, such as walking or cycling to school.
- Grow food locally through programmes like Incredible Edibles to teach children about sustainable living.
These are practical, achievable actions within my role that help pupils understand climate change and feel empowered to make a difference
Development Education strengthens our School Self‑Evaluation (SSE) by promoting active learning, inclusion, global citizenship, and environmental awareness throughout the curriculum. It supports reflective teaching and helps create meaningful learning experiences that build children’s understanding of sustainability, empathy, and their responsibility for caring for their local community and the wider world.
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I really enjoyed reading your reflection, especially how you connected climate change to real experiences within the school community. The example of the pupil whose home was affected by the storm really highlights how climate change can impact children emotionally as well as practically. I also like how you have linked this with your SSE focus on wellbeing. Involving children in simple activities such as weather charts, recycling, growing food and Walk on Wednesday makes climate change feel more relevant and manageable for them. I agree that giving pupils small responsibilities helps them feel empowered and encourages them to bring positive habits home. Your connection between Development Education and global citizenship is also really important.
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The area local to the school (Finglas), like much of Dublin, has felt climate change through increased flooding. The students would remember the many times the Tolka River has burst its banks in recent years. They would also be able to recall the more intense storms affecting local housing already vulnerable to damp and disrepair. These climate issues many of our students would recognise directly, since most live in homes affected by flooding or poor insulation.
To engage students with additional needs, I’d avoid abstract global data and start locally: a short walk or photos of the Tolka flooding, or news clips of storm damage in Dublin 11. Sensory, visual tasks such as sorting images of “before/after” flood damage of the River Road, or a simple map activity marking flood-prone streets near the school would make the concept concrete rather than text-heavy.
Three actions I’d encourage and we could do as part of our ‘outdoor classroom’ learning:
1. Litter/drain-clearing walk near the school (e.g. what they refer to as ‘The Stretch’) to reduce local flood risk. This would have an immediate, physical, and visible impact.
2. Energy-saving pledge at home (lights off, shorter showers). Students could apply this as a small and achievable step. It would connect classroom learning to their own lives.
3. Planting trees on our school grounds. This would be a tangible, ongoing project that would build pride and long-term engagement. -
Climate change is impacting our local area in many ways mainly in changes in weather patterns. This summer was a prime example. We had an extremely hot summer and many areas around Europe were battling wildfires. It has been very dry with many farmers at this stage crying out for rain. Outside of Summer we see more localised flooding and sea levels rising as well as heavier bursts of rain. In the classroom I would put a big emphasis on recycling properly (putting everything in the correct bins). I would save energy by turning off lights, computers and screens when they aren’t being used and I would encourage the students to follow suit. I would also be conscious of trying to use less paper as there is so much waste generated in a school. Development Education can feed very naturally into school self-evaluation because it provides evidence about how well a school is developing students knowledge,skills,values and capacity to engage with wider social, environmental and global issues.
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I agree with Caitríona’s observation that we have experienced extremes in weather conditions over the past year or so. Between storms, flooding, extreme heat and even wildfires, we can see first hand what global warming is doing to the world and also to our local towns and villages.
I love that she is teaching children simple, yet effective, ways of making a difference. How we are all global citizens and how we all have our own part to play in combating global warming. Each and every little action combined leads to a greater action in helping turn the tide on global warming.
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Climate change has been very evident in this school year, particularly the extremely hot weather we saw in June where we had to be mindful of how much time children were spending in the sun and ensuring children had enough water to drink, places to cool down in the building and sunblock on. Some children in my class missed school due to being badly sunburned. The sustained very hot weather is a clear reflection of climate change and has been seen across Europe and other parts of the world this summer.
Facilitating discussions and educating the children with accurate, age-appropriate information about climate change is very important. Brainstorming actionable steps we can take together in the classroom or as a whole school community is important to help the children understand we can all make a difference.
Possible actions can be;
Giving children roles of responsibility, such as being ‘litter pickers’ with appropriate resources such as long handle grabbers to safely pick up litter around the school grounds. Other roles could be ‘electricity monitors’ who ensure lights and screens are turned off when not in use.
Encouraging children to use refillable water bottles instead of disposable bottles will also help minimise waste.
Doing art lessons which involve reusing or recycling materials can be a fun and creative way to reduce, reuse and recycle. For example, creating monsters from an array of materials such as cardbord boxes, scraps of textiles, etc. Making sock puppets with old socks which otherwise would be thrown out would also be fun.
This would link with ‘Sustainability and Inclusion’ element of the SSE guidelines where we can include sustainability goals directly into our school’s improvement plan.
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Hi Mairead,
Thank you for your post here – I think this summer will really have climate change to the forefront of people’s minds when we return to school. It is important for us all to understand the knock-on effects of extreme periods of drought and heat in Ireland. My own area has been hit with numerous water outages over the summer, many of which were unannounced and we are likely to see huge increases in the price of vegetables, potatoes, etc. in recent months as many crops have been decimated by the lack of precipitation, Getting children actively involved in environmental awareness is a great way to create a sense of ownership of their area and their planet.
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Reflect on how Climate Change is impacting on your own local area and how you would engage your pupils to explore this further. Suggest three actions that you can do to make the world a better place and slow down climate change.
I work in a large suburban town outside Dublin. The large amount of traffic contributes to fuel emissions. There is a signficant litter problem despite the presence of a Tidy Towns Committee. It is a growing town, and forestry is being sacrificed to make room for more housing. Within the school specifically, a lot of oil is used to heat the school as it is an old building and heat escapes easily.
Three steps to action:
1- Monitor the Air Quality Index (AQI) at box outside the school- Investigate why and when the air quality is bad. Discuss why and plan action to help it (Walking initiatives, planting more trees etc.)2- Debate talk- Hold a debate pretending that a new factory is being built in the local park. In teams, children discuss the pros and cons to this (jobs, training programmes, materials for local environment vs increased emissions, traffic, waste, heating). In the end, build the factory with considerations to climate change. E.g., renewable energy sources only, leave space in the park, staggered start times at the factory to prevent traffic congestion, shuttle buses etc.) Then do research to see what businesses already do this.
3- Look at combating waste and litter- In school, a strict recyclable and non-recyclable bin along with a food bin. Work with the Tidy Towns to clean up the area and look into getting more public bins.
Each of these could be incorporated into the SSE as part of reducing waste in school and in the community.
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Unfortunately climate change is becoming increasingly noticeable in my local area of Laois. We have experienced changes in weather patterns. Recently we have had extreme heat and very little rainfall. These changes can affect farming and the wider community. I think it is important that pupils understand that climate change is not just a global issue but something that can have an impact on their own lives and surroundings.
In my classroom, I would engage pupils by exploring local examples of climate change and discussing how these changes affect people, animals and the environment. We could investigate weather patterns, examine how much waste our school produces and explore ways we could become more environmentally friendly.
Three actions I could take are reducing waste and increasing recycling, using less energy by switching off lights and devices when they are not needed, and encouraging walking, cycling or carpooling where possible.
The Development Education modules can feed directly into School Self-Evaluation (SSE) by helping the school reflect on how effectively it is preparing pupils to become responsible and active global citizens. The themes of sustainability, equality, human rights and global citizenship could be included when identifying areas for improvement. For example, the school could evalate how sustainability is currently promoted and then set targets such as reducing waste, increasing biodiversity or improving pupils’ awareness of climate change. -
Climate change was once an issue that seemed to affect those faraway and seemed a more distant problem. However in recent years we have seen the affects of climate change at a more local level and I think that is making children more aware and conscious of the disastrous affects it can have. Living in an area which has alot of forestry children saw huge winds, trees fall and were left without electricity for weeks. Damage was done to buildings, roofs, fences, even cars etc. We have experienced serious flooding also around our towns that have caused people a great deal of hardship. Climate change is real and it is here to stay unless we change our ways. And yet I have to remind children that in the grand scheme of things, what we have experienced is minimal in comparison to the death and destruction that has occurred in other countries as a direct result of climate change.
Children now empathize because they too have been affected. This makes the work I do with the Green Flag in my school all the more relevant to learners. Children want to make a difference in order to help those in a worse situation. You can see how passionate they have become about this issue as they now have lived experience. In the coming year I will try to ensure children understand that it is often those in the poorest countries who are affected worst by climate change. They are already at a disadvantage and this makes things all the worse. This sense of global citizenship and responsibility lends itself well to our School Self Evaluation and can easily be linked to other topics.
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Coming from a rural community, one of the impacts I have noticed this year is the pressure the prolonged hot and dry weather has put on farmers. Grass growth has been poor, meaning some farmers have had to feed silage to cattle during the summer months. This will have a knock-on effect for the winter, as fodder that would normally be kept for winter feeding is being used much earlier than planned. I think this would be a good local example to explore with pupils, looking at how weather can affect farmers, animals, food production and our local community, before considering how climate change can affect communities in other parts of the world.
In my classroom, I would encourage the children to think about some simple actions they can take, such as:
1. Reducing waste – encouraging children to reuse materials and think about what they throw away.
2. Saving energy – getting into simple habits such as switching off lights and devices when they are not needed.
3. Protecting local biodiversity – planting flowers or creating small areas for wildlife around the school.
I also think this could feed into SSE by looking at what our school is already doing in relation to reducing waste, saving energy and protecting biodiversity. We could identify an area that needs improvement, set a realistic target and involve the children in taking action. We could then review what we have achieved and decide what we could do next. This would help make climate action an ongoing part of school improvement rather than just a once-off activity. -
My school is in a coastal area, so issues such as heavier rainfall, flooding, coastal erosion and storms are especially relevant. We have noticed the storms get more intense over the last few years. I would begin by asking pupils what changes they have noticed in our local area and with storms in the last few yearss. We could explore the school grounds and nearby area, looking at trees, plants, wildlife, litter, water and places where rainwater collects. The children could then investigate how climate change might affect our local community in the future e.g. coastal erosion and rising sea levels.
Three actions I would encourage my class to take are:
- Reduce waste – introduce a class waste audit and work towards reducing single-use plastics and food waste.
- Increase biodiversity – plant native flowers or create a small pollinator-friendly area in the school grounds. Planting marram grass in the dunes to replace the ones that have been lost to coastal erosion in liaison with the local council.
- Reduce emissions – encourage walking, cycling, scooting or car-pooling to school where possible and have a class “green travel” challenge.
Our school could then use sustainability and climate action as an area for development. We could ask pupils and staff what we are already doing well, gather evidence about waste, energy, transport and biodiversity, and then identify one or two realistic targets. We could monitor these over the school year and see whether our actions have actually made a difference. This would help make Development Education part of the school’s everyday practice and wider culture.
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This Summer the effects of climate change have been very visible. The heat coupled with the lack of rain fall has left a clear mark on the landscape. Farmers are acutely affected as the conditions mean that grass is not growing. Many are already using silage intended for next Winter in order to feed their herds. Fires have broken out in many local areas resulting in extensive damage to land and to very unpleasant smells and smoke in the air.
In terms of actions which I can take, a key action is to reduce consumption of products, particularly clothing. The Irish Department of Climate, Energy and the Environment tells us that the fashion industry is estimated to be responsible for 10% of global carbon emissions. It also tells us that research from the Environmental Protection Agency (EPA) found that textiles such as clothing and household textiles make up 9% of waste in the general waste bin. Limiting the number of items I purchase, opting to purchase from second hand shops/sites and purchasing from companies which are B Corp certified are practical steps I can take.
To focus on this in my classroom, I would design a lesson around the story of a fast fashion item or a single use item such as the Life of a Christmas Jumper. In a senior classroom, the children could research the story of a jumper by looking at the materials which are used in the manufacture of most, the places in which they are made and the working conditions in the factories, the cost of transport to our shores and their ultimate end in landfill. We could then brainstorm ways in which to minimise the number being sent to landfill such as by holding a jumper sale in school or simply not asking children to wear these items in the first place.
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Living and teaching in Kildare, I would focus on the impact of increased rainfall and the risk of flooding from the rivers that run through the local area. The children are already aware of the difference in water levels during the winter as many of them live close to flood plains and they themselves have noticed an increase in the lack of outdoor play at lunch time due to heavy rainfall.
It would be easy to investigate this with our students as they could collect rainfall over a period of time and compare it to historical rainfall information – charting the difference. They could also in more senior classes map areas around the school and local town which may be vulnerable to flooding and research how the local council managed the flood risk.
Actions which we could take in school to slow down climate change and to make the world a better place would be to;
1. Plant trees and native plants in our school grounds to increase biodiversity.
2. Encourage walking or cycling to school where possible.
3. Reducing waste and encouraging the children to recycle in school.
These actions would help the children to see that small local actions can help tackle a global problem.
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Hi Louise, I really enjoyed reading your reflection, particularly your ideas around planting trees and native plants. In my school, we were involved in the pilot An Choill Bheag (Tiny Forest) project with LEAF Ireland, where we planted hundreds of trees on our school grounds. It has been a fantastic opportunity for the children to see first-hand how small actions can have a positive environmental impact.
The children have been able to watch the trees and plants develop and have a greater awareness of biodiversity and the importance of providing habitats for insects, birds and other wildlife. The Tiny Forest also provides opportunities to learn about carbon capture, improving air quality and helping to manage rainwater, which links particularly well with your point about increased rainfall and flooding. -
Hi Louise,
You’ve chosen a very relevant local issue. Linking climate change to rainfall and flooding in the locality helps make the topic real and meaningful for children and the practical investigations you’ve mooted here like collecting rainfall data and mapping areas at risk of flooding, provide powerful opportunities for inquiry-based & ross-curricular learning.To build on what you’ve outlined, increasing biodiversity, walking to school and recycling, why not get the children involved in a simple whole-school climate action audit to identify further ways to reduce waste, save energy or support biodiversity. This could help connect their learning with positive action.
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Climate change increasingly affects Irish communities through shifting weather patterns, heavier rainfall, severe flooding, and rapid biodiversity loss. Locally, I encourage pupils to investigate these environmental impacts firsthand by directly observing local habitats, discussing noticeable changes, and discovering how their daily actions protect the planet.In the classroom, I utilise active Development Education approaches to successfully foster critical thinking and global citizenship. Pupils conduct interactive waste or energy audits, identify practical ways to reduce their environmental footprint, and design creative community awareness projects. To personally help slow global climate change, I commit to three specific daily actions: reducing waste, conserving energy, and choosing sustainable transport and consumption methods.Furthermore, Development Education modules enhance standard School Self-Evaluation by prompting educational institutions to deeply reflect on sustainability, inclusion, and global citizenship. These core themes empower schools to successfully identify critical areas for growth, ultimately driving meaningful, positive institutional change through comprehensive whole-school initiatives and active student involvement.
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Climate change is an evergrowing and everchanging problem in our world. Climate change can be seen in our drastic changes in weather and various times of the year with snow in March and warm winter weather. From my own experience and local area I can see changes in the local wildlife.
One way I would engage the pupils in exploring this topic in the local area I would start with teaching children about climate change and what it is. From there I would work with one area of climate change at a time. One area I think would be important is renewable energy. A classroom energy survey would be a great way to bring the children’s attention to where we can see this problem in our local area and what we can do to help. Speaking with local groups and speakers coming into the school would be a great way to engage the children in exploring climate change in their area but with a focus on how they can make a difference. Weather diaries and nature walks are engaging hands-on activities that incorporate enquiry based learning. I would use videos, pictures and digital resources to engage the children and use project work to help the children understand and connect climate change to their lives and local communities.
One thing that we can do to make the world a better place is being conscious of how we use energy. Ensuring that we use energy correctly and are not wasteful is incredibly important and is an attainable goal for us everyday. Actions such as turning off lights, not wasting water when brushing your teeth and not wasting food. A second action that makes a big difference is reducing my use of plastic. Using reusable shopping bags, buying a reusable water bottle and lunch boxes. A third action I would take is walking or cycling where possible instead of driving. Planting trees and wildflower areas can make positive differences.
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Climate change is something that can be explored meaningfully with pupils by connecting it to their own local area. As we live in the south-east of Ireland, I can encourage pupils to think about changes they may have noticed in their local environment, such as wetter winters, heavier rainfall, flooding, changes in temperatures and longer periods of dry weather. These changes can affect farming, biodiversity, local rivers and the wider community.
In the classroom, I would use our local environment as a starting point. Pupils could investigate the weather over several weeks, compare their findings with older weather records and discuss how climate change might affect people, animals and plants in our area. We could also explore the importance of trees, biodiversity and protecting local habitats through outdoor learning activities.
I would encourage pupils to take three simple actions. First, we could reduce waste by reusing materials and improving recycling in the classroom. Second, we could save energy by switching off lights and devices when they are not needed. Third, we could help biodiversity by planting native flowers or trees and creating a pollinator-friendly area in the school grounds. These actions would show pupils that even small changes can make a positive difference and help them become responsible citizens who care for their local and global environment. -
Climate change is something I would explore with my 1st class pupils by making it relevant to the weather and environment they see around them. Ireland has experienced some very noticeable extreme weather in recent years. For example, we have experienced heatwaves, including the heatwave this summer, as well as a number of severe storms. Storm Éowyn in January 2025 caused extremely strong winds and widespread disruption, while the 2023/24 storm season saw a record 14 named storms affecting Ireland. We have also experienced periods of extreme snow, such as the heavy snowfall in January 2025. Met Éireann has reported that 2022–2025 are now the four warmest years on record in Ireland. I would ask the children what weather they remember and discuss how these events can affect people, animals and our local environment.
I would focus on three simple actions that children can take. Firstly, reduce waste by using reusable bottles, recycling correctly and avoiding unnecessary rubbish. Secondly, save energy by switching off lights, computers and interactive boards when they are not being used. Finally, care for nature by planting flowers, looking after trees and creating spaces for birds and insects. These small actions would help children understand that everyone can make a difference.
The Development Education modules also connect with SSE, as our school could reflect on how well we promote sustainability and give pupils opportunities to take positive action and contribute to improving our school and wider community.
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Climate change is evident in the everyday lives of people in every country. It is visible in our local areas through more winter storms. Increased flooding, above average summer temperatures and the impact changing weather patterns have on local industries, farming and biodiversity. By focusing our pupil’s attention on the impacts of climate change in our own locality the children become more aware that it is not only a global issue but something which is affecting our locality. In our classroom I would direct the children to discuss and research how climate change has affected their lives and local industries – especially the farming community in the area. We will also explore what steps we can take as individuals and communities to protect our environment and minimise actions which have a negative impact on the environment. Suggestions could include how we can reduce energy consumption at home and at school, how we can reduce waste and increase recycling and promoting biodiversity in our locality. I would link it with our learning on active citizenship and pupil voice. Our work in this area can help inform future planning and connection with our School Self-Evaluation.
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