Forum Replies Created
-
Posts
-
I really liked reading your post, Síle. Like yourself, there is so much work going on to devlop and promote sustainability in our schools and local environment. It is wonderful that so many of your pupils can safely cycle to school, and the travel survey you did, I am sure, was a real eye-opener for them.
Sustainability is an important part of life in my local area, particularly because of our close connection with the coast and the natural environment. There are many examples of sustainable practices, including recycling, reducing waste, protecting local beaches and habitats, and supporting local businesses and community initiatives. Renewable energy and sustainable transport are also becoming increasingly important. Living in a coastal community provides opportunities for children to see first-hand why protecting our environment is essential for future generations.
I feel that, along with the current SESE curriculum, we are always trying to promote good sustainable habits within our school community. I feel we have been achieving our goals as a school through the Green Flag initative for many years now. However, to answer the question fully, I would engage pupils in 1st and 2nd class by encouraging them to investigate sustainability in their own school and community. We could begin with a “Sustainability Walk”, where pupils identify examples of recycling, litter, biodiversity, energy use and ways in which people care for the environment. They could record their observations through drawings, photographs and simple sentences. On a yearly bases our pupils take part in a poster competition run by Galway County Council, encouraging pupils to think about how we as a county can reduce, reuse and recycle, and protect our county’s countryside.
In class, pupils could investigate how much waste the school produces and explore ways to reduce it. We could set up recycling stations, plant flowers or vegetables, create a small biodiversity area and discuss ways to save water and energy. Local examples, such as protecting our coastline and marine life, could also be explored through stories, art, science and geography. As a school, we have recently got solar panels, so the children have been able to see the energy gained from the panels and what we are using – a very eye-opening experience. In the past, we have always monitored our water usage. We also have a school garden where we grow, potatoes, carrots, beetroot and so forth. Teaching children at an early age how to grow their own food, we feel as a school, is a very important practice, and giving them the skills to live a sustainable life in the future.
These approaches make sustainability meaningful and relevant to pupils. It encourages them to become responsible citizens and understand that even small actions can make a positive difference to their local environment.I agree with all you have said there Aisling. I particuarly like your idea of comparing farmed and organic salmons nutrional values . The teaching options are endless, and one could get very creative indeed.
This was a very interesting module. Learning about the nutritional value of seafood has highlighted its importance as part of a healthy, balanced diet. Seafood provides high-quality protein, vitamins and minerals, while oily fish are particularly rich in omega-3 fatty acids, which support heart and brain health. This knowledge could be applied in the classroom through an integrated STEM and wellbeing approach. Pupils could examine food labels, compare the nutritional content of different seafood products and display their findings using tables or graphs. They could also explore food chains, marine habitats, sustainable fishing and the journey of seafood from the ocean to our plates. In SPHE, pupils could design a balanced meal using the food pyramid, while literacy activities might include creating seafood recipes, information posters or persuasive advertisements. Practical activities should be inclusive and sensitive to allergies, dietary requirements and pupils’ cultural preferences.
Overall, teaching about seafood nutrition can help pupils develop scientific knowledge, mathematical skills and greater awareness of healthy and sustainable food choices.Hi Claire ,
I really enjoyed reading your reply , and agree with all you have said. I particularly enjoyed your lesson idea .A very enjoyable lesson, where the children would learn alot and have fun at the same time . The ARC online resources are a really valuable and useful tool, and cater for all ages. I feel they would greatly benefit my multi -grade junior room , and lessons pitched accordingly.
The ARC online lessons and resources included in this module provide an engaging way to introduce aquaculture through real-life, cross-curricular learning. The lessons on aquaculture, seafood nutrition, coastal communities and sustainable Irish seafood could be integrated across Science, Geography, Mathematics and SPHE. I think these will be very valuable tools and resources going forward in September . In my classroom, I could use the videos and quizzes to stimulate discussion before pupils investigate suitable locations for aquaculture farms, examine water quality, interpret maps, calculate distances or design a model oyster farm. Pupils could work collaboratively, ask questions, gather information and present their proposed solutions using digital tools. The opportunities for teaching and learning are endless.
This approach supports the STEM Education Policy Statement by nurturing curiosity, inquiry, creativity, problem-solving and collaboration. It also demonstrates that STEM subjects are interconnected and can help pupils understand and respond to authentic environmental, economic and social issues. The ARC resources could also increase awareness of marine-related careers and the importance of aquaculture to Irish coastal communities.
On a school-wide basis, STEM could be included in the SSE process by first gathering evidence through teacher questionnaires, pupil voice and an audit of current practice. The school could then identify an area for improvement, such as increasing inquiry-based and cross-curricular STEM learning. A whole-school STEM action plan could include shared resources, staff collaboration, annual marine-themed projects and links with BIM or local aquaculture organisations. Progress could be monitored through pupil work, observations and feedback, allowing the school to evaluate impact and plan its next steps.I agree with all you have said there RoseMarie. It is important to give real world context to our pupils on the importance of how human activity adapts to the natural environment . It is very important as you say to maintain a healthy balance between tourisim , fisheries , and aquaculture farms. They must feed off each other in order for all parties to succeed and thrive .
Aquaculture farms in Ireland are mainly located in sheltered coastal areas, particularly along the western and southern coasts. Bays in counties such as Donegal, Galway, Mayo, Cork and Kerry provide suitable conditions for farming salmon, mussels and oysters. Their location is important because aquaculture depends on clean water, suitable tides and protection from extreme weather.
I believe aquaculture can make a valuable socio-economic contribution to coastal communities, especially in rural areas where employment opportunities may be limited. Farms provide direct jobs in production, maintenance and harvesting, while also supporting local businesses involved in transport, processing, tourism and equipment supply. This can encourage young people and families to remain in their communities rather than moving elsewhere for work. Aquaculture products can also strengthen Ireland’s food sector and contribute to exports.
However, farms must be carefully located and responsibly managed to protect marine habitats and maintain the trust of local residents. Consultation with communities, fisheries and environmental groups is essential. Overall, sustainable aquaculture can support both economic development and the long-term wellbeing of Ireland’s coastal communities.
Aquaculture farms in Ireland are mainly located in sheltered coastal areas, particularly along the western and southern coasts. Bays in counties such as Donegal, Galway, Mayo, Cork and Kerry provide suitable conditions for farming salmon, mussels and oysters. Their location is important because aquaculture depends on clean water, suitable tides and protection from extreme weather.
I believe aquaculture can make a valuable socio-economic contribution to coastal communities, especially in rural areas where employment opportunities may be limited. Farms provide direct jobs in production, maintenance and harvesting, while also supporting local businesses involved in transport, processing, tourism and equipment supply. This can encourage young people and families to remain in their communities rather than moving elsewhere for work. Aquaculture products can also strengthen Ireland’s food sector and contribute to exports.
However, farms must be carefully located and responsibly managed to protect marine habitats and maintain the trust of local residents. Consultation with communities, fisheries and environmental groups is essential. Overall, sustainable aquaculture can support both economic development and the long-term wellbeing of Ireland’s coastal communities.
I agree with you Naomi in all you have said there . The teaching of Aquaculture crosses so many strands in the SESE curriculum , and the children would gain so much from it no matter what part of the country you were in .
I found this module very informative and engaging. Living on the coast and teaching looking out on a beach each day, I found the material very well put together and informative. In answering the main question I feel learning about aquaculture and social licence could help pupils understand how food production, employment, local communities and environmental protection are connected. I think in my own case this is vital . Tools such as videos, virtual farm tours, maps, case studies and group discussions could make the topic engaging and accessible. Pupils could investigate the benefits and possible environmental impacts of aquaculture, compare different viewpoints and suggest responsible solutions. This learning would develop pupils’ critical-thinking, communication and decision-making skills. Exploring social licence would also teach them that businesses need community trust and acceptance, not only legal permission. Overall, the topic could encourage pupils to become informed, environmentally responsible citizens who listen respectfully to different perspectives.I feel that sometimes when the sea is on your door step , the impact of the jobs associated with the sea can be lost on children , and I feel it is very important to teach the importance of Aquaculture and the sustainabilty associated with it .