Forum Replies Created
-
Posts
-
<p class=”isSelectedEnd”>Thank you for sharing all the amazing work happening in your school. It’s wonderful to see how you have made Belgrave Park such an important part of school life and created such a strong connection between the pupils, the school and the wider community.</p>
The range of activities you have in place, from caring for the park and encouraging active travel to your sustainability projects and reuse initiatives, is really inspiring. It’s clear that the children are learning the importance of looking after their environment in a very practical and meaningful way. Well done to everyone involved!Sustainability is something that is becoming more important in our everyday lives as we become more aware of the impact our choices have on the environment. From studying this module, I have a better understanding that sustainability is about using resources responsibly now while making sure they are still available for future generations. It is not just about protecting the environment, but also about considering the social and economic aspects of how we live.
In my local area of Navan and where I work in Dublin, sustainability can be seen in small actions that people take every day, such as recycling, reducing waste, protecting local wildlife and making more conscious choices when shopping. I think it is important to recognise that everyone has a role to play, and even small changes can make a difference. The module also highlighted how our food choices can affect the environment and how choosing sustainably produced food can help reduce our impact.
In the classroom, I would like to encourage my pupils to explore sustainability by looking at examples in their own community. This could involve carrying out a sustainability project in the school, investigating how waste is managed, exploring local biodiversity, or finding out about groups and organisations that are working in sustainable ways. Pupils could also learn about sustainable food production, including how aquaculture, such as seaweed and shellfish farming, can help protect the environment.
I believe that giving children opportunities to take part in practical activities will help them understand that sustainability is not just a topic to learn about, but something they can actively take part in. By exploring sustainability at a local level, pupils can see how their own actions connect to wider global issues and develop a greater appreciation for the world around them.
I really enjoyed reading your reflection. I especially liked your idea of using the school kitchen to give children a hands-on learning experience, as practical activities can make healthy eating much more meaningful. You’re also right to highlight the importance of checking for allergies and dietary requirements beforehand. I agree that linking seafood nutrition with Ireland’s coastal environment and aquaculture industry helps children make real-world connections and encourages them to think about both healthy eating and sustainability.
The ARC module on the Nutrition of Seafood has helped me to appreciate the vital contribution seafood makes to a healthy, balanced diet. I was particularly interested to hear about the nutritional benefits of seafood, such as high quality protein, Omega-3 fatty acids, iron and Vitamin D. It also helped me to understand where seafood fits in the Food Pyramid and why these nutrients are important for children’s growth and development and overall wellbeing.
I could use this knowledge in my classroom through fun, cross curricular activities linked to SPHE, Science and Geography. Pupils could research the Food Pyramid, compare different food groups, investigate healthy eating habits and talk about the value of choosing sustainably sourced seafood. I also liked the idea of supermarket activities that help children recognise sustainability labels and think about where their food comes from.
Together these resources provide practical means of making nutrition relevant and interesting for children, whilst encouraging them to make healthy food choices and to develop an appreciation of sustainable seafood in Ireland.
I really enjoyed reading your reflection. I agree that using real-life contexts makes STEM much more engaging for children, and I like your idea of using Chromebooks for research and collaborative projects. It also highlights how technology can be integrated naturally into learning. I think your point about using the ARC resources as part of the SSE process is really important, as a whole-school approach would help build consistency and confidence in STEM across all class levels.
The ARC online lessons and resources have opened my eyes to the potential for aquaculture to be a meaningful, real-world context for teaching STEM in the primary classroom. I really liked the fact that the resources encourage pupils to investigate local industries, sustainability, biodiversity and careers while developing problem-solving, collaboration and critical thinking skills. This is consistent with the STEM Education Policy Statement that advocates for inquiry-based integrated learning rather than teaching STEM subjects in isolation.
I would use the ARC resources to develop cross-curricular lessons integrating Science, Geography, Maths and SPHE into my own teaching. For instance, students might investigate how aquaculture supports rural communities, investigate Ireland’s coastal environment, and analyse data, discussing the importance of sustainable food production. These activities would promote curiosity, communication and creativity, while making learning relevant to pupils’ lives.
STEM can be improved across the whole school by using the School Self-Evaluation (SSE) process. This requires identifying STEM as an area to improve, collecting evidence from teachers and pupils, setting SMART targets and tracking progress throughout the year. The ARC module highlights the need for STEM to be a whole-school priority, with staff collaboration, parent engagement and links with community organisations. The proposals also include practical initiatives like encouraging all senior classes to use the ARC resources, establishing a Marine or Aquaculture Team, organising visits to local aquaculture producers and working towards a Blue Schools Award. Overall, these resources have reinforced for me the idea that the best way to teach STEM is when it is collaborative, hands-on and related to real-life experiences to help children understand their world.
I agree that aquaculture provides an excellent real-world context for helping pupils understand the links between science, geography and sustainability. Your point about supporting employment and keeping coastal communities connected to the sea was particularly interesting. I also like that you highlighted the importance of discussing both the benefits and challenges of aquaculture, as this encourages pupils to think critically about environmental responsibility and sustainable development.
This module helped me understand the reason for the location of aquaculture farms mainly along the western coastline of Ireland. I was curious to discover that the sheltered bays, inlets and fjords are the perfect conditions for farming species such as salmon, mussels and oysters. The mild oceanic climate of Ireland, the influence of the Gulf Stream and the natural features of the coastline are all important factors in making these areas suitable for aquaculture.
I also became more appreciative of the socio-economic contribution of aquaculture to the coastal communities. In many western coastal areas, the mountainous terrain and poor soils limit traditional agriculture, and aquaculture provides important employment and business opportunities. It also supports food production, tourism and the long-term sustainability of many rural communities.From a teaching point of view this subject provides excellent opportunities to integrate Geography, Science and Maths through map reading, investigating coastal features and exploring how the natural environment influences where people live and work. It encourages pupils to think critically about the relationship between the environment, local industries and sustainable development and also helps them develop a greater appreciation of Ireland’s coastal communities and marine resources.
Really liked your point about using local examples to make learning more meaningful for pupils. Links to places like Dingle Bay and Kenmare Bay would certainly help children relate learning in the classroom to their own community. I also agree with your method of teaching the concepts of social licence, but not employing the term itself. Fairness, listening to others and caring for the environment are very appropriate for younger pupils.
From this module I developed much better understanding of aquaculture and the importance of social licence in underpinning the sustainable development of the seafood industry in Ireland. Before I started the module I had little idea about how aquaculture works or the different species farmed in Ireland. I found the resources and videos interesting and engaging. I think the resources and videos would be a great tool to use in the classroom as they encourage learning through real-life examples and interactive activities.
There are many opportunities to embed these resources across the Primary Curriculum especially in Science, Geography and SPHE. Students could look into issues such as sustainability, biodiversity and food production; investigate the farming of salmon, mussels and oysters; and contrast aquaculture with traditional agriculture. Learning about social licence also encourages pupils to think about other people’s perspectives and understand why it’s important for industries to work responsibly with local communities and the environment.Overall I think these resources would be beneficial in developing students critical thinking skills, increasing their awareness of Ireland’s marine environment and gaining a better understanding of where their food comes from. They would also encourage meaningful dialogue around environmental responsibility and the importance of making informed decisions about the future.
