- This topic has 415 replies, 164 voices, and was last updated 2 months, 1 week ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
ASSIGNMENT
Reflect on the potential classroom use of these tools and how learning about Aquaculture and Social License can impact your school students. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Please also comment on at least one other participant’s post
Use of AI Tools: Our facilitators occasionally observe that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines. Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own.
-
I am a teacher working in a rural school in north Donegal. We are surrounded by beautiful beaches and the sea. The Greencastle fishery school is on our doorstep. Many of the children are not aware of what is in their local environment – so many oyster farms and people working in the fishing industry. I would like the knowledge to engage children with what surrounds them in their local area at sea.
-
-
I think that’s a brilliant idea. Having someone form the local area come in and talk about their own experience would make the learning much more meaningful for the students. It would also give them a chance to ask questions and see how what they are learning in class relates to real jobs in their community.
-
I agree Orla. How fabulous would it be for someone to look at the local potential of aquaculture. As no industries are in the area it would be great to get some expertise in and show us what can be done with vision and investment. It could crate pathways for many future generation for a sustainable source of employment
-
-
-
-
-
-
-
-
-
-
-
<p class=”p1″><span class=”s1″>Module 1 Introduction to Aquaculture</span><span class=”s2″> really opened my eyes to a topic I honestly knew very little about before starting this summer course. I never realised how important aquaculture is in Ireland or how much work goes into making sure it is carried out in a sustainable way. Learning about Social Licence also helped me understand how important it is for local communities to be involved and informed about aquaculture projects. As a primary school teacher, I think it is important that children learn where their food comes from and how it can be produced in a sustainable way.<span class=”Apple-converted-space”> </span>I can see lots of opportunities to bring these topics into the classroom through science, geography and SPHE. Children are naturally curious, and learning about marine life and sustainable food production can help them develop respect for the environment from an early age. This module has encouraged me to think about how I can make these topics engaging and relevant for my pupils in the infant classes<span class=”Apple-converted-space”> </span>while helping them become informed and responsible citizens in the future.The BIM Social Licensing projects that stood out most to me were the ones focused on working with communities and schools. I liked seeing how education and open conversations can help children better understand aquaculture and its benefits while also addressing any concerns or questions they might have.I also enjoyed exploring the ARC online lessons and watching the four videos. They are colourful, engaging and full of ideas that would work really well in a primary classroom. As a teacher, I think it is so important to introduce children to topics like aquaculture from a young age. It helps them understand where food comes from, encourages them to care for the environment, and shows them the many careers connected to our seas.</span></p>
-
Module 1 Introduction to Aquaculture really opened my eyes to a topic I honestly knew very little about before starting this summer course. I never realised how important aquaculture is in Ireland or how much work goes into making sure it is carried out in a sustainable way. Learning about Social Licence also helped me understand how important it is for local communities to be involved and informed about aquaculture projects. As a primary school teacher, I think it is important that children learn where their food comes from and how it can be produced in a sustainable way. I can see lots of opportunities to bring these topics into the classroom through science, geography and SPHE. Children are naturally curious, and learning about marine life and sustainable food production can help them develop respect for the environment from an early age. This module has encouraged me to think about how I can make these topics engaging and relevant for my pupils in the infant classes while helping them become informed and responsible citizens in the future.The BIM Social Licensing projects that stood out most to me were the ones focused on working with communities and schools. I liked seeing how education and open conversations can help children better understand aquaculture and its benefits while also addressing any concerns or questions they might have.I also enjoyed exploring the ARC online lessons and watching the four videos. They are colourful, engaging and full of ideas that would work really well in a primary classroom. As a teacher, I think it is so important to introduce children to topics like aquaculture from a young age. It helps them understand where food comes from, encourages them to care for the environment, and shows them the many careers connected to our seas.
-
-
I completely agree with your reflection and really enjoyed reading your response. Like you, I knew very little about aquaculture before starting this course, so I have also found it very interesting to learn about its importance in Ireland and the role sustainability plays in the industry.
I particularly liked your idea of linking aquaculture with subjects such as Science, Geography and SPHE. I think this would help pupils understand the topic from different perspectives, for example by learning about marine life, where our food comes from, caring for the environment and the importance of working together as a community. -
-
I agree that this module really makes you think about where our food comes from and how little we sometimes know about it. I also liked the idea of bringing aquaculture into the infant classroom, as the videos and pictures would make it much easier for young children to understand. I think it could also lead to some really interesting conversations about looking after the sea and the animals that live in it.
-
I really enjoyed reading your reflection. I agree that aquaculture is a topic that children can learn a lot from, especially when it comes to food, the environment and sustainability. I also think the BIM projects and ARC videos sound like great resources for primary school children. It is lovely that you can already see ways to bring these ideas into your classroom through science, geography and SPHE. Teaching children about aquaculture from a young age can help them understand where their food comes from and encourage them to care for our seas and environment. Your ideas show how this topic can be both educational and enjoyable for young pupils.
-
-
-
-
There’s such an abundance of opportunities to bring into the classroom with the topic of aquaculture – SESE in particular stands out for me. How aquaculture and the fishing industry has evolved over the years and how there is a big focus on sustainability across the industry today could be a lovely research topic for History. The geography of our coastlines and where the large scale fishing hubs are and how they differ from the small scale fishing villages would also be a nice topic to explore. The infrastructure needed to support the aquaculture industry, safety at sea, healthy eating & the different main types of fish and seafood that is caught would also offer robust learning experiences if children researched these in the class
-
-
-
-
-
-
-
Hi Ellen,
I agree with your point that we don’t utilise what is already available to us! I had not heard of the ARC programme and I would be very keen to introduce it to my school as they may not have experience of aquaculture before. I as a teacher would also benefit from learning more on the topic!
-
-
-
As a teacher in County Kerry, I believe these resources are particularly relevant because many pupils are familiar with the county’s strong connection to the sea through fishing, aquaculture, and tourism. Using local examples from areas such as Dingle Bay, Kenmare Bay, and Bantry Bay helps children make meaningful connections between what they learn in school and the communities around them.
The interactive lessons, videos, maps, and discussion activities provide excellent opportunities for active and inquiry-based learning. In my classroom, I would use these resources to encourage pupils to investigate how aquaculture supports local employment and food production while also exploring the importance of protecting marine habitats. Pupils could work collaboratively to identify where aquaculture farms are located in Kerry, research the species that are farmed, and discuss why these locations are suitable. They could also create presentations or posters highlighting the benefits of sustainable aquaculture for local communities.
I’m an infant teacher so while I think the concept of social license is so important I would avoid using the term “social licence” altogether. Instead, I would teach the underlying ideas of fairness, listening to others, sharing spaces, and caring for people and nature.
-
Hi Rachel,
Thank you for your response!
As a fellow Kerry woman, I really enjoyed reading your reflection. I completely agree that using local examples from places like Dingle, Kenmare (and our neighbours in Cork!) helps children connect with what they’re learning in a meaningful way. I also liked your point about introducing the ideas behind social licence without using the term itself. Teaching young children about fairness, listening to others, and caring for both people and nature is such a practical and age-appropriate way to build those important values from an early age.
Grace
-
Really liked your point about using local examples to make learning more meaningful for pupils. Links to places like Dingle Bay and Kenmare Bay would certainly help children relate learning in the classroom to their own community. I also agree with your method of teaching the concepts of social licence, but not employing the term itself. Fairness, listening to others and caring for the environment are very appropriate for younger pupils.
-
I lile the idea of using the words care, fair and listen instead of socail liscence. Its makes it more meaningful and focused for the children. I also like your idea for making posters. You could also extend this into making a video diary or blog of their trips oit to these places. The children could also create their own version of an ARC classroom in the school, suggesting a layout, colours and resources. They could also hold a SeaLife workshop for parents to display everything they have learned about the theme
-
I like the idea of using the words care, fair and listen instead of social liscence. Its makes it more meaningful and focused for the children. I also like your idea for making posters. You could also extend this into making a video diary or blog of their trips to these places. The children could also create their own version of an ARC classroom in the school, suggesting a layout, colours and resources. They could also hold a SeaLife workshop for parents to display everything they have learned about the theme
-
I really enjoyed reading your post. I think using local examples from Kerry is a great way to make the learning more meaningful for the children. It’s much easier for pupils to engage with a topic when they can relate it to places they know and have visited with their families. I also liked your point about not using the term “Social Licence” with infant classes. Teaching the ideas through fairness, sharing, caring for the environment and listening to others is much more age appropriate. It’s a lovely way to introduce those concepts without making them too complicated. I might even <strong data-start=”589″ data-end=”598″>steal some of your ideas for my own classroom, especially the collaborative activities. I think the children would really enjoy them and they’d spark some great disscussion.
-
-
I really like your focus on using local examples, as children learn best when they can connect new ideas to places they know. As an infant teacher, I agree that it’s better to introduce the values behind social licence—such as sharing, kindness, listening, and caring for our environment—rather than using the term itself. These ideas fit naturally into the infant curriculum and help children begin to understand that we all have a role in looking after our communities and the sea.
-
I completely agree. Using local examples makes such a difference because the children are already familiar with many of these places, so the learning feels much more meaningful. We recently had Sea Synergy visit our school, and they were a fantastic resource. The pupils were so engaged and loved the hands-on activities, which really brought our local marine environment to life. Experiences like that, along with resources like these, help children appreciate the importance of our coastline and understand how it supports both local communities and the environment.
-
I really enjoyed reading your reflection. I think using local examples from is a great way to make learning more meaningful, as many children will already have connections to the sea through their families or communities. I also liked your point about adapting the concept of Social Licence for infant pupils. Your ideas for using maps, collaborative research, and presentations also demonstrate how aquaculture can provide engaging, cross-curricular learning opportunities while helping pupils develop an appreciation for Ireland’s marine environment.
-
I really like how you have connected the resources to the local context of County Kerry. Using familiar places such as Dingle Bay and Kenmare Bay would make the learning more meaningful and engaging for young pupils. I also agree that, as an infant teacher, introducing concepts such as fairness, caring for nature, and listening to different opinions is much more appropriate than using the term “social licence”. Activities like creating posters, discussing sea life, and exploring local aquaculture could help children develop an early understanding of how communities can work together to protect the marine environment while supporting local livelihoods.
-
As a follow up comment I am a teacher in the Midlands and while I am aware of the Inland fisheries I have no knowledge of them coming into classrooms or giving workshops or interactive talks. Perhaps this is something to research as the lakes are on the doorstep of my Schools. The ARC visit would bring the Sea into the classroom as an excellent resource. Olive
-
-
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.
-
<span style=”font-family: ‘Comic Sans MS’;”>I rlike your reflection. I agree that learning about aquaculture and social licence encourages students to think more critically about sustainability and community perspectives. Your idea of using discussions and real-life examples in the classroom is excellent, as it helps make these important topics more engaging and relevant for students.</span>
-
-
Hi Rosemary,
I completely agree with you here. I live beside and work in a school close to the sea- the Irish sea in our case. Lots of the childrens’ weekends are spent my the sea, especially in this lovely weather. However I don’t think enough emphasis is put on the importance of our beautiful surroundings and the people who work in the fishing industries for example. There is so much opportuity for learning to be had here.
-
I found this module very interesting and can see plenty of opportunities to use the ARC resources in the primary classroom. As teachers, we are always looking for engaging, hands-on learning experiences, and these resources would fit well into SESE, SPHE and even oral language activities. I think pupils would really enjoy learning through such an interactive approach rather than from a textbook alone.
i think the idea of Social License interesting, as it shows pupils that communities, businesses and the environment all need to work together. It encourages children to think critically, listen to different opinions and understand that there is often more than one perspective.
Living in Ireland, we are very fortunate to have such a beautiful coastline, and I think it is important that children develop an appreciation of the sea and the role it plays in our lives, our environment and local communities. Overall, I feel these resources will help develop curiosity, environmental awareness and a greater understanding of Ireland’s aquaculture industry.
-
I totally agree with you! You’ve shown how these resources swap boring textbooks for fun, hands-on learning.
I love your point about Social License. It helps kids see that real-world issues aren’t just “right or wrong,” but about finding a balance between people, jobs, and nature. <span style=”font-family: ‘Comic Sans MS’;”>Linking this to <b data-path-to-node=”2,4″ data-index-in-node=”18″>SESE, SPHE, and Oral Language</b> through simple role-play is a great way to build empathy and speaking skills</span><span data-path-to-node=”2,6″>.</span>
Connecting this to our coastline makes marine care real for pupils and sparks genuine interest in Ireland’s seas. Deirdre
-
-
-
<p class=”isSelectedEnd”>I really enjoyed learning more about aquaculture and the idea of Social License during this course. It made me think about how important it is for industries to work in a way that protects the environment while also earning the trust and support of local communities. It’s something I hadn’t really considered before, but I think it’s an important topic for students to learn about.</p>
<p class=”isSelectedEnd”>I can see lots of ways to bring this into the classroom, especially in Science, Geography and SPHE. Students could learn about where our seafood comes from, how fish farming works, and why sustainability is so important. It would also be a good opportunity to explore different opinions and encourage respectful discussion about environmental issues.</p>
I liked that the course included practical resources and digital tools that could easily be adapted for different class levels. Overall, I’ve come away with new ideas that I can use in my teaching and I think these topics will help students make stronger connections between what they learn in school and the world around them. -
I have found the whole education and information on Aquaculture fascinating. When you think about the length of our coastline and the connection we have to the sea and it’s potential for our food , employment and tourism in Ireland , it’s quite mind blowing. I live 5 minutes away from Croagh Patrick Seafoods on Clew Bay. It is a lovely sight to see Aquaculture in action on my doorstep. The Oyster farm provides mussels daily for local restaurants. There is a visitor centre which shows people about Aquaculture and the tradition of oyster cultivation, including oyster shucking and oyster grading. This course has infused in me a wish to bring the importance and potential of aquaculture to my students. We are a country that is rich in marine life and somehow I feel at times we don’t embed the richness of these traditions and farming practices within the school population. Of course I think it is so important to carry out aquaculture in an ethical and socially responsible manner so these practices can continue for generations to come.
-
-
That’s a great point. Children often don’t realise the amazing resources and careers that exist in their own local area. Living so close to the sea and the Greencastle Fishery School provides wonderful opportunities for hands-on learning about aquaculture, marine life and the importance of protecting our coastal environment. I’m sure your pupils would really benefit from making those local connections.
-
I really enjoyed learning about aquaculture and can see lots of ways to use the ARC resources in the primary classroom. The course made me think about how important it is for industries to work in a way that protects the environment while also gaining the trust and support of local communities. it’s a valuable topic for children to explore and to think about.
Learning about aquaculture and social license fits really well into the SESE curriculum, as it brings together science, geography, and environmental awareness through real-life examples. Using videos, case studies, discussions, and inquiry-based activities would keep children engaged and help them make connections across different subjects and would provide multiple means of learning for the classroom.
Exploring these topics gives students the chance to learn about ecosystems, sustainable food production, and how people impact the environment. It also helps them understand the importance of listening to different viewpoints, making responsible decisions, and being active citizens. Overall, these resources make SESE more meaningful and encourage children to care about the world around them which is what we are trying to teach them every day. -
-
<p class=”p1″><span class=”s1″>How lucky to be working in beautiful Donegal surrounded by the sea, fishing and aquaculture. I’m sure </span> it offers valuable opportunities for meaningful, local learning. It would be great to see children learning about oyster farming and the fishing industry through real-life experiences and perhaps visits to local businesses or the Greencastle Fishery School.</p>
-
I agree Rosemary that many students do not know what is on their doorstep. We live in such a fast paced world with so much information that often we know more about countries far away that we visit on holidays than what is around us in our local area. I hope this course will help my students (and myself!) to better understand the area in which they live.
-
Hi Rosemary,
I’ve been to this area of north Donegal a few times and this course made me think of the area in particular in terms of the aquaculture industry and how it will be of benefit to the children of the area. With the number of primary and secondary jobs that could be be created or found through the industry in the area aquaculture education is clearly very important.
-
Our principal is from a fishing family in Donegal and he loves the idea creating links between aquaculture and the classroom. I’m definitely going to try to get a trip to Bord Iascaigh Mhara as it’s not too far away. Lots of the children in our school to fishing in local rivers so the interest is there already.
-
-
-
Have thoroughly enjoyed Module 1 Introduction to Aquaculture. My home place is by the sea so am familiar (somewhat from my younger days ) with crab and lobster pot fishing on a small punt and later rod and line fishing for mackerel. The resources mentioned are excellent for displaying on the classroom IWB for aquaculture – mussel, oyster and salmon fishing. Pupils are invested greatly in technology would greatly benefit from the youtube links and also with the ARC classroom. The classroom is accessible for all pupils and the day structure seems excellent allowing pupils to engage in individual and group learning. I feel the lessons would be excellent to allow pupils gain a better understanding of aquaculture and its importance in relieving pressure on land based protein. Each pupil can then reflect on their food sources and review their choices in eating healthy and choosing sustainable food sources. I have recently moved from SET to the classroom and am in a class level lower than that which ARC is aimed at but will share the information with teaching colleagues on my return at a staff meeting.
-
Hi Frances,
This is a really strong reflection and it’s clear you have a genuine personal connection to aquaculture through your own experiences by the sea. I like how you highlight the value of the ARC resources and how well they can engage pupils through technology and visual learning. Your point about helping pupils understand sustainable food sources and reflect on their own choices is particularly important. It’s also great that you are planning to share these ideas with colleagues, as they clearly have wider value across different class levels.
-
Hi, I live in dublin and rarely visit the sea. I think with traffic, it feels like a trek. I spent alot of time on the waterford coast as a child and recently went back on a Summer holiday after covid. I was surprised to find alot less sea life in rock pools and on rocks. I also remember mackrel fishing using a line as a kid.
-
-
Hi Rosemarie
I live near the sea and work in a more urban based school. I agree that pupils are not familiar with their own local environment. Their knowledge is minimal on employment opportunities in their area as a whole. I aim to develop this further across the SEE subjects and having completed module 1 on aquaculture am aware that this is an industry in nearby villages. I am looking forward to sharing resources on my return in September to my classroom and to share with teaching colleagues who are teaching in 5th/6th class bands.
-
I completely agree. I was so lucky to live beside the sea as a child. It was such a joyous place for me growing up and I’m so grateful that I can share this with my son also. I can see myself though that some children have no exposure now and know very little about this environment which is such a shame. The resources discussed in this module would be of such huge benefit for them.
-
-
I will be teaching as SET this school year and wanted to do a completely different course but one that I could also make use of in my setting. I would be hopeful that the pupils could be afforded opportunities to explore water, aquatic animals, shells, seaweed, and related materials through hands-on activities. It would create opportunities to build vocabulary, learn about living things, understand where food comes from and develop responsibility through caring for living organisms.
While social licence is a complex concept, the pupils can explore it through the notion of fairness, caring for the environment, and listening to others. They can learn that people may have different opinions about a topic, that everyone has a voice when making decisions, that people have different concerns and priorities but that everyone is listened to in the decision-making process.
Our school was very lucky to have the ARC at the school this year and the 5th and 6th class pupils had a wonderful experience. The school is in a beautiful part of the country with access to the coast and many of the pupils learned so much from the facilitators. Many of the pupils are not aware of what is on their own doorstep and the industry that is thriving nearby and in local fishing ports.
-
Hi Paula,
Thank you for your response!
I enjoyed reading this. It highlights how hands-on marine science education can help pupils develop curiosity about the sea, marine life, and sustainability. Using local coastal environments as a learning resource is a great way to make science meaningful and help children appreciate the importance of their local marine industry.
Grace
-
This course provides lots of information to use in any setting but certainly a different kind of info or work for older classes. It could form a whole unit of work and then also maybe a day trip to beach/coastal area. I think esp in older classes in SET you need to explore other ideas amd engage students in real life topics and experiences
-
-
Hi Paula, I really enjoyed reading your reflection and completely agree that aquaculture offers so many meaningful learning opportunities, especially for pupils with additional learning needs. I also think hands-on experiences with water, shells, seaweed, and aquatic life are a fantastic way to build vocabulary, curiosity, and understanding in an engaging way. I liked how you explained the idea of social licence through fairness, listening to others, and caring for the environment, as these are concepts children can easily relate to. It’s wonderful that your school had the ARC visit and that the pupils gained so much from the experience while learning about their local coastal environment. I’ve also applied for the ARC to come to my school because I can see so many teaching opportunities across different curriculum areas. I hope my pupils will have the same positive experience and develop a greater appreciation for the marine environment and aquaculture.
-
Hi Paula,
<p style=”text-align: left;”>It was great to read from a teacher that has experienced a visit from the ARC as the waitlist of over 500 schools seems like it will be quite awhile before we are fortunate enough to have an in person visit! I like how you approach the concept of social licence as being fair, listening to one another, giving everybody a voice in the decision making when it comes to topics.</p> -
I’ll also be working as SET this year, so I’m interested in how I can use the course in my support setting. I think it would be great to give the children more hands-on opportunities to explore the sea, sea life and what is happening in our local area. We are very lucky to have so much on our doorstep and I’d love to help the children learn more about it.
-
-
Aquaculture and social license tools are great for the classroom. Learning about aquaculture helps students see how we farm food in water using science and technology. Adding “social license”—which means getting the community’s approval—teaches them a valuable lesson about the real world.
These tools show students that science isn’t the only thing that matters. To start a business or project, you also need to earn people’s trust and protect nature. This teaches kids how to look at a problem from different angles, like balancing money, people, and the planet.
In the end, these lessons help students become better citizens. They learn how to listen to different opinions, think critically about big public debates, and make smart, fair choices for their own neighborhoods.-
-
I really feel like you have mentioned above there is so many valuable lessons to be learned from exploring aquaculture and its importance. It teaches us and the children and highlights to their families to be a responsible global citizen and take care of and respect our environment. Teaching this in any classroom is important whether you live at the sea and may just be a summer visitor. I thinks its part of our culture and heritage
-
-
Hi Paula,
I also will be teaching SET this year and like you, I wanted to do a completely different course that may be of interest to the pupils I will have. I believe the pupils with difficulty accessing the curriculum through reading and writing, will benefit greatly from gaining access to hands on learning experiences about interesting topics. Unlike you, I was not fortunate enough to have the ARC at my school (I didn’t even know it existed!), however I hope to join the waiting list in September.
-
Hi Claire, similiar experience here, teaching in a DEIS 1 school in a coastal town but the children would not have any experience or knowledge about aquaculture. We have a mussel farm, oyster farm and seaweed industry all within 10km of the school. It would be a fantastic opportunity to make use of these as they are on our doorstep.
-
Hi Jane, I can relate to this. A lot of our students would come from less fortunate backgrounds and although we live relatively close to the shore and an oyster farm, our children would have zero knowledge of their local environment. This course is an excellent starting point for me as a teacher to embrace what is around us and harness the learning for our children. I believe connecting ourselves to our environment is the only way future for us and we have to educate and inspire the children in our care to do the same.
-
-
I currently teach a senior class in an urban DEIS band 1 school in a coastal county and I have never taught about aquaculture which is bizarre.We have the perfect location and facilities to provide the children with concrete experiences in their own locality. Students will be able to connect science and geography to our coastal surroundings, take field trips to a mussel farm, oyster farm and seaweed industry which are all within 10km of their school. They will be able to connect the importance of aquaculture to the local economy, on employment and realising all the are employed through the aquaculture industry in the area. They will also come to understand how important it is to protect our coastal environments.
The ARC is a fabulous tool which enables all children whether they live in an urban/rural/coastal or inland location to access and learn about aquaculture in a fun and interactive way. Hopefully, it will continue to inspire and attract young people to consider a future in the aquaculture sector which is vital for its success.
-
Exploring the world of aquaculture and social licence in the primary classroom provides great opportunities for inquiry based learning, interdisciplinary learning and meaningful experiences. As I work in an inland school I would have never thought of teaching about aquaculture until inland fisheries advertised to come into schools to teach about the life cycle of the salmon. I really enjoyed this lesson and decided to explore this course.
Teaching about social license – this can significantly educate children about ethical issues, communications, community, sustainability and reflection.
Allowing the children to engage in inquiry based learning activities is very beneficial as they are giving opportunities to reflect on the world around them and how this is shaped and what we can do to improve this industry and protect this industry. These skills learned during inquiry based learning activities help children learn about relevant topics and be prepared for the world we live in which is a rapidly evolving world. These tools deepen the children’s understanding of topics and also support the development of the children to be more informed citizens for a more sustainable future.
-
Jane I completely agree with what you said in your post. I’m in a similiar situation where I’m teaching a senior class in a Deis Band 1 school but I would never have thought about teaching aquaculture despite living in a coastal county with so much opportunities for teaching. I also agree about teaching social license and how important this is for developing children’s critical thinking skills.
-
I can really relate to working in an inland school, as I teach in Dublin West where the closest water to many of our children is the canal. Aquaculture is not something they would come across very often, so I think these resources are a great way of introducing it to them. I also agree that it is a lovely way to get children thinking about sustainability and caring for our environment.
-
-
-
-
Learning about aquaculture and Social License has shown me how valuable these topics can be in the primary classroom. The resources provide an engaging and interactive way to teach children about Ireland’s marine environment, food production and sustainability. They can easily be linked with subjects such as Science, Geography, SPHE and Literacy, allowing pupils to develop their understanding through discussions, investigations and project work.
I think learning about Social License is particularly important because it encourages children to understand why industries need the trust and support of local communities. It also teaches them to think critically, ask questions and consider different perspectives before forming opinions. These are valuable life skills that will help them become informed and responsible citizens.
As a teacher in Donegal, I feel these resources are especially relevant as many pupils live close to the coast and are familiar with fishing and seafood. Learning about aquaculture will help them appreciate the role it plays in supporting local communities, creating employment and producing sustainable food. The interactive videos and activities will make learning enjoyable while encouraging curiosity about the natural world.
Overall, I believe these tools will help pupils build environmental awareness, understand the importance of sustainable food production and develop a greater appreciation for Ireland’s rich marine heritage.
-
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 agree that inquiry-based learning is an excellent way to engage children and develop critical thinking skills. It’s great that an inland fisheries visit inspired your interest in aquaculture. These real-life experiences help pupils make meaningful connections while promoting sustainability and informed decision-making.
-
Hi Jane,
Thank you for your post to Module 1 – An Introduction to Aquaculture. Many people in coastal communities in Ireland will be very knowledgeable on fishing practices, but are unaware that aquaculture is also relevant to their area. Many may not realise the links between jobs in their community and aquaculture as there are quite a lot of indirect roles that are supported throughout the industry, showing how connective aquaculture can be.
Thank you for your kind feedback on the ARC project, and we hope you enjoy the remainder of the Farming at Sea online course!
Hugh.
-
Module 1 of the Farming at Sea – Links to the Primary Classroom course has given me a greater understanding of aquaculture and its importance to Ireland’s economy, environment and coastal communities. Learning about social licence helped me appreciate that industries need the trust and support of local communities and that sustainable decisions require balancing environmental, social and economic needs.
The classroom resources have strong links to the SESE curriculum, particularly Science and Geography, while also supporting SPHE through discussions about sustainability and responsible citizenship. The inquiry-based activities encourage pupils to ask questions, investigate real-world issues and think critically about where their food comes from and how marine environments can be protected.
Overall, this module has given me practical ideas for engaging, cross-curricular lessons that promote environmental awareness, collaboration and problem-solving. I believe learning about aquaculture and social licence will help pupils develop a greater appreciation of Ireland’s marine resources and the importance of making informed, sustainable choices for the future.
-
I agree with you that we often need to place more emphasis on the importance of aquaculture to Ireland’s economy and in a more local aspect spreading the knowledge of how the industries often keep smaller communities thriving and growing. I am in agreement that a greater appreciation of Ireland’s marine resources is important going forward. Additionally, I feel this module should be almost mandatory in schools as it opens a whole world of opportunities for future employment and career prospects.
-
-
-
I also work in the beautiful County of Donegal with access to lovely beaches. It is such a shame that children are unaware of what is right there in their own locality. There is quite a lot of oyster farming in the vicinity providing vital employment and we are also not far from a busy fishing port. It is important for the children to see what can be offered in terms of future employment and to develop an appreciation of what is on their own doorstep.
-
As I will be moving to the 5th and 6th class band next year in a DEIS band 1 school in the midlands I think the tools introduced in this first module are excellent resources for our children. As they are not exposed to the sea and some may never have experienced even a visit to the coastline. The ARC looks like an amazing resource for children to capture their interest in a multi-sensory environment. Integrating tools like videos, visuals, and hands-on experiences into lessons on Aquaculture and Social License can deeply enhance student engagement and understanding. The videos are short and interesting which is important when trying to keep the child’s attention. These tools promote inquiry-based learning, enabling students to analyze real world issues. By giving children the opportunity to exam tools related to Aquaculture and Social license it provides them with an opportunity to view the world around them.
-
Hi Vera,
Thank you for your response!
I like how you have highlighted how marine science education should be made accessible to all pupils, regardless of where they live. Resources like the ARC, videos, and hands-on activities are excellent ways to spark curiosity, build understanding of aquaculture, and encourage children to explore real-world environmental issues.
Grace
-
Starting this course I didnt really know what to expect. I am pleasantly surprised with the detailed resourses available. I think these can be a great addition to any classroom whether coastal area or inland. As with any lesson or teaching you work with what the children already know. Some children may be dorectly invovled in aquaculture in a coastal area and will have a huge knowledge whereas others might have very limited knowledge.
Invite the children to share their knowledge and also work together to create questions.
-
I completely agree with your reflection, Vera. You make a great point about children in inland areas not always having the opportunity to experience the coast or learn about the marine environment. As someone from Inis Mór on the Aran Islands, I sometimes take that connection for granted. I think the ARC resources are a fantastic way to bring these experiences into the classroom. I’ll be teaching 2nd class next year, and I can definitely see myself using the videos and hands-on activities to help children learn about aquaculture in an engaging and meaningful way.
-
I agree with you too. Many children rarely get to see a conventional farm let alone a fish farm. Using ARC to bring this concept to Urban or inland schools is an excellent way of giving children a more round view of the world. Fish farming can also be introduced when looking at sustainable development goals with children.
-
-
-
Hi Frances,
Thank you for your post to Module 1, I am glad to hear you are enjoying the course so far!
Interactive and video modes of learning, such as YouTube, are excellent resources for children due to the variety of tools that are used within. It offers some variation to the teaching day and also provides a fun way to STEM learning.
Aquaculture can be used in Ireland to facilitate the protein demand for growing populations. In other developing countries, which may not be in as suitable a climate for agriculture, aquaculture can be a vital resource in helping feed populations and reduce the strain further on land-based resources.
Hugh.
-
As a 6th class teacher in a school based in a maritime harbour setting, I can see many opportunities to use the ARC resources to make learning meaningful and relevant for my pupils. Many of the children are already familiar with the sea, fishing and local marine industries, so learning about aquaculture will help them better understand how seafood is sustainably produced and the importance of protecting our coastal environment. Exploring the idea of Social License will encourage them to think critically about balancing economic development with environmental responsibility and community needs. I would integrate these resources across the SESE curriculum by linking them with Geography, Science and History, while also developing oral language, research and digital skills. The immersive videos and activities would engage pupils and encourage discussion about local careers and sustainability. By connecting learning to their own harbour community, pupils will develop a greater appreciation of Ireland’s rich maritime heritage and become informed, responsible citizens.
-
Hi Eric,
Thank you for your post to Module 1.
You clearly explained how the ARC resources can be integrated into your teaching in a meaningful way, particularly given your school’s location in a maritime harbour community. I thought your emphasis on connecting learning to pupils’ own experiences was especially effective, as this can help increase engagement and foster their understanding of aquaculture and sustainability. I also liked how you highlighted the cross-curricular links with geography, science, and history as this highlights the growing importance of STEM within the curriculum and helps students develop skills which can benefit them as individuals later in life, but also benefit their own local communities.
Hugh.
-
-
I really enjoyed reading your reflection. I agree that the cross-curricular links make these resources very valuable, particularly the connections with Science, Geography and SPHE. Your point about Social License helping children to think critically and consider different perspectives is especially important. Living in a coastal county like Donegal gives pupils a real connection to aquaculture, making the learning authentic and meaningful. These resources are an excellent way to promote environmental awareness and an appreciation of Ireland’s marine heritage.
-
The ARC resources would be an excellent addition to my 6th class. The immersive videos, virtual reality experiences and interactive activities will engage pupils while supporting the SESE curriculum in Science, Geography and SPHE. They provide meaningful opportunities to explore sustainability, marine biodiversity and aquaculture, while encouraging critical thinking about environmental responsibility and coastal communities. As a harbour-based school, these resources will help pupils connect classroom learning with their own local environment and potential future careers in the marine sector.
-
-
I found this module really interesting because I hadn’t really thought about the idea of Social License before. I always assumed that if an aquaculture farm was following the rules, then that was enough. It made me realise that it’s also important for local communities to trust and support what the industry is doing. I think some of the resources and activities could be used in the classroom, especially to get students talking and sharing different opinions. Instead of just learning facts about aquaculture, they can look at the environmental, social and economic sides of it. Our school is also lucky because we’re close to plenty of beaches, the sea and rivers, so there are lots of opportunities to make the learning more relevant. Students can relate what they’re learning to places they already know, and we could even use local examples or organise school trips to help bring the topic to life. I also think learning about aquaculture helps students understand more about where their food comes from and why sustainability matters. It’s a good way to link into topics like climate action and caring for the environment. Overall, I think this module has given me a better understanding of the challenges the industry faces, and it’s something I could definitely bring into my teaching.
-
-
Hi Claire,
Social license has risen in importance throughout the world over the previous years. Projects and plans set out by government and/or private institutions in countries are vitally dependent on social acceptance from the community they are going to be set in. Without this acceptance from the community, or prior engagement with the community, this can lead to further issues down the line regarding sustainability of projects and social unrest. If you are further interested, one example is the Astley warehouse project in Wigan in which the community living nearby were not engaged with prior and has led to a variety of problems since the project has been completed.
Enabling children at a young age to foster a sense of responsibility towards their local area can allow them to become better citizens later in life, through critical thinking and problem-solving. Thus, enabling them to drive sustainable progress within their own community.
Hugh.
-
Learning about aquaculture and Social License has shown me how valuable these topics can be in the primary classroom. The resources provide an engaging and interactive way to teach children about Ireland’s marine environment, food production and sustainability. They can easily be linked with subjects such as Science, Geography, SPHE and Literacy, allowing pupils to develop their understanding through discussions, investigations and project work.
I think learning about Social License is particularly important because it encourages children to understand why industries need the trust and support of local communities. It also teaches them to think critically, ask questions and consider different perspectives before forming opinions. These are valuable life skills that will help them become informed and responsible citizens.
As a teacher in Donegal, I feel these resources are especially relevant as many pupils live close to the coast and are familiar with fishing and seafood. Learning about aquaculture will help them appreciate the role it plays in supporting local communities, creating employment and producing sustainable food. The interactive videos and activities will make learning enjoyable while encouraging curiosity about the natural world.
Overall, I believe these tools will help pupils build environmental awareness, understand the importance of sustainable food production and develop a greater appreciation for Ireland’s rich marine heritage.
-
Hi Niamh, I agree completely – I am quickly realising there is a lot about aquaculture I don’t know myself, let alone our students, and living on an island where it is not just an important industry but a part of our culture, it is definitely something we should be teaching our next generations and improving our own knowledge about.
-
I think that learning about aquaculture, especially in the midlands, in an area with a strong agricultural background, is a great way to get students using critical thinking skills. Looking at an industry that has many parallels but at the same time is completely different from their norm would really open my students eyes and engage their interest. I think there is a lot of value in learning about social license, examining it as it applies to aquaculture, and then looking at the ways it applies to the agriculture they are more familiar with. This would foster some passionate discussion and debate!
Living in the midlands means visiting the coast is a challenging prospect; I think the ARC is such an exciting, and motivating way to bring aquaculture to the classroom and making it seem a lot more relevant to the students. I feel like it is an area I have a lot to learn about myself, but I am finding it fascinating so far – I am realising my knowledge about farming as I understand it in Ireland is very narrow, and I think that my students would feel the same.-
Hi Carrie,
I agree it that learning about aquaculture in an area that isn’t heavily influenced by the sea is a great way of getting students to use their critical thinking skills. Learning the value of social license and developing an understanding and appreciation of our marine farmers along side agricultural farmers would be very interesting to childen especially those from a farming background. The ARC looks like a fantastic resource that would be highly valuable in engaging childrens learning about aquaculture.
-
That’s a great perspective to have about the farming sector in different parts of the country. I’d say your children will be even more invested as it’s something they know so well but get to employ their skills and knowledge to a different setting. It’s new and exciting so has the buy in from the kids but not so far removed that they’d feel overwhelmed or removed from it.
-
-
Being from Galway, I have always had a strong connection to the sea. I have family friends and connections with fishermen in the Claddagh who fish for lobster and shrimp, so I have developed a real appreciation for the local fishing industry and the importance of protecting our marine environment. This made the course particularly interesting and relevant to me.
I found the resources to be engaging, practical, and easy to use in the classroom. The videos, interactive activities, and ARC classroom would really capture pupils’ attention and encourage active participation. I especially like how the lessons promote discussion around sustainable food production, healthy eating, and the importance of aquaculture in supporting our food supply.
Although I taught younger classes this year, I will be teaching at the senior end of the school from September, so I am looking forward to using these resources with my own class. I also plan to share the materials with colleagues, as I think they would be valuable across a range of class levels.
-
-
Hi Tara,
That is great to hear of your appreciation for seafood and the marine environment through local connections. The mixture of interactive lessons, and critical thinking through groupwork tends to engage pupils hugely on board the ARC. We also find that with each school/area we visit, introducing some bits of information on their own area piques the students interest and gets them to make associations between food production in their community and the people it helps.
Additionally, if you are interested in the ARC making a visit to your school, you can apply free of charge through this link: https://bim.ie/a-seafood-way-of-life/the-arc/registration-form/.
Hugh.
-
-
Working in an urban Deis school not located close to the sea, I feel that it is important that our students are introduced to the importance of aquaculture to our country and develop an understanding as to what it is. Having previously used the Greenschools Sea Keepers Project my eyes were opened to the huge interest and fascination the children have with the sea. As many of our students may not get the opportunity to visit the coast and see marine life up close, I think the ARC is a fantastic resource that gives all children to explore our countries vast marine life and allow them to explore the underwater world. Learning about social license helps school students understand that successful fish farming depends on both government support and funding but also the input of the fish farmers and their communities to promote their work and produce.
-
-
I think you are right Maria about the importance of providing opportunities to pupils who are not living near the coast and may nut have the same opportunites to appreciate our coastal environement. I also worked in a Deis school and while it was a coastal area, the pupils had limited experience of aquaculture and local sealife in general. A visit from the Arc would have captured their interest and could be followed up by real life visits to the local area of Howth which is renownded for its fishing industry.
-
-
Before completing this module, I had never really considered how aquaculture could be used as a teaching topic, especially in my school which is located far from the coast. I was surprised by how many curriculum areas it can support, including science, geography, SPHE and environmental awareness. Learning about social licence also helped me understand that it is important for children to recognise why communities need to trust and understand industries that affect both people and the environment.
Next year I will be working one-to-one with an autistic child, so I am always thinking about how to make learning meaningful and accessible. The ARC resources would allow me to adapt lessons using visual supports, short videos, photographs, maps and practical activities that match the child’s interests and learning style. Even though our school is in a rural area with little connection to the sea, these resources can broaden the child’s understanding of where food comes from, the importance of sustainability and the role aquaculture plays in Ireland. I think introducing these topics in an engaging and inclusive way can encourage curiosity, build environmental awareness and help children make connections between their local community and the wider world.
-
Hi Órla,
Thank you for your forum post to Module 1. I really enjoyed reading your post and your acknowledgement of how aquaculture can play a role in various school subjects as that is what we try to highlight on board the ARC.
I agree that aquaculture is a topic that can be explored meaningfully even in schools far from the coast. I also like how you highlighted adapting the ARC resources to meet the needs of your pupil through visual and practical learning. It’s a great example of how inclusive teaching can spark curiosity while helping children understand sustainability and the connections between their local community and the wider world.
Hugh.
-
Hi Órla,
Thank you for your forum post to Module 1. I really enjoyed reading your post and your acknowledgement of how aquaculture can play a role in various school subjects as that is what we try to highlight on board the ARC.
I agree that aquaculture is a topic that can be explored meaningfully even in schools far from the coast. I also like how you highlighted adapting the ARC resources to meet the needs of your pupil through visual and practical learning. It’s a great example of how inclusive teaching can spark curiosity while helping children understand sustainability and the connections between their local community and the wider world.
Hugh.
-
-
I work in a Deis Band 1 school in Galway city centre and I really believe children aren’t aware of what’s happening in their environment. Learning about Aquaculture and Social License has significant potential to engage students in meaningful, real-world learning. Although many students may not have direct experience with aquaculture industries, they are closely connected to the marine environment through Galway’s coastal culture, economy, and identity. Exploring these topics in the classroom can help students better understand the relationship between food production, environmental sustainability, local communities, and scientific innovation.
The concept of Social License is especially valuable because it introduces students to the idea that public trust and community acceptance are essential for industries to operate successfully. I do think that this can be tricky to teach, depending on the age of the class but I can see how it opens discussions and encourages critical thinking, ethical discussion, and civic awareness.
-
-
Completing this module deepened my understanding of aquaculture as the . I learned how water quality, species selection, life cycles, and responsible feed practices affect animal welfare, biodiversity, and climate resilience. Cross-curricular links make it richer—data handling in maths (growth charts), persuasive writing on sustainable seafood in English, and local geography studies of Irish coasts and rivers. A small classroom hydroponics or mini-pond setup can anchor ongoing observation and care routines, building stewardship. Guest talks from local aquaculture or fisheries, virtual farm tours, and SESE projects on marine litter connect learning to place. Reflection journals help pupils think critically about sustainability and ethical choices. It is important that children can recognise the importance of their local area and where seafood comes from and jobs/communities it supports
-
I agree that aquaculture provides so many meaningful cross-curricular opportunities, particularly through SESE, English and Maths. I also like your idea of using a classroom hydroponics or mini-pond setup, as hands-on learning helps children make stronger connections with the topic. Your point about helping pupils understand where their seafood comes from and the jobs and communities it supports really resonated with me. Living in a coastal community, I think it is important that children develop an appreciation of their local marine environment and understand the role aquaculture plays in supporting both sustainable food production and local livelihoods.
-
-
I live and work in a DEIS school on the east coast, where we regularly visit the beach and the fishing port of Howth. These experiences make the content of this course very relevant to our pupils, as they can relate their learning to places they know and visit. Our school is also working towards achieving the Marine Environment Global Citizenship Green Schools flag this year, so the BIM resources will be valuable in supporting teachers across class levels to explore our local marine environment and aquaculture.
My prospective class took part in the SeaKeepers Project this year, so I feel these lessons will build naturally on the knowledge and interest they have already developed. While agriculture is well represented in the primary curriculum, I believe there is much greater scope to educate children about aquaculture, particularly in coastal communities. I also think it is important to introduce the concept of social licence so that pupils understand how community trust, environmental responsibility, and sustainable practices all contribute to the success of the aquaculture industry.
-
Hi Eve,
Thank you for your reply!
I like that you have linked how marine science education can be linked to pupils’ local experiences and existing learning. Building on projects like SeaKeepers while introducing aquaculture and social licence is a great way to help children understand the importance of protecting our marine environment and supporting sustainable coastal communities.
Grace
-
-
Learning about aquaculture has shown me how relevant it is to my teaching. As I teach in a school located in a coastal area, these topics are particularly meaningful for my students. The children come from a range of social and economic backgrounds, with some having connections to the fishing industry while others do not. This diversity creates opportunities for students to share different perspectives and learn from one another.
Topics such as ‘Introduction to Aquaculture’, ‘Where do We Farm?’, and the ‘Socioeconomic Importance of Aquaculture’ help students understand where food comes from, how aquaculture supports local communities, and its role in food security. Learning about the ‘Nutrition of Seafood’ encourages healthy eating, while ‘Aquaculture and Sustainability’ promotes environmental awareness and responsible resource use. Exploring the concept of ‘Social License’ helps students understand the importance of community trust, ethical practices, and sustainability. Overall, these topics connect classroom learning to real-life issues and encourage students to become informed, responsible citizens.
-
Hi Karolina,
Thank you for your response to this module!
I like how you connect the topics to real-world issues such as food security, healthy eating, sustainability, and the local economy. Encouraging pupils to share different perspectives and understand the importance of responsible aquaculture will help them become informed and environmentally aware citizens.
Grace
-
-
I thoroughly enjoyed module one learning about aquaculture. I liked the videos of oyster, salmon and mussel farming. I had never heard of ARC previously and I think it would be something very beneficial for any school community to engage with. Looking locally I did some research and found that we have the world’s oldest hatchery on the Owenriff river in Oughterard, Co. Galway. I remember getting a tour as a young child and it’s funny how memorable that was for me. You do gather some pride in where you are from when you experience local amenities and local people passionate about what they do. It is special to see food science/ science/ geography in action. I got some nice ideas for research projects for students. It is important to encourage children to explore local food sources and real-world environmental issues.
-
Hi Ellen,
Thank you for your response!
Your connection to the hatchery in Oughterard shows how powerful local experiences can be in inspiring a lasting interest in science and the environment. I agree that introducing students to local aquaculture and marine life is a great way to make learning meaningful while encouraging curiosity about sustainable food sources and environmental stewardship.
Grace
-
-
I thoroughly enjoyed module one learning about aquaculture. I liked the videos of oyster, salmon and mussel farming. I had never heard of ARC previously and I think it would be something very beneficial for any school community to engage with. Looking locally I did some research and found that we have the world’s oldest hatchery on the Owenriff river in Oughterard, Co. Galway. I remember getting a tour as a young child and it’s funny how memorable that was for me. You do gather some pride in where you are from when you experience local amenities and local people passionate about what they do. It is special to see food science/ science/ geography in action. I got some nice ideas for research projects for students. It is important to encourage children to explore local food sources and real-world environmental issues. We all live with such close proximity to the sea I believe we should all be looking at farming at sea a lot closer than we do already. I have found that children generally love learning about marine life and this module offered lots of resources to explore with students to spark their curiosity and engagement.
-
I really enjoyed reading your reflection. Your connection to the Owenriff hatchery shows how powerful local experiences can be in inspiring lifelong interest in science. I agree that using nearby aquaculture examples can make learning more meaningful and help students appreciate sustainable food production and the importance of protecting our marine environments.
-
-
Module 1 shows us the importance of aquaculture in Ireland. THere are so many tools that can be used from module 1 in the classroom. One that stands out to me is the information about shellfish and salmon. The part about the lifecycle of the salmon can be used in an SESE lesson. It covers Geography and Science as well as Oral Language, History and Maths. Pupils can study the lifecycle of salmon. They will learn the vocabulary associated with the lifecycle and can then use ipads or chromebooks using Canva to produce a slideshow of their own. We can introduce the Salmon of Knowledge in History as a follow up lesson.
It is important that pupils understand the importance of sustainable living. Many will know a lot about agriculture in Ireland but maybe not so much about aquaculture even though Ireland is an island. They will also learn about the health benefits of eating seafood and it might encourage them to try something that they haven’t eaten in the past. -
I live and work in North County Sligo where there is an abundance of aquaculture on our doorstep. We have a mussel farm and fish farm beside where I live in Lissadell and lobster and crab fishing in Mullaghmore. I think it would be very interesting and informative for pupils to learn about local aquaculture in our area and take a visit to some of these places to see the work in action.
I think a visit from the Arc would be a really engaging way to reinforce the learning about this area. I also think the older pupils in particular would enjoy following the young chefs adventures in the Taste The Atlantic initative.
There is huge scope to integrate aquaculture into the curriculum in social and environmental studies as well as promoting active citizenship by supporting local produce. There is an increased focus in the new curriculum for learning which is relevant to our local context and I think that aquaculture should be included as it is not only important for our economy but it is also part of our heritage.
-
-
Hi Catherina,
Our school is like yours and it is situated near the coastline. I think it would be invaluable for a class to visit some of the local aquaculture we have available on our doorstep because I for one knew very little about the local oyster farm. It was only during a recent course we were lucky to visit it and the owner explained the process and showed how they were trying to be environmentally friendly by using as much recyclable materials as possible. He also explained the impact local treatment plants and humans had on the farm. I found it very interesting to be able to see the set up and I think the children would benefit greatly from a visit maybe if they could also avail of the much sought after ARC lessons so they were armed with the knowledge prior to visiting that would be great.
-
-
Unlike many other participants on this course, I don’t live or teach anywhere near the sea. This course caught my attention because I work in an Educate Together school. One of the strands of the Learn Together curriculum is ‘An Ethical Approach to the Environment’. We are required to research and cover topics relating to sustainability, and how human consumption affects one species or another in a negative way, and what can be done to counteract it in some way. This year, I chose cage versus free range chickens. Next year, I will choose aquaculture.
-
-
can relate to your post as I don’t live near the sea either, so I didn’t know much about aquaculture before taking this course. It has definitely opened my eyes to how important it is and how relevant it is to teaching about sustainability. I’ve come away with a few ideas that I can use in my own classroom, and it’s a topic I think students would find interesting and engaging.
-
-
I found this module very thought-provoking, it has changed the way I think about aquaculture and its role in providing sustainable food for a growing global population. I had a limited understanding of fish farming and mainly associated it with food production. I now appreciate that successful aquaculture also depends on protecting the environment, maintaining animal welfare, and building trust with local communities through what is known as a social license.
As a teacher, I can see many ways to bring these ideas into the classroom. The resources and activities from the course could be used to encourage students to ask questions, investigate real-world issues, and think critically about different viewpoints. Students could research various aquaculture systems, discuss their environmental and economic impacts, and debate how communities, scientists, industry, and governments can work together to develop sustainable practices.
I also think learning about social license is particularly valuable because it encourages students to understand that scientific decisions are not made in isolation. Public opinion, community values, and environmental responsibility all play an important role. This helps students develop empathy, communication skills, and the ability to consider multiple perspectives when discussing complex issues.
-
Hi Edwina, I really enjoyed reading your reflection. Like you, I had not fully appreciated the wider role of aquaculture beyond food production before completing this module. Your point about social license is particularly important, as it highlights the need to balance environmental responsibility, animal welfare, and community trust alongside economic development. I also agree that these topics provide excellent opportunities for classroom discussion and inquiry-based learning. Encouraging pupils to explore different perspectives and debate real-world issues will help develop their critical thinking, communication, and empathy. These are valuable skills that will support them in becoming informed and responsible citizens.
-
-
This module highlighted to me the importance of children learning about aquaculture and social licence from a young age. Through the various resources they will learn about Irelands fishing industry and its importance in communities around Ireland as well as their impact worldwide. They will see how these industries are managing our natural resources in such a way that they will be here for generations to come. By teaching them about this sustainability children will learn about becoming responsible for the choices they make that protect the planet, also realising how nutritious the food provided by our aquaculture is and the benefits to our own health. Beginning this learning from a young age is important, it is sowing seeds of sustainability and responsibility, promoting irelands wealth of natural resources and employment opportunities, its taking teaching back to the “grassroots” of our beautiful country. The BIM social licencing projects include ARC, Taste the Atlantic, Young Chef Ambassador and Next Generation Oyster Farms. I found these very interesting to read about, particularly the Young Chef Ambassador project, what an opportunity for a young talent!
-
Hi Amy,
Thank you for your forum post. I really enjoyed reading your points about how aquaculture and social license can help children understand sustainability and their connection to Irelands natural resources. I agree that introducing these ideas from a young age helps pupils become more aware of the choices they make and the impact they can have on the environment.
Great that you mentioned the BIM projects, especially the Young Chef Ambassador programme. It shows pupils that aquaculture links are not only found in science and sustainability but also through careers, food and local communities. An idea to bring this topic into the classroom could be for the students to explore a local seafood product and create an art project following the products journey from farm to plate, highlighting the people, processes and sustainability elements involved!
The ARC Team
-
-
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.
-
-
Aquaculture offers rich opportunities for cross-curricular learning, particularly within SESE. Pupils can explore how the fishing and aquaculture industries have evolved over time, with a strong emphasis on sustainability, making meaningful links to History and Geography. Investigating Ireland’s coastlines, fishing hubs, and small fishing communities, alongside topics such as safety at sea, healthy eating, seafood varieties, and industry infrastructure, provides engaging and relevant learning experiences. The module resources, including videos and the ARC Classroom, are accessible, interactive, and well suited to supporting both individual and collaborative learning. These resources can help pupils develop a deeper understanding of aquaculture’s role in providing sustainable protein sources while encouraging reflection on healthy eating and responsible food choices. Drawing on personal experience of growing up by the sea further highlighted the value of these lessons. Although currently teaching a younger class level, the resources will be shared with colleagues for wider classroom use.
-
-
In my SET classroom, I would teach aquaculture and the life cycle of a salmon through a multi-sensory, inclusive, and hands-on approach. I would begin by introducing aquaculture as the farming of fish and shellfish, using photographs, short videos, visual supports, and simple key vocabulary. Children would explore sensory trays containing water, stones, seaweed, shells, and toy fish to develop understanding through touch and play. I would use BIM’s Aquaculture Remote Classroom (ARC) and use their virtual reality resources. Teaching the concept of social licence is challenging but perhaps we could use the example of getting a class pet fish. Lots of work could be done on what is important for caring for the fish and how we keep it’s environment clean etc. It links very well with the concept of social licence and fish farms are similar. They need the trust of local people. If they look after the fish, protect the environment, and keep the water clean, communities are more likely to support them.
-
Hi Kathy,
Thank you for your answer! Your ideas for introducing aquaculture to your SET classroom are fantastic, I especially liked the sensory tray to help the students understand the concept through a hands on approach.
Another way to bring this topic to life is aquaculture themed art projects, possibly creating marine farm environments using recycled materials, or as you mentioned, recreating the salmon life cycle.
ARC Team
-
Kathy I love the idea of teaching the lifecycle of a salmon via an inclusive and interactive way. I’m an infant teacher so reading through the posts and getting ideas of how people are teaching this content to different age groups is very interesting. I also think role play would be a nice idea for infants. Children could pretend to be fishermen, tourists, seals, birds, swimmers, or fish farmers. They discuss what they need to enjoy the sea safely and happily and this introduces the idea that everyone has different needs and that we should make fair decisions.
-
-
Having grown up by the sea, fishing for crab and mackerel, I have seen first-hand how important healthy marine ecosystems are. There is also a large oyster farm in my local area, which provides a real-life example of sustainable aquaculture and its role in the local economy. Although the school where I teach is inland, our pupils have a strong connection to water through a large river, which flows through the village. The recent fish loss in this river provides a meaningful way to discuss water quality, biodiversity, pollution and the shared responsibility we all have in protecting our natural environment.
Learning about aquaculture and social licence has given me a better understanding of how these topics could be used in the classroom. Before this module, I didn’t really think much about aquaculture beyond fish farming. I now realise there is a lot more to it, including how it supports local jobs, food production and the environment. I also learned that social licence is about making sure local communities are listened to and involved when decisions are made.
I would use this topic as part of SESE through inquiry-based learning. Middle and older children could investigate where seafood comes from, compare wild fishing and aquaculture, map local waterways, etc and it could also be linked with literacy, art, STEM and sensory-based activities for younger pupils.
-
I really enjoyed reading your reflection. I agree that introducing students to aquaculture helps them understand the connection between food production, sustainability and protecting our marine environment. I also liked your point about using practical activities to engage children. These resources provide excellent opportunities for cross-curricular learning and encourage students to think critically about environmental issues that affect Ireland’s coastal communities.
-
-
-
Learning about aquaculture and the concept of social licence has broadened my understanding of the relationship between food production, environmental sustainability and local communities. I can see many opportunities to incorporate these resources into the classroom through inquiry-based learning, STEM activities, geography, science and SPHE. The interactive lessons and videos encourage students to think critically about where their food comes from, how marine resources are managed and why community engagement is important in decision-making.
Introducing these topics helps students appreciate the balance between protecting marine ecosystems and supporting coastal communities and employment. It also develops environmental awareness and responsible citizenship by encouraging informed discussion rather than relying on assumptions. I believe these resources would engage students through real-life Irish examples and promote cross-curricular learning. Overall, teaching about aquaculture and social licence can help young people become more informed consumers, environmentally conscious citizens and active participants in discussions about the sustainable use of our marine resources.
The BIM Social Licensing project that interested me most was the community engagement initiative that focuses on building trust and encouraging open dialogue between the aquaculture industry, local communities and other stakeholders. I liked this project because it recognises that successful aquaculture is not only about environmental sustainability but also about listening to people’s concerns and involving communities in decision-making.
The project highlights the importance of transparency, collaboration and evidence-based information. I think this approach is valuable because it helps reduce misconceptions and encourages respectful discussion about both the benefits and challenges of aquaculture. As an educator, I also see links to developing students’ critical thinking, communication and citizenship skills by showing them how different perspectives can contribute to better environmental and social outcomes.
After exploring the BIM ARC online lessons and watching the four videos, I was impressed by how accessible and engaging the resources are for young learners. The videos explain complex ideas in a clear and age-appropriate way while highlighting the importance of sustainable food production, marine biodiversity and responsible use of our oceans.
I believe it is important to introduce aquaculture to children from an early age because many students have little awareness of where seafood comes from or the role aquaculture plays in Ireland’s economy and food security. These resources encourage curiosity, scientific thinking and environmental responsibility while supporting several areas of the primary curriculum, including Science, Geography and Social, Personal and Health Education. By learning about aquaculture early, students can develop a balanced understanding of sustainability, environmental stewardship and the importance of making informed decisions about our natural resources.-
Hi John,
Thank you for your response!
I agree that introducing children to aquaculture from an early age helps them better understand where their food comes from and why sustainability matters.
Your point about balancing environmental sustainability with the needs of coastal communities highlights how these resources encourage students to consider multiple perspectives while fostering responsible citizenship and an appreciation of sustainable marine practices.
Grace
-
-
As a teacher in a large urban inland school, the majority of my 3rd-class students have very little personal connection to the marine environment or awareness of where seafood originates. Introducing tools like the ARC provides an invaluable, immersive window into a coastal world they rarely experience firsthand. The interactive, cinematic nature of the mobile classroom is perfect for capturing the imagination and interest of older students.
Connecting aquaculture to the children’s geography, science and SPHE/nutrition lessons empowers them to see themselves as responsible global citizens, building a meaningful link to the sea despite living inland. -
I agree with Jessica Mc Laughlin that this topic is very relevant to pupils in coastal counties such as Donegal and that inquiry based learning is very suitable for children to learn new facts and information on this very interesting topic.As a teacher in Dublin city, I see that many children spend holidays in coastal counties, such as Galway, Cork and Kerry.It would be very beneficial for them to be briefed on Aquaculture as they will definately witness these projects firsthand.As it happens, we go to Rós an Mhíl, in the Connemara Gaeltacht for a 3 day trip in Rang 5 to Coláiste Chamuis and we visited the new marina and fishing facilities there at the beginning of May this year.
-
I believe that this topic of Aquaculture is a fascinating and very interesting topic for pupils of all ages.Firstly, we live on an island and when learning Geography, children learn that 18 counties have a coastline and many other counties have rivers or lakes. This has a very important role to play for all Irish people; holidays, pastimes, tourism, food supply, career choices, sustainability of marine life etc. Aquaculture has a long list of learning possibilities as it can be a controversial subject in some areas where local people oppose fish farming on their coasts, as they argue that it stops locals accessing beaches for swimming or water sports, and local people fear that it will cause pollution.On the other hand, we have to emphasise that fish, shellfish and seaweed is a very important part of our diet i.e. protein and fish oil, and that it is important that the supply is there for us to access. Healthcare professionals are advising us too that we have to reduce our consumption of meat and fish is a very good alternative.
Bord Iascaigh Mhara is the important link organisation which organises,trains, educates, informs, enables, sponsors and encourages the development of Aquaculture. It is vital that they plan ahead and focus on this industry to further develop it and also to induct a new and vibrant workforce to service the industry.
-
Hi Caitlin,
Thank you for your reflection. You highlighted many different ways aquaculture can be explored in the classroom and how it connects with everyday life in Ireland. It is great to see how this topic can link across subjects such as geography, science, sustainability and careers.
Learning about both the challenges and benefits of aquaculture can help children become more informed about the choices they make and their impact on the environment. Your mention of BIM also shows the wide range of opportunities within the industry, and it would be a great topic for students to explore through projects, discussions, local examples and guest speakers that can connect learning to the wider world.
The ARC Team
-
-
I really enjoyed learning about the different complexities of aquaculture. Living in the Hidden heartlands surrounded by lakes is a different environment. In some ways we can be cut off from the sea even though we are a small Island nation. So, the increase in knowledge and the increased consumption of fish in recent years is very welcome. Pupils would engage well in learning about an area with a different background to them and looking at an industry that could increase their interest in Sea life. I think there is a lot of variety in ways to in learn about aquaculture, and the ARC sounds like a great interactive way to bring aquaculture to the classroom and if you cannot have a hands on experience for the students. Having begun the study on this course, I acknowledged, not since Geography lessons in Leaving Cert, have I examined the area of aquaculture and how this knowledge could greatly impact my students in terms of business and career and even food choices in the future.
-
Hi Olive,
Thank you for your response!
It is great to hear how your experience of this module has allowed your understanding of aquaculture to be developed. The impact on your students will hopefully be long-term and lasting into their adult life when it comes to nutrition and career choice. At the point where they will have autonomy over their own diet, career paths and considering the environment in their day to day choices.
Grace
-
I agree that living away from the coast can make aquaculture feel like a less familiar topic, so it’s great that this course helps build awareness. I also liked your point about how learning about aquaculture can influence students’ future career interests and food choices. The ARC seems like a fantastic way to make the topic more engaging and accessible for children.
-
-
It would be very beneficial to have an introduction to aquaculture in my school. We are in Dublin and some of the children would have very little experience of aquaculture and would know very little about how seafood is farmed. The ARC looks like such a valuable resource for schools and it is amazing that it can come and set up at the school. It is so important that children are introduced to topics such as sea farming and sustainability in the world we live in today. The BIM Social License Programmes is also an important service that shows children that they can access jobs in the industry. Programmes such as ‘Next Generation Oyster Producers’ could further give the children an insight into a future in the industry. This topic could be integrated into History, Geography and Science easily and I think our fifth and sixth class would benefit from experiencing an insight into this
-
Hi Christina,
Thank you for your response!
I agree that programmes like Next Generation Oyster Producers would give pupils a valuable insight into future careers while helping them understand the importance of aquaculture. The cross-curricular approach to learning is fantastic for students as it allows them to consolidate and make the information applicable in multiple different subject areas and relate to real life situations.
Grace
-
-
I would use the resources provided to introduce pupils to the importance of aquaculture in producing sustainable seafood while also encouraging them to think critically about environmental responsibility and the balance between economic development and protecting natural habitats. Activities such as class discussions, videos, and simple investigations into local ecosystems would help pupils understand these concepts in a practical way.
I live on the coast in a fishing village and beside an oyster farm. I think the children should know what is in their locality
-
-
Hannah, I agree that children should have opportunities to learn about their local area and make connections with their community. However, this can depend greatly on a school’s location. In urban settings, organising workshops, guest speakers and field trips can be costly, particularly when transport is involved. Perhaps additional funding could be made available to schools to support local learning experiences. This would help ensure that all schools, regardless of their setting or resources, can provide pupils with a certain number of meaningful local connections each year.
-
-
-
Learning about Aquaculture and Social License has shown me how important it is to teach children about our marine environment. I am from Inis Mór on the Aran Islands, and growing up we were never taught about these topics in school. Looking back, I think it would have been so valuable, especially for children living in the west of Ireland where the sea plays such an important role in everyday life.
Last year, while working in a primary school, the ARC classroom came to visit and I thought it was absolutely brilliant. The children were so engaged and learned through fun, hands-on activities. I think programmes like this are a great way to raise awareness and help children understand the importance of aquaculture and caring for our marine environment from a young age.
-
-
Learning about the Board Iascaigh Mhara (BIM) aquaculture resources and the idea of social licence has made me think differently about how these topics could be explored in the classroom. They provide a great way of linking Science, Geography and SPHE while encouraging children to think about sustainability, food production and caring for the environment. One thing that really struck me is how little many of us know about the aquaculture industry, even when it is right on our doorstep. Our school is located close to an oyster farm, yet I honestly don’t think many people in the school community, adults included, even know it exists or understand what happens there. That in itself shows the value of these resources. They could help children become more aware of their own local area and the industries that support it. I also like that the resources encourage discussion and show that there are often different opinions about issues such as aquaculture. Children can learn that it is okay to ask questions, listen to different viewpoints and make informed decisions based on facts. I think these lessons would be engaging because they are rooted in real life and local places. They would help pupils develop a greater appreciation for their community, while also building their understanding of sustainability and Ireland’s rich marine environment.
-
Hi Orla,
Thank you for your response!
I like how you are suggesting for the children to learn more about local producers such as the oyster farm in your area. Relating their learning back to real-life examples in the pupils own community makes the material more applicable and relatable. Allowing the students to ask questions and encourage enquiry based learning gives each student a chance to take authority over their learning and promotes greater participation.
Grace
-
-
I grew up on an island off the west coast of Ireland, so I have a strong knowledge of the sea and fishing. Most families made their living from the sea, whether through fishing or the tourism it brought to the area. We also farmed both plants and animals, although we never referred to it as aquaculture! Studying this module, I am learning the key vocabulary associated with practices I have known all my life, and I look forward to bringing this learning into the classroom.
We harvested and cultivated a variety of marine plants, including seaweed for farm fertiliser, as well as dillisk, carrageen moss and kelp for food, nutrition and their many health benefits. We also fished and gathered a range of fish and shellfish, including pollock, mackerel, wrasse, lobster, crab and crayfish, both for sale and for our own consumption.
Although I have lived and worked in Dublin for many years, I still try to share these experiences and life skills with the children I teach. ARC is new to me, and I was disappointed to learn that there are currently 500 schools on its waiting list. Having previously taught 5th and 6th classes, I believe pupils of that age would particularly enjoy and benefit from this type of classroom. I will certainly be recommending this workshop to my colleagues, and we must get on that waiting list – a fantastic opportunity to bring aquaculture to an urban school.-
Hi Noreen,
Thank you for your response!
If you would like to register your school for a visit from the ARC; please follow the link below and fill in the details of your school. We cannot guarantee a visit. However if we do have availability the next time we are in your area, we will contact you.
Grace
-
Hi Noreen, Like you I was disappointed to see there are over 500 schools on the ARC waiting list but after seeing the ARC I can see why amd have joined the list. I’d assume there would hardly be cancelations but we would be ,ore than happy to accept one in North county Dublin! It looks amazing. I look forward to learning more about aquaculture in this course.
-
-
From this module I developed much better understanding of aquaculture and the importance of social licence in underpinning the sustainable development of the seafood industry in Ireland. Before I started the module I had little idea about how aquaculture works or the different species farmed in Ireland. I found the resources and videos interesting and engaging. I think the resources and videos would be a great tool to use in the classroom as they encourage learning through real-life examples and interactive activities.
There are many opportunities to embed these resources across the Primary Curriculum especially in Science, Geography and SPHE. Students could look into issues such as sustainability, biodiversity and food production; investigate the farming of salmon, mussels and oysters; and contrast aquaculture with traditional agriculture. Learning about social licence also encourages pupils to think about other people’s perspectives and understand why it’s important for industries to work responsibly with local communities and the environment.Overall I think these resources would be beneficial in developing students critical thinking skills, increasing their awareness of Ireland’s marine environment and gaining a better understanding of where their food comes from. They would also encourage meaningful dialogue around environmental responsibility and the importance of making informed decisions about the future.
-
Hello Molly,
Thanks for your response!
The strong links with Science, Geography and SPHE make the resources very versatile for classroom use, while the real-life examples help pupils connect their learning to the world around them. Developing students’ awareness of sustainability, biodiversity and responsible food production is an excellent way to encourage critical thinking.
Grace
-
-
I think that the teaching of Aquaculture is an excellent way of introducing children to the concept of fish farming, why it is important for our future sustainability, how it protects natural habitats and why it is important for the economy. There are a range of classroom based activities e.g. videos as shown in this module, investigations such as carrying out a sustainable fishing lesson, looking at data for overfishing data etc. I would also like to explore our locality and introduce children to aquaculture on their doorstep. We are close to a number of beaches and very near to Clogherhead. Also a visit from ARC would be an amazing opportunity to bring the sea to the classroom. Social licence is also an important term that children should know, young children have a heightened sense of what is fair and showing them how and why it is important to care for their environment is paramount.
-
Hi Stephanie, I really enjoyed reading your reflection. I agree that introducing aquaculture through local examples would make the learning much more meaningful for children. Children benefit hugely from real life experiences rather than being infront of screens or reading a book. A visit from ARC sounds like a great way to bring the topic to life and engage pupils. I also agree with your point about teaching social licence from a young age, it helps children understand the importance of caring for the environment while recognising the role aquaculture plays in supporting local communities and the economy.
-
-
This module opened my eyes to the significance of BIM (Bord Iascaigh Mara) and informed me about the different projects that it hosts- such as the ARC. I was not aware that BIM hosted programmes for primary schools. I’m sure bringing the Aqua Culture Remote Classroom (ARC) to any school would bring lots of enthusiasm and excitement for learning. The cinematic feel to it would be very engaging for students and I’m sure very educational. The workshops, while suitable mainly for older classes, integrate so many areas of the curriculum such as Geography and SPHE. Aquaculture is not something I have personally taught too much in the classroom yet, hence why this course interested me. We are so lucky to be close to the sea in Ireland and through bringing in workshops such as the ARC, helps children appreciate their surroundings more. With BIM being just a few minutes drive from my school, it is definitely an experience I will look into trying in the future.
-
<p style=”text-align: left;”>This module was really interesting and had so much information about aquaculture. I am based in the midlands but found this module brilliant. I loved the ARC classroom, I had never heard of this before and was fascinated by it. I think any school lucky enough to have this resource visit there school it would bring Aquaculture to life and especially for children that have limited access to the coast. I know there is a long waiting list but it is something so worthwhile for children.</p>
I thought the young chefs programme was also really interesting and a fantastic opportunity for candidates. This module really brought to life the wonderful coastal enterprises located on our island and like I said even though I teach in the midlands I will definitely use these fantastic resources going forward.-
Hi Yvonne,
Thank you for your response!
If you would like to register your school for a visit from the ARC; please follow the link below and fill in the details of your school. If we have availability the next time we are in your area, we will contact you.
Grace
-
-
-
I’m a teacher in the Dublin North Bay area and feel it’s very important that students become more aware of the marine environment on their doorstep and beyond. Some students take trips to the beach, but I’ve found that the majority have very little understanding of the workings of their coastline.
These resources from BIM would be highly effective in engaging children in aquaculture. I really like how the videos have quizzes after them. It’s always easier to engage children when they have a fun, competitive task to do afterwards. It would be fantastic to have a school visit from ARC, but all the online and virtual resources would also be great in getting children to understand that local, sustainable and nutritious food can be produced right here on our coastlines.
-
-
I work in a school near so many beaches also. We try to utilise this as much as possible with beach visits and clean ups etc. We had the ARC this year! It was so beneficial to all the pupils and definitely a highlight of the year. There was great excitement when the lorry pulled up and the children in all the classes thoroughly enjoyed the lessons associated with it. Our green school committee also focused on sea and marine life issues which was our them this year so it was all tied in together.
-
Aquaculture is a very interesting topic that lends itself to many subject areas in a primary classroom. The resources available encourage teachers to reflect on what is readily available in our locality and to provide children with opportunities to explore and appreciate local industries. The images, videos and maps lend themselves to active-inquiry learning The social license encourages children to reflect on their own impact on the world around them which promotes the idea of being an active citizen. The engaging and visual nature of the resources encourage curiosity and interest in student. As well as encouraging children to be mindful and active citizens, the resources also highlight the industries that are available and have the potential to spark a genuine interest in a career in aquaculture. Overall, I found this module very interesting as I believe exploring and promoting industries such as aquaculture farming support appreciation, employment and understanding within the sector.
-
Firstly, I come from an agricultural background with little to no knowledge of aquaculture. I really enjoyed Module 1 because I learned so much from it. I teach in an urban DEIS Band 1 school in Co. Cork, where a few of our pupils have some knowledge of agriculture, but I would be confident in saying that very few have any awareness of aquaculture. I am really looking forward to bringing this course content into my classroom when I return from maternity leave next year.
The BIM Aquaculture Remote Classroom (ARC) resources provide an engaging and innovative way to introduce my pupils to aquaculture and the concept of Social Licence. Through the use of immersive technologies, online lessons, and curriculum-linked activities, pupils can explore how salmon, mussels, and oysters are sustainably farmed in Ireland while making connections to science, geography, and social responsibility. I am also hoping to get my principal on board with applying for the ARC vehicle to visit our school.
Learning about Social Licence is particularly important because it helps pupils understand that successful industries depend not only on economic benefits but also on community trust, transparency, and environmental responsibility. It will encourage them to consider multiple perspectives, including those of local communities, environmental groups, and aquaculture producers, and help them become more informed and responsible citizens.
-
Before completing this module, I didn’t know a lot about aquaculture or what Social License meant. I found it interesting to learn how seafood is farmed in Ireland and why it is important for the industry to work responsibly and have the support of local communities.
As a junior ASD teacher, I think these resources would be useful in the classroom. The videos and interactive activities would suit many of my students, as they respond well to visual learning and practical, engaging lessons. I also like that the topic can be linked with Science, Geography and learning about the environment.
Teaching children about aquaculture at a young age helps them understand where their food comes from and why sustainability is important. Learning about Social License also encourages respect for the environment and helps students understand that businesses have a responsibility to the communities around them. Overall, I enjoyed this module and found it easy to follow. It has given me new ideas that I could adapt for my own classroom. -
-
Learning about Aquaculture and Social License has broadened my understanding of the relationship between food production, environmental sustainability, and community trust. These topics have significant value in the classroom and especially in SET because they connect science with real-world issues that students encounter through food, the environment, and the economy. Introducing aquaculture allows students to explore sustainable methods of producing seafood while understanding challenges such as environmental impacts, animal welfare, and resource management.
The concept of Social License is equally important because it teaches students that successful industries must earn and maintain public trust by operating responsibly, transparently, and ethically. This encourages critical thinking as students evaluate different perspectives, consider the needs of various stakeholders, and discuss how businesses can balance economic growth with environmental protection.
Using classroom activities such as debates, case studies, research projects, and problem-solving tasks can make these concepts engaging and relevant. Students can investigate local and global aquaculture practices, analyse media reports, and propose sustainable solutions to real-world challenges. These learning experiences also support the development of communication, collaboration, and decision-making skills.
Overall, teaching Aquaculture and Social License helps students become informed and responsible citizens, which the new curriculum promotes. It encourages environmental awareness, promotes scientific literacy, and develops an appreciation of how community values influence industry practices. By connecting these topics to sustainability and responsible resource management, students gain knowledge and skills that will help them make informed decisions about the future of food production and environmental stewardship.
-
Before taking part in this module, I didn’t have very much awareness of aquaculture or social license. I now understand its importance and how it can be integrated into the classroom. Learning about aquaculture fosters environmental awareness in children and helps them to become active citizens in their own localities. Children often having a natural interest and draw to the sea yet may not have an in-depth knowledge of the many industries related to the sea. Through inquiry based learning and problem solving there are many opportunities for children to develop their awareness of the different types of fish, shellfish and marine plants in their local area.
-
-
This course has helped me see how aquaculture can be explored in a simple and meaningful way in the primary classroom. Before completing the course, I hadn’t really considered the idea of social licence or how important it is for local communities to have a say in developments that affect them.
As I work in a MGLD class, I would use lots of visual and hands-on activities to introduce these topics. Short videos, pictures, matching activities and discussions would help pupils understand where seafood comes from and why it is important to care for our seas.
I think these lessons would encourage children to think about the environment and how our choices can affect it. They also link well with subjects such as SESE and SPHE by promoting curiosity, respect for nature and an awareness of how people and the environment are connected.
-
Hi Lauren,
Thank you for your response!
I like how you have listed some visual and hands on activities here to support the pupils learning. Group discussion for concepts such as sustainability in our day to day choices is a great one as the students can compare and contrast the myriad of things they could do to benefit the environment.
Grace
-
-
I chose this course as my daughter was lucky enough to have the opportunity to visit the ARC mobile classroom this year and she came home enthused and curious about the fish we eat in our home!
I work in a rural school in the Midlands, where children’s knowledge of sea life is v limited and the scope for hands on learning is virtually non-existent. However, the pupil video clips make this topic v easy to introduce, even to children living in a county with no coastline!
Food origin and consuming local and seasonal produce is a large part of my teaching every year. The ability to broaden this to include Aquaculture would really enhance the children’s learning. The Young Chefs initiative reminded me of something we did many years agó, where a local chef visited our school and prepared fresh goujons with the children. The vast majority of the children were afraid to touch the skin of the fish and most had never seen a whole fresh fish before. This really highlighted for me the importance of children understanding the value of fresh local food
-
Hi Triona,
Thank you for your response!
It is so lovely to hear about your daughter’s visit aboard the ARC. It is really important for younger students to know about where their food is coming from whether it is land or sea as this promotes healthier eating choices into adulthood. Hopefully we can return at some point!
Grace
-
Hi Triona, I agree that the videos would really appeal to and spark an interest in children who may not live near the sea. It also may be something they bear in mind while visiting the coast on their holidays or when eating seafood at home. I thought it was interesting when you said some children didn’t have much experience of cooking fish as this teaches important life skills for the future.
-
Hi Tríona,
I never thought about this module from the perspective of a school that is not based close to the coast. The use of ARC is so beneficial to bring it to you. I would love to see how the children engage with it.
We have many festivals in our area where adults get to experience from Sea to Plate or Farm to Fork and I would love to incorporate this into school life next year.
-
-
The ARC itself as a new structured enviornment that is not the classroom will immediatley pique the childrens interest. Its interactive nature will allow the children to experience a modern way of learning.As a large portion of oir schools has an ocean on their doorsteps, experience the journey of sealife to the taste is something that we should encourage more off and provide more resources for. This active day/field day of learning is more effective than a week of classroom based activities, for example, learning the life cycle of a salmon will be imprinted more in their minds after watching these species for real. Aqua and marine themes are also something that are great to use as a classroom theme, you can crossover with so many more subjects. ARC can also provide the children with a good over veiw about the possible job oppertunities that are associated with this particular area, as they are something that children are never exposed to and people just think on fishermen in regards to people who work at sea.
-
Learning about aquaculture and the idea of Social License has shwon me the importance of balancing economic development with environmental sustainability and community support. I know that these topics have potential for classroom use because they encourage students to think critically about real world issues that affect both local and global communities. Something that is important with todays climate and the issue of global warming. Using resources such as case studies, videos, and having classroom discussions can help pupils understand where aquaculture takes place in Ireland, how seafood is produced, and why public support is important for the success of the industry. The concept of Social License teaches students that businesses need more than legal permission to operate, it shows that they also need the support of the communities where their businesses are located. This provides an excellent opportunity to develop pupil’s’ understanding of citizenship, sustainability and environmental responsibility.
-
I completely agree with what Eamhan has said above. I particularly like what Eamhan has said about considering the concept of Social Licence in order to teach the children about the broader aspect of running a business, its impact on its environment, and local and global communities. Completing a case study with the children comparing aquaculture in a particular community in Ireland with aquaculture in a similar community in another country would be a fascinating project to complete in delivering the SESE curriculum, with links that could be made to the new maths curriculum in the area of data.
-
-
Great reflective piece Eamhan! It’s great to hear you see potential in social license as a classroom topic, I think introducing the concept to the students at a young age can help them make informed community-based decisions in the future. You made a strong point about how businesses need more than just legal permissions to operate, exploring this topic with the students can help them understand their own community on a deeper level.
The ARC Team
-
-
I am a 5th class teacher based in Dublin. I have taught in schools in various socio-economic situations. Few of the children I have taught would have much knowledge about aquaculture. Indeed, few children in Dublin have any real knowledge of either aquaculture or agriculture. I hope to use this course to make aquaculture more interesting to the children I teach. I also hope to broaden the interest of my students in trying seafood and fish as many children I have worked with have limited tastes, preferring to stick to food they are comfortable and familiar with. I also hope to encourage the children to engage with their environment in a more curious way, rather than passing through. Finally, I have never heard a child in my Dublin classroom mention a career on or by the sea. Hopefully exposure to the information available on this course will help them consider alternatives to the jobs they have heard about to date.
-
-
Learning about aquaculture and the concept of social licence has given me a much better understanding of the balance between food production, environmental sustainability and the needs of local communities. It has highlighted the importance of involving communities in decision-making and ensuring that industries operate in a responsible and sustainable way.
As a teacher of Sixth Class in Dungarvan, this topic has particular relevance for my pupils. Living in a coastal town, many children have a strong connection to the sea, whether through family, recreation or local businesses. Some may already be aware of shellfish farming and other marine activities in the area, making this an engaging and authentic context for learning.
I can see many opportunities to use the resources from this course across the curriculum. In Science, pupils can investigate marine ecosystems, habitats, food chains and biodiversity. In Geography, they can explore how aquaculture supports coastal communities such as Dungarvan while considering the environmental and economic impacts of these industries. The concept of social licence also encourages pupils to think critically about different viewpoints and understand why it is important to balance economic development with protecting the environment.
The inquiry-based activities will allow pupils to work collaboratively, ask questions, gather evidence and develop solutions to real-world problems. I think this approach will help make STEM learning more meaningful because it is connected to an environment that is familiar to them. Overall, I feel this module has provided practical ideas that I can use to help my pupils become informed, responsible citizens who appreciate both the opportunities and the challenges associated with our local marine environment.
-
-
The ARC tools could be very useful in the classroom because they make aquaculture visual, interactive, and easy to understand. They could help children learn about how salmon, mussels, and oysters are farmed in Ireland.
Learning about aquaculture and social license can help students think about where food comes from and why people need to trust farming practices. It can also encourage respect for the environment and awareness of sustainability.
For younger pupils, this topic could build curiosity about Irish seafood, local jobs, and responsible farming. It also supports discussion, questioning, and links well with science and geography.[Attachment]
Overall, introducing aquaculture at primary level can help children become more informed and thoughtful about food, nature, and community.-
I really like your point about using the ARC tools to make aquaculture more visual and interactive for children. I also think this would work particularly well with younger pupils, as videos and images would make the topic much easier for them to understand. It’s a great way to link Science and Geography while also introducing sustainability and caring for our environment.
-
-
Aquaculture and the concept of Social License are valuable topics to introduce in the classroom because they help students understand the relationship between food production, environmental sustainability, and community acceptance. Using digital learning tools such as videos, interactive simulations, online articles, and collaborative discussion platforms can make these concepts engaging and accessible. Students can explore real-world case studies, evaluate different perspectives, and develop critical thinking skills by discussing the environmental, economic, and social impacts of aquaculture.
Learning about Social License also encourages students to recognize that successful industries depend not only on regulations but also on public trust and responsible practices. These lessons connect with science, geography, environmental studies, and citizenship education, making them highly relevant across the curriculum. By exploring these topics, students become more informed consumers and future decision-makers who appreciate the importance of balancing economic development with environmental protection and community values. This knowledge can inspire responsible attitudes toward sustainability and encourage active participation in addressing local and global environmental challenges.
-
I found this module very interesting and I learned a lot of valuable information. I have no doubt that the children in my school would find this fascinating. It is wonderful to get an insight into where our food comes from and the work that goes in to getting it the consumer. I really enjoyed the videos on the lifecycle of the salmon in particular. It is also very interesting how oysters are playing a role in reef restoration and how there is an emphasis on sustainability. This is a hot topic in school at the moment and there are opportunities to integrate this topic with lots of subjects such as SESE, SPHE, English, Maths etc. The videos and interactive quizzes on the BIM website are a great way to introduce this topic to children as I’m sure lots of the children in my school would learn something new and find it very interesting and engaging.
-
Hi Mary,
Thank you for your response. I am glad you found the module interesting! I think it’s a great idea to use the ARC to introduce the topic of aquaculture to the students and to link it to other subjects. Learning about the concept of social licence at a young age can help the students later in making informed decisions, making the connection between sustainable development and a thriving local economy.
The ARC Team
-
-
Growing up near Dingle on the Wild Atlantic Way, the sea was always part of my childhood, even if my own family were more agri‑based or teachers. Dingle has a strong fishing history, but in recent years there’s been a huge shift towards marine tourism — water sports, visits to Oceanworld Dingle, eco‑tours out to the Blasket Islands, wildlife trips around Dingle Harbour, and even the odd adventure out towards Skellig Michael if you’re lucky. Despite all of that, aquaculture was a completely new term for me before starting this module.
Learning about the ARC (Aquacultural Remote Classroom) has opened my eyes to how much structured marine education is happening nationally — with over 500 schools already on the waiting list. Now living on the east coast, I bring my own children to explore rockpools and local wildlife, and I can see how easily this curiosity could be connected to real learning. As someone who has organised Green Schools for years, aquaculture feels like something that could fit beautifully into our sustainability themes.
I’m intrigued by the aquaculture industry and am nownwondering how I can tie North County Dublin in with greater awareness of our incredible marine environment into the classroom.
-
This module shows the value of aquaculture as a meaningful, cross-curricular topic for primary classes. It probably links more naturally to Science, Geography and SPHE while encouraging pupils to explore real-world issues that affect Ireland’s environment and coastal communities. As someone who is particularly interested in inquiry-based learning, I can see how these resources lend themselves to an inquiry approach. Pupils can investigate questions, consider different perspectives and develop their own evidence-based conclusions. Learning about Social License is particularly valuable as it encourages children to think critically about the balance between environmental, economic and community interests. Overall, I feel these resources provide an authentic context for inquiry while making learning engaging, relevant and connected to pupils’ everyday lives (thanks for making them available as PDFs!). I also think this topic would help children to better understand where their food comes from and appreciate the role of aquaculture in supporting local communities and encourages informed discussion rather than assumptions.
-
I completely agree with your reflections. I also think aquaculture is an excellent cross-curricular topic that naturally encourages inquiry and critical thinking. The idea of Social License is particularly valuable as it helps pupils understand that there are often different viewpoints to consider when making decisions about the environment and local communities. I also liked that the resources are available as PDFs—they’ll make it much easier to use them in the classroom. Helping children understand where their food comes from and encouraging informed discussions are really worthwhile learning outcomes.
-
Hi Alan,
Thank you for your response!
It is great to hear that you can see how these resources fit into Science, Geography and SPHE. We are also delighted that you found the PDF resources useful. Learning about aquaculture and Social License helps pupils understand where their food comes from while encouraging them to think about different points of view. We hope these resources are useful in your classroom!
The ARC Team
-
-
Before this module, I didn’t know much about aquaculture beyond fish farming. It gave me a much better understanding of how important the industry is in Ireland and the role it plays in producing sustainable food while supporting coastal communities. I also found the idea of Social License interesting because it showed that industries need to work responsibly and build trust with local communities by protecting the environment.
I think the videos and classroom resources would be easy to use with primary pupils. They would fit well into Science and Geography lessons, especially when exploring habitats, food production and sustainability. I also like that they encourage pupils to ask questions, investigate ideas and discuss different viewpoints rather than just learning facts.
Overall, I think learning about aquaculture and Social License will help children understand where their food comes from and why it is important to look after our marine environment. The resources are practical, engaging and something I could definitely see myself using as part of a cross-curricular STEM unit in the classroom
-
I feel that Aquaculture is a very interesting topic which we don’t teach enough about, or our pupils are not very well informed of, even though we live on an island. I feel that the resources provided and the lessons suggested will provide the pupils with a great insight into what is involved in aquaculture. They will really deepen their understanding of food production, the importance of environmental sustainability and community trust.
I feel that teaching the pupils about the importance of Social licence is very important. It encourages the pupils to think critically about different view points and understand why it is important to balance economic development with protecting the environment.
Through the use of immersive technologies, online lessons and hands-on activities pupils will gain a great understanding of how salmon, mussels and oysters are farmed in Ireland.
-
Hi Ann Marie,
Thank you for your reflection!
It is great to hear that you see the value in teaching pupils about aquaculture. We agree that it is an important topic, especially for students living on an island. We are delighted that the resources will help pupils learn more about food production, sustainability and the role aquaculture plays in our communities. We hope the lessons and activities help make learning about aquaculture fun and engaging!
The ARC Team
-
-
Before completing this module, I knew very little about aquaculture or the idea of a social licence. I had never really considered how important the aquaculture industry is to Ireland or how much it relies on the support and trust of local communities. The course gave me a much better understanding of the balance between producing food, protecting the environment and listening to the concerns of people who live in coastal areas.
I think there are lots of opportunities to bring this learning into the classroom. It links really well with Geography, Science and SPHE. Pupils could explore where fish farming takes place in Ireland, investigate different marine habitats and discuss the importance of protecting our oceans. It would also be a great topic for developing critical thinking by looking at different viewpoints and understanding that environmental, economic and social issues are often connected.
As a teacher, I think it is important to expose children to real-world topics that affect their communities and their future. Learning about aquaculture and social licence encourages pupils to ask questions, think about sustainability and appreciate the importance of making informed decisions. Overall, I found the topic interesting and relevant, and I can definitely see myself using aspects of it in my classroom through project work, discussions and cross-curricular activities.
-
-
-
Hi Luke,
Thank you for your post to Module 1. I enjoyed reading your post and agree about how important aquaculture is in Ireland and how much it depends on the support of local communities. I also like your ideas about bringing it into the classroom through Geography, Science and SPHE. It’s a great way to get pupils thinking about sustainability, the environment and how different issues are all connected. Topics like this make learning more meaningful because they relate to real-life situations and encourage children to look at different perspectives.
Hugh.
-
I agree that aquaculture is a valuable real-world topic that encourages children to think critically about sustainability and environmental responsibility. Your idea of using project work and cross-curricular activities is excellent, as it helps children make meaningful connections between Science, Geography, SPHE, and their own communities
-
-
As a primary school teacher in Waterford, I can see how learning about aquaculture and Social License is particularly relevant for my pupils. Many children live close to the sea or have family members who work in fishing, aquaculture or other marine industries, making these topics meaningful and connected to their everyday lives. Exploring local examples allows pupils to better understand the relationship between the environment, the local economy and the wider community.
These resources could be used across a range of subjects. In SESE, pupils could investigate how aquaculture operates in Ireland and examine both its benefits and environmental challenges. In Geography, they could explore Waterford’s coastline and discuss why coastal areas are important for biodiversity, tourism and employment. Through SPHE and oral language activities, pupils could debate different viewpoints and learn about the importance of listening to communities when making decisions that affect them.
Teaching about Social License encourages pupils to think critically about balancing economic development with environmental protection. It also helps them appreciate that successful industries depend not only on regulations but also on earning the trust and support of local communities. Overall, these tools provide an engaging way to connect classroom learning with pupils’ own experiences while promoting environmental responsibility, active citizenship and informed decision-making.
-
I am lucky to work in a school close to Donegal’s beautiful coastline. Learning about aquaculture and social licence has opened my eyes to the importance of Ireland’s aquaculture industry and how it can be explored in the classroom. The Taste Atlantic programme, Young Chef Ambassadors, Next Generation Oyster Producers and the ARC resources all provide excellent ways to help children learn about sustainable food, marine life and the people who work in the industry.
As I said we are very fortunate that our school is located close to the coastline and has a local oyster farm in the area. However, many of the children, and indeed myself, knew very little about aquaculture before taking this course. It is easy to overlook something that is right on our doorstep. A visit to the local oyster farm would give pupils the chance to see first-hand how oysters are grown, learn about the people who work there and understand the important role the farm plays in providing local jobs and supporting the community. These real-life experiences would make learning more meaningful while linking with the Irish Primary Curriculum in Science, Geography and SPHE, helping children become more aware of their local environment and the importance of caring for it.
-
-
I agree, it’s easy to overlook what is on our doorstep! Your idea of visiting the local oyster farm is an excellent one, as it would give children a real understanding of how aquaculture works and the important role it plays in the local community. I also agree that these experiences make learning much more meaningful than simply reading about them in a book. It would spark an interest in the local farm and could lead to future summer jobs when they get older!
-
-
<span style=”font-weight: 400;”>I have a four year old myself who is very interested in Sea Life. During a recent holiday in Spiddal, he spent all his time with buckets on the rocks collecting crabs. He was very disappointed to realise that he couldnt bring them home as they needed the sea water. However we made a detour on the way home and bought a tank and crabs that were suitable for it…. We later bought a bioorb for them, and now our tank has shrimp, tetra and a bottom feeder fish. </span>
<span style=”font-weight: 400;”>So even though we dont live beside the sea, I know from experience you dont need to to have a huge interest. My son would love the resources the ARC provide and I’m sure lots of the other children in my school would too. They learn so much more when they can see and interact in real time.</span>
<span style=”font-weight: 400;”>Going in to teach Senior Infants, I now feel like I don;t need to rely on the life cycle of the fish and I could even try showing the life cycle of a salmon too!</span>
-
-
-
As a teacher in a DEIS school in Cork City, I think it is important to help children learn about the sea and why it is important, even though many of them do not get to visit the beach very often. The nearest beach is about 45 minutes away, and many of the families in our school do not have access to a car, so some children have very little experience of the coast.
I would use the videos, pictures and classroom activities to help bring the topic to life. We could talk about where our seafood comes from, look at simple maps of Cork, and learn about sea life through stories, art and play-based activities. As I will be teaching Early Start, I would keep the learning simple and focus on looking after nature, sharing spaces and being kind to the environment. These activities would help children build an appreciation for the sea and understand that everyone has a role in caring for it, even if they do not visit it regularly.
-
-
I agree, numerous children unfortunately do not get thorough real world exposure to our coasts and therefore struggle to associate with topics based on the marine environment. The idea of being able to bring this learning to them in an immersive and engaging way in the form of the arc programme is a wonderful way to level the playing field.
-
-
My school is in a small fishing village, so aquaculture is not just something we learn about from a book, it’s part of everyday life for my pupils. They see the boats in Passage East, the oyster trays in the Woodstown, and the larger fishing boats in Dunmore East. Many of their families work in the fishing industry. This makes learning about salmon, mussel, and oyster farming feel real and close to home.
I teach in a 6 pupil ASD class, and some of my students have limited verbal language. Because of this, tools like BIM’s Aquaculture Remote Classroom work really well for them. It uses pictures, sounds, and hands-on activities instead of reading. This helps pupils understand and take part in ways that suit them best.
Learning about Social License also helps. It teaches pupils why people need to trust and support the fishing industry. This helps them feel proud of our village and understand the world around them, even without needing lots of words.
I like the BIM lesson “What is Aquaculture?” as it is a short, simple video that explains farming in water. This would work well for my pupils, as some are non-verbal and need clear, visual, easy-to-follow lessons. It can also be paused or watched again, which helps them take it in at their own pace.
I think it’s important to introduce children to aquaculture at a young age as it builds a foundation of knowledge for them so that they can better understand the goings on of their local village.
-
Hi Áine,
Thank you for sharing your piece! I have visited the areas you mentioned many times and marine activity is totally intertwined into the community there.
Your post highlights the importance of making learning accessible and meaningful by connecting classroom topics with the experiences pupils encounter in their own community. I really liked how you adapted the use of the ARC resources to meet the needs of your ASD class, showing how visual, interactive and flexible tools can support different learning styles. Linking aquaculture and social license to the local fishing industry also provides pupils with a valuable understanding of the role these industries play in their community.
The ARC Team
-
-
I think there are many opportunities for potential classroom use of the tools covered in this module. SESE stands out for me as well as literacy. The photos and videos shown in this module were really engaging and could definitely be used in the classroom. I love the idea of the remote classroom too. Learning about aquaculture would be really useful to all students but I feel there is a particular relevance for my students as we live on the coast. The shore is very accessible and it would be great for the students to learn more about aquaculture. Students would be able to make meaningful connections and I think they would be very interested in the topic. I teach 5th and 6th class so social license would definitely be interesting for them too. I look forward to the next module.
-
Hi Kate,
Thank you for your reflective piece!
Your forum post highlights the value of using visual and interactive resources, such as the photos, videos and remote classroom, to introduce aquaculture concepts in an engaging way. I particularly liked your point about the importance of linking learning to your coastal location, as pupils can make meaningful connections between the classroom and the marine environment around them.
Exploring aquaculture and social licence with 5th and 6th class pupils can encourage them to consider different perspectives, sustainability and the relationship between communities and marine industries.
The ARC Team
-
Kate, I really enjoyed reading your reflection and agree with many of the points you made. I also teach 5th and 6th class, and I think the resources in this module offer great opportunities for cross-curricular learning, particularly in SESE, Science and literacy. Like you, I found the photos and videos very engaging, and I think the ARC remote classroom would really capture pupils’ interest. Being based on the coast is a huge advantage, as your pupils can make real-life connections between what they learn in class and the environment around them. I also agree that 5th and 6th class pupils are at an age where they can begin to explore concepts such as social licence and sustainability, while considering different viewpoints.
-
-
Learning about aquaculture and the concept of Social License provides valuableopportunities for primary classroom learning by connecting pupils with real-world issues around food production, sustainability and the environment. Aquaculture is an increasingly important part of providing healthy food while helping to reduce pressure on wild fish stocks. Exploring how fish and shellfish are farmed allows children to develop their
understanding of science, geography and environmental responsibility. The classroom resources encourage inquiry-based learning, discussion and critical thinking. Learning about Social License helps pupils appreciate different viewpoints and the importance of evidence-based decision-making. These resources support curiosity, responsible citizenship and an understanding of sustainability. -
Learning about aquaculture and the concept of Social License provides valuable opportunities for primary classroom learning by connecting pupils with real-world issues around food production, sustainability and the environment. Aquaculture is an increasingly important part of providing healthy food while helping to reduce pressure on wild fish stocks. Exploring how fish and shellfish are farmed allows children to develop their understanding of science, geography and environmental responsibility.
The classroom resources and digital tools included in this module encourage active, inquiry-based learning. They can support discussions, investigations and cross-curricular activities that help pupils think critically about where food comes from and the balance between economic development and environmental protection. Learning about Social License also introduces pupils to the idea that communities, businesses and governments all have a role in making decisions about sustainable practices. This helps children appreciate that different people may have different viewpoints and that respectful discussion and evidence-based decision-making are important.
Using these resources would help make learning relevant and engaging by linking classroom topics to local and global issues. Pupils can develop scientific knowledge, environmental awareness, communication skills and empathy while exploring how aquaculture contributes to food security and coastal communities. Overall, I believe these tools provide meaningful opportunities to foster curiosity, responsible citizenship and an understanding of sustainability that pupils can apply in their everyday lives.
-
I really like the idea of getting the children to learn about Aquaculture. As someone who grew up near the Shannon Estuary I really see how it’s potential is underutilised. We have some of the best seafood off our coastline and why not cultivate more our own rather than importing. We need to use these opportunities for more sustainable practices. For children to see it could be a viable way of making a living and being able to live in their locality when older is so important. The remote classroom would be an invaluable resource to come to schools as it would bring the learning to life. The videos are invaluable but also taking pictures of our own area ourselves might potentially help them to realise what is in our own area and that we don’t have to travel to other places when we have it on our own doorstep. Getting the children to investigate what potential we have in relation to aquaculture such as salmon and mussels to name a few.
-
Hi Colette,
Thank you for your post to Module 1.I agree that introducing children to Irish aquaculture is a great way to help them appreciate the resources we have on our own coastline. I especially liked your idea of using local photos alongside the ARC as it would make the learning more personal and emotive while helping pupils connect with their own community. It’s also a great way to show children that aquaculture can support sustainable food production while creating future opportunities to live and work locally.
Hugh
-
-
The resources provided in Module 1——offer a powerful, cross-curricular toolkit for the primary classroom. Bringing these tools into our teaching transforms abstract concepts like sustainability, marine biology, and local socioeconomics into engaging, real-world experiences. Introducing primary school students to aquaculture bridges a crucial knowledge gap. While students are often familiar with traditional land-based agriculture, exploring “farming at sea”—such as Atlantic salmon, blue mussels, and Pacific rock oysters—broadens their understanding of food production systems, nutrition, and environmental stewardship. Furthermore, teaching the concept of Social License—the ongoing community acceptance and trust in sustainable business practices—empowers young learners. It encourages critical thinking about how industries must responsibly coexist with ecosystems and coastal communities. By engaging with interactive tools and BIM’s resources early on, students develop a grounded respect for Ireland’s marine heritage, sustainable food choices, and potential future careers in the blue economy
-
Before this course, I had a limited understanding of aquaculture, but it has given me a much better appreciation of its role in food production, coastal communities, and sustainability. Learning about social licence was particularly interesting because it showed how important public trust and community engagement are alongside scientific and legal approval.
I think this topic could work well in the classroom across Science and Geography.. kids could explore different perspectives through debates, case studies, or group discussions, helping them develop critical thinking and understand that environmental issues often involve balancing economic, social, and environmental needs. I also like the idea of encouraging students to use evidence to support their opinions rather than making assumptions. Overall, this course has given me practical ideas for engaging students with real-world sustainability issues and helping them become more informed citizens. -
Before this course, I had a limited understanding of aquaculture, but it has given me a much better appreciation of its role in food production, coastal communities, and sustainability. Learning about social licence was particularly interesting because it showed how important public trust and community engagement are alongside scientific and legal approval.
I think this topic could work well in the classroom across Science and Geography.. kids could explore different perspectives through debates, case studies, or group discussions, helping them develop critical thinking and understand that environmental issues often involve balancing economic, social, and environmental needs. I also like the idea of encouraging students to use evidence to support their opinions rather than making assumptions. Overall, this course has given me practical ideas for engaging students with real-world sustainability issues and helping them become more informed citizens. -
-
The “Taste the Atlantic Young Chef Ambassador Programme” project is my favourite because it brings learning to life in a way I could see children in my class instantly connect with.
Irish seafood is something they see in shops and restaurants, so exploring where it comes from makes the learning feel real and relevant. Hearing young chefs describe their experiences adds a human element that inspires pupils and shows them the wide range of careers linked to food production. The project encourages curiosity, hands on thinking and a sense of pride in Irish produce. It feels meaningful, creative and rooted in real life, which is exactly the kind of learning I want for my class.
I love how the project integrates science, geography and history, letting children discover how different species are farmed and why aquaculture matters. It also gives me fresh, authentic stories to share in class, especially when talking about coastal communities and sustainability.
-
Part 1: Reflective Piece
Learning about aquaculture and Social Licence has helped me see how important it is to teach children where their food comes from and how it can be produced in a sustainable way. For my 5th and 6th class pupils, these resources provide engaging opportunities to learn about Ireland’s seas, marine life, and the people who work in coastal communities. Through videos, discussions, and interactive activities, pupils can explore the benefits and challenges of aquaculture while developing critical thinking skills and respect for different viewpoints. The topic links well with the Primary Science, Geography and SPHE curricula, encouraging children to think about caring for the environment and making responsible choices. It also supports inquiry-based learning, where pupils ask questions, investigate ideas, and work together to solve problems. Introducing aquaculture at primary level can spark curiosity about the natural world and help children become informed, environmentally responsible citizens who understand the importance of protecting our oceans for future generations.
Part 2: Favourite BIM Social Licence Project
My favourite BIM Social Licence project is the Young Chef Ambassador Programme because it promotes healthy eating while encouraging young people to value locally produced Irish seafood. Although the programme is aimed at young chefs, I think it also has great potential to inspire primary school pupils. It can help children learn about where seafood comes from, the importance of supporting local communities, and how sustainable food choices benefit both people and the environment. In a 5th and 6th class setting, this project could be linked to SPHE, Geography and Science through activities such as exploring Irish seafood, discussing balanced diets, or creating simple, healthy recipes. It also helps pupils appreciate Ireland’s rich coastal heritage and the work of those involved in the fishing and aquaculture industries. By introducing these ideas at a young age, children can develop positive attitudes towards sustainability, healthy food, and supporting local producers.
Part 3: Thoughts on the ARC Videos
The four ARC videos show how aquaculture can be introduced to primary school children in a fun, engaging, and age-appropriate way. As a teacher of 5th and 6th class, I found the videos easy to follow and full of real-life examples that would help pupils understand where seafood comes from and how it is farmed responsibly. The videos would work well as a stimulus for class discussions, group projects, and inquiry-based learning in Science and Geography, while also linking to SPHE through topics such as healthy eating and caring for the environment. They encourage pupils to ask questions, think critically, and appreciate the importance of protecting Ireland’s marine ecosystems. Introducing aquaculture at this stage of primary education helps children develop environmental awareness and understand the role of sustainable food production. Overall, I believe the ARC videos are an excellent classroom resource that can spark curiosity, support cross-curricular learning, and encourage pupils to become informed and environmentally responsible citizens. -
-
Having explored BIM’s resources, particularly the Aquaculture Remote Classroom (ARC) and its online lessons, I found them to be engaging and highly relevant to the primary curriculum. The lessons on aquaculture, nutrition, local communities and sustainability could be easily integrated into areas such as SESE and SPHE, allowing pupils to explore real-world topics in a meaningful way. The use of interactive activities, quizzes and virtual experiences would help to capture pupils’ interest and encourage active participation in their learning.
I particularly liked the unique set-up of the Aquaculture Remote Classroom, as it provides pupils with a learning experience that is different from the traditional classroom environment. I think this would immediately spark children’s curiosity and make them more eager to engage with the content. The opportunity to explore the seafood industry and learn about the importance of sustainable practices in an interactive way could help pupils develop a greater understanding of their local environment and the communities connected to it. Overall, I feel BIM’s resources provide an excellent opportunity to make learning more hands-on, relevant and enjoyable for pupils. -
<div>
<p class=”isselectedend”>Having explored BIM’s resources, especially the Aquaculture Remote Classroom (ARC) and its online lessons, I found them to be very engaging and suitable for use in the primary classroom. The topics covered, such as aquaculture, nutrition, local communities and sustainability, link well with areas like SESE and SPHE and provide children with the opportunity to learn about real-life issues. The interactive activities, quizzes and virtual experiences would help to keep pupils interested and actively involved in their learning.</p></div>
<div>I particularly liked the different set-up of the Aquaculture Remote Classroom, as it moves away from the usual classroom environment and gives children a new way to explore a topic. I think this would really capture their attention and encourage curiosity. Learning about the seafood industry and the importance of sustainability through these resources would help pupils understand the connection between their local environment and the communities around them. Overall, I think BIM’s resources are a great way to make learning more practical, enjoyable and meaningful for children.
</div>
-
I was fortunate to grow up in a family that owned a fish farm, so I have always known how important aquaculture is. I saw the amount of work that went into it and how much it meant to the local community by providing jobs and supporting families. Because of this, I was looking forward to learning more about it. I now teach in a small coastal village where land farming is much more common than fishing, and there are very few fishermen left. I think that makes these lessons even more valuable, as many children may not know much about aquaculture or the role it plays in Ireland.
The lessons and resources on the BIM website are engaging, easy to follow and could be used with different class levels. I could see myself using them across Science, Geography and SPHE. Learning about Social Licence also made me think about how important it is for local communities to understand and support industries that work responsibly. Overall, I think these resources will help pupils learn more about sustainability, where their food comes from and the importance of aquaculture in Ireland.
The BIM Social Licensing project that stood out to me most was the ARC. As a teacher, I think it is a brilliant idea because it brings learning to life in a way that children will remember. The mix of videos, activities and real-life examples makes the topic interesting and shows pupils that aquaculture is about much more than just fish farming.
I also like that the programme encourages children to think about sustainability and the environment. It is easy to see why so many schools have taken part and the waiting list that they have!
The ARC resources are well organised, easy to understand and full of practical ideas that could be used in the classroom. I liked that they could be adapted for different age groups and linked with several areas of the primary curriculum.
I think it is important to introduce children to aquaculture from a young age because many of them know very little about it. Learning about where seafood comes from, how it is farmed and why sustainability matters will help them better understand the world around them. It also encourages them to ask questions and think about the importance of looking after our marine environment.-
Hi Bairbre,
Thank you for your response!
Your personal experience adds a unique perspective and clearly highlights the importance of aquaculture to local communities. I also agree that introducing children to these topics early helps build awareness of sustainability and the value of protecting our marine environment.
Grace
-
-
Completing this module has really made me think about how relevant aquaculture and social licence are to our own school community. I teach in Dunmore East, Co.Waterford where we are surrounded by the sea. Many of our pupils come from fishing families, while others have parents or relatives working in local marine businesses and industries. Because of this, the topic is something that is very real and familiar to many of our students.I think the resources and ideas from this course could be easily brought into the classroom through subjects like Science, Geography and SESE. Using local examples would make the learning much more meaningful and help pupils see the connection between what they are learning in school and what happens in their own community every day.I also think learning about social licence is really valuable. It encourages children to think about different viewpoints and understand that industries like aquaculture need to balance supporting local jobs and communities while also protecting the environment. These are important conversations for young people to have, especially in a coastal town like ours.
Overall, this course has given me plenty of ideas for creating engaging lessons that are relevant to our pupils and their lives. It has reinforced the importance of helping children develop an understanding of the marine environment and the role it plays in our local community, while encouraging them to think critically about how we can look after it for the future. I love the idea of ARC.-
Hi Clara,
Thank you for your response!
I like how you connect the course content to your local community in Dunmore East, making the learning authentic and relevant for pupils. I agree that ARC is a fantastic way to engage children while encouraging them to think about sustainability, marine industries, and caring for their local environment.
Grace
-
-
-
-
Part 1
As a teacher in Cork, I think these aquaculture resources are very relevant because many children are familiar with the sea through fishing, seafood, tourism, and visits to coastal areas. Using local examples from places such as Cork Harbour, Bantry Bay, and Roaringwater Bay helps pupils connect their learning to the world around them.
The interactive lessons, videos, and maps provide engaging opportunities for active learning. In my classroom, I would use these resources to encourage children to explore where our food comes from and why it is important to care for our marine environment. As an infant teacher, I would keep the learning simple through stories, pictures, play, and discussion. While I would not use the term “social licence” with young children, I would focus on the ideas behind it, such as sharing, listening to others, being kind, and looking after nature. These early lessons help children develop respect for their local community and environment.
Part 2
My favourite BIM Social Licensing project is the educational resources for primary schools because they make a complex topic easy for children to understand. The interactive lessons, videos and activities encourage pupils to think about where food comes from, how aquaculture supports coastal communities, and why it is important to protect the marine environment. I think these resources are practical and easy to adapt for different age groups.
Part 3
I believe it is important to introduce aquaculture to children from an early age because it helps them understand where seafood comes from and how it can be produced sustainably. For infant classes, I would focus on caring for the sea, respecting nature, and learning about the animals that live in our oceans through stories, play and hands-on activities. This builds positive attitudes towards the environment from a young age.
-
Hi Emily,
Thank you for your response!
I like how you adapt the concept of social licence for infant pupils by focusing on kindness, respect, and caring for the environment. Using local Cork examples also makes the learning meaningful and helps children build an early appreciation for sustainable aquaculture.
Grace
-
I like the concept of introducing this at infant level. The more I think of it, perhaps when reviewing policies we should have a basic level at SESE (or SE in the new curriculum) we introduce it across all classes. E.g. At infant level we visit this area and then step it up at each level of the school. We do some work on the Global Goals and aquaculture hits a few targets here. 14 – Life below water, 11 – Sustainable communities, 12 – responsible consumption and production. While originally I was focused in where I’d teach it, seeing that it could be done at infant level brings a whole school approach as a possibility.
-
-
I found the first module quite informative as despite teaching in a school only a half hour walk from the beach and sea, we’ve never really explored this area. I think we subconsciously teach children all about farms and farm animals like pigs, chickens and cows but never visit the area of fish and those farms. We even bring the kids to a farm in Junior Infants on school tours! As an island nation, I think it’s an area we need to include as part of our curriculum. Knowing exactly where our food comes from and knowing the time and effort put into ensuring it’s quality can only be a good thing.
I was surprised at some of the facts about the amount of our fish that comes from farming and it makes perfect sense when you think of it that these farms should be used rather than wild fishing. I have heard reports about disputes on overfishing in areas and EU quotas and the like and while aquaculture might not work for every species, it’s a sustainable start. It seems Ireland has been proactive about sustainability and the correct treatment of species which is a huge area we focus on in school too which ties in nicely.
I like the lessons the ARC have put forward (yes I added our school to the 500 others waiting) I think teaching 2nd Class next year will be a nice age to bring in explaining the process through videos and quizes. Perhaps the quizes can be transferred into Kahoot form. Having a look at doing this I came across some quizes already made such as https://create.kahoot.it/share/aquaculture/a7000758-6071-4bc8-93bd-0e89fd6c85ee-
Hi Cormac,
Thank you for your post to Module 1. I really enjoyed reading your post and I agree that as an island nation, we could do more to help children learn about seafood and where it comes from, similar to traditional farming. I also liked your point about linking aquaculture with sustainability, as it fits well with what we already teach in school. Using the ARC resources alongside interactive quizzes like Kahoot sounds like a great way to keep children engaged and make the learning fun.
Hugh
-
-
I found this module very informative and engaging. Living on the coast and teaching looking out on a beach each day, I found the material very well put together and informative. In answering the main question I feel learning about aquaculture and social licence could help pupils understand how food production, employment, local communities and environmental protection are connected. I think in my own case this is vital . Tools such as videos, virtual farm tours, maps, case studies and group discussions could make the topic engaging and accessible. Pupils could investigate the benefits and possible environmental impacts of aquaculture, compare different viewpoints and suggest responsible solutions. This learning would develop pupils’ critical-thinking, communication and decision-making skills. Exploring social licence would also teach them that businesses need community trust and acceptance, not only legal permission. Overall, the topic could encourage pupils to become informed, environmentally responsible citizens who listen respectfully to different perspectives.I feel that sometimes when the sea is on your door step , the impact of the jobs associated with the sea can be lost on children , and I feel it is very important to teach the importance of Aquaculture and the sustainabilty associated with it .
-
Aquaculture provides many opportunities for cross-curricular learning, particularly within SESE. Exploring how aquaculture and the fishing industry have evolved over time in addition to the growing focus on sustainability would make an engaging and relevant project topic. This module demonstrates how hands-on marine science activities can help pupils become more knowledgeable about the sea, marine life and the importance of sustainability. There are many valuable resources in this module, particularly the BIM and ARC resources. The ARC is a great resource that allows all children, no matter where they live, to learn about aquaculture in a fun and interactive way. Social licence is an important aspect to consider, as it helps pupils understand different perspectives and how industries like aquaculture can support communities while also protecting the environment. The resources listed throughout this module will support pupils in becoming more aware of environmental issues, learning about sustainable food production and gaining a greater appreciation of Ireland’s marine heritage.
-
As a teacher who lives near rivers and lakes I have recently conducted an invertebrate lesson at a local river. The hands on experience was so beneficial to the children. All children were engaged with the lesson as they knew they could get stuck into the lesson. It also made the lesson memorable for the children. We spoke about salmon and trout. I liked how in module 1 it was mentioned that these fish go between both the fresh water and sea water. Sometimes, not living by the beach I used to think that we might not have the same opportunities to see for example mussles and oysters, however, I discovered I live near a river that has been popular for salmon fishing twenty years ago. I think bringing people who have and do work in the industry is th best way for children to learn all about Aquaculture.
-
Additional reflection:
Having revisited the question, I realise that my initial reflection did not fully explore the potential classroom use of the specific tools and resources provided in the module. While I discussed how aquaculture and Social Licence could be introduced in the classroom, I could have been more specific about how the ARC online lessons, videos and BIM resources could be used to support pupils’ learning.
The resources provide opportunities for pupils to learn through visual material, discussion, investigation and practical activities. I could use them as a starting point for pupils to explore the different species farmed in Ireland, the biology of salmon, mussels and oysters, and the differences between agriculture and aquaculture. The Social Licence resources could also encourage pupils to think critically about how industries interact with local communities and the importance of listening to different viewpoints.
I think this could have a positive impact on pupils by developing curiosity, environmental awareness and an understanding of where food comes from. It would also encourage them to think about sustainability and the relationship between people, communities and the natural environment. On reflection, I think the resources offer much more scope for cross-curricular learning than I initially identified in my first response.
-
-
I really enjoyed revisiting the content supplied by the ARC, as my class had taken part in it a few years ago. It reminded me how engaging it is for students to hear directly from people working in the aquaculture industry and to see how science is applied in real life. I think resources like this are especially relevant for teaching in Killybegs, where many students have family members or connections to the fishing and aquaculture industries. I would love to see the ARC return to our school, as I know our students would really benefit from the opportunity to connect with experts and learn about an industry that is such an important part of our community.
Learning about aquaculture and the idea of Social License is important because it encourages students to think about balancing food production, environmental sustainability and the needs of local communities. It also gives them a better understanding of an industry that plays a significant role in our area. I could see myself using these resources in science or geography lessons to make learning more meaningful and to help students appreciate the opportunities and challenges within the marine sector.
-
-
-
Hi Karen,
Thank you for your post to Module 1. It’s great to hear that the ARC was received really well when it visited your school, and it is always brilliant for us to know how engaged the students were with the workshop!
Killybegs is a vital area for Ireland’s marine and seafood industry especially having the largest fishing port in Ireland. Hopefully understanding of social licence will allow students to understand better what activities/industry is at play in their local community.
Hugh
-
-
I am a teacher in West Cork where aquaculture is an extremely valuable asset to the areas employment and economy. I believe that if children are exposed to learning about where their food comes from they will develop far more interest in it. We are lucky enough to live in a place that we have access to the sea and fish/shellfish should be part of our everyday diets as its so accessible. However, there is a stigma with fish (“its smelly”) that children maintain as they are not exposed or educated enough about it.
The ARC is an amazing facility that helps to educate our youth on the importance of aquculture to our health and economy. Its interactive lessons help keep children interested in the topic and motivates them to explore furthur. Aquaculture provides employment to many people in our area and employment opportunities in the area should be encouraged and promoted.
Children need to be made aware of the importance of sustainability and social licence in order to still be able to utilise this valuable natural resource that we are so lucky to have in this country.
-
Great post! Being in West Cork, your students have such a direct connection to this industry. I completely agree about breaking that “smelly” stigma early through hands-on learning. The ARC is a fantastic initiative for making sustainable aquaculture relatable, showing children how vital marine resources are for local jobs and healthy eating.
-
-
As a 5th class teacher working near the ferry port and multiple beaches and harbours in County Wexford, i am excited about the idea of linking classroom learning with the local coastal environment. Many children are already aware of the importance of the sea through family, community, or as having fishing as a hobby. Using familiar locations such as Kilmore Quay and Bannow Bay allows children to relate new knowledge to places they recognise, helping to make learning authentic and relevant.
The range of interactive resources shared in thsi module, including videos, maps, and investigative activities, supports active participation and enquiry-based learning. In my classroom, I would use these materials to help children explore the role of aquaculture in providing food, supporting local livelihoods, and contributing to the economy. At the same time, they would investigate why it is important to protect marine ecosystems and maintain healthy coastal environments. Working in small groups, children could research the location of aquaculture sites in County Wexford, examine their impact on local communities, and present their findings through maps, posters, or digital presentations. This approach encourages collaboration while developing geographical, scientific, and digital literacy skills.
-
Hi Ciara, I really enjoyed reading your post. Your pupils are very fortunate to have such easy access to places like Kilmore Quay and Bannow Bay, as it makes it much easier to connect classroom learning with real-life experiences. As I teach in County Kildare my pupils don’t have those same opportunities or prior knowledge of Ireland’s coastal environment. That’s one of the reasons I wanted to take this course.
I’m hoping to gain enough knowledge and confidence to make aquaculture meaningful and engaging for my class, even though we are far from the sea. The resources introduced in this module look like they will really help bridge that gap. Hopefully, by learning about aquaculture, sustainability and the importance of our marine resources, my pupils will develop a greater appreciation of an industry they may never have considered before. It’s interesting to see how the same resources can be used in such different teaching contexts.
-
-
The “new” curriculum’s core concept is about connecting learning with the student’s own learning environment, making learning more real and relatable for the students. As an island nation, teaching about our surrounding ocean is essential in fostering a sense of place among students, while strengthening their understanding of their identity, as people living in Ireland.
From growing up in a coastal area, I have a great appreciation for the ocean and the many possibilities it offers. There are many resources detailed in this module of how to connect with our ocean to the classroom, especially the videos of blue mussels farm in Mulroy Bay, Burren Smokehouse and Clare Island Salmon Farm. The quiz on the BIM lessons & resources page is very good at checking in on the children’s learning.
However, in my opinion experiential learning and hands on learning is the best when comes to learning about the ocean – for example – from beach walks, sorting of shells and fossils and creating / making boating structures.
Social licence initiatives, the Aquaculture Remote Classroom is a brilliant initiative, I hope to be successful this coming year in bringing it to my school given the demand it has had this past year. Cuan Beo has also completed wonderful work on the area of restoration of the native oyster in Galway Bay, they have also completed some great work in local schools with local artists.
Continued publicity is key to highlight the great work of the many initiatives that are happening already that student’s can learn more about in their localities to help them connect more to it – such as the Dublin Bay Oyster Restoration Project (helping to filter contaminants from the marine water) to the Carlingford Oyster Revival.
Finally, educating about our marine environment is key for our next generations, as – you cannot protect something if you don’t know anything about it.
-
Coming from a teaching background in County Kildare, a landlocked county, aquaculture is not something that naturally features in my pupils’ everyday experiences. This module highlighted how important it is to broaden children’s understanding of where food comes from and the role Ireland’s seas play in supporting communities, employment and food production. I found the concept of Social License particularly relevant because it demonstrated that successful aquaculture depends not only on good environmental practice but also on listening to local communities and building trust through openness and education. The ARC lessons and videos provide engaging, age-appropriate resources that could be integrated across Science, Geography and SPHE, helping pupils explore sustainability, marine ecosystems and responsible citizenship while introducing them to an industry they are unlikely to encounter firsthand.
The module also reinforced the wider socio-economic and health benefits of aquaculture. It supports jobs in coastal communities, contributes significantly to Ireland’s economy and provides a sustainable source of high-quality seafood. Discussing the nutritional value of fish and shellfish, including their protein, omega-3 fatty acids, vitamins and minerals, would encourage pupils to make informed food choices while understanding the importance of sustainable food production. As my pupils live some distance from the coast, these lessons would challenge misconceptions, broaden their knowledge of Ireland’s marine sector and help them appreciate the links between environmental stewardship, healthy eating and the livelihoods of communities around the country.
-
-
I am a teacher in Cong, where fishing is an important part of the local community, both commercially and as for sport. We are fortunate to be surrounded by lakes and waterways, yet many children are not fully aware of the role fishing plays in the local economy, heritage and environment.
I would like to use the knowledge from this module to help pupils make connections with their local area by exploring the nutritional value of seafood, the importance of sustainable fishing, and the careers that exist within the fishing industry, we already have a couple of kids whose families that are involved in the fishing industry. I hope this will encourage them to develop a greater appreciation for the natural resources and traditions that we have in cong. -
-
Before commencing this course I was unaware of any of the ARC resources available to schools. I feel it could be hugely beneficial to many schools and really bring our fishing industry to life in many classrooms.
Learning about aquaculture and social license offers valuable opportunities for students to explore the connections between food production, environmental sustainability, local communities, and responsible decision-making. It can be linked with green school programme, healthy eating policies. Classroom tools such as interactive maps, videos, case studies, data sets, and n For example, students could examine the environmental and economic effects of a proposed aquaculture farm.
The concept of social license is especially useful because it shows students that legal approval does not automatically create public trust. Aquaculture developments also need ongoing community acceptance, transparent communication, responsible environmental practices, and meaningful engagement with stakeholders. This encourages students to think critically about whose voices are included, how evidence is communicated, and how disagreements can be addressed fairly.
Studying these issues could strengthen students’ scientific literacy, media literacy, collaboration, and ability to evaluate competing claims. It may also help them understand that sustainability involves environmental, social, and economic considerations rather than a single correct solution. Most importantly, these lessons can empower students to see themselves as informed citizens who can participate thoughtfully in decisions affecting food systems, coastal environments, and their communities.
-
Aquaculture provides valuable opportunities for integrated learning across the primary curriculum, particularly within SESE. In my class I would explore- Through this topic, pupils can examine the historical development of Ireland’s fishing and aquaculture industries while exploring the importance of environmental sustainability. Meaningful links can be made with History and Geography by investigating coastal regions, fishing communities, and the significance of the marine environment. Additional themes such as sea safety, seafood production, healthy eating, and the infrastructure that supports the industry further enrich pupils’ understanding of the sector. The programme’s digital resources, including engaging videos and the ARC Classroom platform, offer accessible and interactive learning experiences that support both independent and collaborative activities. These resources encourage pupils to consider aquaculture’s contribution to sustainable food production while promoting informed discussions about nutrition and responsible food choices. Reflecting on my own upbringing in a coastal community reinforced the relevance of these topics. Although I currently teach a younger class, I would recommend these resources to colleagues for use with older pupils.
-
-
Hi Eimear,
Thank you for your response!
Sea safety is such an important lesson in our classrooms. Competency at sea whether it be aboard a ship or simply enjoying the sea during the fine weather we have been having this Summer, is a vital skill often overlooked in many classrooms. It is fantastic that you have though so carefully about different lessons to supplement what you have learnt from this course.
Grace
-
-
As a country surrounded by water, aquaculture plays a significant role in Ireland’s communitites as well as its economy and therefore is a relevant topic in any classroom. Learning about the common fish and sea creatures in Irish shores and how our seafood is farmed is fascinating and allows for discussion on how it impacts many Irish households and businesses. The tools provided in this module provide a lot of information as well as resources for the students. The ARC project provides such information in a very fun and engaging way, taking the students beyond the classroom and allowing them to explore Irish aquaculture in a different and unique setting. It is no surprise to see that there is a huge demand for this in schools. It is also great that other social lisence projects such as ‘Taste the Atlantic’ and ‘Young Chef Ambassador Programme’ promote the marine and seafood industry and encourage young people to participate and be involved.
-
-
Learning about aquaculture has encouraged me to think about how I can use our school’s location to create meaningful learning experiences. As our special school is close to the beach, the sea is already part of the pupils’ local environment. This gives us an excellent opportunity to explore marine life, where seafood comes from and how people can use the sea responsibly.
We previously welcomed a marine biologist to our school. The visitor brought a variety of marine-life samples and the pupils were fascinated by them. They enjoyed looking closely at the different shells, shapes, colours and textures. This showed me that aquaculture could be introduced successfully through practical, sensory and visual activities. The course materials explain that aquaculture is the farming of plants and animals in water and introduce species farmed in Ireland, including salmon, mussels and oysters. I could use photographs, short videos, real shells, seaweed, sensory trays and simple matching or sorting activities. The pupils could also create marine artwork, explore the beach during an accessible local visit, and record their experiences using photographs, symbols or communication devices. These approaches would allow every pupil to participate according to their abilities without limiting the learning opportunities available to the class.
The idea of Social Licence could be explored through simple discussions about how the sea is shared by animals, local people, visitors and businesses. Pupils could learn that people should listen to one another, protect marine habitats and make responsible choices. The ARC’s visual and interactive resources would support this learning particularly well in our setting.
Overall, this topic could strengthen the pupils’ connection with their local environment while developing curiosity, communication, responsibility and respect for the sea.-
I really enjoyed reading your reflection and I think your school’s location provides a wonderful opportunity for meaningful, hands-on learning about the marine environment. I like your ideas around using sensory activites, real marine samples and visual resources to ensure all pupils can engage with the topic.
-
-
Module 1 has given me a greater understanding of how aquaculture and social license can be explored in the primary classroom. I found it interesting to learn how aqua culture connects to sustainability, food production, and the relationship between people and the marine environment.
The tools and resources introduced have the potential to support engaging, inquiry-based learning, allowing pupils to ask questions, investigate different view points and develop an awareness of environmental issues.
I can see opportunities to link this topic with science, Geography and SPHE while encouraging pupils to think critically about sustainability and their own impact on the world around them.
-
-
I think children learning about aquaculture and social license would be very impactful. Many students are unaware of the processes involved in the aquaculture industry, as it not commonly taught directly in the classroom. I think by teaching this topic, it would give children an insight into the opportunities and careers that are available within aquaculture. As well it is an opportunity for the children to learn about other related topics such as climate change, food production, ecosystems as well as sustainability.
In addition, I teach in an area surrounded by the sea. By teaching about aquacultures it would give the children context and a real-life connection to the topics being taught. These topics can be taught within SESE subjects, particularly geography and science. -
Learning about aquaculture and social license through the ARC Interior tools has significant potential for classroom learning. These tools provide engaging, interactive resources that help students understand how aquaculture contributes to food production while also highlighting the importance of environmental sustainability and community acceptance. By exploring real-world examples, students can develop critical thinking skills as they examine the balance between economic development, environmental protection, and social responsibility. Using ARC Interior resources encourages inquiry-based learning, allowing students to investigate local and global aquaculture practices and discuss how public opinion influences industry decisions. This supports cross-curricular learning by linking science, geography, environmental studies, and citizenship education.
Teaching students about social license helps them appreciate that successful industries rely not only on legal approval but also on earning trust and support from communities. This promotes informed decision-making, empathy, and responsible citizenship. Overall, the ARC Interior tools create meaningful learning experiences that connect classroom concepts to real-world issues, preparing students to think critically about sustainability, food security, and the role of communities in shaping future industries.-
Hi Rachel,
Thank you for your post to Module 1. That’s great to hear how well the ARC tools have been received and how they can be integrated within the STEM education. Social licence is vital for projects, plans, or programmes to be able to succeed. Although not a legal requirement, it is hugely important to get the community’s involvement as they are always going to be the people most directly impacted.
Hugh
-
-
Learning about aquaculture and the concept of social license provides valuable opportunities for children to engage in meaningful and enriching inquiry-based learning. These concepts can help children to explore where their food comes from and provides lots of opportunities for children to engage in critical thinking towards sustainability and environmental awareness. By examining real-world examples, children can develop a better understanding of how aquaculture supports food production and how communities, businesses, and governments work together to make sure it is done responsibly.
Teaching about social license also helps children to understand why public trust and community involvement are important for industries. Through discussions, investigations, and group activities, children can think about different points of view and learn how to make informed decisions. These topics link well with SESE and encourage students to think about real-world issues. Overall, learning about aquaculture and social license can help students become more informed, responsible and environmentally aware citizens.
-
Hi Aimee,
Thank you for your post to Module 1. I really like your point about connecting aquaculture to real-world learning. It gives children the chance to think about where their food comes from while also building their understanding of sustainability and community responsibility. I also agree that exploring different perspectives helps students develop critical thinking skills and make informed decisions about environmental issues.
Hugh.
-
-
Learning about aquaculture and Social Licence can have a positive impact on pupils by helping them develop an understanding of sustainability, biodiversity and the importance of caring for the environment. It also encourages children to appreciate the connection between local communities and the sea. Introducing these topics at an early age can help pupils become informed, responsible citizens while developing curiosity about the natural world around them.
Although my school is on the coast this topic has not been explored much in the class. Being coastal we as educators have such an advantage over other schools that our lessons can be linked to the local community.
The BIM Social Licence projects were very inteesting and highlighted the many ways in which aquaculture can be explored in the primary classroom. The Aquaculture Remote Classroom (ARC) provides engaging lessons that can be linked to science, geography and SPHE. I think the children would really enjoy this. Rather than seeing the topic as something difficult or boring, pupils would have the opportunity to learn through videos, discussions and hands-on activities.
Although i do think the Young Chef Ambassador Programme is such a amazing experience for those chefs-
Hi Fionnuala,
Thank you for your response!
It is fantastic that the location of your school means you can provide the students with real life examples that they can recognize from their community. Allowing these concepts to be explained in such a way that makes it relatable as well as relevant to the students will make the learning experience all the more meaningful and engaging.
Grace
-
-
Learning about aquaculture and social license helped me see how important it is for young people to understand where food comes from and how industries affect both the environment and local communities. I think these resources would work well in the classroom because they encourage discussion, critical thinking, and awareness of sustainability. They also help students see aquaculture as something connected to science, careers, and responsible decision-making. The fact that we live so close to the sea here in Donegal would make it very real life for the kids and they would be very interested too.
My favourite of BIM’s social licensing projects was the one focused on community engagement. I liked it most because it showed that aquaculture is not only about producing food, but also about building trust, listening to concerns, and working positively with the public.
I also found the ARC online lessons and videos very useful and engaging. They showed how important it is to introduce aquaculture to young people at an early age so they can develop informed and balanced opinions about it. I am loving leatning myself and I can’t believe how much I took for granted or didn’t fully understand. -
Learning about aquaculture and the idea of Social License has given me some useful ideas that I can bring into my classroom. I think these topics are a great way to help children understand where some of our food comes from, while also encouraging them to think about caring for the environment. Many children know about fishing, but they may not realise how aquaculture works or why it is important for providing food in a sustainable way.
I could use videos, photographs and class discussions to introduce the topic before completing simple hands-on activities. For example, pupils could investigate the life cycle of fish, learn about local marine habitats, or discuss how fish farms can benefit communities while also protecting the environment. This would encourage children to think critically and consider different viewpoints.
Learning about Social License is also valuable because it shows children that communities, businesses and the environment all need to be considered when decisions are made. It helps develop respect for different opinions and encourages responsible citizenship.
Overall, I think these resources would be engaging for primary school pupils. They link well with Science, Geography and SPHE and encourage curiosity, teamwork and discussion while helping children develop a better understanding of sustainability and our marine environment.-
Hi Laura,
Thank you for your response!
I would highly recommend the life cycle of salmon as a future topic for your pupils. There are lots of fun facts throughout ! And I think the smoltification process where the smolt undergoes physical changes to cope with a changing environment (moving from freshwater to seawater) is a great way to teach the students about adapting to the conditions surrounding them.
Grace
-
-
-
I teach infants in Cork City, and although I grew up in Bandon, close to lots of beaches, many of the children in my class do not get many opportunities to visit the coast. These resources would allow them to learn about sea life and the people who work on and around the sea without having to leave the classroom.
I liked that the lessons use videos, pictures and interactive activities because these work well with younger children. I could use them during Aistear by setting up a fishing village or seaside role-play area, or in art by making sea animals and ocean pictures. We could also read stories about the sea and talk about why it is important to keep our beaches and oceans clean.
I would talk about working together, respecting nature and thinking about how our actions affect other people and animals. Children are naturally curious, so I think this topic would encourage them to ask questions and explore the world around them. Overall, these resources would help children develop an appreciation for the sea and understand why it is important to protect our environment from a young age. -
Part 1
I really enjoyed looking through these resources and I can definitely see myself using them in my classroom. Being from County Kerry, we’re surrounded by the sea, so it’s nice to have resources that relate to something that’s literally on our doorstep. I don’t think many children realise how important aquaculture is to local communities or how much work goes into producing seafood in a sustainable way.Before this module I hadn’t really thought about the idea of social licence either. It was interesting to learn that it’s not just about producing food, but also about working with local communities and protecting the marine environment. I think these resources would fit really well into Geography and Science, while also encouraging discussion and critical thinking. Overall, I think learning about aquaculture helps children make stronger connections between what they’re learning in school and the world around them, especially when they live so close to the coast. We were also lucky too to have local marine biologists Sea Synergy visit our school, which I would highly recommend to support this learning.
Part 2
The Social Licensing project that stood out most to me was the one that focuses on bringing together local communities, scientists and the aquaculture industry. I liked that it recognised the importance of listening to different opinions and finding a balance between supporting local jobs and protecting the environment.Living in Kerry, where fishing and the sea are such a big part of many communities, I think this is a really relevant topic for children. It would help pupils understand that decisions about our coastline affect lots of different people. I also think it would make for some really good classroom discussions, as children enjoy sharing their own ideas and hearing different points of view. It’s a great way to introduce sustainability in a way that feels real and relevant.
Part 3
I really enjoyed the ARC videos and thought they were very engaging. They would definitely hold children’s attention more than simply reading from a textbook. I liked that they showed real people working in aquaculture and explained the different jobs involved, as it helps pupils see how classroom learning connects to real life.As a teacher in County Kerry, I think these resources are especially useful because many of our pupils regularly visit beaches, harbours or coastal areas with their families. Places like Fenit or Dingle are familiar to them, so learning about aquaculture makes the topic feel much more relevant. I think it’s important to introduce children to aquaculture from a young age so they understand where seafood comes from and why protecting our marine environment matters. I’d definitely use these videos to spark class discussions or as a starting point for project work.
-
Hello Shandon,
Thank you for your response!
As a Kerry woman myself, I feel it truly is a blessing to have the presence of the sea on our doorstep. We brought the ARC to the Cromane/Killorglin area last September, and we were parked up at the ‘Seafest’ festival down in Cromane as well. Should you know of any one that would like to use of this resource we will be parked up again there for this year’s Seafest – September 18th and 19th!
Grace
-
-
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.-
Hi Niamh, I really enjoyed reading your reflection and completely agree that aquaculture offers so many meaningful learning opportunities. It is so lovely that you can speak from personal experiences when talking about your granddad being a fisherman. Perhaps it will open some childrens eyes up to other hands on job prospects for the future. I liked how you explained the idea of social licence through balancing environmental, economic and socail responsibilities. It ties closely to the important classroom concepts of fairness, listening to others, and caring for the environment, as these are concepts children can easily relate to.
<p class=”my-2 [&+p]:mt-4 [&_strong:has(+br)]:inline-block [&_strong:has(+br)]:align-top”>I really appreciated your point about helping students make the connection between the food on their plates and Ireland’s coastal communities—it’s something I’ve been thinking about a lot too. So many children see seafood as just another item in the supermarket, with no real understanding of the journey it took to get there. In my own teaching, I’ve tried to bridge that gap by starting with simple questions: “Where do you think this fish came from?” or “Who do you imagine caught or farmed this?” It’s amazing how often the answers reveal a complete disconnect from our marine environment. The BIM ARC resources show real life examples around Ireland which children can connect to – from their holidays in Cork, Connemara etc.</p>
-
-
<p style=”text-align: right;”>I am a teacher working in a village in county Clare. We are close to Clare’s beautiful beaches and the sea – with fishing in Doonbeg, Ballyvaughan and Doolin. Furthermore, in the village, there has been a tradition of net-fishing for salmon on the River Fergus, in our locality in, Co. Clare. I was made aware of this a few years ago from a student whose family is steeped in this family tradition. We engaged with the local community and heritage group to learn more about this tradition and the boats involved. Many of the children are not aware of what is in their local environment. We are fortunate to have so many local historians to help teach the students about this part of the history of the area. I want to learn more to help engage children with what surrounds them in their local area.</p>
-
Part one
I am a teacher working in a village in county Clare. We are close to Clare’s beautiful beaches and the sea – with fishing in Doonbeg, Ballyvaughan and Doolin. Furthermore, in the village, there has been a tradition of net-fishing for salmon on the River Fergus, in our locality in, Co. Clare. I was made aware of this a few years ago from a student whose family is steeped in this family tradition. We engaged with the local community and heritage group to learn more about this tradition and the boats involved. Many of the children are not aware of what is in their local environment. We are fortunate to have so many local historians to help teach the students about this part of the history of the area. I want to learn more to help engage children with what surrounds them in their local area.
Part 2:
Social licence projects (BIM) of Taste the Atlantic sounds like a great experience linking up to the wild Atlantic way. The experience at the Burren Smokehouse is a great innovative which is within close proximity to my school. It looks like an interactive, informative experience. The students would enjoy all the different senses – new smells and tastes for some!
Part 3
I really liked the BIM lesson based on ‘Sustainable Irish Seafood’. The links to home life and breakfast at the beginning were very engaging for students! The quiz would be a good means of assessment after. Child could complete it individually as an end of module assessment or in pairs as part of a reflective task. The Google docs form is very clear.
-
Before starting this module, I knew very little about aquaculture. I was surprised by how important aquaculture is in Ireland and by the strong focus on sustainability and responsible environmental practices. Learning about Social Licence also helped me appreciate the importance of involving local communities and building trust through education and open communication.
As a primary school teacher, I can see many opportunities to bring these topics into the classroom through Science, Geography, History and SPHE. Children are naturally curious, and exploring marine life, sustainable food production and Ireland’s coastal communities would provide meaningful, real-world learning experiences. I particularly enjoyed the ARC online lessons and videos, which offered engaging, age-appropriate ideas that could easily be adapted for primary pupils.
-
-
As a teacher in County Galway, I believe these resources are extremely relevant and have great potential. It allows children to explore the connection to the sea through fishing, aquaculture, and tourism as well as opening their eyes to the Inland Fisheries; local lakes and river systems which are on our doorstep too. Again, the use of the local areas such as Killary Harbour, Galway Bay etc it gives children a link to the areas that they regularly see/visit/drive-by without understanding what the actual functions are and how important it is to protect these habitats. Learning about aquaculture and the concept of social license have a meaningful impact on students. They gain a better understanding of how food is produced, the importance of balancing environmental protection with economic development. In the classroom, these topics can be integrated into the majority of subjects in one form or another such as Stem (data collection and interpretation, experiments, testing water quality), SEE (relating to the local community, how things have changed over time, animals, nature, Wellbeing (Being a good citizen, sustainability, healthy foods, physical activity, Arts (Opportunities for project work etc. The opportunities are endless and provide for very exciting learning.
-
-
Learning about Aquaculture and Social Licence is particularly relevant for our school in County Kerry, where students are surrounded by an environment that is closely connected to lakes, rivers and the coastline. Many of our pupils regularly visit local beaches and harbours with their families, giving them first-hand experience of the natural environment and the importance of protecting it. They also see how tourism, fishing, hospitality and local businesses depend on healthy waterways and thriving ecosystems.
These learning resources provide excellent opportunities for meaningful, place-based learning. Students could investigate water quality, explore local habitats, identify native plants and wildlife, or examine the impact of litter and pollution on the environment. They could also engage with members of the local community, such as fishermen, seafood suppliers or environmental groups, to gain a greater understanding of sustainable practices and the importance of balancing environmental protection with local livelihoods.
Exploring the concept of social licence helps pupils appreciate why communities, businesses and environmental organisations must work together when making decisions about natural resources. It encourages them to consider different viewpoints, understand the value of scientific evidence, and recognise the importance of protecting biodiversity for future generations.
These topics also create valuable cross-curricular links. Students can analyse data in Maths, write persuasive letters or reports in English, investigate local ecosystems in Science and Geography, and design awareness campaigns through Art. By connecting learning to their own local environment in Kerry, pupils develop a stronger sense of responsibility and understand that everyone has a role to play in caring for the places they live while supporting the communities whose livelihoods depend on them.-
Hi Rheanne, I really enjoyed reading your reflection, particularly your focus on the strong connection between aquaculture, the local environment and the wider Kerry community. I agree that place-based learning can make these topics much more meaningful for students, especially when they can relate them to familiar beaches, rivers and local businesses. I also like your point about Social Licence encouraging pupils to consider different perspectives and understand the balance between protecting the environment and supporting local livelihoods. The cross-curricular opportunities you highlighted are excellent and would allow students to see that sustainability is not just a Science topic, but something that connects to many areas of their learning and everyday lives.
-
-
-
Before completing this module, aquaculture was a topic I knew very little about. Learning about the importance of aquaculture in Ireland, sustainable practices and the concept of Social License has given me a greater understanding of how this topic could be explored in the primary classroom.
My school is located close to a large port and the sea, so I think this topic could provide meaningful opportunities for children to learn about their local environment. With infants, I think aquaculture could be explored through Science, Geography and SPHE by investigating sea animals, habitats, where our food comes from and how we can care for our oceans.
I was particularly interested in the idea of involving local people in learning. Having someone who works in the fishing, marine or aquaculture industry visit the school would help children make connections between their learning and the world around them.
The ARC resources and videos would be useful tools for introducing these concepts in an engaging way. This module has encouraged me to think about how even young children can begin to understand sustainability and respect the natural environment.
-
Hi Anna,
Thank you for your response!
I agree that aquaculture can be introduced to young children in such an engaging and meaningful way, particularly when the school is close to the sea and a busy port. Bringing in local people from the marine industry would be a fantastic way to connect classroom learning with real-life experiences and help children develop an early understanding of sustainability.
Grace
-
I agree that aquaculture provides so many opportunities for meaningful learning in the primary classroom. I was also surprised by how much there is to learn about aquaculture in Ireland and the importance of sustainable practices. I think your school’s location near a large port and the sea is a great advantage, as it gives the children a real-life context for their learning.
I particularly like your idea of involving local people from the fishing, marine or aquaculture industry. Hearing directly from someone who works in the industry would make the learning much more meaningful and help children understand how their local community is connected to the sea. I also agree that the topic could easily be integrated across different curriculum areas, especially Science, Geography and SPHE. The ARC resources and videos would be a great starting point for engaging children and introducing them to sustainability in an age-appropriate way. This module has certainly highlighted how important it is to develop children’s awareness and respect for our marine environment from an early age. -
I agree with you. I also think that hearing from people who work in the fishing or aquaculture industry would make the topic much more real and interesting for children. It is great that aquaculture can be linked across different subjects, making it easier to include in the classroom. The ARC resources and videos would also be a useful way to introduce the topic in a simple and engaging way. I think learning about aquaculture from a young age can help children develop a better understanding of sustainability and the importance of protecting our marine environment.
-
-
I was not aware of these wonderful resources prior to undertaking this course. I live in an inland county and therefore have limited knowledge and experience about farming at sea. The resources and tools would work well in the primary classroom as they are interactive and age appropriate. This would be particularly useful to where I am teaching currently as the pupils knowledge and experience would also be limited. Social license makes pupils learn about the importance of the local and wider community working together to help the environment. This is linked to promoting citizenship.
In my senior classes I would use this as part of Geography, Science and SPHE. I believe it is important that these resources will help pupils develop environmental awareness and the importance of the industry.
My favourite BIM Social Licensing project for Aquaculture is the ARC bus as I like that it brings aquaculture education to schools making learning fun , interactive and accessible for those pupils who do not live near the coast of Ireland. I never heard of these wonderful resources before.
Having watched all four videos, I believe it is important to introduce aquaculture to young people from an early age. Many pupils know very little about where seafood comes from or how it is produced sustainably.
These resources could also encourage pupils to consider pursuing careers in this area whereas they might not have known anything prior to learning about it.-
Hi Sarah,
Thank you for your response!
I agree that these resources are a great way to build environmental awareness and citizenship while helping pupils understand where their food comes from. It’s also a fantastic opportunity to introduce children to the range of careers available within the aquaculture and marine industries.
If you could follow the link below and <span classin the registration form details, we can add your school to our filesBIM – Registration FormThe ARC is completely free of charge for schools. The ARC is part of an EU wide initiative, #FarmedintheEU, that has been funded by the Government of Ireland and the EU under the European Maritime, Fisheries and Aquaculture Fund.
Grace
-
I completely agree that these resources are a great way to inspire environmental awareness, understanding and citizenship. It also helps students to have a greater understanding of where there food comes from. While also appreciating how their food gets to their plates. These resources will also give students the opportunity to explore the various career opportunities n marine life that they may of been unaware that existed
-
-
Learning about aquaculture and social licence has made me think about how these topics could be used in the classroom in a meaningful and engaging way. Aquaculture is a topic that children may not know much about, but it provides a good opportunity to learn about where our food comes from and how fish and other sea animals can be farmed. I think videos, photographs, online resources and interactive activities would help pupils to understand the topic in an interesting way.
The idea of social licence is also very useful as it encourages children to think about how people, businesses and communities work together. Pupils could explore the benefits and possible concerns surrounding aquaculture and discuss different points of view. This could develop their communication, critical thinking and decision-making skills.
I feel these topics could also link well with Science, Geography, SPHE and SESE. Learning about aquaculture could help students become more aware of our oceans, sustainability and the importance of making responsible choices about our environment.
-
-
I really enjoyed the introduction to this module and have become much more aware of the valuable resources available to support learning about aquaculture, water and sustainability. I chose this course because I wanted to bring an interesting and engaging dimension to science and water-related topics within my classroom, and I can already see how these resources could have a significant impact on my pupils’ learning.
I was particularly interested in BIM’s Social License projects, especially the ARC Aquaculture Remote Classroom. The idea of a lorry arriving at school and transforming into a fully equipped classroom is incredibly engaging and would immediately spark curiosity and excitement among learners. The technology and interactive learning opportunities available are impressive, and the demand for the initiative, with over 150 schools already visited and more than 500 on the waiting list, demonstrates its value. I will certainly be registering my school, despite knowing there may be a long wait.
I also found the ‘Taste the Atlantic’ initiative particularly inspiring. It provides excellent opportunities for cross-curricular learning, linking science with Geography, History, Mathematics, Art and healthy eating. Exploring aquaculture in this way could help pupils understand where their food comes from, the importance of sustainable food production and how aquaculture can contribute to local communities and economies.
Learning about Social License has also made me reflect on the importance of helping children understand different perspectives. By exploring the environmental, economic and social impacts of aquaculture, pupils can develop critical-thinking skills and learn to form informed opinions rather than simply accepting one viewpoint. This could encourage meaningful discussions about sustainability, responsible food production and our relationship with the environment.
Overall, I feel this module has given me ideas and resources that could make learning much more relevant, practical and engaging for my pupils. I look forward to bringing this knowledge and enthusiasm back to my school in September.
-
I completely agree, especially about how useful the ARC could be for getting children excited about the topic. I think the cross-curricular possibilities are brilliant too, as aquaculture can be linked to so many areas of the curriculum. I also really like the focus on Social Licence and getting children to consider different viewpoints rather than just looking at one side. It definitely seems like a topic that could lead to some great discussions in the classroom.
-
-
Module 1 gave me an introduction to aquaculture, which was an area I had very little knowledge of before taking part in this summer course. As someone who works in Maynooth, a landlocked area, aquaculture is not something that I would normally think about in my everyday life. I was therefore surprised to learn just how important the aquaculture industry is in Ireland and how much planning and consideration is involved in producing food from our waters in a sustainable way.
One part of the module that I found particularly interesting was learning about Social Licence. I had never really considered how important it is for local people to understand and have a say in projects that may take place in their communities. It showed me that aquaculture is not only about the environmental or economic side of the industry, but also about communicating with people and listening to their concerns. I think this is especially important when introducing new ideas or industries to communities.
From a teaching point of view, I can see many ways that aquaculture could be used as a topic in the primary classroom. Even though my pupils in Maynooth do not live beside the sea, they can still learn about marine life, food production and the importance of looking after our natural environment. There are clear links with Science and Geography, but I could also see opportunities to explore sustainability and responsible choices through SPHE. Children are naturally curious and I think topics connected to animals and the sea would really capture their interest.
The BIM Social Licensing projects that involved schools and communities were probably the ones I found most interesting. I liked the idea of children being included in conversations about aquaculture and being given the opportunity to learn about it in a way that is suitable for them. Education can help children understand both the positive aspects of aquaculture and some of the questions or concerns that people may have about it.I also enjoyed looking at the ARC online lessons and watching the four videos. I found the resources very colourful and engaging, and they gave me ideas for how a topic like aquaculture could be made enjoyable for younger children. The visual nature of the resources would work particularly well with infant classes, where children often learn best through discussion, pictures and hands-on activities.
Overall, this module has made me more aware of Ireland’s connection with the sea and the role aquaculture plays in food production. Coming from a landlocked area like Maynooth, it is something I had not really thought about before. I now feel that it could be a very useful topic to introduce to children, helping them understand where food comes from, develop an appreciation for the marine environment and learn about sustainability from an early age. It has definitely given me a new perspective on a subject I knew very little about before.-
Hi Daniel, I really enjoyed reading your reflection. I was also surprised by how important aquaculture is in Ireland and how much goes into making it sustainable. I particularly liked your point about Social Licence and the importance of communities being involved and having their concerns listened to. I agree that this could be a really engaging topic for children, especially when linked to sustainability, food production and caring for our environment. The ARC resources were a great addition too and gave me lots of ideas for how the topic could be made accessible and interesting for younger pupils. Rachel
-
-
Part 1:
I found these resources really useful because they give a much better picture of what aquaculture actually involves. Before doing the module, I probably would have just thought of fish farming, but there is obviously a lot more to it. I think this is something children would find interesting as well, particularly when they realise how much of it happens around the Irish coastline.Being from Kerry, I think we are in a great position to use our own coastline as a starting point. There are so many examples around us that could be used to make the topic more relevant to the children. It could also lead to some good discussions about where our food comes from, jobs in coastal communities and how we can use the sea without damaging it.
Part 2: I found the idea of social licence quite interesting as it made me think about how important it is for local communities to be involved in decisions about their coastline. There are often lots of different interests involved, from local businesses and fishermen to tourism and environmental groups.
I think this could actually make a really good classroom discussion. Children could look at an imaginary proposal for a new marine farm and decide whether they would support it, giving reasons for their opinions. It would encourage them to realise that there isn’t always one straightforward answer and that different people can have different priorities.
Part 3: I thought the ARC resources were particularly useful because they bring the topic beyond simply reading information from a book. Seeing the people involved in aquaculture and finding out what their jobs actually involve makes it much easier for children to understand.
I could see myself using one of the videos as a starting point and then asking the class to come up with questions they would like to ask someone working in the industry. It could also be a good way of introducing the idea of careers connected to the sea. We often talk about careers with children but don’t always think about the range of jobs connected to our coastline.
-
Hi Laura,
Thank you for your response!
I think that’s really valuable approach. There are a wide of variety of opportunities in so many different fields such as marine science, conservation, engineering, technology, fisheries, aquaculture, tourism and many more.
It is great for young students to have this information.
Grace
-
-
One thing that struck me during this module was how far removed aquaculture is from the everyday lives of many of the children I teach. I am originally from Mayo, where the sea, fishing and coastal communities are much more familiar, but I now teach in a DEIS 1 junior school in Dublin West. We are nowhere near the sea or a river and, for many of our children, the closest water to them is the canal. Some may have had very little opportunity to experience the coast or see where seafood actually comes from.
I think this is where resources such as the videos, photographs and ARC could be really useful. They can bring experiences into the classroom that our children may not otherwise have. With younger children, I would keep it very visual and use lots of talk, pictures and simple activities. It could link naturally with Science, Geography, healthy eating and caring for our environment. Most importantly, it gives our children an opportunity to learn about a part of Ireland and Irish life that may be very different from their own experience.
-
One thing that struck me during this module was how far removed aquaculture is from the everyday lives of many of the children I teach. I am originally from Mayo, where the sea, fishing and coastal communities are much more familiar, but I now teach in a DEIS 1 junior school in Dublin West. We are nowhere near the sea or a river and, for many of our children, the closest water to them is the canal. Some of our children may not get many opportunities to visit the coast, so learning about aquaculture and where our seafood actually comes from could be something completely new to them.
Of the Social License projects, the Aquaculture Remote Classroom (ARC) appealed to me most. I really liked the idea of bringing the experience to the children rather than expecting them to already have that background knowledge or experience. I think this is particularly important in an urban school. The ARC itself would be a fantastic experience, but even the online resources give us a way of bringing some of this into the classroom.
I also liked how the four videos approached aquaculture from different angles – what aquaculture actually is, the nutritional value of seafood, the connection with local communities and the importance of sustainability. With junior children I obviously wouldn’t use everything as it is presented, but there is plenty that could be adapted. I could see myself using short sections of the videos, photographs and lots of discussion. There are easy links with Science, Geography, healthy eating and caring for the environment.
I think introducing children to aquaculture at an early age is worthwhile, particularly for children who don’t live anywhere near the sea. It gives them a little window into a very different part of Irish life and might even encourage some of them to become curious about places, jobs and communities that they haven’t come across before.
-
I really resonated with your point about the contrast between growing up near the coast in Mayo and teaching in Dublin West! It’s such an important perspective—it is so easy to forget that for many urban children, the sea feels like a completely different world.
I completely agree with you about the Aquaculture Remote Classroom and its online resources. Bringing the experience directly to the children is such a smart, inclusive approach. I also love how you’ve already mapped out practical ways to adapt the videos and photos for junior classes through quick discussions and cross-curricular links like Science and Geography. Opening that ‘little window’ into coastal Irish life is a wonderful way to spark their curiosity early on.
-
-
Learning about aquaculture and social licence has made me reflect on how these topics could be brought into the classroom in a meaningful and engaging way. Before exploring the topic, I had not fully considered how much learning potential aquaculture could offer. It is something that many children may know very little about, yet it provides a valuable opportunity to help pupils understand where their food comes from and how fish and other marine animals are farmed. I feel that using videos, photographs, online resources and interactive activities could make the topic more relatable and help children develop a genuine interest in learning about aquaculture.I was particularly interested in the idea of social licence and how it could encourage pupils to look at an issue from different perspectives. It made me realise that learning does not always have to be about finding one correct answer. Pupils could explore the benefits of aquaculture while also considering some of the concerns people may have about the industry. Giving children the opportunity to discuss different opinions, ask questions and explain their own views could help them become more confident communicators and develop their critical-thinking and decision-making skills.
Reflecting on this, I can see how these topics could connect naturally with areas such as Science, Geography, SPHE and SESE. They could provide opportunities for pupils to learn about our oceans, sustainability and the importance of making responsible choices about the environment. I also think introducing children to aquaculture could broaden their awareness of the different careers connected to the marine environment and help them see how what they learn in the classroom relates to the world around them.
Overall, learning about aquaculture and social licence has made me realise that these topics could offer much more than simply learning about fish farming. They could encourage children to become curious, ask questions, consider different perspectives and develop a greater appreciation for our marine environment.
-
Hi everyone,
Integrating BIM’s aquaculture tools into the primary classroom offers a dynamic, inquiry-based approach to SESE, SPHE, and STEM subjects. Coming from a school context where pupils may have limited direct exposure to marine farming, these interactive digital resources effectively bridge the gap between abstract concepts and real-world environmental applications. Exploring the concept of “Social License”—how industries build trust, transparency, and community acceptance—helps primary students understand active citizenship, public accountability, and sustainable development. Learning about aquaculture encourages children to appreciate Ireland’s rich coastal heritage, local marine economies, and long-term food security. By evaluating community impact and environmental stewardship, pupils develop critical thinking skills and empathy, recognizing that economic growth and ocean conservation must go hand-in-hand. Ultimately, introducing these engaging tools fosters responsible young citizens who respect local ecosystems, understand the broader societal impact of farming our seas, and appreciate how sustainable practices protect our shared marine future for generations to come.
When exploring BIM’s Social Licensing projects, the Aquaculture Remote Classroom (ARC) stood out as my favorite initiative. Bringing a custom-built, mobile classroom directly to school gates—especially in rural or inland areas—ensures equal access to marine education. It directly supports social licensing by demystifying marine farming and building transparent relationships between the seafood sector and local communities through VR and hands-on experiments.
Watching the four ARC videos highlighted just how naturally aquaculture aligns with our curriculum—from habitats and coastline geography to employment and sustainability. Introducing these topics at a primary level is vital; it builds ocean literacy early, inspires pride in our coastal heritage, and shows pupils early on how environmental care and economic growth can work hand-in-hand.
Looking forward to hearing how others plan to use these resources!-
Hi Alison,
Thank you for your response to module 1.
It’s great that you think the ARC resources could help ‘bridge the gap’ for those with limited access to coastal areas. I think it’s incredibly important that the inland schools of Ireland have access to marine education. There are also multiple aquaculture farms inland where freshwater species like trout and duckweed are farmed, these farms are also providing career opportunities.
I am glad that you enjoyed the ARC videos and resources.
The ARC Team
-
-
The school where I teach is located close to the sea, which provides a valuable opportunity to connect learning with our local environment. Unfortunately, the beach is not within walking distance of the school, so it is not easy to use it regularly as part of our teaching and learning. We may be able to arrange a bus trip to the beach maybe once or twice during the school year. Many of the children visit the beach with their families. I think introducing the children to aquaculture in the classroom would be a very worthwhile experience and would allow them to make connections between what they learn in school and the marine environment around them.
The ARC resources and lessons are well structured and provide teachers with excellent resources that can be displayed on the classroom IWB. The videos are short, informative and factual, which should help to maintain the children’s attention while also encouraging their curiosity and interest. The quizzes are also a great tool, as they provide an enjoyable way for children to reinforce their learning and demonstrate their understanding. I feel that a visit from the mobile ARC classroom would be a fantastic opportunity for the children. The use of immersive technologies would make the learning interactive and memorable, allowing the children to experience aspects of aquaculture that they may not otherwise have the opportunity to see first-hand. -
<p class=”isSelectedEnd”>I found learning about Aquaculture and Social License really interesting as they are topics I wouldn’t have known a huge amount about before this module. I think the resources could be used really well in the classroom, particularly through SESE, Science and Geography.</p>
<p class=”isSelectedEnd”>When learning about aquaculture, I would use videos, pictures and class discussions to help the children understand where our food comes from and how fish and seafood are produced. It would also be a good way to introduce topics such as sustainability, protecting our oceans and caring for the environment.</p>
I also liked learning about Social License and I think this could work particularly well with older classes. Children could take part in group discussions or debates where they look at an issue from different points of view. I think this would encourage children to share their own ideas, listen to others and understand that people can have different opinions on issues within their community. -
I found learning about Aquaculture and Social License really interesting as they are topics I wouldn’t have known a huge amount about before this module. I think the resources could be used really well in the classroom, particularly through SESE, Science and Geography.
When learning about aquaculture, I would use videos, pictures and class discussions to help the children understand where our food comes from and how fish and seafood are produced. It would also be a good way to introduce topics such as sustainability, protecting our oceans and caring for the environment.
I also liked learning about Social License and I think this could work particularly well with older classes. Children could take part in group discussions or debates where they look at an issue from different points of view. I think this would encourage children to share their own ideas, listen to others and understand that people can have different opinions on issues within their community.
-
Hi Emma.
Thank you for your reflective piece. I liked your point that learning about aquaculture is a great pathway to learn about wider topics such as sustainability. I agree that the older classes can really benefit from learning about social license – using case studies can really help bring this alive in the classroom, such as rural Irish communities dependant on aquaculture as a support.
The ARC Team
-
-
I work in a school where children thrive on new learning material such as Aquaculture. It really highlights the importance of being a global citizen and respecting our environment which in turn can be brought into the local community by the children through their families. As an inland school it’s a topic we wouldn’t be discussing on a daily basis but as I mentioned the children love new learning opportunities so this would provide ample learning. I also believe it provides the children with a clearer understanding of the importance of Aquaculture and how we should all appreciate it more.
-
Using these tools in the classroom could help make learning about aquaculture and Social License more interesting and practical for my students. Although my school is in an inland county, I feel it is still important that children learn about aquaculture. It can help them understand where food comes from, how fish are farmed, and the importance of protecting the environment.
Students could use videos, online resources, discussions, and simple activities to learn about aquaculture. They could also look at different opinions about aquaculture and discuss why people may support or have concerns about it. Learning about Social License could help students understand the importance of listening to communities, respecting different views, and building trust.
These topics could be used for group work, class discussions, projects, and debates. Overall, learning about aquaculture could help students understand sustainability and food production, even though they do not live in a coastal area. -
-
As a teacher in a landlocked DEIS Band 1 school in the Midlands, marine concepts often feel abstract to the students I teach, many of whom have limited opportunities to visit the coast. Bridging the gap between familiar land-based agriculture and marine aquaculture offers an invaluable learning experience. Introducing the concept of Social License teaches pupils that industries must operate responsibly while respecting local communities and ecosystems, fostering essential critical thinking, civic responsibility, and environmental awareness.
The Aquaculture Remote Classroom (ARC) offers a wonderfully welcoming way to bring these ideas to life. Rather than overwhelming students with complex marine topics, its immersive setting gently invites them to explore Ireland’s food systems at their own pace. By offering interactive, hands-on moments, the ARC helps pupils discover how thoughtful coastal farming connects to their own daily lives, nurturing a natural curiosity and a quiet sense of care for the world around them.
-
I also teach in a DEIS school, although mine is in a city, so I can really relate to your point. Some of the children may have little experience of the coast or this way of life. I think the ARC and its real-life videos and images would be a great way to show it to them and make their learning more meaningfu
-
-
Before completing this module, I did not know a huge amount about aquaculture or the work carried out by BIM. As I teach Junior and Senior Infants, I think the videos and real-life photographs in the online resources would be particularly useful. Young children learn so much through visual and hands-on experiences, so seeing real salmon, mussels, oysters and aquaculture farms would help them make a stronger connection with what they are learning.</p>
<p class=”isSelectedEnd”>The resources could be linked with several areas of the infant curriculum, particularly Science, Geography and Irish. As I teach through Irish, I could use the pictures to introduce and reinforce vocabulary relating to the animals and the sea. The children could name the different species, describe what they see and learn simple facts about where the animals live and how they grow. The videos would also create opportunities for discussion and questioning.</p>
The Aquaculture Remote Classroom sounds like a very engaging experience because it is interactive, immersive and different from a normal classroom setting. Learning about aquaculture and Social Licence could help children begin to understand where food comes from, the importance of caring for our marine environment and how aquaculture supports people and communities in Ireland. Introducing these ideas from a young age could encourage curiosity and a greater appreciation of Ireland’s seafood industry. -
I think learning about aquaculture and social licence could be very useful in the classroom, particularly as I will be working in SET this year. There are lots of opportunities to use practical activities with shells, seaweed, water and marine life to support children’s learning and develop their vocabulary. It could also help children understand where food comes from and the importance of looking after our local environment. Social licence would be a good way to encourage children to listen to different opinions and understand that people may have different views and concerns. As our school is close to the coast, I think linking this learning to our local area would make it more meaningful and engaging for the children.
-
Ciara I agree that learning about aquaculture and social license is relevant to your SET role, especially given your coastal location. Integrating aquaculture and social licence offers expanded, multisensory opportunities to develop oral language, sensory regulation, and critical thinking.By grounding these concepts in the local environment and objects like shells and seaweed, you can make learning accessible to children with diverse learning needs.
-
Integrating aquaculture and social licence into the classroom offers many cross-curricular learning opportunities. This helps pupils understand seafood production and food origins, while seamlessly introducing critical lessons on ocean sustainability, environmental care, and marine protection. For STEM, using local elements like shells, seaweed, and water quality testing allows children to engage in real-world scientific inquiry. It allows for the lived experience of the local community, making the curriculum highly relevant. Exploring social licence provides a great way to develop critical thinking, debating skills, and oral language within the SPHE curriculum. By framing social licence around the locality pupils learn to navigate complex, real-world perspectives. Using structured debates or role-play activities helps pupils listen to differing viewpoints with empathy and respect.
-
-
-
-
Using tools to explore Aquaculture and Social License could create meaningful, real-world learning opportunities for my students. Interactive resources, along with videos, case studies, and discussions can help students understand how aquaculture contributes to our food production, employment, and local economies, while also encouraging them to consider environmental sustainability.
Learning about Social License is particularly valuable because it shows students that successful industries depend not only on laws and regulations, but also on trust, communication, and community acceptance. Students can examine different perspectives, such as those of aquaculture farmers, local communities, environmental groups, and consumers. This can develop critical thinking, empathy, and the ability to evaluate evidence and competing viewpoints.
These topics also provide opportunities for cross-curricular learning, connecting science and environmental studies with Geography, Maths (graphing and satistics)and SPHE. By engaging with authentic issues and using digital tools to investigate them, students can become more informed and responsible decision-makers. Ultimately, learning about aquaculture and Social License can help students appreciate the complexity of balancing economic development, environmental protection, and community interests.
-
Hi Megan,
Thank you for your post here and for sharing some of your reflections on the module content. I think you have hit on an interesting point regarding the limitations that can come from overtly focussing on formal rules and regulations when building a business. Much of this can be similar to how our work in the classroom transpires – the ‘soft’ skills around trust, relationship building and caring environment often matter more than the formal instruction, and a child is unlikely to thrive in the classroom without them.
-
-
Like many other people who posted here, I hadn’t known much about aquaculture before this summer course. I also liked how others mentioned potentially teaching the term of ‘social licensing’ through the concepts of fairness and caring for our world. I am sure many of the children are unfamiliar with aquaculture and only know it as simply fishing or maybe where their dinner comes from i.e. the shop. There are also many potential opportunities for employment in future years. The 3rd video from the BIM website talked about this. The 4th video spoke about sustainability. In learning about and aiming to be awarded Green Flags for the school, there is a lot to be learned about sustainability of resources. Aquaculture is an important resource for all so children should learn about this too. There are many opportunities to learn about aquaculture while integrating with the curriculum, especially in S.E.E. curricular areas but there is potential to link to other subjects.
-
Part 1: I teach in Limerick City. Using aquaculture and social licence tools in my classroom can provide pupils with an engaging, real-world way to explore how food is produced and how communities make decisions about their environment. These tools could support learning across SESE. Pupils could investigate fish farming in Ireland, including local contexts such as the River Shannon and the Shannon Estuary near Limerick, where fishing, shellfish harvesting and aquaculture activities take place. This helps children connect learning to their own locality. They can consider the benefits of aquaculture for food production and employment alongside concerns about biodiversity, water quality and animal welfare. Learning about social licence encourages pupils to understand that people in Limerick and beyond may hold different views and that decisions should involve listening, evidence and respectful discussion. Activities such as debates, role-play and group investigations can build communication and critical-thinking skills. This supports environmentally responsible, informed young citizens.
Part 2: My favourite programme from Bord Iascaigh Mhara is the Aquaculture Remote Classroom. I like it because it gives primary school children a fun and interesting way to learn about aquaculture in Ireland. Instead of just reading about fish farming, students can use interactive technology and virtual reality to see what aquaculture is actually like.
I think this would work really well in an Irish primary school because it makes the topic more real and easier for children to understand. It could also lead to great discussions about the environment, local communities and where our food comes from. Children could learn that aquaculture can provide jobs and food, but that there are also concerns about the environment and how it affects local areas.
Part 3 : I thought Professor O’Meara made a great point. We learn and know so much about farm animals at primary school level, but we know a lot less about farming sea creatures. I do believe it is important that children learn about aquaculture at a young age – it informs them and makes them appreciate sea creatures more, their nutritional values and the importance of sustainability! I enjoyed the link to the story of the Salmon of Knowledge. I think this will maintain children’s interest.
-
-
I found Module 1, Introduction to Aquaculture, both interesting and informative. I grew up in the midlands but now live in Galway by the sea and I am so in awe of it. While going through the course I realised the extent of the aqua industry and the ways in which the fishing and farming was undertaken.With Ireland being an island I believe that it is imperative for us as teachers to awake this interest within our students, to show the impact of aquaculture on our food, tourism, economy and on our environment and how all can work in tandem together.
I was very impressed with the social programmes that are being undertaken, I love the idea of building relationships between chefs and those farming fish. The Arc does tremendous work in teaching children of all the benefits our sea and coastline has to offer. This will definitely propel me into bringing the children to the coastline more often, which is a very short distance from the school, and for bringing people working in aquaculture from the locality to discuss what they do.I will definitely be putting our school on the ARC school list. -
I think these tools could be very useful in the classroom because they can make learning about aquaculture more interactive and engaging. I am from Donegal but teaching in Kildare but it will be lovely to show my students some of the videos based in Donegal.
Students could use videos, online lessons and discussion forums to learn about aquaculture, the different species farmed, and how aquaculture provides food and employment.Learning about Social Licence could also help students understand how important it is for aquaculture businesses to consider the environment and the concerns of local communities.
I believe introducing these topics at school age can help students develop a better understanding of where their food comes from and the role aquaculture plays in society. It could also encourage students to think critically about environmental issues and the balance between producing food and protecting our oceans and waterways. Overall, these resources could make aquaculture more relevant and interesting for young people. -
-
The concept of aquaculture is new to me but I found this module very interesting. I feel it is something I don’t know a whole lot about and it is so important for us to understand the waters around us as well as where our food comes from. I think now more than ever, people want to know where their food originates from and when you look at the abundance of seafood we have, this is very relevant.
The BIM lessons and resources would be very useful in the classroom because they are child-friendly and include lots of videos and quizzes. I had never heard of the ARC classroom but it is something I would definitely sign up for after seeing it in action on video.
I had not heard of the term social licence before but having had a look at the BIM social licence report, I now understand that it involves the whole community. I think if we showed them some of these lessons and started a conversation around aquaculture in our classrooms, we could help contribute to a more positive social licence.
-
-
I really enjoyed learning about aquaculture and Social License in this module. These were new topics for me, and I now have a much better understanding of how aquaculture works and why it is important in Ireland. I also learned that it is important for people living in an area to understand what is happening and to have a chance to share their views.
I think the resources from this module could be very useful in my classroom. The videos and online activities are bright, simple and interesting for children. As I teach infant classes, I would keep the learning very simple and focus on topics such as fish, the sea, where our food comes from and how we can look after the ocean.
There are lots of ways to make this learning fun for younger children. We could read stories about the sea, draw sea creatures, talk about different types of fish and discuss ways to keep our oceans clean. The children could also learn about people who work with the sea and the different jobs they do.
Overall, I think learning about aquaculture is a good way to help children become more interested in the sea and understand why we need to care for our environment.
-
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.-
-
Great reflective piece Paddy, I like that you mentioned an interesting topic of research for each farmed species. I think a research project linked to your local area is a great way to introduce the students to aquaculture and as you mentioned to other subjects like nutrition.
I also agree that social license is important for supporting the students critical thinking and communication skills.
The ARC Team
-
-
Part 1:
Integrating BIM Aquaculture Remote Classroom (ARC) and interactive online resources into primary teaching offers an engaging, multidisciplinary framework for STEM, Geography, and Sustainability. By exploring how native species like Atlantic salmon, blue mussels, and Pacific oysters are sustainably farmed, primary students gain a clear understanding of the key differences between traditional land agriculture and ocean aquaculture.
Introducing the concept of Social License helps pupils recognise the vital role of community trust, social acceptance, and responsible environmental management in food production. Interactive lessons examining filter-feeders like blue mussels highlight real-world environmental solutions, carbon-neutral farming, and human nutrition. Utilising ARC’s immersive tools connects children directly to coastal heritage while fostering environmental stewardship at an early age.
Part 2:
BIM’s ARC is my favourite Social Licensing project. Its visit to our school was really effective, captivating students with virtual reality and interactive technology. By directly engaging pupils, the ARC builds community trust, highlights sustainable marine practices, and inspires early environmental stewardship.
Part 3:
BIM’s online lessons highlight the importance of early aquaculture education. Introducing these concepts to young children fosters environmental stewardship, builds sustainable food literacy, and illuminates coastal heritage. By understanding eco-friendly seafood production and nutrition early, students develop a lifelong respect for marine ecosystems and global food security.
-
I really enjoyed learning more about aquaculture and the concept of Social License throughout this course. It highlighted in great detail how aquaculture is a great asset and the important role it is playing in order to protect the environment while also building trust and relationships within communities. I think there are many ways these ideas could be linked into the classroom, particularly within SESE and SPHE. Teaching in Dublin this gives an insight into how we can explore where our seafood comes from, how fish farming operates and why sustainability is important. It could also give students the chance to look at different viewpoints and engage discussion around environmental issues. I also found the practical resources and digital tools very useful, as they are highly informative and can be easily adapted to suit different age groups and class levels. I would love to get my school involved with the Arc mobile classroom but the size may be a problem for our small urban school.
-
Before starting this course I didn’t realise how much education there was around the topic of aquaculture. Teaching in an urban school setting in Dublin, there aren’t as many opportunities to use the local amenities to teach about aquaculture. The workshops that the arc offer really stand out as a way to connect the children to the culture of the sea. One element that really stood out to me was the young chef ambassador programme. Cooking is something we have tried to implement in our school in previous years and it would be so beneficial to the kids to really understand where their food comes from. I also feel that the children who often don’t have as much access to the sea find it more intriguing as it’s not something they take for granted or experience as frequently. My classes are often very invested in the learning we do around beaches, seas and oceans so I would love to use some of the tools on this course in the coming year.
-
Thank you for your reflective piece!
I am glad you liked the young chef ambassador programme, I completely agree that understanding where our food comes from is a really important topic for the students to explore. The ocean provides a huge portion of global food security. Understanding how our oceans work and how seafood is sourced is a really interesting classroom topic.
It’s great to hear how interested the class is in learning about the oceans, as you mentioned it can be difficult when living far from the sea to use the local amenities.
The ARC Team
-
-
I completely agree with your point about the ARC workshops. They seem like a fantastic way to help children develop a stronger connection with the sea. The Young Chef Ambassador Programme is a particularly engaging idea, as it allows students to make meaningful links between food, nutrition, sustainability and marine life. Helping children understand where their food comes from can foster greater awareness and responsibility around food choices. The chefs in the clip really highlighted just how important the programme is. The seemed really enthusiastic about learning where and how the fish and muscles they cook with are farmed.
-
-
The first module has given me a greater appreciation and understanding of aquaculture and the importance of it to our environment, sustainability, conservation efforts and to our economy.
Learning about social licence helped me appreciate that community wide cooperation is needed in building towards a sustainable and continuously improving practice that balances environmental, social and economic needs.
The resources put forward link well to both the primary curriculum (particularly Stem & SESE) and other school initiatives such as Green schools. I believe the arc programme would tie in very well with the Global citizenship marine environment theme. The activities encourage questioning and investigation while maintaining the practical involvement of the students all based around a very local and real topic.
I feel learning about aquaculture and social licence could aid pupils in developing a higher appreciation of Ireland’s marine environment, resources and how to continue to grow this sector in a sustainable and environmentally conscious way.
-
-
Before learning about this topic, I honestly did not know much about aquaculture in Ireland. Coming from the Midlands, agriculture and farming are much more familiar to m e, and I think there is often a lot more emphasis on these areas in primary school. I now realise how important it is that children also learn about aquaculture and the role it plays in Ireland. I could bring the topic into Geography by exploring where fish and shellfish are farmed around the Irish coast, and into Science through marine life, habitats, food chains and sustainability. It could also link with Maths through graphs and data, or English through projects, reports and debates. I think aquaculture is a valuable topic because it broadens children’s understanding of Irish food production and helps them learn more about coastal communities, the environment and the importance of producing food in a sustainable way.
-
The BIM online lessons and resources, along with the Native Oyster Network and Native Oyster Restoration Alliance, provide fantastic opportunities to bring real-world environmental issues into the classroom. I really like how these resources can connect aquaculture with science, sustainability, biodiversity, and local community issues. Students could investigate oyster farming and restoration, explore the ecological role of oysters, and consider how aquaculture can contribute to healthy coastal environments and sustainable food production.
Learning about social license is especially important because it encourages students to recognise that successful aquaculture is not based solely on scientific or economic evidence. Communities need to understand, trust, and support developments that may affect their environment and livelihoods. Classroom activities could involve students taking on different stakeholder roles, such as oyster farmers, local residents, environmental groups, scientists, or policymakers, and debating a proposed oyster-farming project. This would develop critical thinking, communication, collaboration, and an appreciation of different perspectives.
Overall, these resources could make learning more engaging by showing students how classroom knowledge can be applied to genuine environmental and societal challenges.
-
Hi Eleanor,
Thank you for your response!
I like the idea of the students researching the varying opinions around aquaculture. It allows them to investigate the top in their own individual way and gives them full autonomy over their learning. This promotes student engagement through the learning experience.
Grace
-
-
I found learning about aquaculture really interesting as I had not really thought about how much food can be produced in the sea. I think this would be a good topic to introduce to children as it connects with things they see and eat in everyday life. We could look at pictures and videos of fish farms and seaweed farming and talk about where some of our food comes from.
I also think Social License is an interesting idea to explore with children. We could talk about why people might have different opinions about fish farms. Some people might see them as a good way of producing food, while others might have concerns about the effect on the sea and wildlife.
I would get the children to work in groups and discuss the advantages and disadvantages of aquaculture. They could then come up with questions they would ask before deciding whether they would support a fish farm in their local area. I think this would encourage the children to think for themselves and listen to other people’s opinions.-
Hi Katriona,
Thank you for your response to module 1.
I am glad you found the topic interesting. I think looking at pictures and videos of aquaculture farms is a great place to start introducing the topic to the students. I agree that the concept of social license can be really interesting to the students, I like that you would look at both opinions on fish farming, helping the students critical thinking skills.
The ARC Team
-
-
I found this module really interesting. I had never really thought about the concept of social license in relation to aquaculture. I assumed that whatever regulations were put in place by the government and BIM was all that would be taken into consideration. The module helped me realise that gaining the trust and support of local communities is just as important as meeting legal requirements.
I think many of the resources and activities could be used effectively in the classroom, particularly to encourage discussion and allow students to explore different viewpoints. Students can examine the environmental, social and economic factors involved and develop their critical thinking skills with regards to aquaculture.
Our school is in a particularly fortunate location near Dún Laoghaire, with easy access to beaches, rock pools and the coastline. This provides excellent opportunities to make learning more meaningful and relevant. Students can connect classroom learning to places they already know and explore marine ecosystems firsthand through local fieldwork and outdoor investigations. I know the INSS in Dún Laoghaire offer school tours that include rock pooling and discussions on marine eco-systems.
Learning about aquaculture also helps students better understand where food comes from, the importance of sustainability and how communities and industries can work together to protect marine environments. This module has broadened my understanding of the challenges facing the aquaculture industry and has given me excellent ideas that I could incorporate into my lessons.
-
Hi Ailbhe,
Thank you for your response to module 1. I am glad you enjoyed the module. You’re absolutely right that community trust and support is just as important as legal permissions in many situations, especially when the ocean is invloved.
Dún Laoghaire is a great location, your students have excellent opportunities for hands-on learning with the ocean so close by. There are some great rock pooling posters online under The Irish Biodiversity Data Centre, they may help the students recognise certain species.
The ARC Team
-
-
Module 1, Introduction to Aquaculture, really broadened my understanding of a topic I previously knew very little about. I was surprised to learn about the important role aquaculture plays in Ireland and the significant focus placed on ensuring it develops in a sustainable and responsible way. Learning about Social Licence also highlighted the importance of involving local communities, listening to their concerns and keeping them informed about aquaculture projects.
As a primary school teacher, I believe it is important for children to understand where their food comes from and how it can be produced sustainably. There are many opportunities to explore these ideas through science, geography and SPHE. Children are naturally curious, and learning about marine life, sustainability and food production can help develop their awareness and respect for the environment from an early age.The BIM Social Licensing projects involving schools and communities particularly stood out to me. I also enjoyed the ARC online lessons and four videos, which were colourful, engaging and full of practical ideas that could be adapted for the infant classroom. This module has encouraged me to introduce children to aquaculture in an enjoyable and meaningful way while helping them become environmentally aware and responsible citizens.
-
I agree that aquaculture is an interesting topic and one that children could learn a lot from. I especially liked your point about teaching children where their food comes from and how it can be produced in a sustainable way. The ARC lessons and videos sound like useful resources for making the topic fun and easy for younger children to understand. I also agree that involving schools and local communities is important.
-
-
I thoroughly enjoyed reading through all of the slides and watching all of the accompanying informative videos in Module 1. I live and teach in a school in Kildare so there would not be the same opportunities to explore aquaculture in a hands-on way as those who live and teach on/near the coast. I was on holiday in Achill with my wife and two boys a few weeks ago and we went out on a sea safari to explore the marine life in Clew Bay between Achill and Clare Island. We were extremely lucky to see a pod of dolphins, seals, many different types of sea birds and the famed basking sharks in Keem Bay. It was without doubt the highlight of the sea safari and of our week in Achill. Our tour guide on the safari, Peter, was a fountain of knowledge about all of the marine life in the area. He also had a huge amount of very interesting facts and information about the wild Atlantic salmon farms that are located in the waters between Achill and Clare Island, as he navigated the speedboat around them. It was amazing to see the salmon leaping out of the water inside the huge nets. I think the Aquaculture Remote Classroom (ARC) is a wonderful initiative run by An Bórd Iascaigh Mhara and it can provide all primary/secondary school students with a greater insight into aquaculture and everything it emcompasses whether those students live near the coast or an more inland areas.
-
I think that the resources included in this module provide an opportunity for real world immersive learning for the pupils. Linking learning to the students own lives and what they already know allow for children to really engage in learning. Being based in Dublin, I would draw on the history of the ports and fishing. Integrating social license into learning is very important as the children need to be made aware of all our roles in conservation etc. I think many children may not be aware of fishing practices outside of maybe fishing with a relative. I also think there is a great opportunity for new learning. The children are often taught about the role of a traditional farm. This could be built on with teaching about salmon farming etc. Learning the life cycle of a salmon could also provide more context for the children about the farming process and can also be linked with the salmon of knowledge.
-
-
One aspect that I found particularly interesting was the idea of Social Licence. It made me realise how important it is for local communities to have a voice when aquaculture projects are being developed. Keeping communities informed, listening to their concerns and creating opportunities for open discussion can help to build trust and a better understanding of the industry.
As a primary school teacher, I feel that there is real value in teaching children about where their food comes from and the different ways in which it can be produced sustainably. There are many opportunities to explore these ideas through subjects such as Science, Geography and SPHE. Children are naturally curious about the world around them, so learning about marine life, food production and caring for the environment can encourage them to develop an appreciation for nature from an early age. I can see how these topics could be adapted in a fun and accessible way for children in the infant classes, while also helping them to develop into more environmentally aware and responsible citizens.
The BIM Social Licensing projects that interested me most were those involving communities and schools. I particularly liked seeing how education and honest conversations can help children develop a better understanding of aquaculture. Giving children the opportunity to ask questions and discuss any concerns they may have can make the subject more meaningful and engaging for them.
I also really enjoyed exploring the ARC online lessons and watching the four videos. I found them colourful, engaging and full of practical ideas that could easily be adapted for use in a primary classroom. From a teaching perspective, I think introducing children to aquaculture at a young age can have many benefits. It can help them understand the journey of their food, develop a greater respect for the environment and introduce them to the wide range of careers and opportunities connected with Ireland’s seas.
Overall, this module has given me a new appreciation for aquaculture and has encouraged me to think about how I could introduce the topic to my pupils in a way that is enjoyable, age-appropriate and relevant to their everyday lives.
-
-
The aquaculture digital resources are an interesting, accessible and engaging way to introduce aquaculture to students. The resources developed by BIM, particularly the Aquaculture Remote Classroom (ARC) online lessons, provide a valuable starting point for bringing an industry that may be unfamiliar to many students alive in the classroom.
The ARC online resources are particularly useful because they make aquaculture relevant to Ireland, mentioning local areas where students are likely to have visited. This module explains clearly what aquaculture is, using examples of different types of oysters. The module examines the Galway Bay Native Oyster Restoration project to introduce how aquaculture can be a sustainable Irish seafood. These resources provide opportunities to move beyond simply teaching students the definition of aquaculture and instead students explore the environmental, economic, social and nutritional importance of aquaculture.
I think the use of digital resources has significant potential to make aquaculture more accessible to students who may have little direct experience of the sea or seafood production. Virtual tours, videos, quizzes and interactive activities allow students to see how salmon, oysters and mussels are farmed without having to visit a working aquaculture site. The ARC lessons connect with areas of Science, History, Geography, English and SPHE. As well as Green Schools, Sustainability Flag, Healthy Eating and Wellbeing.
-
-
-
There are so many different ways that aquaculture could be incorporated into the classroom, mainly through SESE. For History, pupils could explore how aquaculture and the fishing industry have developed over time, as well as how sustainability has become an increasingly important focus within the industry. Geography would also provide opportunities to examine Ireland’s coastline, major fishing centres, and smaller fishing communities, looking at the differences between them. Other areas could include the infrastructure required for aquaculture, safety at sea, healthy eating, and learning about the different types of fish and seafood that are commonly caught. These topics would give pupils plenty of opportunities to research, and learn in a meaningful way.
-
-
I agree that aquaculture could be linked to lots of different areas of the curriculum. I particularly like the idea of using History and Geography, as pupils could learn about how the fishing industry has changed and also look at different coastal communities around Ireland. I also think topics like healthy eating and safety at sea would make the learning more practical and relevant. There are definitely plenty of opportunities for pupils to research the topic and work on projects together.
-
-
-
I found learning about aquaculture very interesting because I had never really thought about how much food can be produced in the sea. I think it would be a great topic to introduce to children as it links to things they see and eat every day. We could use pictures and videos to show children fish farms and seaweed farming and help them understand where some of their food comes from.
I also found the idea of Social Licence interesting. I think children could learn that people can have different opinions about fish farms. Some people may think they are a good way to produce food, while others may worry about the impact on the sea and marine life.
In the classroom, I would get the children to work in small groups and talk about the good and bad sides of aquaculture. They could also think of questions they would ask before deciding if they would support having a fish farm in their local area. I think this would help children develop their own opinions while also learning to listen to and respect the views of others. -
I think aquaculture and social licence would be good topics to bring into the classroom, especially with older pupils. Aquaculture can be linked to things they already know about, such as the sea, fishing, food and jobs. Pupils could look at examples of salmon, mussel and oyster farming in Ireland and see why these farms are often located in coastal areas.
The idea of social licence could also lead to some good class discussions. Pupils could look at why some people support aquaculture because of the jobs and money it brings to an area, while others may be worried about pollution, wildlife or the effect on the coastline. I think it is important for pupils to see that environmental issues are not always straightforward and that people can have different opinions for different reasons.
There are plenty of simple activities that could be done. Pupils could research an aquaculture farm, work in groups, have a class debate or take on different roles, such as a local resident, fish farmer or environmentalist. This would give them a chance to discuss the issue and explain their own views.
Overall, I think these topics could help pupils become more aware of their local environment and understand how decisions about the sea can affect communities. It would also encourage them to ask questions, listen to others and form their own opinions.
-
-
<p class=”p1″><span class=”s1″>All the resources and the Arc are great tools for any classroom. These tools could help develop an awareness of the fishing industry in Ireland, sustainable fish farming practices and the importance of sustainability for wildlife and ecosystems. This awareness among the children will lead to responsible citizens to protect our environment. The videos are appealing to children with the cartoon Professor O Meara giving detailed and clear explanation on the history of farming and how fish are farmed. The videos have plenty of visual cues to support learning. I think the children would find these videos very informative and would engage them in further learning about aquaculture. It would help them understand where their food comes from, introduce them people that produce their food and give them an idea on how their food is produced sustainably. </span></p>
<p class=”p1″><span class=”s1″> The BIM social licensing projects are something that interested me as I have not heard of them before. The taste the Atlantic seafood trail and the young chef ambassador programme are great ways of promoting aquaculture. </span></p> -
-
I really believe BIM’s resources are an excellent resource for our schools. The Aquaculture Remote Classroom (ARC) is such a brilliant tool because it is immersive and interactive, which is the complete opposite of a regular day in a regular classroom
It is easy to see how the online modules could help us weave topics like biology, geography, and nutrition right into the 5th and 6th-class programme. It gives students a chance to really understand the historical importance of farming and learn about the biological details of species like the Atlantic salmon.I think the most impactful part is introducing the idea of Social License—it is all about building that ongoing acceptance and understanding of the industry within the community. This helps kids see the real-world sustainability and socioeconomic importance of Irish seafood. Projects like Taste the Atlantic are fantastic for connecting them to their coastal heritage. Honestly, after looking into this seafood journey, I am ready to pack a bag and head off along the Wild Atlantic Way myself!
-
Before starting this course, I knew very little about aquaculture, so I have found this module very interesting. I now understand that aquaculture means farming plants and animals in water, and I have learned more about the species farmed in Ireland, such as salmon, mussels and oysters.
I think the ARC resources could be very useful in the classroom. The videos, pictures and interactive activities can make the topic easier for pupils to understand and more enjoyable to learn about. The resources also link well with subjects such as Science, Geography and SPHE. For example, pupils could learn about sea life, where our food comes from, healthy eating, jobs in coastal communities and caring for the environment. The ARC programme itself includes topics such as geography, health and nutrition, sustainability and the social and economic importance of aquaculture.
I also found the idea of Social Licence very interesting. I understand it as the importance of local people understanding and accepting aquaculture activities. Learning about this could help my pupils understand the importance of listening to different opinions, respecting communities and looking after the environment.
In my special school, I could adapt these activities using pictures, sensory materials, videos and simple practical activities so that all pupils can take part. Overall, I think learning about aquaculture from a young age can help pupils become more aware of our seas, food production and the importance of protecting the environment. -
I really think that the topic of Aquaculture is an area that merits much more focus in school than it has been, and is being given. While focus is given to lifecycles and food production, particularly farming such as dairy farming etc., the area of fish- farming has not to date been highlighted as much as it should. Given its relevance to Ireland, and the number of fish farms particularly along the west coast it surely merits due attention. The benefits of this would pertain to advantages for pupils now and in the future from learning more about nutrition to employment opportunities. I was not aware of the resources available through ARC which sounds wonderful and so appealing to children with VR headsets to facilitate and enhance the learning experience. Other projects such as the Young Chef Ambassador Programme are wonderful initiatives to promote also. It is undoubtedly advantageous for pupils to learn about Aquaculture and Social License.
-
Learning about aquaculture and social licence can positively impact my students by helping them connect classroom learning to real-world issues. Aquaculture allows them to explore topics such as sustainability, environmental impacts, food production, and animal welfare. Learning about social licence helps them understand how communities, businesses, governments, and the environment can influence whether aquaculture projects are accepted.
It also develops their critical thinking and research skills because they need to consider different perspectives and use reliable evidence to form balanced opinions. Discussing these topics in class can improve their communication skills by encouraging them to explain their ideas, listen to others, and participate in debates.
Overall, studying aquaculture and social licence can give students a better understanding of how science, the environment, economics, and society are connected. It can make the classroom learning more meaningful while helping them develop skills that are useful for future studies and careers. -
I found this module particularly interesting because aquaculture provides a very real-life context for learning. Living in Donegal, my pupils are surrounded by rivers, lakes and the sea, so I think they would be naturally curious about how fish and other aquatic animals are farmed and how aquaculture connects to our local environment.
I can see lots of opportunities to use the tools and resources from this module in my classroom. For example, I could use videos, photographs and interactive activities to introduce the children to aquaculture and then link this to Science, Geography and SPHE. The children could investigate where our food comes from and compare wild fishing with fish farming.
I also think the idea of social licence could be introduced at an age-appropriate level by encouraging pupils to consider different opinions about aquaculture. They could discuss the benefits for food production and local communities, while also thinking about possible environmental concerns. This would help develop their questioning, critical-thinking and communication skills. Overall, I feel aquaculture could provide a very engaging way of connecting classroom learning with the world around my pupils.
-
- You must be logged in to reply to this topic.