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Your idea of working with the Green Schools committee is an excellent way to involve children in real-life environmental action. I also think the litter survey and research into local environmental groups are great ways to develop pupils’ awareness of sustainability while encouraging teamwork and responsibility. Activities like these help children realise that even small actions can have a positive impact on their local community and the wider environment.
Teaching in Dublin, I can see how sustainability is becoming an important part of everyday life. Our school is actively involved in the Green Schools Programme, and last year we were proud to receive our Green Flag for Sustainable Travel. This encouraged pupils and families to walk, cycle or scoot to school where possible, helping to reduce our environmental impact. We also have a dedicated litter-picking team that works to keep our school grounds and local community clean, while our gardening group grows a variety of fruits and vegetables, teaching pupils about biodiversity, healthy eating and where food comes from.
Completing this module also introduced me to national sustainability initiatives such as the Wildlife Conservation Programme and Origin Green, which demonstrate how Ireland is protecting biodiversity and promoting environmentally responsible practices, particularly within the seafood industry. In my classroom, I would encourage pupils to compare these national initiatives with the sustainability practices already taking place in our school. They could investigate how local actions, such as gardening, reducing waste and sustainable travel, contribute to wider environmental goals. These hands-on activities would help pupils develop a greater appreciation of sustainability while reinforcing the idea that small actions within our local community can make a meaningful difference on a national and global scale.
Completing this module has increased my awareness of the nutritional benefits of seafood and how this knowledge can be applied in the classroom. Seafood is an excellent source of protein, omega-3 fatty acids, vitamins and minerals, making it an important part of a healthy, balanced diet. One activity I found particularly useful was learning how to identify nutritional labels and quality labels on seafood products. I could use this in my classroom by bringing in a variety of food packages and asking pupils to compare nutrition information, ingredients and quality assurance labels, helping them make informed food choices. This activity would support the SPHE and Science curricula while also developing literacy and numeracy skills through reading, interpreting and comparing information. It would encourage pupils to think critically about the food they eat and where it comes from. Overall, I feel more confident teaching healthy eating and helping pupils become informed consumers through practical, real-life learning experiences.
Hi Diarmaid, I really like the linkage here between Science, Geography, SPHE, Maths and English all fantastic ideas to create cross curricular links in the classroom.
I agree that the ARC resources show how STEM can be integrated into everyday teaching through simple, practical activities rather than being taught as a separate subject. Your point about encouraging pupils to learn from mistakes is particularly important, as it helps develop resilience and problem-solving skills.
The ARC online lessons provide an excellent way to bring STEM learning to life through real-world, inquiry-based activities. Lessons such as What is Aquaculture, Aquaculture and the Community, and Sustainable Irish Seafood encourage pupils to investigate how science, geography, technology and maths work together in the aquaculture industry. For example, pupils can explore why salmon, mussel and oyster farms are located in particular coastal areas, analyse maps, interpret data and discuss sustainability and environmental responsibility. These hands-on, cross-curricular activities reflect the aims of the STEM Education Policy Statement by developing critical thinking, problem-solving and collaboration.
As part of the School Self-Evaluation (SSE) process, schools could identify STEM as a priority area and use the ARC resources consistently across class levels. Teachers could collaborate to plan integrated STEM lessons, monitor pupil engagement and share effective practice. Pupils could also work on collaborative projects, present their findings to classmates and use digital technologies to research and communicate their learning, further developing their confidence and key STEM competencies. This whole-school approach would strengthen STEM teaching while helping pupils make meaningful connections between classroom learning and Ireland’s marine environment.
Hi Shandon, I really like how you’ve connected the activity to your local area in Kerry. Using familiar locations such as Dingle Bay, Kenmare Bay and Fenit would make the lesson much more engaging and relevant for pupils. Your idea of linking Geography with Maths and Science is a great example of integrated learning, and encouraging pupils to explore why aquaculture farms are located in certain areas will help develop their critical thinking. I also think the follow-up research or map-making activity is an excellent way to reinforce their learning while building investigation and presentation skills.
Aquaculture is an important industry that supports many of Ireland’s coastal communities. Salmon farming is mainly along the west coast, where the Atlantic waters provide ideal conditions for producing high-quality fish. The industry creates jobs in farming, processing, transport, and maintenance, helping to sustain rural communities and local businesses. Killary Bay, (Ireland’s only fjord) is internationally renowned for its delicious mussels and oysters. The sheltered, nutrient-rich waters produce premium shellfish that are exported worldwide, contributing significantly to Ireland’s seafood industry and reputation for quality. The success of Killary Bay also attracts visitors who want to experience local seafood, supporting tourism, restaurants and other businesses in the area. Reflecting on this, I can see how aquaculture provides both economic and social benefits while making the most of Ireland’s natural marine environment. Sustainable farming practices are essential to protect these valuable resources and ensure they continue to benefit coastal communities in the future.
Hi Sheena, I think it’s a great idea to link the Young Chef programme with learning in the senior primary classroom. It not only demonstrates the quality of our seafood and its nutritional value, but could also perhaps inspire some students to be part of this fantastic programme!
I have been teaching in Dublin for 8 years now and I see every day how disconnected many children are from where their food comes from. My grandfather was a fisherman in Connemara, so I have always appreciated the importance of our marine environment and the communities that depend on it.
I actually learned some valuable information on the farming element of sealife, and I enjoyed exploring how salmon, mussels and oyesters are farmed.
In the classroom I think that by working through the BIM ARC online resources would be valuable topics for the classroom. Learning about aquaculture and Social License encourages students to think about sustainability, local communities and the choices we make as consumers. It also helps them understand that producing seafood involves balancing environmental, economic and social responsibilities. I hope to use these resources to spark curiosity and discussion, helping my students make connections between the food on their plates, Ireland’s coastal communities and the importance of protecting our marine environment for future generations.3 pieces of art
Vincent van Gogh – The Starry Night (1889): The classic, lots of learning from brushstroke to content.
Wenzel Hablik – Starry Sky, Attempt: Very imaginative, incorporates planets as well as stars.
Peter Doig – Milky Way: atmospheric painting captures the stillness and wonder of the night landscape beneath a star-filled sky.
Poems
Michael D. Higgins – Stardust
Sara Teasdale – Stars
Walter de la Mare – Silver
Songs
Coldplay – A Sky Full of Stars
David Bowie – Starman
Van Morrison – Moondance
Stories
Aesop’s Fable – The Stars and the Frog
The Star Child – Oscar Wilde
The Man in the Moon (Traditional Folktale)
I have never heard of the app Chatterpix. I have just looked at it briefly there and it will definitely be a tool that I use in the classroom in the coming year!
I found the point on how kids will be able to name an exotic endangered species but not an Irish endangered species very interesting. I think it is very important that children be taught about local biodiversity. The resource mentioned at the end of this module ‘Wild Things at School’ valuable and intend to bring it up in my school to be implemented across the ages.
To explore how light pollution affects birds, I would begin by asking learners how birds find their way during migration and introduce the idea that many species migrate at night, using the moon stars and sun for navigation. Learners would discuss why darkness is important for these journeys.
Using images, maps, and short video clips, I would explain how artificial lighting from buildings, streets, and sports facilities can disorient migrating birds causing them to fly off course, circle illuminated structures until exhausted, or collide with buildings. Learners would also explore how light pollution affects local birds by disrupting sleep, altering feeding and breeding behaviour and causing birds to sing earlier than normal which can interfere with natural daily rhythms.
Learners would carry out a local investigation by identifying brightly lit areas around the school or community and considering how these might affect bird habitats. In groups, they would create posters or presentations suggesting ways to reduce light pollution such as using shielded outdoor lighting, switching off unnecessary lights during migration periods and protecting dark spaces for wildlife.Hi Anne, this is a brilliant lesson to make kids aware of light pollution and the effects that it may have on wildlife, people and the environment. I really like the sky observation where children complete the survey on the sky.
Light pollution has a significant impact on my local teaching area in Dublin, where streetlights, traffic and illuminated buildings make it difficult to clearly see the night sky. Many pupils may have limited opportunities to see more than the brightest stars or identify constellations because of the high levels of artificial light. In contrast, growing up in North Kerry, I experienced much darker skies with very little light pollution. On clear nights, it was possible to see the Milky Way and easily recognise the North Star and certain constellations demonstrating how location can greatly influence our view of the night sky.
To engage the class, I would begin by showing photographs of the night sky in Dublin and North Kerry and asking pupils to compare what they notice. This would encourage discussion about why the skies look different. Pupils would then use Stellarium to explore how many stars and constellations are visible from each location and investigate how artificial light affects our observations. Working in groups, they would discuss the wider effects of light pollution on wildlife and human health. As a follow-up, pupils would carry out a simple light pollution survey around their homes or school, identifying sources of unnecessary lighting and suggesting realistic ways to reduce light pollution.