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Hi Laura, I think the Walk on Wednesdays is a brilliant idea in schools that are accessible this way. Would love to impliment it in my own school.
In the community that I teach in, there have been many implimentations towards living sustainably. We have cycle lanes all throughout the town. In my local community they are building the first carbon neutral Lidl store. Our school achieved a green flag this year and with there being a university in my town, there are always more and more efforts towards living a sustainable lifestyle. In my own teaching, I would engage children through hands-on activities such as creating a school garden to grow vegetables, or running a “waste reduction challenge” where they track and reduce their rubbish. Pupils could become “energy detectives,” spotting ways to save electricity in the classroom. Nature walks in local parks would help them see sustainability in action, while visits from farmers or environmental advocates could connect their learning to the wider community. In this way, sustainability becomes real, relevant, and meaningful in their daily lives.
Hi Maire, I think what you said is really important to note. We need to find the correct balance between educating the children on nutritional facts and scaring them. Same goes to matters of the environment and climate change.
Seafood is packed with nutrients like omega-3s, protein, vitamin D, and iodine which are really important for growing bodies and developing brains. Even though Ireland has such a strong connection to the sea, a lot of children aren’t familiar with seafood or don’t think of it as something they’d enjoy.Bringing seafood nutrition into the primary classroom can make a big difference. In Science, children can learn about food groups and what our bodies need to stay healthy. In SPHE, we can talk about making good food choices, and in Geography, students can explore where seafood comes from and how it supports local communities and the environment. Simple activities like taste tests, cooking demos, or visits from local fishers can make the topic fun and real. Using traditional Irish recipes or talking about seafood as Gaeilge also connects food to our culture. Teaching about seafood in a fun, hands-on way helps children build healthy habits, appreciate Irish food traditions, and understand the importance of looking after our seas and resources.
Hi Eimear, I also have inspiration to incorporate more hands-on investigation and collaborative projects to aid my STEM teaching and learning and put more emphasis into it as a focus area.
There are so many connections that can be made between the ARC online lesson plans and resources and our primary curriculum in Ireland especially regarding STEM. These resources highlight inquiry-based learning, critical thinking, and links across different subjects, which are central to the STEM Education Policy Statement. By incorporating the ARC materials, I can create lessons that focus on problem-solving and applying science and maths to real-life situations, helping students to learn in an active and engaged way. Using these resources, we can make STEM relevant by applying the concepts to the children’s local area with possibilities for fieldtrips. From an SSE perspective, ARC can establish a cross-curricular STEM focus, support whole-school CPD through its resources, and offer examples of student feedback and project work that can serve as evidence for SSE.
Hi Clodagh, I agree completely that aquaculture contributes hugely to the sense of pride in small communities. Boat shows and angling shows bring tourists and visitors to parts of Ireland that wouldn’t usually see many tourists.
Growing up in Donegal, I have always been aware of how closely our communities are tied to the sea, and aquaculture is part of that connection. Farms for salmon, mussels, and oysters are often located in sheltered bays and inlets around Ireland, including along the Donegal coast, where the conditions are right for growing seafood. For me, aquaculture is not just about producing food; it represents a way for small coastal communities like my own to survive and even thrive. Jobs in aquaculture can provide steady work where opportunities are often scarce, especially outside the tourist season. This helps keep families in the area and gives young people a reason to stay rather than leave for cities. At the same time, I know there can be concerns about the environment, or about how farms affect the look of our coastline. That makes it important for the industry to listen to local voices and act responsibly.
I agree that the Taste the Atlantic is a great idea. We are so fortunate to have so many excellent seafood producers nearby and should be taking advantage of this more!
While I agree that aquaculture education would have more profound impact and significance in coastal areas, from module 1 on this course I have noticed how many ties aquaculture has to many curricular areas. For example, it would be an interesting way to teach environmental awareness in geography and science as well as global citizenship and our responsibility in caring for the environment. Conversation in this area can encourage early civic engagement for example “why should we allow fishing in our bay?” , “what would be the advantages or disadvantages of this?” etc. I really like the idea of using the ARC to bring aquaculture to life in my classroom (in a landlocked county) and using role-play activities, conscious alleys and debates to simulate real world decision making. I would also love the opportunity for the Arc bus to visit my school as I think it would prompt a lot of conversation and interest in this area.