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It is the same in out little village in Kilmore Quay. They also use selective fishing gear and the local fisheries follow EU quotas and regulations to avoid overfishing.
Caring for the environment starts with small actions that people in our community do every day. For example, many families recycle their waste, help to keep local parks and streets clean, and buy produce from nearby farms. These simple habits not only protect nature but also encourage healthier lifestyles and create a safer, more sustainable place to live.
For pupils, seeing these efforts first-hand can be very powerful. I would plan local trips such as visits to recycling centres, nearby farms, beaches, and community parks. Experiences like these help children connect what they learn in school with real-life examples of environmental care. They can see how they can all play a role in keeping the planet clean and safe.
Inside the classroom, children could take part in activities that make environmental care part of their daily learning.in our school we plant vegetables and care for them in a school garden which gives them a sense of responsibility and shows them how living things grow. We sort out classroom recycling and this helps them understand the importance of reducing waste. Lessons on saving energy like turning off unused lights or conserving water can also make pupils more aware of their own impact.
These experiences link closely to the curriculum in subjects such as science, geography, and SESE. They also support broader skills, including teamwork, problem-solving, and responsibility.
By engaging in these activities, pupils begin to realise that even small changes—like picking up litter, reusing items, or choosing to walk instead of drive—can have a positive effect on the environment. Most importantly, they develop pride in their community and an understanding that protecting the Earth is a shared responsibility. Learning these values at a young age prepares them to become environmentally responsible citizens who can contribute to a sustainable future.
I have a similar experience where I live. I live in a small fishing village where fishing is the main employment in the area and I really found an interest in the different types of fish and their benefits growing up.
I live in a small fishing village in south east Ireland and many people come form near and far for the fresh fish that is brought in from sea each day. There is nothing like fresh fish and the benefits it has to the human body. It helps us grow strong and stay healthy. Many fish are rich in high-quality protein, vitamins, and minerals, seafood also provides essential omega-3 fatty acids, which are vital for brain function, heart health, and reducing inflammation. Reflecting on this, I realise how valuable it is to share this knowledge with pupils so they can make more informed food choices from a young age.
In the classroom, learning about seafood can be integrated into science lessons on nutrition, geography lessons, or even looking at cookery demonstrations where children can explore different ways of preparing fish. By linking nutritional information with real-life applications, children not only gain knowledge but also develop an appreciation for the cultural and environmental aspects of seafood consumption.
I agree Tommy. These lessons could be integrated in so many ways. It is such a great tool to use in the classroom.
The ARC online lessons are fantastic. They provide a simple way to introduce young children to STEM. For first class, I would use pictures, short videos and stories, and hands-on activities from ARC to explore topics such as fish, the sea, and how people work together to farm fish. These activities give children opportunities to sort, count, measure, and ask questions—early skills that connect naturally to math, language, SESE, science and more.
The lessons also support the aims of the STEM Education Policy by encouraging children to explore, think critically, and collaborate. As part of the SSE process, our school could use ARC resources in an age-appropriate way, with each class engaging in similar activities suited to their level. This approach would allow us to create a whole-school plan that grows with the children.
Overall, the ARC online lessons lessons highlight how STEM is part of everyday life and show children how these skills are used within our communities.
In Ireland, fish and shellfish farms are usually found along the coast in calm bays and sheltered waters, where it is good for growing seafood. Many farms are in small towns or coastal areas where there is a smaller population and are not as many jobs. in turnt his can mean that the local people work in the Aquaculture. It creates other jobs, like driving boats, selling fish, or making equipment and can support families and the local economy. In school, we can link this topic to geography and science by looking at how people use the sea. It also connects to SPHE, as it teaches about community and caring for the environment. Learning about aquaculture helps children see how people and nature are connected, why local jobs matter, and how we can use natural resources in a fair and responsible way.
I completely agree here. If only I had known about this resource. I too live and teach by the coast.
Within this module we can see how aquaculture and the idea of social license can be brought into the primary classroom in engaging and meaningful ways. Aquaculture has strong links with SESE and Science, introducing children to how food is sourced from the sea and how fish can be farmed sustainably. It encourages pupils to think about caring for the environment and to consider the journey of their food from sea to table.
Social license means earning the trust and support of the community. It helps us talk about fairness, being responsible, and working together. This links well with SPHE, where children learn to make good choices and understand their place in society.
Including resources such as videos, stories, and real-life examples from the module will help bring these topics to life and capture the children’s interests. This learning encourages children to become more conscious of the wider world and to recognise their own role in protecting and sustaining it.
Question 2,
As a lover of all things music and using it a lot throughout my teaching there are many songs with I can link with the topic of stars and night time.
Songs for first class:(I like to sing for the class a lot so all songs are possible for them to listen too)
1.Fly Me to the Moon – Frank Sinatra
2. Little twinkle Star – christmas nativity
3. twinkle twinkle – nursery rhyme
4. Moon River
5. Night Changes – One Direction
6. Yellow – Coldplay
7. When You Wish Upon a StarPoems
1. The Star – Jane Taylor
2. The Moon – Robert Louis Stevenson.
3. Silver – Walter de la MareArt
1. Starry Night – Vincent van Gogh
2. Starry Night Over the Rhône
3. Two Men Contemplating the MoonI love the connection to the life cycle of the lady bird. Senior infants would love this. I love the ideas about the mini beast walk also. I could image how excited the children would be.
Question 1.
Exploring biodiversity in the local area.
Learning intentions:
1. Understand what biodiversity means (This would be one lesson on its own. This is so important for the children to grasp before they begin to understand how it impacts their local community)
2. Recognise the importance ecosystems (especially coastal and dune in our area).
3. Identify local plants, insects, birds, and marine life.
4. Understand human impacts on biodiversity.Areas to put the learning intentions to practice:
1. The beaches and dunes in our local area looking at coastal flora, grass, wildlife such as birds, crabs, shellfish.
2. Rock Pools at Low Tide looking for sea anemones, limpets, barnacles, seaweed species.
3. Nearby Wetlands/Marshes if safe to do so– ducks, swans, waders, frogs, and insect life.Children observation
1. From the areas above the children will be able to observe the importance of these places, the human impacts while identifying all the plants and wildlife associated with the areas.
2. Understanding the importance of these areas in our environment.Task:
After observation
1. Create a Rosslare Biodiversity Wall Chart:
2. Photos/sketches
3. Species names
4. Notes on habitat & adaptations
Write a short paragraph: “My favourite discovery”.