[Clare O’Sullivan]

In my local area, sustainability is practiced in a number of ways. In school we have our green schools initiative. We are currently on our first travel flag. As we are in a rural area with busy narrow roads, initiatives such as Walk on Wednesdays, aren’t very possible. However we have run scooter training and cycling training to encourage safe use of both. We have in our locality a “cycle to sea” route which encourages all of the community to cycle to the beach on a lesser used route.

The school is involved in a bigger initiative through the local secondary school, Clean Coasts, and get involved in beach cleans in East Cork. We also participate in the Spring Clean programme in the locality. The school has installed solar panels this year which has helped the children’s mindset towards environmental awareness and low-carbon living.
To engage pupils with sustainability, I begin by connecting classroom learning to these real-world local examples.

[Clare O’Sullivan]

I love the theme of submerged for a lego activity.  We have a lego wall in school and I could really see that theme working on it.  It could be the beginning of a great series of lessons on aquaculture.

[Clare O’Sullivan]

I also love this idea.  Again being in a rural coastal community that also has a local culinary tradition, this could be an opportunity to bring expertise from both together.

[Clare O’Sullivan]

Seafood can play a significant role in a balanced, nutritious diet. It is rich in essential nutrients such as omega-3 fatty acids, high-quality protein, iron, zinc, selenium, and vitamins D and B12. Seafood supports brain development, cardiovascular health, and overall well-being.
As teachers, we have a valuable opportunity to link this knowledge with classroom learning—embedding it into subjects such as science, SPHE (Social, Personal and Health Education), geography, and history (Story – Salmon of Knowledge). By doing so, we can develop our students’ nutritional awareness and also nurture lifelong healthy eating habits.
Drawing children’s attention to some of the nutritional benefits of seafood and encouraging them to research it themselves by the supermarket scavenger hunt idea. Or doing the same with printed out or real labels from seafood products could raise their awareness. I also think facts contained in ARC resources such as that mussels contain more iron than beef will increase their and their parents’ awareness.

[Clare O’Sullivan]

Yes I agree that the ARC lessons were brilliant and bring the subject matter very much to life

[Clare O’Sullivan]

The ARC’s online lessons and resources could compliment the teaching of several strands of the curriculum. What is aquaculture? This video and quiz could be used to enhance the living things strand of Science. The issue of sustainability which comes under Science, Geography and SPHE, is a perfect topic for integration in the curriculum. People and jobs is part of the Geography curriculum. The SPHE curriculum and taking care of my body could encompass the topic of the nutrition of fish. These resources are especially effective when living in a rural coastal community.
The STEM Education Policy outlines a national vision for improving Science, Technology, Engineering, and Mathematics (STEM) education across all levels. It emphasises nurturing curiosity, creativity, and critical thinking through STEM, embedding high-quality, inclusive, and engaging STEM experiences.
STEM education could be incorporated into the SSE process. This would allow the school to reflect on current practices in STEM education, identify areas for development, and implement focused improvement strategies. By integrating STEM education into SSE process it would encourage whole-school involvement in enhancing STEM teaching and learning.

[Clare O’Sullivan]

I had not thought about the festivals and tourism based around aquaculture.  However, there are mussel and oyster festivals.  This is another huge boost to the local economies

[Clare O’Sullivan]

Aquaculture has become a very important component of Ireland’s marine economy, particularly on the Western seaboard.
It’s clear that aquaculture farms serve as more than just seafood producers. They are a consistent source of employment in remote rural areas where job opportunities can be scarce and seasonal. These farms offer a wide range of employment options from direct work within the fish farm to logistics, vet services, equipment suppliers etc.
However, the expansion of aquaculture must be balanced with environmental awareness and care. Poorly managed sites or a lack of transparency can lead to tensions with local fishers or environmental groups. In this regard, Ireland has made commendable strides in developing regulatory frameworks and encouraging organic and sustainable practices, particularly in shellfish farming.
When managed responsibly, these farms can become pillars of coastal resilience, anchoring people and preserving maritime traditions. When managed correctly they can marry ecological sensitivity with socio-economic vitality.

[Clare O’Sullivan]

Aquaculture is important for primary school children to be aware of. As a teacher in a seaside rural community close to a busy fishing village, it is important for the children to become aware of the importance of aquaculture, not only in the national economy but very much in the local economy also. It is vital that they are made aware of real-world environmental, economic, and ethical issues. This topic allows the children develop critical thinking, scientific inquiry, and global citizenship, allowing students to explore sustainable food production, community involvement in decision-making, and the environmental impact of aquaculture. From a school point of view, the digital resources will be helpful for bringing the concepts to life and will be useful classroom tools. The social license aspect will help to promote empathy and civic responsibility as students consider the influence of local communities and stakeholders on marine industries. There are cross curricular connections with geography, science, SPHE, and the Green Schools programme. I also really liked the exploration of the nutritional aspect of seafood.

[Clare O’Sullivan]

I am in a very similar situation to Cathriona, in that my school is close to the sea.  However, I think apart from one or two children who are particularly interested, most children don’t think about aquaculture, seafood and the jobs in that industry.

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