Forum Replies Created
-
Posts
-
Hi Anna.
I love the idea of engaging the infant classes in these types of activities as it is important to start these good habits at a young age.
This module has encouraged me to consider how sustainability is practised in my local area of Shercock, Co. Cavan. Sustainability involves using resources responsibly today so that they remain available for future generations, while balancing environmental, social and economic needs. In Shercock, we do this through recycling, local litter-picking initiatives, community involvement, walking and cycling where possible, and the work of local farmers who manage land and natural resources. The lakes and surrounding countryside are valuable habitats, so protecting water quality, biodiversity and wildlife is an important local responsibility. Supporting local shops and producers can also reduce transport impacts and strengthen the community.
I would engage pupils by beginning with a walk around the school and local area to identify examples of sustainable and unsustainable practices. Pupils could survey litter, recycling facilities, biodiversity and transport methods, recording their findings using photographs, tally charts and graphs. They could interview members of the community, such as farmers, environmental groups or local authority representatives, to learn about conservation work. Working in groups, pupils could then design an action plan, such as creating a pollinator garden, reducing food waste, improving recycling or organising a clean-up. This would connect Science, Geography, SPHE, Maths and Digital Learning while helping pupils understand that small, shared actions can contribute to wider goals such as climate action and protecting life on land.
This module has increased my understanding of the important role seafood can play in a healthy, balanced diet. Fish and shellfish are valuable sources of protein, which supports muscle growth and repair, while oily fish such as salmon and mackerel provide omega-3 fatty acids that support brain development and healthy vision. I was particularly interested to learn that shellfish, including mussels and oysters, contain high levels of easily absorbed iron, and that salmon is an excellent source of vitamin D, which is important for healthy bones and teeth. Seafood can therefore be linked clearly to the protein section of the food pyramid and to wider discussions about essential macro- and micronutrients.
In the my classroom, I intend to use this information to develop an engaging lessons which allow children to discover this knowledge for themselves. Pupils could investigate the food pyramid, compare the nutritional information on different seafood products, and create healthy meal plans. They could also explore sustainability by identifying MSC and ASC labels, learning about locally sourced seafood and responsible fishing and aquaculture. This would support learning in Science, SPHE, Geography, Maths and English, while encouraging children to make informed and environmentally responsible food choices.The module has strengthened my understanding of how aquaculture can provide an engaging, real-world context for integrated STEM learning. In my own teaching, I could use the Irish aquaculture industry to develop pupils’ curiosity about the ocean, sustainability, local communities and future careers. For example, pupils could investigate how salmon, oysters and mussels are farmed, analyse data about production and employment, and use mathematics to create graphs showing the economic contribution of aquaculture. They could then apply design-thinking skills to develop a sustainable fish-farm model, testing and modifying their ideas before communicating their findings through presentations or digital portfolios.
This approach reflects the STEM Education Policy Statement by moving beyond isolated subjects and promoting inquiry, collaboration, creativity, problem-solving and hands-on learning. It also creates valuable links with Geography, Science, Mathematics, English, Visual Arts and SPHE.
At whole-school level, STEM could become a focus within the SSE process. Staff could identify pupils’ STEM engagement and problem-solving skills as an area for development, gather evidence through pupil voice, teacher reflection, work samples and observations, and agree SMART targets. A shared aquaculture project across senior classes, supported by local marine organisations or a Blue Schools initiative, could provide consistency. Progress could then be monitored and evaluated collaboratively, ensuring that STEM becomes an active, cross-curricular school priority rather than an isolated classroom activity.Ireland’s aquaculture farms are located mainly along the western Atlantic coastline, particularly in sheltered bays, inlets, fjords and intertidal areas. These locations provide protection from the full force of Atlantic waves while offering suitable conditions for different species. For example, Atlantic salmon require deep water, strong currents and storm shelter, while mussels benefit from deep water, gentle currents and sheltered sites. Oysters are suited to wide, flat shorelines in the intertidal zone.
The location of these farms reflects an important relationship between physical geography and human activity. The mountainous and rocky landscape of the west coast can make large-scale agriculture difficult, but the same coastal features create opportunities for aquaculture. In this way, aquaculture can support communities that have fewer land-based employment options.
Aquaculture contributes economically through direct employment on farms and indirectly through processing, transport, boat services, tourism, hospitality and local food businesses. It can also help sustain coastal traditions and encourage young people to remain in their communities. In the classroom, mapping suitable farm locations would allow pupils to connect geography, science, mathematics and local socioeconomic issues. However, development must be carefully managed, with local communities involved in decisions and environmental impacts considered.
Learning about aquaculture and social license offers valuable opportunities for meaningful, cross-curricular learning in the primary classroom. The Aquaculture Remote Classroom (ARC), online lessons, videos and interactive activities could engage pupils through a combination of science, geography, SPHE, English, mathematics and digital learning. Children could investigate the life cycles of Atlantic salmon, the filtering role of mussels, and the methods used to farm oysters. They could also collect and represent data, research local coastal communities, examine seafood nutrition and explore the environmental benefits and challenges of farming in water.
The concept of social license is particularly important because it encourages pupils to understand that industries need ongoing community acceptance, openness and trust. Students could investigate different viewpoints by debating whether aquaculture is sustainable, considering evidence from fish farmers, local residents, environmental groups and consumers. This would develop critical thinking, communication, collaboration and respectful discussion rather than presenting a single perspective.
Introducing aquaculture at an early age can help pupils appreciate Ireland’s marine environment, understand local employment and food systems, and make more informed decisions about sustainability. It may also inspire future interest in science, technology and blue-economy careers.