Forum Replies Created
-
Posts
-
Hi Claire,
I think that is so important, especially seeing as there was a lot of backlash from the general public with the opening of that IPAS centre. I’m sure it would be widely supported and beneficial for you to tackle this topic in a manner that promotes inclusion, diversity, support and celebration. Best of luck if you do it!
Hi Claire,
I completely agree with your reflection. One point that really stood out to me was your comment about aquaculture supporting jobs beyond food production, such as processing, transport and tourism. I hadn’t really made that connection until this course either. Like you, I had mainly thought about aquaculture in terms of producing seafood, but it’s clear now just how many people and communities rely on it.
I also liked how you highlighted the importance of balancing economic benefits with environmental protection. It’s a great reminder that sustainability isn’t just about protecting nature, but also about supporting local communities and livelihoods for the future.
It really struck me too Amy, the excitement and passion when the Young Chef Ambassador participants were talking! What an amazing opportunity for them and it’s lovely to see people talking about our resources and aquaculture in such a positive and appreciative light. I think as an island nation, sometimes we take for granted how fortunate we are to have such a thriving output of produce. I myself never thought of our climate as being a favourable one to live in, but this course has shown me that we are blessed to have such a stable climate in order to grow and farm so much food. It has definitely made me appreciate the work that goes into producing seafood sustainably and the importance of supporting local producers. It’s something I will be much more aware of in future and will definitely bring into discussions with my class.
Hi Tara,
I really enjoyed reading your post. I always think Galway does sustainability really well and makes the most of its amazing natural resources and amenities! The strong connection to the sea and the local fishing community really comes across in your reflection, and it’s great that pupils have the opportunity to learn from real life examples that are so relevant to where they live.
I also like your idea of getting pupils outdoors to explore the coastline and marine habitats. Those kinds of experiences are so much more memorable than learning from a textbook and help children develop a real appreciation for protecting their local environment.
Some really lovely ideas Margaret! It’s especially nice to hear about the solar panels on the local GAA clubs. It’s such a simple but effective way to show children that sustainability isn’t just something we learn about in school, it’s happening all around them.
I also liked your idea of keeping sustainability local and focusing on small actions that pupils can actually make a difference with. The “blinds up, lights off” slogan is brilliant and such an easy habit for children to remember. Walking along the River Barrow to explore plants, insects and water health sounds like a lovely way to bring learning outdoors and help pupils build a real connection with their local environment.
Teaching in a coastal area of Dublin 4 provides several opportunities to explore sustainability in a meaningful way. Sandymount Strand is an important habitat for birds and marine life, while also being a popular place for walking and recreation, although unfortunately it is not a suitable swimming location. It allows pupils to see first hand how our actions can have a positive or negative impact on the environment. Local beach clean ups and biodiversity projects help reinforce the importance of protecting this valuable natural resource.
Our school community also plays an active role in promoting sustainability through a parent led cycle bus. This runs all year round, with groups of parents cycling together and escorting children safely to school instead of driving. If parents are unable to cycle with their own children, they can join the Cycle Bus and arrive safely at school with the group. It is a fantastic initiative that reduces unnecessary car journeys, eases traffic around the school and encourages active travel.
One of the most valuable learning experiences for our pupils is visiting the Covanta recycling and waste to energy facility. Seeing first hand what happens to our waste and learning how different materials should be sorted so they can be recycled or reused makes sustainability much more real than simply reading about it in a textbook. It encourages pupils to think more carefully about what they throw away and how small actions at home and in school can make a difference.
In the classroom, I would build on these experiences by encouraging pupils to investigate local biodiversity, carry out litter surveys on Sandymount Strand, analyse recycling data from the school and design campaigns to promote waste reduction. These activities link naturally with SEE, Maths and SPHE while developing inquiry, critical thinking and problem solving skills. By using our local area as a learning resource, pupils can see that sustainability is not just a global issue but something they can actively contribute to within their own community.These were some great points! It sounds like your school is on the ball already with Green Schools, and I think the Food and Biodiversity theme ties in really well with learning about seafood. I’d actually never heard of the Food Dudes programme before, but it sounds like a brilliant idea and I’m definitely interested in finding out more about it.
I also liked your ideas around comparing food labels and surveying children’s favourite seafood dishes. They’re simple activities but they’re a great way to get pupils thinking about healthy eating in a practical way. I agree that helping children understand where their food comes from and why seafood is such a healthy option is really important. Hopefully, if they’re introduced to these ideas from a young age, they’ll be more open to including fish as part of a healthy diet in the future.Learning about the nutritional value of seafood reinforced something I already value in my own diet. I eat fish regularly, including tinned fish, as it is an affordable and convenient source of protein, omega 3 fatty acids, vitamins and minerals. However, I was surprised to reflect on how few people in Ireland eat fish, despite us being an island nation with such a strong maritime tradition. I also wish fresh fish was more widely available, as outside of a few larger supermarkets it can be difficult to buy locally.
I also think many people are hesitant to cook fish because they worry about food poisoning or undercooking it. While food safety is important, I would like to encourage the next generation to look beyond these concerns and recognise the many nutritional benefits seafood offers. Fish is also something of a “fast food” as most varieties cook in just a few minutes, making it a healthy and practical option for busy families.
In the classroom, this learning could be linked across Science, SPHE and Geography by exploring healthy eating, sustainable food sources and where our food comes from. Pupils could compare the nutritional value of different foods, investigate Irish seafood species and discuss the environmental and economic importance of our fishing industry. These activities would help pupils make informed choices while developing a greater appreciation of the links between nutrition, sustainability and the resources available on our own coastline.Exploring The ARC online lessons and resources, I can see how they support the inquiry based approach promoted in the STEM Education Policy Statement. The lessons encourage pupils to ask questions, investigate real world issues, gather and analyse data, and communicate their findings. This helps to develop critical thinking, problem solving and collaboration while making learning meaningful and relevant.
In my own teaching practice, I would use these resources to create cross curricular STEM learning opportunities across SEE, Mathematics and SPHE. Pupils could investigate topics such as sustainability, biodiversity or healthy living, collect and interpret data, and present their findings using digital tools. These activities encourage creativity, communication and scientific thinking while helping pupils understand how STEM relates to everyday life.
From a whole school perspective, The ARC resources could support our School Self Evaluation (SSE) process by providing a shared approach to inquiry based STEM learning. Teachers could collaborate on planning, use pupil voice and samples of work to evaluate progress, and share successful practice across the school. This would help ensure a consistent approach to STEM while supporting futher improvement in teaching and learning.You made some really thoughtful connections Paula, between the ARC resources and the wider goals of STEM education. I especially liked your point about making learning meaningful and accessible for all pupils through hands on, real world experiences. It’s clear that your school already has a strong culture of promoting STEM through initiatives like STEM Week, environmental projects and community partnerships. Building on these existing strengths while using the SSE process to guide future development seems like a really practical and achievable approach. It was a well balanced reflection that linked theory to classroom practice very effectively.
I agree with your take here Jessica. I totally agree that these resources are a great way to help children learn about aquaculture, sustainability and the importance of supporting local communities.Especially somewhere as rugged and remote as Donegal. I love Donegal and all it has to offer, especially its beautiful coastline and strong connection to fishing and the sea. It makes so much sense for children there to learn about these topics because they can relate them to their own lives. I think that real life connection makes learning much more meaningful and memorable for them.
I can relate to this Orla, I never really gave much thought to the division of agri/aquaculture and what it offers in employment and sustaining a community. And that’s even me coming from a farming background in Munster! I really enjoy that this course has pointed out some aspects of our culture and heritage that we otherwise take for granted, or indeed never stopped to consider.
Growing up in Tipperary, I didn’t have a strong connection to Ireland’s coastal communities or the aquaculture industry. Since moving to North Co. Dublin and working in a coastal school, I have become much more aware of the importance of aquaculture farms and the role they play in sustaining local communities. Seeing the connection between the sea, local employment, and education has helped me appreciate their wider socio economic value. My husband works in hospitality, where sourcing high quality local produce is valued, and at home we also make a conscious effort to buy and cook locally sourced Irish fish whenever possible. While we know we can’t make a huge impact on our own, we believe that supporting local aquaculture helps sustain jobs, businesses, and coastal livelihoods. This has encouraged me to think more critically about how individual choices can contribute to the long-term sustainability and resilience of Ireland’s coastal communities.
Learning about Aquaculture and Social License hits close to home for our school as it is beside a beach. Our students see tides, birdlife, seaweed, and the daily rhythm of dog walkers and swimmers. Unfortunately that includes rubbish too : ( They also pass local chippers, cafés, and small fisheries that rely on a healthy bay. In class, these tools become real through place based projects: testing water clarity, mapping habitats along the strand, interviewing a fishmonger about sourcing, or comparing farming methods and their footprints. Discussions on social license help pupils understand community benefit, environmental impact, and a shared responsibility for this local amenity. This shows why transparency, good science, and local voices matter. Linking maths to catch data, literacy to persuasive letters, and art to poster campaigns makes learning integrated and meaningful. Most of all, students learn that responsibility is shared, they can question, collaborate with local businesses, and act respectfully to protect biodiversity while recognising the livelihoods the sea supports.