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ASSIGNMENT
Using the online lessons and resources developed for the ARC at The ARC – Online Lessons & Resources, reflect on how you could apply the concepts and skills covered to your own teaching practices, in alignment with the STEM Education Policy Statement and how STEM education can be addressed as part of the SSE process on a school-wide basis. 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
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At classroom level, teachers can apply the concepts and skills from the ARC resources by rethinking lesson design. Rather than beginning with content coverage alone, teachers can start with a real-world problem, challenge, or task that encourages investigation and creativity. This aligns closely with STEM policy priorities such as critical thinking, problem-solving, digital competence, and the development of learners’ ability to transfer knowledge into practical contexts.
In practice, this means teachers can use ARC approaches to:
-Increase student agency, giving learners more responsibility for questioning, testing, revising, and presenting solutions.
-Use collaborative learning structures, where students work in teams and develop communication and peer-learning skills alongside subject knowledge.
-Embed reflection and evaluation, helping students explain not just what they learned, but how they approached a problem and improved their thinking.An example of a science and geography lesson I would use to introduce pupils to BIM’s Aquaculture Remote Classroom (ARC) would be the following: Students will first brainstorm the difference between land farming (agriculture) and water farming (aquaculture). Next, they will watch the ARC Lesson One video to learn how Irish farmers sustainably raise salmon, oysters, and mussels along the coast using nets, ropes, and cages. Finally, the class wraps up by working together to complete the interactive ARC Online Quiz 1 to test what they learned.
On a school-wide basis, SSE provides a structure for schools to examine current practice, identify strengths and gaps, set targets, and monitor impact.Schools might examine:
-How often students experience integrated STEM learning rather than isolated subject teaching.
-Whether teaching methodologies promote inquiry, experimentation, and problem-solving.
-How digital technologies are being used to support STEM learning.This evidence could be gathered through lesson observation, teacher reflection, student voice, samples of student work, and review of planning documentation.
Setting SSE targets for STEM:
Once a baseline is established, schools can set specific improvement targets. For example:-Develop cross-curricular STEM projects involving science, mathematics, technology, and other relevant subjects.
-Improve student confidence and engagement in STEM, especially among groups less likely to see themselves as STEM learners.
-Expand teacher collaboration and CPD engagement in STEM approaches.These targets should be practical, measurable, and linked to the school’s wider teaching and learning priorities.
Evaluating impact:
Within SSE, evaluation is essential. Schools should look beyond whether activities took place and instead ask whether STEM learning has improved. Indicators of impact might include:-Higher levels of student engagement and curiosity in STEM-related lessons.
-Improved confidence in applying knowledge to unfamiliar problems.
-Greater quality of student discussion, collaboration, and design thinking.-
Hi Claire
I really enjoyed reading your post and thought you clearly explained how the ARC resources can promote meaningful, inquiry-based learning in the classroom. I particularly liked your lesson idea, as it provides an engaging and practical introduction to aquaculture while encouraging collaboration and active participation. Your points about using SSE to support STEM development across the whole school were insightful and highlighted the importance of evaluating the impact of teaching practices. Overall, your reflection demonstrates how the ARC programme can enhance both pupil engagement and teachers’ approaches to STEM education.
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As a 1st Class teacher, I found the ARC online resources a really useful way of thinking about how STEM can be made more hands-on and engaging for younger pupils. While some of the ideas are aimed at older classes, they can definitely be simplified and brought down to an age-appropriate level through play-based and activity-based learning. In 1st Class, I can see myself using the ideas to encourage pupils to ask questions, explore, and talk about what they notice during simple investigations. These types of activities naturally support early problem-solving and teamwork skills, while also linking across Science, Maths and even oral language development. I also think the ARC resources fit well with the STEM Education Policy Statement, particularly in promoting curiosity and active learning. From an SSE point of view, they could support a more consistent approach across the school, where teachers gradually build STEM skills from infants upwards and share simple inquiry-based strategies. Overall, I think these resources are a good way of strengthening STEM in a practical, accessible way for younger classes while still keeping the learning purposeful.
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Was delighted to read your post Orla as I too teach 1st class, well 1st/2nd. We have not had the ARC at our school, but it is definitely something I think would be so worthwhile for pupils. It was good to read that many of the ideas can be simplified and brought down to an age-appropriate level through play-based and activity-based learning, suitable for my age group.
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For me too, Rebecca. It can sometimes be difficult to break down content for senior classes to those for a junior class. Thinking about how STEM can be about inquiry based learning, asking questions, collaborating with peers as well as other 21st century learning, there can be enough here if even these concepts could be included across all class levels.
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I really like your point about adapting the ARC resources for younger pupils rather than seeing them as only suitable for older classes. I agree that the focus on questioning, exploring and teamwork can be easily incorporated into play-based learning in the infant classes. I also think sharing these approaches across a school could help build STEM skills progressively from infants upwards.
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I completely agree that the resources can be simplified for younger children through play and activity-based learning. As an infant teacher, I also think they would encourage curiosity, discussion and teamwork. I really like your point about building STEM skills gradually from infants upwards, as this would create a more consistent whole-school approach.
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Hi Orla, I agree. I think it would be fairly simple to transfer some of these activities to the younger classes. There is a wealth of information there so it makes it easier to pick and choose what works for your class. There is good progression through different topics moving from what is aquaculture to interlinking with nutrition and aquacultures role in the local commubity.
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I agree that the ARC resources provide a valuable starting point for making STEM more practical and engaging in the junior classes. In my own teaching, I have found that simple, hands-on investigations encourage pupils to become curious, ask questions and explain their thinking. Adapting activities to suit their age and abilities allows them to learn through play while developing problem-solving and teamwork skills. I also see strong potential for using these approaches as part of SSE to build consistency across the school.
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Hi Claire ,
I really enjoyed reading your reply , and agree with all you have said. I particularly enjoyed your lesson idea .A very enjoyable lesson, where the children would learn alot and have fun at the same time . The ARC online resources are a really valuable and useful tool, and cater for all ages. I feel they would greatly benefit my multi -grade junior room , and lessons pitched accordingly.
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I agree that the lessons combine active learning hands on approach and can be adapted for any age group. I think the resources are well structured and give a great insight into aquaculture. I think theybare certainly cross circular and could be used as a unit of work in the dummer term where a possoble ARC visit or field trip could take place. Incorporating this into a number of subjects stregthens the knowledge and understanding.
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I found your post very practical because you showed clearly how the ARC resources could influence both everyday classroom teaching and wider school planning. I especially liked your focus on starting with a real-world problem rather than simply teaching content first. This could make STEM learning more meaningful and give pupils a stronger reason to investigate, discuss and find solutions.
Your example of comparing agriculture and aquaculture, followed by the ARC video and quiz, is also a simple way of building knowledge step by step. I could see this working well with visual supports and adapted questioning so that pupils with different abilities can take part.
I also liked how you connected ARC with School Self-Evaluation. Looking at student engagement, collaboration and confidence gives schools useful evidence about whether STEM approaches are actually improving learning, rather than only checking whether activities have been completed. -
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Exploring The ARC’s online lessons and resources as a 5th Class teacher, I see a clear pathway to deepen inquiry, problem-solving, and communication while aligning with the STEM Education Policy Statement. ARC’s structure—posing authentic questions, planning fair tests, gathering and analysing data, iterating designs, and communicating findings—maps naturally onto the upper-primary expectations for scientific literacy, computational thinking, and mathematical reasoning.
In my classroom, I would broaden contexts to issues that matter to 10–12 year olds: local biodiversity, energy use in our school, water conservation, healthy living, and community design. Using ARC-style prompts, pupils can frame investigable questions, plan variables and controls, collect data with simple sensors or spreadsheets, and present conclusions through graphs, reports, and short videos. Integrating digital tools (data logging, coding micro-controllers for simple prototypes) strengthens the technology and engineering strands, while structured talk, reflective journals, and rubric-guided peer feedback build communication and metacognition
Scheduling a common termly STEM inquiry window with agreed success criteria (e.g., evidence of fair testing, quality of data representations, clarity of conclusions).
Developing progression rubrics and sample work banks to calibrate expectations and support moderation.
Using pupil voice surveys to track confidence, enjoyment, and sense of real-world relevance, and adjusting supports accordingly.
Showcasing outcomes in community-facing exhibitions or digital portfolios to reinforce relevance and celebrate diversity in STEM.
This approach keeps STEM coherent across classes, anchored in real contexts, and explicitly taught and assessed—so that by the end of 5th Class, pupils are not just doing activities but thinking like young scientists, engineers, and informed citizens. -
Hi Diarmuid,
Thank you for your reply!
You clearly outline how ARC resources can support a structured, inquiry-based approach to STEM in 5th Class. I particularly like the emphasis on authentic real-world contexts, the development of scientific thinking skills, and the use of assessment, pupil voice, and digital tools to deepen learning and make STEM meaningful and engaging for pupils.
Grace
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I agree with many of the ideas presented here, particularly the focus on making STEM learning relevant to pupils’ everyday lives. Exploring topics such as biodiversity, energy use and water conservation would encourage curiosity and meaningful investigation. I also agree that using digital tools, data collection and simple coding activities can develop valuable problem-solving skills. The emphasis on pupil voice, reflection and peer feedback is particularly important, as it allows pupils to take ownership of their learning and build confidence.
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Being at an inland school, the lessons included in the ARC alone would be of huge benefit to the children we teach. Getting to experience the sea on land might open up the children’s eyes to more of the world around them. Others mentioned here on the forum about using the methodologies and topics of the ARC for perhaps other issues around sustainability and environmental responsibility as well as community involvement and interdependence. In being towards the east coast here, another possibility for bridging the gap of distance for us can be a video call. Now that the technology is there, just because we might not be in close proximity to a particular aquaculture site or farm, with some research ahead of time, we now can speak with experts via video call. Perhaps even with us being closer to the ‘shop’ end of aquaculture, there might be the possibility of tracing the food chain back to its source. E.g. with a shop bought salmon, trying to research the various steps in how it got to the shop in the first place. As there are so many types of jobs associated with aquaculture now, the children could research one of the jobs and learn about what they might do on a typical day. Integrating with Drama, the children could host their own ‘careers day’ in school outlining life as a commercial diver or oceanographer for example.
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Hi Seán,
Thank you for your post here. So many of the PCF Principles focus on the school’s own context and location. Certain things will be easier and more developed in certain schools due to the location of the school alone. Being able to provide ‘urban’ children with ‘rural’ experiences (and vice versa) is so important for a child’s development. Despite being a small country, we have huge diversity in landscape, social life and childhood experience, and any chance we have to address this should be grasped.
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I really like the idea of having a common STEM inquiry time across the school, as it would help make STEM a regular part of learning rather than just an occasional activity. I also think using real-life topics such as energy, water and biodiversity would make the learning more meaningful for children. The idea of sharing the children’s work through exhibitions or digital portfolios is also a great way to celebrate their learning.
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Hi Diarmuid,
I read your post with interest. STEM has become an almost mainstream subject in schools with oportuniries for projects being thought of all of the time. Many subjects can be brought together through STEM. The BIM resources and ARC lessons are an excellent opportunity to support learning goals in STEM which many schools have included in SSE plans.
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Hi Claire, Your answer is so well thought out!
I particularly like your idea to examine how often students experience integrated STEM learning rather than isolated subject teaching, something we could definitely benefit from looking at in our school as part of our SSE process going forward. It’s so easy pull a lesson from a book or online resource without looking at how it could be approached differently, but so valuable to take your approach.
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Reflecting on the online lessons and resources developed for the ARC, I can see many ways in which the concepts and skills explored could positively influence my own teaching practice, particularly in a 3rd class setting. The resources promote active learning, problem-solving, collaboration, creativity, and inquiry-based approaches, all of which are strongly aligned with the aims of Ireland’s STEM Education Policy Statement. I currently teach 3rd class so looking at the lessons and resources I’m reflecting on how I would use these with my own class on a pratical level.
In a 3rd class classroom, I could apply these ideas by using hands-on investigations and cross-curricular activities. For example, during a Science lesson on forces, pupils could design and test paper airplanes to investigate how shape and weight affect movement. This activity could also link with Maths through measuring distances and recording results in tables or graphs. Similarly, in Geography and Science, children could explore renewable energy by building simple wind turbines or discussing how coastal counties use natural resources.
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Hi Rachel,
I too love how the redeveloped STEM curriculum encourages and promotes integration across all specifications. I believe that this something we have always done as teachers but it is great to see it in policy now.
The design and make element that you’ve mentioned here promotes both collaboration and autonomy and i will definitely be aiming to make this part of my lessons moving forward!
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Exploring aquaculture and the concept sustainable Irish food in the classroom presents a valuable opportunity to deepen students’ understanding of sustainability, environmental responsibility, and the role of community perspectives in industry. Following on from viewing lesson four on the ARC resources integrating digital tools such as quiz interactive maps, videos, simulations, and stakeholder role-play activities could allow students to engage more critically and creatively with the topic. These tools promote inquiry-based learning, enabling students to analyze real world issues, debate differing viewpoints, and understand the complexities of balancing economic growth with environmental and social accountability. By learning about aquaculture, students can explore how food production affects ocean ecosystems and local communities. Introducing the concept of social license encourages them to consider the importance of earning public trust and the role of ethics in decision-making. This reflection fosters critical thinking and empathy, skills essential for active, informed citizenship. Overall, these tools and themes equip students to participate thoughtfully in discussions about sustainability and the future of our planet. It is so important for pupils to learn about responsible food choices that not only protect the planet but also provide benefits to our health because of just how nutritious seafood is. These resources also fit well with the STEM Education Policy Statement, as they promote inquiry-based, hands-on learning and encourage children to think critically about real-world issues
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Exploring the online lessons and resources developed by the ARC has highlighted the many ways STEM education can be integrated into everyday classroom practice while supporting a whole-school approach to teaching and learning. The lessons promote inquiry-based learning, problem-solving, collaboration and critical thinking, all of which are key principles of the STEM Education Policy Statement.
In my own classroom, I can see many opportunities to use these resources to encourage pupils to investigate real-world problems through hands-on activities and questioning. The ARC resources also align well with our Digital Learning Plan, encouraging the purposeful use of technology to support investigation, research and communication. Pupils can develop digital literacy while collecting data, recording observations and presenting their findings using digital tools. This strengthens both STEM capability and digital competence.
The resources would also complement our work towards maintaining and further developing our Discover Primary Science Award by providing practical investigations that foster curiosity and scientific thinking. Embedding these approaches across the school would help create a culture where children are encouraged to ask questions, explore solutions and learn through experimentation.
I think the ARC online lessons have reinforced the importance of providing authentic, hands-on STEM experiences that are relevant to children’s lives. By incorporating these approaches into classroom practice and embedding them within the SSE process, schools can build teacher confidence, improve pupil outcomes and promote a shared vision for high-quality STEM education. -
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There are so many ways to apply the concepts and skills covered by using the online lessons and resources developed in The ARC- Online Lessons & Resources line with the STEM Education Policy statement. The possibilities for differentiation od same across and within classes is a very positive aspect of them also. They very much support how STEM education can be addressed as part of the SSE process on a school- wide basis. Cross- curricular teaching of content with focus as outlined on using skills and content knowledge to creatively solve problems, imagining, questioning and exploring, collaborating with others, engaging in inquiry and analysis, innovating, designing and making, testing and modifying solutions to complex problems all very much foster STEM skills. They are very much in alignment with STEM Education Policy Statements. They are very much in alignment with how STEM education can be addressed as part of the SSE process on a school- wide basis also.
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After exploring the online lessons and resources developed by the ARC, I came away with a greater appreciation of how STEM can be incorporated into everyday teaching in a practical and engaging way. I found the resources easy to follow and liked how they encouraged pupils to ask questions, investigate ideas, and work together to solve problems rather than simply learning facts. It reminded me that STEM is not just about science or mathematics, but about helping children develop confidence, creativity, and critical thinking skills that they can use in many areas of their lives. Reflecting on my own teaching, I realise there are more opportunities to include hands-on STEM activities across the curriculum. I would like to give my pupils more chances to explore, experiment, and learn through inquiry, even in subjects where STEM may not seem obvious. I also think it is important to encourage teamwork and allow pupils to learn from mistakes, as this helps build resilience and a positive attitude towards learning. I can also see how STEM fits into the School Self-Evaluation (SSE) process. By working together as a staff, we could review our current STEM provision, identify areas where we could improve, and set realistic goals for developing STEM across the school. Sharing ideas, taking part in professional learning, and celebrating successful STEM projects would help create a whole-school culture where STEM is valued and enjoyed by both teachers and pupils. Overall, these resources have given me practical ideas that I feel confident using in my own classroom and have encouraged me to think more intentionally about how I can support STEM learning every day.
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You made some really thoughtful connections Paula, between the ARC resources and the wider goals of STEM education. I especially liked your point about making learning meaningful and accessible for all pupils through hands on, real world experiences. It’s clear that your school already has a strong culture of promoting STEM through initiatives like STEM Week, environmental projects and community partnerships. Building on these existing strengths while using the SSE process to guide future development seems like a really practical and achievable approach. It was a well balanced reflection that linked theory to classroom practice very effectively.
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This module helped me appreciate the important role seafood plays in a healthy, balanced diet. While I knew fish was healthy, I did not realise how rich it is in essential nutrients such as Omega-3, iron and Vitamin D. I found it especially interesting that shellfish like mussels and oysters are excellent sources of iron, while salmon provides Omega-3 and Vitamin D, supporting brain development, heart health and strong bones. The module also highlighted how seafood fits into the protein section of the Food Pyramid.
I have never been a big believer in the Food Pyramid and, if anything, this module reinforced that view. In my opinion, it places too much emphasis on carbohydrates and not enough on nutrient-dense foods such as seafood and quality protein. If it were up to me, I would turn the Food Pyramid upside down, giving seafood and protein a much more prominent place. As a primary teacher, I would use the Food Pyramid as a starting point for discussion while encouraging children to think critically about healthy eating and the nutritional value of sustainable Irish seafood
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Having completed Module 3 and explored the ARC online resources, I can see many ways to use them in my own teaching. As a teacher in a small rural primary school, I think the lessons are very relevant as many of our pupils are familiar with the sea and the role it plays in local communities. The resources help children understand how aquaculture supports jobs, the economy and the environment while introducing them to a range of careers in the marine sector.
The activities encourage pupils to ask questions, investigate and work together, which fits well with the STEM Education Policy Statement. They also provide meaningful, real-life learning experiences that children can relate to.
From a whole-school perspective, these resources could support our School Self-Evaluation (SSE) process by encouraging a consistent approach to STEM across all classes. Overall, I found the ARC resources practical, engaging and easy to adapt, helping to make STEM learning enjoyable and relevant for all pupils
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The online lessons and resources provided a great opportunity to explore how aquaculture can be used as a meaningful context for STEM learning. I particularly liked how the lessons connected science with real-life examples, such as comparing aquaculture with agriculture and exploring the life cycles of mussels, oysters and salmon. These topics would be a great way to encourage curiosity and investigation in the classroom.The lesson on seafood nutrition also showed how STEM can be linked with health and wellbeing, while the inclusion of the story of the Salmon of Knowledge provided an interesting cross-curricular connection with Irish culture and literacy. The lesson focusing on aquaculture and the community highlighted the wide range of careers involved, from marine biologists and divers to vets and farmers, helping students see the real-world applications of STEM. I think these resources could support the STEM Education Policy Statement by encouraging problem-solving, inquiry, collaboration and connections between different areas of learning. As part of the SSE process, schools could use STEM topics like aquaculture to identify opportunities for developing students’ skills and increasing engagement with science and technology across the whole school. The inclusion of the quizzes is a great way to assess the children’s learning.
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Hi Claire, I really enjoyed reading your post. I agree that the ARC resources encourage pupils to become active learners by solving real-world problems rather than simply learning facts. I particularly liked your lesson idea comparing agriculture and aquaculture before introducing the ARC videos, as it provides a clear link to pupils’ prior knowledge. Your points about using the SSE process to monitor the impact of STEM across the school are also very relevant. It highlights how STEM can become part of everyday teaching and learning rather than being taught as a standalone subject.
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I really enjoyed reading your post. I liked how you explained the importance of using real-world problems to promote inquiry and critical thinking. Your example of introducing aquaculture by comparing land farming and water farming was a great way to activate pupils’ prior knowledge before using the ARC resources. I also agree that the SSE process provides an effective framework for developing STEM across the whole school. Your suggestions for gathering evidence through pupil voice and teacher reflection were particularly useful.
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Using the ARC online lessons and resources has highlighted how STEM learning can be engaging, practical and accessible for all pupils. As a teacher, I can apply these concepts by creating opportunities for children to investigate, question and solve real-life problems through hands-on learning. The ARC resources demonstrate how meaningful contexts, such as aquaculture, can be used to integrate Science, Geography, Mathematics and Digital Technologies while developing critical thinking and communication skills.
In my own classroom, I teach pupils with additional learning needs, so I particularly value the visual supports, interactive activities and practical investigations provided within the ARC resources. These approaches encourage active participation and can be adapted to meet the individual needs of all learners. I would use the videos, quizzes and discussion prompts to build pupils’ understanding before engaging them in simple STEM challenges linked to the local environment and sustainability.
The STEM Education Policy Statement promotes curiosity, creativity, collaboration and problem-solving, all of which are reflected in the ARC resources. These lessons encourage pupils to work together, ask questions and apply their learning in meaningful ways rather than simply recalling facts.
On a whole-school level, STEM education can be strengthened through the School Self-Evaluation (SSE) process. Staff can work collaboratively to review current STEM practices, identify areas for development and agree achievable improvement targets. Evidence can be gathered through pupil voice, teacher reflection, classroom observations and samples of pupils’ work. This information can then be used to monitor progress and evaluate the impact of new STEM initiatives.
Overall, the ARC resources have shown me the importance of providing authentic, inquiry-based learning experiences that inspire pupils to become confident, curious learners while supporting the school’s ongoing development of high-quality STEM education. -
<p class=”p1″><span class=”s1″>A really insightful reflection and in particular I agree with the importance of making STEM learning accessible and meaningful for all pupils. The focus on practical, inquiry-based activities is especially valuable for pupils with additional learning needs, as it allows them to engage with concepts in a more hands-on and visual way. I also like the connection you make between classroom practice and the wider SSE process, showing how STEM can be developed collaboratively across the whole school.</span></p>
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Using the ARC online lessons and resources in my own teaching practice, I would aim to make learning more active, inquiry-based, and cross-curricular, in line with the STEM Education Policy Statement. The resources support students in developing knowledge through investigation, discussion, problem-solving, and real-world application. I could apply these concepts by designing lessons where students explore aquaculture through science, geography, maths, and environmental awareness, rather than teaching each area in isolation.For example, students could analyse maps, interpret data, discuss sustainability, and investigate how aquaculture connects with local communities and food production. This approach would help build critical thinking, collaboration, and digital literacy, which are key goals of STEM education. It also encourages students to see STEM as relevant to everyday life and future careers.On a school-wide basis, STEM education could be addressed through the School Self-Evaluation (SSE) process by identifying STEM as an area for development in teaching and learning. Schools could review current practice, set targets for improving cross-curricular STEM experiences, and encourage shared planning among teachers. The ARC resources could support this by providing practical, engaging material that helps embed STEM across different class levels and subject areas. In this way, aquaculture education can contribute not only to subject knowledge, but also to a broader culture of curiosity, innovation, and whole-school improvement.
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The ARC resources are very practical and user friendly and they have shown me how STEM can be integrated into everyday teaching through practical inquiry based learning that encourages creativity and STEM subjects. This approach supports the STEM Education policy statement by promoting active learning , inclusion and the development of key skills for the future. As part of the School Self Evaluation process, I would work with colleagues to review our current STEM practices, identify areas for improvement and set achievable targets . By sharing resources , monitoring progress and celebrating pupils achievements , we can build a whole school culture where STEM is embedded across the curriculum and continuously improved for the benefit of all learners. We live near the Coast and I think grounding the STEM lessons in real life contexts really makes the learning authentic and worthwhile. I myself have gained valuable insight in to the possibilities of integrating STEM education in to Aquaculture and having access to the ARC lessons and resources makes these aims a lot more achievable.
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Hi Claire,
I really like how you’ve shown the practical classroom links and how the ARC resources naturally support inquiry, teamwork and problem‑solving. Your example lesson is very accessible, and the SSE connections make it easy to see how schools can build STEM capacity in a structured, meaningful way across classes and year groups. I will definately share the ARC resources with my colleagues.
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I really enjoyed reading your ideas. I like how you have shown that the ARC resources can make learning more practical and engaging for children. The lesson comparing agriculture and aquaculture sounds like a simple and effective way to introduce the topic. I also agree that group work, questioning and problem-solving are great ways to help children learn. The SSE ideas are also useful as they allow schools to see what is working well and what could be improved. Overall, I think these approaches would help children become more curious, confident and interested in STEM subjects
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Hi Michelle,
I also really like the idea of asking a guest speaker from BIM to discuss their role in aquaculture. I can see from Grace’s response that this is very doable by just filling out the BIM registration form. We have had guest speakers at the school before and I find providing the children with novel experiences like this really engages the children and they learn and recall information better as a result.
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I also loved the idea of a guest speaker coming in to speak to the children as they are usually the ones who have been in the industry for many years and have so much knowledge to share. I also feel it links into the sentiment of ‘If I can see it, I can be it’ when children meet people or know someone who is involved in something they are interested in.
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Hi Claire
I really enjoyed reading your response on Module 3.
I found module 3 very insightful with lots of practical ideas to take back to school in September. I will take my new understanding of Aquaculture and share it with my colleagues at a staff meeting. I will encourage the use of the ARC online lessons and resources in all classes. It would be great to establish a Marine or Aquaculture Team in our school and look at the possibility of obtaining a Blue Schools Award. Pick a local aquaculture producer to visit and discuss some direct and indirect jobs that stem from the aquaculture producer, along with their importance in our local community. I think a visit from The ARC is a must for next year .
STEM runs right across the whole curriculum; it enables the pupils to have a greater understanding of their own world. It is not only about content knowledge it has to be grounded in meaningful context which leads to better learning and improves the quality of education – central to the SEE process.
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I really like the idea of inviting a local agricultural producer to visit the school would be a great idea. It would make it more meaningful for the children and I think it would really engage them.. I think the creation of a marine or aquaculture team would be very proactive and highlight this topic even more.
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I agree with your comment above Diarmaid to invite a local agricultural producer in to speak to the children. We all know that children can be so engaged especially when guests visit to discuss different topics. It would also help connect children to their own local environment and to build awareness.
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Hi Rosemarie,
Thank you for your forum post to Module 3, which offered lots of practical ideas that can be put into practice in school. Sharing your learning with colleagues and encouraging the use of the ARC resources across classes is a great way to promote STEM learning.
I especially like your idea of establishing a marine/aquaculture team and working towards the Blue Schools Award. A visit to a local aquaculture producer would help pupils see the real-world links between science, sustainability, and careers, while an ARC school visit would be a fantastic way to bring these topics to life.
STEM is most effective when it is taught in meaningful, real-life contexts that engage pupils and deepen their understanding of the world around them. Its cross-curricular nature can also facilitate a variety of interests which can be developed on post-primary school.
Hugh.
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As a Junior Infant teacher, I found the ARC online resources to be an excellent way of bringing STEM to life through real-world learning. Although some of the activities are aimed at older pupils, the ideas can easily be adapted for younger children through play, investigation and discussion. Living and teaching in Donegal, I think using local examples of aquaculture would make learning much more meaningful for our pupils.
The resources encourage curiosity, problem-solving and teamwork while naturally linking Science, Geography, Maths and Digital Learning. I particularly like the emphasis on children asking questions, investigating and making connections with their own environment rather than simply learning facts.
From a whole-school perspective, these resources could support our STEM targets through the School Self-Evaluation process by encouraging teachers to plan more inquiry-based lessons, share good practice and monitor pupil engagement. I think involving the wider school community and using local industries as real-life contexts would strengthen STEM learning and help children develop the skills they need for the future.
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Hi Jessica,
I really like your idea of using local examples of aquaculture – you are lucky to be by the sea! The connections that they can make to their own environment and community may encourage older children to pursue a career in the area. I was amazed at all the different opportunities available. As part of the SSE guiding and supporting teachers to plan more inquiry based lessons and monitor pupil engagement would be very beneficial to all.
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Hi Jessica, I really agree with your point about using local examples of aquaculture, especially in Donegal. The same can be said for my own school, which is located on the coast of County Cork, where pupils are also familiar with the sea and the local marine environment. Making learning relevant to the children’s own surroundings helps them make stronger connections with what they are learning. I also liked your point about adapting the resources for younger classes through play and investigation. It shows that STEM can be introduced in an age-appropriate and engaging way. I agree that the emphasis on curiosity, teamwork and problem-solving is so important, and using local industries as real-life contexts is a great way to make STEM meaningful while developing valuable skills for the future.
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Hi Jessica,
Completely agree with your points here. The resources strongly support and encourage the children’s sense of curiousity and probes them in questioning and investigating. This is significant because these skills are promoted in the new STEM curriculum. We recently had a science inspection from the department and they were really looking for children’s engagement and sense of questioning. These resources therefore would support the new curriculum strongly.
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Hi Jessica, I enjoyed reading your post. I agree that using local examples of aquaculture makes learning much more meaningful for children. I also liked your point about adapting the activities for younger pupils through play and investigation. It’s a great way to encourage curiosity while making STEM fun and relevant.
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Hi Jessica, I agree that the ARC resources provide a great opportunity to make STEM more meaningful by connecting learning to real life contexts. I like your point about adapting activities for younger pupils through play, investigation and discussion, as this allows children to develop curiosity and problem-solving skills in an age appropriate way.
Using local aquaculture examples in Donegal is a fantastic idea too. It gives children an opportunity to see how STEM is connected to their own community and environment, making the learning much more relevant and memorable. I also think your whole-school perspective is important, particularly the potential to share good practice and support STEM targets through the School Self-Evaluation process. Involving local industries and the wider community could really help children see the purpose of STEM and develop skills that extend beyond the classroom.
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I really like your idea of using learning stations to develop different STEM skills. The emphasis on inquiry, collaboration and real-world learning would really engage pupils. I also agree that linking with local professionals and the wider community is a fantastic way to make learning authentic and help children see the relevance of STEM in everyday life.
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This module showed that aquaculture is about much more than producing seafood. It plays an important role in supporting jobs, local businesses and coastal communities, while also relying on science, technology and innovation. It was interesting to see how many different STEM skills are involved in the industry, from monitoring water quality to designing equipment and finding sustainable ways to farm.
The ARC online lessons provide lots of practical ways to bring these ideas into the classroom. The activities encourage pupils to ask questions, investigate, work together and solve problems rather than simply learning facts. They also make good links across Science, Geography and Maths, while helping children understand where food comes from and why sustainability is important.
These resources also fit well with the STEM Education Policy Statement, as they promote inquiry-based, hands-on learning and encourage children to think critically about real-world issues. They could also support the School Self-Evaluation process by helping to develop a consistent approach to STEM across the school.
This module showed how aquaculture can be used as an engaging, real-life context for teaching STEM while also helping pupils build an appreciation of Ireland’s marine environment and coastal communities.-
Hi Sinead,
Thank you for your response!
I enjoyed reading this. I like that you clearly emphasis how aquaculture connects to a wide range of STEM skills and real-world applications. I also like how you’ve pointed out the ARC resources as a practical way to support inquiry-based learning and help pupils develop a deeper understanding of sustainability, Ireland’s marine environment, and coastal communities.
Grace
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I really liked your point that aquaculture is about much more than just producing seafood. I agree that it provides a great opportunity for students to see how STEM is connected to real-life industries and everyday choices. I also think the links across Science, Geography and Maths make it a very useful topic for developing cross-curricular learning. The focus on problem-solving and investigation would help students engage more deeply with the topic rather than just learning facts.
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I really like your emphasis on aquaculture as a real-life context for STEM learning. Your point about children learning through investigation and problem-solving rather than memorising facts reflects best practice in primary education. I also agree that these resources can support a consistent, whole-school approach to STEM and sustainability
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Aquaculture can be used in a meaningful way to promote STEM learning as shown by the online lessons and resources developed by the ARC. They help to engage pupils in scientific inquiry, problem-solving, critical thinking, and environmental awareness. They encourage me to consider how I can integrate these approaches into my own teaching whilst also supporting the aims of Ireland’s STEM Education Policy Statement. The STEM Education Policy Statement, promotes active learning, creativity, collaboration, and the development of critical thinking skills which the ARC resources do very well. As a teacher I can help to create opportunities for pupils to explore scientific concepts that have meaning for them, making connections beyond the classroom with the wider world. The hands-on and multidisciplinary nature of aquaculture promotes accessibility to the content for pupils with diverse needs ensuring that all pupils can engage and learn in meaningful ways.
Cross-curricular learning is also key and the ARC resources promotes this. There are endless opportunities to incorporate STEM with other curricular areas as promoted within the STEM Education Policy Statement as well as using digital technologies through video, photography, digital presentations etc to promote digital learning.
Our school can use SSE to identify our strengths and the areas for development in STEM teaching and learning. As part of the process, we could look at ways of providing opportunities for hands-on STEM investigations, improving our pupils’ problem-solving skills, or strengthening links between STEM and the real-world. We already encourage professional collaboration among staff by encouraging the sharing of effective practices across other curricular areas and this can be done with STEM. We also promote a STEM week annually, engage in local environmental projects, and a community partnership helping to promote our STEM learning within the school.
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I like the idea of a local aquaculture producer visiting the school Rosemary. Pupils would definitely benefit from this. We had the ARC at the school this year and it was huge success. It would be great to see it extended to accommodate younger pupils also as we want to promote STEM (and indeed aquaculture) from a very early age. The younger pupils were fascinated with this large “room” that descended on the school playground and were naturally curious about what the older pupils were doing.
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Hi Claire,
Thank you for your forum post to Module 3. The ARC is one of many resources that can facilitate STEM education under the SSE guidelines. We try to highlight different branches of STEM in our workshops and also in our Transition Year presentations to pique the interests of a variety of students.
The geography section, especially identifying suitable locations for a variety of aquaculture farms under different conditions, allows the students to critically think about how geographic conditions can impact each species. It also aids in problem-solving where the students must identify the variety of reasons why some locations are unsuitable and what effects this might have on our species.
Hugh.
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As a 5th class teacher, I found the ARC online resources to be a very effective way of bringing STEM learning into a real-world context. The content is particularly suitable for upper primary pupils, as it encourages deeper thinking, discussion and independent learning, while still being flexible enough to differentiate for different abilities. Being from Galway and having a strong connection to the local coastal environment, I think using Irish examples of aquaculture would make the learning especially relevant and engaging for pupils.
I particularly value the emphasis on inquiry-based learning, where pupils are encouraged to ask questions, investigate, and work collaboratively to solve problems. This approach supports the development of key skills such as critical thinking, communication and digital competence, which are essential at 5th class level.
From a whole-school perspective, these resources could strongly support STEM targets within the SSE process by encouraging more cross-curricular planning and consistent use of active, inquiry-led methodologies. I also feel they help pupils make meaningful links between classroom learning, sustainability and real-life Irish industries.
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The ARC online lessons and resources developed by BIM are an excellent tool that I can see myself using with me senior class in the coming school year. The first video, What is Aquaculture?, gives a very good introduction and insight into how fish are farmed.
The second video, Nutrition of Seafood explains the benefits of eating seafood looking at the different minerals and nutrients in salmon, oysters and mussels and explaining how they benefit us.I liked how it included the Irish myth, The Salmon of Knowledge.
Examining the different jobs that are involved in fish farming is very interesting and might inspire some of the children to think of these as potential careers. And finally, looking at how important it is to protect the environment, looking at organic foods and sustainability in the final lesson is also very insightful.
I envisage that these resources will make STEM learning more interesting and relevant in the classroom. The lessons will encourage the children to investigate real life topics e.g. aquaculture, ecosystems, sustainability, food production and tourism through hands on activities, critical thinking and problem solving.
I would use these resources to promote curiosity, teamwork and inquiry based learning which are the key ams of STEM in our curriculum.
Regarding the School Self Evaluation process, teachers will be encouraged to work together to improve STEM teaching across the school. By looking at and reviewing our current teaching, sharing knowledge and ideas, monitoring the pupil engagement and learning outcomes we will identify our strengths and weaknesses.
I plan on sharing the videos and online resources with the teams in charge of STEM and with the senior class teachers in our school. We as a staff could look at and review our school plan to include topics such as Aquaculture which is very relevant to a school located in the NW of the country where there are 2-3 fsh farms/industries on our doorstep.-
Hi Jane, I really enjoyed reading your reflection. I agree that these resources make STEM learning engaging and relevant by connecting classroom learning with local industries. Your idea of sharing them with colleagues and incorporating aquaculture into your school’s STEM plan is a great way to strengthen whole-school learning and community connections.
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The Arc online lessons are resources are a great tool to have in introducing and teaching aquaculture to your class or school. In an area fairly new to me I would have a lot of learning to do before I could teach it in any great detail, but the Arc lessons are full of up to date and accurate information, on a very broad scale. The study of aquaculture lends itself very obviously to the study of living things, but from the arc education resources we can see that it actually applies right across all the strands, from engineering and technology, to materials. Oysters are grown on ropes – isn’t that fascinating? I also love the focus on people throughout the resources – as the STEM education policy reminds us “All learners will have access to high-quality information on STEM careers” is an integral part of STEM education, and these resources emphasize this.
The STEM education policy also emphasises the cross curricular place STEM should hold in our schools, and these resources lend themselves well to cross curricular planning, providing a straightforward way to reinforce cross curricular planning as part of the SSE process around STEM targets.-
Hi Carrie,
Thank you for your response,
You clearly outline how the ARC resources can support teachers in building confidence and subject knowledge in aquaculture while also highlighting its strong cross-curricular links. I like the emphasis on STEM education, real-world applications, and the way these resources connect learning to careers and industry in a meaningful way.
Grace
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I agree that the ARC resources provide access to quality information on stem careers especially in aquaculture and is an integral part of STEM education, An ARC visit to the school would inspire the pupils with a sense of curiosity. As a follow-up it would be wonderful to get a local aquaculture producer to visit and discuss some direct and indirect jobs that stem from the aquaculture producing, along with their importance in our local community.
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I agree, Vera. An ARC visit promoting education on careers directly linked to aqua farming would be of interest to many children.
About ten years ago, my class had a visit from a representative from Inland Fisheries. We then went on a field trip to the Boyne where we examined live insects and tested water samples. Children could see the real practical work done by scientists and its importance in conservation and sustainability.
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Hi Carrie
Like yourself aquafarming is a new area to me (I would be more familiar with the fisheries section). Content in the ARC lessons is excellent for teaching material and to promote skills in STEM lessons – promote thinking, designing and collaboration.I think also the pupils will thoroughly enjoy the “real life” element of the lessons learning about the people behind the produce and job opportunities. And job discussions from the sea to when the produce is served on the table. As you mention above the STEM education policy also emphasises the cross curricular place STEM should hold in our schools, and these resources lend themselves well to cross curricular planning across a number of subjects Science SPHE English – oral – discussion and written activities.
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Content in the ARC lessons and resource section are excellent for teaching .
The ARC lessons similar to the STEM education policy promotes active learning, creativity, collaboration and the development of critical thinking skills.
As per the NCCA website Science, Technology, Engineering, and Mathematics (STEM) Education supports children’s capacity to understand and engage fully with the world around them.
Format of the Lessons on the ARC online lessons and resources allow critical thinking and to engage with a “real life “ industry.
Lesson 1 introduces the three main products of aquafarming. Content in the lessons are excellent to promote and foster curiosity in the pupil.
After reviewing lesson 1 it would be excellent for my class to discuss content and question them & see if anyone is aware of any aqua farming in our own county and to discuss those employed directly and indirectly. Lesson 2 lends itself to focussing on topics such as sustainability and healthy eating – SPHE and Science lessons.
iLesson 3 would allow pupils to discuss about what job they would like to work in if employed in aquaculture. Direct and indirect jobs could be discussed. Researching websites in local areas or on the contrasting west coastline of Ireland xwould allow pupils to learn digitally. Lesson could be extended to an English written task or an Art task. Focus on the process vs. what the finished product is.Lesson 4 is excellent to discuss sustainability and our food choices. Opens discussion on job opportunities. The word bubble presented in module 3 for employment opportunities could be excellent on ipads such as Canva.
STEM promotes cross curricular and as suggested above implementation of ARC lessons benefits English, Geography, Science and Art lessons.
Where possible pupils could engage with a visit from an aquafarmer in the county aquafarmer or engage in a visit from ARC or alternatively an online lesson e.g. a webinar.
On my return in September I will be advising staff members of this course and its excellent resources.
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Hi Francis,
Thank you for your response,
This is a very positive reflection on the ARC resources. I like how you highlight the cross-curricular potential and focus on active, real-world learning. The ideas for linking aquaculture to local industries and sustainability will make learning engaging and relevant for pupils.
Grace
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I really enjoyed reading your reflection and agree with your points about the ARC resources providing meaningful, real-life contexts for STEM learning. I especially liked how you linked the lessons to your own county and suggested encouraging pupils to explore local aquaculture and employment opportunities. This makes learning much more relevant and engaging. Your ideas for extending the lessons into English, Art and digital learning using Canva highlight the strong cross-curricular potential of the resources. I also think your suggestion of inviting a local aquafarmer or participating in a webinar would bring the learning to life for pupils. Like you, I believe sharing these resources with colleagues is a great way to support a whole-school approach to STEM and strengthen the SSE process.
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I really enjoyed reading your post. I agree that the ARC resources offer lots of opportunities for cross-curricular learning, and I like your idea of inviting someone from the aquaculture industry into the school. I also think using local examples would help make the lessons more meaningful and show pupils how what they’re learning connects to their own community.
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The ARC resources are an excellent way of introducing children to aquaculture and benefits it has to communities around the country. They are engaging and allow for practical real world activities to integrate into STEM. Geography and science activities could include mapping, learning about different fish and marine life, nutrition of seafood and the history of aquaculture around the world and in Ireland. Children love project work and the ARC resources are fantastic to encourage critical thinking and problem solving skills. The resources also support the STEM Education Policy Statement by promoting cross-curricular learning through hands-on investigations and the use of technology. They encourage children to think about their fishing community if they live near the sea and they give other children around the country the opportunity to see what aquaculture is and why the sea is so important to our economy and communities. On a broader school level STEM can be embedded through the SSE process, which gives schools the opportunity to guide their students education in a way that is reflective to their backgrounds and meaningful to their real-world experiences.
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Hi Maria,
Thank you for your response,
The ARC resources definitely are a great way to make STEM learning meaningful and engaging for the students. The cross-curricular approach helps children connect science, geography and sustainability with real-world issues in a fun way! The classroom itself is such a cool experience and a memorable day out for all.
Grace
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The online lessons and resources developed by the ARC have provided me with practical ideas that I can incorporate into my own teaching while supporting the aims of the STEM Education Policy Statement. The new STEM key competencies are centred on real-life learning, encouraging students to make meaningful connections across subjects such as Maths, Biology and Geography. They promote hands-on learning, problem-solving, collaboration and critical thinking, helping students to develop skills that are relevant both inside and outside the classroom.
These approaches also support the School Self-Evaluation (SSE) process by encouraging a whole-school focus on improving STEM teaching and learning through engaging, cross-curricular activities and shared planning among teachers.
In my own lesson, I will use the interactive map and videos provided by the ARC resources to introduce my class to aquaculture and explore the Irish coastline. Students will investigate what aquaculture is, identify the three main types of seafood produced in Ireland—finfish, shellfish and seaweed—and learn about the importance of the aquaculture industry. They will also explore the wide range of career opportunities available within Irish aquaculture. By using these resources, students will actively engage with real-world issues, develop inquiry and problem-solving skills, and gain a greater appreciation of Ireland’s marine environment and the role STEM plays in sustainable food production.
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Hi Karolina,
I agree that the ARC resources provide an excellent way to make STEM learning relevant and engaging. I particularly like your emphasis on using the interactive map and videos, as these would help pupils make meaningful connections between geography, science and sustainability while developing their understanding of Ireland’s aquaculture industry.
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Using the online lessons created for the ARC, teachers could easily apply the concepts and skills covered to their own teaching practices which would also be in line with STEM education policy statement. By using these lessons teachers are encouraging inquiry based learning which gives the children agency and helps them come up with the action. An example of a lesson that might be beneficial in my school would be to get the children to brainstorm what they know about agriculture as we are from a land locked county. I would then complete the ARCs lesson one on what is aquaculture and this would be a great opportunity then for the children to compare and contrast and to see what similarities and differences there are between the two practices. In my school the children would already be very aware of agriculture in our community and the benefits it brings to our community. This would be a nice opportunity to see the same in a contrasting part of Ireland such as Donegal.
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Hi Margaret,
Thank you for your response!
The inquiry-based approach encourages pupils to ask questions, make connections, and develop a deeper understanding of how different communities across Ireland depend on different industries. It would also aid them in their understanding of the diversity of rural life and the importance of sustainable food production.
Grace
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The ARC online lessons have demonstrated how STEM education can be delivered through meaningful, real-world learning experiences. The resources integrate science, geography, technology and environmental sustainability, while promoting inquiry, observation and problem-solving skills in line with the STEM Education Policy Statement. Next academic year, I will be working in an autism class, where these resources could be adapted to meet individual learning needs. The use of visual supports, short videos, structured activities and practical investigations would provide engaging and accessible learning opportunities. Although our school is located inland, the lessons would broaden pupils’ understanding of Ireland’s marine environment and the role of aquaculture in supporting communities and sustainable food production. Through the School Self-Evaluation (SSE) process, these resources could also contribute to a whole-school approach to strengthening STEM education by encouraging collaboration, active learning and the development of scientific thinking across the curriculum.
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Hi Órla, I think you’ve highlighted how adaptable the ARC resources are, particularly for meeting the diverse needs of pupils in an autism class. The visual and hands-on nature of the lessons will help make STEM learning engaging and accessible for all learners. I also agree that, despite being based inland, these resources provide an excellent opportunity for pupils to learn about Ireland’s marine environment, sustainability and aquaculture while developing valuable inquiry and problem-solving skills.
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The ARC Online Lessons and Resources have given me valuable ideas for making STEM learning more meaningful and relevant for my 6th class. As our school is a harbour school with strong links to the Naval Service and the wider maritime community, the ARC lessons on What is Aquaculture?, Sustainable Irish Seafood, Aquaculture and the Community, and The Nutrition of Seafood are particularly relevant to our pupils. They provide authentic, real-life contexts that encourage pupils to investigate, ask questions, solve problems and work collaboratively while making connections between Science, Geography, Mathematics and SPHE.
These resources align well with the STEM Education Policy Statement 2017–2026, which promotes inquiry-based, cross-curricular learning and the development of critical thinking, creativity and problem-solving skills. Using local maritime examples helps pupils see the relevance of STEM in their own community and encourages greater engagement with environmental sustainability and careers linked to the marine sector.
From a whole-school perspective, the ARC resources could support our School Self-Evaluation (SSE) process by helping us further develop STEM as a focus area. Teachers could plan shared inquiry-based learning experiences across class levels, monitor pupil engagement and outcomes, and build on the strong maritime identity of our school. As a 6th class teacher, I believe these resources offer an excellent opportunity to connect classroom learning with pupils’ lived experiences while fostering curiosity, teamwork and a deeper appreciation of our local coastal environment.
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Exploring the ARC resources has shown me how effectively aquaculture can be used as a real-world context for STEM learning. The lessons promote inquiry-based learning by encouraging pupils to ask meaningful questions, investigate problems, analyse data and communicate their findings, all of which align well with the STEM Education Policy Statement. I particularly liked how the resources use digital tools such as interactive quizzes, maps, videos and simulations to engage pupils and deepen their understanding.
I can see great potential to extend these lessons by exploring themes such as sustainable Irish food, local biodiversity, water quality and healthy living. Pupils could collect and present data, investigate environmental impacts and debate different stakeholder perspectives through role-play activities. Learning about concepts such as social license also helps children understand that scientific and environmental decisions involve communities, ethics and public trust as well as evidence.
Most importantly, these lessons encourage pupils to think critically about where their food comes from and the importance of making responsible, sustainable food choices. By combining science, technology, geography, and environmental awareness, the ARC resources provide meaningful learning experiences that help pupils develop into informed, responsible citizens while building essential STEM skills.
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Hi, I agree that these lessons align very well with the STEM Education Policy Statement as they give children a chance to ask meaningful questions, work together, think critically and solve problems while also using digital tools to achieve this. As you said there are opportunities to extend the children’s learning while using these lessons as a starting point and to assess their prior knowledge of the topic.
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Exploring the ARC online lessons and resources has shown me how valuable they can be in supporting STEM education in a meaningful and engaging way. The lessons are practical, curriculum-linked, and encourage pupils to investigate real-world issues through inquiry, observation, and problem-solving. I particularly liked how the resources integrate a variety of subjects e.g. science with geography, mathematics, technology, and environmental awareness, helping pupils make connections across different subjects.
These resources align well with the STEM Education Policy Statement by promoting curiosity, critical thinking, collaboration, and hands-on learning. They encourage pupils to ask questions, gather evidence, and develop solutions while learning about sustainable food production and marine ecosystems. I can see myself using these lessons to support project-based learning and outdoor investigations, helping pupils develop both scientific knowledge and key STEM skills, particularly with the older classes.
From a whole-school perspective, the ARC resources could also support the School Self-Evaluation (SSE) process by providing opportunities for teachers to work collaboratively to strengthen STEM teaching and learning. As a school we could use these resources to develop a shared focus on inquiry-based learning, sustainability, and environmental education across different class levels. Overall, I believe these lessons offer an engaging way to build pupils’ confidence in STEM while fostering an appreciation of Ireland’s marine environment and the importance of sustainable practices. -
The ARC online lessons provide meaningful enquiry based lessons for pupils. They promote active learning and curiosity, critical thinking and creativity all of which are key elements of STEM education. The lessons are based on the following themes “What is Aquaculture”?, “The nutrition of seafood, “Aquaculture and the community” and “Sustainable Irish Seafood”. The lessons provide many opportunities for cross curricular links which further benefits the development of STEM education in all primary subjects. I found the lesson on Aquaculture and the Community really insightful, the employment of 2000 people of differing skills across 300 aquaculture farms being just one of the many socioeconomic impacts. Seeing how fish goes from farm to table would be of such interest to pupils, and I believe inviting a guest speaker from BIM would only further engage the children and promote their interest and opportunities for real world learning. The ultimate goal for me going forward is to get on the waitlist for the ARC to visit the primary school I teach in, but in the meantime these lessons and resources are invaluable for the information on aquaculture and STEM education and skills development for children and I plan to use them next school year.
It is essential that STEM education is addressed as part of the SSE process. Following the 6 step approach,evidence needs to be gathered relating to STEM education,areas for improvement in current science teaching and learning need to be identified by analysing the data and making judgements,the area for development and improvement is priortised,the planned actions and improvement plan is agreed and shared,the plan is put into action and finally people are identified to monitor implementation and evaluate success. If we are to continue to develop STEM education and skills among our pupils this is a vital process. By setting goals, monitoring them and achieving them teachers will have improved knowledge and understanding of STEM skills and education and more confidence and enthusiasm in their teaching which in turn will lead to an improvement in pupils understanding and application of science skills and increased confidence motivation and engagement.
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Hi Amy,
Thank you for your response!
If you follow this link and complete the expression of interest form we will contact you if we have availability when we are in your area again.
Grace
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I was really impressed with the Arc online resources and lessons and I could see how they would be a great starting point for introducing pupils to the area of aquaculture. As I work with First and Second class levels, I thought about how they could work for that class level.
I really liked the idea in the previous lesson about giving students the challenge of finding a suitable area for a fish farm using maps. I would adapt this to the Junior end by using simple clear maps and instructions for the conditions that are suitable for fish farms.
I would extend this using the online lessons by asking the pupils to brainstorm the different jobs that you might have if you worked in the aquaculture industry. I would ask the pupils to research some of these jobs in groups and report back with some facts about what the job entails. They could also make their own video presentation about what they like about their job. I would extend the lessons about seafood by asking the pupils to create their own restaurant menus using local products.
A trip to a local aquaculture farm would be an excellent way to reinforce and extend their learning further and the pupils could prepare questions to ask the workers based on their previous input from the Arc lessons.
Stem education deserves a central role in every school improvement plan and as part of the school self evalution process. First the school must audit what it going well and then identify areas for improvemnt. This should include input from all stakeholders. Once an area has been identified for improvement, then staff should decide on targets and actions collaboratively. These will need to be monitored and reviewed and reflected on before deciding what to work on next.
In my experience, clear, achievable targets and simple, easily implemnted actions are the most achieveable and most sucessful.
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Hi Catherina,
Thank you for your response!
I really like the idea of allowing the students to make video presentations and providing them with the experience of taking full autonomy over their learning and allowing the classroom to become a place where they can explore their own individual interest in this subject area.
Making it a group activity I believe would elevate the exercise even further by allowing them to collaborate. Comparing and contrasting their artistic visions with one another in a casual but educational environment.
Grace
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Regarding the ARC resources, I’ve found a couple of practical ways to boost engagement in my 4th class.
The focus on creativity and active problem-solving fits perfectly with our STEM Education Policy Statement.
The clean-up initiative described in Lesson 4 provides scope for a variety of learning activities. Students could research and record results relating to the decomposition of materials which pollute our oceans, such as tins, plastic bottles, etc.
The senior classes could collaborate to design an ‘Overfishing Simulator’ maths game in teams, either using concrete materials or through coding.-
Hi Deirdre,
Thank you for your forum post. You have suggested some great ways to use the ARC resources in the classroom. The clean up activity is an excellent way for pupils to investigate environmental issues while developing their STEM skills through research and discussion.
I also liked your idea of creating an ‘overfishing simulator’, encouraging teamwork, and maths skills while helping the students understand sustainability.
ARC Team
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I really liked your emphasis on using inquiry-based learning to engage children with STEM concepts. I agree that the ARC resources make learning relevant by connecting classroom activities with real-life examples from Ireland. Your point about encouraging environmental awareness from a young age really resonated with me, as it helps children develop curiosity and a sense of responsibility for the world around them. I also think these resources provide excellent opportunities for cross-curricular learning, particularly in Science, Geography and Mathematics. Your post has given me some useful ideas that I hope to incorporate into my own teaching practice.
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I also think the clean-up initiative could be a lovely lesson for younger classes.We could visit the school yard and collect and sort the litter into categories (plastic, paper, metal, etc.). Maths skills could be developed by graphing the types of litter. Discuss which materials might end up in rivers or the sea and how they could affect fish, mussels and other marine life. I am on the green schools committee and we are targeting waste management next year so this would link well,
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Exploring the ARC online lessons and resources has shown me how aquaculture can be used as an engaging context for teaching STEM across the primary curriculum. The lessons encourage pupils to ask questions, investigate real-world problems and apply their learning through observation, discussion and practical activities. As a teacher of First and Second Class, I can see many opportunities to adapt these resources to suit younger learners through hands-on investigations, map work, sorting and classifying activities, simple data handling and exploring habitats and living things.
The resources align well with the STEM Education Policy Statement by promoting inquiry-based learning, problem-solving, creativity and collaboration. They also encourage children to make connections between science, technology, engineering and mathematics while developing an understanding of sustainability and environmental responsibility. Using real-life examples from Ireland helps make learning meaningful and supports pupils in developing curiosity about the world around them.
From a whole-school perspective, STEM education can be strengthened through the School Self-Evaluation (SSE) process by identifying STEM as an area for improvement and creating opportunities for teachers to work collaboratively. Schools could develop a shared approach to inquiry-based learning, provide professional development for staff and increase the use of practical, cross-curricular STEM activities across all class levels. The ARC resources could form part of a whole-school plan by providing consistent, high-quality lessons that promote active learning and environmental awareness. Reflecting on these resources has reinforced for me the value of integrating authentic, locally relevant contexts into teaching so that pupils develop the knowledge, skills and confidence to become informed and responsible citizens.-
I agree Cathy regarding the clean up activity. I’m teaching senior infants and I think this would be a great way to engage them and capture their interest. There’s also so much scope for integration with an activity like this as well as active learning and hands on approach. This is something I will definitely do with my class in September to build momentum for further lessons.
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Exploring the ARC online lessons has given me lots of practical ideas that I could use in my own classroom. I liked that many of the activities encourage children to ask questions, engage in critical thinking, investigate real-life issues and work together to solve problems instead of simply learning facts. I think this approach would really engage primary pupils and help them develop curiosity about the world around them.
The lessons also fit well with the aims of the STEM Education Policy Statement by encouraging critical thinking, teamwork and hands-on learning across diffrent subject areas. Even though I teach in an inland school, many of the activities could be adapted by using the nearby river and woodland as a starting point for investigations into water quality, habitats and biodiversity.
From a whole-school perspective, I can see how these resources could support our School Self-Evaluation process by encouraging teachers to include more inquiry-based STEM activities across the curriculum. Sharing ideas and resources between staff would help build confidence and create more opportunities for children to develop problem-solving skills while learning about issues that are relevant to their own community.
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Hi Caoimhe,
Thank you for your response!
It is fantastic to hear about a possible visit to a freshwater environment for your students. During the standard ARC day we present a segment on the salmon life cycle as they begin their life as an egg upstream in freshwater environments before traveling downstream to estuaries, and then out to sea. Once it is time for the females to lay their eggs they will return to the exact same place upstream in freshwater where they themselves were once an egg to be fertilized! It could be an interesting thing to discuss with your students should you make that visit with them! 🙂
The ARC resources are a great way to support a whole-school approach to STEM by promoting inquiry-based learning and collaboration among teachers. They also help pupils develop problem-solving skills while exploring real-world issues that are relevant to their local community.
ARC team
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Module 3 : The ARC lessons gave me lots of ideas for making STEM more hands-on and meaningful for children. I liked how the lessons use real-life topics such as aquaculture, healthy eating and sustainability to get pupils thinking and asking questions. Instead of simply learning facts, children are encouraged to investigate, discuss and solve problems together
In my own classroom, I would like to use more inquiry-based learning where pupils explore a question and discover answers for themselves. This fits well with STEM which promotes curiosity, problem-solving, creativity and learning across different subject areas. an example of an ARC-inspired lesson I could use with a 2nd class would be “How can we grow mussels safely?” After watching part of the ARC aquaculture lesson, children could work in groups to design a simple mussel farm using recycled materials such as straws, string and cardboard. They would discuss what mussels need to survive, predict which design would work best and explain their thinking to the class. This would link Science, Engineering, Maths and oral language skills while encouraging teamwork and creativity.-
Hi Kathy,
Thank you for your response !
It is fantastic to hear how the ARC lessons have given you ideas to make stem lessons a more hands-on experience for the students. Giving students the chance to collaborate with each other and take authority over their learning allows their learning to be consolidated and applied in real-life circumstances making it all the more relevant to them.
Grace
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Using the online lessons of the Arc there are a variety of skills and concepts
I would deliver to my 1st and 2nd classes students to increase their awareness on aquaculture. In line with the STEM Education Policy Statement and as part of the SSE process
I would break down the themes for example Nutrition of Seafood and sustainability.
This would cover Science, Geography, Maths and other areas of integration.
Using critical thinking skills and problem solving such as examining food labels and researching recipes.
There is a wealth of knowledge within the ARC resources and content.
This might include lessons that many pupils many not have been exposed
to in the Primary curriculum framework. For instance, I would have a lot of experience with cooking in the classroom in my time as a SET teacher. I might have avoided fish as some pupils might not like it but exposure to learning and sampling in all areas of food is of great benefit to pupils who might sample something in school with the support of their peers which they would not try at home.-
I completely agree with your reflection Olive, especially your point about exposing children to foods and learning experiences they may not have at home. I also think the ARC resources provide a great opportunity to integrate STEM across a range of subjects while encouraging curiosity and critical thinking.
I’ll be teaching 2nd class in the next academic year, and I can definitely see myself using these resources in my classroom. I especially like the idea of introducing topics such as sustainability and nutrition through hands-on activities, as they make learning much more engaging and meaningful for children.
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I have to agree Olive, it’s something I would have never considered when we think of cooking in the classroom or developing children’s knowledge of food. In hindsight, it is so important and like you said giving children the exposure to fish as valid options and sources is so important considering the demand.
There is countless ties to the curriculum in relation to aquaculture, none more important than sustainability and nutrition and linking it to wellbeing. I also agreed with Naomi that objectives and content covered within the lessons are cross curricular and therefore teachers have much more scope to broaden their plans.
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There are a vast range of skills and competencies within the STEM policy which could be interlinked with my personal teaching strategies.
Problem solving, peer learning, knowledge transfer, collaborative learning and critical thinking are 5 keys areas which could be focused on when looking at the online lessons developed by the ARC.Within the online lessons there is scope for children to explore different areas of aquaculture and relate these to their own lives while having the autonomy to delve further into areas they find more interesting. I teach in an Autism class and often find that some of the children will show great interest in a particular topic or area covered in a lesson and this dictates the direction the lesson goes in and I love the child led aspect to the classroom.
The objectives and content covered within the lessons are cross curricular in nature and this in turn allows teachers to broaden their plans. On a school wide context it can highlight areas of focus within the SSE planning which integrate different subjects and from this SMART objectives can be set.
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I really like the way you have highlighted the child-led nature of these resources, especially in an Autism class where following a child’s interests can be such a powerful way of encouraging engagement and learning. Giving children the opportunity to explore areas they are curious about can really support confidence, communication and independence. I agree that the ARC lessons lend themselves so well to cross-curricular learning, as there are links to Science, Geography, English, Maths and digital learning. I also think the focus on problem-solving, collaboration and critical thinking fits perfectly with STEM education. From an SSE perspective, these resources could provide a great opportunity for staff to work together and set meaningful goals that develop STEM skills across the whole school.
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The resources demonstrate how STEM learning can be made engaging, practical, and connected to real-world contexts. I can apply these concepts by using more inquiry-based activities where pupils are encouraged to ask questions, investigate problems, test ideas, and reflect on their learning.
These resources align well with the STEM Education Policy Statement by promoting creativity, collaboration, problem-solving, and the development of scientific and technological skills. I will use the activities to support cross-curricular learning, linking Science with areas such as Mathematics, Geography, Digital Learning, and Engineering challenges.
From a School Self-Evaluation perspective, STEM can be developed through a whole-school approach by identifying current strengths, areas for improvement, and opportunities for collaboration among teachers. Evidence such as pupil work, digital records, STEM projects, and student feedback can help evaluate progress. Sharing resources and planning together as a staff would support consistency and ensure STEM becomes an integral part of teaching and learning across the school.
Overall, the ARC resources have increased my confidence in delivering meaningful STEM experiences and highlighted the importance of fostering curiosity, creativity, and innovation in pupils.
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Hi Hannah,
Thank you for your piece!
You’ve highlighted some great ways to make STEM learning engaging and relevant for pupils. I really liked your focus on cross curricular learning, as it helps students see how science, maths and geography can connect.
The ARC resources are a great starting point, and its encouraging to see how they have increased your confidence in delivering STEM experiences!
The ARC Team
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After exploring the ARC online lessons and resources, I can see how they could be easily incorporated into my own teaching practice. Last year, while I was teaching in a primary school, the ARC classroom visited, and I thought it was an excellent experience. The children were fully engaged through the hands-on activities and really enjoyed learning in such an interactive way.
The resources support the aims of the STEM Education Policy Statement by encouraging inquiry-based learning, problem-solving, teamwork and critical thinking. They also help children make real-life connections between science, technology, engineering and maths, particularly through topics related to the marine environment.
As someone from Inis Mór on the Aran Islands, I think these resources are especially valuable for helping children understand the importance of our local marine environment and the role it plays in our communities. On a whole-school level, these resources could also support the School Self-Evaluation (SSE) process by promoting a consistent approach to STEM education, encouraging collaboration between teachers and providing meaningful, engaging learning experiences for all pupils.
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Hi Brónagh,
Thank you for your submission! I like how you connected the resources to your own experience of living on Inis Mór and highlighted the importance of helping students understand their local environment.
It was interesting to see how you linked STEM with SSE process and how a whole school wide approach could help provide a more consistent and meaningful STEM experience for all pupils.
The ARC Team
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Hi Brónagh,
I had not heard of the ARC classroom before taking part in this course. It’s such an impressive setup and I’m not surprised to hear the children thoroughly enjoyed the experience. I hope to be successful in getting a visit to our school.
I also have such a grá for the Aran Islands, visiting every summer, what a privilege is must be to be from there.
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I was interested in Diarmaid Beirne’s reflection as I also teach Rang 5. I was thinking that this topic would suit our Coiste Glas on a whole school basis as we have pupils from all classes gathering information and reporting back on topics like energy use and water conservation in the school. Your idea of a Stem Inquiry window with agreed criteria and goals is an ideal learning structure for pupils to develop critical thinking.
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There are many excellent ARC resources available to teach this topic but I would use “All about climate” firstly with the you tube video on “Gulf Stream Explained “to give the background theoretical information on how the type of climate/ weather dictates where agriculture, aquaculture, vegetation, habitation etc. takes place. I would have one group of children listing these main facts using whiteboard and markers. A second group would zone in on Ireland and give a summary on the the climate / weather here and how it is suitable for all year round aquaculture. They would refer to weather maps and tidal charts.A third group would work on the activity worksheet on observing and investigating areas near the shore, and listing main natural features; fjords, estuaries, bays, harbours, islands etc.The pupils would use Google aerial maps as a main resource for this activity and they would list these features on a blank map of Ireland on interactive whiteboard. The fourth group would work on the 3 main types of fish farming giving details of mathematical facts /features, life cycles, careers employed in fish farming and would use diagrams and drawings to illustrate their findings.
Each group would report their findings/ facts to the class and afterwards to our weekly Tionól, which is divided in two 2; Junior Infants to Rang 2 and Rang 3 to Rang 6.This would be a further challenge to simplify the presentations for the younger pupils and to make them challenging and interesting for the older pupils.
I would follow up this activity with a few debates, with class divided 6 groups for and against motions based on Aquaculture.This would make the topic make it relevant to present day life challenges e.g climate change, lack of food supply, coastal pollution, sustainability etc.They would have to back up their arguments with actual facts learned from their own inquiries and presentations.They would score extra points if they could introduce further facts based on Aquaculture in Ireland in 2026.
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The ARC online lessons have given me plenty of ideas that I can bring straight into my classroom. I like that they are practical, engaging and based on real-life situations, making STEM learning feel meaningful rather than something separate from everyday teaching. The lessons encourage children to ask questions, investigate, predict and solve problems, all of which are key skills highlighted in the STEM Education Policy Statement. I can see lots of opportunities to link these resources with Science, Maths, Geography and even English through discussion, report writing and project work. Our pupils have access to Chromebooks, so they could research marine life, create presentations, design posters or work together on digital projects based on aquaculture and sustainability. I also think these resources would support our School Self-Evaluation process if we chose STEM as a focus. Teachers could work together to plan engaging STEM experiences across different class levels, share ideas and build pupils’ confidence in problem-solving and critical thinking. Because the lessons are based on Irish examples, they also help children make connections with their own communities and environment. Overall, I think the ARC resources are a great way of making STEM learning enjoyable, relevant and accessible while encouraging curiosity, teamwork and creativity across the whole school.
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I really enjoyed reading your reflection. I agree that using real-life contexts makes STEM much more engaging for children, and I like your idea of using Chromebooks for research and collaborative projects. It also highlights how technology can be integrated naturally into learning. I think your point about using the ARC resources as part of the SSE process is really important, as a whole-school approach would help build consistency and confidence in STEM across all class levels.
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Hi Orla,
Thank you for your response!
It is wonderful to hear that this course has given you ideas to explore in your classroom!
You are correct in saying the material delivered through the ARC project contains many aquaculture practice example taking place here in Ireland. It is so important for us as an island to recognise this asset and utilise it to its full potential while also acting responsibly with future generations in mind.
Grace
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I really enjoyed reading your reflection and I agree with your points. Like you, I was aware that seafood was a healthy option, but this module helped me to appreciate just how many essential nutrients it contains and the important role it can play in supporting children’s growth and development.
I also think the resources lend themselves well to cross-curricular learning. There are excellent opportunities to link them with SPHE, Science and even Geography, allowing pupils to explore healthy eating while learning about Ireland’s marine environment and the importance of sustainable food production. I particularly like your point about encouraging healthy eating habits from a young age, as developing these positive habits in primary school can have long-lasting benefits. Overall, I agree that the resources are practical, engaging and easy to incorporate into classroom teaching.
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The ARC online lessons and resources have opened my eyes to the potential for aquaculture to be a meaningful, real-world context for teaching STEM in the primary classroom. I really liked the fact that the resources encourage pupils to investigate local industries, sustainability, biodiversity and careers while developing problem-solving, collaboration and critical thinking skills. This is consistent with the STEM Education Policy Statement that advocates for inquiry-based integrated learning rather than teaching STEM subjects in isolation.
I would use the ARC resources to develop cross-curricular lessons integrating Science, Geography, Maths and SPHE into my own teaching. For instance, students might investigate how aquaculture supports rural communities, investigate Ireland’s coastal environment, and analyse data, discussing the importance of sustainable food production. These activities would promote curiosity, communication and creativity, while making learning relevant to pupils’ lives.
STEM can be improved across the whole school by using the School Self-Evaluation (SSE) process. This requires identifying STEM as an area to improve, collecting evidence from teachers and pupils, setting SMART targets and tracking progress throughout the year. The ARC module highlights the need for STEM to be a whole-school priority, with staff collaboration, parent engagement and links with community organisations. The proposals also include practical initiatives like encouraging all senior classes to use the ARC resources, establishing a Marine or Aquaculture Team, organising visits to local aquaculture producers and working towards a Blue Schools Award. Overall, these resources have reinforced for me the idea that the best way to teach STEM is when it is collaborative, hands-on and related to real-life experiences to help children understand their world.
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Hi Molly, I agree that this module has opened my eyes to how aquaculture can be a real-life context for teaching STEM. I think also that the resources encourage pupils to investigate local industries, sustainability, biodiversity and careers while developing problem-solving, collaboration and critical thinking skills.
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I completely agree. The ARC resources really do bring STEM to life through real, local connections. I especially like the idea of a Marine Team and working toward a Blue Schools Award. This would give our school a shared, hands-on focus that’s meaningful and rooted in our own fishing village community.
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The ARC online lessons and resources have shown me how STEM can be taught through inquiry, problem-solving and hands-on learning. These approaches align with the STEM Education Policy Statement, which promotes curiosity, creativity, critical thinking and collaboration.
In my teaching, I could use more project-based activities that encourage pupils to investigate real-world problems, work in teams and develop solutions. I would also aim to integrate STEM across subjects, helping students see meaningful connections between science, technology, engineering and mathematics. My 6th class has taken part in the ‘Bleaist Eolaíochta’ previously, which is a non-competitive STEM education programme. Children investigate the science behind a simple question that interests them. This opportunity gets them predicting, observing, measuring and gathering evidence and presenting their work to a real-life scientist or engineer. There are many nice videos and lesson plans on their website http://www.esbscienceblast.com.
As part of the School Self-Evaluation (SSE) process, STEM could be developed through a whole-school approach. This could involve reviewing current STEM practices, gathering feedback from pupils, parents and teachers, setting improvement targets and providing professional development opportunities for staff. Overall, the ARC resources have highlighted how engaging, inclusive and cross-curricular STEM learning can support pupil achievement and help schools achieve the goals of Ireland’s STEM Education Policy.-
Hi Noreen, I completely agree about the value of the ARC resources for driving meaningful, inquiry-based STEM learning. Our students have access to individual chromebooks, and I can see myself using these to facilitate the students to independently navigate the ARC modules and interactive quizzes directly through Google Classroom, which really builds their digital literacy and critical thinking skills.
I love that your 6th class took part in Bleaist Eolaíochta. It looks to be a brilliant initiative. I’m definitely going to look into this next year. -
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The ARC resources would all be useful in the primary classroom. Having taught 6th class for the past several years I think videos are always a good introduction, miidle or ending to a lesson. I think students would like the ARC video showing the different jobs people in aquaculture can have. I think the resources encourage pupils to think about sustainability, biodiversity, infrastructure across Ireland and people living in different places. Projects or study could be aligned for a schools green school committee to research and undertake.
Children could use investigative, scientific, collaborative, problem solving and research skills in exploring the resources and potentially working on projects about mussel/ salmon/ oyster farming.
If we were looking at STEM for our School Self-Evaluation, we could look at development through a whole-school approach by identifying current strengths, areas for improvement, and opportunities for collaboration among teachers. We could gather evidence such as pupil work, parents ideas, digital records, STEM projects, and student feedback. We would need to evaluate progress. Sharing resources and planning together as a staff would support and ensure STEM becomes an integral part of teaching and learning across the school. -
The ARC online lessons and resources are a powerful tool to use in the classroom. They highlight the importance of inquiry-based and collaborative learning in STEM. Reflecting on my own teaching practice, I can see how these approaches would encourage greater student engagement by encouraging children to investigate and ask questions. Although probably mainly focused towards the senior end of the school (I teach junior infants), I can see how they could be adapted to use in younger classes too. I can imagine my class from this year being very intrigued by the topics as they enjoyed STEM and investigating. The resources align well with the STEM Education Policy Statement as they promote creativity, thinking, problem solving and collaboration.
On a whole-school level, STEM education can form an important part of the SSE progress and an area that my school will be looking into soon. Some ideas for review might be gathering evidence through student and teacher voice, classroom observations, teacher reflections. A lot can be learned and shared through teacher discussion.
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Hi Laura,
Thank you for your response!
I agree that enquiry-based learning is a great way to spark children’s curiosity and encourage them to investigate, ask questions and solve problems. I agree that teacher discussion is a great way to hone in on whole-school scale learning development. Just like the pupils we can all learn from each other!
Grace
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As a 3rd class teacher, I can see myself using the ARC online lessons to create an interactive, hands-on STEM learning experience in my classroom. The lessons are put together in a child friendly way and can be easily integrated into google classroom.
I plan to adapt Lesson One to introduce the concept of fish farming through our SESE Science curriculum under the ‘Living Things’ strand, allowing students to explore aquatic life and ecosystems. For Lesson Two, I will integrate Mathematics and SPHE by having the children read seafood nutrition labels, create simple bar graphs of vitamins, and discuss healthy food choices. Lessons Three and Four will be used to target Environmental Awareness and Care in Geography, challenging the class to think about how Irish coastal communities protect marine life.
By engaging in these lessons, my class will develop essential skills like cooperative problem-solving, critical thinking, and digital literacy through the interactive quizzes. -
The ARC lessons and resources certainly provide engaging and meaningful opportunities to enhance STEM teaching. There is plenty within these lessons to spark curiosity among the students, promoting inquiry based learning and further research. They reflect the current integrated approach to learning, connecting a range of subjects; from the Salmon of Knowledge in history, geographical mapping and weather conditions, scientific elements of nutrition and lab testing, measuring in maths, environmental awareness of the sustainability of fishing and so on. There are many concepts in the videos, such as sustainability and responsible food choice that lend themselves to debate, where pupils can exercise their critical thinking skills and discuss real world issues. As our school works towards achieving the Marine Environment Green Schools flag next year, these resources provide a meaningful platform to explore the global citizenship aspects of aquaculture and our relationship with the marine environment.
There is plenty of opportunity to include the visual arts, music and drama. There is great scope for group projects on some of these concepts which would promote communication and collaboration, digital skills and hands-on investigative learning. Extending these concepts to involve other relevant, real-world contexts, I would draw on the children’s recent visit to the fishing port of Howth, strengthening links with the industry, and the boat trip to Ireland’s eye, discussing the biodiversity and history of the island.In terms of addressing STEM education as part of the SSE process, we would begin by reviewing our current practice by gathering evidence on the learning experiences of the children, identifying the strengths as well as areas of improvement. As a DEIS band 1 school, I believe we have a greater responsibility to encourage more learners in these disadvantaged areas to engage with STEM, in the efforts to meet the Government’s vision outlined in the STEM Education Policy Statement. In our school we have long appreciated the emphasis in ‘process over product’ since assessment results have rarely reflected their true learning experiences.
Once the evidence is gathered we need to discuss and analyse our findings as a whole school to devise a plan how to better our teaching practices and the student’s learning experiences, before writing the improvement plan and implementing it. Once the plan is in action we monitor it’s efficacy over time with feedback from teachers and students alike, to review its impact on their learning and to modify where necessary.-
I really enjoyed reading your post! You have captured the rich, cross-curricular potential of the ARC resources so well—I love how seamlessly you connected everything from the in History to data handling in Maths and critical debate around sustainability. Linking the ARC materials directly to your school’s journey toward the Marine Environment Green Flag is a fantastic, highly practical context, and bringing in the pupils’ local experiences like their trip to Howth brings the learning to life in a way that is deeply meaningful to them.
Your points regarding the SSE process in a DEIS Band 1 setting are particularly insightful. Emphasizing “process over product” and focusing on authentic engagement rather than just standardized test scores perfectly aligns with the core vision of the STEM Education Policy Statement. By gathering student voice and focusing on hands-on, collaborative inquiry, you are actively breaking down barriers and helping all pupils see themselves as capable scientists and thinkers. It’s a wonderful, holistic approach to whole-school STEM development!
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I thought this module was excellent and i really loved the ARC videos on the BMI website. I think these are excellent resources as a basis to explore different areas in greater detail. The videos are engaging and very visual. I loved the sequence of videos from explaining the different types of fish farming (mussels, oysters and salmon), then moving on to the nutritional value of fish, the people and community and the job opportunities in this sector and them finally sustainability.
The STEM Education Policy Statement encourages schools to give children more opportunities to learn through hands-on experiences, and I think these resources are a great way to do that.-
Hi Yvonne,
Thank you for your response!
I agree—the ARC videos are engaging and provide an excellent introduction to aquaculture and sustainability. They align really well with the STEM Education Policy by encouraging active, inquiry-based learning and helping children make real-world connections across a range of curriculum areas.
Grace
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I liked that the ARC online lessons gave practical ways to bring more ideas on aquaculture into the classroom. I work in SET currently but am also the green schools co-ordinator. As Green-Schools Coordinator, I can see lots of ways to use what I have learned in my own teaching and across the school. Green-Schools projects are a great way to bring STEM to life because they allow children to investigate real issues that affect their own environment, as well as the fact that children love project based work. Activities like measuring energy use, monitoring biodiversity, reducing waste or collecting rainfall data give pupils the chance to ask questions, gather information and work together to solve problems in a fun and meaningful way.
The STEM Education Policy Statement encourages schools to make learning practical and relevant, and I think Green-Schools fits perfectly with this. It helps children see how science, maths and technology are connected to everyday life while developing important skills like teamwork, communication and critical thinking.
I also think STEM can become a bigger part of our School Self-Evaluation process. We can use data from our Green-Schools projects to identify areas for improvement, set goals and track our progress over time. Involving pupils in this process gives them a sense of ownership and responsibility for making positive changes in the school and wider environment. The topic of aquaculture fits so well into so many of the topics in Green Schools and all lend themselves naturally to STEM and thematic based learning.-
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Hi Susan,
Thank you for your response to module 5! It’s great to see how you connected the ARC resources with your role as the green schools coordinator and recognised the opportunities for STEM learning across the whole school. Activities such as monitoring biodiversity, exploring energy use and learning about aquaculture allow pupils to engage with real world problems while developing important skills in areas such as collaboration, problem solving and critical thinking.
The ARC Team.
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The ARC online lessons and resources have given me some useful ideas about how STEM can be brought into the classroom in a practical and enjoyable way. I liked the focus on encouraging children to explore, ask questions and solve problems rather than just finding the “right answer”. These skills are important for developing confidence and curiosity.
I would adapt STEM activities to suit the needs of my pupils by using hands-on activities, visuals and clear instructions. Simple experiments, building challenges and exploring the world around us can help children develop problem-solving skills while also encouraging teamwork and communication.
I think STEM also fits well with the School Self-Evaluation (SSE) process. Schools can look at the STEM opportunities already available, identify areas for improvement and share ideas among staff. A whole-school approach would help ensure that all pupils have opportunities to experience STEM in a meaningful way.
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Exploring the online lessons and resources developed for the ARC has provided me with valuable ideas for integrating STEM education into my own teaching practice. The resources demonstrate how real-world contexts, such as aquaculture, marine science, and environmental sustainability, can be used to engage students in meaningful, inquiry-based learning. I found that the activities encourage students to ask questions, investigate problems, analyse evidence, and collaborate to develop practical solutions, all of which are key elements of effective STEM education.
These resources align closely with the STEM Education Policy Statement by promoting interdisciplinary learning and helping students develop critical thinking, creativity, communication, and problem-solving skills. I can see opportunities to incorporate these approaches into science, geography, mathematics, and technology lessons, allowing students to make meaningful connections across subject areas while exploring authentic local and global issues.
The ARC resources also support the School Self-Evaluation (SSE) process by providing practical examples of innovative teaching methodologies and student-centred learning. As part of a whole-school approach, teachers can collaborate to embed STEM practices across the curriculum, share successful strategies, and monitor student engagement and achievement. Using SSE to evaluate the impact of STEM initiatives enables schools to identify strengths, set measurable improvement targets, and continuously refine teaching and learning practices.
Reflecting on these resources has reinforced the importance of creating learning experiences that are relevant, collaborative, and inquiry-driven. By integrating STEM into everyday teaching and linking it with the SSE process, schools can foster a culture of continuous improvement while equipping students with the knowledge, skills, and confidence needed to address future scientific, technological, and environmental challenges.
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The online lessons provided by ARC cover the principles of STEM perfectly. The four lessons allow for inquiry-based learning, problem-solving, collaboration and critical thinking, all of which are key principles of the STEM Education. The online videos I think children will find fascinating and informative and be able to apply to the real world. I also think it is beneficial to all children to understand that these types of food have nutritional value and are good for their health.
I love the idea of establishing a marine/aquaculture team and it will tie in nicely with our Green Schools especially as our flag this year is Global Citizenship Marine Environment. Children will be able to explore the benefits of aquaculture through hands-on experiments and possibly a visit to an aquaculture producer. A deeper understanding of why aquaculture is so important for sustainability will help to understand the impact it has globally. I would also hope to have ARC visit our school and give children the benefit of real expert knowledge.
The online quizzes are also great and I think they would be a good lesson for children to do with their family as it will also teach adults about aquaculture, nutrition, history and how it benefits our community.
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The ARC online lessons and resources gave me some useful ideas that I can adapt for my own classroom. As I teach in a junior ASD class, I would need to simplify many of the activities and use plenty of visuals, sensory materials and hands-on learning. The topics of sea life, habitats and aquaculture would work well alongside Aistear and play-based learning, helping pupils build vocabulary, explore their environment and develop early STEM skills.
The module also reminded me that STEM is much more than Science and Maths. It can be integrated across different subjects through exploring, questioning and problem-solving. Even simple activities like sorting sea animals, looking at maps, or discussing where food comes from can help children develop curiosity and communication skills in an enjoyable way.
From a whole-school perspective, these resources could support our School Self-Evaluation by encouraging teachers to share ideas and develop more consistent STEM experiences across the school. Reflecting on what works well and gathering evidence of pupil engagement can help us improve our practice. Overall, this module has given me practical ideas that I can adapt to meet the needs of my pupils while supporting our school’s STEM and SSE goals. -
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I would use ARC online lessons to teach integrated, hands-on STEM projects about aquaculture that match the STEM Education Policy Statement and support whole-school SSE planning. The lessons let pupils investigate real problems (site mapping, water quality, jobs), practise maths and scientific inquiry, and develop design and communication skills through collaborative projects.
To align with the STEM Policy I would highlight cross-curricular links, make maths central in investigations, and use inquiry-led, child-centred approaches from the specification such as design thinking and computational thinking. Evidence for SSE could include pupil work, assessment of STEM competencies, teacher reflections, and community engagement records gathered during the six-step SSE cycle.
School-wide actions: create a Marine/Aquaculture team, run shared projects across senior classes, involve parents and local producers, and set SMART improvement targets for STEM in the SIP. These steps embed aquaculture learning into curriculum improvement and whole-school evaluation
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The four online ARC lessons that I watched fit in perfectly with the ideas in the STEM education policy statement. Pupils of all ages would love these videos. They are short, very real life and practical and link in with science, SPHE, geography, maths and many other subjects. The lessons encourage hands on and enquiry based learning. Use of the local environment is also part of the ARC lessons.
I would love pupils to think about the foods that they eat and the different types of food that they can try and explore. Nutrition is a big part of lesson two and it is done in a lovely simple manner that is interesting for pupils. They could then do a survey in class or even if the whole school to see how many people eat seafood or shellfish. The results can be put up on the school website and it’ll then make families think about which new foods they might try. When other classes see the older classes using technology it will encourage them to also build on how the see STEM developed and used. -
Exploring The ARC online lessons and resources, I can see how they support the inquiry based approach promoted in the STEM Education Policy Statement. The lessons encourage pupils to ask questions, investigate real world issues, gather and analyse data, and communicate their findings. This helps to develop critical thinking, problem solving and collaboration while making learning meaningful and relevant.
In my own teaching practice, I would use these resources to create cross curricular STEM learning opportunities across SEE, Mathematics and SPHE. Pupils could investigate topics such as sustainability, biodiversity or healthy living, collect and interpret data, and present their findings using digital tools. These activities encourage creativity, communication and scientific thinking while helping pupils understand how STEM relates to everyday life.
From a whole school perspective, The ARC resources could support our School Self Evaluation (SSE) process by providing a shared approach to inquiry based STEM learning. Teachers could collaborate on planning, use pupil voice and samples of work to evaluate progress, and share successful practice across the school. This would help ensure a consistent approach to STEM while supporting futher improvement in teaching and learning. -
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I found that although Roscrea does not have a dedicated refugee charity, there are organisations that support refugees and people seeking international protection. IPAS provides accommodation and support for people seeking asylum, while local organisations such as Roscrea Youth Service, North Tipperary Development Company and Citizens Information help people access services and become part of the community. These groups show that welcoming refugees is not only the responsibility of the government but also of local communities working together.
I think our school could play an important role in helping refugees feel welcome. Students could organise a welcome campaign, collect school supplies, books or sports equipment, and hold fundraising events to support local organisations working with refugee families. We could also organise cultural awareness days where students learn about different countries, languages and traditions. This would help reduce stereotypes and encourage respect for diversity. A buddy system could be introduced so that new students, including refugees, have someone to help them settle into school, make friends and feel included. Even simple actions such as greeting new families, inviting them to school events and celebrating different cultures can make a big difference. By showing kindness, understanding and respect, our school can help create a community where everyone feels valued, safe and welcome.
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Hi Claire,
I think that is so important, especially seeing as there was a lot of backlash from the general public with the opening of that IPAS centre. I’m sure it would be widely supported and beneficial for you to tackle this topic in a manner that promotes inclusion, diversity, support and celebration. Best of luck if you do it!
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I really liked your suggestion of a buddy system. We have a buddy system between our infant and senior classes, and we’ve seen how effective it can be in helping younger children feel supported and develop positive relationships across the school. I think extending that idea to support new pupils, including refugee children, could have a really positive impact. I also agree with your point about celebrating different cultures. When this is embedded across the school through events, classroom learning and everyday interactions, it helps all children develop a greater appreciation of diversity while creating a genuine sense of belonging for everyone.
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I can see many ways in which the ARC online lessons and resources could positively influence my own teaching. As a teacher in an urban DEIS Band 1 school in Co. Cork, I believe that many of my pupils have limited knowledge of aquaculture and the importance of Ireland’s marine environment. The ARC resources provide an engaging and accessible way to introduce these concepts through immersive technologies, inquiry-based learning and real-world context.
The lessons align strongly with the STEM Education Policy Statement by promoting curiosity, problem-solving, critical thinking, collaboration and digital literacy. The resources also encourage cross-curricular integration, allowing meaningful links to be made between Science, Geography, Mathematics, SPHE, and Digital Learning. Through investigating topics such as sustainable food production, biodiversity, marine ecosystems, and climate awareness, pupils can develop both scientific knowledge and important transferable skills.
From a whole-school perspective, STEM education could be further developed through the School Self-Evaluation process. The ARC resources could support schools in reviewing current STEM practices, identifying areas for improvement, and creating a shared vision for STEM learning. They could also encourage greater collaboration among staff, promote the use of inquiry-based methodologies, and increase pupil engagement in STEM subjects and careers.
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Hi Gráinne,
Thank you for your reflective piece.
I enjoyed reading your reflection on how the ARC resources could be used to bring STEM learning to life, especially for pupils who may not have much experience with aquaculture or marine topics.
I like how you highlighted the use of real world examples and inquiry based learning to help children build skills such as teamwork and critical thinking. Your point about using ARC resources as part of the SSE process is also a great example of how schools can work together to strengthen STEM learning across different classes. Linking topics like aquaculture, biodiversity and sustainability to everyday life can help pupils see the relevance of STEM beyond the classroom.
The ARC Team
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The ARC online resources and lessons gave me plenty of practical ideas that I can use in my own teaching. One of the biggest things I took from the resources was the value of giving students opportunities to investigate, ask questions and work together to solve real-world problems instead of focusing only on finding the correct answer. I think this approach helps students become more confident, curious and willing to take risks in their learning. The lessons also showed that STEM does not have to be a separate subject. It can be built into different areas of the curriculum through hands-on activities, problem-solving and projects that connect learning to everyday life. This links well with the STEM Education Policy Statement and its focus on creativity, critical thinking, collaboration and digital skills. As part of the SSE process, schools can work together to review STEM practice, set realistic goals and share successful approaches to improve learning across the whole school.
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This module showed me how easy it is to incorporate STEM into everyday teaching using real-life topics like aquaculture. I liked that the ARC lessons encourage pupils to ask questions, investigate ideas and work together to solve problems rather than simply learning facts. The resources are engaging and link naturally with Science, Geography and Maths, making them easy to fit into the primary curriculum.
I would use the online lessons and activities as part of a cross-curricular STEM unit. The videos, investigations and discussion tasks would encourage pupils to think critically, make observations and develop problem-solving skills while learning about marine life and sustainability. I also like that many of the activities promote teamwork and communication, which are important skills across all subject areas.
From a whole-school perspective, these resources could support our School Self Evaluation by encouraging more inquiry-based learning and greater use of digital resources across classrooms. They also align well with the STEM Education Policy Statement by helping pupils become active learners who can explore real-world issues through investigation and collaboration. Overall, I found the resources practical, engaging and something I would be happy to use in my own teaching.
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I found the ARC resources practical and easy to use in a primary classroom. I like that they encourage children to ask questions, investigate and work collaboratively rather than simply learning facts about aquaculture. As a principal, I’m always looking for approaches that can be embedded across the school rather than sitting within one subject. I am considering using some of these resources as part of a Community of Practice on inquiry-based learning with teachers. They provide practical examples of how STEM can be taught through meaningful, cross-curricular inquiries and could help build teacher confidence in planning this type of learning. I also think they align well with the SSE process by supporting integrated STEM and building teacher confidence across the curriculum. Overall, this module came with practical ideas that could be used in classrooms and also as part of our wider school improvement planning along with the new curriculum rollout. The quizzes were a nice addition, not just for checking understanding but for prompting discussion. I particularly liked the careers quiz, which shows children that aquaculture supports a much wider range of jobs than they might expect. It helps connect STEM learning with real-world careers and local communities.
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The online lessons and resources from The ARC have given me useful ideas for making STEM learning more engaging and practical in my 6th class. They emphasise inquiry-based learning, problem-solving and teamwork, encouraging pupils to investigate ideas and find solutions rather than simply being given answers.
In my own classroom, I could use more hands-on STEM activities such as engineering challenges, science investigations and the use of digital technologies to explore real-life problems. These activities would help my pupils develop important skills such as critical thinking, communication and collaboration while also increasing their confidence and enjoyment of STEM subjects. As my pupils are preparing for post-primary school, I think it is particularly important to encourage independence and resilience through opportunities to test ideas, learn from mistakes and reflect on their learning.
The approaches promoted by The ARC align closely with the **STEM Education Policy Statement**, which encourages creativity, innovation and the integration of STEM across the curriculum. They have shown me that STEM can be incorporated into many areas of learning, making lessons more relevant and meaningful for pupils.
On a whole-school level, STEM education can be supported through the SSE process by identifying strengths and areas for improvement. Schools can work together to increase opportunities for inquiry-based learning, share good practice and support teachers through professional development.
Overall, these resources have encouraged me to think about how I can continue to develop STEM in my own classroom. By providing engaging, practical learning experiences, I can help my 6th class pupils build the confidence and skills they need for future learning while contributing to a positive whole-school approach to STEM education.
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You make a very good point Ann Marie about encouraging independence with students as they move towards secondary school. Testing ideas and learning from mistakes is a great way of doing this – especially with a less academic focused (in children’s eyes) topic such as aquaculture and STEM in general.
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The online lessons and resources developed for the ARC provide valuable opportunities to strengthen STEM learning in my classroom. As a primary teacher in Waterford, I can see the benefit of using real-world contexts, such as our local coastline, environment and community, to make STEM learning more meaningful for pupils. These resources encourage pupils to investigate, ask questions, solve problems and apply their learning in practical ways.
The STEM Education Policy Statement highlights the importance of developing skills such as creativity, critical thinking, collaboration and problem-solving. The ARC resources support these skills by encouraging inquiry-based learning rather than simply learning facts. I could incorporate these approaches through project work, experiments and group challenges across Science, Technology, Engineering and Maths.
On a whole-school level, STEM could be identified as an area for development through the SSE process. By reviewing current practices, setting targets and sharing ideas among staff, a school can create a consistent approach to STEM education. This could include promoting STEM projects, celebrating pupil investigations and encouraging links with local industries and the wider community. Overall, these resources demonstrate how STEM can be integrated across the curriculum and help pupils develop skills that are important for their future
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Teachers apply the concepts and skills from the ARC resources by looking at their lesson design. Rather than beginning with content alone, teachers can start with a challenge, or task that encourages investigation and creativity. This aligns closely with STEM policy priorities such as critical thinking, problem-solving, digital competence, and the development of learners’ ability to transfer knowledge into practical contexts.
This means teachers can use ARC approaches to:
-Increase student agency, giving learners more responsibility for questioning, testing, revising, and presenting solutions.
-Use planned learning structures, where students work in teams and develop communication and peer-learning skills alongside subject knowledge.
-Encourage reflection and assessment, helping students explain not just what they learned, but how they approached a problem and improved their thinking. -
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The four ARC lessons, What is Aquaculture, Nutrition of Seafood, Aquaculture and the Community, and Sustainable Irish Seafood, are a great fit for my classroom. They’re short, visual videos, which work really well for my ASD pupils. Some of my pupils are non-verbal, so having clear pictures and simple, repeated content helps them join in and understand, at their own pace.
Because our school is right in a fishing village, these lessons connect straight to real life for my pupils. They can see the boats that these videos talk about, which makes STEM feel real. They won’t however be able to see the farms as there aren’t any in our local area but they can learn about those through these video lessons.
This fits well with the STEM Education Policy, which wants learning linked to the pupils’ own world. On a whole-school level, this could also become a School Self-Evaluation (SSE) target, using ARC videos across classes to build science, maths, and a sense of pride in our village. Many of the children in our school have a special interest in aquaculture as their fathers are fishermen.
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Hi Áine,
Thank you for your piece!
I really liked how you highlighted the importance of making STEM learning accessible for all pupils, especially through the use of visual and engaging resources. It is great to see how you have connected the ARC lessons to your fishing village and the experiences your pupils already have at home. Using local industries and real life examples is a fantastic way to make learning meaningful and help children develop pride in their community.
The ARC Team
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I really enjoyed reading your post. Your pupils are so fortunate to have such a strong connection between what they learn in school and what they see every day in their own community. Although they may not have aquaculture farms nearby, being able to relate the lessons to the local fishing industry will make the learning much more meaningful.
I also liked your point about using the ARC videos to support pupils with ASD. The clear visuals, repetition and manageable lesson length would benefit many learners, not just those with additional needs. Your idea of developing this into a whole-school SSE focus is an excellent one and would help create a consistent approach to STEM learning across all classes.
It’s lovely that so many of your pupils have a personal connection to the industry through their families. That kind of real-life relevance is something that can really spark curiosity and engagement in the classroom.
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Having studied the online lessons and resources for ARC and reflected on my own teaching practices, I see many worthwhile opportunities to apply the concepts and skills covered to my own teaching, in alignment with the STEM Education Policy Statement. The wonderful resources developed for the ARC promote and encourage many skills such as active learning, collaboration and problem solving, all which are heavily linked to the STEM Education Policy Statement. They show the importance of making STEM learning practical and hands-on as well as connected to real-life. As a senior classes teacher in Donegal on the coast, I think there are particular learning opportunities available through theses resources by giving students more opportunities to actually investigate and problem solve. The STEM Education Policy Statement encourages schools to provide meaningful STEM experiences, and this is something I could do in my context.
As a school leader, I think it would also be important to introduce more hands on learning via the resources on a school-wide basis. There are resources there on the website appropriate for younger classes too, and I think it would be worthwhile to look at our current STEM practices in the school and target areas for improvement and development. This could include more project work, more cross curricular teaching and continued professional development for teachers.-
Thanks for sharing your reflection. I really liked how you linked the ARC resources to hands-on learning in the classroom. Sometimes the focus is on STEM in the older classes, but it’s great to remember that every class, even Junior Infants, can take part in fun STEM activities. Your ideas about using STEM across the whole school through SSE were really good. Well done!
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Hi Kate,
Your idea of using the resources across the whole school is a great way to build confidence with STEM and encourage collaboration between teachers. I also particularly liked your focus on hands on learning and problem solving, as these experiences can really help children engage with real world topics.
The ARC Team
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I think that aquaculture provides so many opportunities for STEM based activities in and out of the classroom. The school as a whole could pursue a blue flag through numerous different projects and initiatives that could be ran by the student council. A Marine Fair , similar to a Science Fair, would be an excellent way of promoting aquaculture where the senior classes would create stands displaying the various aspects of aquaculture, from fish life to working in the sector in an interactive way. The junior children and parents would learn in an interactive way. This would also be an opportunity to invite local aqua agencies to provide information and opportunities to the local community. The school could also organise field trips to the various aqua locations to undertake studies and experiments to gain valuable experience and insight. The children could the produce a STEM project depicting this.
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The online lessons and resources developed by the ARC provide engaging, practical opportunities to integrate STEM learning into the primary classroom. I found that the inquiry-based activities encourage pupils to ask questions, investigate real-world problems and apply scientific knowledge through observation, experimentation and collaboration. Using aquaculture and marine environments as contexts for learning makes STEM meaningful and relevant, while also strengthening pupils’ understanding of sustainability and environmental responsibility.
These resources align well with the **STEM Education Policy Statement** by promoting curiosity, critical thinking, creativity and problem-solving across a range of curriculum areas. The lessons can be integrated into Science, Geography and Mathematics, while also supporting literacy through research, discussion and reflective writing. They encourage pupils to collect and interpret data, make predictions, communicate findings and work collaboratively, helping to develop key STEM competencies in an engaging way.
From a teaching perspective, I could use these resources to create more hands-on, cross-curricular learning experiences that cater for a variety of learning styles. The digital content and practical investigations also provide opportunities for differentiation and active learning, ensuring all pupils can participate meaningfully.
On a school-wide level, these resources could contribute to the School Self-Evaluation (SSE) process by supporting the development of a shared approach to STEM education. Staff could work together to plan integrated STEM activities, monitor pupil engagement and achievement, and evaluate the impact of these approaches over time. Evidence gathered through pupil work, teacher reflection and assessment could inform future planning and help embed STEM across the curriculum. Overall, I believe the ARC resources offer an effective way to support high-quality STEM teaching while fostering pupils’ curiosity, confidence and understanding of real-world scientific issues.
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The online lessons and resources available through the ARC have helped me develop a better understanding of how STEM can be integrated into everyday teaching. They showed how children learn best through play, exploration, investigation and problem-solving rather than through isolated subjects.
In my classroom, I provide hands-on STEM activities such as building with construction materials, investigating floating and sinking, planting seeds and exploring simple forces through ramps. I encourage the pupils to work together to solve problems and come up with solutions. It is important that they know there can be more than one solution. These activities encourage curiosity, creativity, communication and teamwork while supporting learning across the curriculum.
The STEM Education Policy Statement highlights the importance of developing critical thinking, creativity and digital skills from an early age. The ARC resources have given me practical ideas to support these skills in an inclusive and engaging way.
STEM can also be embedded into the School Self-Evaluation (SSE) process. As a school, we can review our current STEM practices, identify areas for improvement and set achievable targets, such as increasing inquiry-based learning, sharing resources and providing professional development. This whole-school approach will help create consistent, high-quality STEM learning experiences for all pupils.
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You made a good point about using the SSE process to build STEM across the whole school. I also think the ARC resources are a great way to introduce children to aquaculture and the many careers linked to it. Even in schools where fishing isn’t a big part of the local area, these lessons can help pupils understand how important Ireland’s marine industry is and how it supports communities around the country.
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Reflecting on the online lessons and resources provided by BIM’s Aquaculture Remote Classroom (ARC), I see immense potential to embed authentic, real-world STEM learning into my daily teaching practice. Modules covering shellfish life cycles, water quality, technology in marine farming, and data mapping provide a rich, interdisciplinary context. Rather than treating Science, Technology, Engineering, and Maths as isolated subjects, the ARC materials naturally integrate them through inquiry-based learning, problem-solving, and critical thinking—directly aligning with the core pillars of the STEM Education Policy Statement.
On a school-wide level, these resources offer a ready-made framework for School Self-Evaluation (SSE). As part of our SSE focus on enhancing integrated STEM learning, teachers can utilize the ARC digital tools, video case studies, and practical activities across different year groups to ensure active, collaborative learning experiences. By gathering evidence through pupil focus groups, work samples, and teacher reflections, we can evaluate how effectively children apply mathematical and scientific thinking to environmental contexts like marine sustainability. Ultimately, drawing on ARC resources as an SSE initiative helps foster a coherent, inquiry-driven STEM culture across the whole school while grounding learning in meaningful local and national contexts.
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I really enjoyed your reflection. I agree that the ARC resources provide an excellent way to integrate STEM through real-world learning. Your idea of using them as part of the SSE process is particularly valuable, as it supports collaboration among teachers while encouraging meaningful, inquiry-based learning for students.
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Using the ARC online lessons has shown me how aquaculture can strengthen STEM teaching in a real and meaningful way. The resources specified would allow me to connect STEM to everyday Irish contexts, especially through problem solving and inquiry. The lessons support cross curricular learning, allowing pupils to explore geography, environmental awareness and local industry while still engaging in core STEM skills like questioning, analysing and designing. They really highlight how aquaculture acts as a community resource, which encourages pupils to think about sustainability and local employment. The videos really make the importance of aquaculture contextual and many children in my class could connect with the speakers. They also highlight the interesting, spontaneous and exciting elements of this industry, which as we know really appeal to children. The various careers would really appeal to some children in my class and creating this awareness is hugely important.
Reflecting through the SSE process, I can see how these lessons would help me identify strengths in my current STEM practice and set targets for improvement. The ARC materials make it easier to plan whole school approaches, share ideas with colleagues and consider how STEM can be embedded across subjects. They also support my ability to apply SSE guidelines to STEM teaching in a practical, classroom focused way.
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Hi Michelle,
Thank you for your post to Module 3. I really like your point about making STEM meaningful through Irish aquaculture. It’s a great example of how learning can be connected to pupils’ own communities while also exploring the socioeconomic importance of coastal industries. Aquaculture not only supports local employment and rural economies but also highlights how innovation and sustainability can work together. Giving children an insight into the wide range of careers in the sector helps them see the real-world value of STEM and the opportunities that exist within Ireland’s blue economy.
Hugh.
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Exploring the online lessons and resources from The ARC has given me practical ideas that I can apply in my own teaching. I like that the lessons are inquiry-based and encourage students to investigate real-world issues rather than simply learning facts. They promote collaboration, problem-solving, and critical thinking, which are all important skills for students to develop.
The resources also align well with the STEM Education Policy Statement by integrating Science, Technology, Engineering, and Mathematics in meaningful contexts. I can see opportunities to use these lessons across different subjects, helping students make connections between classroom learning and everyday life. Activities based on sustainability and aquaculture would also encourage students to think about environmental responsibility and informed decision-making.
From a whole-school perspective, STEM can become part of the School Self-Evaluation (SSE) process by identifying areas for improvement, sharing good practice among staff, and setting goals to increase student engagement with STEM. Overall, this course has provided useful resources and ideas that I can adapt to suit my own students while supporting a more collaborative approach to STEM across the school. -
The ARC online lessons and resources have helped me appreciate the value of inquiry-based and hands-on learning in STEM education. They encouraged me to reflect on how I can create more opportunities for students to explore, investigate, and solve real-world problems rather than simply learning facts. I plan to use more collaborative activities and digital tools to develop students’ creativity, critical thinking, and problem-solving skills. This approach aligns with the STEM Education Policy Statement, which emphasises preparing students with the skills and confidence needed for the future. I also recognise the importance of contributing to STEM education beyond my own classroom. Through the School Self-Evaluation (SSE) process, I can work with colleagues to review current practice, identify areas for improvement, and share successful strategies. Reflecting on these resources has reinforced my commitment to creating engaging STEM learning experiences and supporting a whole-school culture of continuous improvement and innovation.
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I agree that students learn more when they get the chance to investigate ideas for themselves instead of simply memorising facts. Your point about working with colleagues is important too. Sharing practical ideas through the SSE process could help make STEM teaching more engaging and consistent across the whole school.
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Before studying this topic, I understood that seafood formed part of a balanced diet, but I had not fully considered the range of nutrients it provides. Fish is a valuable source of protein. Oily fish, such as salmon, mackerel and sardines, also provides omega-3 fatty acids and vitamin D. White fish and shellfish are generally lower in fat. I also learned that the type of seafood and the way it is prepared affect its nutritional value. Grilled, baked or steamed fish is a healthier choice than heavily battered or fried products.
This knowledge could be applied in the classroom through practical and age-appropriate activities. Pupils could sort different types of seafood into oily fish, white fish and shellfish. They could examine food labels and compare the nutritional content of fresh fish, tinned fish and processed fish products. They could also design a balanced meal that includes seafood, vegetables and a source of carbohydrate. This would connect the lesson with choices that pupils see at home or in shops.The topic also offers opportunities for wider learning. Pupils could discuss where seafood comes from, explore the Irish fishing industry and consider the importance of protecting marine environments. Any tasting activity would need to follow the school’s food-safety rules and take account of allergies.
I would use this topic to develop practical food knowledge rather than asking pupils simply to memorise nutrients. The aim would be to help them understand why people eat seafood and how they can make informed choices about what they eat.
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I agree that many of us know seafood is “healthy,” but don’t always appreciate the variety of nutrients it provides or how different cooking methods can affect its nutritional value. I also liked your emphasis on developing pupils’ understanding rather than simply asking them to memorise facts
Your classroom ideas are practical and engaging, particularly comparing food labels and designing balanced meals, as they encourage pupils to apply their learning to real-life situations. I also think linking the topic to the Irish fishing industry and marine sustainability helps pupils see the wider importance of making informed food choices.
As a teacher of 5th and 6th class, I think this topic provides excellent opportunities for cross-curricular learning in Science, SPHE and Geography while developing critical thinking and healthy lifestyle habits. It is a great example of how real-world contexts can make STEM learning meaningful and relevant for pupils.
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The BIM ARC online lessons and resources provide an engaging and practical way to teach STEM concepts through real-life examples of Ireland’s seafood and aquaculture industry. As a teacher of 5th and 6th class, I can use these resources to make learning relevant and meaningful while encouraging pupils to think critically about sustainability, food production and the environment. The interactive lessons on aquaculture, seafood nutrition and sustainable fishing provide excellent opportunities for inquiry-based learning, where pupils can ask questions, investigate issues and work collaboratively to solve problems.
In my classroom, I would integrate these resources across a range of curriculum areas. In Science, pupils could investigate habitats, food chains and the importance of biodiversity in marine ecosystems. In Mathematics, they could collect and analyse data from the lessons, create graphs and calculate measurements related to fish farming or seafood production. In Geography, pupils could explore Ireland’s coastline, identify where aquaculture takes place and examine how the industry contributes to local communities and the economy. They could also use digital technologies to research topics, create presentations or produce short videos, helping to develop their digital literacy and communication skills.
These approaches support the STEM Education Policy Statement by promoting curiosity, creativity, collaboration and problem-solving through authentic learning experiences. The emphasis on real-world applications encourages pupils to see the connections between different STEM subjects and understand how STEM skills are used in everyday life and future careers. The lessons also provide opportunities for teamwork, discussion and reflection, helping pupils to develop confidence and resilience as learners.
From a whole-school perspective, STEM education can be strengthened through the School Self-Evaluation (SSE) process. Teachers can work together to review current STEM practice, identify areas for improvement and agree on shared approaches to inquiry-based and cross-curricular learning. Resources such as the BIM ARC lessons could be incorporated into a whole-school STEM plan, ensuring progression from class to class. Evidence of success could be gathered through pupil work, teacher observations, assessment results and pupil voice, allowing the school to monitor progress and refine its STEM initiatives. Embedding these resources within the SSE process would support a consistent, engaging and high-quality STEM experience for all pupils while fostering greater awareness of sustainability and Ireland’s marine environment.-
I really enjoyed reading your post. I like how you highlighted the cross-curricular opportunities that the BIM ARC resources provide, particularly the links between Science, Mathematics, Geography and digital technologies. Using real-life examples from Ireland’s seafood and aquaculture industry is a great way to make STEM learning more meaningful and to help pupils understand how classroom learning connects to the world around them.
I also agree with your point about embedding these resources within the School Self-Evaluation process. Developing a whole-school approach to STEM would help ensure pupils build their inquiry, problem-solving and collaboration skills progressively as they move through the school. Your emphasis on pupil voice and using evidence to evaluate the impact of STEM initiatives is particularly important, as it helps ensure that teaching approaches continue to evolve to meet pupils’ needs. Overall, you have clearly demonstrated how these resources can promote engaging, authentic and sustainable STEM learning across the primary curriculum.
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Working through the ARC online lessons has given me plenty of practical ideas that I could bring into my own classroom. I particularly liked that the activities are based on real-life problems and encourage children to investigate, ask questions and work together to find solutions rather than simply learning facts. I can see pupils really engaging with topics such as aquaculture, sustainability and protecting our oceans because they relate to issues that affect Ireland today.
The lessons fit well with the aims of the STEM Education Policy Statement by encouraging inquiry-based learning, critical thinking, collaboration and creativity. They also provide excellent opportunities to integrate Science, Geography, Mathematics and Digital Technologies, helping pupils to see the links between different subjects instead of learning them in isolation.
On a whole-school level, I think these resources could support our School Self-Evaluation process by helping us develop a shared approach to STEM. Teachers could work together to plan common STEM themes across different class levels, share successful lessons and build pupils’ investigative skills as they progress through the school. We already place a strong emphasis on active learning in our school, and these resources would complement that approach while giving teachers practical, engaging ideas that can be adapted for different age groups.
Overall, the ARC resources have shown me that STEM does not have to be taught as a separate subject. Instead, it can become a natural part of everyday teaching through meaningful, hands-on activities that encourage curiosity, teamwork and problem-solving.
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As a 3rd Class teacher in Cork, I found the ARC online resources to be an excellent source of ideas for bringing STEM learning to life in the classroom. The activities encourage pupils to investigate, experiment and think critically, while making learning enjoyable and relevant. Although some of the resources are designed for older pupils, many can be adapted for 3rd Class by providing appropriate scaffolding and using familiar, real-life contexts.
I particularly like the emphasis on inquiry-based learning, where pupils are encouraged to ask questions, make predictions, test their ideas and reflect on their findings. These approaches fit naturally within the Primary Curriculum and create meaningful links between Science, Mathematics and Geography, while also developing communication and collaborative learning skills.
The ARC resources also align well with the STEM Education Policy Statement by promoting creativity, curiosity and problem-solving through active, hands-on experiences. From a whole-school perspective, they could support School Self-Evaluation by encouraging a consistent approach to STEM teaching across all class levels. Sharing these resources among staff would help to build pupils’ investigative skills progressively from year to year, ensuring they develop confidence and enthusiasm for STEM throughout their primary education.
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Hi Luke,
Thank you for your post to Module 3. It’s great to hear you have enjoyed our online learning resources, hopefully in the future we will be able to update those videos and produce further learning content! Inquiry based learning is essential in STEM education and will allow pupils in their future to critically analyse problems and be able to create solutions, rather then simply memorizing facts.
Hugh
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After exploring BIM’s ARC resources, I found them to be a really useful way of bringing STEM into the classroom through topics that are relevant to children in Ireland. I like that the lessons are based on real-life examples and encourage pupils to think about sustainability, their local environment and the role aquaculture plays in communities around the country.
In my own teaching, I could use these resources during SESE lessons and link them with STEM activities. For example, pupils could investigate where aquaculture farms are located in Ireland using iPads/chrome books, create simple graphs using class data, or design their own sustainable fish farm in groups.
In terms of the School Self-Evaluation process, I think STEM would be a good area for schools to focus on. Staff could look at what is already being done across the different classes and share activities that have worked well. Setting small goals, such as increasing the amount of hands-on STEM lessons or taking part in STEM Week, could help to build pupils’ enthusiasm for these subjects. Overall, I found the ARC resources to be practical, easy to use and a great way of bringing STEM learning into the classroom.
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From studying the lessons and resources developed for ARC, it’s clear that a wide range of STEM skills would easily be encouraged in children by engaging them in the ARC topics. In my classroom I’d make sure to give children plenty of open-ended questions and opportunity for discovery with the topic to ensure they have a creative and critical outlook from the very beginning. I’d use the likes of the nutrition lesson to get them thinking about real world application of STEM topics. This would easily lend itself to a cross-curricular approach with SPHE, maths, literacy and the arts integrated throughout STEM, while touching on key competencies such as curiosity and inquiry, as well as problem solving and design skills.
STEM can be addressed as part of the SSE process by engaging classes in ARC lessons and reflecting on how children, teachers and parents responded to the topics and the pedagogical approach taken with them. This could help our school to create a school-wide approach to STEM and standardise the children’s experience of the subject throughout their years in the school.
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After looking at the ARC online lessons and resources, I can see how STEM can be brought into the classroom in a much more practical and enjoyable way. I think children learn best when they are given the chance to explore, experiment, ask questions and figure things out for themselves. STEM activities can give them lots of opportunities to develop skills like problem-solving, creativity, teamwork and critical thinking without it feeling like traditional classroom work.
In my own teaching, I could use more hands-on STEM activities and link them to topics we are already covering. This could include designing and building, investigating our local environment, using technology or working together to find solutions to real-life problems.
I also think STEM could be included as part of our school’s SSE process. As a whole school, we could look at what STEM opportunities we are already providing and identify areas where we could do more. Teachers could share ideas and resources so that STEM becomes a regular part of learning across the school rather than something we only focus on occasionally.
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Before doing this module, I mostly thought of aquaculture as fish farming. The ARC lessons helped me see how important it is to Ireland, especially for jobs, local communities and the economy. They also showed me the wide range of careers linked to the marine sector. I teach in a coastal village where land farming is much more common than fishing. Because of this, I think these lessons would help my pupils learn about another important local industry. I found the BIM lessons very engaging and easy to follow. They are also easy to adapt for different age groups and include lots of hands-on activities that would keep children interested. The lessons fit well with the STEM Education Policy because they encourage children to ask questions, investigate, work together and solve real-life problems. They also link naturally with other subjects such as Geography, Maths, History and Visual Arts, showing that STEM is not just about Science. These resources could also support STEM as part of our School Self-Evaluation process. As a school, we could plan more hands-on STEM activities across different class levels and use pupil and teacher feedback to see what is working well and what could be improved. We could also organise a Marine Week, invite a speaker from the local area or take part in one of the ARC activities to help bring learning to life.
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The ARC online lessons and resources included in this module provide an engaging way to introduce aquaculture through real-life, cross-curricular learning. The lessons on aquaculture, seafood nutrition, coastal communities and sustainable Irish seafood could be integrated across Science, Geography, Mathematics and SPHE. I think these will be very valuable tools and resources going forward in September . In my classroom, I could use the videos and quizzes to stimulate discussion before pupils investigate suitable locations for aquaculture farms, examine water quality, interpret maps, calculate distances or design a model oyster farm. Pupils could work collaboratively, ask questions, gather information and present their proposed solutions using digital tools. The opportunities for teaching and learning are endless.
This approach supports the STEM Education Policy Statement by nurturing curiosity, inquiry, creativity, problem-solving and collaboration. It also demonstrates that STEM subjects are interconnected and can help pupils understand and respond to authentic environmental, economic and social issues. The ARC resources could also increase awareness of marine-related careers and the importance of aquaculture to Irish coastal communities.
On a school-wide basis, STEM could be included in the SSE process by first gathering evidence through teacher questionnaires, pupil voice and an audit of current practice. The school could then identify an area for improvement, such as increasing inquiry-based and cross-curricular STEM learning. A whole-school STEM action plan could include shared resources, staff collaboration, annual marine-themed projects and links with BIM or local aquaculture organisations. Progress could be monitored through pupil work, observations and feedback, allowing the school to evaluate impact and plan its next steps. -
The ARC online lessons provide opportunities for children to engage in active, enquiry-based lessons with an emphasis on assessment using a quiz at the end of each lesson. In my own classroom, I could apply these concepts by giving the children the opportunity to work collaboratively, solve problems and develop their critical thinking skills. There is potential to integrate this knowledge across other subjects while connecting it with real life examples that the children can relate to and make connections to. These lessons are also a good way to develop digital literacy and promote the use of ICT. STEM education can be addressed on a whole-school level using the SSE process by identifying what is working well and what needs to be improved, consulting with the stakeholders and encouraging collaboration among teachers to come up with targets that are then put into action and by monitoring and evaluating the results on pupils’ learning.
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I really enjoyed looking through the ARC online lessons and resources. I like how they use real-life examples to teach STEM concepts, making lessons much more interesting and relevant for students. Instead of just reading about aquaculture or marine life, pupils get the chance to investigate, ask questions and think about real issues affecting Ireland’s coastline.
As I will be teaching 3rd class next year, I could see lots of practical ways to use these resources. We could investigate which materials would make the best fishing boat by designing and testing floating boats, explore buoyancy by seeing how much weight different boats can carry, or learn about water quality by testing samples from different sources. We could also build simple fish farms using recycled materials, create food chains based on marine life found around Donegal, or use maths skills to measure, record and graph the growth of shellfish or fish over time using sample data. These types of hands-on activities make STEM fun while encouraging teamwork, problem-solving and creativity.
Teaching in Killybegs makes these lessons even more meaningful. Many of our pupils have family members who work in fishing, seafood processing or other marine industries, so they can easily relate what they are learning to their own lives. It also provides a great opportunity to invite local people into the classroom or organise a visit to the harbour so pupils can see STEM in action.
The resources fit really well with the STEM Education Policy because they encourage curiosity, investigation and learning through doing. I also think they could support our school’s SSE process by helping teachers plan more hands-on STEM activities across different class levels. Using our local environment and community as a starting point for learning is something I think would really benefit our pupils and help them develop a lasting interest in STEM.-
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Some lovely ideas here for adapting the themes of the lessons for use with younger pupils. I feel it’s very beneficial to take a whole school approach where possible to some of these out of the ordinary topics as it really brings about wonderfull collective buy in across the whole school rather than it being limited to just the older classes.
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The STEM Education Policy Statement worked as a guiding resource for the creation and introduction of the new STEM Specification. Primary schools across Ireland have the choice this September 2026 if they decide to introduce this new specification to their teachings, or the other four new curriculum areas. If focusing on the STEM Specification as their area of focus, the school may be awarded extra support on how to introduce it effectively to their school community. This could also be integrated into the school’s SSE plan. With the extra support of guidance on how to introduce this new specification, teachers may be able to draw from a variety of interesting topics from the student’s environment such as aquaculture farming.
Utilising the great ARC resources available would be a great way to apply the student’s new STEM skills such as “creatively solving problems” and “innovating designing and thinking” to aquaculture practices. The area of sustainable Irish seafood would allow for student’s to think creatively on how the current aquaculture practices could be protected for years to come. By using local examples, students could come up with various designs and innovations to help support and protect the seafood sector, mirrored on current farming practices who have been awarded to be part of the Origin Green programme.
Could also include open-ended, inquiry-based questions that encourage pupils to apply their STEM knowledge to authentic challenges within the aquaculture industry. For example, “If we wanted to increase the stocking density of salmon while remaining environmentally sustainable, what changes would we need to make?”
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Hi Aisling,
Thank you for your post to Module 3. It’s great to read that you can identify how this course, and the ARC resources, can be integrated into your school’s SSE guidelines and how they can facilitate STEM teachings. Questions such as in your final sentence, can enable critical thinking in students which will be of benefit to them later in life.
Hugh.
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Module 3
Working through the ARC online lessons and resources gave me lots of practical ideas that I can use in my own classroom. One thing that stood out to me was how STEM can be integrated into everyday teaching rather than teaching the subject in isolation. I liked the focus on hands-on learning, problem-solving and giving children the chance to explore, test ideas and learn from mistakes.The resources also highlighted the importance of real-life learning experiences that encourage teamwork, creativity and critical thinking. I want to include more STEM activities across different subjects to make learning more engaging and meaningful for my pupils. These ideas link well with the STEM Education Policy Statement by promoting curiosity, innovation and confidence in learning. On a whole-school level, STEM can be included in the School Self-Evaluation (SSE) process by reviewing current practice, sharing ideas among staff and identifying areas for improvement. Overall, the ARC resources have given me more confidence to make STEM a regular and enjoyable part of my teaching.-
Hi Aoife, I enjoyed reading your post. I agree that the ARC resources show how STEM can be integrated across the curriculum through real-life learning rather than taught in isolation. I also like your point about using the SSE process to strengthen STEM across the whole school. As someone who previously led STEM in my school, I can see how sharing resources like these could help build a consistent approach while making learning more engaging for pupils.
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The online lessons and resources developed by the ARC demonstrate how STEM can be embedded across the primary curriculum through engaging, enquiry-based learning experiences. The activities encourage children to think critically, collaborate, investigate, and solve authentic problems, reflecting the aims of the STEM Education Policy Statement.
In my own teaching, I would use these resources to provide practical learning opportunities where children explore scientific concepts through investigation and experimentation. The lessons also encourage the meaningful integration of digital technologies, enabling children to research information, collect and analyse data, and present their findings using digital tools.
From a whole-school perspective, these resources could support our SSE by promoting consistent STEM practices across all class levels. They also align with our Digital Learning Plan by encouraging the effective use of technology to enhance teaching and learning. Overall, the ARC resources provide a valuable framework for developing children’s STEM knowledge, digital literacy, collaboration, and problem-solving skills in an engaging and meaningful way.
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Your point about how the ARC resources can support both STEM learning and a school’s Digital Learning Plan particularly interesting as my schools plan is to focus on STEM next year. I hadn’t really considered how these resources could contribute to whole-school improvement as well as classroom practice. It’s a great reminder that STEM can have a much wider impact when there’s a consistent approach across all class levels. Which is something I will be making a point of saying at our next Croke Park.
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I really enjoyed reading your reflection. I agree that the ARC resources provide great opportunities for practical, enquiry-based STEM learning. I particularly like the connection with the Digital Learning Plan, as technology can make learning more engaging while developing pupils’ research, collaboration and problem-solving skills. I also agree that sharing these resources across the school could help create a consistent approach to STEM learning.
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This module really gave us an insight into how much STEM is used in the aquaculture industry.
Lessons on aquaculture can be delivered at a cross curricular level and I can really see how I would use the lessons and resources developed by the ARC to align with the STEM Education Policy statement. The ARC provide us with many hands on, child led and practical ideas on how to teach about and develop interest in aquaculture. We could start this in the junior end of the school and build on the children’s learning each year to include more evolved STEM skills and critical thinking. This should link in with the schools whole school SSE plan.
Starting with simple science lessons about aquaculture such as studying sea creatures and collecting shells in the junior end to eventually being confident map readers, sea farm planners, engineers by the end of 6th class, the opportunities to develop STEM skills in learning about aquaculture are vast.
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I really like your idea of spreading Aquaculture across the school. We need to think of age appropriate lessons across the primary school in order to embed this knowledge into our children. We ran a Marine Life week in our school last April providing lots of resources to teachers to broaden their children’s knowledge. On reflection, splitting these resources into Infants / 1st+2nd / 3rd+4th / 5th+6th would ensure that year on year this topic could be explored at the same time or perhaps even broadened into a monthly study. Perhaps even our assemblies at the time could have speakers etc. The possibilities are there but whole school level is where we need to change
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I really like your idea of spreading Aquaculture across the school. We need to think of age appropriate lessons across the primary school in order to embed this knowledge into our children. We ran a Marine Life week in our school last April providing lots of resources to teachers to broaden their children’s knowledge. On reflection, splitting these resources into Infants / 1st+2nd / 3rd+4th / 5th+6th would ensure that year on year this topic could be explored at the same time or perhaps even broadened into a monthly study. Perhaps even our assemblies at the time could have speakers etc. The possibilities are there but whole school level is where we need to change.
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The ARC resources provide an excellent example of how STEM can be taught through meaningful, real-world contexts rather than as separate subjects. The online lessons encourage pupils to investigate scientific concepts, interpret maps and data, explore engineering solutions and apply mathematical thinking while learning about aquaculture and Ireland’s marine environment. As a 6th class teacher in County Kildare, where many pupils have limited knowledge of coastal industries, these resources would broaden their understanding of sustainable food production while developing inquiry, problem-solving, collaboration and critical thinking skills. The activities align closely with the STEM Education Policy Statement 2017–2026 and the new Primary STEM Education Specification, promoting integration across Science, Technology, Engineering and Mathematics while encouraging pupils to ask questions, test ideas and communicate their findings using both digital and practical approaches.
From a whole-school perspective, these resources could make a valuable contribution to the School Self-Evaluation (SSE) process by strengthening our approach to STEM education. Having previously been the STEM coordinator in my school and now serving as the IT coordinator, I can see opportunities to support colleagues in embedding inquiry-based learning, digital technologies and cross-curricular STEM projects across all class levels. The ARC lessons could form part of a shared bank of high-quality STEM resources, providing consistent opportunities for pupils to develop creativity, communication, collaboration and problem-solving skills. Through the SSE process, teachers could review current STEM practice, trial these resources, gather pupil feedback and monitor improvements in engagement and learning outcomes, helping to embed STEM as a whole-school priority while fostering a culture of curiosity, innovation and real-world learning.
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Hi Robert, I think you made a great point about how the ARC resources help pupils connect STEAM learning to real world issues, particularly for children who may have little knowledge of Ireland’s marine environment. Having your experience as both a former STEAM and current IT coordinator also gives you a perspective on how these resources could be used across a whole school.
I particularly liked your suggestion of creating a shared bank of STEAM resources as part of the school self evaluation process. This would not only help with teacher collaboration but also ensure consistency in providing engaging and inquiry-based learning experiences for pupils. Your reflection highlights how STEAM can be integrated meaningfully across the curriculum while developing key skills such as problem solving, communication and critical thinking.
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After looking at the ARC online lessons and resources and looking at Lesson Four which is about Sustainable Irish Seafood, I found it to be a great example of how STEAM education can be brought to life through a real-world context that is both relevant and engaging for pupils. The lesson highlights the importance of Sustainability, Biodiversity and responsible food production while encouraging pupils to investigate, question and think critically about the environmental impact of our choices. I particularly liked how it integrated Science, Geography and Maths in a meaningful way, while also promoting discussion and problem solving.
Thinking about my own teaching practice, I can see how I could use similar inquiry based activities to make STEAM learning more engaging and relevant. Rather than teaching subjects in isolation, I would like to plan more cross-curricular lessons where pupils explore how to work collaboratively and present their findings. A lesson on Sustainable Irish Seafood could also be adapted to suit different class levels by incorporating practical investigations, digital research and opportunities for pupils to design solutions to environmental challenges.
This approach aligns closely with the STEAM Education Policy Statement, which encourages active, hands-on learning experiences that develop creativity, critical thinking and problem solving skills. It also promotes collaboration, inclusion and real world learning. It also helps pupils to understand how STEAM connects to everyday life and potential future careers. Lessons like this demonstrate that STEAM is not just about science or technology, but about developing the skills and confidence pupils need to become informed and responsible citizens.
Overall, this lesson reminded me that meaningful STEAM lessons are most effective when it is connected to real life issues, encourages curiosity and empowers children to take an active role in understanding and protecting the world around them.
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Exploring The ARC’s online lessons and resources has shown me how authentic, real-world contexts can support the aims of the STEM Education Policy Statement. The focus on questioning, investigation, problem-solving, data collection, designing solutions and communicating findings could be easily incorporated into my own teaching practice.
I could use ARC-style activities to explore topics relevant to pupils, such as biodiversity in the school grounds, energy use, water conservation or sustainability. These investigations would allow pupils to develop scientific and mathematical reasoning while also building digital skills, creativity, collaboration and critical thinking. Pupils could collect and analyse data, test ideas, evaluate results and refine their solutions.
I also see opportunities to incorporate STEM into the SSE process on a whole-school basis. Through pupil voice, teacher reflection and examples of current practice, the school could identify strengths and areas for development in STEM. Shared success criteria, progression of STEM skills and collaborative planning could then support consistency across classes. Reviewing pupil work and feedback would help evaluate progress and inform future targets.
This approach could help develop a whole-school STEM culture where pupils become confident, creative problem-solvers.
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As a 6th Class teacher in the west of Ireland, I can see how the ARC online lessons would fit well into my classroom as they encourage pupils to ask questions, investigate problems and test ideas, which is something I try to incorporate into my everyday teaching across all curricula.
I would use these lessons to explore topics that are relevant to my pupils and their area such as local wildlife in Cong woods, protecting the environment around us, saving energy both in the school and in the community and keeping healthy in general. Pupils could work together to carry out simple investigations, collect and record data and share their findings using charts, presentations, or digital tools. So all this information could be integrated into other subject areas such as maths and science and SPHE.
I also like that the lessons develop important skills such as teamwork and communication, as well as problem-solving and critical thinking. By using real-life examples from our local community and life, pupils see how STEM connects to everyday life. Overall, I think ARC provides a great way to make STEM learning enjoyable, meaningful, and relevant for my 6th class pupils.
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Hi Luke,
Thank you for your response!
It is great to hear how you can use resources with in the local community to draw on when explaining these concepts to the pupils. Areas that they can recognise being a part of this lesson increases the relevancy to their day to day lives making it all the more meaningful and engaging for them.
Grace
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As a 3rd class teacher, I found the ARC online lessons and resources a great way to bring STEM into the classroom in a fun and practical way. I liked that the activities encourage children to ask questions, try things out, solve problems and learn from their mistakes. At this age, I think hands-on activities are a great way to keep children interested and involved.
I could use the resources for simple experiments, building activities and investigations where the children work together and share their ideas. They could collect simple information, make predictions and talk about what they found out. I could also use digital tools such as tablets to research topics and record their work.
As our school is looking at STEM, I think these resources could be useful across all classes. Teachers could share ideas and activities and build STEM skills as children move through the school. This would also support our SSE by helping us look at how STEM is being used across the school and how we can improve it. -
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The ARC online lessons and resources provide engaging, inquiry-based learning experiences that can be easily incorporated into my teaching practice while supporting the aims of the STEM Education Policy Statement. The activities encourage students to investigate real-world issues such as aquaculture, sustainability, biodiversity, and environmental responsibility through observation, problem-solving, collaboration, and critical thinking. These approaches help students develop scientific knowledge alongside key STEM skills, including data analysis, communication, and evidence-based decision-making. I can apply these concepts by creating cross-curricular learning opportunities that integrate science, geography, mathematics, and digital technologies, allowing students to make meaningful connections between classroom learning and their local environment. The practical investigations and interactive resources also promote student engagement and curiosity.
From a whole-school perspective, STEM education can be embedded within the School Self-Evaluation (SSE) process by identifying priorities for improving inquiry-based learning, collaboration, and digital competence. Using shared STEM resources, professional collaboration, and consistent teaching approaches can strengthen student outcomes while fostering a culture of innovation, sustainability, and lifelong learning across the school community. -
The ARC online resources showed how aquaculture can provide an engaging and practical context for teaching STEM in the primary classroom. I found the activities interesting because they linked scientific concepts to everyday life, making learning more relevant for pupils. I have 4th class this year and I can definitely see how exploring topics such as the habitats and life cycles of marine species offers valuable opportunities for investigation, questioning and hands on learning.
I also liked how the lessons extended beyond science by incorporating healthy eating, environmental awareness and Irish folklore. These cross-curricular links would help to make STEM learning more meaningful and accessible for children with a range of interests and abilities. There is so much potential for rich and meaningful integration across a variety of curricular areas such as drama, art, oral language, SPHE as well as STEM. Learning about the variety of careers connected with aquaculture also helps pupils recognise how STEM skills are used in the wider world.
These resources reflect the aims of the STEM Education Policy Statement by encouraging creativity, collaboration, critical thinking and inquiry-based learning. From a whole-school perspective, the ARC resources could be used as part of the School Self-Evaluation process by supporting teachers to plan integrated STEM experiences, monitor pupil engagement and achievement and work together to strengthen STEM teaching and learning across the school. The quizzes included in the lessons are also a useful way to check understanding and inform future teaching. -
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As regards the online lessons from the ARC in my classroom, I have similar feedback from lots of people on this forum. They are engaging, make STEM real in the classroom and involve the natural surroundings of Ireland which always grips the attention of children. They seem flexible as regards the age to which children will engage and I think my 2nd Class will be well able for this content next year.
There are good opportunities for integration in areas such as Maths, SPHE, Science life cycles and in areas such as Sustainability and the Global Goals which is a big focus for our school in general. I try to include IT as much in learning as possible so these quizzes and word cloud could be used with tablets and especially some Geography work on Ireland could be used with online maps showing where these farms are and how they operate. To broaden this knowledge, guest speakers are very common in our school and getting locals from the industry would be even more beneficial to the kids.
As regards STEM and SSE process, I think the module leaves scope for identifying a focus of where Aquafarming can be included in a school wide approach. I know in our school we celebrate Marine week and have lots of resources to investigate here. My initial thoughts would be that we identify a focus on Marine, gather evidence from staff about the amount of teaching on it being done. See what’s working and then go to step 4 of making a school wide plan. The resources from ARC are great. If teachers on this platform use them that will be a success. But if this course has a wider plan of getting schools involved in using the resources it’ll be a greater success. The ARC is a good starting point but more is needed.-
I agree that the ARC resources provide a great opportunity to make STEM learning more meaningful by connecting it to Ireland’s natural environment. I like your point about integrating aquaculture with areas such as sustainability, Geography and the Global Goals, as this allows children to see the real-world relevance of their learning. The use of technology, online maps and guest speakers would also help create engaging and authentic STEM experiences. I think your idea of using the SSE process to identify a whole-school STEM focus, gather evidence and plan next steps is a very practical approach.
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Exploring the ARC online lessons and resources has shown me how easily aquaculture can be integrated into STEM learning. The activities encourage pupils to ask questions, investigate real-world problems , and develop critical thinking skills through hands on and inquiry based learning. I particularly like that the resources are practical and engaging for pupils.
The lessons also support the aims of STEM education by promoting problem-solving, collaboration and creativity. Using a local and relevant topic makes STEM more meaningful for pupils and helps them see how science and technology are part of everyday life.
From a whole-school perspective, these resources could contribute to the SSE process by supporting a consistent approach to STEM teaching across different class levels. Teachers could work together to plan activities, share resources and build pupils STEM skills throughout the school.
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Hi Aoife,
Thank you for your response!
I like your focus on inquiry based learning. Allowing students to explore the topic naturally and giving them autonomy over their learning experience makes it all the more memorable and enjoyable for them thus creating a long lasting grasp of this information.
Grace
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After completing the online lessons and resources developed by the ARC, I have gained many practical ideas that I can use in my own 4th class. The resources showed me that STEM learning does not have to be complicated. Simple, hands-on activities that encourage children to ask questions, investigate, work together, and solve problems can make learning much more enjoyable and meaningful.
I think my pupils would really benefit from more opportunities to explore STEM through practical tasks and real-life challenges. For example, I could use building activities, simple science experiments, coding games, or design challenges that link with topics we are already covering in class. These activities would help to develop teamwork, creativity, communication, and critical thinking while keeping the children engaged and motivated.
The STEM Education Policy Statement encourages schools to help children develop the skills they will need in the future. I feel these resources have given me more confidence to include STEM across different subjects instead of treating it as something separate. I also like the idea of giving pupils more opportunities to investigate, make predictions, learn from mistakes, and explain their thinking.
As a whole school, STEM could become part of our School Self-Evaluation (SSE) process by looking at how often we provide hands-on STEM experiences and how confident both teachers and pupils feel about STEM learning. Staff could share ideas and successful lessons, and together we could set goals to improve STEM teaching across all class levels. This collaborative approach would help ensure that pupils have consistent opportunities to develop their STEM skills throughout the school.
Overall, the ARC resources have inspired me to make STEM a more regular part of my teaching. I want my classroom to be a place where children are curious, enjoy asking questions, and are not afraid to try new ideas. I believe these experiences will help my pupils become more confident learners while developing important skills that will benefit them both in school and in the future.
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I agree that the ARC resources show how STEM can be integrated into everyday teaching through simple, practical activities rather than being taught as a separate subject. Your point about encouraging pupils to learn from mistakes is particularly important, as it helps develop resilience and problem-solving skills.
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<p data-path-to-node=”5,0″>Thanks for sharing such a insightful post! You captured the essence of the ARC resources so well. I love your focus on building student curiosity and normalising learning from mistakes through design challenges and real-life problem-solving.</p>
<p data-path-to-node=”5,1″>Linking STEM integration into your school’s SSE process to boost teacher confidence and consistency across all class levels is a fantastic goal. Best of luck bringing these ideas into your 4th Class classroom!</p>
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After looking at the ARC online lessons and resources, I have a better idea of how STEM activities can be used in my classroom. I liked how the activities encouraged children to ask questions, try things out and work together to find answers. It showed me that children learn well when they are given chances to explore and learn by doing. Thinking about my own teaching, I can see that I can include more STEM activities in different subjects. Allowing children to build, test, investigate and try different ideas helps them enjoy learning and develop skills for solving problems. It is also important that children understand that mistakes are a normal part of learning. i think its important that teachers share ideas and work together to give children more chances to take part in STEM activities which will help the teachers who lack confidence in teaching STEM.The ARC resources have given me new ideas that I can use with my pupils. They have encouraged me to provide more opportunities for children to explore, ask questions and learn through practical activities.
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I agree that collaboration between teachers is important when developing STEM activities across a school. Sharing ideas and resources can help build confidence, especially for teachers who may feel less comfortable teaching STEM. The ARC resources provide a great starting point for creating engaging lessons that encourage curiosity, teamwork and creativity. By giving pupils more opportunities to ask questions, test ideas and find solutions, we can help them develop important skills that will support their learning both inside and outside the classroom.
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As an infant teacher, I think the ARC online lessons and resources could be a really useful way of introducing STEM in a fun and engaging way. Young children learn best through play and hands-on activities, so I liked that the lessons encourage children to explore, ask questions and investigate the world around them. The activities are simple enough to adapt for younger classes and could easily be linked with Aistear and SESE.
In my classroom, I could use these resources to encourage children to make predictions, sort and classify objects, observe changes and talk about what they discover. The videos and interactive activities would also help to keep the children interested and make learning more meaningful.
As a school, I think we need to do more to promote STEM across all class levels. These resources could be a great starting point for developing STEM throughout the school. Teachers could work together to share ideas and plan activities that build children’s STEM skills from infants right up to sixth class. This would also support our School Self-Evaluation (SSE) process by helping us improve how STEM is taught and giving children more opportunities to develop problem-solving, teamwork and critical thinking skills.
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Hi Katie,
Thank you for your post to Module 3. I really like your whole-school approach to STEM. Working together to share ideas and build children’s skills across all class levels would help create a more consistent learning experience. I also think linking it to the SSE process is a great idea, as it encourages ongoing reflection and improvement while giving children more opportunities to develop important skills like problem-solving, teamwork and critical thinking.
Hugh.
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The ARC online lessons and resources have highlighted the value of using inquiry-based, hands-on learning experiences to develop pupils’ STEM skills. In my own teaching, I could apply these approaches by providing more opportunities for pupils to investigate real-world problems, ask questions, design solutions and collaborate with their peers. This links closely with the STEM Education Policy Statement, which promotes creativity, problem-solving, critical thinking and the application of knowledge across Science, Technology, Engineering and Mathematics.
In my classroom, I can further integrate STEM through cross-curricular projects, such as combining Geography, Maths and Science when exploring topics like marine environments, sustainability or engineering challenges. Using digital tools, coding activities and practical investigations can also help pupils develop confidence in using technology as a tool for learning.
From a school-wide perspective, STEM could be addressed through the SSE process by identifying current strengths and areas for development. A school could review pupil engagement, teacher confidence and available resources, then create an action plan to embed STEM experiences across all class levels. This could include STEM showcases, collaborative projects, professional development for staff and partnerships with local organisations. By taking a whole-school approach, STEM can become an integral part of teaching and learning rather than an isolated subject area.
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Hi Shandon, I like your idea of using coding activities to help learn about marine life. Perhaps students could programme a Beebot to move around a grid and catch different seafood (previously drawn in an art lesson). More challengeing versions could be created with older classes using scratch. Personally I find pupils engagement to be much higher when we use hands on learning experiences as such.
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Exploring the ARC online lessons and resources has given me new ideas for incorporating STEM learning into my teaching practice. As a 5th class teacher, I can see how aquaculture provides an engaging context for developing skills in Science, Technology, Engineering and Maths, while also linking with Geography and environmental awareness.
The resources encourage pupils to ask questions, investigate real-world problems, work collaboratively, and develop solutions. These skills align closely with the aims of the STEM Education Policy Statement, which promotes creativity, critical thinking, and applying knowledge to real-life situations.
I also see opportunities to use STEM education as part of the SSE process by identifying areas for improvement, sharing ideas among staff, and developing whole-school approaches to STEM learning. Activities based around aquaculture could help pupils understand sustainability, marine ecosystems, and the importance of protecting our environment. Overall, the ARC resources have shown me how STEM can be meaningful, practical, and connected to everyday life.
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Hello Niamh,
Thank you for your response!
It’s great to hear how you plan on integrating real-life STEM learning into the classroom. One particular activity that stood out to me was the investigation of the water quality in a local marine environment. This is a great way to improve STEM skills and Subtly bring awareness to sustainably and the importance of protecting local eco-systems.
Grace
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Exploring the ARC online lessons has shown me how easily aquaculture can be used to develop meaningful STEM learning in the classroom. The four lessons—What is Aquaculture?, The Nutrition of Seafood, Aquaculture and the Community, and Sustainable Irish Seafood—provide opportunities for pupils to investigate real-life issues, ask questions, analyse information and communicate their ideas.
The lesson that particularly interested me was The Nutrition of Seafood. I was surprised to learn about the nutritional benefits of mussels, including their iron content. I have recently discovered that I have an iron deficiency, so I am now considering adding mussels to my diet more regularly. This lesson could also encourage pupils to think about healthy food choices and the importance of a balanced diet. It would be important to approach the topic sensitively, as some children may also have low iron levels or anaemia, without making assumptions about individual pupils.
This resource aligns with the STEM Education Policy Statement by developing inquiry, critical thinking, problem-solving and communication skills. Pupils could research seafood nutrition, create graphs, compare foods and design a healthy meal. As part of the school-wide SSE process, teachers could work together to identify how often pupils engage in practical, cross-curricular STEM activities, gather pupil feedback and set targets for improving STEM learning. Progress could then be monitored through pupil work, reflection and increased confidence in applying STEM skills to everyday life.
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- Hello Eimear,
Thank you for your response !
Its great to hear how connected the resources to meaningful STEM learning focusing on real-life learning for students. This increases motivation and interest and hopefully will create a long-lasting effect on the students and their decisions as adults.
Grace
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The ARC online lessons provide an excellent way to bring STEM learning to life through real-world, inquiry-based activities. Lessons such as What is Aquaculture, Aquaculture and the Community, and Sustainable Irish Seafood encourage pupils to investigate how science, geography, technology and maths work together in the aquaculture industry. For example, pupils can explore why salmon, mussel and oyster farms are located in particular coastal areas, analyse maps, interpret data and discuss sustainability and environmental responsibility. These hands-on, cross-curricular activities reflect the aims of the STEM Education Policy Statement by developing critical thinking, problem-solving and collaboration.
As part of the School Self-Evaluation (SSE) process, schools could identify STEM as a priority area and use the ARC resources consistently across class levels. Teachers could collaborate to plan integrated STEM lessons, monitor pupil engagement and share effective practice. Pupils could also work on collaborative projects, present their findings to classmates and use digital technologies to research and communicate their learning, further developing their confidence and key STEM competencies. This whole-school approach would strengthen STEM teaching while helping pupils make meaningful connections between classroom learning and Ireland’s marine environment.
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I really enjoyed reading your post. I agree that the ARC resources are a great way to make STEM learning relevant and engaging through real-life examples. I also like your idea of using the resources as part of a whole-school approach to strengthen STEM teaching and encourage collaboration across class levels.
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Hi Niamh,
Thank you for your response!
I particularly like your suggestion of using SSE to develop a whole-school approach, as sharing ideas and building consistency across class levels could really strengthen STEM teaching. The focus on collaboration, problem-solving and Ireland’s marine environment makes the learning both practical and relevant for pupils.
Grace
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The ARC online lessons and resources demonstrate how STEM learning can be meaningfully connected to real-world contexts. By exploring topics such as aquaculture and marine ecosystems, pupils develop scientific knowledge while also enhancing key skills including problem-solving and critical thinking. These approaches align with the STEM Education Policy. In my classroom, I would use the ARC resources to develop cross-curricular STEM projects. For example, pupils could investigate the impact of marine litter and design solutions to reduce plastic pollution. They could also explore sustainable aquaculture and how technology could be used to protect marine ecosystems. This would help them recognise the importance of STEM in everyday life while developing communication and teamwork skills. STEM can also be promoted at a whole-school level through the SSE process. These valuable resources have given me great practical ideas that I can apply in my own classroom and have encouraged me to consider more purposeful ways of integrating STEM into my teaching.
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Hi Leanne,
Thank you for your response!
I would definitely agree that the ARC resources provide excellent opportunities to connect STEM learning with real-world issues. I particularly like your idea of pupils investigating marine litter and designing solutions, as this would develop problem-solving, creativity and teamwork while also promoting environmental awareness.
Grace
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Reflecting on the online lessons and resources from the ARC has helped me to see how aquaculture can be used to support STEM learning in a meaningful and engaging way. As a primary school teacher, I think these resources provide many opportunities for children to develop curiosity, problem-solving skills and an understanding of the importance of Ireland’s seafood industry and coastal communities.
I could use activities such as investigating marine habitats, exploring the life cycles of fish and shellfish, and discussing sustainability. These lessons encourage children to ask questions, make observations, collect information and work collaboratively, which are all important STEM skills. I also like that the resources connect science with geography, maths and technology, helping children to see how subjects are linked in real life.
The ARC resources also support the STEM Education Policy Statement by promoting inquiry-based learning, critical thinking and real-world problem solving. On a school-wide level, they could contribute to the School Self-Evaluation (SSE) process by encouraging teachers to plan more integrated STEM activities across different class levels. Staff could share ideas and resources, while pupils could take part in whole-school projects focused on biodiversity, sustainability and caring for our marine environment.
Overall, I feel these resources would help make STEM learning more relevant and engaging while increasing children’s awareness of the socioeconomic importance of aquaculture and the role it plays in supporting communities and protecting the environment. -
The ARC online lessons and resources have shown me many ways to make STEM learning more engaging for pupils. As I work with 6th Class, I can use these ideas in my classroom by allowing pupils more time to investigate, ask questions, solve problems and work together. An idea of a lesson for 6th Class would be where pupils have to design, test and improve a solution therefore allowing the pupils to learn from their mistakes and develop resilience. I feel I can integrate STEM through hands on activities and challenges that encourage creativity both inside and outside of the classroom. This supports the STEM Education Policy Statement.
STEM could be included in the SSE Process. As teaching staff, we could look at what we are doing well and what we could improve on. Teachers could collaborate and look at ways to introduce more STEM activities across the school. -
I found the online ARC lessons and resources very useful for helping me to see how aquaculture can be brought into the primary classroom. The resources provide practical and engaging ways for pupils to learn about the sea, food production, sustainability and the importance of aquaculture to coastal communities. I could use these lessons to encourage pupils to ask questions, investigate problems and work together to find solutions. This would help develop important STEM skills such as problem-solving, creativity, communication and critical thinking.
I also think the topic could support the STEM Education Policy Statement by giving pupils opportunities to engage with real-world STEM learning. Aquaculture provides a meaningful context for linking Science, Technology, Engineering and Maths with our marine environment.
As part of the school’s SSE process, STEM could be developed across the whole school by identifying strengths and areas for development in STEM teaching. Staff could share resources, plan STEM activities together and provide pupils with more opportunities for hands-on learning. This would help create a consistent and engaging STEM approach throughout the school.
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I really enjoyed reading your reflection, Helen. I agree that the ARC resources provide a fantastic way of bringing real-world STEM learning into the primary classroom. I particularly liked your point about using aquaculture to encourage pupils to ask questions, investigate problems and work collaboratively, as these are important skills that can be developed through practical learning. I also think your connection to the school’s SSE process is very relevant. Sharing resources and planning STEM activities across the school could help create a more consistent approach and give pupils valuable opportunities to explore sustainability and the marine environment in meaningful ways.
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The ARC online lessons and resources are absolutely fabulous. They are engaging, child-friendly and presented in a modern way that would appeal to children across a wide range of ages. I was particularly interested in Lesson 2, ‘The Nutrition of Seafood’, and especially enjoyed learning about the Salmon of Knowledge. I found it fascinating that, even though people at the time did not have the scientific knowledge or evidence to explain the nutritional benefits of salmon, they recognised its value through their own experiences.
I really enjoyed how the story brings together Geography, History, SPHE and STEM while seamlessly developing literacy skills. Although the children I teach are very young, I can see how this story could come alive for them, particularly as we visit Newgrange Farm each year, which is situated along the River Boyne. This would provide a wonderful opportunity to connect the story with a familiar local environment.
As part of our SSE process, we have been focusing on non-fiction texts and exploring how they can link with other areas of the curriculum, particularly STEM. The Salmon of Knowledge would provide a fantastic starting point for creative and meaningful learning through artwork, food and nutrition, aquaculture, water farming, careers in aquaculture, Geography and Irish historical and folklore traditions. It has certainly given me lots of ideas for bringing these topics into my classroom in an engaging and age-appropriate way.
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Hi Michelle, I really enjoyed reading your reflection, especially your point about the Salmon of Knowledge linking so many different areas of the curriculum. I agree that the ARC resources make it much easier to see how STEM can be integrated naturally rather than taught as a stand-alone subject. I also love the connection you made with your visits to Newgrange Farm and the River Boyne. Using a familiar local environment would make the learning much more meaningful for the children. I think your idea of using the story as a starting point for exploring nutrition, aquaculture, careers and local history would provide so many opportunities for creative and engaging learning. Rachel
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Exploring the online lessons and resources developed by the ARC has highlighted the many ways STEM education can be integrated into everyday classroom practice while supporting a whole-school approach to teaching and learning. I believe the lessons promote great opportunity for enquiry-based learning, problem-solving, collaboration and critical thinking, all of which are key principles of the STEM Education Policy Statement and provide excellent opportunity for cross-curricular integration.
In my own classroom, I can see many opportunities to use these resources to encourage pupils to investigate real-world problems through hands-on activities and questioning. I liked that many of the activities encourage children to ask questions, engage in critical thinking, investigate real-life issues and work together to solve problems instead of simply learning facts. There are so many opportunities for teaching this topic tying into different areas of the curriculum. Such as developing map knowledge, being able to read weather charts, developing the children’s knowledge of natural features; eg fjords, estuaries, inlets, bays, harbours and islands. Using modern technology and IT and engineering children understand the importance of drones, sonar, laboratories. Understanding their own bodies and how important healthy foods, minerals and nutrients are. Links to science, learning about life cycle of sea creatures. The opportunities are endless and so vast. I feel as an island dependent on aquaculture I think this approach would really engage primary pupils and help them develop curiosity about the world around them. -
I found the ARC online resources really useful because they gave me a better idea of how aquaculture could be used as a topic in the primary classroom. I teach 6th class, so I think there is alot of potential to use the resources with older pupils and allow them to explore the topic in more depth. Rather than just learning facts about fish and shellfish, the children could investigate habitats, food chains, life cycles and the impact that humans can have on the marine environment.
I liked that the resources were not limited to STEM either. There are plenty of ways that the topic could be brought into other areas of the curriculum. For example, pupils could research different marine species, create presentations, discuss sustainability in SPHE or even use art to represent life under the sea. I also think the Irish folklore links would be a nice way of connecting the topic to our own culture and making it more relevant to the children.
Another part I found interesting was learning about the different careers linked to aquaculture. Sixth class pupils are starting to think more about their future and the jobs they might like to do, so it would be useful for them to realise that STEM skills can lead to lots of different career paths.
The ARC resources also encourage children to work together and come up with their own ideas instead of just being given information. I think this is particularly important with 6th class as they are capable of asking more challenging questions and giving their own opinions. Overall, I think the resources could be a great starting point for a project based around aquaculture, sustainability and the marine environment.
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Hi Daniel,
Thank you for your reflective piece. Glad to hear you found the resources useful, it’s brilliant that you would like to introduce aquaculture as a topic in your classroom.
I completely agree that there are multiple subjects linked to aquaculture. I liked your idea for the students to research different species. You made a great point on the variety of careers associated with aquaculture, a poster project may be a nice way to bring this topic to life for the classroom!
The ARC Team.
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Exploring the online lessons and resources developed for the ARC has encouraged me to reflect on how STEM is already being used in my First Class classroom and how I can develop my practice further. I have realised that STEM does not need to be taught as a separate subject or require complicated resources. It can be naturally integrated through questioning, investigation, problem-solving, creativity and real-life experiences.
This year, I used a STEM activity based on materials where the children investigated which materials would be most suitable for building a strong bridge. They worked collaboratively to design, build, test and improve their bridges. I really enjoyed seeing how engaged the children were and how they responded when their ideas did not work the first time. We also linked the activity with Art, which added a creative element that the children particularly enjoyed. I plan to use similar hands-on activities again and build on this experience by giving the children more opportunities to explore, test and improve their own ideas.
I have also found that using open-ended questions worked really well with my First Class pupils. Questions such as “What do you think will happen?” and “How could we make it stronger?” encouraged them to explain their thinking and listen to the ideas of others. This is an approach I would like to continue developing this year as I build my own confidence and skills in teaching STEM.
I also see STEM as an area that can be developed through the SSE process on a whole-school basis. Sharing ideas and successful activities across the school could help us develop a more consistent and progressive approach to STEM. Overall, the ARC resources have encouraged me to be more intentional about providing meaningful STEM experiences and to continue developing my practice through hands-on, child-led learning.
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Thank you for your piece Sile!
I liked reading about how you completed the bridge building activity to explore STEM in the classroom, I am sure the students also enjoyed the artistic element of the project.
You made an excellent point about using open-ended questions, this can really get the students thinking deeply about the topic. I am glad you benefited from the ARC resources.
The ARC Team
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After looking through and engaging with the ARC online lessons and resources it has made me realise how easily aquaculture can be used as a stimulus to create meaningful STEM learning experiences for pupils. The resources cover topics such as what aquaculture is, seafood nutrition, the role of aquaculture in local communities and sustainable Irish seafood. I particularly like that these topics can be connected to real-life matters rather than being taught as abstract STEM concepts.
In my own teaching practices, I would use aquaculture as a context for pupils to investigate real problems and develop their scientific enquiry, problem-solving and critical-thinking skills. As I teach within the senior classes I could for example have pupils designing sustainable fish farms, examining the environmental impact of aquaculture or comparing different types of seafood production. This would coherently link Science, Technology, Engineering and Mathematics while also encouraging collaboration and creativity.
Overall, the ARC has shown me that STEM education does not have to rely on complicated equipment or experiments. Local and relevant topics such as Ireland’s aquaculture industry can provide a starting point for developing curiosity, creativity, problem-solving skills. I would like to use these resources to make STEM learning more relevant to pupils and help them understand how the knowledge and skills they develop in school can be applied to real-world challenges.-
I completely agree with what Sophie is saying her in relation to connecting teaching to real life matters rather than teaching STEM concepts in an abstract or textbook based manner. Many children will only understand concepts once they recognise how, where and when these concepts are being used. It is also helpful for them to see the skills and concepts being used and developed across multiple industries and situations. As I have mentioned in my previous posts, few of my children would have knowledge of aquafarming as they are Dublin based and have more experience of life in a swimming pool than the sea! Recognising the vast potential and the need to protect our oceans would be fascinating for them.
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I think the idea of having pupils design sustainable fish farms is a really engaging way to bring STEM learning to life. It would allow pupils to apply their knowledge of science and the environment while also developing problem-solving and design skills. I particularly like that it encourages pupils to think about real-world challenges and possible solutions. It would also provide great opportunities for teamwork, creativity and discussion.
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Thank you for your reflective piece Sophie. It’s great to hear how you would use the topic of aquaculture in your class to explore STEM learning. I liked the idea of the students designing their own sustainable fish farms.
You made another great point on the importance of using local and relevant industries as case studies in the classroom. Applying things the students see in their local area can really help them connect and engage with the topic. While teaching on the ARC we often explore rural communities on Ireland’s West coast and the importance of aquaculture to these communities.
The ARC Team
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As the curriculum is so vast, the only way I’ve found to effectively deliver all concepts and develop skills is to do so using a cross curricular approach. I identify the skills and concepts I wish to teach and find a relevant and interesting topic as a vehicle to deliver them. I also plan with wellbeing in mind. STEM education and an effective STEM policy is crucial to this. Children are supported at an appropriate developmental level. Project based learning provides opportunities for effective scaffolding for additional needs. The potential for the outdoor classroom can be utilised to best effect. I find that with the two year cycle in a multigrade setting, children can become weary of the same topics being taught. The introduction of aquafarming using the BIM resources would hopefully reignite their enthusiasm, particularly for those children who struggle with confidence in maths. Using the potential for statistical analysis in such an interesting and new topic might help them get past their fear or lack of self esteem in maths/science.
Inviting external speakers with expertise in the area could be a method for introducing a whole school element, and having a buddy system where older learners can work with their younger peers could help reinforce the learning across all classes. -
Socioeconomic Importance of Aquaculture
The ARC online lessons and resources have given me a better understanding of how aquaculture can be used as a meaningful context for STEM education in the primary classroom. I found the resources engaging and accessible, and I particularly liked how they connect science and technology with real-life issues such as food production, nutrition, careers and local communities.
One area I found particularly interesting was the distinction between direct and indirect employment within aquaculture. Pupils could explore not only the jobs involved in farming fish and shellfish, but also the wider employment opportunities in areas such as transport, processing, technology and tourism. This would help children understand how one resource can support an entire community.
I could use the ARC lessons as starting points for integrated learning, linking STEM with Geography, History, SPHE, literacy and even creative subjects. The resources could also support inquiry-based learning, with pupils researching aquaculture, investigating where it takes place in Ireland and exploring the benefits and challenges for local communities.
In terms of School Self-Evaluation, I think these resources could contribute to a whole-school focus on improving STEM provision. Teachers could review how often pupils experience practical, collaborative and problem-solving activities across different classes and identify areas for development. The ARC resources could then be incorporated into planning to provide consistent opportunities for pupils to engage with STEM in meaningful, real-world contexts.
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Hi Rachel. I really liked your point about looking at both direct and indirect employment, as I hadn’t really thought about how many different jobs can come from one industry. I also agree that the ARC resources lend themselves really well to integrated learning, particularly when STEM is linked with areas such as Geography, SPHE and literacy. Your idea of using SSE to look at the STEM experiences children are already getting across the school is a great starting point before deciding where improvements could be made.
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The online lessons and resources from the ARC have given me lots of ideas for bringing STEM learning into my own classroom in a practical and engaging way. I particularly like the fact that the lessons encourage children to investigate real-life problems, ask questions, work together and find solutions rather than simply learning facts.
With my class, I could use the aquaculture resources as a starting point for investigations into water, marine life, sustainability and food production. The children could work in groups to research a marine-related problem, design a solution and present their ideas to the class. This would naturally develop skills in Science, Technology, Engineering and Maths while also linking with Geography and the local environment.
The resources also fit well with the STEM Education Policy Statement, particularly the focus on inquiry, creativity, problem-solving, collaboration and applying learning to real-world situations.
At a school-wide level, I think STEM could also become part of the SSE process, with the school identifying STEM as an area for development and agreeing on some common approaches. For example, different classes could complete STEM projects throughout the year and share their work during a STEM or Science Week. This would help create a stronger STEM culture across the school and give pupils more opportunities to develop these skills at every level.
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Engaging with the ARC online lessons and resources has made me reflect on how many opportunities there are to use real-world topics to create meaningful STEM learning experiences for pupils. Before exploring the resources, I had not fully considered how aquaculture could provide such a broad and engaging context for learning. The lessons cover areas such as what aquaculture is, seafood nutrition, the importance of aquaculture to local communities, and sustainable Irish seafood. I particularly liked how these topics are connected to issues that pupils can see and understand in the real world, rather than STEM being presented as a collection of abstract concepts.
As a teacher, I can see myself using aquaculture as a starting point for pupils to ask questions, investigate problems and come up with their own solutions. Working with the senior classes, I could encourage pupils to design their own sustainable fish farm, investigate the environmental impact of aquaculture, or compare different methods of seafood production. I think activities like these would give pupils a genuine reason to use their STEM knowledge while also developing important skills such as problem-solving, critical thinking, creativity, collaboration and communication. It would also allow pupils to take more ownership of their learning, as they would be exploring questions and challenges that do not necessarily have one straightforward answer.
One of the main things I have taken from the ARC resources is that STEM learning does not have to involve expensive equipment, complicated experiments or highly structured activities. Sometimes, a familiar and relevant topic can be enough to spark curiosity and encourage pupils to investigate further. I feel that using a topic such as Ireland’s aquaculture industry could help pupils to see that the science and mathematics they learn in school have a real purpose beyond the classroom.
Overall, engaging with these resources has encouraged me to think more creatively about how I approach STEM in my own classroom. I would like to use local and relevant topics more often to help pupils make connections between their learning and the world around them. I feel that this approach could make STEM more engaging and meaningful for my pupils, while also helping them develop the confidence and skills needed to think critically and find solutions to real-world challenges.
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Thank you for your response Fiona, I really like how you have highlighted the connection between STEM and real-life topics. Aquaculture is a great example of how pupils can use what they learn in school to explore real problems and come up with solutions. I also agree that STEM doesn’t need to involve expensive equipment, as simple, relevant activities can be just as effective.
It would be great to see the senior pupils design their own fish farms and think about how they could make them as sustainable as possible.
The ARC Team
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The ARC online lessons are a valuable classroom resource for exploring aquaculture, its impact on communities and its role in sustainable living. I would use these lessons to engage pupils in critical and creative thinking, analysis, discussion, experimentation, problem-solving and design and making. I would also connect the topic with arts subjects such as music and visual art, helping pupils develop STEM skills in practical and engaging ways.
The theme of aquaculture could also support the SSE process through a whole-school approach. This might involve collaboration across class levels, with senior pupils leading activities for junior classes, teachers planning together, and the school engaging parents and the wider community.-
I really like your idea of linking aquaculture with other subjects such as Music and Visual Art. I also think having senior pupils lead activities with the younger classes would be a lovely way to make STEM more engaging across the whole school. It would be a great opportunity for collaboration between different class levels too.
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This is a brilliant response! Connecting STEM with visual art and music is a fantastic way to spark creativity while exploring aquaculture. I also love your whole-school approach for SSE—having senior pupils lead activities for junior classes is a wonderful way to build mentorship, community involvement, and sustained engagement across all year groups.
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I found the ARC online lessons and resources particularly useful as they provide engaging, practical ways to introduce children to topics connected to the sea and aquaculture. In my own teaching, I could adapt some of these resources for infant classes by using them as a starting point for questioning, observation and hands-on investigation. For example, children could explore sea animals, their habitats and how people use and care for the sea, while developing skills such as predicting, observing, comparing and communicating their ideas.
I think these approaches fit well with the STEM Education Policy Statement, as STEM is not just about learning facts but about developing children’s curiosity, problem-solving and inquiry skills. On a school-wide level, these types of activities could contribute to SSE by encouraging a consistent approach to inquiry-based STEM learning across different classes. Teachers could share successful activities and resources and build a progression of STEM skills from infants through to the senior classes.
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This module really gave us an insight into the important role STEM plays within the aquaculture industry. It highlighted how aquaculture can be explored through a cross-curricular approach, and I can see how the lessons and resources developed by ARC could be used to support and align with the STEM Education Policy Statement.
The ARC resources provide a wide range of hands-on, child-led and practical ideas that can be used to introduce children to aquaculture and develop their interest in the area. I can see great potential in introducing these experiences from the junior end of the school and building on the children’s knowledge and skills each year, gradually developing more advanced STEM skills, problem-solving and critical thinking. This approach could also link well with the school’s whole-school SSE plan and STEM targets.
The opportunities to develop STEM skills through aquaculture are vast. We could begin with simple science activities in the junior classes, such as learning about sea creatures, exploring habitats and collecting shells. As children progress through the school, these experiences could develop into more complex learning, with pupils becoming confident map readers, sea-farm planners and even engineers by the end of sixth class. This progression would allow children to build their STEM knowledge and skills in a meaningful, practical and engaging way while connecting their learning to the world around them.-
Hi Orla,
Thank you for your response to this module! You gave a great reflection on how aquaculture can provide a meaningful context for developing STEM skills across all stages of primary school. I particularly like your idea of building on children’s learning progressively, moving from simple exploration in the junior classes to more complex problem solving and engineering activities in the senior classes.
The ARC Team
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I have a real interest in STEM and I am always looking for ways of making it practical and meaningful for younger children. What I liked about the Aquaculture Remote Classroom (ARC) resources is that aquaculture can be used as a starting point for so many different areas of STEM, rather than teaching Science, Technology, Engineering and Maths as completely separate subjects. This fits well with the STEM Education Policy, which encourages children to question, explore, work together, solve problems and design and make things.
In a junior classroom, I would obviously adapt the ARC activities to suit the age of the children. I could see us exploring different types of sea life, looking at where our seafood comes from, using maps, sorting and counting, carrying out simple investigations and using construction materials to design boats, fish farms or other structures. There would also be great opportunities for oral language and new vocabulary. I particularly like that STEM at this age can be very hands-on and playful. The STEM Policy recognises that young children naturally learn about STEM through creative, practical and multisensory experiences, which is very much how I see STEM working in a junior classroom.
This is also very relevant at the moment as we are beginning to engage with the redeveloped Primary School Curriculum in our school. STEM Education is now one of the five curriculum areas and, within this, the new Science, Technology and Engineering (STE) specification sits alongside the Primary Mathematics Curriculum and an approach to Integrated STEM Learning. I think this gives us a great opportunity as a school to look at the STEM learning that is already happening in our classrooms and how we can build on it. In a junior school especially, I like the emphasis on children exploring, questioning, investigating, designing and learning through practical experiences. Resources such as the ARC could fit very naturally into this approach and give us another practical way of bringing STEM learning to life for our children.
The SSE process in school is very important and I think STEM could be a very worthwhile area to look at on a whole-school basis. In our DEIS school, our SSE process is incorporated into our DEIS Action Plan, so I would see STEM becoming part of that process rather than something separate. We could begin by looking at the STEM experiences we already provide across the school, because I think we would probably find that there is much more happening than we realise. We could gather some simple evidence from teachers and pupils, look at what is working well and identify areas we would like to develop. From there, we could agree a small number of realistic actions and then review the impact they are having on teaching and learning. This fits well with the SSE process of identifying a focus, gathering evidence, developing and implementing an improvement plan and monitoring its impact.
For me, it would be particularly important that any whole-school STEM focus is inclusive and accessible to all of our children. I was interested to see that the STEM Policy specifically refers to children experiencing educational disadvantage and children with special educational needs, as well as improving STEM achievement in DEIS schools. This is very relevant in our own school. I think resources such as the ARC could support this really well because they provide a real-life context for learning and give children opportunities to learn through talking, exploring, investigating and doing. I would love to see STEM becoming something that is naturally part of everyday teaching and learning across our school.-
Hi Geraldine, I really agree with your views on making STEM practical and meaningful for younger children. I especially like the idea of using aquaculture to link different areas of STEM rather than teaching each subject separately. The hands-on activities would be a great way to keep children interested and involved. I also work in a DEIS school, so I agree that it is really important that STEM is inclusive and accessible to all children. I think the ARC resources could work really well as part of the SSE process, helping us to build on the STEM activities we already do and identify areas for improvement. I think these resources could make STEM learning enjoyable, practical and relevant for all pupils.
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Hi Geraldine,
Thank you for your response!
I like how you’ve highlighted have mentioned about gathering evidence as this would be so beneficial to the students research skills that would be later applicable to them in their educational journey. Allowing the students to take a hands on approach is great way for them to visualise how the learning material is applicable to their everyday lives.
Grace
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Hi Geraldine,
Thank you for your response. I really liked your ideas for exploring the topic of STEM with the junior classrooms, i also agree that at this age, it’s important that creative, practical and multisensory experiences are used. I am glad to hear you think the ARC is a great pathway to explore the topic.
The ARC Team
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I found the ARC online lessons and resources very useful and I think there are lots of ways they could be used in the classroom. I particularly liked that the activities are practical and give children the opportunity to investigate, ask questions and learn through doing rather than just listening to information.
I could see myself using some of the resources during Science, Geography and STEM lessons. They would be a good way of encouraging children to work together, problem-solve and come up with their own ideas and solutions. The resources could also be adapted depending on the age and ability of the class.
I think this links well with the STEM Education Policy as it encourages children to be active in their own learning and develop skills such as creativity, problem-solving and critical thinking. On a whole-school level, STEM could also be included as part of the SSE process by looking at how often we currently use STEM across the school and identifying ways to develop it further. Sharing resources and ideas between teachers would also help to make STEM a more regular part of classroom learning.
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Module 3
On a school-wide basis, these resources offer a structured framework for School Self-Evaluation (SSE) in STEM. Using the ARC lessons, our school can establish clear focus areas to audit current STEM provision, measure learner engagement, and promote cross-curricular integration. Aquaculture serves as an inclusive theme that connects SESE with data handling and problem-solving, encouraging equitable participation across all class levels. Ultimately, embedding marine STEM initiatives into our SSE process helps foster a cohesive, school-wide culture of inquiry, critical thinking, and environmental stewardship that inspires pupils to see the tangible impact of STEM in their local communities.
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The online lessons and resources provide ample opportunities to explore how aquaculture can be used in a meaningful way in conjunction with STEM learning. I personally like teaching real life examples and I know the children really enjoy this way of learning too so I enjoyed how the lessons connected science with real life examples. I thought the comparison between aquaculture with agriculture and exploring the life cycles of mussels, oysters and salmon was very interesting. These topics allow for so much meaningful engagement and participation.
I thought the lesson on seafood nutrition also encouraged health and wellbeing which I think is of the utmost importance for children today. I think these resources could support the STEM Education Policy Statement by encouraging problem-solving, inquiry based learning and collaboration. With regards to the SSE process, schools could use these STEM topics to create opportunities to develop these skills while increasing engagement with science and technology across the whole school.
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Utilising the ARC online lessons and resources provides a brilliant context for integrating STEM into 4th Class, particularly in a DEIS context where hands-on, visual learning is key. The resources allow pupils to explore direct and indirect roles in the marine sector, connecting abstract science and math concepts to tangible careers like marine biology, engineering, and environmental management. In alignment with the STEM Education Policy Statement, these lessons foster critical thinking, collaborative inquiry, and problem-solving through real-world scenarios. On a whole-school basis, these concepts fit seamlessly into our DEIS Action Plan. Under the “Learner Experiences” domain, we can set SMART targets to increase integrated STEM learning opportunities. Gathering evidence through pupil surveys and teacher reflections will allow us to evaluate how effectively project-based learning improves engagement. Sharing these marine resources across senior classes will help embed a cohesive, inquiry-based STEM framework school-wide.
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I think the ARC online lessons and resources would be very useful in my own teaching. They provide simple, practical and engaging ways to introduce children to aquaculture, seafood, nutrition, sustainability and the environment. I like that the lessons are based on real-life topics, as this can make STEM learning more interesting and meaningful for children.
I could use some of the activities and resources during Science lessons, but they could also be linked with other subjects such as Geography, Maths and SPHE. They would encourage children to ask questions, investigate, work together and think about real-world problems.
I also think STEM could be included as part of the school’s SSE process. As a school, we could look at how STEM is currently being used and identify areas where we could improve. Teachers could share ideas and resources and plan more hands-on activities across different classes. The ARC resources would be a great starting point for this. Overall, I think they could help make STEM more enjoyable and relevant while developing important skills in our pupils. -
The ARC online lessons and resources gave me some good ideas that I could bring into my own teaching. I liked the focus on getting children involved, asking questions, solving problems and working together rather than just learning facts. I could use more hands-on STEM activities in my classroom and link them to real-life situations.
This fits well with the STEM Education Policy Statement, which encourages children to develop skills such as creativity, problem-solving, teamwork and critical thinking. STEM could also be included in our school’s SSE process by looking at what we are already doing well and identifying areas that could be improved. As a school, we could set some simple STEM targets and work together on projects and activities across different classes. This would help make STEM a more regular part of school life rather than something we only do occasionally.
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Hi Ciara,
Thank you for your reflective piece, I also agree that the ARC resources fit well with the STEM Education Policy Statement, the topic of aquaculture can be linked to geography, maths, and science, creating opportunities to study different projects and enhance various skills.
I liked your point on working together as a school and setting STEM related goals, and making STEM a regular part of school life.
The ARC Team
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While looking through the ARC online resources, I watched a video featuring Professor O’Mara, a cartoon professor who explains aquaculture. I thought this video would be very suitable for the children I teach, as it uses clear language, videos and real-life pictures. He explains how aquaculture is similar to farming on land but takes place in water. He also introduces the three main species farmed in Ireland: salmon, mussels and oysters.
I could pause the video after each section to ask questions, discuss the pictures and introduce the Irish vocabulary for the different animals. The quiz at the end would be a fun way to check the children’s understanding. Each class could also complete a project on one of the three species through posters, artwork and simple investigations. Older pupils could research the topic and then share what they have learned with the younger classes. This would encourage collaboration and allow the older children to take responsibility for teaching others.
My uncle works on a mussel farm and is fluent in Irish, so he could speak to the children about his job. He may also be able to bring in safe shells or equipment for the children to examine. This would create a meaningful link between their classroom learning and a real person working in the aquaculture industry.
These activities align with the STEM Education Policy Statement because they encourage children to question, explore, communicate and learn through a real-life topic. On a whole-school level, STEM could be addressed through the SSE process by first reviewing current practice and gathering feedback from teachers and pupils. The school could then identify aquaculture or marine education as an area for development, set achievable targets, introduce shared projects across different classes and monitor how the children engage with and learn from the activities.-
Hi Aideen,
Thank you for sharing this post and for outlining the ways in which you feel you could utilise Professor O’Mara’s video within the classroom. I agree with you in terms of how he makes the topic of aquaculture so accessible and relatable for children. Much of your post applies to general classroom practice around how we can create opportunities for children to learn in a fun. engaging and real-world manner. This is what we should strive for when possible to ensure learning is maximised as much as possible.
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Engaging with Module 3 has shaped my view of whole-school sTEM development under our redeveloped curriculum. I understand further how by moving away from isolated science lessons requires commitment across all classrooms. By utilizing ARC’s marine resources our school could integrate STE authentic inquiry. I think the kids in my class would enjoy Professor O’Mara, as a fun and engaging character.
Giving children the chance to discover the nutrional value of local salmon, oysters and mussels gives them meaningful health education. Furthermore, the diverse employment created by aquaculture would I’m sure be eye-opening to them, and a potential future job prospect.
By embedding these localised contexts into our SSE process, we can measure and enhance student engagement.
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Great points Aisling! Connecting the nutritional value of seafood to the diverse employment opportunities in the sector is a great way to bring the topic to life in the classroom! I am glad that you think the students would enjoy professor O Mara – we always get great feedback on the ARC for him.
The ARC Team
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The ARC resources/lessons could be used in many different ways in my teaching. For example, students could investigate how aquaculture farms work and the different types of seafood produced in Ireland. They could then research the environmental impact of aquaculture and discuss ways farms can become more sustainable.
Students could also collect and analyse data, such as the amount of seafood produced or changes in water quality. This would bring maths and science skills into the lesson. Design activities could also be used, such as asking students to design a more environmentally friendly fish farm. This would encourage creativity, problem-solving and teamwork.
The resources could also be used for project-based learning. Students could work in groups to research a local marine issue and present their findings to the class. This would develop communication and digital skills.
As part of SSE, the school could identify STEM as an area for development, share good practice between teachers and create more opportunities for students to use STEM skills across different subjects. This would help make STEM part of everyday learning throughout the school. -
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I really enjoyed exploring the ARC online lessons and resources. I especially liked Professor O’Meara’s video because everything was explained in a very simple and interesting way. I think this would be a lovely starting point for teaching children about the sea, fish and aquaculture.
There are so many learning opportunities that could come from these resources. For example, we could look at the life cycles of fish and shellfish and explore what they need to grow and survive. Children could investigate water, habitats, food and different sea creatures. There are also lots of opportunities for playful learning. In the infant classroom, we could create a seaside or fish farm role-play area, sort and count shells, make sea creatures through art, read stories about the ocean and carry out simple water experiments.
I like that this topic can easily link with SESE, Maths, Literacy, Art and STEM. Children can ask questions, make predictions, investigate and talk about what they discover. This fits very well with the STEM approach of learning through curiosity and hands-on activities.
As part of the School Self-Evaluation (SSE) process, these resources could also be shared across the school. Teachers could plan STEM activities together and build on the children’s learning as they move through the different classes. I think the ARC resources make STEM learning feel practical, enjoyable and relevant to children’s everyday lives.
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Hi Laura,
Thank you for your response!
It is great to hear how you have so many fantastic ideas about how to implement marine education in your classroom. I especially like the idea of testing water quality in a local area, therefore making the learning more engaging and meaningful for the students.
Grace
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Hi Laura,
Thank you for sharing your creative outlook and lesson ideas in relation to the ARC resources and sea-farming. I enjoyed reading your creation of lessons for younger classes and belive the children would gain so much from these ideas!
I agree that there is a huge potential for integration with other subjects but also so much to discover within Science and STEM.
Christina
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The ARC online lessons provide a valuable model for making STEM learning meaningful, practical and connected to real-world issues. The lessons on aquaculture, seafood nutrition, local communities and sustainability could be adapted into inquiry-based activities where the students investigate questions, gather evidence, analyse data and develop solutions. This aligns with the STEM Education Policy Statement’s emphasis on curiosity, inquiry, problem-solving, creativity, collaboration and learner engagement.
In my own teaching, I would use these resources as a starting point for cross-curricular learning, linking Science with Mathematics, Geography, Technology and aspects of SPHE. I would also encourage my students to consider sustainability and the impact of human choices on local communities, helping them see STEM as relevant to everyday life.
At whole-school level, STEM could become part of the SSE process by identifying current strengths and areas for development, gathering evidence of pupils’ STEM experiences, and setting measurable targets for improvement. Staff could collaborate on shared STEM projects, review resources and teaching approaches, and use student voice to evaluate engagement. This would support the policy’s four pillars, particularly learner participation, teacher capacity, STEM practice and evidence-informed improvement.
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The module has strengthened my understanding of how aquaculture can provide an engaging, real-world context for integrated STEM learning. In my own teaching, I could use the Irish aquaculture industry to develop pupils’ curiosity about the ocean, sustainability, local communities and future careers. For example, pupils could investigate how salmon, oysters and mussels are farmed, analyse data about production and employment, and use mathematics to create graphs showing the economic contribution of aquaculture. They could then apply design-thinking skills to develop a sustainable fish-farm model, testing and modifying their ideas before communicating their findings through presentations or digital portfolios.
This approach reflects the STEM Education Policy Statement by moving beyond isolated subjects and promoting inquiry, collaboration, creativity, problem-solving and hands-on learning. It also creates valuable links with Geography, Science, Mathematics, English, Visual Arts and SPHE.
At whole-school level, STEM could become a focus within the SSE process. Staff could identify pupils’ STEM engagement and problem-solving skills as an area for development, gather evidence through pupil voice, teacher reflection, work samples and observations, and agree SMART targets. A shared aquaculture project across senior classes, supported by local marine organisations or a Blue Schools initiative, could provide consistency. Progress could then be monitored and evaluated collaboratively, ensuring that STEM becomes an active, cross-curricular school priority rather than an isolated classroom activity.-
I really like the design element of your lesson. Giving pupils the opportunity to design, test and refine their own sustainable fish farm models encourages creativity, problem-solving and critical thinking. It could also help them to appreciate the challenges involved in balancing food production with environmental responsibility. I also think that presenting their findings through digital portfolios or presentations is a great idea as it helps to develop communication and digital literacy skills.
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I really enjoyed looking through the ARC online lessons and resources as they give lots of ideas that could be used in a primary classroom. I particularly liked that the lessons are practical and connected to real life. I think children would enjoy learning about the sea, seafood, marine life and the different jobs connected to the marine industry.
I could use some of the activities with my class as part of Science and Geography. The children could investigate where seafood comes from, explore different types of marine life and look at how we can protect our oceans. I would also encourage them to work in groups, ask questions, make predictions and share their ideas. This would help develop their STEM skills in a way that feels natural rather than just teaching STEM as a separate subject.
I think the resources could also support our SSE by giving teachers ideas for more hands-on and inquiry-based learning across the school. It would be useful to share the resources with other teachers and perhaps choose some activities that could be used at different class levels. This would help make STEM a bigger part of learning throughout the school.-
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I’m glad you enjoyed the online lessons and the resources, it’s great to hear you might use some of the content in your own class. I think you could link aquaculture quite easily to science and geography, you mentioned some nice topics to explore.
I liked your point about developing their skills in a way that feels natural rather than taught separately. Often linking aquaculture to local farms or seafood products they see in the shops can be a good connection for them.
The ARC Team
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The ARC online lessons and resources gives an opportunity to make STEM learning more practical, relevant and connected to real world issues. I could apply the concepts and skills from these resources by using marine and seafood-related topics as contexts for learning. For example, students could investigate aquaculture, sustainability, marine ecosystems or seafood production while developing skills in data collection, analysis, problem-solving, collaboration and critical thinking. This would help demonstrate that STEM is not simply about individual subjects, but about applying knowledge and skills to authentic challenges.
The resources also align well with the aims of the STEM Education Policy Statement by supporting active, student-centred learning and encouraging curiosity, creativity and problem-solving. From a school-wide perspective, STEM could also form part of the SSE process by identifying strengths and areas for development in STEM provision. Staff could collaborate to review existing STEM opportunities, identify gaps, share effective practice and develop common goals. Progress could then be monitored through student feedback, engagement and examples of STEM learning across different subjects. This approach could help create a consistent school-wide STEM culture rather than treating STEM as the responsibility of individual teachers or subjects.
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After discovering the ARC resources, I am sure that the videos and abundance of information available would be very beneficial for my individual class but also on a whole-school level. The resources undoubtedly use active learning and inquiry based learning, collaboration and creativity, all of which we are focusing on for our School Self Evaluation for STEM this coming year. As a whole school priority, there would be a need for collaboration and consistent approaches across all classes and the ARC resources allow this by making their resources accessible to a range of class groups. With integration being a huge part of the New Primary Curriculum, I see plenty of opportunity to integrate ‘sea-farming’ and the ARC resources and sea with other subjects. An example would include a literacy lesson where children could write a diary entry for a day in the life of a sea farmer after watching the ARC videos on sea farming jobs.
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The ARC online lessons and resources provide excellent opportunities to support STEM education in a meaningful and engaging way. I can see many ways to integrate the concepts and skills into my own teaching while aligning with the STEM Education Policy Statement. The resources encourage students to investigate real-world issues related to aquaculture, marine biodiversity, sustainability and food production. Through inquiry-based activities, students can develop scientific thinking, problem-solving, collaboration and communication skills, which are key elements of STEM education.
As my school is located near Dún Laoghaire, we are fortunate to have access to a rich coastal environment, including beaches, harbours and rock pools. The ARC resources could be used to connect classroom learning with local fieldwork, allowing students to observe marine habitats, collect data and apply geographical and mathematical skills in authentic contexts. Activities such as mapping, analysing environmental conditions, exploring sustainable food systems and interviewing people who work in aquaculture provide wonderful opportunities for cross-curricular learning.
In relation to SSE, the resources could support a whole-school approach to STEM by promoting active, inquiry-based learning across different class levels. Teachers could collaborate to develop STEM rich projects linked to the marine environment, sustainability and climate action. The use of outdoor learning, digital technologies, data collection and scientific investigation aligns closely with STEM improvement targets and encourages consistency in teaching approaches throughout the school.
The ARC resources offer practical and engaging ways to enhance STEM teaching and learning. They support the development of critical thinking, environmental awareness and real-world problem-solving skills while helping schools embed STEM education as an integral part of the SSE process.
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At classroom level, teachers can use the ARC resources to create more engaging, inquiry-based learning experiences. Instead of focusing only on delivering content, lessons can begin with real-world problems or challenges that encourage pupils to investigate, think creatively and find solutions. This supports STEM priorities such as critical thinking, problem-solving, collaboration and digital skills.
For example, in a science and geography lesson, pupils could first discuss the differences between agriculture and aquaculture. They could then watch ARC Lesson One to explore how salmon, oysters and mussels are farmed sustainably along the Irish coast. The lesson could finish with the interactive ARC Online Quiz 1, allowing pupils to check and discuss their learning.At school level, School Self-Evaluation (SSE) can help identify strengths and areas for development in STEM. Schools could review how often pupils experience integrated STEM activities, the use of inquiry-based teaching and how effectively digital technologies support learning. Evidence could include pupil feedback, teacher reflection, lesson observations and samples of work.
Schools can then set measurable targets, such as increasing cross-curricular STEM projects, improving pupil confidence and encouraging greater teacher collaboration and CPD. Impact should be evaluated through engagement, curiosity, problem-solving, collaboration and pupils’ ability to apply their learning to new situations.
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The lessons designed by the ARC link in very well with STEM education. There is huge scope for integration with maths, science, history, geography and technology/engineering. I would use these lessons to focus on the theme of aquaculture for the month, exploring our native fish, what fish we farm here in Ireland and the jobs around aquaculture.
I would explore aquaculture on the map to see where our fish farms are located and we could also look at food trails and experiences on the map. This would lead to lovely mapping activities for the children.
There are ample opportunities for hands-on, enquiry-based learning, which links in with the STEM Education Policy Statement.
When looking at STEM as part of the SSE process, these lessons help to remind us that we can start our learning in-school using lots of hands-on learning before looking at our communities and exploring the world around us, all as part of a wider discussion on aquaculture and our national heritage and jobs. -
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The Arc online resources are an excellent example of how to apply the key concepts and skills of the STEM curriculum.
The introduction lesson immediately hooks the children in by the use of the character Professor O’Mara. In a class there’s an immediate buy in from the children as most tend to love the idea of the professor and comparing what they know. You could begin the lesson by listing all of the things the children think they know about fish farming and add to their knowledge at the end. It encourages inquiry based thinking and support the goals of the STEM education policy statement. Within the first 8 minutes, the ARC has linked in history and the folklore around salmon. There is scope for replicating the two environments that fish live in and comparing them. These lessons offer a lot of opportunities for linkage across the curriculum in maths and literacy. There is a huge focus on the local community which is a big feature of the geography curriculum. This concept is so beneficial to be able to compare communities, especially for children who are not located close to the sea. It opens up their perspective and knowledge of the different ways of life in Ireland. -
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The ARC online lessons and resources supply a detailed step by step guide in teaching the topic of aquaculture while also opening the door to showing how Stem can be engaging and meaningful within the classroom. The topics of Aquaculture, Nutrition, Community and Sustainability encourages children to ask questions, investigate problems, and work together to come up with their own solutions. This links well with the STEM Education Policy Statement, which highlights creativity, curiosity, problem-solving, teamwork and critical thinking. The ARC resources highlights STEM and the big shift in practice from isolated subjects to a more integrated approach. For example, a topic such as aquaculture could be explored through Science, Geography, Maths and SPHE. Using the resources as a template for furthermore investigation and learning allows children a clearer and more practical learning within STEM. At a whole-school level, STEM could be included in the SSE process by looking at what STEM activities are already happening, identifying areas for improvement and collaboratively setting SMART goals. Using topics such as Aquaculture Teachers could work together, share ideas and plan cross-curricular STEM activities creating a bank of class appropriate topics. This would help create a more consistent and enjoyable STEM experience for all pupils.
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The ARC resources highlight how effectively complex marine concepts can be adapted for younger pupils. For my first and second class, the ARC’s focus on sustainable fish and shellfish farming provides for STEM integrated learning and apply these resources to foster early inquiry, curiosity, and design thinking. Pupils can explore the science of what marine life needs to grow, use maths to sort and count different types of shells, and engage in basic engineering by designing simple models of sheltered oyster baskets using recycled classroom materials. On a school-wide level, this approach seamlessly addresses STEM education as part of the School Self-Evaluation (SSE) process. By using the ARC’s digital resources, schools can select Inquiry-Based Learning or Digital Capacity as an SSE focus area. Teachers across all class levels can track how digital storytelling and interactive quizzes impact learner outcomes and engagement. Collaborating on a shared marine ecosystem theme allows for the building of a cohesive, whole-school approach to STEM, creating progress in scientific literacy and collaborative problem-solving.
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Module 3 showed me how aquaculture can be a very practical STEM theme for our school on the east coast. The ideas around direct and indirect employment are easy for children to understand, especially when we link them to real people and real work in their own community. It helps pupils see how natural resources support jobs, businesses and local identity.
Even though most fish farms are on the west coast, our area has strong marine connections that make this learning relevant. Howth’s fish‑smoking tradition, the Dublin Bay (Oyster Re‑Introduction Project), and the razor clam beds between Malahide and Lambay Island are all places our pupils know well. These examples help them explore how the ocean supports communities and how different types of work depend on local resources.
In the classroom, I can use maps, simple data, and local case studies to explore employment, sustainability and how communities use natural resources. This fits well with the STEM Education Policy Statement, which encourages real‑world learning, problem‑solving and hands‑on investigation. It also links with STEM strands like Living Things, Materials, Engineering and Technology.
Module 3 also connects naturally with SSE. It gives us a theme that could be used across classes to gather evidence, set STEM targets and build consistent approaches. Ideas like creating a Marine or Aquaculture Team or exploring local producers together offer practical ways to strengthen STEM teaching across the whole school.
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I like your focus on the east coast Niamh. It is a great reminder that aquaculture and marine STEM are relevant elsewhere, not just on the west coast. Referencing Howth’s traditions and the Dublin Bay oyster project is a fantastic way to anchor hands-on investigation in the pupils’ lived environments, matching the STEM Education Policy Statement. Your ideas for School Self-Evaluation (SSE) are very practical too. Using local marine case studies as a shared theme across different class levels is a great way for gathering school-wide evidence and tracking engagement. Setting up an active Marine or Aquaculture Team is a great way to foster collaborative problem-solving and give pupils real ownership of their STEM learning. It transforms a local resource into a powerful, whole-school strategy for building scientific literacy and community connection.
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I think this would make STEM learning more interesting and easier for children to understand. Learning about employment, sustainability and natural resources can help children see how STEM is connected to real life. I also agree that hands-on activities can encourage children to ask questions, solve problems and work together. These activities could be a great way to support STEM learning across the school.
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I found the ARC online lessons and resources to be a very useful way of exploring how STEM can be made more practical, interactive and engaging for younger pupils. Although some of the activities are designed for older classes, many of the ideas could be adapted and simplified to suit younger children through play-based and hands-on learning. In junior classes, these approaches could be used to encourage pupils to ask questions, investigate, and discuss what they observe during simple activities. These experiences can help develop early problem-solving, collaboration and communication skills, while also making links between Science, Maths and oral language. The ARC online lessons and resources align well with the STEM Education Policy Statement, particularly through their focus on curiosity, exploration and active learning. From an SSE perspective, they could help promote a more consistent approach to STEM across the school, with teachers building skills progressively from the infant classes onwards and sharing practical, inquiry-based approaches. I believe these resources provide a valuable way of developing STEM learning in a practical and accessible manner for younger pupils, while ensuring that the learning remains meaningful and purposeful.
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Great point Cathal!
I agree that some of the ARC resources are aimed at older students, but as you mentioned, they can absolutely be adapted to the younger students. They encourage the pupils to be curious, ask questions and work together to solve problems. I also think introducing the students to aquaculture and existing Irish farms can help them understand how STEM is connected to everyday life and future career possibilities.
The ARC Team
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These lessons align effectively with the objectives outlined in the STEM Education Policy Statement, particularly in fostering collaborative skills, experiential learning that bridges multiple disciplines, and analytical thinking. They will work well with the green school theme “global citizenship marine environments” which is one of the themes we aim to do in the coming years. Working with outside organisations such as BIM and the ARC programme would prove very memorable for the kids and help to instil a greater wonder towards a topic. At least that has always been my experience with similar topic specific progammes that can be linked to the wider curriculumn.
What particularly stood out was how the activities prioritize student inquiry, real world exploration of challenges and problems, and collaborative problem solving. This methodology genuinely captures the interest of primary learners and nurtures their natural sense of wonder about their own local environments.
From a broader viewpoint, these materials could strengthen our School Self Evaluation efforts by promoting greater integration of inquiry driven STEM experiences throughout the curriculum. Collaborative planning and resource sharing among colleagues would help to enhance teacher confidence and expand opportunities for pupils to examine issues directly connected to their local environment while increasing problem solving capabilities.
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The ARC online lessons have given me some useful ideas for bringing STEM learning into my classroom in a practical and enjoyable way. I like that the resources focus on real-life topics such as aquaculture, the marine environment, food and sustainability. These topics could be linked with Science, Geography, Maths and SPHE, making learning more meaningful for children.
I think STEM works best when children have opportunities to ask questions, investigate problems and work together to find solutions. The ARC activities could help develop skills such as teamwork, creativity, communication, problem-solving and critical thinking.
I also feel STEM could play an important role in our School Self-Evaluation (SSE) process. As a whole school, teachers could look at how STEM is currently being taught, identify areas for improvement and agree on targets for development. Teachers could share ideas, resources and successful activities with each other. Pupils could also be involved by giving feedback on STEM activities and sharing their learning.
Overall, I think the ARC resources could support both classroom teaching and a wider whole-school approach to STEM through SSE.
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Using the online resources from BIM’s ARC (Aquaculture Remote Classroom), I can integrate hands-on, real-world learning into my daily teaching. The interactive lessons on marine life, coastal sustainability, and food production allow pupils to explore marine science, technology, and data handling through active inquiry, problem solving, and collaboration.
This approach aligns directly with the STEM Education Policy Statement by fostering curiosity, developing critical thinking, and highlighting real-world applications of STEM careers in Ireland. Pupils engage with real data and environmental issues, making learning contextual and meaningful.
On a school wide level, these resources can drive the School Self Evaluation (SSE) process. By identifying STEM engagement and cross-curricular integration as our focus, teachers can gather evidence on pupil engagement, collaborate on shared STEM initiatives, and track learner outcomes. Using ARC resources as a common foundation establishes a consistent, high quality STEM learning experience across all class levels.
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The ARC online lessons and resources have given me lots of ideas for how STEM could be included in my own classroom. I like that the activities allow children to be active in their learning by exploring, asking questions, solving problems and working with others. I could use these ideas in different subjects and link them to topics the children are already learning about.
I also think STEM could be looked at as part of the school self-evaluation process. Teachers could work together to see what STEM activities are already taking place in the school and identify areas that could be developed further. We could share resources and ideas and plan more practical STEM experiences for pupils. This could help the school make realistic improvements and ensure that STEM becomes a regular part of learning throughout the school.
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I found these resources to be very interesting and engaging. In line with STEM Education Policy Statement, the resources highlight some key factors in how to engage in stem activities-active learning, collaboration, real world learning and focused thinking. While some of the content may be beyond the class level that I am teaching this year (Junior Infants) I can see it being useful in informing my own knowledge. This will enable me to plan my lessons and discussion with the children with more understanding. It will also allow me to identify possible opportunities to share information with the class when relevant opportunities arise. I think the activities highlight a good example of how to progress a topic through beginning general and honing in on more specific areas as the student’s base knowledge is developed. In School Self Evaluation, we are looking at how we can integrate subjects more. These resources line up well across history, geography and science. In picking a focus, I know my school have wanted to focus on more hands on learning. STEM is an excellent area that allows for the introduction of this in a way that feels natural through exploration of new topics.
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Hi Niamh,
I agree that the resources can be useful even when some of the content may be aimed at older students, I am really glad you think it may be useful towards informing your own knowledge. I think starting with simple, practical activities in the younger classes can help build a strong foundation for STEM. These activities may include following the salmon lifecycle, designing a simple aquaculture farm or choosing a favourite farmed species and researching some facts.
The ARC Team
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Using the ARC resources has encouraged me to rethink lesson design by starting with a real-life problem rather than presenting facts for students to learn. A STEM challenge for fifth and sixth might be: “Where would be the best place to locate a new sustainable aquaculture farm in Ireland?”
Instead of providing the answer, students could investigate maps, photographs, videos and ARC virtual resources to identify factors that influence location, such as water quality, shelter, tides, biodiversity, tourism and proximity to local communities. Working in groups, students could then select a suitable location and justify their decision using evidence.
The task could develop into an engineering design challenge where students create a model or digital representation of their proposed aquaculture farm. They would decide which species to farm and consider how the farm could minimise environmental impacts. This would encourage creativity, problem-solving and collaboration.
The activity would also develop critical thinking, as students would need to compare evidence, consider different viewpoints, identify advantages and disadvantages, and defend their decisions. They could present their proposals to the class as a local planning committee, developing communication and decision-making skills.
Digital competency could be developed through using online maps, virtual tours, videos and digital presentation tools to research, record and communicate findings. Technology therefore becomes a tool for investigation and creativity rather than simply a way of presenting information.
A second challenge could be: “How can we produce more seafood while protecting the marine environment?” Students could investigate sustainable aquaculture and design solutions involving waste reduction, renewable energy, animal welfare or environmental protection.
Overall, ARC provides an authentic context for STEM learning. It supports an approach of problem → investigation → collaboration → design → evaluation → communication, helping students develop critical thinking, creativity, problem-solving and digital skills while learning about Irish aquaculture.
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I am really looking forward to using these resources with my 3rd and 4th class this year. As we live close to Lahinch beach in Liscannor bay I will bring them there for an exploration of the seashore. I can see many opportunities for crosscuricular links maths , science, geography and history and art. Then looking at areas where aquaculture is popular along the coast I will invite the students to surmise why it is not viable in Lahinch (popular tourist beach, poor water quality, sewage issues, shallow waters). We will compare and contrast with other areas on the coast which have viable aquaculture industries and why perhaps these areas need it(poor employment prospects/decline in fish stocks etc). I feel the Arc materials will help to broaden their understanding of the topic greatly when we return to the classroom after field trip.
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I found the ARC online lessons and resources a really useful way of showing how aquaculture can be linked with STEM learning. They give children opportunities to ask questions, solve problems, think critically and learn about the environment. They have also made me think about how I could use some of these ideas in my own teaching.
I think the ARC resources fit well with the aims of the Irish STEM Education Policy. They encourage children to be active in their learning, work together, be creative and develop their problem-solving skills. I like the idea of using real-life topics such as aquaculture because it helps children see that what they learn in the classroom can be connected to the world around them.
There are also lots of opportunities to link aquaculture with other subjects. For example, children could use science to learn about sea life and the environment, geography to explore Ireland’s coastline, and digital technology to create presentations, take photographs or watch videos. This would make the learning more interesting and allow all children to take part in different ways.
I think SSE could also help our school to look at what we are already doing well in STEM and what we could improve. We could provide more opportunities for hands-on activities, problem-solving and learning about real-life issues. Our school already works together as a staff and shares ideas across different subjects, so this could also be used to support STEM learning.
We also have a STEM week each year, take part in local environmental projects and work with the local community. These are great ways of helping children see how STEM is connected to everyday life. Overall, I think the ARC resources could be a great addition to the work we are already doing in our school.
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The ARC online lessons and resources have given me useful ideas for making STEM learning more practical and meaningful for my pupils. In my special school, I would adapt the activities using visual supports, videos, objects, sensory materials and simple hands-on tasks so that pupils of different abilities can participate. The STEM Education Policy highlights the importance of learning through questioning, exploring, problem-solving, collaboration and practical experiences. These approaches would suit my pupils well because they allow learning to take place through doing rather than relying only on written work.
For example, I could use the ARC resources to explore aquaculture through Science, Geography and Maths. Pupils could look at pictures of different aquaculture jobs, sort sea and land animals, count or compare seafood products, explore maps and discuss how the sea supports local communities. The ARC module also introduces careers, local resources and the difference between direct and indirect employment.
On a whole-school level, STEM could form part of our School Self-Evaluation process. SSE encourages schools to reflect on current practice, identify strengths and areas for improvement and use evidence to set clear targets. Our school could review how often pupils experience practical STEM activities, how well activities are adapted to individual needs and how technology is being used. We could then agree achievable targets, share ideas between teachers and review pupils’ engagement and progress over time. -
<span style=”font-weight: 400;”>I found the ARC online lessons and resources very useful as they showed me how aquaculture can be used to teach STEM in a practical and cross-curricular way. It can be incorporated across different areas of the primary curriculum, with opportunities for investigation, problem-solving, designing, making and using mathematical skills, which are all very relevant in the new curriculum being rolled out at the minute. </span>
<span style=”font-weight: 400;”>In my own classroom of 4th class, I could have used the ARC resources as the basis for group projects where pupils investigate aquaculture in Ireland. We did lots of group orjects and they loved them. Children could research different species, explore how and where they are farmed, investigate careers within the industry and use digital tools to present their findings. This would encourage collaboration, creativity, critical thinking and problem-solving while giving the children a real-life Irish context for their STEM learning.</span>
<span style=”font-weight: 400;”>Staff could review how STEM is currently being taught across the school and identify opportunities for a more consistent, cross-curricular approach. The ARC resources could be shared amongst teachers and used across senior classes. </span>
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I particularly liked the “Sustainable Fish Farming” lesson. This lesson transforms a biology topic into a full STEM challenge. Instead of just labelling fish parts, students act as environmental engineers.
They must design a fish farm that balances food production with ecological health, requiring them to calculate space in Maths, research marine biology in Science, and build a physical prototype in Engineering. The ARC resources show that STEM works best when it’s not just four separate subjects, but a way to solve real-world problems.
On a school-wide level, we can move beyond one-off projects by making STEM a core part of our self-evaluation process. By looking at what we already do and where we’re lacking, we can set shared goals—like ensuring every class does an inquiry-based project each term. This turns STEM from a set of lessons into a consistent culture of curiosity and problem-solving that prepares students for the real world.
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<p class=”p1″><span class=”s1″>All the resources and the Arc are great tools for any classroom. The core pillar of the new Stem policy include learner engagement, improving teacher skills and creating ties between schools and local industries. The ARC resources are ideal for this. 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. The videos are engaging 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. </span></p>
<p class=”p1″><span class=”s1″>Setting targets for stem as part of Sse, such as developing work involving science, mathematics, technology. Teachers engaging in cpd and collaborating on STEM projects. </span></p>
<p class=”p1″><span class=”s1″>Increasing pupil engagement. </span></p>
<p class=”p1″ style=”text-align: center;”><span class=”s1″>These targets should be evaluated regularly and new targets set based on evidence gathered.</span></p> -
ARC resources can support teachers in creating more engaging, practical STEM learning experiences. Instead of focusing only on delivering content, teachers can introduce real-world challenges that encourage pupils to investigate, solve problems, work collaboratively and reflect on their learning. For example, in a science and geography lesson, pupils could compare agriculture and aquaculture, watch an ARC video about sustainable Irish aquaculture, and complete an interactive quiz to reinforce their understanding.
At a whole-school level, School Self-Evaluation (SSE) can help identify strengths and areas for development in STEM education. Schools can review how often students participate in cross-curricular learning, use digital technologies, and develop inquiry and problem-solving skills. Based on this evidence, schools can establish achievable targets, such as increasing STEM projects, improving student confidence and encouraging greater teacher collaboration and professional development.
The success of these approaches can be measured through student engagement, collaboration, discussion, creativity and their ability to apply knowledge to new situations. -
The ARC gives us a practical framework for moving STEM education towards a more problem-solving and creative process. In my own teaching I would use these resources as models for designing experiences where the children actively are involved and investigate questions, analyse how things are done and reflect on what they have learned. So rather than explaining a scientificconcept first and then assigning an exercise, I could begin with a meaningful problem or question. How will the fishermen/women in this industry protect from worsening storms? The children would have to investigate where the farms are set up and ways to protect the industry with changing weather and climate.The ARC resources could provide the supporting materials and lesson structure or background. Having people working in the industry to come in and discuss their work and issues and problems related to that would also be invaluable to the kids.
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The online lessons and resources from the ARC have given me lots of ideas for how I could bring more meaningful STEM learning into my 3rd and 4th Class classroom. I particularly like the idea of using real-life topics such as aquaculture to encourage children to investigate, ask questions, solve problems and work collaboratively. Rather than STEM being taught as separate subjects, I can see how it can be naturally integrated across Science, Maths, Geography and even English through discussion, research and presenting findings.
The resources have also made me think about STEM from a whole-school perspective. As part of the SSE process, I think our school could look at how confident both teachers and pupils are in STEM and identify areas where we could develop further. This could include sharing resources and ideas between classes, agreeing some common approaches to STEM activities and providing pupils with more opportunities for practical, problem-solving experiences.
As a teacher in Lifford, I feel there is also great potential to use our local environment and community as a starting point for STEM learning. This would make STEM more relevant and meaningful for my pupils while helping to develop curiosity, creativity, critical thinking and teamwork.
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