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ASSIGNMENT
Write a reflective piece on how sustainability is practiced in your local area and how you would engage your pupils to explore this further. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Please also comment on at least one other participant’s post
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In my local area, sustainability is actively promoted through community recycling programs, and initiatives encouraging walking or cycling to school. The tidy village committee runs regular clean-up campaigns and supports biodiversity through tree planting and wildflower projects in the local park. To engage primary school pupils, I would begin with a nature walk, encouraging them to observe local sustainability efforts first-hand. We could then create a class eco-map, identifying recycling points, green spaces, and wildlife areas. Pupils would be encouraged to interview family members or neighbours about their sustainable habits, fostering community links. In class, we’d explore ways to reduce waste through creative upcycling projects and introduce a “green ambassador” system to promote sustainable practices in school, as part of our Green Schools programme. By linking local action with classroom activities, pupils would gain a sense of agency and responsibility, seeing themselves as part of a wider effort to care for their community environment.
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We have a “Green School Committee” in our school where children from different classes – 2nd -6th, meet each month and come up with ways to improve and be more environmentally friendly e.g. “wow” day – Walk On Wednesday which encourages people to leave their cars at home and walk/cycle/scoot to school!
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I think that the Eco Committee and Eco Warriors is such a great initiative. I saw my own child become so socially aware throughout the year this year in her role on the eco committee in her school. She became much more aware of the fruit we we were buying and the food miles involved. She reminded us constantly of turning off lights and recycling. It really is these little moment and habits in childrens lives that create a lasting effect.
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I think these are lovely ideas Michaela and very closely linked with Greenschools . I think the eco map ties in nicely with mapping in geography and I love the way you want to link local action with classroom activities. I think that by doing this, your students will feel more involved and become agents of change.
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I love the eco-map and nature walk idea, especially the way you’ve linked it to community involvement through interviews. That would work so well in encouraging kids to see themselves as part of something bigger.
The “green ambassador” system sounds like a lovely way to give children a sense of responsibility too — I might try something like that with my 4th class next year (maybe even rotate it so everyone gets a turn).
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I love how you connect local sustainability efforts with hands-on learning. The nature walk and eco-map are great ways to make pupils more aware of their environment. Involving families through interviews and introducing green ambassadors helps build a strong community connection and encourages real responsibility among students
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Sustainability in aquaculture is a key focus in the west of Ireland. In the bays around the west coast there are shellfish farms, especially mussels and oysters. These farms operate under strict environmental guidelines to ensure that there is a minimal impact to the ecology in the area. There are practices in place that ensure that there is a balance between different species e.g. shellfish and seaweed. These practices also improve the water quality.
To engage the pupils in my school I would begin by getting the children to research where seafood comes from and to see what aquaculture is in our area. A trip to one of the local oyster farms would give them practical knowledge of what the industry looks like in the area. Pupils could then take part in different projects – e.g. the First Lego League where the theme this year was ‘Submerged’. If this wasn’t an option, they could work in groups to conduct research on the impact of aquaculture in the area and maybe work on how to improve sustainability in the area.
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Hi Michaela,
Thank you for your brilliant response to module 5!
It’s great to hear that your local area engages in a multitude of sustainability based initiatives such as the clean up campaigns & wildflower projects. Each of these allows the students to participate outside of the classroom.
You have some fantastic ideas for encouraging sustainability within the class, I especially liked the “green ambassador” system which would create a positive association between the students and sustainable practices. Other ideas might be; using recycled wood to create eco / insect shelters, nearby (or even school yard!) nature walks in which the children compete to identify the most flower/insect species, guides on species diversity can be found online from a variety of sources.
Bláthnaid
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Sustainability has become increasingly visible in my local area in recent years. We’ve seen more community-led initiatives such as beach clean-ups, community gardens, and local farmers’ markets that promote low-waste, locally sourced produce. There’s also a growing focus on recycling, biodiversity, and reducing single-use plastics, with many local shops encouraging customers to bring their own containers or bags. These actions, while small on their own, reflect a wider awareness and commitment to sustainable living within the community.
In the classroom, I would build on this by encouraging pupils to observe and discuss the sustainability practices they see around them. Activities like local area walks to identify eco-friendly initiatives, school litter audits, and simple recycling or composting projects can make sustainability feel tangible and relevant. I’d also invite students to design their own mini-projects—such as awareness posters, upcycling crafts, or “green pledges”—to help them take ownership of sustainable actions and understand their role as stewards of the environment.
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Sustainability is becoming increasingly visible in my local area through community-led initiatives such as recycling programs, community gardens, beach clean-ups, and the promotion of local produce at farmers’ markets. Renewable energy projects, like wind turbines and solar panels on public buildings, also highlight a collective shift toward more environmentally conscious living. These local actions provide a strong foundation for teaching pupils about sustainability in a real and relatable way.
To engage pupils further, I would begin by exploring what sustainability means in everyday life. We would take local walks to observe sustainable practices firsthand—visiting a recycling centre, a local farm, or interviewing community members involved in eco-projects. Back in the classroom, pupils could document their findings, create posters or presentations, and even design small projects to promote sustainability at school, such as reducing plastic use or starting a compost bin.
Linking classroom learning to real-world practices helps pupils see that sustainability is not just a global issue, but one they can influence locally. Through inquiry-based learning, discussion, and active participation, students become empowered to take ownership of their actions. By making sustainability tangible and locally relevant, we nurture responsible citizens who are more aware of their role in protecting the planet.
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Hi Patrice,
It’s great how you have connected real community projects like recycling and renewable energy to classroom learning. Taking pupils on local walks to see these initiatives in action is a very hands-on, practical way to make sustainability real to them. Your idea of involving students in projects like starting a compost bin or reducing plastic use at school is clever. It helps them feel they can make a difference right now.
One other creative activity could be to have students design and build mini ‘eco-habitats’ or ‘bug-hotels’ using recycled materials, which can teach them about biodiversity and sustainability in a fun way.
Bláthnaid
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Michaela, you’ve made some great points regarding sustainability in a school environment. I really like the idea of a ‘green ambassador’ to promote sustainable practices in the school.I also definitely think that making a class eco-map would be very effective as well as identifying green spaces and wildlife areas.
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Living in a coastal area, I see sustainability being practiced in many ways, particularly through local clean-up groups, beach care projects, and community initiatives that focus on protecting marine life. These efforts, such as reducing litter, recycling, and planting to prevent erosion, show how caring for the coast is directly linked to caring for the wider environment. It reminds me that sustainability is not only about global issues like climate change, but also about how we respect and maintain the natural resources right on our doorstep.
In the classroom, I would engage pupils by exploring these local practices and encouraging them to take part. For example, a beach walk could be turned into a litter audit, followed by discussions on the effects of plastic on marine animals. Pupils could design posters on ocean protection or even create small campaigns about reducing waste. By connecting learning to their own coastal environment, children can see firsthand how their actions contribute to sustainability and how they can help protect the seas for future generations.
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Hi Caroline,
Thank you for your response to this module!
Community led efforts are great for setting a positive example to the younger students and will hopefully mould how they behave into adulthood.
I like the idea of linking their own coastal environment to what is taught in the classroom, making it all the more relevant and tangible for the students!
Thanks,
Grace
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In my local area sustainability practices are widely in evidence. The supermarket down the road has a bottle recycling scheme and a clothes bank. I see people with bags a litter pickers every Saturday on the seafront and on the beach. There is a farmers market every Saturday morning also in our local park. Solar panels are an increasingly common sight on the roofs of houses and the number of electric cars has also increased significantly.
Our school, like many other schools participates in the Green Flag initiative and we have a Green School committee. Two pupils from each class are nominated to be on the Green |School committee. They check that lights are turned off and that that the recycling bin is being used correctly.
We have the hot lunch scheme in my school and the children know to put their foil tray in a container for recycling.
We had Paddy Madden from Marino College visit our school a few years ago and we set up a log pile/bug hotel which the children really enjoy.
I use the Merlin bird identifier app with my class when we go outside to record and identify birdsong. The app will also show a photo of the bird we hear even if we can’t see it.
I love the idea of an Eco Walk and will definitely be doing this in September. it’s such an effective and simple way of making children take noyice of the different sustainability initiatives in the are and also of noticing plant and animal biodiversity.
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Sustainability is becoming increasingly visible in our local area, and it provides a rich context for teaching pupils about environmental responsibility. Initiatives such as the development of cycle paths and greenways promote eco-friendly transport, reduce carbon emissions, and encourage healthy lifestyles. Many families now use bikes for school runs and weekend outings, making sustainability a lived experience for students. The Tidy Towns committee plays a vital role in maintaining public spaces, planting pollinator-friendly flowers, and organising clean-up days, which instil a sense of pride and stewardship within the community. Recycling facilities are also widely available, with bottle banks, compost bins, and local campaigns educating households on waste reduction and proper disposal.
To explore this further in the classroom, I would engage pupils through local walks, surveys, and projects—encouraging them to document and map local sustainability features. We could partner with the Tidy Towns group, create posters promoting cycling and recycling, or even plan a school-wide Green Week. These hands-on activities make sustainability relevant and empower pupils to become active, informed citizens.
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Hi Andrea,
Thank you for your response to Module 5!
It’s lovely to see how sustainability is so deeply integrated into your local community. The idea of using local walks, surveys, and projects is an excellent way to bring sustainability into the classroom in a meaningful, practical way. Partnering with the Tidy Towns group is a fantastic idea as well; fostering community involvement and gives students a sense of ownership and respect for their environment.
I also love the idea of a school-wide Green Week! That could be a great opportunity to inspire students to take small but impactful steps in their day to day lives, whether through biking to school or reducing waste at home. I think it would be interesting to explore the potential long-term impact of these kinds of activities, such as how students might carry these eco-conscious habits into their adulthood.
Grace
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Some classes in our school participated in the Litter Pickers programme this year which could link in really well with the local Tidy Towns committee. Fingal County Council provided the classes with a pack, including litter pickers, gloves, refuse sacks etc It’s such a fantastic way to promote awareness of the local environment and community and the children really enjoy participating in it.
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We are very lucky where our school is situated to have access to a Greenway which we use regularly. We were recently involved in a Biodiversity Trail with the local County Council and the children learned so much about bees and pollination. They were given the task to decorate the area with their lovely artwork around the theme of Biodiversity.
Our local tidy towns committee is very active in the area and we as a school organise regular clean up days, keeping the area around our school clean and litter free.
Creating “eco-rules” is a great starting point for talking to pupils about being more sustainable. At the start of the year we create “eco rules” for our classroom. We discussed the rules that we wanted for our classroom-turning lights off, using reusable water bottles and using recycled materials for art.
We also looked around our school to see what needs to be done to make it more sustainable. Like most schools, we participate in the Green Schools Initiative and we are recycling and composting. We have decided to install a water butt to help our school become more sustainable.
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Hi Barbara,
That sounds fantastic—I completely agree with your approach. It’s brilliant to make such great use of the Greenway and is so involved with local initiatives like the Biodiversity Trail and Tidy Towns. These real-life, hands-on experiences really help children connect with nature and understand the importance of sustainability. Creating “eco-rules” at the start of the year is such a simple but powerful way to involve pupils in taking responsibility for their environment. I love the idea of using recycled materials in art and installing a water butt—small steps like these really add up and show students how their actions can make a difference. It’s clear your school is embedding sustainability into everyday learning in a meaningful and lasting way.
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It sounds like your school is doing fantastic work in promoting sustainability and involving pupils in meaningful, hands-on learning experiences! Having access to the Greenway must be such a valuable resource, it’s brilliant that you’re making the most of it through biodiversity projects and creative activities like the bee-themed artwork. These types of experiences really help children understand the importance of caring for the environment in a fun and memorable way.
I love your idea of setting “eco rules” at the start of the year. It gives children a real sense of ownership over their actions and helps to build a classroom culture that values sustainability. Small actions like turning off lights and reusing materials can have a big impact when embedded into everyday routines.
Installing a water butt is such a great initiative too, practical steps like this show students how sustainability can be built into the infrastructure of the school. Well done to you and your pupils for all the great efforts.
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This is a great reflection Barbara that clearly shows how sustainability is embedded in both your school’s ethos and wider community. Your use of the Greenway, involvement with local initiatives like the Tidy Towns and County Council, and practical classroom activities all offer meaningful, hands-on learning for pupils. The creation of “eco-rules” is a simple yet powerful way to instil responsibility, and your plans to install a water butt show ongoing commitment. It’s clear your pupils are learning to care for their environment in real and lasting ways. Well done!
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Barbra,
Having access to the green way and being involved in a biodiversity trail sounds like rich a rich, hands on learning opportunity for students. I especially live that the children were involved in designing the art work . It not only fosters creativity but gives them a real sense of pride and ownership. It’s a wonderful opportunity for them to bring their families along to see what they’ve created and share in promoting biodiversity together. It makes learning visible and extends beyond the classroom into the community.
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In my area sustainability is definitely becoming more visible, but it’s still a work in progress. We have some great local projects like community gardens, litter clean-ups, and bike lanes, but it’s also clear that not everyone has the same access to green spaces or resources. For many families in my school, day-to-day life is focused on just getting by — so sustainable living has to be made simple and realistic.
With my 4th class next year, I’d love to explore sustainability by starting local. A nature walk around the school would give us a chance to spot things like litter, green areas, or even community projects in action. Then we could map our observations together and talk about what’s working — and what could be improved.
We might also do small upcycling projects, or try growing something easy like herbs. I think making sustainability feel hands-on and achievable is key — especially when many of our kids are already facing big challenges. If they can feel like their actions, no matter how small, actually make a difference, that’s a big win.-
I love your ideas for getting the community involved in sustainability, community gardens, litter clean-ups and the use of bike lanes. I will be exploring sustainability with my class when we return to school by going on nature walks and making use of our outdoor classroom, weather permitting, which was constructed during Covid-19.
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Hi Susan,
I really like your idea of upcycling projects in school. Our local secondary school has been involved in the Junk Kouture project and the children in our have highlighted that this is something that they would like to be involved in. I think there are so many opportunities for getting the children involved in upcycling not just in designing clothes as in Junk Kouture but maybe encourage a class project where we would upcycle and old desk/ chair etc. This would get them being creative while raising awareness of sustainability.
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I really like your idea of starting local and keeping sustainability simple for the children. The nature walk and mapping activity sound like great ways to make them aware of what’s already happening in their community, while also spotting areas to improve. I also love the idea of small projects like upcycling or growing herbs — they’re hands-on, realistic, and show pupils that even small actions can make a big difference.
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Sustainability in Ireland’s largest fishing port, Killybegs, Co. Donegal is of the upmost importance as the town balances economic activity with marine conservation.
Sustainability is practiced in Killybegs where local fisheries follow EU quotas and regulations to avoid overfishing. They also use selective fishing gear (nets with escape panels) and this helps reduce bycatch and protects juvenile fish stocks
Some Killybegs seafood products are MSC-certified, ensuring they are sourced sustainably.
Fish waste from processing is used in Killybegs to produce fishmeal and fish oil, reducing waste and supporting circular economy practices.
Killybegs Harbour is exploring the use of wind and tidal energy to reduce carbon emissions in port operations.
Local farms and research institutions support low-impact aquaculture and seaweed farming, which can have a positive environmental effect.
Some areas near Killybegs are Marine Protected Areas to allow fish stocks and ecosystems to regenerate.Students can be engaged in the teaching of sustainability by the following ideas:
Virtual Field Trip- Students could create a “Visit to Killybegs” classroom wall display or use Google Earth to explore the harbour. Their task could be to find out what happens in a fishing port, how fish are caught and processed, and how people protect the sea.
Students could make a ‘Fish to Fork’ story map where they make a comic strip or sequence drawing showing the journey of a sustainable fish from sea to plate.
They could take part in a science experiment – Clean our polluted water- using oil, plastic, and natural debris to show the effects of pollution and how we can clean water.
Reading books about sea life to younger classes on the topic of fishing villages or environmental care.
A local fisherman, marine biologist, or co-op member could be invited into to school to talk to the students about sustainability in Killybegs.
Teachers and students could become more sustainable on a day to day basis by:
having green monitors in the classroom for lights, paper/plastic recycling and compositing.
Schools can also reuse paper for drawing, rough work activities.
Where possible, double-sided printing should be encouraged within the school.
Children/staff could be encouraged to walk/cycle to school, where possible.
Children could be encouraged to do as much outdoor learning as possible and they could also be encouraged to plant seeds, flowers and check in on the progress made regularly.
All these sustainable achievements could be highlighted/celebrated during school assembly to bring awareness to the whole-school community.-
Hi Delores,
Thank you for your brilliant post! I appreciate your thoughts on the topic of sustainability, you mentioned a variety of methods for promoting both sustainability at sea and sustainability within your school.
Sustainability truly matters to towns such as Killybegs, a town with a deep connection to the ocean. When working withe ocean, fishermen & aquaculture farmers know the importance of sustainability, making a living from the sea goes hand in hand with protecting it.
Within your response you mentioned the possibility of a guest speaker (possibly a marine biologist/local fisherman/marine tourism guide), I strongly encourage this! giving students the opportunity to connect and learn about sustainability in the ocean from a local is invaluable. The information tends to resonate deeply with young people when provided by a local, there are many marine local groups performing biodiversity surveys, fishing efforts and conservation schemes (such as lobster V-notching) which would make for a fascinating guest speaker!
I couldn’t agree more with your idea of celebrating sustainability during the school assembly, this is a great way of crafting a positive association between the students and sustainability, making eco-conscious tasks more exciting, both during school and outside of it!
Bláthnaid
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Absolutely! Bringing in a guest speaker, like a local fisherman, truly brings learning to life. Having someone with real-world experience share their story adds depth and authenticity to the classroom experience. The learning that surrounds the visit—researching beforehand, preparing thoughtful questions, and reflecting afterwards—makes the whole process so rich and engaging for pupils. It’s not just about hearing information; it’s about connecting with it in a meaningful way.
Your point about celebrating local sustainability through aquaculture is spot on. A visit like this helps students see how sustainable practices are happening right in their own community. It shows them that sustainability isn’t just a global issue—it’s local, relevant, and something they can be part of. Creating displays with photos, student reflections, and the information gathered helps to extend the learning and gives pupils a real sense of pride in their work. It’s experiential learning at its best!
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Hi Dolores I love your suggestion of a ‘virtual fieldtrip’ to a coastal area and observing a fishing village. It’s an excellent idea and will make learning about aquaculture more meaningful and engaging.
Another great programme that’s suitable for a younger audienceis the Picker Pals programme. It’s a free programme that primary schools can get involved in and it’s a great way to create an awareness on sustainability at the junior end. It has a great home/school linkage as well.
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Sustainability is becoming an increasingly visible part of life in south west Dublin city where our school is based. We have a community garden, allotments and a recycling centre near by where sustainability is being encouraged and practiced in small and meaningful ways. Many families are already participating in habits such as recycling, composting, walking or cycling to school, and using reusable containers, which shows a strong foundation for teaching children about sustainable living.
Our junior primary school has a valuable opportunity to build on this by actively engaging our young pupils in local sustainability practices. Lessons can be designed around real-life examples from their own community—studying how recycling works, exploring nearby green areas, or learning about local biodiversity. Pupils could take part in litter-picking projects, grow vegetables in a school garden, or create posters and campaigns to promote eco-friendly habits at home and in school.
Involving children in such hands-on, locally grounded activities fosters a deeper connection to their community while teaching them the importance of environmental responsibility. It empowers them to become active participants in creating a more sustainable future—starting right in their own locality.
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Hi Louise,
Thank you for you responses to Module 5!
It’s so lovely to hear how sustainability has taken root in the everyday lives of families and the wider community in south west Dublin. Having accessible initiatives like community gardens, allotments, and a local recycling centre provides context for young learners to explore and understand environmental responsibility in meaningful ways.
Your approach to draw from these local examples and implement them into junior primary curriculum is a great idea! Encouraging hands-on involvement—whether it be growing vegetables, participating in clean-up projects, or designing eco-awareness campaigns—pupils gain not just knowledge but a sense of purpose and connection. These kinds of activities can be empowering for young children, helping them see themselves as capable changemakers in their own community.
It’s so clever that you’re building on habits already present in students’ home lives. This continuity between school and home supports long-term change and reinforces the message that sustainability is not just a school subject, but a way of living.
Grace
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Sustainability is at the heart of community life in County Kildare, with a strong focus on climate action, environmental awareness, and education. Initiatives such as the Green Schools programme empower students to take active roles in waste reduction, energy conservation, and biodiversity projects, fostering a culture of environmental responsibility from a young age. Community efforts, like the Tidy Towns competition and innovative projects such as “Solar for Schools,” further highlight Kildare’s commitment to sustainability by encouraging renewable energy use and collective action.
To engage my pupils in exploring sustainability, I would start by connecting classroom learning to these real-world local initiatives. We could investigate how our school currently participates in the Green Schools programme, conduct waste audits, and brainstorm ways to reduce our environmental footprint. Organising field trips to local recycling centers or inviting guest speakers from the council would make sustainability tangible. I would encourage pupils to design their own sustainability projects—such as planting pollinator-friendly gardens or creating awareness campaigns—empowering them to become active caretakers of their environment and inspiring a lifelong commitment to sustainable living.
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I agree with your statement of empowering the children to become active caretakers of their own environment. Children are far more responsible and understanding and capable than a lot of people give them credit for. By involving children daily in sustainability projects they learn and develop habits that hopefully will stay with them for life.
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Hi Niamh,
Great reflective piece! Kildare is a fantastic region for sustainability initiatives and environmental organisations.
I thought the pollinator friendly gardens was a great idea, this can be a large-scale, long term project or even a small sized corner of the school yard, it works on both levels! Creating posters of the 17 Sustainable Development Goals (SDG’s) using recycled material is a great way of introducing this topic to the students.
Sustainability can be linked to the classroom through a variety of activities!
Bláthnaid
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In my local area, sustainability is becoming more than just a buzzword—it’s part of everyday life. We see it in the growing number of households sorting their waste carefully, in the popularity of weekend farmers’ markets selling local produce, and in the community gardens where neighbours come together to grow their own food. Even our local school has started initiatives like ‘Walk to School Week’ and classroom compost bins, helping young people see the value in small, consistent actions.
To help my pupils explore sustainability more deeply, I’d start by connecting it to what matters to them—their homes, their families, and their futures. We could explore where their food comes from, what happens to their rubbish, or how much energy their school uses. I’d encourage them to ask questions, do small investigations, and even talk to people in our community who are leading the way—like local farmers, council workers, or activists. Most importantly, I’d make space for their ideas, showing them that their voices and actions can genuinely make a difference.
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In my local area, sustainability is promoted through a variety of initiatives: Recycling and Waste Management: Local councils provide separate bins for recycling, compost, and general waste. There are also community recycling centres and initiatives to reduce single-use plastics. Green Transport: Cycling paths, electric vehicle charging points, and improved public transportation encourage low-carbon commuting. Many schools also run “walk to school” campaigns. Local Food and Community Gardens: Farmers’ markets and community gardens promote locally grown, seasonal food, reducing food miles and supporting sustainable agriculture. Renewable Energy Projects: Some schools and public buildings have installed solar panels, and there are local programs that promote energy efficiency in homes. Education and Awareness: Schools and community centres regularly hold sustainability-themed events, such as Earth Day, tree-planting drives, and eco-fairs.
Engaging Pupils to Explore Sustainability: To help pupils explore sustainability in meaningful and age-appropriate ways, I would Organize Local Sustainability Walks: Take pupils on guided walks to observe local recycling facilities, community gardens, or green transport hubs. They could record observations in journals or take photos for class discussions. Classroom Projects and Investigations: Have pupils audit the school’s energy use, waste, or water usage and suggest improvements. Investigate where school lunches come from and discuss food sustainability. Create posters or digital presentations on local sustainability efforts. Guest Speakers and Community Links: Invite local environmental officers, farmers, or sustainability campaigners to speak to the class.Eco-Club or Green Team: Set up a student-led group to run recycling programs, monitor energy use, and lead awareness campaigns in school:Cross-Curricular Links: Integrate sustainability themes into subjects like:Science (ecosystems, renewable energy),Geography (human-environment interaction),English (persuasive writing on environmental issues),Art (using recycled materials).Use of Technology: Encourage research projects using local government websites, Google Earth to track green spaces, or apps that monitor carbon footprints.-
Hi Michelle,
It is great to see that your local community is taking steps to achieve more sustainable practices. The “walk to school” campaigns are a great way of incorporating physical health to environmental awareness! I also like that you mentioned the grow & buy local schemes, sustainable farming & the circular economy is becoming more and more popular worldwide.
Guided walks are a brilliant activity, you can find biodiversity leaflets online from sources (The National Biodiversity Council) which are excellent tools when teaching students about Irish wildlife, using journals and sketch pads on these walks helps the students engage closely with the content.
I also totally agree with inviting guest speakers from local environmental organisations, this is always an enjoyable experience for schools, it also helps connect the students to biodiversity in their local area.
Other activities include using recycling material for eco friendly insect shelters on the school grounds, creating artistic comic strips on how to achieve the 17 sustainable development goals!
Bláthnaid
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Michelle, you are so lucky to have cycle paths in your locality – I would love to encourage our pupils to walk or cycle to school more, but unfortunately the road network in our area does not allow for this. It certainly would be a great way to encourage them to consider alternative modes of transport in years to come.
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Write a reflective piece on how sustainability is practiced in your local area and how you would engage your pupils to explore this further
Sustainability has become more and more evident in our school’s area in the past years. There is a strong anti-litter ethos in the area. There are many recycling bins visible and there are many clean up the area and the beaches days throughout the year. The local cafes use fairtrade products and we are also very fortunate to have seaweed aquaculture practiced here too. This leads to the seaweed being used by a local skincare company which is excellent for the community. The company harvests the wild organic seaweed and then uses it in products. The Seaweed Centre here in our area also uses the seaweed in the dining sector. As as school, we have the green and blue flags. We encourage children to walk or cycle to school as much as possible. Children from each class have the task of ensuring all lights and white boards are turned off when we leave the classroom. The school also uses compost bins. The local secondary school does not allow the use of single use plastic bottles.
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Sustainability is very important in my local area. In school all students are encouraged to recycle both in school and when they take their lunch wrapping home. The school has a no single use for plastic bottles policy and all students use reusable bottles for their bottles for water.
We have a green council who check and ensure all lights, monitors are off in between breaks and at the end of the day and that all paper is used in a sustainable way by using both side of the page for photocopies and reusing discarded sheets for art activities. We also have walk to school week linked to active school week and encourage students to walk or cycle to school throughout the year.
The idea of sustainability is explored at the start of each year in class as part of a brainstorming activity before the green council is set up and this could be further developed by having each class set up a sustainability contract similar to a class contract where they identify areas in the school and in their local environment where they can take action to ensure that they are living in a sustainable way.
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Hi Steven I like the way your school focuses on sustainability at the beginning of the school year and that it is something that they can revisit throughout the year by complying with ideas and protocols they have set up.
I have found that over the past two or three years we have become complacent with some of our practices which I would like to revisit, reintroduce and perhaps get some pupils on board to help monitor and improve our general sustainability within the school for example; how we use paper, the waist we create and how we can reduce our waste as well as monitoring use of water and electricity to encourage reduction.
Overall the children are good to recycle both in school and at home with the local recycling unit being a much used resource. However the reduction of waste and learning skills to repair and maintain such things as electronic devices and old toys can help them embed the importance of sustainability and the protection of the environment.
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Write a reflective piece on how sustainability is practiced in your local area and how you would engage your pupils to explore this further.
It is great to see that communities are getting more involved in sustainability and changes are being made. In our village we have a Community Hub that works alongside our Tidy Towns committee and they organise regular community clean ups and each road is assigned different group of people to do a clean up. There is also a community garden where people are encouraged to grow their own veg. These bring a great sense of community as well as creating a clean environment in our village.
There is a Coillte Park beside us and they are a Leave No Trace park and when we visit from school it is a great way to eductate the children on what this this is.
Litter pickers and bags are readily available at some of our local beaches and we should envourage all to do their bit while our for a walk or play at the beach.
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Hi Kathleen
It’s fantastic to hear that your local area engages with promoting sustainability through the community hub and the tidy towns committee. I also love the concept of a community garden which also supports a circular economy and growing/buying produce locally!
Having nearby beaches is a great advantage for your school in promoting sustainability at sea, overcoming issues like beach litter through litter picking & beach cleans. Using online resources such as the ‘Explore your Shore’ programme is a great way of involving the students in citizen science and educating them on their local biodiversity.
Bláthnaid
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Roscarbery is a great example of a community that values sustainability. Like your village, we also have strong local efforts such as the Tidy Towns group, who organise regular clean-ups around the village and coastal areas like Warren Strand and Owenahincha. These initiatives help keep our beautiful environment clean and foster a real sense of pride and community. The nearby Lagoon and coastal walkways are perfect spots to teach children about marine ecosystems and the impact of pollution. I’d engage my pupils by getting them involved in beach clean-ups, creating artwork from recycled materials, or starting a small vegetable patch at school, similar to the community garden idea. We could also explore the concept of Leave No Trace when visiting nearby woodlands like Castlefreke. By connecting classroom learning to real-life activities in Roscarbery, pupils not only learn about sustainability but also feel empowered to protect their local environment.
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In the school where I work, sustainability is something we practice every day, and I want to help my pupils explore it even more. We have a school garden made from reclaimed and recycled materials, which shows children how we can reuse things instead of throwing them away. Recently, we planted fruit trees in the school grounds, and the 5th and 6th class made a compost area. This compost helps our caretaker with the garden and teaches children about recycling food and garden waste. In the classroom, we encourage children to recycle paper by using the backs of leftover worksheets for colouring.
We also try to save energy. Our lights are on timers to turn off when the classroom is empty, and power monitors remind teachers to unplug devices like iPads and laptops.
Near where I live, the local school assigns a family each weekend to pick up litter with the tidy town committee. This helps children see how their own families can work together to care for the environment. I would get my pupils involved in similar projects to help them understand how small actions can protect our planet and community.
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Hi Susan,
Thank you for your response to Module 5!
It is so lovely to hear that you practice sustainability in your school everyday. Small consistencies provide students with the basis for long-term sustainable habits. I had a compost programme in my school many moons ago and my favourite job was bringing the bin out to the caretaker! It can teach kids about interdependence as well and how we can make life easier for each other by helping others out i.e., the caretaker.
In a digital age, looking at saving electricity is one of the most effective avenues you can take to reduce energy consumption.
Tidy towns is a fantastic initiative and it is great that the whole family is involved! I am sure the adults can take something away from the weekend litter collection as well.
Grace
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In my local area, sustainability is supported through recycling programs, tidy town clean-ups, and tree-planting projects. There are also walking and cycling paths to encourage people to travel in a more eco-friendly way. The local community garden and wildflower areas help support biodiversity and give people a chance to get involved in caring for the environment. To help pupils explore this further, I would start with a local nature walk, where they can observe these efforts firsthand. This would be followed by a class discussion about what they saw and why it’s important. Pupils could talk to family members about what they do at home to help the environment, such as recycling or reducing food waste. In the classroom, we could do simple upcycling projects using old materials, plant herbs or flowers in small pots, and set up a “green team” to promote eco-friendly habits in school. These activities help pupils understand that even small actions can have a big impact on their community and the planet.
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Hi Sarah,
These are excellent ideas for how to be sustainable and most important, things that everyone can do in their day to day lives. These are all excellent ways to integrate students into their own local community groups and promote a “green” lifestyle to everyone. Everyone has a role to play in sustaining our natural ecosystems and environment.
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In my local area sustainability is promoted through our tidy towns, we also have a county council clean up in April where bags, hig vis and litter pickers are provided to our school community. We could look at the areas children live in and try and include parents and the wider community by assigning areas to families to help clean up. Clearly labelled recycling bins ,teaching and informing the children about the various bins, waste, recycling, compost bin. Involving the children by having classroom monitors to monitor the bin, run a recycling challenge e.g. paper saving week. Creating recycling displays to remind and inform children. To further include families we could a uniform reuse event to promote a second hand uniform swap shop.
We could also focus on energy saving, switch off lights when leaving classrooms , appointing ‘energy monitors’ to check lights and devices are off including interactive whiteboards. Keeping doors and windows closed. Encouraging children to turn off taps, collecting rainwater for the school garden. Encouraging children to reuse scrap paper. We could hold an ‘Energy Free’ day.
Supporting bio-diversity by planting trees, starting a wildflower garden, intsalling bird feeders and getting children involved in all aspects.
Within our school community we could towards a Green Flag achieving our Global citizenship in Energy, there is also a Litter and Waste and a Marine Environment and Citizenship Flag to work towards. We
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Sustainability is becoming more and more noticeable in our area, and it’s a great way to get pupils thinking about how we care for the environment. Things like new cycle paths and greenways have made a real difference lots of families are now using bikes for school runs or weekend trips, which is lovely to see. It’s not just good for the planet, but it’s healthy too. Our local Tidy Towns group does amazing work planting flowers, keeping public spaces clean, and running regular clean-up days. There are also plenty of recycling spots around bottle banks, compost bins, and even local campaigns that help families learn how to manage their waste better.
In the classroom, I’d love to build on this by taking the kids on walks around the area to spot examples of sustainability. We could do simple projects like surveys, posters, or even link up with the Tidy Towns group. A Green Week at school would also be a fun way to get everyone involved and thinking green and using what is available to us
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Niamh’s discussion on greenways should be of great interest to our young pupils as more and more of them are being developed in our country and im sure many of kids have been on them. This is a topic which the pupils could relate to as they may have experienced them in real life, which is super important when it comes to actual learning and context.
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I moved to Newbridge in 2010. It is the home of Bord na Mona and this is a good place to start as it is a well known employer in the town. It has moved away from harvesting peatlands and fossil fuels in the past few years. The rewilding and rehabilitating of the peat bogs means they are there for future generations and they also lock in a lot of carbon.Bord na Mona have been pursuing renewable sources of wind , solar, biomass and they also have a focus on green hydrogen and energy storage solutions. This is a huge topic to unpack with the children in school. It shows what developments are going on in the local area that will have a major impact not just for the locals but nationwide and further. It would be important also to look at local bogs that are being preserved.
We could discuss with the children about areas of the town including their estates that have a wild flower or nature reserve area. There is a lot to say about recycling, both from home and school. The recent can and bottle schemes as well as their own household recycling. With so much residential building in the area, a good topic would be sustainable homes and how the children can reduce their own carbon print by doing simple things like turning off lights. Finally we could talk about our local river, the Liffey, how can we preserve it for future generations.
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Hi Mark,
Thank you for responding to module 5.
I found your response extremely interesting, learning about the work of Bord na Móna and their transition towards more sustainable practices. Inviting a guest speaker from this group could be a brilliant way of connecting the students further with their local community.
Kildare is a great location with multiple organisations promoting sustainability and biodiversity (Bird Watch Ireland hosts events in the Naas Library with fantastic guest speakers regularly). Other groups are also doing fantastic work on restoring the River Liffey which might be interesting to unpack with the class. Other simplistic activities for promoting sustainability can be centered around the 17 Sustainable Development Goals (SDG’s), using recycled arts and crafts material.
Bláthnaid
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My local area on the south-east coast of Ireland is a region rich in natural resources, and sustainability practices are increasingly vital to preserving its landscapes and communities. From sustainable fishing practices in local aquaculture to efforts in protecting coastal habitats, the area is taking significant steps towards environmental stewardship. Many local farms also use organic farming methods, and there is a growing emphasis on renewable energy sources like wind and solar power.
In engaging my pupils, I would take engage in hands-on activities such as nature walks to observe local biodiversity and litter-picking events to foster a sense of responsibility. Classroom projects could include creating posters on reducing waste, building insect hotels, or planting pollinator-friendly gardens. I would also invite local environmental groups for talks or workshops. Encouraging children to ask questions and take action helps them understand that they play a vital role in protecting their environment.-
Hi Caoimhe, I fully agree with your emphasis on local sustainability practices and hands-on learning. Activities like nature walks, litter-picking, and building insect hotels are great ways to engage pupils and build environmental awareness. Involving local groups is an excellent idea, making the learning real and relevant. Encouraging children to take action helps them see they can make a difference.
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Module 5- Reflective Piece: Practising Sustainability in Westmeath & How to Engage Primary School Pupils
Living and teaching in Westmeath offers a wealth of real-world sustainability examples to inspire young learners. From island‑wide programmes to local grassroots projects, our pupils can see sustainability not just as theory, but as everyday practice.
One standout initiative is Ireland’s Deposit Return Scheme (Re‑turn), which empowers communities—including Westmeath schools—to collect recyclable bottles and cans. Pupils can explore the scheme’s impact both environmentally (a 50 % drop in litter across Ireland) and socially (fundraising potential), reinforcing notions of circular economy.
On a county scale, over 50 Westmeath schools proudly carry Green Flag status, covering themes from litter and biodiversity to energy and travel . These programmes embed sustainable practices into school routines and underscore children’s roles as change‑makers.
Local Tidy Towns groups champion biodiversity and water conservation in places like Collinstown and Ballinahown—yielding school alliances and sensory gardens, and rainwater systems in community.Meanwhile, the Westmeath Community Climate Action Programme funds everything from school-cycle ways and composting hubs to solar panels and outdoor classrooms.
School recycling challenge: Pupils track class returns via Re‑turn and calculate funds raised.
Green Flag audits: Students survey waste, energy, water, or biodiversity school data, making suggestions.
Community eco‑inspection: Groups visit local Tidy Towns sites (e.g., Castledaly’s pollinator potting shed), document findings, and present action plans.
Climate action projects: Inspired by community grants, pupils design proposals (e.g., a rainwater-harvesting planter or a pollinator patch), present to a panel, and possibly apply for mini‑grants.
Citizen‑science studies: Participate in national programmes like Greenwave, tracking seasonal changes in local flora—linking science with sustainability.
These experiences promote ownership, critical thinking, scientific inquiry, and active citizenship. By connecting classroom learning with real Westmeath initiatives, we empower pupils to understand environmental issues, engage with community, and contribute to local sustainability in meaningful ways.-
I also like the idea of the Return bottles scheme! There is great potential for this to be used in the classroom as a means to teach sustainability. The children in my class often talk about this initiative and are responsible for gathering bottles in their homes and returning them to the shop. As a reward, they often get to keep some or all of the voucher.
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Sustainability has become increasingly visible in my local area through community initiatives such as recycling programs, urban gardens, farmers’ markets, and efforts to reduce single-use plastics. Local councils promote energy efficiency in homes and schools, while several businesses are adopting environmentally friendly practices. These efforts reflect a growing awareness of the need to preserve resources and protect the environment for future generations.
As an educator, I see great value in using these real-life examples to engage pupils in learning about sustainability. I would start by encouraging students to observe and document sustainable practices in their neighborhoods—such as composting, water conservation, or public transport use. We could organize field trips to local farms, recycling centers, or nature reserves to see sustainability in action. Classroom projects might include creating eco-friendly action plans, conducting waste audits, or designing posters to raise awareness. By connecting global environmental issues to local actions, students can see the impact of their choices and be inspired to become responsible, informed citizens.
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In my local area, people are trying to live in more sustainable ways. For example, we recycle plastic, paper, and glass. Many people use reusable bags instead of plastic ones. Shops tend to use brown paper bags instead of plastic.
Some take in our village take part in clean-up days to keep our streets and beaches clean through the “Tidy towns” initiative.We also have local farmers, including my dad, who grow food in ways that are good for the environment. These actions help protect the Earth and show that small changes can make a big difference.
In the classroom, I would teach pupils what sustainability means and why it is important. I would use local examples so they can see what is happening around them. To get them involved, we could try fun activities like starting a recycling project, planting vegetables in the school’s polytunnel, or going on a litter-picking walk in line with the Green School’s initiative in our school.
I would also ask pupils to make posters or simple presentations about how to protect the environment. This helps them learn and share ideas with others.
By doing these activities, pupils will understand that they can help take care of the planet, both now and in the future.-
Hi Claire,
Thank you for responding to module 5!
It’s lovely to hear that your local area is already making efforts towards sustainability. The Tidy Towns initiative is such a great way to get the whole community involved in keeping streets and beaches clean, it’s always great to see.
I think it’s brilliant that your community is involved in sustainable farming too. Using local examples like that in the classroom really helps pupils understand that looking after the environment starts close to home. Your ideas for class activities sound very engaging, planting vegetables in the polytunnel and doing litter-picking walks are perfect for hands on learning.
Poster making and presentations are a good way to get students sharing what they’ve learned, and help build confidence in speaking about important issues like climate and sustainability.
Bláthnaid
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In my local area there are lots of different initiatives to support sustainability. One of the most noticeable ones is the tidy towns committee. They ensure the town is clean and tidy and that the area is well taken care of. There is an emphasis in protecting nature in our local area. There are ots of green spaces in the area and there is an emphasis on planting trees and lots of different plants to encourage biodiversity. There are wildflower areas where the grass isnt mown to allow more space for the bees and different insects to find a home. There are spaces left in the green ares for hedgehogs and lots of other animals to get protection. There is an increase in bins in the area and the local community are pushing to have them sectioned out into recyclable bins and non-recyclable bins. There is also a lovely farmers shop in the area which sells local produce in their shop. To connect this to the classroom i would love to involve some fo the children in these incentives. The 6th class in our school gets to help decorate the community garden at different times of the year and we try and ensure the children get out to help litter pick in the local area to help the tody towns committee. In our younger classes the children take part in picker pals which encourages them and their families to get outside and pick litter.
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Thanks for your post Hannah. I agree with your suggestion regarding children involvement in tidy town initiatives. I’m my previous school the whole school went on a litter pick. The children were so surprised at the amount of rubbish that they collected. This is something that the children are likely to remember in the future and may positively influence how they care for their environment.
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Hi Ailbhe,
Thanks for your response to Module 5!
The tidy towns is a great organisation and I actually took part in my local committee during my transition year of secondary school. I can vouch from my first-hand experience that it teaches young people to respect their local environment and wild-life, ‘pick-up’ (no pun intended! 🙂 ) small and easy ways to help reduce litter and to think about the future of their area.
I had so much more appreciation for my local surroundings after taking part!
It is great that the 6th class students get a chance to decorate the garden and litter-pick during as it gives them a sense of autonomy and responsibility over sustainability practices. This consolidates what they learn in the classroom about sustainability and allows them to apply it to their day- to- day lives encouraging them to make conscious environmentally beneficial choices into adulthood.
For the younger children it is great to have their families involved as well and make it a fun family day out. This can show how caring for your environment can be an enjoyable learning experience for us all no matter the age!
Grace
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Sustainability is practiced in our local area by the tidy towns. There is a mix of all ages who attend and the younger members are encouraged to plant flowers and deepen their understanding of the biodiversity in the area.
Laois walking festival is another way in which people of the community come together and walk a variety of routes across the county.
People are encouraged to use the new bus service in the town, limiting the amount of cars in the town.
There are many wild gardens and wildflower beds to encourage pollination.
The green clubs programme which is linked to the GAA is another way in which sustainability is promoted in the community ensuring initiatives like waste reduction and energy saving. -
In my local area, there are many initiatives aimed at promoting sustainability. One of the most prominent is the Tidy Towns committee, which works hard to keep the town clean and well-maintained. There’s a strong focus on protecting the natural environment. In the local park there are numerous green spaces, and great importance is placed on planting trees and a variety of plants to support biodiversity. Some sections are left as wildflower zones where the grass isn’t cut, creating a habitat for bees and other insects.
Sustainability is actively promoted in school through recycling programs, and initiatives encouraging walking or cycling to school and through the means of getting the different green flags. Students are becoming more of aware of the need and importance to be sustainable as they are aware how their futures could be affected. Going forward I would like to make more use of the schools garden and show the ways which growing your own vegetables could be a sustainable and rewarding practice.
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Hi Kevin, this is a thoughtful reflection that highlights both community and school efforts to promote sustainability. The mention of the Tidy Towns committee, wildflower zones, and green flags shows a strong commitment to environmental care. It’s great to see students becoming more aware of sustainability and how their actions impact the future. Expanding on the school garden is an excellent idea—hands-on experiences like growing vegetables can deepen students’ understanding of food systems, reduce waste, and promote healthier lifestyles. It’s a meaningful and practical way to connect classroom learning with real-world sustainability.
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In my local area, sustainability is practiced through a variety of community initiatives such as local farmers’ markets, community gardens, recycling programs, and renewable energy projects like solar panel installations on public buildings. There is a growing emphasis on reducing single-use plastics, promoting cycling and walking over driving, and conserving green spaces. Schools are also becoming more involved, with many promoting eco-clubs, waste reduction programs, and environmental awareness campaigns.
To engage pupils in exploring sustainability further, I would adopt an inquiry-based and hands-on approach. For example, students could conduct audits of their own school’s energy use, waste production, or water consumption and propose actionable improvements. Local excursions to community gardens or recycling centers would help them see sustainability in action. I would also encourage them to create their own sustainability projects—whether a class garden, a clothing swap event, or a campaign to reduce plastic use in school.
Incorporating cross-curricular learning—linking sustainability to science, geography, and even art—makes the topic more relatable and dynamic. By encouraging curiosity, personal responsibility, and creative thinking, I aim to empower students to understand that their actions, even at a young age, contribute to the health of their community and the planet.
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Living beside the sea offers us in our school a unique and powerful lens through which to explore sustainability with our pupils. Our local environment—coastal landscapes, marine life, and fishing heritage—provides a tangible context for understanding the importance of protecting natural resources and living in harmony with nature. Sustainability in our area is practiced through community beach clean-ups, promoting plastic-free initiatives, farmers market every weekend and raising awareness of marine biodiversity.
In the classroom, I try to engage pupils by encouraging active, place-based learning. This has involved field trips to the shore to observe and document human impact on the marine environment, conducting simple water quality tests, and we have partnered with the local secondary school who are involved in conservation or aquaculture. The younger pupils also take part in citizen science projects, they track litter levels using the picker pal scheme.
By rooting sustainability education in our local seascape, students develop a deep sense of connection and responsibility. Empowering them to lead initiatives—like designing reusable alternatives or presenting at school assemblies—builds confidence and ownership. Ultimately, this hands-on, localised approach to sustainability fosters not only environmental awareness but also active citizenship, showing pupils that they can make a difference starting right where they live.
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Hi Ellen,
Thank you for your response to Module 5,
Being near the sea offers the students a unique opportunity to practice sustainability in real time. Having the ability to apply what they learn in the classroom to their local area is invaluable in terms of their learning and understanding of what it means to actively be environmentally friendly.
It is wonderful that you partner with the older students in a nearby secondary school. This offers the students at a variety of ages to explore the topic of sustainability through different perspectives. I am sure both groups learn something from each other!
Empowering the students to make their own hands on decisions regarding the environment provides them with the opportunity to consolidate what they have learnt in the classroom and be implemented into their day to day habits. Hopefully these eco-friendly habits will be brought into adulthood by the students.
Grace
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Sustainability is practiced in my local area through a variety of initiatives:
- Sustainable transport methods are encouraged, walk/cycle to school which comes from the Green Schools Programme.
Protecting areas of grassland for pollinators is also encouraged.
A variety of options for waste management is available around the local area, compost/recycling/general waste.
A Blueway provides opportunity for sustainable walks/biking where people can commute to nearby areas in a sustainable manner.
A community allotment allows for people to grow their own produce in a sustainable way.
In terms of how to promote these practices further in the classroom: - Continuing to engage meaningfully in the Green Schools Programme which engages the school community in sustainability in a meaningful way, as well as a Green Schools Committee who encourage peers to take action and help organise initiatives.
Growing vegetables in a school garden.
Engaging with local community groups, county council, Tidy Towns in order to promote further engagement.
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Hi Aoife,
Thank you for your response to Module 5!
The Green Schools programme is a great scheme for promoting long-term, whole-school action for the environment. The encouragement for walking/cycling to school is not only eco-friendly but can also be good for physical and mental health!
Pollinator protection not only increases native biodiversity but can beautify the space by amplifying the variety of plant-life within the area.
Composting can be very beneficial from enhancing soil health, reducing waste, increasing plant survivability. Recycling reduces the extraction and consumption of raw materials, decreases energy use, and mitigates pollution.
The importance of community led programmes consolidates the sustainability lessons the students are taught in the classroom hopefully encouraging eco-friendly habits long-term into adulthood.
Overall these sound like great ways to teach the students about how they can take responsibility for their environment!
Grace
- Sustainable transport methods are encouraged, walk/cycle to school which comes from the Green Schools Programme.
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In my local area, sustainability is increasingly evident through initiatives like community recycling programs, the promotion of reusable products, and the development of green spaces such as allotments and biodiversity-friendly parks. Local schools and councils actively participate in environmental campaigns, promoting eco-awareness through clean-up events and tree planting. To engage my pupils further, I would incorporate sustainability into daily classroom routines, such as creating a class recycling station and growing herbs or vegetables in small planters. We could explore local sustainable practices through field trips to community gardens or recycling centres, followed by reflective discussions or creative projects like posters or poems. By linking these experiences to the curriculum, pupils would gain a deeper understanding of environmental responsibility and feel empowered to contribute positively. Encouraging inquiry-based learning and collaborative projects can help foster a sense of ownership, curiosity, and lasting respect for the environment.
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My local area is Laois and there are many local projects to support sustainability in Laois. Most schools including my own school, take part in the Green-Schools programme, where students learn how to reduce waste, save energy and water, and protect nature. In the Laois Education Centre there is a biodiversity garden that acts like an outdoor classroom. Here in the garden children learn about plants, insects, and how nature works. Many local schools have developed their own school gardens, outdoor classrooms and have sown trees. These areas can be used as outdoor classrooms where children can learn about sustainability.
To help my classroom explore this sustainability further, I would bring them to visit these woodlands and gardens. I would also bring them out to our school garden where we can sow vegetables and harvest them and see how growing your own can help promote sustainability. Children love these fun and hands-on activities which help them connect with nature and learn how to care for the local area.-
Hi Danielle,
The biodiversity garden in Laois Education Centre sounds like a fantastic place to visit with primary school pupils. It is great to have such a resource nearby where the children can learn about plants and insects in a hands-on way. I agree with you in that these fun and hands-on activities really help the children to connect with nature and develop awareness of the importance of caring for it.
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Hi Danielle,
I really like your focus on hands-on learning through school gardens and visits to local biodiversity sites. Bringing pupils outdoors to sow, harvest, and explore nature makes sustainability tangible and memorable. Your use of local resources like the Laois Education Centre garden is an inspiring, community-connected approach. I will look into the same in South Tipperary. Thanks for sharing.
Eimear
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Sustainability is becoming an increasingly important focus in Donegal, with many local initiatives aimed at protecting our natural environment and promoting responsible living. In coastal areas like Killybegs and Greencastle, sustainable fishing practices are supported through regulations that protect fish stocks and marine habitats. Community projects such as beach clean-ups, local farmers’ markets, and renewable energy initiatives highlight the active role Donegal residents are taking to care for their surroundings.
In the classroom, I would engage pupils by first exploring what sustainability means in their own lives—looking at how we use water, energy, and food. Using local examples, such as sustainable fishing in Killybegs or wind farms in Glenties, helps make the concept real and relatable. Activities could include creating posters on sustainable habits, investigating local recycling practices, or even organising a class beach clean-up.
Linking these lessons to the SESE and SPHE curricula allows children to understand their role as active citizens. By seeing sustainability in action locally, students are empowered to make positive environmental choices and appreciate their connection to the wider world.
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I agree Laoise that sustainability is a huge focus in Donegal and I also like how you have made some links to the locality to help make what the children are learning more relevant and meaningful for them. We have plenty of beaches here in Donegal and this would be a great topic to use them for hands on learning.
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Sustainability in all areas is so important. It’s how we will gift our environment onto the next generation. Thankfully I can see it being practised in many ways in my local community and where I teach.
Locally we have a tidy towns group a fabulous and a nature group. We have a guy who gives lectures on the importance of bees and these are so informative when he is around locally. He goes into the local little primary school. By the time my children were in 6th class they had a wealth of knowledge about wildlife, conservation and sustainability Our little village always looks so beautiful. Teenagers and children are always involved in the summer works around the village.
Then where I teach we have the Green School Committee which are very successful in communicating the sustainability message throughout the school. The children on the committee are taken from every class from juniors to 6th class. With the help of the caretaker we have a beautiful sensory garden and vegetable garden.
Recycling is the biggest and most important aspect of the Green school work in the school. Regardless of the Green Schools theme recycling is always the number one interest in the school. Battery recycling is also a priority.
The future, going forward, is bright for the children in our school.
Definitely think and agree with you about jobs at the start of the year. Bin monitors/light monitors /Recycling bins monitors has made a huge difference to our school.
If today’s children continue with this level of awareness well the the future is very bright indeed.
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Hi Helen,
Thank you for sharing how your community and school are embracing sustainability! The Tidy Towns and nature groups sound like wonderful ways to get everyone involved, and it’s fantastic that children grow up with such a strong connection to wildlife and caring for their environment. Your Green School committee sounds really effective too, especially with students from all classes taking part and helping with the gardens.
It’s great how recycling is a big focus at your school, and how roles like bin and light monitors give students real responsibility. These simple actions teach important habits.
Bláthnaid
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In my local area, sustainability is increasingly visible through community-led initiatives such as recycling and the promotion of biodiversity through pollinator-friendly planting in public spaces. Public transport is easily accessible to people, even in rural areas away from the local village, through the local link bus service. Furthermore, walking paths within the village are well-maintained. Local primary schools participate in the Green Schools programme which further reinforces the importance of environmental stewardship from an early age.
In order to engage the pupils to explore this further, I would organise a local sustainability walk in order to provide them with the opportunity to observe and document eco-friendly practices in the local area. On returning to the classroom, the children would reflect on their findings through a whole-class discussion and engage in creative projects including designing posters, completing projects or digital presentations. If possible, it would also be effective to invite local environmental groups (e.g. Tidy Towns) to speak to the class. This would support the children in making real-world connections, empowering them. Likewise, at a school level, the children could engage in initiatives organised by the Green Schools committee or in the school garden.-
That’s a thoughtful and well-rounded approach Rebecca.
I really like how you’ve linked local community initiatives with classroom learning, which we try to do in my school also.
The sustainability walk is a brilliant way to make the topic ‘real’ for pupils. Inviting groups like Tidy Towns would definitely help deepen the children’sunderstanding and they always love visitors in their school and classrooms. . The focus on creativity and reflection makes the learning experience all the more meaningful and engaging for children.
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There are many examples of sustainability being practiced in my local area. One example, is our local Tidy Towns committee who are extremely active in the community. Apart from tidying up the area they also plant flowers around the community and they clean/paint/decorate any derelict local buildings/small dwellings. Another example of sustainability, is the regular promotion of community beach clean-up events – encouraging locals to come down to the local beach and help to keep it clean and safe for everyone to enjoy. We also have some local bee keepers whose produce can be found in the local farm shop. This is a great way to support sustainability in the area as well as local employment. Our local SuperValu also supports our local farmers and growers and stock a variety of local products such as strawberries, cabbage and potatoes. Our local Rogerstown Estuary is a designated nature reserve while the Broadmeadow Estuary is also protected under European conservation laws. These ecological areas are maintained in partnership with BirdWatch Ireland and Fingal County Parks. There are so many learning opportunities and examples of sustainability for the children within our own community. A visit from a local farmer or bee-keeper would be a great way to get the children thinking and talking about sustainability.
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Sustainability is big in my area and in my school. Focusing in school, the water in the school is drinkable so the vast majority of children have a reuseable water bottle which they refill each day cutting down on carton and bottle waste. We have really encouraged children and parents not to wrap lunch in clingfilm or tinfoil and to instead use lunchboxes and it has been very successful. Our school has an active Greenschools committee which focuses on different things, reducing water use, reducing electricity use and green travel. The pupils are very invested in the Green Schools project and really encourage sustainability in the school. We have recently gotten solar panels on the school roof. As a school we could look at what else we can do to be more sustainable and encourage pupil participation on this too. Biodiversity and an area for the pollinators springs to mind.
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Hi Niamh,
Thank you for sharing your work on sustainability in your school, it sounds like you’re doing a lot of great things.
It’s brilliant that so many children use reusable water bottles and lunchboxes. Small changes like these really help reduce waste, and it’s great that parents are on board too. The Green Schools committee sounds very active, getting solar panels is a big achievement.
I think your idea of focusing on biodiversity next is a great one. A space for pollinators would be a fun and meaningful project for the pupils, another activity is using recycled natural material to create ‘insect hotels’. You could also link these projects to the Sustainable Development Goals to help them see the bigger picture.
Bláthnaid
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In my local area there are various different groups and committees working towards making our town more sustainable. These include but are not limited to the local Tidy Towns Committee, town council, local business owners and individuals making an extra effort. Some sustainability measures I have seen in my locality include reduced price of a cup of coffee or tea if it is in a reusable cup, a reduction in the availability of single use plastic or paper shopping bags and an increase in the options for reusable bags in shops.
In my school we are also making efforts towards becoming more sustainable and encouraging the children to do the same. This year we have engaged with the deposit return scheme for plastic bottles and cans and as a whole school we made an effort to collect what we could rather than these going to waste. This was coordinated by our shool “green team’ which included children from senior classes and some members of staff. We also completed art projects which were based on sustainability and the children learned more about the competition called “ Junk Kouture” which is open to secondary school children where they create outfits for a catwalk using recycled materials.
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I really like your points Eileen especially ‘Junk Kouture’. This would be a great idea for a senior class to emulate. Children have such great ideas. I would love to work with them as they plan their project and source the materials required. A great hands-on activity to examine how materials can be reused and recycled to become something completely different.
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There are many ways schools and local communities are becoming more sustainable. We have a policy in school whereby children are reusing plastic lunch boxes to take food and other recyclable waste home to be composted. We also have a student council who have come up with some great ideas around reusing/recycling and also saving energy and water in school. Plastic bottles/old Cds/ clothing etc. are used in Art activities. At the beginning of each year we hold a uniform swap which benefits many parents and children. We have also used a ‘Walk to school’ initiative which has worked very well and has prove an enjoyable endeavour for parents, children and teachers alike. The children learn about the importance of sustainability through action and in turn take and disperse this knowledge amongst family and friends.
There are many sustainable initiatives in my local area- sustainable transport for example- walking, cycling, taking the train for short and long distances. Farmers markets once a week in the local community, car boot sales, electric vehicle charging points, bicycle hire and park, solar panels for homes and larger commercial premises. The list goes on but we’re all going in the right direction.
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Hi Sandra,
Thank you for your response to Module 5!
It is great to hear that there are sustainable practices implemented into your school. I especially like the idea of the student council as I feel it gives the students a chance to explore sustainability on a personal level and come up with their own ideas to put into practice! Knowledge dispersal throughout the family is great and it gives the students a chance to consolidate what they have learnt in the classroom by re-hashing it out with their families in their homelife.
Community led efforts are so fantastic for the promotion of environmental stewardship by encouraging a sense of responsibility for each individual to look after their surrounding areas. This makes long-term change all the more likely.
Thanks,
Grace
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These are useful examples of sustainability within your school and local community. I like how your school engages students through practical initiatives like the uniform swap and creative reuse in art projects. These activities help children develop and share sustainable habits beyond the classroom. Your description of community efforts such as farmers’ markets and electric vehicle charging points highlights a strong collective commitment to sustainability. These real-world examples offer valuable opportunities to make sustainability meaningful and relevant for pupils.
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My own school locality is a small rural village of about 300 people. We demonstrate real community commitment to sustainability through local forests, learning about biodiversity, and climate action initiatives.
We have a big ‘Hill’, which is managed under Coillte’s Open Forest policy. It provides 25 km of trail for walking and mountain biking, offering hands on opportunities to learn about our local native habitats, forest conservation, and responsible recreation in the area. ‘Leave no trace’ etc
Wexford Walking Trails, The local Tidy Towns group and Wexford County Council’s Community Climate Action Programme (CCAP) support projects like rainwater harvesting, pollinator planting, community composting, and energy upgrades, with grants for Solar PV panels, now installed at our school and local community centre.
In schools across Wexford, including my own primary school, Green-Schools programmes teach about recycling, energy saving, biodiversity, walking and cycling to school, wormeries, and composting practices, that mirror the wider community ethos.
By cooperatimg with and coordinating with the local community and various initiatives and organisations, the children in our school learn the importance of community. They learn to be respectful of their locality and its natural resources. -
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In Roscarbery, sustainability is closely tied to our coastal environment. Local initiatives, such as beach clean-ups and responsible fishing practices, reflect the community’s commitment to protecting marine life and preserving natural resources. Many local fishers use sustainable methods, ensuring fish populations remain healthy and ecosystems are protected. In the classroom, I would build on this by encouraging pupils to explore sustainability through hands-on activities. We could start with a walk to the Warren Strand, collecting litter and observing wildlife, followed by class discussions about human impact on the environment. Pupils could research local marine species, create posters promoting sustainable seafood choices, or interview community members involved in fishing or conservation. Linking this to the Green Schools programme would deepen their understanding of environmental responsibility. By connecting classroom learning to their own community, pupils are more likely to feel invested in protecting Roscarbery’s beautiful coastline for future generations.
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There are many initiatives which help with sustainability through out each area of Ireland. The children I feel are well equipped with knowledge to discuss sustainability but we need to keep reiterating the importance and lead by example. In my school, we make a conscious effort to reduce and reuse where possible. The Student Council took on an initiative with Nature Heroes. It focussed on biodiversity and environmental education. The student council informed all classes of this initiative and the work towards achieving it. I know from class discussions that each child engages with the bottle return scheme which is great for any individual as it shows responsibility.
My school is located beside a river which is checked and maintained. We had a talker in recently who explained how we can protect or waterways and the animals within.
It is important to keep children involved in sustainability and explore this word and its meaning, where do we see it?? What is happening in different areas and why? Exploration of the future generations being able to use resources, discussions on the three pillars of sustainability- environmental, social and economic. This would be a great opportunity to perhaps delve into the past and see what has happened. Dodo bird now in extinction. Extinction of animals is due to fishing, global warming, hunting and forestry. Investigate what the Industrial Revolution was in the 1800’s and the effects of that. There are many teaching points around sustainability which link across curricular areas. One thing that stood out for me while going through Module 5 was looking at the Red List of Threatened Species and allowing children to make predictions. This can be drawn back to locally by discussing the red squirrel, European Eel and Atlantic Puffin. Furthermore, investigating aquaculture and its sustainable benefits. Describing how oysters and mussels are filter feeders where an oyster filters 225 litres of water a day- that would catch any child’s attention… . Furthermore, looking at food labels for Origin Green programme.
Finally, sustainability is present and will be part of thx future. Children should be exposed to all information regarding sustainability and given opportunities to partake in initiatives promoting sustainability.-
Hi Patricia,
Thank you for your forum post to Module 5 – Sustainability. It is great to hear students in your school becoming stewards for sustainability and championing it throughout school! There are many different ways to lead a sustainable life and we find it equally important to highlight the harm being unsustainable can have on the wildlife and surrounding environment.
Hugh.
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In Dublin, sustainability thrives through many things including community gardens, bike‑sharing schemes, and green energy initiatives like rooftop solar and district heating. Reflecting on this, I see rich opportunities to engage pupils in exploring sustainable practices within their own city. We could start with a walk to a community garden observing composting, native planting, and local food production and encourage students to document biodiversity or water‑saving techniques through field sketches or photos.
Back in class, pupils might analyse data on bike-share usage or energy savings from green innovations using maths and geography tools. We can invite local environmental groups to lead workshops on urban recycling or rooftop gardening, linking science experiments with real‑world impact. By connecting Dublin’s sustainability efforts to classroom learning SPHE, science, and STEM we make sustainability tangible and relevant. This approach encourages critical thinking and active citizenship, empowering students to identify local issues and propose creative, community-centred solutions.
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Hi Isobel,
Great response, you mentioned some really innovative sustainability aimed projects taking place across Dublin, the bike sharing schemes and the solar powered infrastructure are topics I have overlooked. It’s fantastic to see nature based solutions incorporated into busy cities.
In class workshops are a brilliant hands-on experience for the students! other suggestions include creative art projects using recycled material or science based projects using old unused material for ‘insect hotels’. Dublin is also an important maritime county, exploring the marine life could be another topic of engagement.
Bláthnaid
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Hi Isobel,
I really enjoyed reading your ideas—especially the walk to the community garden and using field sketches or photos to document what pupils see. That’s such a creative way to connect outdoor learning with sustainability. I also like how you linked maths and geography to real-life data like bike-share usage. It’s a great reminder that sustainability isn’t just about the environment—it’s also about how we live and move in our communities.
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Isobel I think the idea of community gardens are fantastic. It can bring a sense of community and togetherness to an area. Getting children involved also will hopefully in turn help them to be more sustainable in their choices going forward. Using recycled materials to create artwork is also a super initiative which should be rolled out across the country.
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Sustainability is becoming an increasingly important focus in my local area, with several community-led and school-supported initiatives aiming to protect the environment and promote responsible living. Local farmers’ markets prioritise seasonal, locally-sourced produce, reducing food miles and supporting biodiversity. In addition, recycling and composting have become standard in households and schools, supported by well-organised waste separation systems. Some nearby farms have adopted organic practices, and coastal clean-ups are regularly carried out by community groups and transition year students, helping to protect marine life and reduce plastic waste.
To engage my pupils, I would begin by exploring what sustainability means using real-life, local examples. We could take nature walks, observe recycling processes, or visit a local aquafarm. I would incorporate project-based learning—such as designing sustainable lunchboxes, calculating their carbon footprint, or running a school-wide awareness campaign. Linking these activities to the UN Sustainable Development Goals would help students make global connections, understand the value of their actions, and feel empowered as changemakers in their own community.
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Hi Karl,
It’s great to see that your local community is actively involved in promoting sustainability through local farmer’s markets, waste separation systems & beach cleans.
I agree, the best place to start with your students is exploring what sustainability really means using real-world examples. Your project ideas were also fantastic, one thing I might add to this is; inviting guest speakers from local environmental organisations or even an aquaculture farmer in to speak to the students.
Bláthnaid
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Sustainability is becoming increasingly visible in my local area through community gardens, coastal clean-up events, recycling initiatives, and support for local produce at farmers’ markets. There is a growing emphasis on reducing plastic use, conserving energy, and promoting biodiversity through rewilding projects. These practices offer rich, real-world contexts for learning in the classroom. To engage pupils, I would begin by exploring local environmental issues and successes through walks, guest speakers, and project-based learning. Pupils could map sustainable features in our community or interview local business owners about eco-friendly practices. We could set up a school garden, compost food waste, and monitor energy use in class, giving pupils hands-on responsibility. I would encourage inquiry by posing open-ended questions like, “How can we help our community be more sustainable?” This approach promotes environmental stewardship and empowers pupils to see themselves as changemakers within their local environment.
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Hi Marguerite,
Thank you for your response to Module 5!
Real-world application of sustainable practices makes it so much easier for the concepts to be taught in the classroom. Witnessing everyday habits in their local area allows them to see the differences we can all make in a way they can relate back to themselves. A sense of respect and responsibility for their environment can be enforced from posing questions as you have mentioned here as it allows them to come up with their own solutions and approach sustainability as a concept on their own terms, thereby giving them the opportunity to independently navigate eco-friendly implementation.
Thanks!
Grace
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I completely agree with Marguerite—she outlines a thoughtful and practical approach to embedding sustainability into the classroom, rooted in real-world, local contexts. Her use of community gardens, clean-up events, and local produce as learning tools makes sustainability tangible and relevant for pupils. The idea of mapping sustainable features and interviewing local business owners is excellent for developing inquiry skills and connecting learning to the wider community.
I particularly appreciate her emphasis on hands-on responsibility through initiatives like composting, energy monitoring, and school gardening. These activities not only build awareness but also foster a sense of ownership and agency. Posing open-ended questions such as “How can we help our community be more sustainable?” encourages critical thinking and empowers children to take meaningful action. Marguerite’s approach helps pupils see themselves not just as learners, but as active contributors to a more sustainable future.
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Marguerite presents a fantastic vision for bringing sustainability to life in the classroom through meaningful, community-based learning. Her focus on linking local efforts—like coastal clean-ups, community gardens, and farmers’ markets—to classroom activities helps pupils see the real-world impact of sustainable living. Encouraging children to engage with their surroundings through nature walks, guest visits, and project work creates a strong connection between curriculum content and everyday experiences.
I particularly admire the way she integrates practical responsibility, such as composting and monitoring energy use, to develop lifelong habits. Initiatives like mapping eco-friendly features or speaking with local businesses provide a great platform for developing communication and critical thinking skills. By encouraging pupils to reflect on questions like “How can we make a difference?”, Marguerite is fostering active citizenship and environmental responsibility. Her approach empowers pupils to become informed, thoughtful changemakers within their own communities—something every school should strive toward.
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In our area, sustainability is becoming more of a focus, especially with local recycling schemes, community clean-ups, and businesses cutting down on single-use plastics. In our school, we already have a number of recycling initiatives in place, including battery collection, plastics recycling, and a return scheme for cans. These give pupils a clear, hands-on way to see sustainability in action and start thinking about their own habits.
Farming is also a big part of our local community, so I’d love to compare traditional farming with aquaculture in terms of sustainability and environmental impact. In class, we could explore this through small projects—tracking plastic or energy use at home, learning about food labels like MSC and ASC, or designing posters on sustainable living. These topics link well with SPHE, science, and geography. It’s also a great way to build student voice and get them thinking about the bigger picture beyond school.
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In our community, sustainability is certainly gaining traction. We have initiated projects such as recycling bottles at our school with support from the broader community, conducting litter clean-ups, and establishing our school garden. I am eager to delve into sustainability through the introduction of the GIY programme, which would provide the school with resources from a company located in Waterford. A walk around the school last year allowed us to identify issues like litter, green spaces, and potential projects to pursue. We compiled our findings and assessed areas for improvement. My hope is that by taking small steps and learning through trial and error, the children will recognise what is effective and what needs refinement. School committees play a crucial role as they enable students to learn from one another and express their opinions. Expanding our garden to cultivate vegetables would be a significant milestone for the school. It truly requires a community to back school initiatives, and the most effective way to achieve this is by understanding the origins of our food.
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I live in West Limerick, and it is brilliant to see how much is being done locally to protect our environment. One group doing amazing work is the Deel Anglers. They have teamed up with local farmers to look after the River Deel. They help with fencing to keep animals out of the river, plant trees along the riverbank, and even help monitor slurry spreading to make sure it is not damaging the water. It is great to see that kind of balance between farming and looking after nature.
In our school, we are working towards another Green Schools flag and the pupils are mad for anything that gets them outside. We have a school garden, do regular litter picks, and have compost bins for food waste. The kids love planting veg and learning about how to care for the world around them.
I would really like to connect what we do in class with what is going on in our area. A walk along the river or getting someone from the Deel Anglers to come in and chat would be a great way to make it real for them.-
Hi David,
It’s fantastic to see that your local community in Limerick is making great efforts with sustainability. I especially appreciate your mention of the River Deel and the farmers working alongside nature, creating solutions to protect and conserve the river.
Within your school you have some great initiatives in place for the students, making the connection to the world around them through recycling, composting and litter picking.
I completely agree, getting a guest speaker in from the angling group would be fantastic!, feel free to use the online resources provided by the ARC in class, introducing the students to aquaculture may open a pathway to some coastal based lessons.
Bláthnaid
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it’s brilliant to hear about the work being done in West Limerick, especially the partnership between the Deel Anglers and local farmers. That kind of community effort really shows pupils what sustainability looks like in action. I think your idea of linking classroom work with what’s happening in the local area is spot on. A visit to the river or a talk from someone involved would make it all so much more meaningful for the children.
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Sustainability is becoming more visible in our local area, with initiatives like beach clean-ups, community gardens, and increased efforts around recycling and reducing single-use plastics. The local tidy towns group has done great work involving schools in litter-picking days and biodiversity projects, and there’s been a noticeable shift toward promoting walking or cycling to school. These are great examples of real-world sustainability that children can see in action.
To build on this in the classroom, I’d love to explore sustainability through hands-on projects—like a school garden, a plastic audit, or even creating posters or podcasts on how we can protect our local environment. Linking it to the Green Schools programme and the curriculum through SESE, SPHE, and STEM gives it real depth and relevance. Ultimately, I want the children to see themselves as active citizens with the power to make a difference, starting in their own community.
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Hi Tommy,
That’s great to hear stories about communities striving to become more sustainable! Many schools are becoming more sustainable now too with many growing their own fruit/vegetables, contributing to clean ups, or even working towards their green/blue flags for their school. Hopefully one day, they will become champions for sustainability within their own community!
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Sustainability is key to using resources responsibly in the world we live today. The three pillars such as environmental, social and economic are all what we need to consider when going about our daily lives. Every small change counts. In my school our student council have been looking at the area of food packaging and trying to eliminate as much plastics and non recyclable products. Over the course of a coupe of weeks the mindset had changed and lunch boxes, brown paper bags and reusable drink bottle were used instead of tin-foil, cling film and and plastic bottles. Teaching this message had a huge impact on the school and certainly cut back on filling up the waste bins. Data was collected and shown to the various classes to see the improvements that had been made.
In my local area it is great to see the growing of plants that encourage bees in land which wouldn’t be used for agriculture etc. Considering how the world temperature could rise by 1.5 degrees by 2100 it is imperative we look at ways to combat this. The habitats directives should be explained to children in a child friendly manner how some species could be potentially in danger and have the same fate as the dodo bird. We can be sustainable by making better choices in relation to our power, water and food usage.
Using aquaculture sites for shellfish, seaweed production and salmon farming could lead to great advances such as biofuel and contribute to less waste in these areas. As an Ireland it is bizarre to think 98%of all seaweed production comes from Asia. Surly more industries could be supported to develop new products etc.
I think we can try and promote looking at food labels etc and being more sustainable in our choices. Could be something the student council and parents association could also take on board. Climate change is happening and we need to act. Being more conscious in a school setting in areas such as recycling, turning off lights etc and reducing our food waste can help the children be advocates in their own homes and communities.
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In my local area, sustainability is practiced in a number of ways. In school we have our green schools initiative. We are currently on our first travel flag. As we are in a rural area with busy narrow roads, initiatives such as Walk on Wednesdays, aren’t very possible. However we have run scooter training and cycling training to encourage safe use of both. We have in our locality a “cycle to sea” route which encourages all of the community to cycle to the beach on a lesser used route.
The school is involved in a bigger initiative through the local secondary school, Clean Coasts, and get involved in beach cleans in East Cork. We also participate in the Spring Clean programme in the locality. The school has installed solar panels this year which has helped the children’s mindset towards environmental awareness and low-carbon living.
To engage pupils with sustainability, I begin by connecting classroom learning to these real-world local examples.-
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We are also a Green School, our focus this year has been to reduce packaging waste, where the green school committee have been keeping track of the amount of packaging our school lunches. We have noticed that there is an over all trend to reduce the amount of cling-film, tinfoil etc.
Luckily we are in the position to promote walking, cycling etc to school and some of the older children have divided into cycling groups where they call for each other on the way to school and all come down together.
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Last year, some staff participated in several sustainability workshops with the SEAI, which proved hugely beneficial. These sessions encouraged us to reflect on our current practices and identify areas for improvement within the school.
One of our first steps was conducting a full audit of the school building, focusing on heating, lighting, energy use, waste management, and water conservation. We’re already collecting rainwater, which is used to flush toilets, and our classroom toilets are fitted with push taps to prevent taps from being left running. Light sensors have also been installed to ensure lights are only in use when necessary.
We invited professionals to carry out a more in-depth audit and guide us in identifying further improvements. Crucially, we felt it was important that children take the lead in this journey. Our pupils play an active role through the Green Team, engaging in planting projects, promoting biodiversity, and acting as energy monitors. Their voices are represented through a dedicated subcommittee of our Student Council. They also highlight the SDG at senior assembly, looking at how we can incorporate and implement them into school life.
Last year, we explored sustainability in other areas too. In partnership with the Parents’ Association, we trialed a uniform and Halloween costume recycling initiative to reduce waste and encourage a circular approach to clothing. We also had a fundraiser that asked the school community to bring in old clothes for recycling.
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In my local area, people help the environment by recycling, keeping parks clean, and supporting local farmers. These actions protect nature and keep the community healthy and safe. This is a good way to teach children why it is important to care for the Earth. To help pupils learn more, I would take them on nature walks to parks, farms, or recycling centers nearby. This way, they can see how people work to keep the environment clean. In the classroom, we could do fun and simple activities like planting flowers, sorting recycling, and learning how to save energy and water. These activities connect well with subjects like science and social studies. By doing these things, children learn how small actions help the environment. It also helps them feel proud of their community and understand how everyone can work together to protect the Earth for the future.
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Hi Katriona,
It’s great to see how your local area supports the environment and sustainability through everyday actions like recycling and keeping public spaces clean. Visiting parks, farms, or recycling centres is a great idea, it helps pupils see real-life examples of sustainability.
Your classroom ideas are very effective. Activities like planting flowers or sorting recycling can really help children understand how their own actions matter. It’s a great way to link the environment with what they’re learning in subjects like science.
Bláthnaid
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Living in Malahide, I’ve seen more and more focus on sustainability over the past few years. The community really takes pride in keeping the area clean and green. Places like Malahide Castle grounds and the coastal paths are great examples of how we look after our local environment. There are plenty of recycling points around town, and groups like the local Tidy Towns do amazing work with beach cleanups, planting projects, and raising awareness about looking after nature.
In school, I would use these local efforts to get pupils thinking about what sustainability means and how they can get involved. We could go on walks to explore biodiversity in the area or do class projects on recycling at home. Pupils could even come up with their own ideas to help the environment in Malahide. By connecting learning to what they see every day, I think they’ll feel more motivated to make a difference.
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Tidy towns is a great initiative for children to see the importance of practicing sustainability in their local area. It is a great starting point for children in primary school to join in and ask questions about what they are their families can do to take part and help. We also as a school take part in biodiversity projects and workshops in the summer in our local forest with a local biologist and the children love it. It is also another great way getting the children to come up with their own various ways of helping the environment which encourages critical thinking and creativity amongst the children.
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Hi Katie,
It’s lovely to hear how committed the Malahide community is to sustainability. The work of local groups like Tidy Towns really makes a difference, and it’s great that public spaces like Malahide Castle and the coastal paths are so well cared for. It sets a strong example for young people about the importance of protecting their local environment.
Your ideas for using these local efforts in the classroom are fantastic. Getting pupils involved through nature walks or recycling projects is a great way to make sustainability feel real and relevant. Encouraging them to come up with their own ideas will help build a real sense of ownership and pride in their community. Well done!
Bláthnaid
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In Kilrush, there are some great examples of sustainability that we can build on in the classroom. Places like the Vandeleur Walled Garden show how we can protect local plants and support pollinators. The Shannon Dolphin Centre is another brilliant resource—it gets people thinking about how our actions affect marine life and the wider environment. There’s also a good focus on local food with farmers’ markets and small businesses trying to cut down on packaging and waste.
To bring this into the classroom, I’d start by getting pupils to look at what’s happening around them—maybe do a walk around town, or invite someone in to talk about what they do. We could do simple projects like sorting waste, growing herbs, or making posters about local wildlife. It’s a great way to show that small actions make a difference and that sustainability isn’t just something that happens far away—it’s already happening right here.
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Phibsborough, Dublin, actively practises sustainability through community initiatives like the Phibsborough Village Climate Club, which focuses on biodiversity, waste reduction, and energy efficiency. Local businesses, such as Noms, promote organic and refillable products, supporting waste reduction and sustainable living.
As an educator, I see great potential in connecting these local efforts to classroom learning. To engage pupils, I would involve them in projects like conducting waste audits in school, creating a garden with native plants or vegetables, and organising a clothing swap to promote reuse. These activities reflect the community’s sustainable practices and help pupils understand the importance of environmental responsibility.
By linking lessons to local sustainability actions, students can develop a real-world understanding of how their choices impact the environment and build a strong sense of responsibility.-
Hi Marie,
Thank you for your response to Module 5!
It is great to hear about the local initiatives in your local area in Dublin. Community led organisations are great for re-enforcing the sustainability message to the students outside of the classroom.
Conducting waste audits, creating green spaces and promoting clothes swaps sound like great, eco-friendly projects within the school. It is so lovely to hear about such projects that can be carried out across the school-wide, generating a great sense of unity.
It is so important to link action back to the concept of sustainability when teaching the students as you say here yourself it gives them a sense of responsibility. It can also create long- term healthy habits that grow into adulthood.
Thank you,
Grace
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As someone who also teaches around this area of Dublin, it is great to hear about the local initiatives that promote sustainability. I will research some of these further for use in my classroom next year!
I also like your idea of a clothes swap to promote resuse as this is something that could be organised in any school with a hall.
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In my local area there is a huge emphasis on sustainability through a number of community initiatives. Local groups such as GAA teams hold a monthly clothes collection where there is a emphasis on recyling, people are encouraged to avoid waste. Waste management is done in an organised fashion and this is often modelled through local organisations such as Tidy Towns. This filters through to local schools where they work with Tidy Towns by doing little picking with children on a weekly basis. I think this has had a positive impact on students as it makes them more cognisant of their waste and what happens if you litter. It fosters a sense of pride and respect for your local area.
Another way to engage students in local initiatives is by having workshops into schools that focus on sustainable practices, eg, Bord Bia, Coillte etc. Local people doing jobs in relation to the environment are also an invaluable resource and children can ask them questions.
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I like the idea of inviting guest speakers from Coillte, Bord Bia etc.
The litter warden in our area has been wonderful for coming to the school, talking to the children and explaining why things such as litter matter. The students can explore, google, discuss these issues but having people who live/work it is much more effective.
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In County Waterford, there’s a growing focus on looking after the environment, with lots of great local efforts happening. The Waterford Greenway is a fantastic example—it encourages walking and cycling, which helps cut down on car use and pollution. Groups like the Tramore Eco Group are also doing brilliant work with beach clean-ups, recycling projects, and planting wildflowers to support bees and other wildlife.
In the classroom, I would use these local examples to help children understand sustainability in a practical way. Activities like nature walks, planting a pollinator garden, or doing a school litter pick would give pupils real experiences and help them see how they can make a difference.
I’d also invite visitors from the local council or community groups to speak with the class. Hearing from people in the area who are involved in this work makes it more meaningful and helps pupils feel part of a bigger effort.
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Hi Caitriona,
Thank you for your response to Module 5!
It is great to hear about these sustainable efforts happening up in Waterford. Beach clean ups in particular are one of my favourite eco-friendly initiatives as I think the social part of it instils us all with a sense of community and social responsibility to look after our environment!
Using local examples is a great way to relate it back to the student making the information and concepts all the more relevant to the students themselves, thus easing the digestion of the information.
On the ARC itself we have always found the guest speakers to be a great way to engage the students and for them to learn about things in their locale they might not have known about otherwise. Often times they will take this message home and their parents will learn something as well!
Thanks,
Grace
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Sustainability in my local area is practiced through various different ways. For example, there are designated special areas of conservations which protect local bog habitats, many different community initiatives which offer training in upcycling, supports which help with waste segregation and recycling programmes etc., (a handful of local sustainability demonstrated). I would highly encourage the children in my classroom to practice sustainability. For example, this can be done through classroom discussions with real-life current events on climate change, pollution etc., On a day-to-day basis in the classroom we can practice sustainability by labelling bins in the classroom and taking part in learning to use the correct bins. Children in older classes can take part in ECO-art projects to make items for the classroom e.g. bins, seats etc., Children can take part in growing their own fruit and vegetables in the greenhouse in our school and achieve one of the green flags for the school. Local children can also cycle or walk to school and staff can organise a ‘no-waste lunch’ challenge. These are just some of the ways that we can practice sustainability in schools.
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I also like the idea of the “no waste” lunch. Our policy in school is that all food waste is taken home, to encourage children to eat their lunches, and that parents are aware of how much or how little they have eaten. I believe with the new school lunches coming on stream, some of the companies are offering reusable food boxes for children to bring home their waste from their hot meals, as well as compostable containers for the lunch.
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Sustainability has become an increasingly important focus in my local area, with visible efforts being made across the community to promote environmentally responsible practices. Local councils have introduced initiatives such as improved recycling systems, community clean-up days, and biodiversity projects like pollinator-friendly planting and the preservation of green spaces. Many households are embracing composting, using reusable products, and supporting local food producers, including farmers’ markets and community gardens. These efforts help reduce waste, carbon emissions, and promote a greater connection to the environment.
In the classroom, I would engage pupils in exploring sustainability through hands-on, inquiry-based learning. Activities such as litter audits, designing eco-friendly school projects, or growing a class garden can make sustainability tangible and age-appropriate. I would also encourage students to research and present local sustainability efforts, perhaps even inviting community members to speak. This not only builds awareness but empowers pupils to see themselves as active participants in shaping a more sustainable future.
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I really like how you’ve linked what’s happening in the community with what you’d do in the classroom. The hands-on activities like litter audits or a class garden make sustainability feel real and fun for students. Getting local people involved is such a great idea too—it shows pupils that small actions can make a big difference and that they’re part of something bigger.
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In Cork, there are many examples of how people try to live and work in a sustainable way. One local example is the use of sustainable fishing and farming methods, especially in areas like Bantry Bay or Castletownbere, where fish and shellfish are farmed with care for the environment. There are also local markets that sell fresh seafood and promote eating local produce, which helps reduce waste and supports the community. Many schools, including ours, take part in the Green Schools programme, which encourages students to reduce, reuse, and recycle.
To get my 3rd class pupils more involved, I would start by exploring what “sustainability” means and how it affects their daily lives. We could look at where our food comes from, including seafood, and talk about how we can make good choices for the planet. I would include hands-on activities like creating posters, doing a litter pick, or even growing herbs or vegetables in school. If possible, we could visit a local fish market or farm, or invite a guest speaker from a local aquaculture business. This would help pupils see real-life examples of sustainability and understand how we can all help care for the earth in small but meaningful ways.
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Hi Eimear,
Bantry Bay and Castletownbere are two important seafood production areas in Cork, one for aquaculture (Bantry) and the other for fisheries (Castletownbere). You are right in saying both showcase the sustainable benefits of foshing and aquaculture methods!
Those are all excellent ideas to get the children thinking about sustainability! In our workshops, we also talk about the Dodo bird and how it became extinct due to unsustainable practices. We then prompt the children to think of other animals in the world today that may be endangered and we discuss what is putting them at risk. We also discuss examples like the red squirrel in Ireland which was endangered, but thanks to great conservation efforts the species has bounced back. This allows the children to understand how being unsustainable can harm other animals in the world, but also, how being sustainable and conserving habitats we can counteract this and help species at risk!
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Sustainability is practiced in my locality in numerous ways. Recycling is encouraged in the community with bottle banks and clothes banks. When forests are felled for timber, they are then replanted to ensure that the resource does not become depleted and will be available again in future years after regrowth. There are local farmers markets encouraging buying local produce. There are swap shops for clothes, including the bring five and take five method. There are local book swap libraries, where there was previously a phone box and books can be donated and swapped.
The school community looks at sustainability through the Green Schools initiative. Along with separating waste and encouraging recycling, the school promotes sustainability in clothes; parents of outgoing pupils are encouraged to donate the uniform to the school and after Christmas, the school encourages donations of Christmas jumpers which are then sold before the following Christmas to raise funds for the school or a local initiative.
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Hi Christine,
It’s great to hear about all the ways sustainability is being encouraged in your local area. The replanting of forests after felling is such a practical example of long-term thinking, and I love the creativity behind the book swap in the old phone box! Initiatives like the swap shops and farmers markets really show how small changes can make a big difference in reducing waste and supporting the local ‘circular’ economy.
Your school’s efforts through the Green Schools initiative are really inspiring. I especially liked the uniform and Christmas jumper donations, it’s a simple, thoughtful way to promote reuse while also supporting the school community. These are lovely examples of sustainability in action, both at home and in the classroom.
Bláthnaid
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Christine I like the idea of donating school uniforms once the kids are finished, I think my old school uniform remained in my wardrobe for a long time after I finished school which is a great policy to have. Clothes collection days are also a good way to raise funds and help have clothes reused or donated to less well off people.
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I live in what was once a small village on the Meath/Kildare border but it is getting bigger and bigger by the year. As part of a county-wide renewal scheme, the village received €500,000 to refurbish the old parish hall, which had fallen into a state of disrepair, into a versatile community facility, promoting social sustainability and reducing the environmental impact of new construction. The aim is to create a modern, accessible hub with improved heating, wiring, which can benefit the whole community.
The village is also involved in The Town Centre First initiative, this aims to revitalise the centre of the village by focusing on creating a vibrant and attractive place for living, working, and visiting. This involves addressing challenges like dereliction and vacant properties, and improving the overall environment to encourage more activity in the town centre. The committee also want people to become more active in their own community and take an interest in what is going on around them.
In my own school we have developed close links with the Tidy Towns committee who regularly come into school to do planting and gardening. They take the classes on historical walks in the village and encourage them to become involved in town clean-ups etc.-
Hi Emily,
Fantastic response!
It’s great to see how your village is growing while still focusing on sustainability and community. The refurbishment of the old parish hall through the renewal scheme sounds like a brilliant example of reusing existing spaces in a thoughtful, sustainable way.
Initiatives like ‘Town Centre First’ help make the village more vibrant while encouraging people to stay connected and active in their local area. It’s also lovely that your school works closely with the Tidy Towns committee; creating a connection with the village and sustainability.
Bláthnaid
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Sustainability is very evident in my local area. We’ve seen more community-led initiatives such as beach clean-ups, community gardens and an annual Harvest festival that promotes locally sourced produce. Recycling, biodiversity, and reducing single-use plastics has become more and more important, with many local shops encouraging customers to bring their own containers or bags.
In the classroom, activities like local area walks to identify eco-friendly initiatives, school litter committees and simple recycling or composting projects will make sustainability feel real and relevant. I’d also invite students to design their own posters, upcycling crafts, or “green pledges”—to help them take ownership of sustainable actions.
In our school first classes take part in the Litter Pickers programme every year which links in really well with the local Tidy Towns committee. Our local County Council provides the classes with a pack, including litter pickers, gloves, refuse sacks etc It’s a brilliant way to promote awareness of the local environment and community and the children really enjoy participating in it.
2nd to 5th class form the green school committee and they meet regularly to come up with ideas of making our school more sustainable. This allows the children to take control and put their ideas into action. -
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In my local area, County Cork, many people work hard to protect the environment and live in a sustainable way. For example, some farmers use methods that help the land stay healthy, and fishermen in places like Bantry Bay catch fish carefully to protect the sea. There are also local markets that sell fresh, local food which helps reduce waste and supports families nearby. Our school takes part in the Green Schools programme where we learn to reduce, reuse, and recycle.
To help my pupils learn more about sustainability, I would start by explaining what it means and why it is important. We could do activities like a litter pick around the school or grow plants in the garden. We might also make posters about saving energy or recycling. If possible, I would invite someone from a local farm or fishery to visit the class. This would help children understand how people in Cork care for the environment every day.
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I am based in Passage West, Co. Cork. There are several initiatives running locally to enhance sustainability. A major one is the redevelopment of our local greenway, they are widening it to increase accessibility. They will plant more native trees, flowers (pollinator friendly species) and even install bat boxes for biodiversity. Recently new lighting systems were installed- they are LED lights as a means to save energy. A craft shop in the town is gaining great traction- Passage West Creates, local artists sell their wares there, many of which are crafted using local resources such as drift wood, berries, shells etc. Tidy Towns is active and take pride in maintaining the community.
It could benefit students by doing biodiversity walks on the “line”, collect items, journal about them. We could invite artists from Passage West Creates to our school and create a partnership with them, learning how to do some basics of their works. We could inviter a speaker from Tidy Towns and create a mini Tidy Town committee/project.
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Hi Maire,
Thank you for your response to module 5.
It’s lovely to hear about all the great sustainability efforts happening in Passage West! The greenway redevelopment sounds like a brilliant project; not just for accessibility, but also for encouraging biodiversity. I really like how local creativity is being celebrated too. ‘Passage West Creates’ sounds like a special place, and it’s great to see artists using natural, local materials in their work.
You’ve mentioned some really good ways to bring all of this into the classroom. A biodiversity walk along the greenway would be a great learning experience (maybe bringing small sketch books and noting any wildlife), and I love the idea of involving local artists and Tidy Towns members. It’s a nice way to build a sense of connection to the local community while learning about sustainability.
Bláthnaid
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Hi Maire,
Thank you for your response to module 5.
It’s lovely to hear about all the great sustainability efforts happening in Passage West! The greenway redevelopment sounds like a brilliant project; not just for accessibility, but also for encouraging biodiversity. I really like how local creativity is being celebrated too. ‘Passage West Creates’ sounds like a special place, and it’s great to see artists using natural, local materials in their work.
You’ve mentioned some really good ways to bring all of this into the classroom. A biodiversity walk along the greenway would be a great learning experience (maybe bringing small sketch books and noting any wildlife), and I love the idea of involving local artists and Tidy Towns members. It’s a nice way to build a sense of connection to the local community while learning about sustainability.
Bláthnaid
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Sustainability is definitely becoming more significant in my local community and this can be seen in the many initiatives being rolled out including the new green-ways and cycle paths that are being created as well as posters in the local primary school advertising to ‘Walk on Wednesdays’ which encourages the parents, staff and children to walk to school weekly.
I definitely notice an increase in people relying to renewable energy too as there are numerous homes and businesses with solar panels on their roofs.My local village also takes part in the SuperValu Tidy Towns Competition which encourages members of our local community, both young and old to get involved in the clean up and planting of flowers in our village.
Recycling facilities are also widely available, with bottle banks, compost bins, and local campaigns educating households on waste reduction and proper disposal.
There is also a huge initiative to cut-down on single-use plastic with multiple bottle recycling deposits scattered around our town for people to earn back on recycling their plastic or cans.
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Hi Laura,
Thank your for your response to module 5!
It’s brilliant to see how much sustainability has grown in your area, from the development of greenways and the “Walk on Wednesdays” school initiative to the visible shift towards solar energy in homes and businesses.
Community involvement through the Tidy Towns Competition is a lovely way to bring people together while caring for the environment, and it’s great to see so many efforts to reduce waste; like widely available recycling facilities, compost bins, and deposit return schemes for plastic and cans. All of these initiatives could be discussed in the classroom.
These kinds of local actions really show how small changes can lead to a more sustainable future.
Bláthnaid
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Hi Laura,
Our theme for our next An Taisce Green Flag will be Global Citizenship and the Marine Environment and you’re idea of promoting reduced use of single use plastics in school is an idea I will certainly aim for in 2025/26. I’m wondering if our Green School Ambassadors might audit the usage of SUP in Sept and again in June and maybe school crested reusable bottles could be a fundraising project for our Young Entrepreneurs Project. Lots to think about!!
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In my locality sustainability is being promoted in many ways. First and foremost we have the tidy towns committee who ensure our area is looking clean and tidy with no visible rubbish. They also help support biodiversity through tree planting in the local park. We have bottle banks, clothing banks as well as tinned food areas.
Renewable energy plays a big part in my locality as we have two windfarms close by. This provides work in our rural locality as well as promoting sustainability. We have a recycling center in a nearby town where we take all recyclable packaging as well as household waste to be disposed of in the correct manner. There is also a furniture revamp center where instead of disposing of old furniture you can get it revamped to look like new!
I would be promoting sustainability in the classroom in a big way. Our school is a green school and we have a green school committee compromising of 2 students from each class as well as some teachers who meet regularly to see is our school hitting our green targets and brainstorming more ways we can be more sustainable. The children take this very seriously and spot checks are often taken out in classrooms to make sure all recycling and compost are in the correct bins as well as monitoring our usage of lights and water.-
Hi Caitriona,
I loved some of the examples you have given us from your local area. We also practice tree planting in Co. Tipperary but I would love to highlight both clothing banks and food banks to my pupils so that they themselves can locally get involved in sustainability as this is something that can been done at home on a continual basis.
Thank you so much for sharing!
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Throughout the county there has been a real drive the past few years to develop biodiversity plans, bringing all stakeholders within the local community on board. There has been effective and sustained dialogue on how best to improve existing habitats throughout the community, not just in a small pocket as a token gesture.
The school has taken part in the Green Schools programme and, although we may not have all the flags, the implementation of the programme has seen lasting changes in our practices throughout our grounds in terms of litter and waste, energy and water conservation. Our children with AEN have become involved in a small way this year in creating a sensory garden which they have planted. We have worked with the organisation “Trees on the Land”, who have given us native saplings to help us replant the hedges that were removed when our new school was built in order to try to reestablish lost habitats. We have encouraged the caretaker to leave a wildflower strip in the yard to encourage the wild plants in some small way in our environment. Next year we are going to try and develop some interactive boxes for the children to use outside (I saw some brilliant ones in Longshaw National Trust property in the UK during the summer). These will include actively encouraging children to use tools, such as magnifying glasses, to look at minibeasts or plants, to be able to recognise and understand what is in their natural surrounds.-
Hi Catherine,
Thank you for your response to module5!
It’s great to see such a community based approach to biodiversity in your area, the focus on habitat improvements really stands out. Your school’s involvement through the Green Schools programme is inspiring, especially how inclusive it’s been (the sensory garden is a lovely idea).
I love the idea of replanting native hedges with support from “Trees on the Land” and the wildflower strip in the yard, small changes like that make a real difference. The outdoor interactive boxes sound fantastic too, what a great way to encourage curiosity and learning through nature!
Bláthnaid
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Sustainability is highly evident in my area by the coast in Dublin. Almost every school has a green flag showing off its efforts in being “green” over the years. There are great cycle routes all around my area heading out from Howth to Malahide to Clontarf. Cycle lanes have been put in around my school as well as the colourful pencils to encourage cycling, walking and scooting to school instead of taking the car.Cycling and walking are prioritised through projects like the Clontarf to City Centre Active Travel Scheme and Sutton-to-Clontarf coastal path, reducing car dependency and cutting emissions. DART and frequent bus services offer reliable public transport links to Dublin, further encouraging sustainable commuting. St Anne’s Park provides an enormous green space for biodiversity, sports, and community events. Bull Island is a UNESCO Biosphere Reserve which protects rare habitats and species while offering low-impact recreation like walking and birdwatching. There is currently a ban on walking dogs in certain areas especially in the dunes and by the seal sanctuary at the end of the island.
My local area participates in Super Valu tidy towns, there are many bottle banks and recycling banks around. The local libraries plant wild flowers, local shops use paper or compostable bags.
There is a sustainable market in my locality, a natural bakery and numerous farmers markets.In our school we could teach the children about the local UNESCO reserve on our door step and encourage the school as a whole to walk to school as most children live in the locality.
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Sustainability is becoming a lot more visible in our area, and it’s a brilliant real-life context for teaching students about environmental responsibility. You can see it in projects like new cycle paths and greenways, which encourage eco-friendly travel, cut down on carbon emissions, and promote healthier lifestyles. Plenty of families now hop on their bikes for the school run or weekend trips, so for students, sustainability isn’t just a lesson—it’s something they experience every day.
Our Tidy Towns committee also makes a big difference, keeping public spaces clean, planting pollinator-friendly flowers, and running community clean-up days that build pride and a sense of care for the local environment. They have also teame d up with our school to come in and teach the kids about gardening. They also go on ‘Picker Pal’ walks with the kids in our school. On top of that, we’ve got good recycling facilities—bottle banks, compost bins, and local campaigns that teach households how to reduce waste and dispose of it properly.
In the local area there is sustainability group that has bought lots of reusable party ware. These can be hired out for a small fee by people in the community to use at parties -
My school is based in Clerihan on the outskirts of the large town Clonmel.South Tipperary blends its agricultural roots with forward-thinking environmental action. Local farmers increasingly use crop rotation, maintain wildlife friendly hedgerows, and reduce pesticide use. Community gardens, farmers’ markets, and recycling facilities encourage waste reduction and support local food systems. Renewable energy projects, such as solar panels on schools and public buildings, reflect the region’s growing commitment to sustainability.To engage my pupils in Clerihan , I would focus on hands-on, locally relevant learning. A “farm to fork” activity could connect pupils with local growers, letting them plant seeds, track growth, and understand seasonal produce. Nature walks in nearby parks or along hedgerows would help them explore biodiversity, while litter-pick challenges could nurture environmental responsibility. Using storytelling, we could link traditional farming practices with modern green initiatives, helping pupils see continuity and change. Finally, creative projects such as posters, plays, or short videos would let pupils share what they’ve learned, inspiring their peers and strengthening their role as young sustainability champions.
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In my local area sustainability is promoted particularly in the area of reducing co2 emissions. In my area an improved pupil transport system, bike hire, walking initiatives and electric car chargers are a feature of our area.
In our school we play our role by encouraging the pupils to walk or cycle to school. On Wednesdays we engage in Walk on Wednesday whereby staff, pupils and parents meet at the local GAA field and walk to the school.
We also aim to reduce co2 emissions by staying local for our swimming lessons and school tours.
We are taking part in the Green School programme and this is fantastic for raising awareness and encouraging, not only the pupils and staff but also the wider community. The green flag is a great visual to the community and a motivator for all involved.
It is important for the pupils to gain ownership over their actions and how their actions can contribute to sustainability in the local community. -
Write a reflective piece on how sustainability is practiced in your local area and how you would engage your pupils to explore this further. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Sustainability is such an important aspect of all of our lives. It is imperative that we teach about sustainability and the sustainable development goals. It is important to spark an interest for children in sustainability by creating a local awareness and by engaging pupils in hands-on projects. We’ll start with learning about sustainability and allowing children opportunities to research about sustainability in our local area. Exploring local green spaces, like the community garden, will connect them with the benefits of local food production. We’ll research and present on sustainable practices in our community, culminating in a school-wide sustainability fair to showcase their learning and inspire others. There are many aspects of sustainability in our locality as there are local community gardens. We can learn from these practices and use them to help develop our own school garden even further. This approach combines practical experience with classroom learning will hopefully foster a deeper understanding of sustainability and of food production in our local area.
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Hi Mercedes,
Thank you for your response to Module 5!
Using spaces within your locality is a great way to make the concepts relevant to the students. When they can see the effect of their actions in their surrounding environment I feel that the message is much easier to take home and makes the concepts that bit more digestible when they can take ownership of their learning through hands-on practices.
Thank you,
Grace
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In my local area sustainability is very important and there are recycling schemes, bottle banks and clothes banks spread around the town for people to have opportunity to recycle. As well as this many local coffee shops charge for their coffee at a slightly discounted when you use a reusable cup instead of using the plastic or cardboard cups provided. With regards to this, our school also promotes the use of reusable water bottles for the pupils and staff in the school environment to cut down on the use of plastic waste and has even had a water station installed in recent years which has been used to great effect by all in the school.
With regards to aquaculture and seafood, following on from teaching the children the importance of healthy eating and the benefits of seafood for the body and brain in terms of macronutrients and micronutrients, lessons can be taught to the children on how to understand some of the labels on food packaging. I personally feel, a power point slide with videos to accompany the reading and pictures about different logos to look out for, for example, Fairtrade or the MSC or ASC can teach children to understand more about sustainable production and keep the conversation about the importance of sustainable practice to the fore. -
I think it is so important for students to learn about sustainability so that they can practise it in their own lives. A great link to learning about it could be exploring how it is practised in our local area. A good example of this is exploring the many businesses in Galway which have ‘gone green’. Many of the businesses ensure that environmental sustainability is at the heart of all their strategies and business objectives. Improving environmental performance or ‘going green’ can save businesses money, can increase competitiveness and can increase consumer demand. Galway City Council offers support to help businesses on their sustainable journey. Firstly, businesses can use the expertise and guidance of their Environment Education Officer. This officer can visit your business and assist with waste audits and the preparation of action plans. Secondly, Galway City Council can assist in waste audits of businesses. They can provide you with assistance and guidance in managing your waste effectively. Finally, Galway City Council runs award schemes for green businesses. The Green Hospitality Award is an environmental certification standard for the hospitality sector that is recognised nationally and internationally. The Green Hospitality Awards scheme also offers an Eco-Tourism award. The annual Green Awards recognise and celebrate green best practice in Ireland across 23 different categories.
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Reflecting on sustainability practices in the local area, I’m impressed by the various local initiatives that promote eco-conscious living. In the midlands, there’s a strong emphasis on sustainable farming, with many local farms practicing organic agriculture, such as the farms involved in the “Irish Organic Association.” These farms focus on reducing the use of chemical pesticides and fertilizers, promoting biodiversity, and encouraging soil health.
Another example is the local efforts around energy conservation. Our county is home to several community-led renewable energy projects, like small-scale wind and solar power initiatives that contribute to the county’s overall goal of reducing its carbon footprint. The local school is very close to a windmill which could be the basis of an inquiry based project or a school visit.
These local sustainability efforts provide a perfect opportunity to engage my pupils. I would start by visiting local organic farms or the county’s recycling centers, allowing students to see how sustainable farming and waste management work in real life. We could also explore the solar panels and wind turbines in local energy projects, showing how renewable energy is being utilized in the area. Hands-on activities, like setting up a small vegetable garden or creating a recycling program at school, would encourage students to take ownership of their actions.
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I really like your ideas, linking pupils to local initiatives like organic farms and renewable energy makes sustainability tangible. The windmill visit sounds brilliant for inquiry-based learning. Hands-on experiences, whether in gardening or energy projects, really show students that small local actions connect to global sustainability goals.
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In my local area which is one that is rural and coastal, sustainability is rooted in both tradition and innovation. Being far from an urban centre and larger industrial businesses this area has practised sustainable and responsible farming since before it became a government policy. They for the most part have protected the biodiversity of the environment and supported small scale fisheries that respect marine life. Renewable energy initiatives such as wind farms work hand in hand with practices like reducing waste, reusing and repurposing materials and supporting seasonal, locally produced and sourced foods. Coastal clean ups, and a move towards more eco-friendly tourism also reflect a commitment to preserving the region’s natural beauty.
With my pupils I envisage exploring these practices through hands on learning such as visits to local food producers especially artisan, organic farmers and farm shops, engaging with some of our larger seafood producers and ask if they would come do a presentation or talk for the students on their businesses and on their plans and activities around ensuring sustainability. I will encourage the pupils to partake in clean ups along our shores and in our village and to become active in encouraging other members of our community to consider their actions and impact on the environment.
We could look at how local, national and international initiatives are trying to support the campaign against global warming and help with sustainability. Many areas of the curriculum maybe used in a cross curricular fashion to support such themes Art – displays, posters, info grams etc, math, language, and SESE are particular well inclined towards supporting such activities that will help the children learn about, investigate, understand and hopefully achieve in wanting to make a concerted effort to protect our local area, its natural beauty and its ability to help sustain food production for many generations to come. -
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In my local area, sustainability has gradually become more embedded in community life, particularly through initiatives like recycling programs, community gardens, and bike-share schemes. Local schools have also adopted eco-friendly practices, including reducing single-use plastics and integrating environmental education into the curriculum. One standout example is the municipal composting system, which not only reduces landfill waste but also supplies local farms and gardens with nutrient-rich soil. These efforts, though small in isolation, contribute to a growing culture of environmental responsibility.
To engage my pupils in exploring sustainability further, I would begin by making it tangible and relevant. For example, we could conduct a local eco-audit of the school, assessing our own use of resources. I’d also plan outdoor learning experiences—visiting local green projects or community gardens. By involving students in practical, real-world actions like litter picks or growing their own vegetables, we can cultivate both awareness and a sense of agency in shaping a more sustainable future-
Hi Eimear,
Thank you for your response to Module 5!
It is great to hear about the many benefits from the composting system in your municipality. What a fantastic way to get a united front supporting sustainability within the community. This great example is fabulous for the kids to see, and hopefully will promote similar habits for them to follow into adulthood.
Thank you,
Grace
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In my local area, sustainability is becoming more visible, particularly through recycling initiatives, community clean-ups, and school-led biodiversity projects. There is also a growing awareness of food sustainability, with farmers’ markets promoting local produce and restaurants highlighting seafood sourced through sustainable practices. Programmes like Origin Green show how Irish food producers are taking steps to reduce their carbon footprint and protect biodiversity.
In school, I would build on this by engaging pupils in hands-on projects. For example, we could explore sustainable food by comparing supermarket labels such as MSC and ASC, or we could link sustainability to everyday choices like reducing waste and reusing materials. A project I’d love to try is connecting aquaculture sustainability to the UN’s Sustainable Development Goals, showing students how small local actions link to global issues. Activities such as energy audits, water-use surveys, or creating posters about carbon footprints would also make sustainability real for them.
By framing sustainability as something practical and achievable in daily life, students can see their role as changemakers. This also ties into SSE and the Digital Learning Plan by encouraging inquiry-based learning, cross-curricular projects, and the use of digital tools for research and presenting findings.
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In the community that I teach in, there have been many implimentations towards living sustainably. We have cycle lanes all throughout the town. In my local community they are building the first carbon neutral Lidl store. Our school achieved a green flag this year and with there being a university in my town, there are always more and more efforts towards living a sustainable lifestyle. In my own teaching, I would engage children through hands-on activities such as creating a school garden to grow vegetables, or running a “waste reduction challenge” where they track and reduce their rubbish. Pupils could become “energy detectives,” spotting ways to save electricity in the classroom. Nature walks in local parks would help them see sustainability in action, while visits from farmers or environmental advocates could connect their learning to the wider community. In this way, sustainability becomes real, relevant, and meaningful in their daily lives.
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Hi Stephanie,
Thank you for your response to this module!
It is great to hear about the implementations at local level. Congratulations on achieving a green flag within your school also, what a great achievment!
Hands on activities that you have mentioned here such as growing vegetables and going for nature walks are not only great for boosting environmental awareness but can also be beneficial to their well-being. I am sure that time spent in the outdoors helps to increase concentration and focus when they are back in the classroom.
Thank you,
Grace
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In our school community there is a big emphasis put on working towards a sustainable environment. We are actively involved in the green flag programme. A new committee is created each year to carry out activities and inform the school community of what needs to be carried out throughout the school. Bin, light, door and window monitors ensured waste is recycled properly and energy waste is kept to minimum. Once a term there is WOW day (walk on wednesday) where students and staff meet at location to walk to school. This creates a feel good factor among the whole community. Teachers carpool where possible, I feel this effective as the kids are interested to know why some teachers travel together and it sets a good standard for them. In recent years the school had a new bike shed installed to encourage the use of bikes,. At the start of the year the kids are provided with a reusable water bottle to help reduce plastic waste. In the local area there is a wind farm and planning has been granted for a new solar farm. It is positive to see this and as far as I’m aware our school is to receive a grant for the provision of solar panels. This all shows a positive attitude locally to help achieve sustainability.
I would like to carry out an investigation with the kids on the origin of their lunches and some of the items that we buy in our supermarkets. It would be interesting to see where they have come from and are part of origin green, fair trade products. I would like to assess are we buying food from sustainable sources. I think this would form the basis for an interesting lesson for both kids and teachers alike.
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Hi Liam
Thank you for your response to this module!
It is lovely to hear about the efforts that are made across the entire school bolstering overall participation and showcasing great unification towards school-wide targets and goals. It is fantastic also to hear about the great examples that are set from the staff by carpooling! I’m sure the kids will take this on board and hopefully practice similar eco-friendly habits into adulthood.
Investigating the origins of lunchbox contents sounds very interesting and hopefully will get the students thinking about their food choices in way that not only effects them but the environment around them!
Thanks,
Grace
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My school is in Cavan and Cavan is blessed with lakes, woodlands, and farmland, and I see how the community values these resources. Local Tidy Towns groups, for example, are constantly finding ways to reduce waste and improve green spaces. I’ve also noticed how many farmers are adopting more sustainable practices, which shows pupils that sustainability isn’t abstract—it’s happening right on their doorstep. The quality of the water in Lough Ramor has improved in recent years due to these farming practices mostly. We have lots of second hand shops in our town which is a sustainable way to shop.
In class, I want to nurture this awareness by helping pupils explore sustainability in meaningful ways. We could start small: focusing on the school garden, monitoring energy use with our new solar panels, or setting up a recycling challenge, getting a return bin in the school. I’d love to take them outdoors, perhaps to our local river or even to a neighbouring farm, so they can see how people balance caring for the environment with everyday life. My hope is that by connecting global sustainability goals with local action, pupils will realise that they too can make a positive difference.
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Hi Orla, I agree with you there that we are blessed to have so much on our doorsteps regarding sustainability. I forgot to mention the new school solar panels of course in my first post. They definitely will lend themselves to great opportunities in science lessons going forward and the TV screen supplied as part of the project means the children can see the output for themselves daily.
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Hi Orla,
I completely agree that we are fortunate to have so many sustainability resources right on our doorstep. Like Sylvia, until reading your post, I also forgot to mention our new school solar panels in my first post. They will provide excellent opportunities for science lesson. I think I should utilise this development more for lessons. Thank you for the ideas!
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Assignment 1:
Living and teaching in the Boyle area of County Roscommon, I often reflect on the importance of sustainability within our community. Surrounded by natural beauty, from Lough Key Forest Park to the River Boyle, pupils have a wonderful backdrop for learning about caring for the environment. Sustainability here is not just a global issue but a local one too, visible in how we protect our waterways, support biodiversity, and reduce waste.
In the classroom, children can begin by exploring small, practical actions such as recycling, reusing materials for art projects, or planting pollinator-friendly flowers. Field trips to nearby woodlands allow them to see how trees support clean air and habitats, while local initiatives such as Tidy Towns can demonstrate collective responsibility. Tidy Towns committees are very active in Boyle and Carrick on Shannon and parents are encouraged to take their children along to Sunday morning clean-ups. Encouraging pupils to ask questions, create eco-projects, and connect with local experts fosters a sense of ownership. By linking learning to their immediate environment, children develop an appreciation for sustainable living that can last a lifetime.
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Hi Sylvia,
Thank you for your response to this Module
All of these practical actions sound like a fantastic way to introduce sustainability to the students. I love the idea of planting pollinator-friendly flowers. You could use this in the context of science and explain the pollen cycle etc.
Thanks,
Grace
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In our school, we think carefully about how our everyday choices can make a difference for the environment. We try to live more sustainably by saving water, reducing energy use, and cutting down on food waste. To conserve water, we make sure taps are turned off properly and we use rainwater butts to collect rain. This stored rainwater is then used to water the flowers around the school and to keep our school garden growing strong. This means we don’t have to rely on fresh tap water as much.
We also focus on creating healthy soil. All of our fruit peels, vegetable scraps, and garden clippings are put into our compost bins. Over time, this turns into rich compost which we use to feed the plants in our garden. Sometimes we also collect seaweed, which adds even more nutrients to the soil. In the classrooms, we start by planting seeds in small pots or trays. We look after them carefully until they are strong enough to be moved outside into the garden. There, we water, weed, and care for them as they grow. When harvest time comes, we pick the vegetables and herbs, and sometimes we even use them in the school kitchen for cooking.
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Hi Aaron,
I really enjoyed reading your answer and I completely agree with the points you made about how everyday choices in school can make a big difference for the environment. I especially liked the example of using rainwater butts to collect water for the garden—it’s such a simple but effective idea, and I think children would really enjoy seeing how rainwater can be reused in a practical way – I will have to try this in my school. The way you explained composting was also great. I like how you showed the whole process of turning food and garden scraps into rich soil and then using that to help plants grow. It really highlights the idea of a natural cycle, which is such an important lesson for children to understand. I also loved how you mentioned planting seeds in class and then later harvesting them for the school kitchen. That makes the learning feel hands-on, rewarding, and directly connected to everyday life.
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In my local area, sustainability is being promoted in a few meaningful ways. For example, our community here in Cork has a strong emphasis on recycling. Our town has a number of bins spread all over the town with clear labels showing the local people where to recycle their rubbish and where waste goes as well. There are also a number of clothes banks and bottle banks which enables our community to keep our area clean.
A lot of households these days, including mine have brown bins for food waste, which is converted into compost afterwards. This promotes sustainability within our local community.
Our local town also has a number of bicycle lanes which encourages people to use their bike as a method of transportation to and from work for example, which in turn would promote sustainbility and reduce the amount of fossil fuels burned. It would be nice for our local community to consider including a greenway nearby our towns as this would promote the reduction of car use.
My local community also holds a local farmers market once a week where farmers sell seasonal produce which reduces food miles and also supports the local farmers in the area.
I would encourage my students to explore these ideas by creating a link between them and their lives. For example, we could visit the local farmers market to see what produce they have available and what is in season. We could compare the prices between the produce available at the farmers market and the conventional supermarket. A link could also be made to other subjects such as Science to discover if there are any nutrional difference between farmers market and conventional supermarket produce. The children could also be encouraged to grow their own produce in school or at home – for example planting tomato seeds in the class room and explore nutrient rich recipes that include them.
The children could also carry our investigations at home regarding how their families recycle, conserve energy within the home and how they/if they reduce waste. The children could be encouraged to keep a log of this over the space of 4 weeks and compare the results with others in their class. By making sustainability interactive and fun, children will understand the importance of in deeply and explore how they can contribute to a sustainable community, school and home life.
The students and I could be more sustainable in our daily lives by reducing the amount of anergy we use in the home and school (turning off lights when not in the room, don’t use artificial lights in the mornings during summer months, switching off the Interactive whiteboard when not in use). We can also be more sustainable by being cautious of our water usage. Turning the taps off when we brush our teeth in the morning, filling up the sink with water to wash paint brushes in school, rather than leaving a continuous flow etc. To make our every day lives more sustainable it’s important for us to recognise that even ‘small’ steps make a big difference. I as a teacher can also model sustainable behaviour by walking to school where possible and encourage the children to do the same if possible. Along with shopping locally and demonstration good recycling and waste management at school.
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Hi Caitlin,
Thank you for your response to Module 5
It is great to hear about the sustainable efforts being made at local level! A greenway would be a lovely addition and not only have they shown to benefit the environment but also people’s well-being. Linking the students surrounding environment to the lessons taught in the classroom is a great way to make it more relevant and easily digestible when introducing the concept of sustainability.
Thanks,
Grace
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Sustainability is becoming more of a priority and I believe it is now seen in a lot of local communities. People are really trying to make the effort to become more sustainable. In my home area of the midlands, sustainability is seen in a number of ways. Recycling centres are more common, I believe that people are really making a genuine effort to recycle as many things as possible. The plastic bottle dispenser in local shops has been a real incentive for people. I believe people are trying to be more health conscious lately and as a result are buying more locally sourced products and origin green items. Also, In my community the farmers market is very popular. This happens every Friday in a local hall, people bring organically sourced products and items that are naturally baked. I think this is a great idea as you know that your product is naturally sourced and that you are supporting local farmers. Again, another way sustainability is seen in my community.
In the classrooom, I would engage pupils to explore this in a number of ways. I would show children ways that their community is modeling sustainability e.g. visiting a local farm or area. Getting children to research areas of sustainability in their local area. Getting student council/green school to conduct a waste audit. This would identify areas of waste and how to reduce it. It would promote the idea of sustainability across the school community. The green school could also look into getting a school garden. This would help understand biodiversity. I believe we as teachers can have big role in promoting sustainability. We can model it to our children in order to make the concept tangible and meaningful to their lives.
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Living in my local area, I’ve noticed several ways sustainability is practiced, from community recycling programs to local farmers’ markets that promote seasonal and organic produce. There’s also a strong emphasis on protecting nearby green spaces and waterways, which helps maintain biodiversity and keeps the environment healthy for everyone. I believe these local efforts provide a fantastic opportunity to bring sustainability into the classroom in a way that feels real and relevant to my students. I would encourage pupils to explore these practices by organizing field trips to recycling centers, farms, or nature reserves. Classroom projects could include conducting waste audits or creating campaigns to raise awareness about reducing plastic use.By connecting sustainability to their everyday lives and community, students can develop a deeper understanding of its importance. This hands-on approach would not only build knowledge but also inspire them to become responsible citizens who actively contribute to protecting the environment.
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Caring for the environment starts with small actions that people in our community do every day. For example, many families recycle their waste, help to keep local parks and streets clean, and buy produce from nearby farms. These simple habits not only protect nature but also encourage healthier lifestyles and create a safer, more sustainable place to live.
For pupils, seeing these efforts first-hand can be very powerful. I would plan local trips such as visits to recycling centres, nearby farms, beaches, and community parks. Experiences like these help children connect what they learn in school with real-life examples of environmental care. They can see how they can all play a role in keeping the planet clean and safe.
Inside the classroom, children could take part in activities that make environmental care part of their daily learning.in our school we plant vegetables and care for them in a school garden which gives them a sense of responsibility and shows them how living things grow. We sort out classroom recycling and this helps them understand the importance of reducing waste. Lessons on saving energy like turning off unused lights or conserving water can also make pupils more aware of their own impact.
These experiences link closely to the curriculum in subjects such as science, geography, and SESE. They also support broader skills, including teamwork, problem-solving, and responsibility.
By engaging in these activities, pupils begin to realise that even small changes—like picking up litter, reusing items, or choosing to walk instead of drive—can have a positive effect on the environment. Most importantly, they develop pride in their community and an understanding that protecting the Earth is a shared responsibility. Learning these values at a young age prepares them to become environmentally responsible citizens who can contribute to a sustainable future.
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In Moyasta, there are some great examples of sustainability that we can build on in the classroom. Places like the local Oyster farm showcase the benefits that farming has in the area. The local woods also highlights how we can protect local plants and support pollinators. The Marina is another fantastic resource because it encourages people to think about how our actions affect marine life and the wider environment. There’s also a strong focus on local food and farming.
To bring this into the classroom, I’d start by encouraging pupils to explore what’s happening in their own community and the bay. Perhaps by taking a walk around the area or inviting a local speaker to share their work, maybe Michael from the Oyster farm. We could run simple projects such as sorting waste, growing herbs or creating posters about local wildlife. It’s a powerful way to show that small actions matter and that sustainability isn’t just a distant idea—it’s something already happening right here.
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Involving children in a beach clean at Rossnowlagh Beach offers wide-ranging benefits that go beyond just tidying the shore. It can impact their personal development, community awareness, and environmental responsibility. By getting students involved in a local beach clean they can learn first-hand about marine pollution and its impact on wildlife. Seeing litter on the sand and in the tide gives them a real, tangible connection to issues like plastic waste and ocean health. It can also promote a sense of responsibility and pride in caring for their local environment. Friends of Rossnowlagh is a local action community group focussed on promoting and protecting Rossnowlagh Beach as an important local amenity in South Donegal. In collaboration with Clean Coasts project, Donegal Co. Council and Flossie and The Beach charity, children could see themselves as active citizens contributing to the well-being of their own community while increasing their feeling of connectedness to their home, heritage, and natural surroundings. As emphasised in Module 5, it is essential that children learn about sustainability, responsible consumption and production from an from an early. Involvement in a monthly Beach Clean Inspires Lifelong Sustainability Values. A hands-on activity like this makes environmental issues personal and memorable and children are more likely to adopt eco-friendly habits at home (recycling, reducing single-use plastics) and advocate for sustainability in the future.
As Saoirse Ronan said in the Bord Bia promo “We haven’t inherited the earth from our parents, we have borrowed it from our children”
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Hi Lorraine,
Thank you for your response to this module!
I wholeheartedly agree that beach cleans within the local regions of where the students are living provides them with a tangible connection to sustainability. Hands on action like this gives the students a sense of achievement and accomplishment when they see first hand the difference they can make! Outside of the environmental benefits, giving children the chance to be in nature while learning about the sea as an ecosystem is a win-win as it also very good for their well-being to be outside breathing in that crisp, sea air!
Hopefully they can appreciate this valuable resource we have as an island and adopt environmentally friendly practices long term as they grown into adulthood.
Thanks,
Grace
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I’ve been thinking about that quotation. I would like to think both are true. We have inherited the earth from our parents. In a physical sense being flesh blood and bones, and their constituent elements we owe a debt of gratitude to all our ancestors, parents, grandparents going back the generations. Indeed we owe a debt of gratitude to this lovely planet of ours for sustaining us. As for borrowing it from our children, it is true human life passes by in the blink of an eye. And thinking about the forecast for global population growth I consider myself fortunate that as the biodiversity crisis worsens and we go further into the mass extinction, to have borrowed such a precious biosphere to call home and take my duty of care to conserve and enrich it very seriously.
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In Monaghan, I’ve noticed a real shift towards more sustainable ways of living. Local schools and community groups are big on recycling, more homes are using compost bins, and some businesses are switching to paper packaging or reducing waste. There’s also a strong push for growing your own food—many families have small garden patches now, and tidy towns groups are planting wildflowers to support pollinators. In class, I’d use what’s already happening around us to bring learning to life. We could do a walking audit of our local area, spotting pollinator zones, bins, and water-saving features. Pupils could interview family members about changes they’ve made at home or even plant something small themselves and track its growth. It’s about connecting what we learn in the classroom with what we see out our windows. That kind of real-world link makes sustainability feel more relevant and helps children see they have a role to play right now, not just in the future.
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In my local area, sustainability is becoming increasingly visible in everyday life. Recycling facilities are now widely available, with clear bins for plastics, paper, and compostable materials in most public spaces. Community initiatives, such as tree-planting projects, coastal clean-ups, and “bring your own cup” campaigns in cafés, highlight how small changes can reduce waste and protect our environment. Local farmers’ markets also promote sustainability by reducing food miles and encouraging people to buy seasonal, locally grown produce. These practices demonstrate how individuals and communities can contribute to a more sustainable future.
With my pupils, I would build on these examples by encouraging them to notice sustainability in action around them. For instance, we could take a walk to observe recycling facilities, conduct a survey of sustainable practices at home, or invite a local environmental group to speak in class. Pupils could also carry out a “Sustainability Detectives” project, documenting eco-friendly actions in the community and presenting their findings through posters, digital presentations, or graphs. This would not only develop their awareness but also give them a sense of responsibility and agency in protecting the environment.
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In my own area, sustainability has become a lot more visible over the last few years. I’ve noticed more community efforts such as beach clean-ups, local gardens, and farmers’ markets that focus on low-waste and locally grown produce. Recycling and biodiversity are also being promoted more, and many shops now encourage people to bring their own bags or containers instead of relying on single-use plastics. While these actions might seem small on their own, I think they show a real change in how people are starting to take sustainability more seriously.
In the classroom, I’d like to build on this by encouraging children to notice what’s happening in their own communities. Activities like local area walks, litter audits in school, or setting up composting projects would make sustainability more hands-on. I’d also ask pupils to come up with their own mini-projects—like posters, upcycling activities, or “green pledges”—so they can take ownership and feel responsible for protecting the environment.
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Hi Triona,
Thank you for your response to this module !
It is great to hear about the eco-friendly habits upheld in your local community. This is great for young people to see and will help to mould them into adults who think sustainably from the examples that were set for them as children.
You have some really fantastic ideas about how to introduce sustainability in the classroom. I especially like the idea of nature walks because it can promote a sense of connection between the students and their environment as well as promoting their own personal well-being from being out in nature. A win-win in my books.
Thank you,
Grace
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I find the United Nations Sustainable Development Goals a wonderful resource. I would like to have a poster of the 17 Goals in my classroom, so that we can reflect on it throughout the year, and highlight areas where we are making an impact either negatively or positively and draw attention to ways we can improve our practices.
Having grown up in the 1980’s in a rural, pretty self sufficient and relatively sustainable environment, we mended, reused, recycled and produced our own vegetables in the garden. What we couldn’t use ourselves was either passed on to travellers, relatives or recycle centres in nearby towns. We were seen as a little eccentric and ‘weird’ among school friends and even relatives. It is wonderful to see a huge shift in society, that these practices are becoming a norm nationally, such as implementing simple and regular practices of recycling plastics and glass in local recycling banks.
All our local schools and churches run clothing collections to generate an income whilst also promoting sustainability.
The school offers opportunities for Technology Clean-Ups, where we take in old / unusable devices and then bring them to the recycling centre in a nearby town. We are overdue a collection, so I plan to offer a date to families in the coming term.
Having a young teenager, I have become aware of the range of electronics, games and DVDs certain shops trade. With gaming and technologies every growing among young people I will draw attention to such companies, where the children can bring in their unwanted games or devices and trade them for cash or store credit. This facility will help encourage sustainability and appreciate value for money.
Schools have school gardens promoting mental wellbeing as well as teaching children how to grow and prepare edible plants, to promote healthy eating as well as reducing food waste and packing waste when shopping for fruit and veg.
We take our children on a cycle to the local woods where they study the plant life and river life in the tributary that flows to the Boyne River. The children are fascinated with how salmon return here to spawn, and learn to appreciate the importance of keeping our rivers and streams clean and maintained to encourage the return of salmon each year. Yard and local area tidy-ups, pruning , dredging and litter collections are activities the pupils and their families get involved in. When possible the school teams up with members of the Inland Fisheries Ireland to help educate the children on the importance of protecting our waterways.
I think that continuing these practices until they are embedded in the community is very important, and not to necessarily bombard them with something new each year, as they can lose interest, and have less impact overall.
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Hi Eithne,
Thank you for your response to this module!
It is lovely to hear of all of the different ways you have chosen to be sustainable!
I especially like the idea of the students getting involved in growing their own plants. There is something so satisfying about nurturing a plant from seed to flower! It can also tie in with Geography (soil types of an area etc), Science (seedling to flower stages) and SPHE (nutrition and its link to well-being).
Thanks,
Grace
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In Co. Tipperary, sustainability is becoming an important part of community life. Many local farmers focus on environmentally friendly practices, such as reduced chemical use and preserving natural habitats. There are also community initiatives promoting recycling, energy conservation, and protecting local waterways, including my own local area, Dromineer. The county’s rich natural landscapes, including rivers and green spaces, highlight the need to balance development with care for the environment.
To engage my pupils in exploring sustainability in our area, I would start with local examples they can see and relate to like Dromineer. Field trips to nearby farms practicing sustainable agriculture or visits to community recycling centres would make the concept real. A few years back, my school had a visit from a parent who was a farmer and he shared his day to day activities as a farmer. Perhaps if sustainability was being practiced, this could also be shared with pupils. Further classroom activities could include projects on how farming methods impact soil health or water quality.
I would also encourage students to take part in local environmental efforts, such as tree planting or clean-up days, to develop a sense of responsibility and connection to their community. Using maps and data, pupils could investigate how land use in Tipperary affects biodiversity. By linking sustainability to their immediate surroundings, students can better understand its importance and learn how their actions can make a positive difference locally.
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It is evident that there is more awareness around sustainability in my school’s local area. The parents of the community have been working on a bottle recycling scheme both on the school grounds and in the community. There are also parent volunteers who pick litter in the green fields outside the school grounds. There is definitely an increase in electric cars in the staff carpark. There is a designated bottle bank and clothes bank in the community.
In our school we have an excellent green school team that promote sustainability on a daily basis, conducting surveys, making observation notes and highlighting to the other students how we can do better. We installed more bike racks on our school grounds last June and there is an increase in the amount of students walking and cycling to school. We have student volunteers at every yard time who are “litter pickers”. All our students bring home their finished hot lunches to be recycled at home.
This year students were also involved in using recyclable materials to create and design robots, bridges and famous buildings and landmarks as part of their STEM projects.
There is also a new makerspace zone where the STEM ambassadors collect recyclable materials to assist classes with their STEM projects.
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Hi Michelle,
Thank you for your response on this module!
The parents who volunteer to do litter-picking sure are providing the young students with a great example and I hope that they will foster behaviours like this into adulthood!
I absolutely adore the idea of the robots, landmarks and bridges made from recyclable material. What a fabulous way to tie STEM and sustainability in together. Perhaps after this course you could do a project where the students research and construct different species of fish made of recyclable materials. It could highlight how we need to look after our oceans so the fish have a clean home to live in 🙂
Thanks,
Grace
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In West Limerick, sustainability is becoming increasingly visible through both school and community initiatives. Many local schools, including in Limerick city, participate in the Green Schools Programme, which promotes waste reduction, biodiversity projects, and energy conservation. Towns across the region have also adopted initiatives such as community clean-ups, pollinator-friendly planting, and local tidy towns groups. These visible practices not only enhance the environment but also model active citizenship for young people.
In my own teaching, I would use these local examples to engage pupils in authentic, inquiry-based learning. For instance, we could investigate the impact of recycling programmes in Limerick, track energy usage in our own school, or conduct biodiversity surveys of our school grounds. Linking this to the Green Schools framework, pupils could design their own sustainability projects, such as reducing plastic waste or creating a pollinator garden. I would encourage collaboration with community groups so that pupils can see their learning making a real difference locally.
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Assignment 1
I am involved in a local sustainability group concerned with climate action and coastal resilience. With this group I recently took part in a lawpro workshop exploring the connection between upland rivers and coastal flooding. I’d like the children to start thinking about catchments in the greater picture of the water cycle.
River to Sea story for where they live where the pick the rivulets and streams in their local environment and plot their course on a map to the sea. It might be possible to walk one of them as being an island theyre very short. They could look at the different habitats and see how they change from source to sea.
This learning could be extended to tie in with LAWPRO and and how bogs and peat and other conditions slow down water flow from precipitation in upland areas reducing the threat of flooding in lowlands. It would also tie in with the sustainable development goals of 13 climate action and 11 sustainable communities.
Assignment 2
Short term:
· Read the electricity meter weekly and look at ways of reducing the meter on a weekly basis and give rewards to the children on weeks where the weekly rate is reduced.
· Reduce water in toilet cisterns by moving the float accordingly.
· Signs on sinks reminding everyone to reduce water use.
Long term
· Water butt for rainwater capture
· LED lighting
· Solar panels
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Hi Grace,
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