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Hi Marian, I really enjoyed reading your reflection. I think your idea of a “Local Weather and Habitat Journaling” project is an excellent way to help pupils connect climate change to their own surroundings. Interviewing older family members is a particularly creative idea, as it encourages intergenerational learning while helping children understand how the local environment has changed over time. I also like the practical actions you suggested, especially the Energy Patrol and No-Waste Lunchroom Policy, as they give pupils real responsibility. Your link to the SSE process is very effective and shows how sustainability can become a meaningful, long-term focus across the whole school.
Climate change is becoming more noticeable in Renmore and the wider Galway area through increased heavy rainfall, localised flooding, coastal erosion, and more frequent storms. As Renmore is located close to the coast, pupils may already be familiar with flooding in nearby areas or changes in local habitats around places such as Ballyloughane Beach. These local examples help children understand that climate change is not just a global issue but one that affects their own community.
In my classroom, I would encourage pupils to investigate these changes through hands-on, enquiry-based learning. We could keep a weather diary, observe seasonal changes in the local environment, and carry out nature walks to identify how plants and wildlife are being affected. Linking these activities to Geography, Science, and SPHE would help pupils understand both the causes and effects of climate change while developing their critical thinking skills.
Three practical actions we could take as a class include reducing waste by promoting recycling and reusable lunch containers, saving energy by switching off lights and electronic devices when they are not in use, and encouraging sustainable travel by walking, cycling, or participating in a Park and Stride initiative. We could also create a pollinator-friendly garden or plant native flowers around the school to support biodiversity.
By involving pupils in meaningful local actions, they begin to recognise that even small changes can have a positive impact. This approach supports ESD to 2030 by empowering children to become active, responsible citizens who understand their role in protecting the environment for future generations.
Hi Colette, I really enjoyed reading your reflection. I like how you highlighted the important work being done by local organisations in Ennis to support refugees and their families. Your suggestions for creating a welcoming school environment, particularly through buddy systems and multicultural events, are practical and meaningful ways to help children feel included. I also agree that involving pupils in welcome projects encourages empathy, respect, and active citizenship. Your connection to ESD to 2030 is very relevant, as it shows how schools can play a key role in promoting inclusion and helping children understand the importance of supporting diversity within their own community.
There are several organisations supporting refugees and people seeking international protection in the Galway area. For example, Galway City Partnership provides dedicated services through the Galway Migrant Service and the BRIDGE Project, offering advocacy, English language support, integration programmes, and community engagement opportunities for refugees and migrants. Great Western Direct Provision Centre also provides accommodation for people seeking international protection, while the Local Authority Integration Team supports individuals and families to access housing, education, healthcare, and community services as they begin rebuilding their lives in Galway.
As a primary school teacher in Renmore, I believe schools play a vital role in helping refugee children feel welcomed and included. One practical way to support this is by creating a buddy system where new pupils are paired with classmates who can help them settle into school routines and build friendships. We could also celebrate different cultures through multicultural days, storybooks, music, and art activities that recognise and value the experiences of all children.
I would encourage pupils to learn about empathy, kindness, and inclusion through SPHE, circle time, and collaborative projects. Rather than focusing only on fundraising, children could write welcome cards, create multilingual signs around the school, or organise a “Welcome Week” for new families. These activities help children understand that everyone deserves to feel safe, respected, and valued.
This approach strongly supports ESD to 2030 Priority Action Area 5 by encouraging pupils to take meaningful local action. It also promotes active citizenship, respect for diversity, and a sense of belonging for every child. By working with local organisations and involving the whole school community, we can create an environment where refugee families feel genuinely welcomed and supported as they become part of life in Renmore.
I agree Fiona. Unfortunately there is a lot of inequality in the world. In my own school we see children coming to school from different back grounds and life experiences. We know some children are living in temporary accommodation. We have supports in place in our school to help support these children. It is important to acknowledge we are lucky to live in a country that is trying to help families and end poverty. Through lessons/ discussions and books I would help draw awareness to poverty around the world and help develop the children’s awareness and become global citizensThrough the School Self-Evaluation , we could promote an awareness of Global citizenship
One Sustainable Development Goal that I believe is particularly relevant in a primary school setting is SDG 12: Responsible Consumption and Production. Children are affected by this issue both locally and globally. In Ireland, pupils can see the impact of waste through litter in their communities, the use of single-use plastics, and the amount of food that is thrown away each day. Globally, overconsumption contributes to pollution, climate change, and the depletion of natural resources, affecting the lives of millions of children through poorer health, food insecurity, and environmental damage.
As a primary school teacher, I would encourage pupils to explore this topic through practical, hands-on activities. We could carry out a classroom waste audit, investigate where our rubbish goes, and discuss simple ways to reduce, reuse, and recycle. Pupils could also take part in creative projects using recycled materials, helping them see that everyday items can have a second life rather than being discarded.
To support ESD to 2030 Priority Action Area 5, I would encourage pupils to become active participants in making positive changes within the school community. They could establish a recycling committee, organise a litter-picking campaign, promote waste-free lunches, or create posters encouraging others to reduce food waste and plastic use. Working alongside the Green Schools Committee would provide opportunities for children to take ownership of local environmental initiatives and see that their actions can make a real difference.
These activities would not only develop pupils’ understanding of sustainability but also foster a sense of responsibility, teamwork, and active citizenship. By empowering children to take meaningful local action, they learn that even small changes can contribute to achieving the Sustainable Development Goals and creating a more sustainable future for everyone.
I really enjoyed reading your post Avril. Your example of the male SNA was particularly thought-provoking because it demonstrates how easily children form ideas about gender roles based on what they see around them. I also agree that storybooks are a powerful way to challenge stereotypes and encourage meaningful discussions in an age-appropriate way. The questions you ask during circle time help pupils think critically and reflect on their own assumptions. Your final point about gender equity is especially important, as it reminds us that creating fairness and equal opportunities should benefit everyone, not just one gender.
Gender stereotypes can have a significant impact on children from a very young age, often influencing their confidence, interests, and the activities they choose to participate in. In a primary classroom, I observed this during outdoor play when a group of boys told a girl that football was “only for boys” and suggested she should play skipping instead. Although the girl wanted to join the football game, she became hesitant after hearing these comments. This highlighted how easily children can internalise messages about what is considered appropriate for boys and girls.
Development education methodologies can help challenge these stereotypes by encouraging children to think critically about fairness, equality, and inclusion. Rather than simply correcting stereotypical comments, teachers can facilitate discussions that encourage pupils to question where these ideas come from and whether they are fair. Using cooperative learning activities, rotating group roles, and introducing books that feature diverse role models can help broaden children’s perspectives and challenge traditional gender expectations.
Creating an inclusive classroom where every child is encouraged to explore a range of activities regardless of gender helps build confidence and respect for others. Through development education, pupils learn to value diversity, recognise inequality, and appreciate that everyone should have the opportunity to pursue their interests and talents without being limited by stereotypes. These experiences help foster empathy and contribute to a more inclusive and equitable school environment.
Yes I also agree that starting September with a lesson on ‘connecting heads, hearts and hands’ is a lovely idea plus in conjunction with videos and information on Irish Aid to start my students global citizenship journey. I have 6th class next year.
Development Education is essential in helping pupils understand the interconnected nature of our world and their role as responsible global citizens. In The Role of Global Citizens in Today’s World (Ehigie, 2021), the importance of developing empathy, critical thinking, respect for diversity, and a commitment to social justice is highlighted. These values encourage young people to recognise global challenges such as inequality, climate change, and human rights, while empowering them to take positive action.
In my own teaching, I would try to integrate Development Education across the curriculum through inquiry-based learning, discussion, and collaborative projects. Using real-world issues in subjects such as Geography, English, SPHE, and Science would help pupils make meaningful connections between local and global communities. I would encourage active participation through debates, fundraising initiatives, environmental projects, and partnerships with local organisations.
To promote a whole-school approach, It would be important to collaborate with colleagues to plan themed events, share teaching resources, and incorporate Development Education into school policies and annual plans. By working together, we can foster informed, compassionate, and active global citizens who are prepared to contribute positively to society.