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Hi Claire, they’re absolutely brilliant ideas. I especially love that tidy towns worked with the chilren to plant pollinator plants and fruit trees. What a brilliant experience for them.
Living in County Monaghan, I can see a number of examples of sustainability in action within the local community. One example that stands out is Glaslough’s success in the TidyTowns competition. The work of local volunteers to maintain green spaces, plant flowers, reduce litter and care for the village shows how communities can work together to protect and improve their environment. The introduction of the Deposit Return Scheme has also encouraged more people to recycle plastic bottles and cans, making recycling a more visible part of everyday life. Agriculture is another important part of life in Monaghan, and many local farmers are becoming more aware of sustainable practices such as protecting water quality, improving biodiversity and managing land responsibly. While food production is essential, it is equally important to care for the environment for future generations. I have also become more aware of local initiatives such as GoMonaghan, which encourages people to explore the county in a sustainable way by promoting walking, cycling and enjoying local amenities. In the classroom, I would encourage pupils to look at examples of sustainability in their own community. We could investigate the Deposit Return Scheme, carry out a litter survey around the school, or learn about why Glaslough has been so successful in TidyTowns. Pupils could also explore how local farms are changing to become more sustainable and discuss simple actions they can take at home and in school to reduce waste and care for the environment. I think using local examples helps make sustainability more meaningful and shows children that even small actions can make a positive difference.
I really enjoyed reading your reflection. I think it’s lovely that you have a personal connection to the topic through growing up on the Donegal coast and your dad’s work as a fisherman. I agree that using local experiences can make learning much more meaningful for children. The idea of exploring different types of fish and where seafood comes from would be a great hands-on activity for younger pupils.
The module on the nutrition of seafood gave me a better understanding of the important role seafood can play as part of a healthy and balanced diet. I found it interesting to learn more about the nutrients found in seafood, such as omega-3 fatty acids, vitamin D and protein, and how these contribute to overall health. I think this topic would work really well in the classroom as it connects learning to everyday life. Activities such as investigating food labels, looking at where seafood comes from, and comparing different food choices would help students develop practical skills that they can use outside of school. The supermarket activity is a great example of making learning active and meaningful, as students can see the connection between what they learn in class and the decisions they make when buying food. This topic also provides opportunities for cross-curricular learning through Science, SPHE, Geography and Maths. It encourages students to think critically about nutrition, sustainability and the importance of making informed choices about the food they eat.
I really liked your point that aquaculture is about much more than just producing seafood. I agree that it provides a great opportunity for students to see how STEM is connected to real-life industries and everyday choices. I also think the links across Science, Geography and Maths make it a very useful topic for developing cross-curricular learning. The focus on problem-solving and investigation would help students engage more deeply with the topic rather than just learning facts.
The online lessons and resources provided a great opportunity to explore how aquaculture can be used as a meaningful context for STEM learning. I particularly liked how the lessons connected science with real-life examples, such as comparing aquaculture with agriculture and exploring the life cycles of mussels, oysters and salmon. These topics would be a great way to encourage curiosity and investigation in the classroom.The lesson on seafood nutrition also showed how STEM can be linked with health and wellbeing, while the inclusion of the story of the Salmon of Knowledge provided an interesting cross-curricular connection with Irish culture and literacy. The lesson focusing on aquaculture and the community highlighted the wide range of careers involved, from marine biologists and divers to vets and farmers, helping students see the real-world applications of STEM. I think these resources could support the STEM Education Policy Statement by encouraging problem-solving, inquiry, collaboration and connections between different areas of learning. As part of the SSE process, schools could use STEM topics like aquaculture to identify opportunities for developing students’ skills and increasing engagement with science and technology across the whole school. The inclusion of the quizzes is a great way to assess the children’s learning.
I enjoyed reading your post. It was interesting to hear the perspective of someone living in a coastal area and how important aquaculture is to the local community. I also agree that it’s important to teach students about balancing aquaculture with other uses of the coastline.
Before taking this course, I didn’t know much about where aquaculture farms are located in Ireland or the role they play in coastal communities. I was interested to learn that many farms are based along the west and south coasts, where the natural conditions are suitable for farming species such as salmon, mussels and oysters.What stood out to me most was the positive impact these farms can have on local communities. They provide employment, support local businesses, and help keep rural coastal areas economically active. At the same time, the course highlighted the importance of balancing these benefits with protecting the marine environment and ensuring sustainable practices are followed. It also reinforced the idea that local communities need to be involved and informed so that aquaculture can continue to develop responsibly.
Although I don’t live near the coast, I now have a much better understanding of how important aquaculture is to Ireland’s economy and food production. It has also given me ideas for discussing sustainability, food sources and local industries with my students, helping them make connections between what they learn in school and the wider world.can relate to your post as I don’t live near the sea either, so I didn’t know much about aquaculture before taking this course. It has definitely opened my eyes to how important it is and how relevant it is to teaching about sustainability. I’ve come away with a few ideas that I can use in my own classroom, and it’s a topic I think students would find interesting and engaging.
<p class=”isSelectedEnd”>I really enjoyed learning more about aquaculture and the idea of Social License during this course. It made me think about how important it is for industries to work in a way that protects the environment while also earning the trust and support of local communities. It’s something I hadn’t really considered before, but I think it’s an important topic for students to learn about.</p>
<p class=”isSelectedEnd”>I can see lots of ways to bring this into the classroom, especially in Science, Geography and SPHE. Students could learn about where our seafood comes from, how fish farming works, and why sustainability is so important. It would also be a good opportunity to explore different opinions and encourage respectful discussion about environmental issues.</p>
I liked that the course included practical resources and digital tools that could easily be adapted for different class levels. Overall, I’ve come away with new ideas that I can use in my teaching and I think these topics will help students make stronger connections between what they learn in school and the world around them.