Our school is proud to be taking part in the Green-Schools Programme again this year. Green-Schools is an international environmental education programme that encourages children to care for the environment through positive, practical action.

Throughout the year, pupils will be learning about sustainability through lessons, projects, and whole-school activities. We will focus on reducing litter and waste, saving energy and water, and making environmentally friendly choices in our daily school life. A Green-Schools Committee, made up of pupils and staff, will lead initiatives, monitor our progress, and help raise awareness across the school community.

We look forward to working together with families to promote environmental responsibility and to continue our journey towards a greener, more sustainable school.

Greenschool Action Plan

Global Citizenship Litter and Waste Survey One 

As part of the Global Citizenship theme, pupils completed a baseline Global Citizenship survey to gauge their existing knowledge and understanding before beginning formal learning in this area. The survey gathered pupils’ views on topics such as fairness, responsibility, environmental care and global awareness. The results were used to identify strengths and gaps in understanding and to inform future teaching and actions, ensuring that learning activities are age-appropriate, meaningful and responsive to pupils’ needs. 

The following is an explanation of the results of each question.

1. Would your family consider getting second-hand items instead of buying a new item?
The majority of pupils indicated that their family would consider buying second-hand items, showing an emerging awareness of reuse and sustainability. A smaller group were unsure or said no, suggesting further learning is needed around the environmental benefits of re-use.

2. Do you know of any community clean-ups taking place in your area?
Most pupils were aware of community clean-ups in their local area, indicating strong local environmental awareness. This suggests that environmental action is visible and valued within the wider community.

3. If so, have you taken part in a community clean-up?
While many pupils reported having taken part in a clean-up, a notable number had not yet participated. This highlights an opportunity for the school to further promote active involvement in community environmental initiatives.

4. Do you recognise this logo? (Fairtrade)
The majority of pupils recognised the Fairtrade logo, demonstrating good awareness of ethical trade symbols. This reflects positive exposure to Fairtrade concepts through school and home contexts.

5. Are Fairtrade products used or sold in your school?
Many pupils were aware that Fairtrade products are used or sold in the school, though some were unsure. This indicates a need to make Fairtrade practices within the school more explicit to pupils.

6. Can you name a locally grown seasonal fruit or vegetable that is available now?
A large number of pupils were able to correctly name locally grown seasonal produce, showing good understanding of seasonal and local food choices. This reflects effective learning in the area of sustainability and food awareness.

7. Can you give an example of a way you are connected to people from the Global South?
Pupils gave a wide range of responses, including imports, Fairtrade products, charities, and family consumption habits, indicating a developing understanding of global interdependence. Some pupils were unsure, highlighting the need for further structured learning in this area.

8. Have you ever used your voice to speak out on global justice issues?
Most pupils reported that they had not yet used their voice to speak out on global justice issues. This suggests a clear opportunity to empower pupils through age-appropriate actions such as campaigns, class discussions, and school-based advocacy.

Global Citizenship Litter and Waste Survey Two

The children completed a second Global Citizenship survey to assess what they had learned since the initial survey and to measure any changes in their knowledge, attitudes and awareness. This follow-up survey allowed us to track progress, identify areas of improvement and highlight aspects that may require further development. It also supported our evaluation process by providing clear evidence of the impact of our teaching and learning activities as part of our Green-Schools work.

Would your family consider getting second-hand items instead of buying a new item?
The majority of pupils indicated that their families would consider buying second-hand items instead of purchasing new ones, demonstrating a strong awareness of sustainable consumption. However, a small number of pupils responded that they would not, or were unsure, suggesting that this area could be further developed.

Do you know of any community clean-ups taking place in your area?
Almost all pupils reported that they are aware of community clean-up initiatives in their local area, highlighting very strong awareness of local environmental actions.

If so, have you taken part in a community clean-up?
Approximately half of the pupils stated that they had taken part in a community clean-up, while the remainder had not. This indicates that while awareness is high, participation could be further encouraged.

Do you recognise this logo? (Fairtrade)
Many pupils responded that they recognised the Fairtrade logo; however, a significant number did not, showing that understanding of Fairtrade branding is still developing.

Are Fairtrade products used or sold in your school?
The majority of pupils selected “I don’t know,” while some believed they were not used or sold, and fewer pupils answered yes. This suggests a lack of awareness of Fairtrade practices within the school environment.

Can you name a locally grown seasonal fruit or vegetable that is available now?
The majority of pupils were able to name a locally grown seasonal fruit or vegetable, with common responses including apples, potatoes, carrots and turnips. Only a small number of pupils were unsure, indicating a strong understanding of local food and seasonality.

Can you give an example of a way that you are connected with people from the Global South (e.g., Africa, Asia and/or South America)?
Responses to this question were mixed. Some pupils provided meaningful examples such as Trócaire, the Christmas Shoebox Appeal, Fairtrade products and imported goods. However, many pupils stated that they did not know or could not identify a connection, indicating that this area requires further development.

Have you ever used your voice to speak out on global justice/global issues (e.g., writing to a newspaper, posting on social media, or contacting a politician)?
Almost all pupils reported that they have not used their voice to speak out on global justice or global issues, with only a very small number indicating that they had done so. This highlights a clear area for improvement in developing pupils’ sense of active global citizenship and empowerment.

A comparison of Survey 1 and Survey 2 shows a clear improvement in pupils’ awareness and understanding of global citizenship concepts. There was a notable increase in the number of pupils who would consider buying second-hand items, as well as a significant improvement in participation in community clean-ups. Recognition of the Fairtrade logo also rose considerably, indicating increased familiarity with global trade concepts. While awareness of Fairtrade products in the school remains an area for further development, overall the graphs clearly demonstrate positive progress in both knowledge and engagement following the learning activities undertaken.

Litter and Waste Audit One

Litter and Waste Audit Two

A comparison of the two waste audits shows a very significant improvement in how waste is being managed in the school. In Year 1, the majority of waste consisted of Blue Roll (72%), indicating a high level of single-use material. In the second audit, this reduced dramatically to just 4.7%, showing a major positive change in practice. At the same time, there was a clear increase in recycling and waste segregation, with higher percentages of white paper, cardboard, plastic and metal being correctly identified and separated. Food waste and tissue also became more visible categories, suggesting improved awareness and sorting. Overall, the results demonstrate a substantial reduction in general waste and a strong shift towards more sustainable waste management across the school.

The Junior Room has been busy learning about where they come from and their place in the wider world. The children explored the ideas of home, county, country, continent and planet, helping them to understand how we are all connected.

Using maps of Ireland, Europe and the World, the pupils first located their own county and identified neighbouring counties, developing a sense of local identity and belonging. They then found Ireland on a map of Europe and finally located it on the world map, discovering how our small island is part of a much bigger global community.

This learning links closely with our Global Citizenship work, as the children are beginning to understand that while we live in a particular place, we are also part of a shared planet. Through this exploration, they are developing respect for other countries, cultures and people, and recognising that we all have a role to play in caring for our world.

A wonderful start to thinking locally and globally at the same time! 🌎

The Senior Room recently took part in an engaging online workshop with the Irish Aid Centre, where pupils learned about the United Nations Sustainable Development Goals. The workshop helped the children develop an understanding of global issues such as poverty, inequality, climate action, and sustainability, and encouraged them to think about how their actions can make a positive difference in the world. It was an informative and interactive experience that supported our school’s ongoing work in global citizenship and wellbeing. 

'Our Village' Art Project

The Junior Room have begun an exciting Art project where they are working in teams to design and create their own miniature villages using cardboard and a variety of recyclable materials. This hands-on activity links closely with our Green-Schools programme as it encourages children to reuse everyday materials, reduce waste, and think creatively about sustainability. Through planning, designing and constructing their villages, pupils are learning the importance of recycling, caring for the environment, and making responsible choices about how materials are used. This project highlights how small actions, such as reusing items that might otherwise be thrown away, can help us look after our planet while also developing teamwork, imagination and problem-solving skills. 

Green Schools Science Exhibition

Greenschools Action Day

As part of our Green-Schools programme, Scoil Bhríde Killasonna will host a Green-Schools Action Day in our local town of Granard. Pupils will take part in a community litter pick along the town’s Main Street while also following the Granard Town Walk route, which highlights many of the town’s historical landmarks and points of interest.

By combining environmental action with local heritage, the children will learn about caring for their environment while also developing an appreciation for the history and character of their local community. Parents have been invited to join us for the walk, making the day a shared community effort. This initiative supports our work on the Global Citizenship: Litter and Waste theme, encouraging pupils to take responsibility for their local environment and to work together to keep Granard clean and welcoming for everyone. 🌍♻️