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Climate change is becoming increasingly visible in my local area in Clare, particularly through more frequent heavy rainfall, localised flooding, and unpredictable seasonal changes. These shifts can affect local roads, farming practices, and biodiversity in nearby green spaces. Even small changes in weather patterns provide an opportunity for children to notice that climate change is not something distant, but something already shaping their environment and daily lives.
In the classroom, I would engage pupils through hands-on, enquiry-based learning. One approach would be a “Local Climate Watch” project, where children record weekly weather patterns, observe changes in nature, and compare findings over time. We could also link this to Geography and Science by exploring how human activity contributes to climate change and what can be done to reduce its impact.
Three practical actions we could take in school include: reducing waste by introducing a classroom recycling and composting system; saving energy through a “switch-off” routine for lights and devices; and promoting sustainable travel such as walking, cycling, or park-and-stride initiatives. We could also plant native trees or pollinator-friendly plants in the school grounds to support biodiversity.
By involving pupils in real, achievable actions, they begin to see themselves as active contributors to positive environmental change rather than passive observers.
Hi Marian, I really like how you’ve made climate change very tangible for pupils through local examples like flooding and shifting weather patterns, as this helps them connect global issues to their own lived experience. The “Local Weather and Habitat Journaling” project is a strong idea, especially the intergenerational element of interviewing family members, which deepens understanding of change over time. I also think your practical actions, like the energy patrol and no-waste policy, give pupils real responsibility and ownership. Linking this work to SSE makes it meaningful and sustainable across the whole school context.
Hi Aisling I really like your focus on South Dublin County Partnership Migrant Integration Project, as it clearly shows how integration support is happening at a local level and not just internationally. Your emphasis on everyday school practices is very important too, especially buddy systems and inclusive displays, as these small actions can strongly influence a child’s sense of belonging. I also agree that linking this work to SPHE and SSE helps embed inclusion and wellbeing across the whole school rather than treating it as a one-off topic or event.
In Ennis, Co. Clare, there are a number of organisations already working to support refugees and people seeking international protection. For example, the Clare Immigrant Support Centre, based in Clonroad Business Park, provides advocacy, translation, and practical support to help newcomers access services, education, and community life (Headsup Clare). The Clare County Council also runs a Local Authority Integration Team that connects refugees with housing, healthcare, education, and community supports under the principle of “integration from day one” (Clare County Council). In addition, organisations such as Clarecare play a wider community support role for families, including children and young people who may be experiencing disadvantage or transition (clarecare.ie).
In a primary school setting, we could take meaningful action by building links with these services and promoting a welcoming, inclusive ethos. This could include organising multicultural days where families are invited to share their cultures, languages, and traditions, helping refugee children feel seen and valued. Pupils could also create welcome packs, buddy systems, or “welcome to our school” guides for new students. Linking with local organisations could support fundraising or donation drives for essential items, but also education around empathy and understanding.
From an ESD to 2030 perspective, especially Priority Action Area 5, schools can act as key community hubs. By giving pupils opportunities to lead inclusion projects, we help them develop active citizenship, challenge prejudice, and contribute positively to welcoming refugees in their local area.
A relevant Sustainable Development Goal to focus on is SDG 6: Clean Water and Sanitation. Children are affected by water issues in different ways depending on where they live. Locally in Ireland, pupils may experience concerns around water conservation, boil water notices in some areas, or flooding that impacts homes, schools, and local environments. They can also begin to understand the importance of protecting rivers, lakes, and coastal areas from pollution. Globally, many children face far more serious challenges, including lack of access to safe drinking water, poor sanitation facilities, and waterborne diseases, which directly affect their health, education, and daily lives.
In the classroom, I would encourage action by making the topic practical and meaningful. Pupils could carry out a water audit in the school to identify ways to reduce waste, such as checking taps, monitoring bottle filling stations, and promoting mindful water use. Linking this to science, geography, and SPHE would help children understand both the environmental and human impact of water scarcity.
To support ESD to 2030 Priority Action Area 5, I would focus on local action by empowering pupils to lead awareness campaigns within the school and wider community. For example, they could design posters, create presentations for other classes, or work with the Green Schools committee to promote water conservation initiatives. Giving children real responsibility helps them see that their actions matter and that they can contribute to positive environmental change in their own community while understanding global inequalities.
Hi Sarah, I really like how you’ve linked SDG 13 to both local and global impacts, as it helps children see that climate change is not something distant but something they can observe in their own environment as well as in other parts of the world. Your suggestion to integrate it across Geography, Science and SPHE is particularly strong, as it makes the learning more meaningful and connected rather than isolated in one subject. I also think the emphasis on pupil voice is very effective, especially through initiatives like posters or a “climate-friendly classroom,” as it gives children ownership and encourages real responsibility for change.
Hi Sarah, I really liked your example because it shows how early children can develop ideas about what is considered “for boys” or “for girls.” I agree that these moments provide valuable opportunities for teachers to challenge stereotypes through open discussion rather than simply correcting children. Your point about being mindful of our own language is also important, as teachers can unintentionally reinforce stereotypes without realising it. I also liked how you connected this to the School Self-Evaluation process. Promoting equality and inclusion works best when it is supported across the whole school, creating a positive environment where every child feels confident to explore their interests.
Gender stereotypes can begin to shape children’s attitudes and behaviour from an early age, often without them even realising it. In one primary classroom, I noticed this during a free-choice activity where children could choose between construction materials, art supplies, and role-play. Most of the boys went straight to the construction area, while many of the girls chose arts and crafts or the home corner. When encouraged to try different activities, a few children commented that “building is for boys” or that “girls are better at looking after babies.” These comments showed how children can absorb stereotypes from their surroundings and begin to see certain interests or abilities as linked to gender.
Development education methodologies can help challenge these ideas by creating opportunities for children to think critically about fairness, equality, and inclusion. Instead of reinforcing traditional roles, teachers can use cooperative learning activities where every child takes on different responsibilities, allowing them to develop a wide range of skills. Classroom discussions, picture books, and stories featuring diverse role models can also encourage children to question stereotypes and see that people should not be limited by their gender.
Providing a classroom environment where all children feel equally valued and capable is essential. Encouraging pupils to explore a variety of activities, celebrating different strengths, and promoting respectful conversations can help break down stereotypes over time. Development education supports this by fostering empathy, critical thinking, and active participation, helping children understand that everyone should have the freedom to pursue their interests and talents without being restricted by gender expectations.
Hi Marie, I really agree with your point about children being exposed to a constant flow of information through the news and social media. It is essential that we equip them with the skills to question, analyse, and understand what they see and hear rather than simply accepting it at face value. I also like your emphasis on empowering children to believe that their actions matter. Even small initiatives, such as reducing waste, supporting local community projects, or learning about different cultures, can help pupils realise they can make a positive impact. As teachers, we have an important role in creating a classroom environment where pupils feel informed, confident, and motivated to become active, responsible global citizens who contribute positively to society.
Reading *The Role of Global Citizens in Today’s World* by Ehigie (2021) reinforced for me that being a global citizen is about more than simply learning about other countries. It involves developing empathy, critical thinking, respect for diversity, and a sense of responsibility for creating a more just and sustainable world. In today’s interconnected society, young people need opportunities to understand global issues such as inequality, climate change, migration, human rights, and sustainable development, while recognising how their own actions can make a positive difference. Development Education is therefore an essential part of teaching because it helps students become informed, active, and responsible citizens. Rather than treating it as a standalone topic, I would aim to integrate Development Education across the curriculum. For example, I could use real-world issues in Geography, discuss fairness and equality in SPHE, explore diverse perspectives through English, and incorporate the UN Sustainable Development Goals into project-based learning. Encouraging student voice through debates, fundraising initiatives, environmental projects, and community partnerships would also help make learning meaningful and action-oriented. I would encourage colleagues to embed Development Education by sharing practical teaching resources, collaborating on cross-curricular projects, and celebrating global awareness through whole-school events such as Fairtrade initiatives, intercultural celebrations, or Green Schools activities. Small, manageable changes across different subject areas can collectively have a significant impact on students’ understanding of global citizenship. Development Education also aligns closely with the School Self-Evaluation (SSE) process. It supports school improvement by promoting inclusive teaching practices, student wellbeing, active learning, and pupil engagement. Through SSE, schools can reflect on how effectively they foster respect, inclusion, and global awareness, gather feedback from students and staff, and identify areas for further development. Embedding Development Education within SSE ensures that it becomes part of a school’s long-term culture rather than a one-off initiative, helping to create a learning environment where students are empowered to think critically, value diversity, and contribute positively to both their local and global communities.
For Space Week with senior infants, I would create a fun and engaging class plan that combines learning and hands-on activities.
1. **Introduction to Space**: Start the week by introducing the concept of space through storybooks, videos, and interactive discussions.
2. **Solar System Exploration**: Teach about the planets in our solar system using visual aids and interactive games.
3. **Space Crafts**: Engage students in creating space-themed crafts like paper plate planets, rocket ships, or astronaut helmets.
4. **Stargazing**: If possible, organize a stargazing session in the evening or use a planetarium app to explore the night sky during the day.
5. **Space-themed Snack Time**: Prepare snacks like “moon rocks” (popcorn) or “alien juice” (green-colored lemonade) for a thematic treat.
6. **Space Dress-Up Day**: Encourage students to dress up as astronauts, aliens, or their favorite space-themed character to spark imagination.
This class plan aims to make Space Week exciting and educational for senior infants, fostering their curiosity about the universe.
Wow Criona. What a detailed list of activities for infants to explore during Science week. Great that you have incorporated the lessons across the curriculum. You have a lovely home school link idea with families and the star gazing activity.
These are great ideas Christine and Michelle. Children will love the ‘hands on’ element of the fake snow and freezing the animals. I will definitely give these ideas a go next year with my class.
Incorporating hands-on classroom themed activities is a fantastic way to engage students and promote learning. For senior infants in a STEM-focused setting, you could introduce an activity where students design and build their own paper airplanes to learn about basic principles of flight.
To expand on this activity and further enhance the STEM focus, you could incorporate elements of science by discussing the different forces that act on the paper airplane during flight, such as lift and gravity. You could also introduce math by having students measure and compare the distances their airplanes travel. Additionally, you could incorporate technology by using video resources to show real-life examples of airplanes in flight.
Continuing to integrate hands-on, theme-based activities like this can help foster a love for STEM subjects at an early age while simultaneously developing important skills like problem-solving, critical thinking, and creativity.
