[John gurhy]

Before studying this topic, I understood that seafood formed part of a balanced diet, but I had not fully considered the range of nutrients it provides. Fish is a valuable source of protein. Oily fish, such as salmon, mackerel and sardines, also provides omega-3 fatty acids and vitamin D. White fish and shellfish are generally lower in fat. I also learned that the type of seafood and the way it is prepared affect its nutritional value. Grilled, baked or steamed fish is a healthier choice than heavily battered or fried products.

This knowledge could be applied in the classroom through practical and age-appropriate activities. Pupils could sort different types of seafood into oily fish, white fish and shellfish. They could examine food labels and compare the nutritional content of fresh fish, tinned fish and processed fish products. They could also design a balanced meal that includes seafood, vegetables and a source of carbohydrate. This would connect the lesson with choices that pupils see at home or in shops.The topic also offers opportunities for wider learning. Pupils could discuss where seafood comes from, explore the Irish fishing industry and consider the importance of protecting marine environments. Any tasting activity would need to follow the school’s food-safety rules and take account of allergies.

I would use this topic to develop practical food knowledge rather than asking pupils simply to memorise nutrients. The aim would be to help them understand why people eat seafood and how they can make informed choices about what they eat.

[John gurhy]

I really enjoyed your reflection. I agree that the ARC resources provide an excellent way to integrate STEM through real-world learning. Your idea of using them as part of the SSE process is particularly valuable, as it supports collaboration among teachers while encouraging meaningful, inquiry-based learning for students.

[John gurhy]

Exploring the online lessons and resources from The ARC has given me practical ideas that I can apply in my own teaching. I like that the lessons are inquiry-based and encourage students to investigate real-world issues rather than simply learning facts. They promote collaboration, problem-solving, and critical thinking, which are all important skills for students to develop.
The resources also align well with the STEM Education Policy Statement by integrating Science, Technology, Engineering, and Mathematics in meaningful contexts. I can see opportunities to use these lessons across different subjects, helping students make connections between classroom learning and everyday life. Activities based on sustainability and aquaculture would also encourage students to think about environmental responsibility and informed decision-making.
From a whole-school perspective, STEM can become part of the School Self-Evaluation (SSE) process by identifying areas for improvement, sharing good practice among staff, and setting goals to increase student engagement with STEM. Overall, this course has provided useful resources and ideas that I can adapt to suit my own students while supporting a more collaborative approach to STEM across the school.

[John gurhy]

I enjoyed reading your reflection and agree that aquaculture can play an important role in supporting coastal communities. Your point about balancing economic benefits with environmental responsibility really stood out to me and is important fir local communities. I also like your idea of helping students explore different perspectives on sustainability through classroom discussions

[John gurhy]

1. This module has helped me better understand why aquaculture farms are located in particular coastal areas of Ireland. Factors such as suitable water quality, shelter from strong tides, and access to infrastructure all influence where farms can operate successfully. I had not fully considered how much planning and environmental assessment is involved before a site is approved.
I also gained a greater appreciation of the socio-economic benefits aquaculture can bring to coastal communities. It provides local employment, supports businesses that supply equipment and services, and helps sustain communities where other industries may be limited. At the same time, I recognise that these benefits need to be balanced with environmental protection and the concerns of local residents.
From a classroom perspective, this topic offers opportunities to link Geography, Science, and CSPE. Students could investigate why certain areas are suitable for aquaculture, explore the impact on local communities, and discuss how sustainable development can support both the economy and the environment. This course has given me a broader understanding of aquaculture and its importance to Ireland’s coastal regions.

[John gurhy]

<span style=”font-family: ‘Comic Sans MS’;”>I rlike your reflection. I agree that learning about aquaculture and social licence encourages students to think more critically about sustainability and community perspectives. Your idea of using discussions and real-life examples in the classroom is excellent, as it helps make these important topics more engaging and relevant for students.</span>

[John gurhy]

Before this course, I had a limited understanding of aquaculture, but it has given me a much better appreciation of its role in food production, coastal communities, and sustainability. Learning about social licence was particularly interesting because it showed how important public trust and community engagement are alongside scientific and legal approval.
I think this topic could work well in the classroom across Science and Geography.. kids could explore different perspectives through debates, case studies, or group discussions, helping them develop critical thinking and understand that environmental issues often involve balancing economic, social, and environmental needs. I also like the idea of encouraging students to use evidence to support their opinions rather than making assumptions. Overall, this course has given me practical ideas for engaging students with real-world sustainability issues and helping them become more informed citizens.

[John gurhy]

Before this course, I had a limited understanding of aquaculture, but it has given me a much better appreciation of its role in food production, coastal communities, and sustainability. Learning about social licence was particularly interesting because it showed how important public trust and community engagement are alongside scientific and legal approval.
I think this topic could work well in the classroom across Science and Geography.. kids could explore different perspectives through debates, case studies, or group discussions, helping them develop critical thinking and understand that environmental issues often involve balancing economic, social, and environmental needs. I also like the idea of encouraging students to use evidence to support their opinions rather than making assumptions. Overall, this course has given me practical ideas for engaging students with real-world sustainability issues and helping them become more informed citizens.

[John gurhy]

Hi Catherine, I really like your focus on car idling. Your idea of surveys and creative campaigns is a great way for children to feel they can make a real difference. By combining this with discussion about local planning , like a new Tesco(Plans have been lodged to built a large Tesco beside my current school), would make the learning even more relevant.

[John gurhy]

Research Question:
How would a potential Tesco superstore near our school impact traffic, air quality, and noise levels, considering our school is in a decarbonisation zone according to the County Development Plan?

Why AND how I would engage students:
To involve pupils, I would start by asking them what changes they notice in traffic near the school and whether they think a new store would make it busier. We could map the local area, noting traffic hotspots and safe crossings. Small groups could record the number of cars, buses, and deliveries at different times, and even measure noise or air quality using simple apps. Pupils could then discuss how this might affect health, the environment, and daily routines. To make it engaging, they could create posters, drawings, or a short video presenting solutions like walking buses or safer drop-off zones. Linking this to a real local issue and the decarbonisation plan makes the project meaningful and encourages them to think about planning, climate, and community impact.

[John gurhy]

Hi Lauren,

I really like how you included what each satellite does, not just their names. It makes the activity feel more real and helps you see why we have all these satellites up there. I also agree that students would enjoy tracking them in real-time. It’s such a fun way to connect science with what’s happening right above us. I might try this with my class and see if they can spot the ISS themselves!

[John gurhy]

I used the Satellite Tracker app to see which satellites had recently passed over Ireland and found five interesting ones:

International Space Station (ISS) – orbits the Earth every 90 minutes and is often the brightest object in the sky.
Starlink satellites – part of SpaceX’s project to provide internet around the world; they often travel in a line across the sky.
TERRA – an Earth observation satellite that collects climate and environmental data.
Hubble Space Telescope – looks at distant galaxies and space, sometimes visible just after sunset or before sunrise.
NOSS satellites – U.S. satellites used for naval and signal tracking, usually seen in groups.
It was really interesting to watch these satellites move over Ireland in real-time. I think children would really enjoy this activity because it makes space science feel real and connects it to geography and technology. Students could track satellites themselves and learn about what they do, which would be a fun and hands-on way to explore the subject.

[John gurhy]

Catherine  I think your idea of breaking HOME into smaller parts would work well. That would definitely make it easier to use in class. I also agree with you that some of the images might be too strong for younger pupils, so using sections for different age groups makes a lot of sense.

[John gurhy]

I found the film HOME very moving. The images are breathtaking but also quite hard to watch at times, especially when it shows the destruction caused by human activity. It really brought home to me how connected everything on Earth is, and how quickly things can change when we don’t look after our planet. I agree it would be too long and heavy for younger children, but I think showing short sections to older classes would be very effective.

I also thought the other videos in the module worked well alongside it. The Paxi video is light and child-friendly, and I think it would be a good way to introduce climate change to younger pupils. In the classroom I would use the videos as a starting point for discussion and then build activities around them—like making posters, writing pledges, or linking the content to our school’s Green Schools work. That way, the children see both the seriousness of the situation and also that they can do something to help.

[John gurhy]

Catherine, I really like your idea of linking the prediction tool with the Green Schools Committee. That would give the activity an extra sense of purpose, and it’s a lovely way of involving pupils in wider school projects. I also think your idea of comparing Ireland’s temperatures with other countries is excellent  and it would really help children to see that climate change is a global issue, not just something that happens in other regions far away from Ireland.

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