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Climate change is already having an impact on my local area. We are seeing more frequent heavy rainfall, flooding in some communities, warmer summers, and changes in local wildlife and plant life. These changes affect people’s homes, transport, farming, and biodiversity. As a teacher, I believe it is important to help pupils understand that climate change is not just a global issue but something that can be observed and addressed within their own community.
In my classroom, I would encourage pupils to become active investigators by exploring the signs of climate change in their local area. We could take nature walks to observe seasonal changes, record weather patterns over several weeks, and discuss how local weather is affecting the environment around us, for example trees etc
I agree Sarah, children have to become more aware of climate change especially the warmer summer we are have this year, it will be a huge topic in September.
I agree Yvonne, you have lovely ideas to celebrate each child’s cultural differences. It is amazing that you do this as children like to feel that they belong in their school and by doing this it helps to do so.
I found that although Roscrea does not have a dedicated refugee charity, there are organisations that support refugees and people seeking international protection. IPAS provides accommodation and support for people seeking asylum, while local organisations such as Roscrea Youth Service, North Tipperary Development Company and Citizens Information help people access services and become part of the community. These groups show that welcoming refugees is not only the responsibility of the government but also of local communities working together.
I think our school could play an important role in helping refugees feel welcome. Students could organise a welcome campaign, collect school supplies, books or sports equipment, and hold fundraising events to support local organisations working with refugee families. We could also organise cultural awareness days where students learn about different countries, languages and traditions. This would help reduce stereotypes and encourage respect for diversity. A buddy system could be introduced so that new students, including refugees, have someone to help them settle into school, make friends and feel included. Even simple actions such as greeting new families, inviting them to school events and celebrating different cultures can make a big difference. By showing kindness, understanding and respect, our school can help create a community where everyone feels valued, safe and welcome.
I found that although Roscrea does not have a dedicated refugee charity, there are organisations that support refugees and people seeking international protection. IPAS provides accommodation and support for people seeking asylum, while local organisations such as Roscrea Youth Service, North Tipperary Development Company and Citizens Information help people access services and become part of the community. These groups show that welcoming refugees is not only the responsibility of the government but also of local communities working together.
I think our school could play an important role in helping refugees feel welcome. Students could organise a welcome campaign, collect school supplies, books or sports equipment, and hold fundraising events to support local organisations working with refugee families. We could also organise cultural awareness days where students learn about different countries, languages and traditions. This would help reduce stereotypes and encourage respect for diversity. A buddy system could be introduced so that new students, including refugees, have someone to help them settle into school, make friends and feel included. Even simple actions such as greeting new families, inviting them to school events and celebrating different cultures can make a big difference. By showing kindness, understanding and respect, our school can help create a community where everyone feels valued, safe and welcome.
Yvonne, you had so many lovely ideas celebrating other children’s cultures. It is important to do this for all to feel like they belong in their school.
One Sustainable Development Goal that I would focus on with children is SDG 12: Responsible Consumption and Production. This topic is highly relevant to children’s lives because the choices we make about food, clothing, plastic use, and waste have both local and global consequences. In Ireland, children can see the effects of waste in their own communities through litter, food waste, and the growing need for recycling. Globally, excessive consumption contributes to pollution, climate change, and poor working conditions for many children involved in manufacturing goods.
To support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would encourage students to become active participants in improving their school and local community. Rather than simply learning about sustainability, they would investigate local environmental issues, identify practical solutions, and work collaboratively to create change. For example, students could carry out a waste audit in the school, introduce initiatives to reduce single-use plastics, establish a recycling or composting programme, or organise a clothes swap and “repair instead of replace” campaign. They could also work with parents, local businesses, and community groups to promote more sustainable habits beyond the classroom.
These activities help children understand that local actions contribute to global goals. They develop critical thinking, teamwork, and a sense of responsibility while recognising that everyone has a role in creating a more sustainable future. Students could share their findings through assemblies, social media, or community events, inspiring others to make positive changes. By empowering children to take meaningful local action, they gain confidence that their voices matter and that even small actions, when multiplied across communities, can have a significant global impact. This approach reflects the vision of ESD to 2030 by helping learners become informed, engaged citizens who actively contribute to achieving the Sustainable Development Goals in Ireland and beyond.
I agree Yvonne, unfortunately children are affected by the housing crisis etc so it is essential for all children to understand the crisis and to show empathy towards others.
Gender stereotypes can influence children’s attitudes, interests and confidence from a very young age, often without them even realising it. These stereotypes may shape how pupils see themselves and others, affecting the activities they choose, the subjects they enjoy and the careers they imagine for their future. As teachers, we have an important role in creating an inclusive environment where all children feel free to explore their interests without being limited by traditional gender expectations.
One scenario I have observed in the 334¾ was during free play, where many of the boys immediately chose construction toys and building blocks, while most of the girls gathered in the home corner to play family roles. Although this happened naturally, it reflected the gender roles that children often see at home, in the media and in society. On another occasion, a boy who wanted to join the role-play area hesitated after another child commented that it was “for girls.” This highlighted how quickly stereotypes can influence children’s choices and confidence.
Reflecting on this experience, I realised the importance of actively challenging gender stereotypes rather than assuming children will naturally move beyond them. I would encourage mixed-group activities, rotate classroom roles, provide books and resources that challenge traditional gender roles, and celebrate a diverse range of role models. By modelling inclusive language and responding positively when children choose activities outside stereotypical expectations, teachers can help create a classroom where every child feels valued and confident to develop their own interests and abilities. In doing so, we promote equality, respect and a more inclusive learning environment for all pupils.
I agree with you Fiona these sterotypical behaviours can affect how children behave and think. It is amazing to instil a different attitude in our pupils.
Development Education encourages pupils to become informed, empathetic and active global citizens. After reading The Role of Global Citizens in Today’s World (Ehigie, 2021), I was reminded that being a global citizen is about more than understanding world events. It also involves recognising our shared responsibilities, respecting diversity, challenging injustice and taking action to create a fairer and more sustainable world. These values are particularly important in today’s interconnected society, where local actions can have global consequences.
As a teacher, I would aim to embed Development Education across the curriculum rather than treating it as a stand-alone topic. For example, I could use real-world issues such as climate change, migration, human rights and sustainable development to encourage critical thinking, discussion and problem-solving. Providing opportunities for pupils to explore different perspectives and participate in projects, fundraising initiatives or links with local and global communities would help them develop empathy, collaboration and active citizenship.
I also believe that Development Education should be a whole-school priority. I would encourage colleagues to integrate global citizenship themes into their planning and share resources and successful classroom activities. Events such as Fairtrade Fortnight, World Environment Day or cultural awareness weeks could provide meaningful opportunities for collaborative learning across year groups. Professional conversations and staff meetings could also be used to highlight how Development Education supports the school’s values and curriculum objectives.
Development Education aligns well with the School Self-Evaluation (SSE) process because it promotes continuous reflection and improvement. Schools can use SSE to evaluate how effectively global citizenship, inclusion and sustainability are embedded in teaching and learning. Gathering feedback from pupils, staff and parents can help identify strengths and areas for development, leading to realistic improvement targets. Embedding Development Education within SSE ensures that it becomes part of long-term school planning rather than a once-off initiative, helping to create a school culture that prepares pupils to participate positively and responsibly in an increasingly interconnected world.
It is so true Avril, no one wants an add on as the classeoom is so busy but to have it integrated into other subjects.
Aquaculture and the concept of Social License are valuable topics to introduce in the classroom because they help students understand the relationship between food production, environmental sustainability, and community acceptance. Using digital learning tools such as videos, interactive simulations, online articles, and collaborative discussion platforms can make these concepts engaging and accessible. Students can explore real-world case studies, evaluate different perspectives, and develop critical thinking skills by discussing the environmental, economic, and social impacts of aquaculture.
Learning about Social License also encourages students to recognize that successful industries depend not only on regulations but also on public trust and responsible practices. These lessons connect with science, geography, environmental studies, and citizenship education, making them highly relevant across the curriculum. By exploring these topics, students become more informed consumers and future decision-makers who appreciate the importance of balancing economic development with environmental protection and community values. This knowledge can inspire responsible attitudes toward sustainability and encourage active participation in addressing local and global environmental challenges.
I agree with Eamhan, it is such an important topic in today’s classroom due to the global warming especially this summer as the children experience the affects of the global warming.
Sustainability is becoming an increasingly important part of community life, and Roscrea provides many examples of how environmental responsibility can be promoted at a local level. The town has access to beautiful natural amenities, including the Roscrea Loop Walks and nearby Slieve Bloom Mountains, which encourage outdoor recreation while fostering an appreciation for nature. Local schools and community groups often participate in clean-up initiatives, tree planting, and recycling programmes, helping to create a shared sense of responsibility for protecting the environment. Supporting local businesses and markets also contributes to sustainability by reducing transport emissions and strengthening the local economy.
As a teacher, I would encourage my pupils to explore sustainability through meaningful, hands-on experiences connected to their local community. We could begin by investigating sustainable practices within the school, such as recycling, reducing waste, conserving energy, and caring for our school grounds. Pupils could carry out a waste audit, create posters promoting environmentally friendly habits, or design a campaign encouraging reusable lunch containers and water bottles.
To deepen their understanding, I would organise a nature walk around Roscrea where pupils could observe biodiversity, identify local plants and wildlife, and discuss how people can protect natural habitats. We could also invite a representative from a local environmental group or community organisation to speak about sustainability initiatives in the area. Linking these activities with subjects such as Science, Geography, and SPHE would allow pupils to develop environmental awareness while building inquiry, teamwork, and problem-solving skills.
Through these experiences, pupils would see that sustainability is not just a global issue but something that begins within their own community. By actively participating in local environmental initiatives, they can develop a lifelong sense of responsibility and recognise that small individual actions can make a positive difference for future generations.