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I really enjoyed reading your post, Rachel. You highlight how sustainability is becoming part of everyday life in Galway and how important community involvement is in making a difference. I particularly liked your examples of community gardens, cycling initiatives and school recycling, as these show that small, practical actions can have a meaningful impact. It also reminds us of the important role schools can play in encouraging children to develop sustainable habits that they can bring into their homes and wider communities.
I am very interested in sustainability and in finding ways to maintain processes over time without depleting our natural resources. I believe children today are increasingly aware of environmental issues, and introducing concepts such as sustainability from an early age can help them make more informed choices about food and the environment. It can also encourage them to bring their learning home and share it with their families.
I would like my pupils to investigate the effects of unsustainable practices, including climate change, and explore how these can impact our environment, wildlife and human development. They could research changes to habitats, threats to marine species and examples of species that have become extinct or endangered as a result of environmental pressures.
I think the children would be particularly interested in learning about salmon, shellfish and seaweed farming and exploring how these forms of aquaculture can contribute to sustainable food production. This would provide an excellent opportunity to discuss carbon footprints and the importance of protecting our oceans.
I would also love to organise a school trip to the beach in Carlingford to investigate sustainability in a real-world setting. A visit to a local supermarket to explore sustainability labels on food products could also be a valuable learning experience. These practical experiences would help bring sustainability to life and encourage children to see how their everyday choices can make a difference.
I really enjoyed reading your reflection, Leanne. I agree that learning about the nutritional benefits of seafood provides a great opportunity to link healthy eating with sustainability. I particularly liked your point about helping pupils understand where their food comes from, as this can encourage them to make more informed choices from a young age. I also think your idea of using simple recipes would be a fun and practical classroom activity, allowing children to explore nutrition while developing their creativity and independence. Linking this to the importance of protecting our marine ecosystems makes the learning even more meaningful.
This module was very interesting and links extremely well with the nutrition work I already do in my classroom. We currently explore the Food Pyramid, identifying the different sources of nutrition we get from foods such as fruit and vegetables, carbohydrates, dairy, protein and fats. The children enjoy sorting foods into the different food groups and taking part in activities such as ‘Guess the Food’. I can see how easily I could incorporate fish and seafood into these lessons, giving pupils the opportunity to learn about the important nutrients found in different types of fish.
I was particularly interested in using the story of the ‘Salmon of Knowledge’ as a starting point. It would provide a fun and engaging way to explore why salmon is associated with knowledge while also investigating its nutritional value and the benefits of nutrients such as omega-3 fatty acids for our bodies and brains.
I also liked the ‘I Spy’ lesson and think this could be extended to include an activity on reading and understanding food labels. Pupils could compare different seafood products, identify nutritional information and consider where the food comes from. This would help develop their understanding of healthy and sustainable choices and, importantly, give them knowledge that they can bring home and share with their families. Overall, the module has provided practical ideas that could make nutrition learning more engaging while also introducing pupils to aquaculture and sustainability.
I really enjoyed reading your reflection, Helen. I agree that the ARC resources provide a fantastic way of bringing real-world STEM learning into the primary classroom. I particularly liked your point about using aquaculture to encourage pupils to ask questions, investigate problems and work collaboratively, as these are important skills that can be developed through practical learning. I also think your connection to the school’s SSE process is very relevant. Sharing resources and planning STEM activities across the school could help create a more consistent approach and give pupils valuable opportunities to explore sustainability and the marine environment in meaningful ways.
The ARC online lessons and resources are absolutely fabulous. They are engaging, child-friendly and presented in a modern way that would appeal to children across a wide range of ages. I was particularly interested in Lesson 2, ‘The Nutrition of Seafood’, and especially enjoyed learning about the Salmon of Knowledge. I found it fascinating that, even though people at the time did not have the scientific knowledge or evidence to explain the nutritional benefits of salmon, they recognised its value through their own experiences.
I really enjoyed how the story brings together Geography, History, SPHE and STEM while seamlessly developing literacy skills. Although the children I teach are very young, I can see how this story could come alive for them, particularly as we visit Newgrange Farm each year, which is situated along the River Boyne. This would provide a wonderful opportunity to connect the story with a familiar local environment.
As part of our SSE process, we have been focusing on non-fiction texts and exploring how they can link with other areas of the curriculum, particularly STEM. The Salmon of Knowledge would provide a fantastic starting point for creative and meaningful learning through artwork, food and nutrition, aquaculture, water farming, careers in aquaculture, Geography and Irish historical and folklore traditions. It has certainly given me lots of ideas for bringing these topics into my classroom in an engaging and age-appropriate way.
I really enjoyed reading your reflection, Helen. I agree that learning about the location of aquaculture farms really highlights how closely connected coastal communities are to the sea. I particularly liked your point about the wider economic benefits, as it is easy to focus only on the farms themselves and overlook the many local businesses and jobs they support. I also think your idea of using maps, photographs and videos would be a great way to introduce the topic to pupils. It would make the learning very relevant and provide a good opportunity for children to explore both the benefits of aquaculture and the importance of protecting the environment.
Firstly, I must admit that I had very little knowledge of Ireland’s agricultural conditions before completing this module, so I found the map highlighting the areas of successful agriculture particularly interesting. I also really enjoyed the explanation of Ireland’s ‘Goldilocks’ weather and how our climate provides such favourable conditions for agriculture. As I look out my window and contemplate the best time to put the bedsheets out on the line, the idea certainly made me smile! It was an explanation that I shared with my husband and children, which showed me how easily this learning can extend beyond the classroom and into everyday life.
I was fascinated to learn that farming on land may become increasingly limited and that only 1–2% of the world’s oceans are currently used for aquaculture. This highlighted the significant potential for sustainable growth within the aquaculture industry. I was particularly interested to learn about the suitability of Ireland’s west coast for aquaculture and was delighted to see Carlingford highlighted on the map, as it is relatively close to where I teach on the east coast.
I feel that aquaculture is an area that is not widely understood by many pupils or teachers, despite its importance to Ireland’s coastal communities. Learning more about it has made me realise the importance of introducing pupils to sustainable food production and the role aquaculture can play in supporting local economies and communities. It has certainly given me ideas that I can bring back to my classroom and share with my students.
Hi Rheanne, I really enjoyed reading your reflection, particularly your focus on the strong connection between aquaculture, the local environment and the wider Kerry community. I agree that place-based learning can make these topics much more meaningful for students, especially when they can relate them to familiar beaches, rivers and local businesses. I also like your point about Social Licence encouraging pupils to consider different perspectives and understand the balance between protecting the environment and supporting local livelihoods. The cross-curricular opportunities you highlighted are excellent and would allow students to see that sustainability is not just a Science topic, but something that connects to many areas of their learning and everyday lives.
I really enjoyed the introduction to this module and have become much more aware of the valuable resources available to support learning about aquaculture, water and sustainability. I chose this course because I wanted to bring an interesting and engaging dimension to science and water-related topics within my classroom, and I can already see how these resources could have a significant impact on my pupils’ learning.
I was particularly interested in BIM’s Social License projects, especially the ARC Aquaculture Remote Classroom. The idea of a lorry arriving at school and transforming into a fully equipped classroom is incredibly engaging and would immediately spark curiosity and excitement among learners. The technology and interactive learning opportunities available are impressive, and the demand for the initiative, with over 150 schools already visited and more than 500 on the waiting list, demonstrates its value. I will certainly be registering my school, despite knowing there may be a long wait.
I also found the ‘Taste the Atlantic’ initiative particularly inspiring. It provides excellent opportunities for cross-curricular learning, linking science with Geography, History, Mathematics, Art and healthy eating. Exploring aquaculture in this way could help pupils understand where their food comes from, the importance of sustainable food production and how aquaculture can contribute to local communities and economies.
Learning about Social License has also made me reflect on the importance of helping children understand different perspectives. By exploring the environmental, economic and social impacts of aquaculture, pupils can develop critical-thinking skills and learn to form informed opinions rather than simply accepting one viewpoint. This could encourage meaningful discussions about sustainability, responsible food production and our relationship with the environment.
Overall, I feel this module has given me ideas and resources that could make learning much more relevant, practical and engaging for my pupils. I look forward to bringing this knowledge and enthusiasm back to my school in September.
Living in Dundalk, we are becoming more aware of the effects of climate change through heavier rainfall, local flooding, stronger storms, and changing weather patterns. These changes provide meaningful opportunities to help young children understand that looking after the environment begins with small everyday actions. In an infant classroom, I would explore this topic through stories, nature walks, seasonal observations, art activities, and simple discussions about caring for our local environment. Children could investigate how weather changes throughout the year, learn about recycling, and take part in activities such as planting flowers or vegetables, litter picks within the school grounds, and creating posters about protecting the Earth.
Three actions I can take to help slow climate change are reducing waste by recycling and reusing materials, walking or cycling whenever possible instead of driving, and saving energy by turning off lights and electrical devices when they are not in use. These are practical habits that can also be encouraged in young children.
The Development Education modules support our School Self-Evaluation (SSE) by promoting active learning, inclusion, global citizenship, and environmental awareness across the curriculum. They encourage reflective teaching practices and help create meaningful learning experiences that develop children’s understanding of sustainability, empathy, and their role in caring for both their local community and the wider world.Hi Sarah, I really enjoyed reading your post. I think using your school’s experience during Storm Éowyn makes climate change much more meaningful for young children, as they can relate it to something they have seen themselves. I also like your idea of keeping a weather diary, as it is a simple, age-appropriate way for infant pupils to observe changes over time and develop their understanding of the environment. Your focus on small actions, such as recycling, saving electricity, and planting flowers, shows children that everyone can make a positive contribution. I also agree with your link to School Self-Evaluation, particularly in promoting active learning, wellbeing, and pupil voice. It is a thoughtful reminder that even young children can develop a sense of responsibility for caring for their local environment.
Elaine, I really enjoyed reading your post. I like how you focused on simple, practical strategies that can make a real difference for refugee families. Using Google Translate, visual supports, and a buddy system are excellent ways to help children and parents feel welcomed and included from the beginning. I also agree that involving families through coffee mornings and school events helps build a strong sense of community. Your link to SPHE and School Self-Evaluation shows how inclusion can become part of everyday school life rather than a one-off activity. It is a thoughtful reminder that creating a welcoming environment starts with small, meaningful actions that benefit all children.
After researching organisations in Dundalk, I found that Irish Red Cross Dundalk, Culture Connect CLG – Dundalk Louth Intercultural Organisation, and Somali Irish Community Development Association all support refugees, migrants, and families from diverse cultural backgrounds. These organisations promote inclusion, provide practical support, and help people settle into the local community. They could also be valuable partners for schools in promoting intercultural awareness.
As an infants school, our focus would be on helping young children develop kindness, empathy, and respect for others. We could celebrate different cultures through stories, music, art, and food, read picture books about friendship and belonging, and organise a welcome display in different languages. Students could create welcome cards or artwork for newly arrived children and learn simple greetings from different cultures. These small actions help children understand that everyone deserves to feel safe, valued, and included.
This migration module can support our School Self-Evaluation (SSE) by strengthening our commitment to inclusion, wellbeing, and equality. It encourages teachers to embed intercultural education across the curriculum and helps create a welcoming school environment where every child and family feels respected and supported.
<p class=”isSelectedEnd”>Hi Elaine, I really like your focus on Responsible Consumption and Production as it is a very practical SDG for children to engage with. The examples from your school show how small, everyday actions can have a meaningful impact. I particularly like the idea of the uniform swap as it encourages reuse, reduces waste and also supports families within the school community.</p>
I agree that hands-on experiences are often the most effective way for children to learn about sustainability. By being actively involved in initiatives such as Green Schools and growing food, children can see the connection between their choices and the wider impact on the environment. These activities also promote pupil voice and responsibility, which links well with ESD and SSE by supporting a more sustainable and inclusive school culture.