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ASSIGNMENT
Reflect on the potential classroom use of these tools and how learning about Aquaculture and Social License can impact your school students. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Please also comment on at least one other participant’s post
UPDATE JULY 25: Since July 1st our facilitators have occasionally observed that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and your own. -
Examining tools related to Aquaculture and Social License offers a valuable opportunity for children to engage in real-world, interdisciplinary learning. By incorporating interactive tools—such as simulations, mapping platforms, webinars and interactive activities—students can gain a deeper understanding of how aquaculture practices affect environmental, economic, and social systems. These tools not only make learning more engaging but also facilitate critical thinking and empathy by placing students in the roles of various stakeholders, such as fishers, community members, scientists, and policymakers.
Teaching about Social License—the ongoing acceptance and approval of industries by the public—can significantly influence students’ awareness of sustainability and responsible citizenship. As students examine how community trust is built or lost, in aquaculture operations, they learn about ethical issues, appreciate diverse perspectives, and reflect on their own values. This promotes media literacy, inquiry-based learning, and constructive dialogue—skills that are increasingly necessary in today’s interconnected and rapidly evolving world.
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Hi Michaela,
Thank you for your forum post to Module 1 – Introduction to Aquaculture! Social license to operate in many industries allows a whole range of stakeholders to become engaged in projects and ensures that everyone’s voice is taken into account across a wide range of issues. Examining social license and aquaculture in the classroom allows students to become integrated with what is happening in their local communities and allows them to feel involved!
Hugh
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This is a thoughtful and meaningful reflection. It really captures how interactive tools can bring learning to life for children. By letting them step into the shoes of fishers, scientists, or community members, students don’t just learn about aquaculture—they start to see the real-world challenges and decisions people face. It encourages empathy, curiosity, and a deeper connection to the environment and the people who depend on it. This kind of learning feels more relevant and personal, which can make a lasting impact.
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Hi Michelle,
I also agree with children’s lack of exposure to aquaculture because of where they live. I teacher in a DEIS band 1 school in inner city Dublin. A lot of the children find it difficult to even name beaches in Dublin let alone types of fish and information about aquafarming. More awareness is needed in this area.
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Yes Michelle, I completely agree with you. Many children would not have the luxury of living beside a coastal area and may be unaware of the many hidden treasures on offer! I would imagine that some children may never have eaten a mussel or an oyster or even handled one – even children that do live near coastal areas! Exploring aquaculture in the classroom is a fantastic opportunity to educate children and provide a multi-sensory experience.
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Yes Lyndsy totally agree the opportunities for a multi-sensory experience to educate children. It just shows that we don’t need to be in specific locations in order to acquire this information. Children need an awareness of the importance of our seas and rivers and how we must ensure they are protected.
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As former teacher in a Deis Band 1 area, I have to say I totally agree with these comments. I think its much easier for children who have access to coastlines to become more enthused and involved with aquaculture. I think the ARC teaching and learning tool would be fantastic in this instance as it would capture the imagination from the get go.
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I agree Michelle and I think that we as teachers have the perfect opportunity to help children discover and learn about the importance of aquaculture and how it affects environmental, economic and social systems.
By providing opportunities to examine social licence, we are enabling our students to become more empathetic, aswell as, increasing their awareness of sustainability. The students will become more aware and more involved with what is happening in their locality thus promoting responsible citizenship.
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Hi Michelle,
I also agree with the statement that children lack exposure to aquaculture because of where they live. I teach in a small village in Cork and a number of the children find it hards to name any of the rivers or name beaches in Co. Cork, let alone species that are farmed in the water in Ireland.
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I completely agree. Giving students the chance to explore aquaculture from multiple perspectives really deepens their understanding. It turns abstract concepts into real-world issues, promotes meaningful understanding and helps develop critical thinkers. This kind of immersive learning truly helps lessons stick and makes education more meaningful.
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Integrating tools like videos, visuals, and hands-on experiences into lessons on Aquaculture and Social License can deeply enhance student engagement and understanding. Videos and visuals bring real-world aquaculture practices into the classroom, making complex systems easier to grasp. Interactive experiences offer students tangible ways to explore how aquaculture works and how it impacts communities and the environment. These tools also help highlight the importance of gaining social license — public acceptance and trust — for sustainable aquaculture practices. By learning how community voices influence environmental decisions, students develop critical thinking, empathy, and civic awareness. This not only deepens their knowledge of marine sustainability but also encourages them to become informed, responsible global citizens. Through these dynamic learning approaches, students are more likely to connect classroom knowledge with real-world challenges and solutions in aquaculture.
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I teach 6th class in a school which is located directly across from the ocean. The tools introduced in this first module are wonderful resources for children. The videos are short and interesting which is important when trying to keep the child’s attention. The quizzes which are connected to each video could then be done as group work or pair work on their tablets in class. One of the quizzes is an interview that they can do at home asking a family member about their consumption of sea food. This would also be fun and interesting and as well as introducing others outside of school to the topic. Learning about Aquaculture and Social License is so important. In general, in my opinion, we do not eat enough seafood in Ireland even though we are an island. By learning about Aquaculture, children will be more aware of what resources we have in Ireland and promoting seafood might influence them and their families too if they talk about it at home. The ARC looks like an amazing resource for children. It looks like a fun thing to do. The chef’s project also looks interesting.
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Hi Cathriona,
I’m glad you like the resources introduced in this first module, the content of the ARC is aimed at keeping aquaculture interesting and informative for young people.
I totally agree that seafood is not given the attention it deserves in Ireland! As an island nation, we should be proud of the high quality seafood products produced on our shores. The ARC introduces students to concept of aquaculture, taught in a method they won’t forget (using exciting activities after each lesson). Hopefully encouraging them to give seafood a chance and as you said; discuss it at home.
Bláthnaid
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I completely agree with your points about the value of using interactive and visual tools to support learning about aquaculture and social license. Bringing real-world contexts into the classroom really helps students make meaningful connections between what they’re learning and the wider world around them. I especially like how you highlighted the role of community voices in shaping environmental decisions—this is such an important message for young people to hear. It not only builds their understanding of sustainability but also empowers them to see themselves as active participants in their communities and the world. These approaches are so effective in promoting both critical thinking and empathy, two skills that are essential in education today.
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Hi Cáthriona,
I completely agree with you, it does seem like a fantastic way to bring the ocean into the classroom, especially for a school right beside it and also in my case where the ocean is over an hour away. The short, engaging videos and interactive quizzes are perfect for keeping students interested while reinforcing learning. I love the idea of the seafood consumption interview, as it extends the conversation beyond the school and gets families involved. You’re right that we often overlook seafood despite living on an island, and increasing awareness from a young age could help change that. The chef’s project sounds like a brilliant, hands-on way to connect learning with everyday life.
Eimear
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Integrating the concepts of aquaculture and social license into the primary classroom provides great opportunities for interdisciplinary learning and meaningful engagement. Aquaculture serves as a gateway to exploring sustainable food systems, environmental stewardship, and the delicate balance of marine ecosystems. Taught through SESE and SPHE, it allows pupils to examine the role of science and ethics in addressing real-world challenges, while encouraging curiosity and informed inquiry.
Introducing the notion of social license—where industries must gain ongoing public trust to operate—fosters a nuanced understanding of community voice, accountability, and civic engagement. Through debates, simulations, and collaborative projects, students can develop empathy, critical reasoning, and communication skills, as they consider diverse perspectives and societal impacts.
By embedding these themes into classroom practice, educators can cultivate environmentally conscious, socially responsible learners who are empowered to contribute thoughtfully to their communities. These tools not only deepen subject knowledge but also support the development of active, informed citizens for a more sustainable future
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Hi Caoimhe,
Great response to module 1!
I think you made some strong points around the value of integrating the topic of Aquaculture to your classroom, terming it a ‘gateway’ is brilliant. It links the students to topics like sustainability, environmental stewardship and community awareness.
Activities like debates & simulations are a great way to strengthen young people’s awareness of social license, learning the value of trust between organisations and communities. Other activities may include inviting a speaker from local governing agencies to the school or creating artistic classroom displays using aquaculture as a theme.
Introducing aquaculture in the classroom allows students to engage with a topic they may not have heard of, exploring new pathways for future studies.
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I completely agree—integrating aquaculture and social license into the primary classroom offers a fantastic way to connect learning to the real world. In a place like Roscarbery, with its strong coastal ties and proximity to aquaculture activity, pupils can directly relate to these concepts. Exploring aquaculture through SESE allows children to investigate how seafood is farmed, its impact on the environment, and how it supports local economies. Social license is a brilliant way to introduce discussions about public trust and the importance of listening to community voices, especially in a small town where many people are connected to farming and fishing industries. Through debates or local project work, pupils could explore questions like, “How can we protect our marine environment while supporting local jobs?” These kinds of lessons not only build knowledge but also help pupils become thoughtful, engaged members of their community, aware of both environmental and social responsibilities.
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Hi Maire,
It looks like your response may have been generated with the help of an AI tool. While AI can be helpful for drafting ideas or exploring different ways to express your thinking, it is important that your forum post reflects your own understanding and engagement with the course content.
We would appreciate if you could take a moment to revisit your post and revise as needed. -
Hi Caoimhe,
It was lovely to read your Module 1 response!
You made strong points about how aquaculture can be a gateway topic in your classroom, connecting students to sustainability, environmental care, and community issues.
Debates and simulations are excellent for teaching social license and building trust between organisations and communities. I also like Blathnaid’s idea of inviting local agency speakers or creating aquaculture-themed art projects.
Introducing aquaculture gives students a fresh topic to explore and opens up new study opportunities.
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By giving children the opportunity to exam tools related to Aquaculture and Social license it provides them with an opportunity to view the world around them. I work in a school which is beside the sea and by teaching the children about the valuable resource that is aquaculture as well as the social responsibilities that comes with living and working near the sea, it will give them a sense of understanding, responsibility and appreciation for the world around them. This also gives them an opportunity to understand the different careers and appreciate the amazing work of the various stakeholders involved in the aquaculture industry.
Schools are very important places for the teaching of responsibilities in our community. The social licence part of the module is a very valuable resource. In most schools children are taught about the environment and specifically the ‘Green Flag’ programme, this social license part of the module can tie in nicely with this initiative.
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Exploring aquaculture and the concept of social license in the classroom presents a valuable opportunity to deepen students’ understanding of sustainability, environmental responsibility, and the role of community perspectives in industry. Integrating digital tools such as interactive maps, videos, simulations, and stakeholder role-play activities allows students to engage more critically and creatively with the topic. These tools promote inquiry-based learning, enabling students to analyse 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.
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Hi Marie,
I agree, exploring aquaculture in the classroom allows students to engage with a topic they may not have heard of, exploring new pathways for future studies. It encourages meaningful reflections on the importance of community and decision making in society.
Activities like debates are a brilliant way to strengthen young people’s awareness of social license, learning the value of trust between organisations and communities. Other activities may include inviting a speaker from local governing agencies to the school or creating artistic classroom displays using aquaculture as a theme.
Bláthnaid
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Learning about Aquaculture and Social License presents an excellent opportunity to engage students with real world environmental, economic, and ethical issues. Integrating this topic into the classroom can foster critical thinking, scientific inquiry, and global citizenship. The digital tools provided in the course such as interactive maps, videos, and data visualisations make abstract concepts more accessible and support differentiated learning. Students can explore sustainable food production, the role of communities in decision-making, and the environmental impact of aquaculture practices. Discussing Social License also promotes empathy and civic responsibility, as students consider how local communities and stakeholders influence and are affected by marine industries. This content aligns well with strands in SESE, SPHE, and even aspects of the Green Schools programme, encouraging cross-curricular connections. Ultimately, these tools and themes empower students to become informed, reflective individuals who understand the importance of sustainability and responsible resource use in our interconnected world.
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Great post! I completely agree—teaching aquaculture and social license really encourages critical thinking and environmental responsibility. It’s such a valuable way to connect science, geography, and SPHE while helping students understand real-world issues. I love the idea of using hands-on projects to make the learning more engaging and meaningful.
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I also agree that teaching children tools related to Aquaculture and Social License offers a valuable opportunity for children to engage in real-world learning. The use of interactive tools to do this would also further the children’s understanding of the topic. This would be particularly effective for those not surrounded by coastal areas as many children wouldn’t be exposed to such ideas and this would in turn foster curiosity in the topic of aquaculture for them.
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Aquaculture is important for children in primary school to be aware of, especially where my school is located. We are in a coastal town and not far from Greencastle, Co. Donegal. Therefore, the children in my school should be given the information and understanding of aquaculture and the possibilities of a career in the industry as this may be something they would be interested in but otherwise unaware of. It is also a way of making marine life more relatable and accessible for students.
It is important for students to understand social license also as this directly impacts them and others now and in the future. It enables them to have the knowledge to be responsible citizens and contribute to the growth and improvement of the aqaumarine industry.
The ARC is a fantastic resource and gives the students the information they need but in such an interactive and immersive way.
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Hi Eileen,
Great response to module 1!
Good point about aquaculture being a ‘gateway’ topic for your coastal school. Greencastle is an amazing location for marine life, with a variety of farms dotted along the coast & a National fisheries college at your doorstep.
I like your focus on social license and how it helps students become responsible members of society. Activities like debates, plays/dramas, and inviting local speakers sound like excellent ways to make the topic engaging. You could also try an art project where students create underwater murals/collages showing local marine life and aquaculture farms.
Introducing aquaculture helps students connect with their community and learn about new career paths they may not have known existed!
Bláthnaid
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Using Aquaculture and Social License to Inspire Meaningful Learning:
Introducing the topics of aquaculture and social license into the classroom offers a powerful way to connect children with real-world issues across a range of subjects. Through the use of dynamic tools—such as digital simulations, interactive maps, virtual guest speakers, and collaborative activities—learners can explore the complex relationships between aquaculture and the environment, economy, and society. These experiences promote active engagement and allow students to consider challenges from multiple viewpoints by adopting the roles of different community members, from marine scientists to fish farmers and local residents.
Exploring the idea of social license—public acceptance of industry practices—can help students develop a stronger understanding of sustainability and the importance of community trust. By investigating how public approval is gained or lost in aquaculture operations, learners engage with ethical questions, explore varied perspectives, and begin to form their own opinions. This kind of learning encourages thoughtful questioning, critical analysis of information, and respectful discussion—all essential skills for responsible, informed participation in a rapidly changing world.
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Your point about media literacy really resonated with me. With so much information (and misinformation) out there, giving pupils the tools to think critically and consider multiple viewpoints is more important than ever. I’m looking forward to using some of these interactive tools in my own classroom to spark curiosity and promote meaningful discussion. Thanks for sharing such a well-rounded insight!
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I completely agree with your emphasis on using aquaculture and the concept of social license as meaningful, interdisciplinary learning opportunities. In the context of the Irish primary school classroom, this approach aligns well with the aims of the Primary School Curriculum, particularly in areas such as Social, Environmental and Scientific Education (SESE) and Ethical Education. By engaging with real-world tools like simulations and stakeholder role-play, students can explore sustainability, local marine environments, and community decision-making in a hands-on, age-appropriate way. These experiences help develop empathy, critical thinking, and active citizenship—skills that are vital for nurturing responsible future leaders. Moreover, this kind of learning can connect closely with Ireland’s coastal communities and growing aquaculture industry, making lessons both locally relevant and globally informed. It’s an excellent foundation for fostering curiosity, dialogue, and deeper environmental awareness among young learners.
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I agree, the resources introduced in module 1 are brilliant for the children. More importantly they can relate them to the world around them and gain a better understanding of aquaculture in a meaningful way. The point on criticsl thinking is really important here. You could also do so much with these tools in the classroom.
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Aquaculture introduces children to food systems and marine ecosystems. It encourages understanding of ocean conservation, managing resources and the human impact of human behaviour on our seas and oceans. Children learn the importance of balancing industries like tourism and fishing and with environmental protection. Social License teaches children that communities must give informal approval or trust for projects to succeed. It integrates with subjects like: Science (biology, ecology, environmental science) Geography (how we use our seas, lakes and rivers), Oral Language debates about balancing environmental concerns against economic development and Global Citizenship. Aquaculture and Social License topics allow students to think critically, act responsibly when it comes to the environment and to understand real world problems involving science and society. It prepares them to be informed citizens. Aquaculture can apply to all children in all primary schools. Ireland is a small island nation and none of us live too far from the coast so it is very important that Ireland’s future citizens learn the importance of aquaculture.
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Hi Miriam,
I agree with your recognition of children’s ability to learn the importance of balancing industries like tourism and fishing and with environmental protection.
Have the resources from the ARC is a great support in the classroom to enable children to explore and discuss areas of sea culture, local and global citizenship, and more. These are fantastic resources in the senior classes which link with SESE and SPHE strands.
In working in a Midlands cool I find these invaluable resources to connect my pupils with coastal areas of the country which they are linked with regardless of their geographical location, being from a small Island country.
I look forward to virtually bringing my pupils to the coast.
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Teaching students about aquaculture (farming of fish and seafood) and social license (community approval and trust) can be a powerful way to make learning real and meaningful. Using classroom tools like videos, simulations, and online discussions, students can see how aquaculture works around the world and think about its effects on the environment, people, and local communities. These tools help bring big ideas to life and allow students to connect what they learn in class to real situations.
Aquaculture helps students understand where food comes from and how it can be produced in sustainable ways. At the same time, learning about social license encourages them to think about fairness, trust, and the voices of different groups such as fish farmers, Indigenous peoples, consumers, and environmentalists. This builds empathy, critical thinking, and respect for different opinions.
By reflecting on these topics, students begin to see how industries need to balance profit with care for the environment and community needs. It also helps them think about their own choices and how they can contribute to a sustainable future. In simple terms, this learning goes beyond facts—it helps shape responsible, thoughtful young citizens.
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Hi Caroline,
Thank you for your response to this module!
You are correct, it is important for students to understand the delicate balance between industry and environmental care. By choosing sustainably, looking at food labels and shopping locally they are doing their bit to practice eco-friendly habits. All of these practices contribute to them being responsible citizens as adults.
Thank you,
Grace
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Hi Caroline,
Thank you for your response to this module!
You are correct, it is important for students to understand the delicate balance between industry and environmental care. By choosing sustainably, looking at food labels and shopping locally they are doing their bit to practice eco-friendly habits. All of these practices contribute to them being responsible citizens as adults.
Thank you,
Grace
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Exploring aquaculture and social license made me realize how valuable these themes can be in the classroom. Aquaculture is a subject many children know little about, despite our school being situated right beside the sea. The concept of farming fish, mussels, and oysters in the sea is both new and fascinating for students, and it connects naturally with subjects like science, geography, and SPHE. Resources such as the Aquaculture Remote Classroom (ARC) provide excellent hands-on ways to make the topic engaging and memorable.
Equally, introducing the idea of social license is highly meaningful. It encourages children to think about how communities respond to and influence business activities, as well as the importance of protecting the environment. Through this, students can practice considering different perspectives, while becoming more aware of the wider world. Altogether, this topic offers a powerful way to inspire curiosity and foster deeper thinking in the classroom.
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Learning about aquaculture and social license in the classroom offers students a meaningful way to connect science with everyday life. These topics help bring real-world relevance to lessons, especially when students use interactive tools like virtual farm tours, videos, or role-playing scenarios. They can see how fish farms work, what environmental concerns arise, and how communities—especially Indigenous ones—are affected by these industries. This hands-on approach makes the learning more engaging and personal.
Talking about social license helps students understand that science doesn’t exist in a vacuum. It’s not just about what can be done, but what should be done—with respect for people, the environment, and different worldviews. It encourages students to think critically, ask questions, and consider how their own choices—like the food they eat—are part of larger systems. Ultimately, these lessons help young people see themselves as informed citizens who can make a difference, not just in school, but in their communities and the world around them.
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Aquaculture introduces students to food systems and marine ecosystems. It encourages understanding of ocean conservation, resource management, and human impact on nature. Children learn the importance of balancing economic development with environmental protection. Social License teaches students that communities must give informal approval or trust for projects to succeed. It connects with subjects like: Science (biology, ecology, environmental science)Geography ( land and sea use) English (debate, persuasive writing on controversial topics) Learning about aquaculture and social issues introduces careers in Marine biology and Environmental science even if children live in a landlocked county which is my school situation. Aquaculture and Social License topics allow students to think critically, act responsibly, and understand real-world problems involving science and society. It prepares them to be informed citizens. Aquaculture can apply to all children in all primary schools. It may seem more suited to those who are living by the sea and are more exposed to this way of school but on reflection it is an important environmental topic which should be offered to all.
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Hi Michelle, I agree with you that children in a landlocked counties would gain huge benefits from the ARC mobile classroom. Many of the children we teach have had very little real interaction with the beauty of our sea and ocean. Being informed about our marine life would help the children to appreciate the importance of conserving and caring for our environment as a whole.
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I agree with the above that the ARC would be a great way to introduce students to Aquaculture especially landlocked counties, but equally counties by the sea as students are often not aware of the importance of fish both as a healthy alternative to meat and that it can be farmed in a sustainable way with the potential to create thousands of jobs and career opportunities.
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I completely agree with Mark’s point above—using the ARC (Aquaculture Remote Classroom) is a fantastic way to introduce primary students to aquaculture, especially in landlocked counties where direct access to the marine environment may be limited. However, it’s just as valuable for coastal counties, where students may not fully realise the vital role fish plays in our diet and economy. As Mark notes, fish is not only a healthy alternative to meat, but aquaculture also has the potential to be a sustainable industry that supports thousands of jobs across Ireland. Educating students about this early on can spark interest in marine science, environmental stewardship, and future career paths. The ARC provides an interactive and engaging way to build awareness, helping children connect classroom learning with real-world issues, and empowering them to think critically about food systems, sustainability, and the role their communities can play in shaping the future.
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Hi Michelle,
I totally agree—pupils in landlocked counties would get so much out of the ARC mobile classroom. A lot of the children we teach haven’t really had a chance to experience the sea or ocean up close. Learning more about marine life could really open their eyes and help them understand why it’s so important to look after our environment. -
I think that the ARC mobile classroom would be wonderful to have visit your school. It is an opportunity for children to see things in a more real life way and make them aware of what is around them. Nothing beats experiencing something in a real life situation and Michaela mentions pupils in landlocked counties may have very limited opportunities to visit the sea so a visit like this would be very worth while. I am in a coastal school and feel that our children while they are the beach often they don’t pay attention to what they see so a visit would also make them more aware of their locality.
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Hi Michelle,
Great response to module 1.
You made multiple important points in your post, social license is incredibly important to society, if this can be explained to the students at a young age, it can be incredibly helpful later down the line when they are making decisions which impact others.
As you said, aquaculture can be linked to a variety of school subjects, introducing students to an often overlooked industry, opens up possible future career pathways. I completely agree that the concept of aquaculture and the ARC itself is a great resource for landlocked & coastal counties alike (some of our farms/hatcheries are also inland facilities). Everyone in the country deserves to learn about this fascinating industry!
Bláthnaid
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You made some really good points about how aquaculture connects with subjects like science, geography, and English. Bringing in careers in marine biology and environmental science adds another layer. I also thought your point about its value for schools that are not near the coast was really important.
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Hello Michelle.
I agree that learning about aquaculture and social issues is especially important if children live in a landlocked county. I also believe it’s important to allow our students opportunities to think critically, act responsibly, and understand real-world problems involving science and society. We need to empower them to be informed citizens.
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Hi Michelle , I completely agree with your point. The ARC mobile classroom sounds like such a valuable way to bring the ocean into the lives of children who may not have had the chance to experience it firsthand. As you said, many students in landlocked areas don’t get to see the sea or interact with marine life, so having this opportunity could really spark their curiosity and wonder. I think it also helps make the idea of conservation more personal—when children can see and learn about the richness of marine ecosystems, they are more likely to understand why it’s important to protect them. It’s a great way to connect classroom learning with the bigger picture of caring for our planet.
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Hi Michelle,
Thank you for your insight. I really liked how you highlighted some excellent points about how aquaculture links with subjects such as science, geography, and English. Including careers in marine biology and environmental science adds even more depth. I especially liked your observation about its relevance for schools that aren’t located near the coast—that’s a really valuable insight. Ours, being located right beside the sea, also requires more teaching and awareness of this topic.
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The various interactive tools used in module 1 will give students in my school the opportunity to connect with aquaculture in an engaging and meaningful way and may spark an interest in some pupils to study in this area in the future.
The ARC classroom makes learning about aquaculture more engaging and interesting for students. It is immersive and interactive, therefore, captivating the interesting of the students. These tools allow the students gain a deeper understanding of aquaculture practices and their impact on economic, social and environmental systems.
Social licence, communicating with the public about developments in aquaculture is essential for the future of aquaculture. It allows students to reflect on their own values and their awareness of sustainability and how they can act as responsible citizens. It gets us to think critically and reflect on ethical issues.
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Hi Barbara,
Thank you for your forum post on Module 1:Introduction to Aquaculture!
Social licensing plays a crucial role across this industry. It encourages the involvement of the public and ensures that diverse perspectives are considered.
The ARC helps students connect classroom learning to real-world situations in their local communities, fostering a sense of engagement and participation. It is so often we visit areas that would have a rich history of aquaculture but the everyday person wouldn’t know the ins and outs of what takes place on the sites on a daily basis.
The interactive nature of the ARC is a great way to spread knowledge and awareness of such a crucial building block in many communities.
Grace
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I fully agree. Allowing students to explore aquaculture from various perspectives significantly enriches their understanding. It transforms abstract ideas into real-world challenges, encourages deeper comprehension, and fosters the development of critical thinking skills. This immersive approach to learning makes lessons more impactful and gives education a greater sense of purpose and relevance
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There are some great tools, videos and practical work here for students. The cartoon character, although perhaps a bit cheesy for older students, will stimulate the interest particularly of the younger children and it is important to get children involved in aquaculture at a young age, we are an island nation after all. It’s a great source of general knowledge for children to understand the lifecycle of fish like salmon and also muscles and oysters, i’m sure very few teachers nevermind pupils understand the lifecycles. The video on nutrition is particularly important, highlighting to children once gain the need for vitamins and minerals and the abundance that is contained in seafood. The impact on communities is a great video especially for children who don’t live by the sea, they may have little or no knowledge of the importance of employment in all sorts of sectors from the farmers and cleaners, food processors and fish merchants as well as restaurants.
Leading on from this as many people don’t realise the effort it takes to get from the sea to the plate, i thought BIM social project involving the chefs was very interesting and worthwhile. You could see how enthusiastic the trainees were at getting a hands on feel and knowledge of the production of the raw materials.
Getting all this knowledge into children as young as possible has the benefit of helping them to make good food choices, opening them to the possibliity of jobs in the various sectors later in life and also showing them the importance of looking after our seas and environment.
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Mark I agree so much with your point about how important the video about nutrition is and how we need to highlight this to children.It can help children make informed food choices that support their growth, health and lifelong habits. By understanding this at a young age, children are more likely to appreciate fish as part of a balanced diet and be open to trying it. With hot school lunches being provided now all children and fish being an option they may be more inclined to try some seafood. By teaching children about the nutritional benefits of seafood it empowers children to take an active role in their own health and maybe encourage conversations at home.
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Hi Mark,
I really enjoyed reading your post—especially your point about helping children understand how seafood reaches our plates. That kind of awareness is often missing, especially for students who don’t live near the sea or have limited access to new experiences. I teach in an inner-city Dublin school where many pupils face economic disadvantage, and I can see how the ARC resources would really engage them and open their minds to new possibilities. Like you, I think the lifecycle visuals and community-focused videos are excellent tools—not just for science, but for building curiosity and real-world understanding. Thanks for sharing! -
Mark I have to agree with you that teaching children more about the food in their environment can only encourage them to take interest in trying some for themselves. The journey from sea to plate is one that children won’t have an understanding of and to teach them will open up conversation about where there food comes from both in school and at home.
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I also agree with Mark here. Teaching children about the journey of food from sea to plate not only sparks curiosity but also fosters a deeper connection with what they eat. For students, especially those in landlocked areas, learning about aquaculture can be an eye-opening experience. It encourages them to explore new foods, understand sustainability, and ask important questions about food sources. This kind of education also creates opportunities for ongoing conversations, both in school and at home, about the broader impact of food choices on our environment and communities.
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I agree with Mark here when he talks about the need to teach children about the journey of seafood from the sea to the plate. This would benefit children in the future when they are trying to make informed choices about their food. You also highlighted the fact that we are an island nation and seafood is therefore a big part of the diet and culture here so if children understood the nutritional values of it then they may be more likely to include it in their diet.
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Living and working in coastal county myself I found myself feeling increasing guilty as I engaged with this module, that I haven’t given enough time and focus to what is on our doorstep. Feel quite envious of the 150 schools that have has the opportunity to engage with ARC, it’s almost submarine like structure and use of technology, STEM activities and multimedia approach and encouraging children to make links with how aquaculture can support other activities, businesses and jobs in the community and the importance of seafood in fulfilling a balanced diet.
The Young Chef Ambassador Programme, I felt was aimed more at older students , but could spark interest in cooking, food systems and future careers.
The tools support cross-curricular learning linking Science, SPHE, geography. They promote critical thinking, digital skills and active citizenship by encouraging children to consider the environmental and community impacts of aquaculture. Integrating these resources can deepen students’ understanding of marine life, food sustainability and sense of community- giving them a voice in their environment and a stronger connection to their coastal home.
It may opens children’s’ eyes to the long process it takes for us to enjoy fish. While we receive free school lunches now,in my school there is one fish choice per week and it is breaded fish, the uptake is very very poor. By using these tool it may encourage children to eat more fish also.
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I too am teaching in a coastal county and feel guilty for the opportunities I haven’t availed of, until now that is!
The ARC looks fantastic and would be a wonderful interactive experience for the students and also as you say to make the links. The children would be engaged and the learning would follow.
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This module really opened my eyes to the value of teaching aquaculture in a meaningful way—even in an urban setting like ours in Dublin. While the coast is only a train ride away, many of our children don’t get the chance to explore it. Some come from areas of deep poverty, with limited access to outdoor play or new learning experiences. That’s why resources like ARC are so useful—they make the sea real, relatable, and accessible in the classroom.
I work with children with a wide range of additional needs, and I love that the visuals, videos, and hands-on elements could be adapted to different levels. The content on salmon, mussels, and oysters is clear and engaging, and the concept of Social License can really support social and emotional learning—understanding community roles, fairness, and sustainability.
This kind of learning could broaden children’s perspectives, spark career curiosity, and connect to SPHE, Science, and SSE priorities in really practical, inclusive ways. It feels both important and achievable.
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Hi Susan
I agree with you when you say that the visuals, videos, and hands-on elements in the ARC resources are very easy to understand and could be adapted to different levels. The content on salmon, mussels, and oysters is clear and engaging and gives children a great insight into aquaculture in Ireland.
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Learning about Aquaculture and Social License would have a really positive impact on the children that I teach. The tools from this module could easily be used to teach children from juniors all the way to 6th class. The videos are very informative and the quizzes are very user friendly. I didn’t know anything about the ARC mobile classroom and I would be very interested in it visiting our school if possible.Teaching children about aquaculture would also highlight the importance of caring for the environment through recycling and deposing of our waste in the right way.
Some of the children we teach may identify potential career opportunities in fishing or aquaculture in general.The videos and tools from this module may inspire some of the children we teach to pursue careers in marine biology or marine research. Children from non coastal counties in Ireland may never have been exposed to any of this information but could learn a lot from these tools alone.-
I completely agree with this. This module offers work which could be engaging for children from JI-6th class. Everything is really user friendly and accessible which makes it easier o integrate it into the everyday classroom. The ARC sounds like a really fun and interactive day for the children and would be an exciting hands on experience for everyone. As I said in my post the children in our school wouldnt have a great knowledge of the costal areas in ireland. However the marine environment and aquaculture has relevance to their lives. The information in this module shows them that there are so many possible career paths through the ocean. Its also interesting to see how you connected aquaculture to the broader environment and their responsibility to take care of it by recycling etc. It’s important that students see the connection between daily actions and global environmental impacts. By exploring aquaculture, they’re not just learning about fish farming—they’re developing a mindset of sustainability and awareness that can carry into other areas of life.
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Learning about aquaculture and social license is so important and can have a positive and lasting impact on primary school children in Ireland, particularly as it supports the development of environmental awareness, responsible citizenship and critical thinking.
Education about Aquaculture helps children to understand where seafood comes from and how it is produced sustainably. It also builds knowledge about marine ecosystems, the importance of clean water, and the role of biodiversity. Children develop a sense of responsibility for protecting the ocean and marine life.
Learning about social license and the idea that industries need ongoing public approval to operate encourages pupils to think about how communities are affected by industries like aquaculture and the balance between economic benefits and environmental impacts.
Through BIM’s Social Licence Project, ARC, pupils get the opportunity to attend active workshops and learn to evaluate different perspectives and to use effective questioning such as: ‘Is this good for the environment? Is it fair to the local community?’
This awareness makes children curious about sustainable food and ask where the fish fingers in their hot meals come from. It might bring a heightened awareness for beach clean-ups, writing letters to public officials, or educating others on marine protection.
It may encourage children to participate positively in STEM activities and careers related to marine biology, aquaculture, or environmental science.
I particularly enjoyed Professor O Mara’s animated video with real-life images and facts on aquaculture in Ireland. This would be suitable for younger children as it is clear and easily explained.-
Hi Dolores, your point about students asking “Is this good for the environment? Is it fair to the local community?” really drives home the practical application of understanding social license. It’s powerful that these lessons might lead to kids getting involved in beach clean-ups or advocating for marine protection. And I totally agree about the potential of this programme to spark interest in STEM careers.
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Exploring tools related to Aquaculture and Social License provides children with a rich and real opportunity for real-world learning. Interactive resources help our modern day students develop a deeper understanding of how aquaculture influences environmental, economic, and social systems. These tools not only make learning more engaging but also foster critical thinkers and empathy by allowing students to step into the roles of fishers, community members, scientists, and policymakers.
Incorporating videos, visuals, and possibly more ‘old fashioned’ learning styles like a Q&A with a ‘real life’ interviewee who has real experience of aqua culture can only further strengthen student engagement and comprehension. Or as a contributor above mentioned beach clean ups, writing letters to local officials to gain momentum in making a difference. Visual media can bring aquaculture practices to life, making complex topics more accessible, while hands-on experiences offer practical insights into how aquaculture operates and affects local communities and ecosystems
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Hi Louise,
Thank you for your post to Module 1 – An introduction to Aquaculture!
A suite of different learning tools can be applied as you mentioned such as Q&A’s, interviews and audio-visuals, to facilitate learning within the classroom. The ARC offers this through our primary school workshops where we utilise these interactive tools to highlight how important aquaculture can be to a community and to encourage students to learn more about their own communities and what may be happening in their coastal areas that they may not have even known about!
Hugh.
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Integrating tools like videos, visuals, and hands-on experiences into lessons on Aquaculture and Social License can deeply enhance student engagement and understanding. Videos and visuals bring real-world aquaculture practices into the classroom, making complex systems easier to grasp. Interactive experiences offer students tangible ways to explore how aquaculture works and how it impacts communities and the environment. These tools also help highlight the importance of gaining social license — public acceptance and trust — for sustainable aquaculture practices. By learning how community voices influence environmental decisions, students develop critical thinking, empathy, and civic awareness. This not only deepens their knowledge of marine sustainability but also encourages them to become informed, responsible global citizens. Through these dynamic learning approaches, students are more likely to connect classroom knowledge with real-world challenges and solutions in aquaculture.
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This module was interesting and very informative. There are lots of resources and websites which can be used in a class setting to introduce children to and develop their understanding of ‘Aquaculture’. It is so important that children learn about their food and where it comes from and become responsible for what they put into their own bodies (older children). Much of today’s food can be over processed, quick and lack the important ingredients required for healthy growing body and mind. If we can introduce children to healthy naturally sourced foods from the sea and teach them the importance of land and sea food from a young age, then we foster a respect for what occurs naturally.
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This was my first time exploring the BIM website and it has some fantastic tools, particularly the ARC initiative which offers a unique and engaging way to introduce students to the aquaculture industry. These tools include mobile classroom visits, online lessons and resources which align to our SESE and SPHE curricula, module based learning oportunities, interactive learning (quizzes, group work etc) and an emphasis on career opportunities within the aquafarming sector.
Learning about aquaculture and social license can profoundly impact school students in several ways:
- Increased awareness and understanding
- Promoting sustainable practices
- Nutritional awareness
- Developing critical thinking skills
- Fostering responsible citizenship
- Connnecting to real wold issue
By engaging with these educational tools and concepts, students can gain a comprehensive understanding of aquaculture’s role in a sustainable future, thus becoming more informed, responsible, and engaged citizens!
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Hi Niamh,
Thank you for your post to Module 1 – Introduction to Aquaculture. The ARC has a wide-range of resources for primary schools especially the full day workshop, although we also have a shortened 20 minute webinar which we host for schools which we cannot reach during the academic year. Along with this, we provide marine careers centred presentations to transition year students and also attend various open days and school summits throughout Ireland.
Integrating the topics of social license and aquaculture, can help with community development as well. Social license is all about the community’s ability to accept or deny a business/resource establishing itself so these topics can really integrate in real world issues and aid in strengthening the community bond
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Hi Niamh
I also hadn’t explored the BIM website previously. There is huge integration scope with this website and the curriculum. I think the students would be really engaged, especially with the nutritional awareness and the connection to the real world. It definitely has huge teaching potential.
Siobhán
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Using tools like videos, visuals, and quizzes on Aquaculture and Social License can really help students engage with the topic of Aquaculture. Learning about Aquaculture introduces the students to the wild Atlantic way and the coastline of Ireland. It also develops their knowledge of the life cycle of fish, shellfish and seaweed and identify that salmon, mussels and oysters are farmed in Ireland.
It will make students aware of the importance of sustainable farming and learn about the importance of the sea in Ireland which is a massive natural resource for food and job opportunities.
Having a school visit of the ARC would be an amazing experience for the students and would further help them connect and engage with the topic of Aquaculture and how important the sea is in Ireland.
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The tools in this module are a great way to get students interested in aquaculture in a fun and meaningful way. The videos, interactive activities, and real-life examples help bring the topic to life, making it easier for students to understand how aquaculture works and why it matters. Learning about social license gets students thinking about the bigger picture, how important it is to earn public trust, make sustainable choices, and look after the environment.
These tools also work well across different subjects like science, geography, and SPHE, while helping to build digital skills and encouraging students to think critically. For younger kids, the characters and animations grab their attention, and for older students, programmes like the Young Chef Ambassador can spark an interest in cooking, food systems, and future careers.
Most importantly, it helps students see the bigger journey from sea to plate and why seafood matters, not just for health, but for jobs and local communities too. It could even encourage more of them to give fish a try!
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I agree with you Niamh that the tools being offered here cater to both our young and older pupils, which is necessary when discussing such a wide ranging topic such as aquaculture and I also appreciate the cross curricular links; this angle makes the subject matter accessible in a variety of ways which is vital in ensuring it’s run successfully.
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Hi Niamh,
Thank you for your reflective piece!
You made some strong points, especially that educating students on the social license concept helps them understand the wider connection between the public’s trust and different organisations; how to make responsible, respectful decisions.
It’s brilliant that you mentioned our animated graphics aimed at younger students & the Young Chef Ambassador project which supports an older age group. The ARC (Aquaculture Remote Classroom) aims to promote seafood and aquaculture around Ireland, and as you said; to encourage people to give seafood a chance! Using structured & engaging content can help us achieve this goal.
Bláthnaid
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Module 1
Reflect on the potential classroom use of these tools and how learning about Aquaculture and Social License can impact your school students. Post your reflective piece (150 words min) to this forum as a Reply to this post
As an island country I feel that it is very important that we educate our children about the sea around us. As a Junior Infant teacher each year I find when I ask the children about the sea they mainly see this as place that they go to swim or have fun at the beach. Therefore by making the aware of what is in the sea we will begin to create a better understanding of the importance of aquaculture in our society.
Understanding of the Social Licence is very important to our communities so as from a young age the children are respectful and realise why certain rules and regulations are in place. They must develop an acceptance for business practices.
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I agree that making children aware that there are many different ways in which the sea/waterways are useful is important. Before I started module 1 I wouldn’t have said that it was something children would understand from Junior/Senior infants, but I’m beginning to see that there are tools out there that will start them off at a young age, which is super.
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- Integrating tools that explore Aquaculture and Social License engages students in real-world sustainability and ethics discussions. It nurtures critical thinking, responsible citizenship, and environmental awareness. Through interactive projects and debates, learners can grasp community perspectives and ecological impact, fostering empathy and empowering them to make informed, socially conscious decisions in an increasingly interconnected world.
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The tools outlined in module 1 are a fantastic means of getting our pupils both interested in aquaculture & aids then in fostering a respect for nature and the world around them. It offers them an insight into their role in stewardships and highlights how their decisions can impact their local and wider environments. I appreciate the wide range of tools being discussed in this module but the one that stands out to me is the Young Chef Ambassador Programme. The reason as to why I’ve chosen this one is I believe kids nowadays have really changed their attitude towards food and plain doesn’t cut it anymore; therefore they are becoming more involved in the kitchen at home, more inquisitive when it comes to trying new foods and playing with recipes & in general more interested in healthy food as it plays a role in sport & fitness. Therefore I believe this programme is a fantastic means for getting our pupils to learn more about where our seafood comes from in the sense of sustainability and harvesting. The avenue of cooking is a great way to link in with aquaculture and offers real life learnings.
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Hi Cliodhna,
That is one of the main aims for the ARC is to show that they have a stewardship role to play both for their local community and also their local environment. This stewardship can be otherwise described as sustainable development as there is a ‘balancing act’ between the economic development of the community, maintaining the community’s environment and also the social aspects of a community.
The Young Chefs Ambassador programme is also quite important to the seafood sector as shellfish such as mussels and oysters are not as popular to eat as they were a couple of hundred years ago. This programme allows our young chefs to develop new, exciting recipes that can be done at home and can entice a new generation of shellfish eaters!
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Next year, I will be teaching 5th class, and I am excited to include lessons about aquaculture. Learning about aquaculture is very important because it helps children understand where some of our food comes from, especially fish and other sea animals. It is very interesting to see how the four different social licensing projects by BIM support Ireland’s aquaculture industry. These projects show how people, communities, and businesses work together to keep the industry safe and healthy. I think it is also really cool for children to learn about the different life cycles of marine animals, like salmon, instead of only learning about land animals from traditional farming. This helps kids see the variety of life and understand the ocean better. Teaching aquaculture makes science fun and connects students to real-world jobs and nature. It also encourages them to care about our environment and the future of food.
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Using tools related to aquaculture and social license provides a meaningful way for children to engage with real world, interdisciplinary topics. Through interactive resources such as simulations, mapping software, webinars, and engaging activities, students can explore how aquaculture impacts the environment, economy, and society. These tools make learning more dynamic and immersive, encouraging students to think critically and empathetically by stepping into the shoes of stakeholders like fishers, local residents, scientists, and policymakers.
Introducing the concept of social license, the public’s ongoing acceptance and approval of industries can significantly enhance students’ awareness of sustainability and responsible citizenship. By examining how trust is built or eroded in aquaculture operations, students explore ethical considerations, recognize diverse perspectives, and reflect on their personal values. This type of learning fosters media literacy, inquiry, and thoughtful discussion essential skills in an increasingly connected and rapidly evolving world.
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In terms of my classroom and the students it has a number of benefits for them particularly because they live in a coastal town. It can connect students see real-world examples of aquaculture (e.g., salmon farming, mussel or oyster cultivation) in their communities. It makes science, geography, and environmental studies more engaging because they relate directly to their surroundings. Students learn how aquaculture can both benefit (e.g., jobs, food production) and challenge (e.g., pollution, disease spread, biodiversity impact) marine ecosystems. It encourages critical thinking about sustainability and the need for responsible marine resource management. It provides career awareness for them, introduces students to jobs in aquaculture, marine biology, and environmental management and it may inspire students to pursue careers that support sustainable coastal economies. Teaches pupils that industries need more than legal approval—they need public trust and community acceptance. Encourages students to reflect on community values, stakeholder voices, and the importance of dialogue between fish farmers, environmentalists, and locals.
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Hi Ellen,
Exactly! The introduction of aquaculture and difficult topics like social license to the class can connect the students to their community. Intertwining these topics into subjects like science and geography can keep the students engaged.
Great that you mentioned ‘career awareness’, allowing students to explore aquaculture and the marine sector can open up future career prospects that may not have existed to them before. Informing students of the social license concept at a young age is a great way of instilling the core work place values of respect and communication. There are great activities to engage with this lesson such as debates, plays and poster making.
Bláthnaid
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The interactive tools in Module 1 would really help students in my school connect with aquaculture in a way that’s both interesting and easy to understand. These activities could even inspire some students to think about studying or working in this field in the future.
The ARC classroom makes learning about aquaculture much more enjoyable. Because it’s hands-on and interactive, it grabs our attention and helps to learn more about how aquaculture works. Being in a landlocked county it would also be very beneficial for students from my school to engage further with aquaculture.
Learning about social licence—how we talk to the public about what’s happening in aquaculture—is also really important. It makes us think about our own values and how we can be more aware of sustainability. It also encourages us to be responsible citizens and think more deeply about the ethical side of aquaculture and how it fits into the bigger picture.
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I think that learning about Aquaculture and Social License is very impactful for primary pupils, with the ARC project being the most beneficial. While the other projects are important, I think that the workshops and online content would provide an interactive experience for pupils to learn about aquaculture, with the mobile classroom offering a unique experience. The lessons explore many different areas, such as nutrition, the farming aspect, how it impacts local communities positively, as well as its impact on sustainability. The videos bring the content to life, reflecting the lived experience of all stakeholders. The quizzes that accompany the videos on the online material also provide good opportunities for assessment. It has the potential to cover lots of different curricular areas, and also explore many of the key competencies from the Primary Curriculum Framework, such as being an active citizen.
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I first came across the term “aquaculture” several years ago, but I didn’t have a deep understanding of it at the time. The first module was incredibly informative, covering everything from the salmon life cycle to mussel production videos—it turned out to be far more engaging than I expected.
The videos were exceptionally well made and really captured my attention. Hearing personal stories made the subject even more compelling and relatable. There are so many exciting opportunities in this field, and it’s clear that aquaculture encompasses much more than just fishing. All these videos/resources will be very engaging for pupils – especially those in the senior classes
Before this, I wasn’t aware of the resources available. After watching the video about the ARC, it’s no surprise that there’s a long waiting list. I would love to bring it into our school. Being located near the coast, I feel we’re not making the most of the natural resources right on our doorstep. The materials are very child-friendly and accessible, and I believe they would be a fantastic benefit to the children. Teaching children about where their food has come from is vitally for teaching children about sustainability. We are teaching children about SDGs and learning about Aquaculture and food productions would be something very tangible for the children
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Hi Joanne,
I am glad you enjoyed the first module, people underestimate how interesting aquaculture can be! I have attached the link below to join the ARC’s waiting list, please fill out the registration form if you are interested in a visit (we will reach out once the ARC has availability & we are in the area)
https://bim.ie/a-seafood-way-of-life/the-arc/registration-form/
If you are near the coast there are usually active marine groups (conservation groups etc.) & aquaculture farmers that could make great guest speakers for your school. Please feel free to make use of the ARC online resources, as you said; introducing aquaculture to the classroom can be a great gateway into topics such as sustainability.
Bláthnaid
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Module 1
Incorporating aquaculture and the idea of social license into classroom learning offers a meaningful way to enhance students’ awareness of sustainability, environmental stewardship, and the influence of community opinions on industry practices. Utilizing digital resources—such as simulations, interactive maps, multimedia content, and role-play scenarios—encourages students to actively engage with the material in a dynamic and thought-provoking manner. These tools support inquiry-based approaches that help learners investigate real-world challenges, consider diverse perspectives, and navigate the complex relationships between economic development, ecological health, and social responsibility.
Studying aquaculture allows students to examine how seafood production impacts marine environments and coastal communities. It opens up conversations about resource management, environmental impacts, and ethical food sourcing. Introducing the notion of social license helps students reflect on how industries gain public approval and the significance of ethical decision-making in maintaining that support. These discussions promote empathy and critical thinking—key qualities for responsible and informed citizens.
By blending technological tools with real-life issues, educators can create a rich learning environment where students not only gain knowledge but also develop the skills to analyze, question, and contribute to conversations about our planet’s future. Exploring these interconnected themes empowers students to think deeply about their role in shaping sustainable practices and understanding how societal trust and values influence industries. Ultimately, this educational approach encourages a more holistic view of sustainability that goes beyond science, encompassing community dynamics, ethics, and informed participation in shaping the world we live in.
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Hi Dolores
Thank you for your response to module 1!
I’m really happy that you found the mix of aquaculture and social license a useful way to get students thinking about big topics like sustainability and community values. You’re correct, using digital tools like role-plays and videos really helps bring the subject to life. It’s great that students can look at real-world problems and think about different sides of the story. That method of learning can really imprint on them!
Aquaculture is such an important industry, especially for an island like ours. Helping students understand how seafood is produced, and why community support matters, can spark great conversations both in class and at home.
Bláthnaid
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Learning about aquaculture and social license in the classroom can really help students understand how food is produced and how important it is to keep the environment healthy. Aquaculture, or fish farming, is growing around the world, and using tools like videos, virtual farm tours, and class discussions can make the topic more interesting and easier to understand. It is also beneficial for schools to have access to resources such as the Aquaculture remote classroom. Such an experience is difficult to replicate by teachers in the classroom setting but I can see how children would get excited by a visit to such a beautiful and modern room.
The idea of social license, getting community approval for a project, helps students think about the importance of working with local people and listening to different opinions. It teaches them to consider the impact of industries on the environment and the people who live nearby. There is also so much potential for integration across different subject areas. Children could use their learning within areas such as drama and oral language.
It also help students develop critical thinking, communication, and decision-making skills. Most importantly, learning about aquaculture and social license helps students become more aware of the world around them and how they can be part of making better choices for the future.
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Hi Claire,
Thank you so much for your response to Module 1.
I agree with your perspective on the value of teaching aquaculture and social license in the classroom. Learning about these topics give students a clearer picture of where their food comes from, and encourage them to think about the environmental and social responsibilities tied to food production.
The immersive nature of the Aquaculture Remote Classroom helps students connect classroom learning on a deeper level. As you mentioned, replicating that level of engagement in a traditional classroom is challenging, so access to such modern and dynamic learning spaces is a great asset.
These topics empower students. They help young people see themselves as active citizens who can contribute to more sustainable and community-focused decisions in the future. Understanding the impact of your actions on the wider world is a skill valuable outside of the classroom as well.
Grace
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I will be teaching 6th class in a DEIS band 2 school this year. A lot of the kids would struggle to name beaches in Dublin let alone the types of fish you would find in Irish seas. There are some excellent tools introduced in this first module to introduce the children to the topic of Aquaculture. The lessons set out on the BIM website are interactive and engaging. The videos are a great tool to teach the topic of aquaculture. The quizzes afterwards are a great way to ensure the children were listening and to ensure the retention of the content they have covered. The ARC is another really interesting resource and one I would hope to have come to our school. Understanding Social License helps them recognize the importance of public trust, ethics, and stakeholder engagement in industry practices. This helps the children develop their critical thinking and become a more informed citizen.
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Hi Ailbhe,
I am so glad you found the online resources provided in this module useful, it’s so important that the students in your school have access to online learning tools like the videos & quizzes. Some of them may find learning about the ocean completely fascinating! It offers schools such as yours the opportunity to engage with ocean based education. Using these resources, you could create classroom based projects such as artistic ‘under the sea’ dioramas using recycled material.
Bláthnaid
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Learning about aquaculture can impact school students by making them realise about the wide rage of biodiversity that exists along our coast. It makes science come alive for them and with learning facilities such as the ARC it ignites an interest and desire to learn about the bigger picture. Making children aware of biodiversity, global warming, conservation and sustainability. Social Licence can impact school students as they begin to question and discover ethics and how we as a society are impacted by decision makers.
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As an island, the sea and marine life is so relevant in Ireland but many children and possibly adults are not knowledgeable about types of fish, shellfish or even the tides in Ireland. Learning about aquaculture can give children an awareness of the wider world around us and the diversity which exists in our seas. It also highlights the important role of fishermen/fisherwomen in the role of food production and indeed the importance of supporting these jobs. So many individuals benefit from Ireland’s aquaculture, from supermarkets to restaurants and it’s also important to recognise the route from sea to fork. This shows where food comes from and the importance of reducing food miles and eating locally produced, fresh food where possible.
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Hi Niamh
I agree with you in that as an island nation it is important that awareness of aquaculture is fostered not only among children but adults too. Working in a school located near the sea, I feel it is important that children develop an awareness of the important roles of fishermen/fisherwomen in their locality. Likewise, learning about food miles/sea to fork supports aligns closely with education for sustainability.
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Hi Niamh, I completely agree with you —many adults, myself included, don’t know much about sea life or where the fish we eat actually comes from, let alone children.
I found it really interesting to learn about the lifecycle of salmon and also about mussels. It’s definitely opened my eyes to how little we often know about what’s on our plates.
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BIM’s Social Licensing Projects are excellent. In addition to providing education in the area of aquaculture, these projects also support the sustainability and success of aquaculture in Ireland. One of my favourite of the four projects presented was the Aquaculture Remote Classroom. I particularly liked this project as it raises children’s awareness of aquaculture. Through the four lessons, aquaculture is introduced to the children in an interesting and informative way. Teaching in a school very close to the coast, I thought this project is an effective way to teach children about plants and animals living in the nearby sea. As this project is EU funded, it provides schools with an excellent opportunity to provide aquaculture education to older primary school students. On viewing the video, I was particularly struck by the ARC, its layout and the presentation of materials. Group work stations provide an excellent opportunity for the children to learn about aquaculture in a hands-on way.
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On completion of Module one it is clear that this module will be very useful in the classroom. The tools outlined in this module and the resources available are very user friendly, which always helps in a busy classroom! They are also student friendly as they are interactive and vivid and will therefore bring in the pupils and engage them with the learning.
The topics and objectives of this module are also in line with the primary school curriculum, particularly science, history and SPHE. Integrated learning is very effective and again in a busy classroom and jam packed curriculum teachers favor integration as well as children where they can build upon their learning.
The social policies and the role of Board Uisce Mara links in very well and highlights to the pupils the importance of our role and responsibilities and sustainable environment.
The video links are of excellent quality and are a perfect length for use in the classroom. I look forward to using these in the classroom when exploring Aquaculture.
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There is huge potential to use the resources provided to us in this module. Everyone in Ireland should have some awareness about where seafood comes from, how it is farmed and the health benefits – we live on an island after all!I had never heard about the ARC before now and I would love to avail of a visit. I live in a coastal area where the beach is a 20 minute walk from our school. Our students really should have the opportunity to explore aquaculture more frequently and to be armed with facts and figures that they may not be aware of. It was very interesting to learn about BIMs social licence projects through links in the lessons. These projects could be used cross-curricular to help broaden the understanding of aquaculture in Ireland. It could also support other areas of learning in Science, Maths, Literacy etc. I really love the idea of the “Young Chef Ambassador Programme.” It’s more relevant to secondary school students but something that a younger child could aspire to accomplish.
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Hi Lyndsy,
I completely agree with you that everyone in Ireland should have some degree of knowledge on the benefits of our seafood! Considering we are all living on an island, we believe it is very important for everyone to understand where their seafood is coming from and how it is being produced.
If you would like the ARC to visit your school, you can fill out the form following the link below and we will contact your school when we are next in your region!
BIM – Registration Form
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By exploring tools linked to aquaculture and Social License, it provides a meaningful way for children to engage in real-world learning. By using interactive resources—such as simulations, mapping tools, webinars, and hands-on activities- children can develop a better understanding of how aquaculture impacts environmental, economic, and social systems. These tools will not only enhance engagement but promote critical thinking by encouraging students to take on the perspectives of various stakeholders, including fishers, community members, scientists, and policymakers.
By teaching about Social License, we can play a key role in raising students’ awareness of sustainability and the impact they can have on our sea life and creatures. By learning about Social License children learn how trust is gained or destroyed in fish farming. This teaches them about what is right and wrong and how to understand different people’s opinions, and think about how these connect to their own beliefs. It teaches them how to ask good questions, understand media, and have respectful conversation which is important in all aspects of life.
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I am so delighted with myself for choosing this course. It is so interesting, beyond interesting even, that I am watching the video clips over and over again. I had no idea so much material was available online. I know the children will be enthralled by it all.
The children will benefit so much from the educational and nutritional benefit of the content. The historical aspect will interest them very much. Cross curricular links are so easy to match up such is the variety in the content. Most important I think will be the nutritional aspect. This will have the largest impact. For an island population we don’t teach enough about the benefits of fish.
The Arc is the tool which I want to use. I was total enthralled with this and without doubt the children will love it. The non-classroom aspect of the set up will immediately engage them. I have already signed up for it and so look forward to whenever we are lucky enough to get a visit.
The Taste the Atlantic model a Seafood Journey is a great way to introduce the joys of fish in a gradual way through salmon, mussels and oysters. I’m glad it has just focussed on these four fish types so that it won’t overwhelm the children …or myself!!!
The abalone is a new one for me. As well as the joys of fish they will also be able to trace the Wild Atlantic Way. Being able to emerge themselves in tracing the source of these fish will be so interesting.
I very much look forward to using the material and introducing this to the sch
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Using tools to explore Aquaculture and Social License in an Irish primary school can make learning highly relevant and engaging. By using digital resources, videos, and interactive maps, pupils can investigate how fish farming operates in Ireland, especially in coastal communities like Bantry Bay. For example, studying a local salmon farm helps students understand where food comes from and the balance needed between industry, the environment, and community interests. Discussing Social License—whether local people accept and support aquaculture—encourages pupils to think critically about sustainability, trust, and communication. These lessons link closely with the SESE (Social, Environmental and Scientific Education) curriculum and help develop skills in inquiry, discussion, and ethical thinking. Learning in this context fosters environmental awareness, active citizenship, and an appreciation of how rural Irish communities interact with industry and nature. It gives pupils a real-world context for understanding how decisions affect both people and the planet.
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Hi Laoise,
Thank you for your response to module 1!
I really like how you used Bantry Bay as an example; linking lessons to a real place makes it so much more interesting for pupils. Using tools like graphics, videos and maps is a fun way to help them understand how aquaculture works and how it affects local communities.
You’re right, talking about Social License is a great way to get students thinking about fairness, trust, and how we make decisions that affect others. These are complicated concepts, but introducing them early helps build strong thinking and discussion skills.
Bláthnaid
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Aquaculture—the farming of fish, shellfish, and aquatic plants—has significant educational potential in the classroom. It offers a hands-on way to teach biology, ecology, sustainability, and food systems. Through aquaculture projects, students can observe life cycles, water chemistry, and environmental impacts firsthand. These experiences can foster critical thinking and environmental stewardship, making science more relevant and engaging.
However, the concept of social license to operate—the ongoing approval or acceptance by the community—is also crucial. In the context of aquaculture, social license involves public trust in the sustainability, ethics, and safety of aquatic farming practices. Introducing this concept to students helps them explore how public opinion, environmental concerns, and industry transparency shape real-world decisions.
In the classroom, discussions around social license can encourage civic engagement, ethics, and debate. Students can role-play as stakeholders—such as fish farmers, environmentalists, and community members—to understand competing interests and values. This not only deepens their understanding of aquaculture but also builds communication, empathy, and problem-solving skills.
Overall, combining aquaculture with social license education supports interdisciplinary learning and empowers students to think critically about the relationship between science, society, and sustainability. It creates meaningful connections between classroom learning and global challenges
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reland’s rugged coastline, clean waters, and temperate climate make it an ideal location for aquaculture. From the sheltered bays of the west to the inlets of the southeast, aquaculture farms—especially those producing salmon, mussels, and oysters—are increasingly visible features of the marine landscape. Reflecting on their location, it becomes clear that their presence is about more than just food production; it speaks to the deep connection between the sea and the livelihoods of coastal communities.
Many of these areas have traditionally relied on fishing and agriculture, and aquaculture offers a sustainable complement to these industries. It creates local employment, both directly on farms and indirectly in processing, transport, and equipment maintenance. For communities facing economic decline or depopulation, especially in rural coastal areas, aquaculture can help retain young people and support small businesses.
However, location matters greatly. Farms must balance environmental sustainability with community acceptance—an issue tied closely to social license. When properly managed, these farms not only protect the marine environment but also add cultural and economic resilience to coastal regions.
Ultimately, Ireland’s aquaculture sector has the potential to be a pillar of rural regeneration, provided it listens to local voices and works in harmony with the environment.
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Learning about aquaculture and social license really made me think about how these topics could work well in the classroom. Aquaculture is something many children know little about, even though we live on an island and seafood is a big part of life in Ireland. The idea of farming fish, mussels, and oysters in the sea is new and interesting for many students. It links well with science, geography, and SPHE, and there are great hands-on tools like the Aquaculture Remote Classroom (ARC) to bring it to life.
Talking about social license is also really important. It helps children think about how communities can support or challenge what businesses do, and why it’s important to protect the environment. Students can learn to see both sides of an issue and become more aware of the world around them. Overall, this topic is a great way to spark curiosity and deeper thinking in class.
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Hi Brian,
Thank you for your response to Module 1!
Yes aquaculture is often overlooked which is a little odd as it is such an interesting and vast topic that can link in with many different parts of the Irish curriculum!
Social licensing is very important when it comes to the Irish aquaculture industry as it allows for the public to see how beneficial it is not only to our economy but to our environment as well!
Thanks,
Grace
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Yes Brian,
I really liked your point about how little many children know about aquaculture, even though we live on an island. The ARC is such a great way to make it real for them. I also thought your take on social license was spot on—it’s a great way to get students thinking critically and seeing different sides of an issue.
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From viewing the slides/videos on the ARC project and the amount of schools which it has reached – I thought that this is a fantastic initiative and project for any school to be involved with. It looked very impressive and straight away any child (&teacher) are immediately engaged. The set up of the unit with being detached was very impressive. It offers a completely high tech alternative to the classroom which looks great. Not only do they offer the high tech side- but I also saw that oysters farmers attended which brings it back to the main focus and the raw material.
Aquaculture is a new term which I think needs to be brought into classrooms. We are an island and often forget that we are surrounded by water. I tend to focus on agriculture rather than Aquaculture. It would be a new and fresh approach for the students. From the videos, salmon, mussel and oyster farming, there was a lot of information and interesting facts. The scenic beauty added to the videos. It can be easily linked with the curriculum. What struck me also was the amount of new vocabulary that the children would be exposed to and acronyms – BIM, ARC.
From viewing the website- the videos on aquaculture, sustainability were very clear and child friendly. The quizzes at the end of each of the four videos are very good.
The initiative that stood out for me was “Taste the Atlantic- a seafood journey”.
The map looked very impressive and clearly marked on how to learn about aquaculture and where to taste seafood. This should be encouraged on the classroom as I feel many children do not eat fish or fish products.-
Hi Patricia,
Thank you for your comments on the project, and for your post to the forum for Module 1! Sometimes we get students on board who are more mechanical/engineering minded and we try to give them as much information about the pod/truck as possible as even that can be a learning experience!
As an island nation, I believe aquaculture should be introduced into the classroom as it utilises our greatest resource, water. Especially considering it can be taught amongst other school subjects such as maths, science, geography and sustainability.
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From viewing the slides/videos on the ARC project and the amount of schools which it has reached – I thought that this is a fantastic initiative and project for any school to be involved with. It looked very impressive and straight away any child (&teacher) are immediately engaged. The set up of the unit with being detached was very impressive. It offers a completely high tech alternative to the classroom which looks great. Not only do they offer the high tech side- but I also saw that oysters farmers attended which brings it back to the main focus and the raw material.
Aquaculture is a new term which I think needs to be brought into classrooms. We are an island and often forget that we are surrounded by water. I tend to focus on agriculture rather than Aquaculture. It would be a new and fresh approach for the students. From the videos, salmon, mussel and oyster farming, there was a lot of information and interesting facts. The scenic beauty added to the videos. It can be easily linked with the curriculum. What struck me also was the amount of new vocabulary that the children would be exposed to and acronyms – BIM, ARC.
Looking at the website- the videos on aquaculture, sustainability were very clear and child friendly. The quizzes at the end of each of the four videos are very good.
The initiative that stood out for me was “Taste the Atlantic- a seafood journey”.
The map looked very impressive and clearly marked on how to learn about aquaculture and where to taste seafood. This should be encouraged on the classroom as I feel many children do not eat fish or fish products. -
This resource offers a fun and informative way to introduce students to aquaculture. The mix of videos, activities, and visuals makes it accessible and engaging, especially for younger learners. I like the cartoon character and it’s a useful tool to spark curiosity in younger children. Teaching them about aquaculture early is important—after all, we are an island nation with strong ties to the sea.
The content clearly explains the lifecycles of fish like salmon, as well as shellfish such as mussels and oysters—topics many children (and even adults) may not fully understand. The nutrition video is a highlight, showing the value of seafood in a healthy diet. The section on community impact is eye-opening, especially for children inland who may not realise the wide range of jobs supported by aquaculture. Overall, I am very impressed with the resources that connect food, environment, and future career possibilities.
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This module has helped me see how aquaculture and social license can connect meaningfully with our school community. While we’re not near the sea, farming is central to many of our students’ lives, and the ARC tools offer a great way to expand that understanding to include aquaculture. Our all-boys school has previously welcomed visitors from BIM, and the children were especially engaged by the chefs who introduced new foods—including oysters—and focused on a “farm to fork” journey.
Using resources like the ARC videos and online lessons would allow us to build on that experience, bringing active, inquiry-based learning into SESE, SPHE, and Science. Social license is a concept I’m keen to explore with the class—it ties into responsibility, community awareness, and sustainability in a way that’s both age-appropriate and thought-provoking. These tools would definitely enhance engagement and encourage students to make connections between what they eat, where it comes from, and how it’s produced responsibly.
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In future, I would love to use the ARC (Aquaculture Remote Classroom) as part of my teaching to bring real-world sustainability topics into the classroom. Its interactive features like virtual reality and digital touchscreens offer a dynamic way to explore aquaculture and marine science, helping students understand where their food comes from and how it’s produced sustainably. I see huge potential in using ARC to spark discussions around social license, encouraging students to think critically about community acceptance, environmental responsibility, and the role of aquaculture in Ireland’s economy. It aligns well with STEM and SPHE curriculum areas, while also offering strong links to geography and sustainability. I imagine it would be especially valuable in engaging students who learn best through visual and hands-on activities. Using ARC in the future would give me the opportunity to make complex environmental topics accessible, relevant, and exciting fostering curiosity, critical thinking, and informed citizenship.
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Hi Isobel,
Thank you for your response to Module 1!
The interactive activities always generate great excitement for the students on board the ARC! They allow for the student to explore their senses in a different way to the traditional classroom methodology. It definitely has promoted enthusiasm and attentiveness during the workshop with the students which makes it easier for students to take in what they have learned on the day and make for a more well-rounded learning experience. Not only this but it appeals to students who might have a different learning style i.e a visual learner who could benefit from using the VR headsets for example.
The crossover with multiple different subjects as you have mentioned here with SPHE, STEM and Geography creates a dynamic classroom environment where open discussion is welcomed and each student is involved in contributing as much as they can!
Allowing for this knowledge to be accessible to students goes hand in hand with social licensing. The promotion of aquaculture in Ireland is so important for us as an island so that we know how best how to nurture this resource that benefits not only our environment but our economy too.
Grace
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Exploring aquaculture and social license in the classroom presents a rich opportunity to deepen student understanding of sustainability, environmental responsibility, and the interconnectedness of society and industry. Using interactive tools such as videos, simulations, case studies, and stakeholder role-plays, students can critically examine how aquaculture practices impact marine ecosystems, economies, and communities. These tools make complex issues more accessible, encouraging inquiry, collaboration, and empathy.
Learning about social license—the ongoing approval or acceptance by the public and stakeholders—helps students appreciate the importance of ethical decision-making, transparency, and community engagement in industry operations. This topic promotes civic literacy by inviting students to think like community members, business owners, Indigenous leaders, or environmental advocates. It also enhances media literacy as students evaluate different perspectives and evidence.
Incorporating these topics not only strengthens science and geography outcomes but also supports cross-curricular learning in English, civics, and environmental education. Ultimately, it empowers students to become more informed, active participants in shaping sustainable futures.
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Hi Karl,
Presenting the concept of ‘social license’ to students at a young age deepens their understanding of real-world projects and the importance of trust and community engagement between society and industry.
Using the tools supplied throughout this module (videos, graphics & quizzes), you can introduce aquaculture and the ARC to your classroom. Teaching young people about aquaculture and the ocean can be a gateway into multiple important subjects; such as the Sustainable Development Goals as an example.
Bláthnaid
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As a teacher in a primary school in a coastal town I think it is very important for children to engage in learning about aquaculture and the social licence projects. Being along the seaside I have taught many children who have family members working as fishermen and always take a keen interest into sea life and water safety but never understood aquaculture and the practices here in Ireland and how sustainable practices are crucial for development. Interactive resources, quizzes, videos and power point slides are all really helpful ways to teach the children while keeping the enjoyment and engagement levels high. With the Taste the Atlantic programme there is a lot of opportunity for learning about the different types of seafood available as well as how they are farmed or where in the country they come from. Linkage and integration is important for pupils and using the maps and seafood trail there is great links to geography and pupils who enjoy geography may remember things better. Likewise, pupils interest in the seafood trail can boost their geography skills and use their interest in the Taste the Atlantic to help learn across the curriculum.
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Hi Mark,
Thank you for sharing your piece!
It’s great to see how you connect the children’s interest in the sea with learning about aquaculture and sustainability. Using fun, interactive tools like quizzes, videos, and maps is a brilliant way to keep them engaged, and linking the ‘Taste the Atlantic’ programme with geography gives them a real sense of where seafood comes from and how it’s farmed in Ireland. This helps them understand the importance of sustainable practices but also builds a connection to their community.
Bláthnaid
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Learning about aquaculture in primary school fosters environmental awareness, scientific curiosity, and responsible citizenship. It introduces students to how fish and other aquatic organisms are farmed, highlighting sustainable food production and the importance of protecting marine ecosystems. Through hands-on activities, such as observing aquatic life or creating simple aquaponics models, students develop inquiry and problem-solving skills. Aquaculture education also connects with key subjects like science, geography, and SPHE, encouraging cross-curricular learning. It helps children understand global challenges such as overfishing and climate change, while offering solutions through innovation and sustainable practices. Importantly, it nurtures empathy and respect for nature, empowering students to make informed choices that support the environment. By learning where their food comes from and the impact of human actions on aquatic habitats, students become more engaged in caring for the planet. Overall, aquaculture education inspires a sense of stewardship and curiosity about the natural world.
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I completely agree , learning about aquaculture is a great way to get kids interested in nature and science. It’s interactive, teaches them where food comes from, and helps them understand why protecting oceans matters. On top of that, it’s a fun way to combine learning with caring for the environment!
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This module was very informative. As a teacher in the senior classes for the past few years the ARC classroom looks so exciting. Being able to explore aquaculture in a setting outside of the classroom especially in an urban setting is very exciting. It looks so interactive and would certainly stimulate the minds of the children. We need to capture the minds of children not just in coastal/rural areas. I also learned of the role of BIM in educating children about all things in relation to aquaculture. I will certainly look into getting a speaker to come to the school at some stage if possible.
We are trying to encourage children to be critical thinkers. Many curricular areas are linked such as SPHE and Science. The young chef ambassador programme is a superb way for children to get to explore various food which can be found in our seas. Th life cycle of the salmon is also very interesting. The children would be aware of the life cycle of the frog and butterfly for example maybe its time to look at our rivers, lakes and oceans too for life cycles.
I would hope by giving the children the opportunity to study something different such as aquaculture it would cause them to be inquisitive about the world around them especially our marine life.
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Hi Colette,
Thank you for your response to the first Module!
I completely agree, the non-traditional classroom setting of the ARC makes for a very stimulating and exciting day for the students!
Many of the topics discussed on the ARC can be referenced by the students in their day-to-day lives which is great for applying what they learnt outside of the classroom. It allows them to explore aquaculture as concept that is personal to them. As you have mentioned here with the Young Chef Ambassador Programme which might appeal to a student more inclined to the culinary side of things while a student more interested in STEM subjects would be interested in the biological nuances of the sea.
Giving the students the opportunity to take autonomy over their learning allows for the information to be re-consolidated in a different way to traditional classroom-based learning.
Thanks,
Grace
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I love the idea of bringing the ARC to the classroom. Kids look at fish being part of a Friday takeaway and not something tangible. Very few children actually fish for crabs or even go fishing. Goes with being landlocked. We were in school in Wexford and our principal took us on a fieldtrip to the oyster beds in Waterford. Still resonates to this day. We didn’t realise the employment opportunities it created until then. Something I would like my students to experience too.
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Module 1
The tools presented in this initial module are a fantastic resource for kids. The videos are brief and engaging, which is crucial for maintaining the attention of young learners. The quizzes linked to each video can be completed as group or pair work on their tablets during class. One good quiz involves interviewing a family member at home about their seafood consumption. This activity can also be enjoyable and intriguing while introducing individuals outside of school to the subject. Understanding Aquaculture and Social License is essential. We don’t consume enough seafood here. Maybe we should bring back “Fish on Fridays” in our grad parents days. By exploring Aquaculture, children will gain greater awareness of the resources available in Ireland, and by encouraging discussions about seafood at home this might influence their families as well. The ARC appears to be a remarkable resource for students. Definitely one to consider for the future.
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Being able to include resources like digital simulations, videos, and interactive discussions into lessons in the class on Aquaculture and Social License can help to enhance student engagement and understanding of the topic. Moreover, these resources make the more complicated topics interesting by including visualisation of aquaculture practices, exploring the environmental impacts, and highlighting the importance of the students impact on aquaculture. When the children understand the connection between food production and sustainable practices, it can help students to examine real-world issues which is directly affecting their communities and their environment. Additionally, learning about Social License teaches students the value of community engagement and best decision-making for the benefit of aquaculture in this industry. This will help to encourage the students to think like global citizens and to consider the consequences of their human activity. These learnings will help students build empathy, develop informed opinions, and become more responsible for future engagement in aquaculture.
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Hi Siobhan,
Thank you for your response to the first module!
We are very thankful for the digital resources we have aboard the ARC. They’re a fantastic tool to promote engagement with the students. The headsets for example have audio as well as video footage. Some of the information given to the students during this activity is then tested at the end of the day with a buzzer style quiz which always generates great enthusiasm amongst the class! They are learning while having fun, so it is a win-win for all.
Spreading awareness around sustainable practices especially in food production is so important as the students can then see how their choices will effect the environment around them. Day to day habits like looking at food labels, shopping locally and even taking part in community-driven organisations all instil a level of responsibility to look after their environment and act respectfully towards resources like the sea (as an island it is especially relevant for us!)
Thank you,
Grace
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Learning about Aquaculture and Social License offers rich, interdisciplinary learning opportunities that can significantly benefit my students. This introduces them to sustainable food systems and marine science while also promoting critical thinking about human impact on the environment.
By exploring aquaculture, students learn where their food comes from, which fosters environmental stewardship and informed consumerism. Introducing the concept of social license – the idea that industries must earn and maintain community approval – helps students develop civic awareness and ethical reasoning. These discussions encourage them to consider diverse perspectives, ask meaningful questions, and understand how their voices can shape society. Integrating these themes supports cross-curricular learning in science, SPHE, geography, and English, while cultivating future-ready skills like collaboration, communication, and informed citizenship. Incorporating digital tools and interactive resources can transform how students engage with these topics. For example, virtual tours of aquaculture farms or multimedia interviews with stakeholders can bring the subject to life in a way that textbooks alone cannot. These resources help cater to different learning styles and can spark curiosity, prompting students to ask thoughtful questions and seek out further information independently.-
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Hi Emma,
Thank you for your response to this module!
I really like how you included that the students look for the information independently. This encourages critical thinking and hands on learning making it all the more tangible for the students when they can explore and navigate these concepts for themselves!
Thanks,
Grace
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I never really gave much thought to where seafood came from beyond the supermarket shelf, so this module really opened my eyes. I had no idea that Ireland farmed things like salmon, mussels and oysters on such a scale, or that mussel farming is actually carbon neutral. I also found the term “social licence” really interesting. It is not something I had come across before, but it makes a lot of sense. People need to feel confident that industries are acting responsibly and sustainably, especially when it comes to the environment.
From a teaching point of view, I can see so much potential in bringing aquaculture into the classroom. It connects with science, geography, history and even SPHE. It gives pupils a chance to explore real world issues, like food production and climate change, through a local lens. The ARC looks incredible and gives a proper immersive experience that would really stick with children and help bring learning to life. It is also great to see how aquaculture links to future jobs and innovation, especially in rural areas. I think it is a topic that pupils would find both fascinating and relevant. I will definitely be using some of the resources and ideas from this module in my own teaching.
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Learning about Aquaculture and Social License has really opened my eyes to how complex and interconnected food production, sustainability, and community perception are. As someone who teaches in a coastal area, this topic feels particularly relevant. I could see it slotting in really well with SESE, especially when exploring local industries, environmental impact, and ethical debates. The idea of Social License – how public trust and acceptance can influence whether a project succeeds – is something I hadn’t really considered before, but it’s a great springboard for critical thinking and discussion in the classroom.
There’s real potential to build cross-curricular links too, like writing persuasive pieces in English or collecting survey data in Maths. It would also suit project-based learning where students can investigate real-world issues and form their own opinions. I think it empowers them to see themselves as future decision-makers, not just learners. Definitely something I’ll be bringing back into the classroom.
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I think going forward it is very important to teach the children about Aquaculture. It encourages their understanding and awakens their curiosity of ocean conservation and the effect humans have on the natural world around us. These topics bring relevance to lessons with the help of interactive tools like interactive maps, videos and data visualizations. These interactive experiences offers the students ways to explore how aquaculture works and the various ways it impacts the environment. Discussing Social Licence promotes empathy and responsibility as students discover how local communities can be affected by marine industries.It also enables them to be responsible citizens and contribute to the future and to the growth of the aquamarine industry.
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Hi Catriona,
Thank you for your response to the first module.
I agree that it is so important to teach the students about aquaculture! The many benefits such as environmental conservation, healthy well-being and financially sustaining rural communities (to name a few!) make it such a positive industry for them to be aware of.
It may even inspire them to think about a career in the marine and seafood sector!
Thanks,
Grace
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The potential classroom use of these tools and resources is endless. It provides lots of links within the classroom particularly in the area of Social, Environmental and Scientific Education. It promotes responsible environmental practice which links well with the “environmental awareness and care” unit in Geography. The modules are also a great introduction to elements of subjects the students will be learning about in secondary school. It also promotes healthy eating through its seafood journey with Failte Ireland. This provides great links with SPHE and the Food Dudes program run by Bord Bia. The history associated with agriculture and aquaculture links very well with the strand units in History. It is brilliant to promote BIM’s Social License Projects such as the ‘Young Chef Ambassador Programme’. I think learning about Aquaculture and Social License will greatly impact our school students. I think it is very important to introduce aquaculture to young people at an early age. It would be beneficial for students to know about the great work Bord Iascaigh Mhara does.
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Hello Orla,
Thank you for your response to the first module.
I agree that the integration of these tools and resources presents so many opportunities. The cross-curricular connections you’ve highlighted— between environmental awareness in Geography, healthy eating in SPHE, and the historical aspects of agriculture and aquaculture in History—demonstrate just how versatile and flexible this content can be.
Introducing aquaculture to students at an early age can create lifelong healthy habits not just in a nutritional sense but also how beneficial it can be to the environment! It might also spike the curiosity of some students and inspire them to take a career path in the marine sector.
Thank you,
Grace
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Aquaculture is important for primary school children to be aware of. As a teacher in a seaside rural community close to a busy fishing village, it is important for the children to become aware of the importance of aquaculture, not only in the national economy but very much in the local economy also. It is vital that they are made aware of real-world environmental, economic, and ethical issues. This topic allows the children develop critical thinking, scientific inquiry, and global citizenship, allowing students to explore sustainable food production, community involvement in decision-making, and the environmental impact of aquaculture. From a school point of view, the digital resources will be helpful for bringing the concepts to life and will be useful classroom tools. The social license aspect will help to promote empathy and civic responsibility as students consider the influence of local communities and stakeholders on marine industries. There are cross curricular connections with geography, science, SPHE, and the Green Schools programme. I also really liked the exploration of the nutritional aspect of seafood.
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Hi Clare,
Great points! Introducing aquaculture to your class is a fantastic topic to discuss things like sustainable food production, social license and the real-world economy.
I completely agree that aquaculture covers a range of areas, it can be woven into subjects like geography and science. Feel free to use these online resources and graphics in class. The aspect of social license can be brought to life in schools through stories, plays, projects and local guest speakers (local council members or environmental consultancy groups).
Bláthnaid
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The Government’s Digital Learning Framework proactively encourages schools to use technology and digital resources to enhance the learning of all pupils in schools. It seeks to embed digital learning in teachers’ everyday practice an pupil’s learning experiences. The tools highlighted in this module lend themselves perfectly to supporting this Framework.
The high quality of material and information contained within the video clips on aquaculture provides the pupil with an almost immersive experience which could never be brought forward from a traditional talk-and-chalk lesson, providing meaningful engagement for pupil and teacher!
In learning about Social Licence with regards to industry standards, it would be envisaged that pupils are encouraged to understand social accountability. It would be hoped that pupils develop some empathy with businesses involved in aquaculture, the standards that they aspire to and the pride they take in their products, and begin to critically assess where products come from and the environmental impact.-
Hi Catherine,
Thank you For your response to Module 1!
I agree that the use of immersive digital tools like using video content on aquaculture represents a powerful shift away from traditional methods, offering pupils a richer, more engaging learning experience. The headsets we use on board always generate great enthusiasm amongst the students!
Encouraging pupils to think in depth about the industries and processes behind the products they consume not only promotes environmental awareness but also fosters a sense responsibility and stewardship.
Thanks,
Grace
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After looking at the tools and ideas in Module 1, I can really see how teaching aquaculture and Social License could work well in a primary classroom. These topics link in nicely with subjects like SESE and SPHE and give children the chance to learn about real life issues in a fun and interesting way.
Using things like videos, maps, games and role play, pupils can learn how fish farming works and how it affects people, the environment and local communities. They can take on the roles of fishermen/women scientists or local families and start to see different points of view. This helps them think about fairness, looking after nature and how people make decisions together.
It also gives children the chance to work in groups, ask questions and share ideas. Most of all, it helps them become more aware of the world around them and shows them how their choices can make a difference.-
Hi Katie,
I agree with you, I think we have been shown some great tools for teaching about aquaculture, particularly the videos. I had visited a salmon farm as a child and the videos of the fish farming really brought it back to me and I started to remember about it. I think the videos would be really good for showing children who have no concept of what a fish farm even is.
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This module helped me see how aquaculture and the idea of social license can be used in the primary classroom in interesting and meaningful ways. Aquaculture connects well with SESE and science, as it teaches children about how food is produced in the sea and how we can farm fish in a sustainable way. It also helps children learn about caring for the environment and thinking about where their food comes from. The concept of social license—getting public support for farming—can lead to great class discussions about trust, fairness, and the importance of working with the community. These topics can also be linked to SPHE, where students can learn about responsibility and decision-making. Using videos, stories, and real-life examples from this module will make learning more engaging. Overall, this topic can help students become more aware of the world around them and how they can play a part in protecting it.
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I teach Junior and Senior Infants in a small rural school in the midlands—so we’re about as far from the sea as you can get! But I really believe that every child in Ireland should learn about aquaculture and sea farming. It’s such a big part of our country’s food system and future, just like farming is here in the countryside.
Even with the little ones, it’s amazing how topics like fish farming can get them asking big questions—about where our food comes from, how we look after the planet, and what it means to do things in a sustainable way. It ties in so naturally with SESE and SPHE, and opens the door to all kinds of fun, hands-on learning.
One idea I find really interesting is “social license”—basically, it means that industries (like farming or aquaculture) need the trust and support of the community to keep going. That really hits home in rural areas, where farming is such a big part of everyday life. Students already understand the importance of reputation, responsibility, and community, so it’s easy for them to connect those dots.
We could chat about things like fairness, listening to different opinions, and looking after the environment—not in a heavy way, just through stories, play, and simple projects. It would help them think for themselves and see that they can be part of these conversations too.
Even though we’re far from the coast, bringing aquaculture and ideas like social license into the classroom helps the children see the bigger picture—and shows them that their voices matter in shaping the future of both land and sea. I grew up by the sea myself and now live inland and I feel I help the children to make the connection between land farming and Sea farming and of course we have our own aquaculture inland too in our rivers and lakes.
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I am also in the same boat as Orla, I work in a rural country school in the midlands where there is no Sea or wild Atlantic way around us but from viewing the first module of the course I can really see the importance of introducing children at a young age to Aquaculture in Ireland and the many benefits it will have on their future. I love the way Orla says to integrate this topic through SESE and SPHE by discussing the importance of healthy eating, interviewing local fisherman/restaurant chef’s etc., I also really enjoy how Orla integrates her own personal experience into showing the importance of sea farming.
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Hi Orla,
Thank you for your response to this module!
I agree I think that every child in Ireland should have the opportunity to learn about aquaculture no matter their proximity to the coast. Even outings as simple as going grocery shopping are an opportunity to form linkages between being acting sustainably and learning about seafood production in Ireland and how to make decisions that not only are beneficial from a nutritional standpoint but are also eco-friendly. It is never too early to learn about ‘where your food comes from’ as you have said yourself here.
The material is so versatile that it can tie in with a multitude of subjects and you are correct in saying it promotes hands-on learning! Simple projects such as arts and crafts, poster making and story-telling are a fantastic way to convey the importance of aquaculture in Ireland to younger audiences.
Thanks,
Grace
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Aquaculture and social license can impact children in schools in many different ways e.g. their health, environment, education, and community well-being. For example, it provides jobs for children in the future, real-life experiences for children to learn, integrates local environments into school life i.e. speakers, shows children the importance of eating healthy etc., After reviewing the BIM’S Social licensing project for aquaculture, I really enjoyed the ‘Taste the Atlantic project’ best. I feel it would be a very well worth project for older children who live near the Wild Atlantic Way to go and explore the Sea and speak with local fishermen etc., and visit local restaurants and taste various different fish that can be found in various counties in Ireland. I think as teachers it is very important that we teach children from a young age the benefits of why Aquaculture and social licensing is vital in our lives in Ireland because it plants a seed in children’s head about water farming as I know when I was in school I rarely ever heard educators speak about Aquaculture and the benefits it can have on young children in Ireland.
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Hi Rachel,
Social license has become very important as of recent times and for good reason, it allows the community to lead decisions for what will take place in their own local area! The Taste the Atlantic project is a great example as we are attempting to showcase to coastal areas primarily the benefits of seafood and try to inspire new generations to take more seafood in their diet through creating new and innovative recipes all while working alongside regional producers and learning their craft!
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I can hand on my heart say that when I signed up for this course, I did not know the first thing about aquaculture, social license or even who BIM are. I wanted to engage with something completely new and I was honestly sucked right in!
I am teaching in Cork and so we have plenty of access to the coast here. I don’t know how many times I pass the mussel farm in Bantry Bay annually and never give it much thought.
Looking at ARC and the opportunities that it provides for students is very effective. VR headsets, hands-on learning experiences and dialogue with trained facilitators is a great way to engage students. It sounds like a great day coupled with the online lessons to prepare. The lessons come with quizzes using google forms which is great if it can be shared with google classroom for individual pupils digital portfolios.
Even though the lessons are geared towards the senior end of primary school, I think it would be amazing to incorporate it into Aistear and playful learning. The possibilities are endless.
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I feel that before signing up for this course I knew very little about Aquaculture and resources available to teach it in the context of primary school. I think it is great in the sense that if can foster an awareness of responsibility towards the environment and our local aqua life. One aspect I found particularly interesting was around the area of sustainability as I feel like this is something we are constantly trying to model in our schools as teachers. Learning about different ecosystems is a valuable lesson for any pupil. Given the introduction of the new Primary Curriculum in the coming year, one of the areas is Social and Environmental Education so I t it is important for children to consider the impact aquaculture has on biodiversity and the world around them. Finally, I think that learning about aquaculture introduces children to a range of careers they might not have considered previously. STEM is where the jobs of the future are and it is important for children to see these possibilities in action.
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Hi Clodagh,
Thank you for your response to Module 1!
It is great to hear how you found the sustainability aspect interesting. Learning about life underwater can promote a sense of responsibility amongst the student to preserve and care for this valuable resource we have (especially as an island).
It is so important for students to hear about jobs in this sector as I feel it can be overlooked at times! The world really is their oyster.
Thanks,
Grace
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Clodagh,
I completely agree with you- I am well versed in the agriculture of Ireland but knew nothing of the aquaculture! This opening lesson has opened my eyes to another valuable side of the Irish food system. I believe that it is so important that children are taught all about aquaculture and its positive impact through sustainability, the environment and culture. The ARC seems like the coolest resource, which blends in so well with the push on digital learning through schools.
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Clodagh I agree with you as despite living by the sea, I was completely unaware of the aquaculture industry in Ireland. I love fish, particularly salmon and have found it so interesting to learn about how salmon is farmed in Ireland. I definitely feel that this is a very important lesson for children as it helps them become more aware of how their food gets from the sea to their plate and may make them more appreciative of their environment and the world around them. I also agree that it is important that children consider the impact of aquaculture on biodiversity and the world around them.
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All the interactive tools used in module 1 should give all students in my school the opportunity to connect with aquaculture in an engaging and meaningful way and spark an interest in some pupils to study in this area in the future.
I love the idea of the ARC classroom which would make learning about aquaculture more engaging and interesting for students. It is immersive and interactive, and I think that it would captivate the interests of the students. These tools allow the students gain a deeper understanding of aquaculture practices and their possible impact on economic and environmental systems.
Social licence, communicating with the public about developments in aquaculture is essential for the future of aquaculture. It would allow students to think about their own values and their awareness of sustainability and how they can act as responsibly. It gets us to think critically and reflect on the ethical issues. -
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Learning about aquaculture and social license can be a fun and simple way for younger students to explore big ideas. Aquaculture means farming fish and other water animals. It helps children understand where some of their food comes from and why clean water and healthy oceans are important. Using stories, videos, drawings, and simple activities makes this topic exciting and easy to learn.
Social license is about people in the community agreeing that something is being done in a fair and respectful way. For example, if someone wants to build a fish farm, they should listen to what the local people think and make sure they look after the environment. This helps students learn about kindness, fairness, and working together.
These topics are great for helping younger students practice sharing ideas, asking questions, and thinking about how their actions affect others. It also helps them understand how we can all help care for the Earth. By learning these things early, children can start to see that their voices matter and that they can help make good choices for their communities and the planet.
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Hi Catriona,
Thank you for your response to Module 1 !
Aquaculture is a very versatile topic where you can introduce loads of different concepts as you have mentioned here where there food comes from and aspects of sustainability and social responsibility.
Environmental stewardship is hopefully something they can bring into adulthood.
Thanks,
Grace
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I agree, I think it’s important to introduce young learners to important real-world topics in a meaningful and engaging way. Teaching aquaculture and social license through stories, art, and discussion not only makes learning fun but also helps build empathy, responsibility, and critical thinking. Children today have much more awareness and understanding of their role in caring for the planet than we did at their age.
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Introducing tools that explore Aquaculture and Social License into the classroom presents a rich opportunity to engage students in real-world, cross-curricular learning. These topics naturally lend themselves to subjects like science, geography, SPHE (Social, Personal and Health Education), and even English, as students research, discuss, and reflect on complex environmental and social issues. Interactive tools—such as the ARC (Aquaculture Remote Classroom), role-play scenarios, digital mapping, and virtual tours—allow students to step into the shoes of different stakeholders, such as fishers, scientists, and community members. This fosters empathy, critical thinking, and deeper inquiry.
By learning about aquaculture, students become more aware of food sources, sustainability, and the impact of human activity on marine environments. The concept of Social License, meanwhile, introduces them to the importance of community trust and ethical decision-making in industry. These are vital concepts for developing active, responsible citizens who understand their role in shaping a sustainable future for their communities and beyond.
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Learning about Aquaculture and Social License enables students to learn about the economic, social and environmental implications of fishing. Students are afforded the opportunity to learn about the roles of different people within fishing, including the community, policy makers around ensuring the viability around aquaculture as an industry, scientists and the fishers themselves.
Sustainability is an important element of aquaculture and teaching and learning in the area of Social License allows pupils to learn about the various aspects of involvement of stakeholders and this is important to recognise in this area, along with becoming knowledgeable in how it functions in other aspects of society. Learning about community voice enables students to see the importance of decision making that is informed and whereby civic awareness is developed in a system that recognises the impact on the environment along with other social implications to become part of a wider community development process.
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I teach 3rd class in a city school, far from the sea. At first, I wasn’t sure how useful it would be to teach my pupils about aquaculture and social license. But after exploring the resources, I now see how helpful and interesting these topics can be—even for children who don’t live near the coast.
The tools we were shown, like videos, maps, and pictures, can really help children understand what aquaculture is and why it’s important. They learn where seafood comes from, how it is farmed, and how it can be done in a way that’s good for the environment.
Social license is also a useful idea to teach. It helps children understand that people in the community should have a say in how businesses and industries work. This links well with subjects like SESE and SPHE, and even our Green Schools work. It helps children become more thoughtful, responsible, and aware of the world around them.
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Hi Eimear,
Thank you for your response to Module 1!
It is lovely to hear how you found these resources interesting and helpful! Learning about aquaculture and the well-being of our oceans is every bit as important for students living far from the sea. It promotes a sense of responsibility and respect for the great resource that surrounds us as an island. Hopefully the students will be inspired to practice eco-friendly habits and keep the ocean in mind when making consumer choices into adulthood.
Thanks,
Grace
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Tools such as the Aquaculture Remote Classroom would work (the ARC) would be very beneficial to the students in my school and particularly those in the Senior classes. It provides a 4-hour interactive workshop which I feel would definitely stimulate the interest of the children, as well as webinars which would keep the children engaged. These tools would definitely benefit the children in my school as they live quite close to the sea and would therefore be able to relate to . We would also be able to go on a whole-class nature walk to the seaside after completing the webinars and workshops in order to help the children link their classroom learning to real life places and engage in an active learning experience.
Social Licence would also be useful in the teaching of the senior students in my school as it would link to the ‘Living in the Local Environment’ area of the Geography curriculum and allow for the children to realise that people in the community can have involvement in how businesses and industries work. It connects children with the world around them.-
Hi Laura,
You’ve made some excellent points!
The ARC sounds is a brilliant resource, especially for children living near the coast; connecting classroom learning to the local environment makes it so much more engaging. I also really liked your idea of a seaside nature walk to reinforce the workshop content. Using Social Licence in senior classes is a great fit for Geography, and it’s a powerful way to show children how communities can influence industries.
Bláthnaid
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Learning about Aquaculture and Social License can have a meaningful and lasting impact on primary school students in many different ways. Firstly, aquaculture helps students understand where food like fish and seafood comes from. As a previous participant of the course mentioned, for an island nation we know surprising little about sea fishing and where the food comes from. It introduces the idea of sustainable food systems and the importance of keeping oceans and waterways healthy. This ties in nicely with the SESE curriculum when covering the Environmental Awareness and Care aspect and allows students to explore how human actions affect the environment.
Social licence introduces classes to the ideas of fairness, respect and community input. It gives a chance for children to explore industries like fish farming, the lives of the people who involved in this industry and how it affects the planet. All of this helps to build a sense of accountability and social responsibility for students.-
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Hi Emily,
Thank you for your forum post for Module 1. I agree, that more knowledge should be available into where our seafood is coming from and how it is produced in the classroom. I always find it shocking how little our oceans and seas are mentioned throughout the primary and secondary curriculums. Hopefully this will change in the future especially with the environment and sustainability becoming more important in the curriculum!
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Learning about Aquaculture and Social License can be exciting for primary school pupils. Aquaculture means farming fish and seafood. Social License is about earning people’s trust and making sure the community supports what you do. Using videos, pictures, games, and fun activities helps pupils see how fish are farmed and why it matters. These tools make big ideas easier to understand.
Pupils can learn how fish farming affects nature, jobs, and the people who live nearby. They also find out why it’s important to listen to different opinions and look after our seas and rivers. Talking about Social License helps them think about being fair, kind, and responsible.
This topic can be part of science, geography, or SPHE lessons. It also helps pupils practice teamwork, problem-solving, and asking good questions. By learning this, they can understand where seafood comes from and why protecting our oceans is important for everyone’s future.
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There are many potential uses for the tools provided so far in this course. We are an island nation yet we neglect the teaching of the sea in our primary classrooms. Usually there is very little mention about aquaculture and social licence in our schools. These topics would be hugely beneficial subjects to introduce to or broaden our students knowledge of. It is important for us to be aware of the different industries in our countries and how they work. It is important to know where our food comes from.
The course mentions Aquaculture Remote Classroom – the 4 hour workshop that is both engaging and hands-on. It is something different. My school is located a few hundred metres from Dublin Bay and the older classes would love for the ARC to visit or even to watch the BIM videos and do the quizes on the ipads. A little walk to the sea would be fun to find the mussels clinging to the rocks as mentioned in the videos.
The younger classes might enjoy the life cycle of the salmon.
Social licence provides a platform to discuss sustainability, responsibilities as a citizen, fairness and critical thinking.
For the older children the Young Chef Ambassadors or Next Generation Oyster producers are great opportunities to gain insight into jobs that they may never had known existed.
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Hi Michelle,
You’ve raised such an important point; as an island nation, it’s surprising how little focus we place on the sea in our classrooms. The ARC is a brilliant opportunity to change that, especially with your school being so close to Dublin Bay.
I love your idea of combining the workshop or videos with a walk to explore mussels on the shore, a great way to make learning real and memorable. The life cycle of the salmon for younger classes is a lovely touch too. Social licence and the career-focused resources like the Young Chef Ambassadors can really open students eyes to new opportunities while building awareness of sustainability. Great ideas!
Here is the link if you would like to register your school for a visit from the ARC:
https://bim.ie/a-seafood-way-of-life/the-arc/registration-form/
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Learning about aquaculture in class is a great way for students to see where their food comes from and why keeping our environment healthy matters. Aquaculture is expanding worldwide, and when we use things like videos, virtual farm tours, and class discussions, it becomes much more engaging and easier to grasp. Having access to resources like the Aquaculture Remote Classroom is a huge bonus. It’s not something most teachers can easily recreate, but I can see how kids would be thrilled to step into such a beautiful, modern space. I think it is probably a topic that a lot of teachers would also shy away from so to have these learning aids at your disposal would be great.
My understanding of social licence from this module is an industries ability to operate while making sure different stakeholders are engaged and their opinions are considered on all kinds of issues. So, when we look at social license in aquaculture during class, it’s a great way for students to connect with what’s going on in their local communities and actually feel like they’re part of the conversation.-
Hi Serena,
Thank you for your response to module 1!
You’ve explained the value of aquaculture in the classroom very well. I agree that showing students where their food comes from really helps them understand the bigger picture around sustainability. The ARC is a fantastic resource, especially for bringing the topic to life in a way that’s engaging and memorable.
I also liked your point about how these tools can support teachers who might not feel overly confident covering aquaculture. Your explanation of social licence is spot on too, it’s a great way to help students see how industries and communities are connected, and that their voices can and do matter.
Bláthnaid
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Using the tools of the ARC in my teaching could open up exciting opportunities for my students to connect with real-world science from our own classroom. Through virtual farm tours, live data access, and direct interaction with aquaculture professionals, students can witness the processes of fish, shellfish, and seaweed farming in action. These resources make complex concepts in marine biology, environmental science, and sustainability tangible, while also developing skills in data analysis, problem-solving, and digital literacy.Learning about aquaculture alongside the concept of social license has the potential to shape students into more thoughtful and responsible citizens. They can explore how environmental stewardship, community values, and technological innovation intersect in producing sustainable food. By considering multiple perspectives—from farmers to environmental groups—they develop critical thinking and empathy, understanding that science and industry operate within social contexts. These tools could help my students in Tipperary see the ocean not just as a distant ecosystem, but as a vital part of their own future—both in terms of environmental responsibility and possible career paths.
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Hi Eimear,
Thank you for your response to this module!
I like how you have included the idea of seeing aquaculture through the perspective of multiple groups from farmers to environmentalists. It is important to see all sides of the dice!
Learning about aquaculture can benefit students in inland counties just as much as students living in coastal areas . Even outings as simple as grocery shopping provide an opportunity to create these linkages between seafood production and the person themselves. Making sustainable and informed choices is what will keep this valuable resource nourished and in good condition for generations to come!
Thanks,
Grace
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Reflect on the potential classroom use of these tools and how learning about Aquaculture and Social License can impact your school students. Post your reflective piece (150 words min) to this forum as a Reply to this post.
In September I will be teaching 5th class for the first time. As our school is located in a seaside town and was originally located right on the sea shore we have strong links to the sea. 5th class is our school has previously engaged with the Sea Shore Explorers programme which has many hands on lessons and beach walk also. I think by adding an Aquaculture element to my classes learning this year it will help to expand their learning opportunities further. When the children look out to see it is so important for them to know what aquaculture is being done under the surface and in their locality. In terms of the social license, it is important for children to know what the government deems important and through BIM and grant funding the government are showing that aquaculture is an important aspect of Irish society. The children in my school have such an interest in the sea and it is so important as a teacher to capitalise on this and increase their learning opportunities further.
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I like your idea Eimear of using the tools provided in module 1 to open the mindsets of kids about the sea and ecosystems, I live in the midlands and sometimes we can forget about our oceans and animal life in the water. There is excellent ways in the course to bring us information and experiences of this way of life.
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Hi Liam, yes I agree with you there. I am from Leitrim with the shortest coastline in the country so I am guilty of forgetting to teach my own children about coastlines and fishing environments etc. I teach in a land locked county and again coastlines and aquaculture seems out of reach of my pupils. By learning in this module of the ARC and Taste the Atlantic project I now know it is within their reach.
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Working as I am in a small rural school along the coast and very close to a major fishing port I am so shocked and disappointed that I have only now learned of the ARC and the Taste the Atlantic project. The young chef programme I’d feel would be more geared to slightly older children and the new generation oyster farmers the same.
The ARC really brings aquaculture to life and relevant to children. Even though our schools geographical location ought to mean the children are very au fait with the ocean and fish – their knowledge of aquaculture is quite limited – they are more used to fish being caught on trawlers, taken ashore, processed and shipped out again. The concept of aquaculture is a bit alien to them. Thus the ARC’s mobile, engaging, hands on exhibit will really bring aquaculture to life for them through, geography, science and technology. I can see this encouraging them to think about the wider aquaculture industry and how relevant it may become in the future for them and in sustaining livelihoods for them as adults as the quotas for larger vessels and fishing are cut and careers ended.
The Taste the Atlantic is a lovely idea. We already do a ‘local produce taste day’ however, this has now inspired me to consider doing one solely focused on the aquaculture industry and there are so many wonderful seafood producers in our area – and even to branch out and look at the development of products in skincare based on seaweed. -
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Learning about aquaculture and social license has made me realise how important it is for students to understand where their food comes from and the environmental impact of their choices. I think that aquaculture, as an industry, offers valuable lessons on how we can produce food without depleting natural resources while also raising concerns about its environmental impact. From what I have learned from this module, studying aquaculture can provide endless opportunities for integration in the classroom by linking subjects like Geography, Science, History and SPHE.
I believe that using interactive tools like the ARC (Aquaculture Remote Classroom) and role-play scenarios can be incredibly effective in helping students engage with the complexities of aquaculture. These tools allow students to experience the challenges and decisions faced by different stakeholders, such as fishers, scientists, and community members, and this can lead to a deeper understanding of the industry. Personally, I think stepping into these roles not only fosters empathy but also encourages students to think critically about the real-world consequences of industry practices.
Social license emphasises the need for industries to maintain community trust and make ethical decisions. I think that lessons like these are crucial for shaping children into informed, ethical individuals who will contribute to a more sustainable world in the future.
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Integrating the topics of Aquaculture and Social License into the primary classroom provides a valuable opportunity to foster environmental awareness and critical thinking from an early age. Using tools such as videos, interactive maps, storytelling, and hands-on activities allows young learners to engage with these complex topics in age-appropriate and meaningful ways.
For example, students can explore how fish are farmed, compare it to wild fishing, and discuss the importance of protecting our oceans. Activities like building simple aquaponics models or role-playing as community members deciding on a new fish farm can help them understand the balance between food production, environmental care, and community voice.
Introducing the concept of Social License helps children grasp the idea that industries need more than government approval—they also need the support and trust of the people around them. This encourages empathy, communication skills, and the importance of listening to others’ perspectives—crucial skills for active citizenship. Ultimately, these topics inspire curiosity, responsibility, and a deeper respect for the environment and community decision-making. -
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I really enjoyed the first module, it has opened my eyes to the whole area of aquaculture that occurs in Ireland. It is not something that I would really have studied before. I particularly like the Arc bus, this is a fantastic idea and would be a great experience for it to visit any school. I teach in the midlands and it would be more intriguing for kids who don’t get to coastal areas too often and would give an almost real life experience of fish and aquaculture. The long waiting list for visits shows how big the demand is for the activity. The Social License gives great access to explore the sea and aquaculture, both Taste the Atlantic and Burren Smokehouse could be an idea basis for a school tour or field trip. The Burren Smokehouse looked cool and gives an insight into fishing and along the tools that required to work on the sea. I have a love for SESE subjects and there is great scope for integration here, the history of aquaculture would link in with Digital learning throughout research work on Ipads and Laptops.
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While I agree that aquaculture education would have more profound impact and significance in coastal areas, from module 1 on this course I have noticed how many ties aquaculture has to many curricular areas. For example, it would be an interesting way to teach environmental awareness in geography and science as well as global citizenship and our responsibility in caring for the environment. Conversation in this area can encourage early civic engagement for example “why should we allow fishing in our bay?” , “what would be the advantages or disadvantages of this?” etc. I really like the idea of using the ARC to bring aquaculture to life in my classroom (in a landlocked county) and using role-play activities, conscious alleys and debates to simulate real world decision making. I would also love the opportunity for the Arc bus to visit my school as I think it would prompt a lot of conversation and interest in this area.
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Hi Stephanie,
Thank you for the response to this Module!
I agree I think there is something in the material from these workshops that is applicable to students that live in any area in Ireland. The information is flexible and can be used across different subjects and adapted to suit different topics from Geography to Mathematics to SPHE. There truly is something in it for everyone.
Thanks,
Grace
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Exploring aquaculture in Ireland through classroom tools such as the BIM Annual Aquaculture Report or the NORA website offers students a fun and engaging, real life context for learning. Students are given the opportunity to analyse production data, mapping or creating creative digital presentations. Students also have an opportunity to develop their key skills in literacy numeracy and digital ability. I believe that these activities encourage the children to critical think and also develop their collaboration strategies through learning about aquaculture.
I also believe that teaching about the concept of social license opens up a fantastic, academic but creative space to discuss topics such as sustainability, the environment and community. The students will also learn about the benefits of eating seafood, while also learning about the challenges the environment is faced with due to the production of the seafood etc.
I firmly believe that the above would support students’ growth in a variety of development areas as informed, creative and responsible citizens, with a huge respect for Irelands marine heritage.
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I consider BIM’s ARC project an excellent teaching resource and I’m especially excited by how they showcase aquaculture in Ireland—particularly oysters, which are close to my heart as I grew up on the coast of North Clare. What I love most is how the ARC literally brings the sea to the classroom through a fun, immersive experience—group tasks, problem-solving and virtual field trips—so children build real understanding before they ever set foot on a pier. Then, when they visit the coast, they can recognise farm structures, talk confidently about how oysters and other seafood are grown, and appreciate the sustainable, innovative industry on their doorstep that supports local communities.
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Hi Aaron,
Thank you for your response to Module 1!
Oysters are close to my heart too! I worked on a farm in Cromane and I love teaching the kids about how it can form the basis of a community supporting the local families and providing young people with new opportunities which can prevent some aspects of rural decline.
The virtual trips are a great way to bring the sea to the students! We would love to bring each student to the aquaculture site but it is a close second using the VR headsets.
Thanks,
Grace
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I have really enjoyed learning content of Module 1. It gave me a really big insight into Aquaculture and social sciences and how it can impact on students learning. Firstly, it gives school children a big insight into different species in the water and how they evolve. It can create great learning opportunities in the classroom and this module has given many interesting and engaging ways to learn about Aquaculture and social sciences.
Also, it offers many integration opportunities across other curricular areas e.g Science. I believe that it would make the content become more realistic and beneficial for the children. In module 1, I really loved the idea of the Aquaculture remote classroom. I think this would be a really engaging, fun and interactive about learning about the Aquaculture and social sciences. It is a break from the monotonous of the classroom and allows for learning in a creative way. Overall, I found module 1 to be very insightful and it gave me many ideas.
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Hi David,
Your reflection on Module 1 is really thoughtful, and I can see how much you’ve taken from the content. I agree that aquaculture provides such a rich opportunity for students to explore science in a more engaging and hands-on way. By connecting the study of aquatic species to social sciences, children not only learn about biology but also about the broader impact of aquaculture on communities, sustainability, and food systems. Like you mentioned, the remote classroom idea is a fantastic way to break away from traditional methods and spark curiosity—it makes learning feel more alive and interactive. I also like how you highlighted integration with other subjects, because cross-curricular links make knowledge more meaningful and memorable for students. It’s clear that Module 1 has inspired you with lots of practical ideas, and I think your enthusiasm will definitely translate into exciting classroom experiences for your future students.
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Throughout the summer, I have had the opportunity to visit coastal towns with my curious 5 year old child and we have both become interested in aqua culture, sea life and the various aspects of farming (sea and land). Though I teach in a DEIS 1 school and we live in the city, the above has always fascinated me and I loved exploring the topics covered in module. I have found the module very informative and discovering tools such as the NORA site. I imagine my own students would thoroughly enjoy learning about aqua culture, even remotely, and incorporating this topic into STEM science, SESE, literacy, numeracy etc and a virtual friend trip would be very exciting for them!
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Hi Catherine,
As I read your post it reminded me of when I began teaching in a DEIS school in Ballymun (a long time ago now!) We were covering the theme of seaside and beaches and after a weekend home in Donegal, I filled the boot with all sorts of shells, wrack, seaweed and a few crab shells. The children were fascinated and that seaside pack did the rounds of the school that year and for a few years after. We used them for sorting, matching, tracing, drama etc. I think a combination of the wonderful visuals and interactives offered by ARC with real hands on materials is a wonderful engaging and memorable experience for learners.( I am one of the classes on the ARC long waiting list 🙂 )
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I believe by exploring aquaculture and the concept of social license in the classroom provides a rich opportunity for interdisciplinary, real-world learning. For primary school students in Ireland, these themes connect directly to their lives, given the importance of the sea and sustainable food production to our communities. By using tools that simulate decision-making in aquaculture, children can develop critical thinking, problem-solving, and empathy, as they consider the needs of farmers, consumers, and the environment. Discussions about social license encourage pupils to reflect on fairness, responsibility, and community voice, helping them understand that industries require public trust and cooperation. Linking aquaculture to science, geography, and ethics also allows students to see how knowledge is interconnected. Most importantly, learning through these tools can foster environmental awareness, responsible citizenship, and a sense of agency, empowering children to engage with sustainability issues that shape their future.
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Some students who live in coastal areas may already see fish farms, fishing boats, or seafood markets.
Aquaculture and Arc lessons can help them connect what they observe with real worlds discussions and integration.
Even students far from the sea are connected through food systems—seafood in supermarkets or local chippers.
I think Highlighting the “journey” of seafood from farm to table along with the use of the tools provided would aid students to see aquaculture’s relevance.-
Hi Brian,
Thank you for your response to this module!
I agree! Sometimes there is fear in the unknown but knowledge is power and I think that the students living in area near aquaculture sites who might not be 100% up to speed with the goings on there feel an even closer connection to their community once they leave the ARC as a young aquaculture expert 🙂
Students living far from the sea have so much to benefit from learning about the seafood and marine sector as well from nutrition, to geography and sustainability; there truly is something in it for everyone. Even as you said yourself consuming seafood is a link in and of itself and they can support this resource by practicing eco-friendly habits.
Thanks,
Grace
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Learning about Aquaculture and Social License has real potential in the classroom. These tools make science, geography and even business more relevant and engaging. Students get to see how food is produced locally and sustainably, which helps them connect with real-world issues like climate change, food security and the economy. The ARC resources are visual and interactive, which suits different learning styles and keeps things interesting. I think using these tools can spark curiousity and even future career interests in marine science or environmental studies. The concept of social license is also really important, it gets students thinking about community, responsibility and the environment in a critical way. They start to understand that industries need public support and transparency, which is a valuable life lesson. Overall, this type of learning promotes active citizenship and a deeper awareness of how our choices affect the planet. Plus, it’s great to see Irish context and examples being used.
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Hi Natasha, The school where I teach is close to a fishfarm and the children are very aware of the benefit of the fish farm to the local economy as well as their own families in some cases; and its potential to offer employment all year round rather than the seasonal employment tourism offers. i agree with your point that the material in this course can inform young minds and help them understand thir options and make good career choices based of the a broadend understanding.
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Social Licence is concerned with community acceptance and the trust that the local people put in an organisation like a salmon farm or local people investing in oyster beds or mussel rafts as a means of making a living. Since the collapse of the local fishing industry in Ireland, people who wish to continue their maritime heritage are faced with very few options for making a living, aquaculture is one of them. In the case of fish-farms which are contentious because of pollution and damage to native fish stocks through lice, disease, contamination and escaped fish interfering with the genetic of native salmon, it is important that there is local buy-in.
The children in the school where I teach are aware of the local fish-farm and as future stakeholders deserve to have clear unbiased information about it. The cages are part of the local landscape. They need to be able to balance different perspectives on the industry and make their own minds up about its value in terms of its economic value, sustainability and local culture. -
Within this module we can see how aquaculture and the idea of social license can be brought into the primary classroom in engaging and meaningful ways. Aquaculture has strong links with SESE and Science, introducing children to how food is sourced from the sea and how fish can be farmed sustainably. It encourages pupils to think about caring for the environment and to consider the journey of their food from sea to table.
Social license means earning the trust and support of the community. It helps us talk about fairness, being responsible, and working together. This links well with SPHE, where children learn to make good choices and understand their place in society.
Including resources such as videos, stories, and real-life examples from the module will help bring these topics to life and capture the children’s interests. This learning encourages children to become more conscious of the wider world and to recognise their own role in protecting and sustaining it.
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Hi Emma,
Thank you for your response to this module!
I like how you have linked this back to SPHE. Stewardship and social responsibility to protect the environment is a key take away from the final module of the day when we teach in the ARC. We hope that this would promote eco-friendly habits within the students that would make them feel that contribution is meaningful how ever small and that this would encourage sustainable choices into adulthood,
Thank you,
Grace
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This year, I’ll be teaching 4th class, and I’m really looking forward to introducing them to the topic of aquaculture. Many of the children may not have much knowledge of the sea or marine life, so having engaging and accessible resources is a big help. I found the videos and interactive lessons on the BIM website really effective they break things down clearly and keep the children interested. The quizzes are a great way to check in on what they’ve picked up. What I really like is how the module goes beyond just facts. It opens up important conversations around sustainability, the environment, and how communities are connected to industry. Tools like simulations, role-play, and videos give students the chance to explore different perspectives and think more deeply. I’d love to bring the ARC experience to our school too—it would make the learning even more hands-on and memorable for the class.
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In the teaching and learning of Aquaculture and Social License the use of interactive tools as discussed in Module 1 would make the learning process engaging, meaningful and memorable. The use of the simulations would simplify big concepts like ecosystems and sustainability while also increasing engagement and motivation as the learners learn through playful interactions. The collaborative activities would encourage communication and critical thinking through trial, error and reflection. Perhaps most significantly is that all of the resources mentioned in Module 1 would encourage the children see direct links between classroom activities and how food is produced in the real world. This strengthens relevance and helps them understand their role as future consumers and decision-makers.
Learning about Aquaculture and Social License could help my students learn where their seafood comes from and how it affects ecosystems. They could develop early awareness of sustainability, ocean health, and food security. They can connect classroom learning to real-world environmental challenges like overfishing, pollution, and climate change. STEM lessons would be an ideal place for me to teach this as aquaculture links directly to science: biology (fish lifecycles), technology (farming systems), and sustainability (renewable practices).
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Hi Lorraine,
Thank you for you response to this module.
Strengthening the relevance between the classroom and real world application of these concepts is what we hope to do! Even things as simple as looking at food labels and picking up litter are ways that the students can become more environmentally aware!
Learning about the delicate eco-system in the ocean and how we can nourish this valuable resource as an island, is so important for the kids of today as hopefully it will promote eco-friendly habits to be practiced by the students into adulthood.
Thanks,
Grace
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Learning about aquaculture and social license offers valuable opportunities for students to connect classroom lessons with real-world issues. Aquaculture, the farming of plants and animals in water, introduces students to an important and growing industry that impacts food production, environmental sustainability, and local economies. Exploring this topic helps students understand how humans interact with aquatic ecosystems and the importance of responsible resource management.
Incorporating social license into lessons adds a critical dimension. In this module, we learned that social license refers to the ongoing acceptance and trust communities grant to businesses based on their practices. Teaching students about this helps them appreciate the importance of transparency, ethics, and community engagement in industries like aquaculture, especially in places like Ireland where this sector is significant.
Using tools from resources such as the ARC website, teachers can access interactive materials, videos, and activity ideas that bring these concepts to life. Activities like debates, role-plays, or guest speakers from local aquaculture businesses can deepen students’ understanding.
Overall, learning about aquaculture and social license fosters environmental awareness, critical thinking, and responsibility. It encourages students to consider how industries balance economic benefits with social and environmental impacts, preparing them for potential future careers.-
Hi Aoife,
Thank you for your response to this module!
I like the idea of using debates in the classroom. It gives them an opportunity to think for themselves and take ownership of their opinion. Guest speakers have been very successful on the ARC itself and always generate great enthusiasm and excitement amongst the students, especially if it is someone from their local community as it helps to make the concepts more relevant to the student.
Thanks,
Grace
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Bringing aquaculture and the idea of social license into classroom discussions offers a rich pathway for students to explore how industries interact with the environment and society. It encourages them to think beyond the science of food production and to consider the values, trust, and responsibilities that shape sustainable practices.
Digital resources such as virtual tours of fish farms, data visualisation tools, documentaries, and classroom debates can make these concepts more accessible and engaging. Role-play activities where students act as community members, business leaders, or environmental advocates help them to examine diverse perspectives and appreciate the complexity of decision-making.
Through studying aquaculture, students gain insight into how human activity influences marine ecosystems, economies, and local livelihoods. Introducing social license helps them understand why community approval matters and how industries must balance profit with public trust and ecological stewardship. This kind of learning builds empathy, sharpens critical thinking, and prepares students to become responsible citizens capable of contributing to conversations about sustainability and the future of shared resources.
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Hi Cian.
Thank you for your response to this module!
I agree that brining the concepts associated with aquaculture can raise awareness around sustainability. On a typical day on the ARC we finish with a lesson on Sustainability in the hopes that it will promote eco-friendly habits within the students that they can carry into adulthood!
Thanks,
Grace
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In using the Bord Iascaire Mara (BIM) tools and resources from the ARC, which are accessible through the BIM website (https://bim.ie/a-seafood-way-of-life/the-arc/), teachers can introduce pupils to Aquaculture, gain an understanding of its history and experience and audio visual insight into the aquaculture practices and purposes in Ireland, as a progressive and sustainable means of producing food and employment.
Lessons on the site are broken down into subtopics which pupils can explore through talk and discussion, group research and project work. These lessons can be covered over a number of weeks/days or throughout the year, as the teacher may wish to use them as introductory lessons to specific Geography and Science strand Units, but may also be used to explore strand units in SPHE or Maths when looking at citizenship or Analysing Data, but to mention a few possibilities.
As well as introducing or supporting class teaching the videos and adverts in this module can be used as examples of what the teacher expects students to create, as a means of presenting their learning on the topic. Pupils can be expected to create their own documentaries or slideshows based on Aquaculture in Ireland.
Introducing the pupils to the ‘Taste the Atlantic, a Seafood Journey’ https://bim.ie/a-seafood-way-of-life/taste-the-atlantic/ is a wonderful way to entice the pupils to bring their exploration of the Irish coastline and its delicious produce home with them, as they plan family trips or holidays at home. Pupils could use the poster on the webpage as a base to do map hunts – searching for nearby towns and villages using their own atlas or online map tools, distance / methods to travel to destination, plan a trip, pamphlets etc.
Highlighting other BIM initiatives such as the ‘Young Chef Ambassador Program and Next Generation Oyster Farmers also promote social license around Aquaculture, as although my pupils do not live near a coastal area they may have other interests in sciences and culinary fields that can be fed and inspired by these resources.
With many of our pupils coming from agricultural backgrounds learning about aquaculture can help them understand an alternative means of farming and how they can compliment each other, as well as helping Ireland develop its sustainability. They could carry out compare and contrast activities between Agri and Aqua culture, or design initiaves to promote collaboration among ‘fields’!-
Hi Eithne,
Thank you for your response to this module !
I like how you have highlighted the culinary opportunities available to the students such as the “Young Chef Ambassador Program, Next Generation Oyster Farmers” and the ‘Taste the Atlantic, a Seafood Journey”. Not every student will be interested in the STEM aspect and it is important to show the wide variety of roles within the marine and seafood sector.
Thank you,
Grace
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Using Aquaculture and Social License to Inspire Meaningful Learning:
Incorporating aquaculture and the concept of social license into classroom discussions offers a unique opportunity to engage students with real-world issues across various subjects. By utilizing interactive tools—such as digital simulations, online maps, virtual guest speakers, and group activities—students can delve into the complex dynamics between aquaculture, the environment, economy, and society. These hands-on experiences foster active involvement and allow learners to see problems from multiple angles, taking on the perspectives of different community members, including marine scientists, fish farmers, and local inhabitants.
The exploration of social license—public acceptance of industrial activities—helps students better grasp the concept of sustainability and the critical role of community trust. By examining how public approval is earned or lost in aquaculture projects, learners engage with ethical dilemmas, consider diverse viewpoints, and begin to shape their own informed opinions. This approach encourages thoughtful inquiry, critical evaluation of information, and constructive dialogue—key skills for responsible participation in a rapidly evolving world.
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Hi Triona,
Thank you for your response to this module!
I like how you have highlighted the hands on aspect of the learning approach from the ARC resources. It is critical for the learner to think for themselves and form their own opinions and allows them to digest the material in a way that makes sense to them. Encouraging critical thinking and seeing things from multiple perspectives is a skill they can hopefully take into adulthood.
Thanks,
Grace
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After studying and observing the content from Module 1, I think that we as teachers have the perfect opportunity to help children discover and learn about the importance of aquaculture and how it affects environmental, economic and social systems.
<p style=”text-align: left;”>Learning about these topics helps students identify where their food comes from and also helps them to think about the environmental and social responsibilities linked to food production.</p>
Our 6th class students were fortunate to experience the immersive nature of the ARC truck and they gained so much from the day. They could see first hand how their actions as citizens have a direct impact on the world around us.
<p style=”text-align: left;”>By providing opportunities to examine social licence, we are enabling our students to become more empathetic, aswell as, increasing their awareness of sustainability. The students will become more aware and more involved with what is happening in their locality, thus promoting responsible citizenship .</p>
I think , moving forward, as I know there is a waiting list for the ARC truck experience, it would be great to have BIM speakers visit schools to talk about aquaculture ,especially to the schools in urban areas. It is amazing to see how the students from these inner city schools respond . I know in our school we had many children who wanted to become marine biologists after a guest speaker from BIM visited us for Science week. To see their reaction after touching the scallops that they had just watched from real footage on the IWB, was a moment I will never forget.
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