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In my local area, sustainability is becoming increasingly visible in everyday life. Recycling facilities are now widely available, with clear bins for plastics, paper, and compostable materials in most public spaces. Community initiatives, such as tree-planting projects, coastal clean-ups, and “bring your own cup” campaigns in cafés, highlight how small changes can reduce waste and protect our environment. Local farmers’ markets also promote sustainability by reducing food miles and encouraging people to buy seasonal, locally grown produce. These practices demonstrate how individuals and communities can contribute to a more sustainable future.
With my pupils, I would build on these examples by encouraging them to notice sustainability in action around them. For instance, we could take a walk to observe recycling facilities, conduct a survey of sustainable practices at home, or invite a local environmental group to speak in class. Pupils could also carry out a “Sustainability Detectives” project, documenting eco-friendly actions in the community and presenting their findings through posters, digital presentations, or graphs. This would not only develop their awareness but also give them a sense of responsibility and agency in protecting the environment.
I really like the idea of examining the food labels also, this is very important for children to realise the importance of nutrition.
Introducing the nutritional value of seafood in the primary classroom provides an engaging way to link healthy lifestyle choices with sustainability. Fish and shellfish supply vital nutrients such as omega-3 oils, high-quality protein, iodine, and vitamin D, all of which play an important role in growth, learning, and long-term health. These ideas connect naturally with both the science curriculum and SPHE, allowing children to understand not just what foods are good for them, but why.
Exploring seafood can be approached creatively across subjects: students might classify foods into groups, investigate the role of nutrients in the human body, or study marine organisms and their habitats. Practical activities such as designing healthy meal plans, analysing food labels, or running simple cookery demonstrations can make the learning concrete and enjoyable.
Conversations can also extend to where seafood comes from, the importance of buying local, and the impact of our food choices on the environment. In this way, teaching seafood nutrition helps students connect personal well-being with community and global responsibility, fostering curiosity, respect for resources, and positive lifelong habits.
The ARC resources help connect topics like aquaculture with subjects across the curriculum. I believe that the content allows for creativity!
The ARC resources provide dynamic, curriculum-aligned material that strongly supports the aims of the STEM Education Policy Statement. By encouraging inquiry-based approaches, practical investigation, and connections across subject areas, they allow students to engage with authentic problems in meaningful ways. Through these lessons, learners can delve into topics such as marine science, sustainable aquaculture, and environmental responsibility, while applying skills in data handling, experimentation, and the use of digital technologies.
This approach nurtures core STEM competencies, including problem-solving, collaboration, and effective communication, while also sparking curiosity about local industries and their relationship with global sustainability challenges. Integrating aquaculture themes into science and geography not only strengthens subject knowledge but also provides opportunities for students to see how STEM applies to everyday life.
At the whole-school level, ARC can play an important role in the SSE process by highlighting STEM as a priority area. Aquaculture projects could be used as a vehicle to promote interdisciplinary learning, monitor student participation, and shape future actions in teaching and learning. Ultimately, ARC encourages a place-based, practical, and future-focused model of STEM education that enhances both classroom practice and school-wide outcomes.
I agree with Rachel, there are numerous opportunities to integrate many subjects while studying our local coastal areas.
Aquaculture now plays a central role in Ireland’s marine sector, especially along the western coastline where it has become both an economic driver and a community lifeline. Far more than a means of producing seafood, aquaculture enterprises provide steady employment in coastal areas that often face limited job prospects outside of tourism or seasonal industries. The sector supports a diverse range of roles, extending beyond farm operations to include transport, veterinary care, feed production, equipment supply, and research.
Yet, the growth of aquaculture must be carefully balanced with environmental responsibility. If practices are poorly managed, conflicts may arise with traditional fishers, coastal residents, or conservation organisations. To address this, Ireland has introduced regulatory measures and placed strong emphasis on sustainable development, with shellfish farming in particular adopting innovative organic practices.
When guided by sound management and transparency, aquaculture can serve as a cornerstone of coastal sustainability—supporting livelihoods, strengthening local economies, and safeguarding cultural connections to the sea while protecting fragile marine ecosystems.
Bringing aquaculture and the idea of social license into classroom discussions offers a rich pathway for students to explore how industries interact with the environment and society. It encourages them to think beyond the science of food production and to consider the values, trust, and responsibilities that shape sustainable practices.
Digital resources such as virtual tours of fish farms, data visualisation tools, documentaries, and classroom debates can make these concepts more accessible and engaging. Role-play activities where students act as community members, business leaders, or environmental advocates help them to examine diverse perspectives and appreciate the complexity of decision-making.
Through studying aquaculture, students gain insight into how human activity influences marine ecosystems, economies, and local livelihoods. Introducing social license helps them understand why community approval matters and how industries must balance profit with public trust and ecological stewardship. This kind of learning builds empathy, sharpens critical thinking, and prepares students to become responsible citizens capable of contributing to conversations about sustainability and the future of shared resources.
Research Question: How can our school become more eco-friendly and lower its carbon footprint?
As a starting point, the class will brainstorm ideas together, listing the main areas that could have an impact on the school’s carbon footprint. These might include transport, food waste, water use, school supplies, and energy consumption.
The class will then be divided into small groups, with each group investigating a different area. For example:
One group might examine how students and teachers travel to school (walking, cycling, bus, or car).
Another group could track how much food waste is left from lunches each week.
A third group might measure water use, such as taps left running or toilets that could be more efficient.
Other groups could research paper and stationery use, or even look into the potential for planting trees around the school grounds.
Each group will suggest improvements. For instance, the transport group might propose a “Walk to School Wednesday,” while the food waste group could recommend a composting system or smaller portion sizes in the cafeteria. The water group might encourage fitting tap timers, and the stationery group could suggest reusing scrap paper for rough work.All suggestions will be combined into a school-wide action plan, and targets will be monitored over a 3–4 month period. Progress will be recorded and presented in tables, bar charts, and line graphs, linking directly to the maths curriculum. Students will then analyse the results, draw conclusions, and compile a final written report.
The project will end with a whole-school assembly where students present their findings, celebrate successes, and share ideas for future steps. Ideally, this project will not only reduce the school’s carbon footprint but also inspire a long-term culture of sustainability within the school community.
I like how you’ve highlighted a variety of satellites visible over Ireland, showing both their scientific and practical purposes. I agree that using real examples like these really inspire students and make space technology feel relevant and exciting.
1. EIRSAT-1 (Ireland’s First Satellite)
Ireland’s first satellite, EIRSAT-1, was launched on December 1, 2023. Built at University College Dublin, this small CubeSat carries a gamma-ray detector, surface thermal experiments, and an innovative magnetic attitude control system. Now in sun-synchronous orbit, it is returning valuable scientific data and marks a milestone for Ireland in space research.2. Starlink Satellites (SpaceX)
Often appearing as a “train” of lights across the evening sky, SpaceX’s Starlink satellites can be seen shortly after launch before they gradually spread out across orbit. They are part of a massive satellite constellation designed to provide broadband internet worldwide, and are most visible when sunlight reflects from their surfaces at dawn or dusk.3. NovaSAR-1 (SSTL)
This radar-imaging satellite has recently completed several passes over Ireland, producing high-resolution synthetic aperture radar (SAR) maps. NovaSAR-1 can capture detailed images regardless of weather or light conditions, making it especially valuable for monitoring land use, forestry, and coastal change—even through thick cloud cover.4. International Space Station (ISS)
Perhaps the most recognizable of all, the ISS appears as a bright, fast-moving point of light crossing the night sky for a few minutes at a time. Orbiting at roughly 414–437 km above Earth, it is a fully inhabited research laboratory where astronauts live and carry out scientific experiments across many disciplines.5. NOAA-15, NOAA-18, NOAA-19 (Weather Satellites)
These long-serving NOAA satellites regularly pass overhead and transmit weather data. Enthusiasts in Ireland equipped with simple SDR (software-defined radio) receivers can capture their signals and download near real-time imagery of cloud cover and atmospheric conditions—an accessible way to engage with Earth observation.
