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Hi Emma, I am in the same boat I am a bit blown away by the scale of the industry. I was in Connemara at the weekend and saw the fish farm there, it is massive and obviously providing great employment in a very remote area. I feel my eyes have been opened to this industry and if I am finding it so interesting to learn about, I know the children will too. It brings STEM to life and shows the another side to science and real world application of STEM. My own child really wants to be a scuba diver so I was delighted to hear there are scuba divers employed to check the tanks, the water, the fish etc. I am looking forward to teaching with the ARC resources in the future.
During my recent engagement with the ARC – Online Lessons & Resources, I was struck by how the concepts and skills covered can be integrated into my own teaching practice to create authentic, real-world STEM learning experiences. The emphasis on inquiry-based learning, cross-curricular links, and active problem-solving aligns directly with the STEM Education Policy Statement, which calls for the development of critical thinking, creativity, and collaborative skills in learners.
Over the weekend, I visited Connemara and saw the fish farm in Killary Harbour — Killary Sea Fish Farm. Witnessing first-hand the employment and economic activity this industry brings to such a remote area was eye-opening. It prompted me to reflect on my own locality in the midlands, where we have an abundance of lakes but no aquaculture industry. Recently, water quality in our local lake has improved from “bad” to “poor,” which is progress, but still far from the standard needed for sustainable fish farming. This made me consider whether, with improved water quality, the midlands could support a thriving aquaculture sector similar to the west coast — perhaps even farming our lakes.
In teaching, this observation underlines the importance of introducing concepts like marine and freshwater farming to students who live far from the sea. Through STEM-focused lessons, children could:
Envision themselves working in the aquaculture industry in the future, regardless of where they were born.
See the possibility of applying aquaculture skills in different locations and water environments.
Understand the economic implications of water quality and how land-based agricultural practices can directly influence the potential for aquaculture in their area.
Through the SSE process, this could be addressed school-wide by integrating STEM projects that explore local and national food production systems, sustainability, and environmental stewardship. For example, students could investigate the science of water quality, model the ecological requirements for fish farming, and engage with local environmental data. This would not only develop STEM competencies but also foster civic and environmental responsibility.
The ARC resources provide the structure and lesson ideas to make such learning engaging and inquiry-driven, while the STEM Education Policy Statement provides the guiding framework to ensure these lessons develop skills for future employability, innovation, and sustainable development. By embedding such themes into our SSE plan, we could ensure a coherent, long-term approach where students see clear connections between their learning, their environment, and their community’s economic future.
Hi Brian,
This is what struck me too that there are so many people who’s work is connected indirectly to the fish farms such as boat drivers, cleaners, packers, office staff, tourism guides. It can really have a big impact on tourism in an area
Aquaculture operations in Ireland are predominantly situated along the southern and western seaboards, including counties such as Donegal, Mayo, Galway, Clare, Kerry, and Cork. I myself grew up on the East Coast in a fishing town but we had/have no fish farms.
These farms primarily cultivate salmon, mussels, oysters, and seaweed. Beyond the direct employment they offer, these farms stimulate job creation in other sectors like food service, delivery, and packaging industries. They also play a significant role in reducing emigration by sustaining local communities.
Many aquaculture businesses contribute to tourism, not only by supplying local produce but also by offering guided farm tours. I remember visiting a salmon farm in Galway or Mayo myself as a child and being amazed by it.
The Irish government’s National Strategic Plan (running through 2030) is committed to bolstering the industry due to its many social and economic benefits.
Aquaculture is especially important for rural coastal regions, where it supports both primary production and related sectors—such as seaweed use by feed producers. As a country, it is important that we work to promote and invest in aquaculture, recognising its role in regional growth and sustainability.
Hi Katie,
I agree with you, I think we have been shown some great tools for teaching about aquaculture, particularly the videos. I had visited a salmon farm as a child and the videos of the fish farming really brought it back to me and I started to remember about it. I think the videos would be really good for showing children who have no concept of what a fish farm even is.
I teach Junior and Senior Infants in a small rural school in the midlands—so we’re about as far from the sea as you can get! But I really believe that every child in Ireland should learn about aquaculture and sea farming. It’s such a big part of our country’s food system and future, just like farming is here in the countryside.
Even with the little ones, it’s amazing how topics like fish farming can get them asking big questions—about where our food comes from, how we look after the planet, and what it means to do things in a sustainable way. It ties in so naturally with SESE and SPHE, and opens the door to all kinds of fun, hands-on learning.
One idea I find really interesting is “social license”—basically, it means that industries (like farming or aquaculture) need the trust and support of the community to keep going. That really hits home in rural areas, where farming is such a big part of everyday life. Students already understand the importance of reputation, responsibility, and community, so it’s easy for them to connect those dots.
We could chat about things like fairness, listening to different opinions, and looking after the environment—not in a heavy way, just through stories, play, and simple projects. It would help them think for themselves and see that they can be part of these conversations too.
Even though we’re far from the coast, bringing aquaculture and ideas like social license into the classroom helps the children see the bigger picture—and shows them that their voices matter in shaping the future of both land and sea. I grew up by the sea myself and now live inland and I feel I help the children to make the connection between land farming and Sea farming and of course we have our own aquaculture inland too in our rivers and lakes.
Hi I like the suggestion of using ESB bills as evidence for SSE. I’m giving serious consideration to looking at sustainability for SSE so I’m looking for any practical ideas for that and that’s a very good suggestion. Thanks
Living in Cavan, it’s hard not to notice how climate change is starting to affect our local area. We’re getting heavier rainfall more often, which leads to flooding in places that never used to flood before. Winters are milder, and summers seem more unpredictable, which affects farming and nature in general. These changes can feel far away when we hear about climate change in the news, but they’re happening right here at home too.
In the classroom, I’d start by getting pupils talking about what they’ve noticed—maybe floods near their homes, changes in what’s growing in gardens, or how often we get weather warnings. I’d encourage them to ask questions and explore what’s really going on. We could keep weather diaries, do small science experiments, and maybe even invite a local farmer or climate expert to chat with the class.
As for actions, I’d focus on three simple things we could do together: cutting down on waste (especially plastic), planting trees in our small school garden, and encouraging walking or cycling to school where possible. These steps might seem small, but they help pupils feel like they’re part of the solution
Hi Ashling, thanks for suggesting the YES programme. I have not heard of it before but I will look into it now and see if it is in our area.
I looked into what’s happening around Cavan to support refugees, and it turns out there’s a new refugee resettlement project starting up in Cavan later this year. About 124 refugees are expected to be welcomed into the area, which is a big step and a great opportunity for local communities to show support. Even though they might not be living here just yet, it’s still a chance for us in our School to start preparing and thinking about how we can help.
One simple way would be to have a day where we learn more about where refugees come from and what their lives are like. It would help everyone understand the challenges they face and maybe make us more welcoming. We could also set up a buddy system if any refugee children join our school—so they feel included from day one.
Another idea is to hold a welcome event or fundraiser, like a cultural day with food, music, and games from different countries. It would be fun and show that we’re an open and friendly community. Even small acts of kindness—like saying hello or helping someone find their way—can make a difference.
We currently have five students from Ukraine. They are living in a local hotel. We have worked with them by going to the hotel to meet the parents as they have transport issues, having Ukrainian lessons for 3rd to 6th class as part of say yes to languages, having an assembly for peace in Ukraine, singing silent night in Ukrainian at our Christmas concert.
one of the parents came in and prepared traditional Ukrainian food for the children. We include Ukrainian and Russian books in our libraries, we include Ukrainian folk tales in History.
we have also worked with the ISPCC in getting a block of play therapy sessions with an interpreter for the junior infant students from Ukraine, this really helped their play skills and helped them settle better into school.Hi Diarmuid, I think this is a very relevant SDG for children in Ireland today. Fast fashion is what they are all about and it would be eye opening for them to learn where their T-shirts are made, what they are made of and what happens to them when they are finished with them. I think this is a really good area to explore with a senior class.
Topic: Deforestation and Biodiversity Loss (SDG 15 – Life on Land)
My school is based in rural Ireland so I feel SDG 15 would be very relevant for our students. Deforestation and biodiversity loss under SDG 15 significantly impact children in rural Ireland, especially those from farming communities. These children grow up closely connected to the land and rely on healthy ecosystems for their families’ livelihoods. As native habitats decline and soil quality deteriorates, children may witness changes in local wildlife, increased pressure on farm productivity, and a shift away from traditional ways of life. Globally, children in other rural communities face even harsher realities, such as hunger and displacement caused by ecosystem degradation and unsustainable land use.
To support ESD to 2030 Priority Action Area 5 and accelerate local-level action, I would encourage students to research sustainable land management practices. This could include biodiversity audits in school grounds and also on family farms, planting native hedgerows, and protecting pollinators. Through hands-on projects and intergenerational learning with local farmers, students can take pride in preserving their environment while contributing to global sustainability goals.
I completely agree with your post. Gender stereotypes really do start influencing students from a very young age, often without them even realising it. I’ve seen similar patterns in my own teaching experience—students sometimes feel boxed in by what’s considered “appropriate” for their gender. Like you mentioned with the football example, activities and interests can quickly become labled as “for boys” or “for girls,” and that pressure can be hard for students who don’t fit those moulds.
I also think your response to the pink t-shirt comment was really important. Challenging these assumptions in the moment helps students reflect and hopefully rethink what they’ve picked up from the world around them. It’s great that you’re creating an environment where boys feel safe to be themselves and explore interests outside of traditional gender expectations. That kind of support can make a big difference in how students see themselves and others.
As others have stated children start picking up gender stereotypes pretty early, and it can really shape how they see themselves and each other. I remember a time during free play when a group of boys told a girl she couldn’t play superheroes with them because “girls aren’t superheroes.” They told her to go play with the dolls instead. No adult had said anything like that—it was something they’d clearly picked up from TV, games, or home without even realising it.
This is where development education can really help. It encourages students to think critically, be empathetic, and understand the world beyond their immediate surroundings. Using books with diverse characters, mixing up group activities, and having open conversations about fairness and respect can help challenge those stereotypes early on. Plus, making gender equality a focus ties into how schools evaluate themselves—it shows they’re creating a learning environment that’s fair, inclusive, and supportive for everyone.
I completely agree with your point Fiona about the strong connection between Development Education and the new Primary Curriculum Framework. It’s inspiring to see how SSE can be used as a practical tool for embedding global citizenship and sustainability into everyday teaching. Highlighting this link really emphasises how schools can be proactive in addressing both curriculum goals and broader societal challenges.
We’re not doing this systematically yet in our school, but your reflections have given me ideas for how Development Education could become part of our SSE processes in the future. I can see how linking these initiatives to our evaluations and planning could help strengthen Social and Environmental Education and ensure that global citizenship becomes an integral part of our school’s vision and practice.