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To add to that a local school In West Limerick, planted over 2,000 native trees, demonstrating the long-term impact of small, consistent efforts. I thought this was really valuable for students to see.
Great response Aaron. I really like how your school focus’ on everyday choices leading to a big impact on the environment. Showing pupils that simple actions—turning off lights, reducing single-use plastics, or planting trees—can collectively make a big difference.
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.
I agree Andrea, the VR and immersive lessons are an incredible way for students to learn. Children would be totally engaged and excited to learn. Teaching and learning using theses immersive experiences could be the way forward as our children are growing up with this technology and can relate more.
I really enjoyed exploring the ARC online lessons, they have shown me how real-world contexts can drive meaningful STEM learning. In my own practice, I see huge potential in using examples such as salmon farming and oyster cultivation to create engaging, inquiry-based lessons. These industries connect science, technology and mathematics with local and global sustainability issues. For instance, students could investigate the impact of water quality on oyster growth, use data to model fish population health in salmon farms, or design engineering solutions to improve aquaculture sustainability. These activities align with the STEM Education Policy Statement, which emphasises inquiry, creativity, and problem-solving as essential skills for preparing students for the future.
At a school-wide level through the SSE process, aquaculture projects could be used as a shared STEM theme across departments. In science, students could study ecosystems and biology. In maths they could analyse growth rates and data sets; For geography we might explore human-environment interaction and possibly take a field trip. By having projects like these in the SSE cycle, the school community can reflect on the integration of STEM skills. The ARC-inspired, real-world themes such as salmon farming or oyster cultivation can strengthen a culture of innovation and sustainability across the school.
Seafood plays a huge role in nutrition, especially during the early years of growth and development. It is rich in omega-3 fatty acids, high-quality protein, vitamins and essential minerals such as iodine and selenium, seafood supports both the body and mind. For young children, these nutrients are especially important as their brains are rapidly developing. Omega-3 fatty acids, for instance, are strongly linked to memory, attention, and overall cognitive performance—skills that directly affect focus in the classroom.
In a school setting, teaching about seafood nutrition can help students make the connection between what they eat and how they feel or perform. For children involved in sports, seafood’s lean protein and anti-inflammatory properties can aid in muscle repair, endurance, and quicker recovery after activity. As a teacher, I see opportunities to design lessons that not only explain the science behind nutrition but also encourage healthy food choices. By integrating seafood into discussions about growth, brain health, and athletic performance, students gain a holistic understanding of how diet fuels both their learning and their physical potential.
Also, let’s not forget as teachers to eat a healthy diet, one which includes seafood. To better serve the students we should be practicing what we preach.
Very interesting point about Portugal consuming 55kg of a fish a year.
Our fish industry is still very underutilised and we need to expose our children to this sector and food source earlier.I agree, the resources introduced in module 1 are brilliant for the children. More importantly they can relate them to the world around them and gain a better understanding of aquaculture in a meaningful way. The point on criticsl thinking is really important here. You could also do so much with these tools in the classroom.
It’s fantastic to see family run business’ such as Kush shellfish in Kenmare.
not only do they keep aquaculture alive, they are keeping rural Ireland alive and in turn Ireland alive. We need more more family run and transparent business’ in aquaculture and other sectors.I’ve been lucky enough to spend a lot of my time on the Dingle Peninsula. We can see how the coves and inlets where the tide shapes daily life, and where aquaculture farms now sit quietly among the fishing boats. The location of these farms is never random. Mussel and oyster beds, for example, are placed in sheltered bays like Tralee or Cromane, where clean, moving water nourishes the stock without the full force of the Atlantic. These sites are chosen with care, balancing the needs of the farms with the health of the ecosystem and the people who live alongside them.
For the coastal communities of Kerry, aquaculture offers more than just seafood it provides stability and way to make a living. In places where traditional fishing has declined and seasonal tourism leaves locals with long winters, aquaculture creates steady year-round employment, from farmhands on the water to packers, drivers, and local suppliers. That ripple of work helps keep schools open, shops busy, and families rooted in their home parishes. There’s pride too, in seeing Cromane mussels or Dingle oysters served on tables far beyond Kerry.
When done correctly and well, aquaculture weaves into the fabric of coastal life. Sustaining livelihoods, strengthening local identity, and ensuring that the tide still brings opportunity to those who live by it.
Some students who live in coastal areas may already see fish farms, fishing boats, or seafood markets.
Aquaculture and Arc lessons can help them connect what they observe with real worlds discussions and integration.
Even students far from the sea are connected through food systems—seafood in supermarkets or local chippers.
I think Highlighting the “journey” of seafood from farm to table along with the use of the tools provided would aid students to see aquaculture’s relevance.
