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ASSIGNMENT
Using the online lessons and resources developed for the ARC at The ARC – Online Lessons & Resources, reflect on how you could apply the concepts and skills covered to your own teaching practices, in alignment with the STEM Education Policy Statement and how STEM education can be addressed as part of the SSE process on a school-wide basis. Post your reflective piece (150 words min) to this forum as a Reply to this post.
Please also comment on at least one other participant’s post.
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Participating in this teacher education course has already given me a deeper appreciation for the potential of aquaculture as a meaningful context for STEM education. The ARC’s interdisciplinary approach—linking marine biology, sustainability, technology, and innovation—supports the aims of the STEM Education Policy Statement, particularly by promoting real-life, engaging learning experiences that foster curiosity, critical thinking, and environmental stewardship.
I can see how the ARC online content could enrich our STEM teaching at primary level, even before the physical visit. For example, using digital resources or classroom discussions around topics such as fish farming, clean oceans, and food security can provide excellent opportunities for cross-curricular integration with science, geography, maths, and SPHE. These topics also support the development of key skills outlined in the Primary Curriculum Framework, such as communicating and working with others.
From an SSE perspective, ARC provides a clear pathway for schools to enhance STEM provision in a structured way. As we reflect on our teaching and learning practices, incorporating marine-themed projects could help increase student engagement—particularly for those who may not initially connect with STEM subjects. A future ARC visit could also serve as a valuable data point or action step in a whole-school SSE cycle focused on STEM, sustainability, or environmental awareness.
Ultimately, the ARC is an exciting opportunity to bring STEM to life in a way that is hands-on, locally relevant, and future-focused.
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Exploring the online lessons and resources developed for the ARC has really highlighted for me how accessible and engaging STEM education can be when it’s rooted in real-world challenges. The focus on sustainability, innovation, and inquiry-based learning ties in perfectly with the aims of the STEM Education Policy Statement—particularly around nurturing creativity, critical thinking, and problem-solving skills in students.
I can see myself using these lessons to support thematic, integrated learning in areas like SESE, Maths, and even Oral Language. The hands-on, exploratory nature of the activities would work really well at primary level and encourage collaborative learning and curiosity. It also offers opportunities for pupil-led investigation, which aligns well with the SSE process—especially if a school chooses to focus on areas like collaborative learning, digital technologies, or developing student voice.
These ARC resources could be a powerful way to embed meaningful STEM education across the school in a way that’s both practical and inspiring.
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Tommy I agree that the online lessons and resources developed for the Arc really convey just how engaging STEM education can be when it is related to real world scenarios. I would also be very likely to use some of the many hands-on activities with my class this coming school year as I also feel it would encourage collaborative learning and curiosity amongst my students.
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The ARC’s online lessons and resources offer a varied, STEM-rich framework that perfectly aligns with the STEM Education Policy Statement and can seamlessly integrate into our School Self-Evaluation (SSE) process on a school-wide basis.
By using ARC modules—such as Module 2 (Geography & Environmental Influences) and Module 3 (Socioeconomic Impact)—teachers can embed inquiry-based learning across curriculum areas, helping students investigate coastal farming through data analysis, mapping, and design-and-make challenges. Using VR tours and digital content transforms passive lessons into immersive experiences that excite and deepen STEM thinking .
Academically, these resources strengthen our SSE priority on numeracy and digital competency, as pupils gather data, create geographic models, and use online platforms for collaborative learning. Incorporating ARC fosters active learning, problem-solving, and cross-curricular connections in science, geography, maths, SPHE, and digital technologies .
On a school-wide level, we could:
- Introduce ARC-based STEM modules into yearly planning, supported by peer-led CPD sessions.
- Use SSE frameworks to evaluate impact on pupil engagement in STEM.
- Share findings with the wider community, strengthening our ethos of continuous improvement and embedding real-world STEM experiences in our school culture.
ARC’s online tools empower us to meaningfully implement national STEM policy, enrich teaching practices, and improve student outcomes through evidence-led SSE reflection.
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Absolutely agree with Andrea. The ARC’s online lessons provide an excellent, future-focused STEM framework that aligns and supports our School Self-Evaluation (SSE) goals.
Modules included in the lessons promote cross-curricular, inquiry-based learning that’s both engaging and relevant. The inclusion of VR will definitely pique the student’s interests.
It’s a powerful tool for fostering real-world skills, critical thinking, and collaborative learning across the entire school.
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I completely agree with Andrea—the ARC’s online lessons are a fantastic, future-focused STEM resource that really tie in with our School Self-Evaluation goals. The modules are cross-curricular and inquiry-based, so they keep students engaged while making the learning relevant. And the addition of VR? That’s going to grab their attention straight away.
It’s such a powerful way to build real-world skills, encourage critical thinking, and promote collaboration right across the school.
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I agree Andrea, the VR and immersive lessons are an incredible way for students to learn. Children would be totally engaged and excited to learn. Teaching and learning using theses immersive experiences could be the way forward as our children are growing up with this technology and can relate more.
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I agree with you Michaela that from an SSE perspective, ARC provides a clear pathway for schools to enhance STEM provision in a structured way. Integrating STEM into the classroom in a meaningful way needs to be structured so that the children can take full advantage of all the benefits it has to offer.
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I agree with you Michaela, The ARC is such a great way to make STEM more real and interesting for the kids. You pointed out the cross-curricular links which I think are great and it just shows how easily topics like aquaculture can tie into science, geography, SPHE, and even maths. It’s a fun and meaningful way to get students thinking and working together. I also think it’s a smart idea to use ARC as part of the SSE process. It gives schools a clear way to build on their STEM teaching in a hands-on and engaging way.
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The ARC’s online lessons and resources has given me a deep understanding of how inquiry-based aquaculture content, when used in the classroom, can enrich teaching across the SESE subjects. By using these models, teachers can integrate science (i.e. marine biology, ecosystems) geography (coastal environments, mapping, farming) and maths (data collection, measures) through active lessons which involve problem solving. This supports the objectives in the STEM Eduction policy statement as they focus on real-world and hand on investigation that can be integrated across different subjects.
With regards to SSE, the school could decide to hold STEM fairs which could showcase different projects, such as aquaculture project e.g. inviting a local farmer to come into the school to discuss oyster farming in the area. This could include project work prior to the visit as well as data gathering. The children could also visit the local seashore and/or a local oyster farm. This would provide a link with the community and would bring the curriculum ‘alive’ and make it relatable to the children.
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Hi Lisa,
I felt this reflection clearly shows how the ARC resources can enrich primary teaching. I really liked your integration of aquaculture across SESE and Maths, making STEM both hands on and relevant. The idea of a STEM fair and involving the local community, like an oyster farmer, is an excellent way to bring learning to life. It not only engages pupils but also strengthens school community links. You’ve given me some great ideas to consider for our own STEM planning.
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I will apply STEM concepts through inquiry-based, cross-curricular learning and integrate digital tools to foster problem-solving and creativity. Aligning with the STEM Education Policy and SSE process, I’ll promote inclusive, collaborative practices, set whole-school STEM goals, and use evidence-based evaluation to enhance teaching and learning across all classrooms.
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Hi Máire, I really like how you plan to use inquiry-based, cross-curricular learning. Using digital tools to encourage creativity and problem-solving is such a great idea and makes STEM more engaging. I also like your focus on inclusion and collaboration, as it means every student can take part and feel involved. Connecting your approach to the STEM Policy and SSE process is very practical too. Setting whole-school STEM goals and using evidence to improve teaching will help build a strong STEM culture across the school.
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Hi Máire and Hannah,
I agree with you both, the benefits of inquiry based learning are phenomenal and a topic such as aquaculture has the potential to grow these skills, ensuring that our students walk away with a wide knowledge of aquaculture and the benefits it provides for citizens here in Ireland.
Engagement with the Blue Flag and setting up a committee across the different classes would create buy in. I think it could also be linked with our green schools committee.
Máire
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The ARC suite of online resources provides a dynamic, STEM-oriented learning platform that can be easily aligned with the goals outlined in the STEM Education Policy Statement and integrated into our School Self-Evaluation (SSE) process at whole-school level.
Through modules like Geography & Environmental Influences (Module 2) and Socioeconomic Impact (Module 3), ARC encourages a hands-on, investigative approach to teaching. These modules promote inquiry-based learning by engaging students in real-world coastal issues using data interpretation, spatial thinking, and problem-solving tasks such as mapping exercises and design challenges. The inclusion of VR field trips and multimedia tools helps transform traditional instruction into interactive, student-led exploration.
From an academic standpoint, ARC supports key SSE targets, especially in the areas of numeracy and digital literacy. Pupils can collect and interpret data, visualise geographical concepts, and collaborate through digital platforms—building key competencies that stretch across the curriculum.
At the whole-school level, there’s great potential to:
Incorporate ARC themes into long-term planning cycles across STEM subjects;
Facilitate staff collaboration through focused CPD around ARC implementation;
Monitor and evaluate impact using SSE templates, focusing on engagement and learning outcomes;
Showcase our work to the broader community, reinforcing our school’s commitment to innovation and meaningful learning.
Overall, ARC gives us a practical and inspiring way to embed national STEM priorities into everyday teaching, while using SSE to track impact and continually refine our approach.
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Hi Niall, I really enjoyed your post—you’ve clearly captured the strength of the ARC resources in promoting meaningful, student-centred STEM learning. I completely agree with you on how well the modules tie into the goals of the STEM Education Policy Statement. The way ARC integrates mapping, design challenges, and data analysis makes it so easy to create hands-on, inquiry-based lessons that feel relevant and engaging.
I also loved your point about the VR field trips and multimedia tools—these really do open up new opportunities for exploration, especially for schools that might be far from coastal areas. It’s a great way to make the learning immersive and accessible.
Your emphasis on using ARC as part of the SSE process at whole-school level has inspired me to think more about how we could build a shared STEM focus across classes in our own school.
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In my own teaching, I would use ARC resources to introduce authentic environmental STEM challenges—such as designing sustainable fish‑farm systems—and connect lessons to local coastal themes. I’d facilitate group problem-solving, data collection and evaluation tasks across Science, Maths, and SPHE. I’d also collaborate with colleagues to build a school-wide STEM approach, aligning with policy expectations; use SSE to systematically evaluate how STEM is integrated; and track improvements over time in student engagement, equity of access, and learning outcomes.
By anchoring aquaculture learning through ARC within the STEM Policy and SSE framework, I can foster active, locally relevant STEM education that supports whole‑school improvement and student agency.
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The ARC suite sounds like a powerful tool for bringing STEM learning to life in the classroom, especially in a coastal community like Roscarbery where students can relate directly to marine and environmental themes. Modules like Geography & Environmental Influences and Socioeconomic Impact are ideal for helping pupils explore local issues such as aquaculture, tourism, and sustainability. The use of real data, mapping tasks, and even VR field trips would really engage learners and promote active, inquiry-based learning. These activities also align well with SSE targets, particularly in strengthening digital literacy and numeracy through real-world applications. I can see great value in incorporating ARC into our long-term STEM planning—not only does it support curriculum goals, but it encourages staff collaboration and reflection through targeted CPD. By showcasing pupil work and community links, we also reinforce our school’s role in preparing informed, innovative learners who are connected to their environment and future-focused.
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Patrice, I also agree that the amount of opportunities to engage in cross curricular are endless. Data collection lessons would be so meaningful as the children would be use current data to compile various graphs. It may also inspire some children to dig deeper and investigate more about our coastlines, rivers and lakes. Students will become critical thinkers and the use of IT will help them research and explore further.
By having ARC part of a STEM policy it will provide teachers with the confidence and skills to cover this content with the students.
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The ARC’s online lessons, such as “What is Aquaculture?” and “Aquaculture and the Community”, bring real-life science into the classroom and help make learning meaningful. They link well with the STEM Education Policy by encouraging curiosity, problem-solving, and critical thinking around food, technology, and sustainability.
The quizzes and activities promote inquiry-based learning and show students how science, maths, and technology connect in everyday life. This makes STEM more engaging and practical for them.
At a whole-school level, these lessons can also support the SSE process. By using student feedback and results, schools can reflect on their STEM teaching and plan for improvement. In this way, ARC resources benefit both individual classes and the wider school community.
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The ARC’s online lessons provide a great opportunity to get students talking about what Aquaculture is, the nutrition of seafood, aquaculture and the community and sustainable seafood. The quiz’s at the end of each section allows the teacher to gauge their understanding of the topic and provides a springboard to engage in enquiry based learning.
The lessons provide an opportunity as a teacher to further develop the key skills of STEM: critical thinking, collaboration, communication and problem solving, as outlined in the STEM Education Policy Statement.
As I was engaging with the ARC’s online lessons, I came across a lovely STEM Lesson that would develop all the key skills mentioned above and allows for enquiry based learning. It is a lesson on Designing and Building a Floating Fish Farm and students build a model of a floating fish farm where they must consider buoyancy, water quality and fish species. Children are engaging in Engineering (design and construction) science (buoyancy) and maths(measures). They are also developing all the key skills of STEM education.
The ARC lessons also provide a great opportunity for engaging in SSE and improving the quality of teaching and learning in STEM in our school. It will raise awareness of aquaculture and the video’s provide a stimulus to get children curious about Aquaculture.
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I completely agree—ARC’s online lessons are a brilliant way to spark curiosity and discussion around aquaculture while also supporting STEM learning. The activities are a great tool for checking understanding, and the floating fish farm activity is a perfect example of hands-on, enquiry-based learning. It’s fantastic to see how these lessons encourage key STEM skills like problem solving and collaboration, while also fitting so well into SSE and improving overall teaching and learning in the classroom.
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“Designing and Building a Floating Fish Farm” lesson actively develops all key STEM skills—critical thinking, collaboration, communication, and problem-solving—through enquiry-based, hands-on learning. It integrates engineering, science, and maths while aligning with both the STEM Education Policy and SSE improvement goals.
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Hi Barbara,
I agree those end-of-lesson quizzes are so helpful for checking understanding and guiding next steps. I also like your point about how the topics get children talking. For my groups, especially those with additional needs, that kind of structured talk and enquiry is such a valuable learning opportunity. The ARC lessons really do create space for curiosity. I also loved the floating fish farm lesson—it brings in so much STEM content but in a way that’s fun, practical, and inclusive. It’s exciting to think of the cross-curricular links we could build from there!
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I agree that talking about what aquaculture is, the nutrition of seafood, aquaculture and the community and sustainable seafood can get students talking and engaged in STEM activities . The quizzes at the end of each section allows the teacher to gauge their understanding and to plan ahead for future lessons on aquaculture.
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The ARC on line lesson resources would be a vital part of teaching children about the importance of Aquaculture in our communities/counties/country. Not only would they learn about the processes involved in the farming, production, sale of the produce sourced in our coastal waters but they would also gain valuable knowledge about the positive effect aquaculture has on the country as a whole, the employment and educational benefits.
Following STEM guideline and incorporating this with ARC resources children would work collaboratively examining and investigating the different types of creatures living in our coastal areas, the health benefits of seafood in part of our weekly diet, project work based on seafood- farmed, caught, transported throughout Ireland and as mentioned previously designing their own floating fish farm . There are so many wonderful cross curricular opportunities for children to further their understanding of Aquaculture.
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The ARC online lessons are a brilliant way to bring real-world STEM education into classrooms—even in schools like ours, based in Dublin, where some children may have limited access to outdoor learning or the coast. The lessons lend themselves beautifully to developing STEM key skills like collaboration, problem solving, and enquiry-based learning.
One lesson I found particularly exciting is the floating fish farm design challenge. It hits so many curriculum areas—engineering, maths, environmental science—and it could be easily adapted for my support groups. It allows for creativity, communication, and hands-on problem solving, which benefits children with social, communication, or additional learning needs.
As a support teacher, I see real potential in using the ARC lessons to link STEM with SSE targets. The quizzes and reflection tools would provide strong evidence of learning. I’d love to see a whole-school focus on marine STEM, and potentially involve classes in a Blue Schools project. These resources could really raise awareness and create meaningful, inclusive links between science, sustainability, and everyday life.-
Hi Susan,
Thank you for your forum post for Module 3. The activity of designing your own fish farm can be incorporated into different subjects such as science, maths, and environmental. This can further be incorporated into various Blue/Green schools projects to aid your school and, if you are in a costal region, this can also be brought into the community allowing students to critically think about what aquaculture can do for their own community!
Hugh.
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I enjoyed reading your reflections, and I completely agree with the potential of ARC lessons to support both classroom learning and wider school goals like SSE. As someone also working with diverse learners, I find the hands-on and inclusive nature of the ARC activities particularly valuable. The flexibility to adapt tasks like the floating fish farm challenge for different learning styles and needs is a real strength. It’s brilliant how these lessons encourage creativity and collaboration while still reinforcing key STEM concepts.
I also think the idea of connecting ARC to a whole-school initiative like the Blue Schools project is really exciting. It would be a great way to foster a shared sense of purpose and environmental awareness across all class levels. The built-in assessment features, like quizzes and reflection tools, could make it much easier to gather evidence of progress and engagement—something that’s so helpful for SSE reporting.
It’s encouraging to see resources that are not only curriculum-aligned but also promote real-world thinking, sustainability, and inclusion. I’d definitely support a school-wide focus on marine STEM and would love to collaborate on bringing more of these ideas into practice.
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Hi Susan,
Thank you for your forum post for Module 3. The activity of designing your own fish farm can be incorporated into different subjects such as science, maths, and environmental. This can further be incorporated into various Blue/Green schools projects to aid your school and, if you are in a costal region, this can also be brought into the community allowing students to critically think about what aquaculture can do for their own community!
Hugh.
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I really like the idea of the quizzes at the end of each lesson. I do a weekly quiz with my class based on what has been learned throughout the week and the children absolutely love this! It has made a difference in their listening and attention during lessons and it’s one of their favourite activities to do on a Friday!
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The materials in the ARC resources and lesson plans offer a rich opportunity to integrate real-world, local environmental issues into STEM education. The ARC resources provide a context that is highly relevant to Irish students, allowing them to explore STEM activities on marine ecosystems, sustainability, food production, and climate challenges.
ARC lessons focus on inquiry-based and project-based learning, a key principle of effective STEM education. Students can investigate how fish farms operate, how water quality is monitored, or how technology is used to support sustainability in aquaculture.
Establishing a Marine/Aquaculture Team in the school could be a possibility and looking at obtaining a Blue Schools Award in the school.
Using Ireland’s Taste the Atlantic map, the school could pick a local aquaculture producer to visit and discuss some direct/indirect jobs that stem from the aquaculture producer, along with their importance in the local community.ARC works in alignment with the STEM Education Policy Statement by
1. Offering accessible, engaging content involving real-world environmental challenges.
2. Encouraging collaborative group work (e.g. data collection projects)
3. Providing content that reflects Ireland’s unique marine context, encouraging relevance and local connection.ARC can be used in SSE to:
1. Develop cross-curricular STEM themes
2. Facilitate whole-school CPD sessions using ARC content.
3. Use student voice and samples of student work from ARC-related activities as SSE evidence.-
Dolores,
I particularly like your point about
Using Ireland’s Taste the Atlantic map, the school could pick a local aquaculture producer to visit and discuss some direct/indirect jobs that stem from the aquaculture producer, along with their importance in the local community.
In working in a midlands’ school, this is a project which we could do virtually through the use of emailing, video calling and perhaps website building, to research, develop and record learning, which would also link at the developing their digital literacy.
Our children could also make contact with local Inlands Fisheries Ireland branch, to compare and contrast as part of their literacy curriculum.
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Exploring the online lessons and resources from The ARC has really made me reflect on how STEM education can be more meaningfully embedded into my own teaching practice. The resources highlight how STEM is not just about teaching science, maths, or coding in isolation—it’s about creating opportunities for students to explore real-world problems, think critically, and work collaboratively. One idea I’m excited to try is designing project-based lessons where students collect and analyse real data—perhaps through a local environmental study—combining skills from across the curriculum in a way that feels purposeful and engaging.
In terms of whole-school practice, the ARC has helped me see how STEM can become a central part of our SSE (School Self-Evaluation) process. For instance, we could start by reviewing how STEM is currently taught and identifying opportunities to strengthen inquiry-based learning across all subjects. This could involve sharing good practice among staff, using common planning tools from the ARC, and tracking student progress not just in grades, but in skills like problem-solving and collaboration.
By integrating these approaches, we’re not only aligning with the STEM Education Policy Statement—we’re also helping students see the relevance of what they’re learning and equipping them with skills they’ll use well beyond the classroom. It’s an exciting shift, and one that I think can make a real difference across the whole school.
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Hi Mark,
Thank you for your response to Module 3!
It is really fantastic to hear how the ARC’s lessons have sparked such thoughtful reflection on how STEM can be brought into your teaching practice! Project-based lessons where students work with real data is a powerful way to bring the curriculum to life but will also give the students a sense of autonomy over what they are learning. This approach can really help students see the value in STEM as it connects directly to issues they can relate to, making it more tangible and meaningful.
Bringing STEM into the broader whole-school practices, particularly through the School Self-Evaluation process (SSE). Reviewing how STEM is currently being taught and looking for opportunities to strengthen inquiry-based learning across all subjects sounds like a great way to create a more holistic approach. Sharing good practices among staff and tracking skills like problem-solving and collaboration is key, as those are exactly the kinds of competencies that will benefit students in the long run.
Outside the classroom is where a lot of useful learning can take place as well. Applying those skills in real life situations only benefits the student by practicing what they have learned in an environment that is unique and personal to the student themself.
Grace
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We’re currently reviewing our school themes for the year, and our principal is strongly encouraging thematic learning with a strong cross-curricular focus. Aquaculture is an excellent topic that I’m planning to bring to the table at our review meeting. It really offers a wide range of opportunities for rich, integrated learning across all subject areas. From science and math to literacy, technology, and even the arts, aquaculture provides a meaningful and engaging context that supports hands-on exploration and real-world connections for our youngest learners.
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Mark, the point you made regarding creating opportunities for students to explore real-world problems and you mentioned a local study this made me think. In my school we do a nature trip each September, I live and teach in a rural coastal area but the trips we have planned have been mainly trips to mountainous terrain or areas of local historical interest. This September we could do a trip to a coastal area and this would mean when we cover aquaculture it would be more meaningful to the children.
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The ARC’s online lessons and resources offer a varied, STEM-rich framework that perfectly aligns with the STEM Education Policy Statement and can seamlessly integrate into our School Self-Evaluation (SSE) process on a school-wide basis.
By using ARC modules—such as Module 2 (Geography & Environmental Influences) and Module 3 (Socioeconomic Impact)—teachers can embed inquiry-based learning across curriculum areas, helping students investigate coastal farming through data analysis, mapping, and design-and-make challenges. Using VR tours and digital content transforms passive lessons into immersive experiences that excite and deepen STEM thinking .
Academically, these resources strengthen our SSE priority on numeracy and digital competency, as pupils gather data, create geographic models, and use online platforms for collaborative learning. Incorporating ARC fosters active learning, problem-solving, and cross-curricular connections in science, geography, maths, SPHE, and digital technologies .
On a school-wide level, we could:
Introduce ARC-based STEM modules into yearly planning, supported by peer-led CPD sessions.
Use SSE frameworks to evaluate impact on pupil engagement in STEM.
Share findings with the wider community, strengthening our ethos of continuous improvement and embedding real-world STEM experiences in our school culture.
ARC’s online tools empower us to meaningfully implement national STEM policy, enrich teaching practices, and improve student outcomes through evidence-led SSE reflection.
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I work in a junior school setting and think aquaculture could be a wonderful new theme to introduce. A study on aquaculture could be an engaging and educational way to introduce STEM with our junior school aged students. Young students can learn basic biology by observing how fish grow, what they eat, and how their environment affects them. Simple science experiments—like testing water quality or measuring fish growth—develop observation and inquiry skills. Teachers can introduce basic math by having students count fish, measure food portions, and track data on growth charts. Technology comes into play through simple tools like thermometers and filters, while engineering is explored through building small fish tanks or designing mini aquatic ecosystems. Aquaculture projects promote hands-on learning and help students understand sustainability, food systems, and environmental care. Through storytelling, drawing, and role play, young learners connect STEM concepts to real-life situations, making the learning process both fun and meaningful. Overall, aquaculture fosters curiosity, responsibility, and critical thinking at an early age. As part of our SSE we are reviewing our themes for the year at our first meeting on our croke park day and the lessons and resources provided here are an ideal starting point for a class level team to develop. Thanks!
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Hi Louise,
I also work in the Junior end of our school and I agree with what you have said. A study on Aquaculture could open up a whole new exciting area for the children to explore, the fact that a lot of the activities are hands on will be enjoyable and the children will remember these rather than just listening to me explaining and talking about a topic. The activities that you have listed are also easy to set up and do not require a load of new resources to be purchased which is also a bonus.
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The online lessons of nutrition, community, sustainability and aquaculture itself are a great resource and as said in one of the slides, STEM isn’t just Science, Technology, Engineering and Maths but cross curricular involving History Geography and the Arts. At a glance the nutrition aspect is of particular interest to me and in how I teach. There is the obvious science link but also some valuable links to SPHE and how to eat and live well. We have the raw materials all around us to live happy and healthy lives, why not eat more fish and support our native industry. From a school SSE perspective we have an opportunity to promote the healthy eating policy as well as the overall wellbeing of the school.
Many aspects of the geography curriculum come to mind from map reading, knowledge of the local coastal areas, human environments and contrasting how people live in different areas. As stated STEM should ignite children’s curiosity in both places and jobs and these lessons in the ARC can really inform young adults, perhaps even inspire and motivate.
Perhaps the most important lesson is sustainability, it is critical for our modern reckless world where environmental awareness is just a buzz word rather than something that should be acted on. These lessons can push schools in their SSE to strive towards Blue schools awards and develop more awareness for the children in how critical it is to protect our oceans and sea environment.
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A varied, stem rich framework was a key phrase used above by Andrea, there really is no end to the subjects touched on in this course. An aquaculture theme based approach is another good idea from Louise. Often we rush over topics and there is a lot in this course. Susan mentioned the floating fish farm design which is great and also highlighted the use of ARC lessons in learning support, something which would grab the attention of students.
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The BIM ARC online lessons are a fantastic resource for enriching my teaching pedagogy, directly aligning with the STEM Education Policy Statement. I’d leverage modules like “Geographic and Environmental Influences” and “Socio-Economic Impact” to facilitate inquiry-based learning, having students analyse real-world data on water quality or local employment.
The “What is Aquaculture?” VR tours would provide immersive technological experiences, sparking curiosity in marine science and engineering principles.
This approach promotes critical thinking by challenging students to evaluate the sustainability and community impact of industries, moving beyond rote learning. For School Self-Evaluation, I’d propose using these interdisciplinary projects as evidence of enhanced STEM engagement and literacy school-wide. We could track student participation in discussions, project outcomes, and their ability to apply scientific reasoning to societal issues, demonstrating a whole-school commitment to practical, relevant STEM education and fostering future innovators.
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The online resources and lessons provide a key wealth of engaging STEM activities.
One of the strengths of STEM is its integrated nature, and I really appreciated how the ARC lessons embraced the multidisciplinary approach. For example they included an element of history through the story of The Salmon of Knowledge, which I found to be an excellent hook for starting a lesson. I brainstormed how I could use this within my class as a hook and how I would use STEM activities based off it.
Science
- Pupils could sequence the lifecycle of a salmon.
- Since salmon live in both saltwater and freshwater we could carry out a saltwater density experiment and compare the two types of water.
Engineering
- Children could design and build a model fish trap
- Children could carry out a filtration experiment using plastic bottles, coffe filters, sand and gravel and cotton balls.
Technology
- Pupils could do a digital retelling using ppt, or the Book Creator app
Maths
- Explore concepts of probability and chance by analysing the likelihood of catching the Salmon of Knowledge.
We can easily link this with SPHE and the benefits of eating fish which was also a video on the online ARC resources. The Green-Schools program aligns with several of the UN Sustainable Development Goals particularly those related to environmental sustainability and education. As a school that participates in the green school program we could highlight aquaculture.
From an SSE perspective if the focus was to enhance STEM teaching and leaning through cross curricular integration my above lesson ideas shows how easily it can be done. It shows how easily a unit on aquaculture could be a theme.
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Hi Emma I really like all of the above STEM activities which could be used in the classroom based on the ARC. The Salmon of Knowledge is a great theme to begin your STEM from. Children always have a great interest in that legend and would thoroughly enjoy all the activities which would develop from it.
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Hi Emma,
Thank you for those great ideas! Each of the activities you mentioned are fantastic ways to incorporate STEM education in the classroom. I especially liked the Salmon concepts, another idea is educating the children on ‘salmon bridges/fishes passages; eco friendly bridges for migrating fish! Allowing the children to create their own creative bridges for migrating fish; an eco friendly educational activity!
I completely agree that aquaculture can be integrated into subjects quite easily through the lessons you mentioned!
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The online lessons and resources developed by The ARC offer a rich and practical framework for enhancing STEM education in classrooms. These resources emphasize inquiry-based learning, cross-disciplinary thinking, and real-world problem-solving—principles that are at the heart of the STEM Education Policy Statement (2017–2026). Reflecting on these materials, I see great potential to enrich my own teaching practices by adopting more student-led investigations, integrating data collection and analysis into lessons, and promoting collaborative learning environments where creativity and critical thinking thrive.
In particular, the ARC’s focus on active learning can support whole-school implementation through the School Self-Evaluation (SSE) process. By identifying STEM as a key area for development, schools can use SSE to set clear targets, collect evidence on student engagement and outcomes, and build a shared vision for interdisciplinary teaching. The ARC resources can scaffold this process, helping teachers across subjects to design coherent, engaging STEM experiences that align with national goals while meeting students’ diverse learning needs.
Ultimately, embedding ARC-inspired approaches into the SSE framework not only strengthens individual teaching but fosters a culture of innovation, reflection, and continuous improvement across the school. This aligns with the policy’s vision of nurturing scientifically literate, curious, and creative learners who are prepared to thrive in a rapidly evolving world.
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I fully agree with this reflection highlights how the ARC resources can effectively support both individual teaching and whole-school STEM development through inquiry, collaboration, and the SSE process. By promoting student-centred learning and connecting real-world issues like aquaculture to curriculum goals, the ARC enhances engagement and provides a strong foundation for cross-curricular STEM integration.
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This Module has made me more aware of how I can integrate lessons and make them enjoyable for children. For example I have often read and explored the Salmon of Knowledge story in my classroom but I have never used in way of explaining our aquaculture or as a stimulus to look at our history of fishing.
The ARC online lessons and resources are interesting and engaging for children, I particularly like the activities that it has. The quiz feature could act as a means of assessment while being a fun activity for the children. I also like the idea of interviewing an older relative as it will give an insight to the tradition of fishing in our society.
Overall the ARC programme will allow us to make the children more aware of climate change and the importance of protecting our environments while maintaining our industries.
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One of the strengths of STEM is its integrated nature, and I really appreciated how the ARC lessons embraced this multidisciplinary approach. The inclusion of Irish culture elements, like the story of The Salmon of Knowledge, offered a brilliant engagement activity to start a STEM lesson and helped me see how cross-curricular integration can bring lessons to life. I could use this story in my own teaching by sequencing the lifecycle of a salmon in Science, building a model fish trap in , carrying out filtration experiments, using Book Creator or PowerPoint for a digital retelling , and exploring probability and chance in Maths.
These activities not only support the aims of the STEM Education Policy by encouraging critical thinking, creativity and collaboration but also tie into SPHE and the Green-Schools programme, particularly in relation to sustainability and wellbeing.
From an SSE perspective, if our school focused on enhancing STEM through cross-curricular integration, a theme like aquaculture would provide meaningful opportunities to develop both teaching and learning in a consistent and engaging way.
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Hi Niamh,
I completely agree with you, the integrated nature of the ARC and its lessons allows for a variety of subjects to be taught in which their knowledge is an essential part of aquaculture. Whether it be the history behind aquaculture which is important for its cultural impact, or, understanding Ireland’s geography in order to best place your own aquaculture farm, the integrated nature of aquaculture shows it can be taught amongst a variety of subjects in the curriculum!
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I really like how you connected the story of The Salmon of Knowledge to multiple subjects, it shows how STEM can be both engaging and meaningful. Using cultural stories to spark cross-curricular learning is a great idea, and the aquaculture theme fits perfectly with both the STEM Policy and SSE goals.
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STEM-rich, real-world problems :ARC’s context-based help children engage with real, contemporary problems. I plan to integrate these into lessons, giving students STEM challenges.
Inquiry-based learning and critical thinking::The ARC materials emphasise designing inquiries: framing questions, planning investigations, interpreting data. I will guide children through the full inquiry cycle, modelling it and slowly giving responsibility—which deepens conceptual understanding and the development of reasoning skills.
Integration::Many ARC resources blend maths, science, technology—and even elements of engineering. I will design modules that cross discipline boundaries, encouraging students to make connections across their STEM learning.
Digital learning and computational thinking::ARC’s use of tools like Scratch, GeoGebra, and coding platforms aligns with the Policy Statement’s push for digital fluency. I plan coding- and simulation-based activities that develop algorithmic thinking and digital confidence.
Assessment for learning::Each resource comes with formative checkpoints—questions, tasks, rubrics. I will adapt these as part of ongoing AfL strategies: peer feedback, exit tickets, self-assessment, building a reflective and growth-oriented classroom culture.
Schoolwide Implementation via School Self‑Evaluation (SSE)
Baseline & goal-setting::Through SSE, we assess current STEM practice: which subjects adopt inquiry? Then set measurable targets
Evidence-gathering::Use ARC’s lesson examples as benchmarks: observe classes using ARC lessons, gather student artefacts, record teacher reflections,
Collaborative action planning::Form a cross-department steering group to adapt ARC resources for diverse subjects
Capacity-building::Organise in-school CPD using ARC materials. Teachers work in subject pairs to co-plan ARC-based lessons, trial them, reflect, and refine—modeling instructional coaching.
Reflect–Review–Refine cycle::Mid-year, review student outcomes, teacher confidence, and resource access.
Sustainability & Celebration::Showcase student-led ARC projects in school exhibitions or STEM fairs. Document case studies in our school SSE report to share successes and next steps with the Department’s inspectorate and school community.
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The Arc online lessons and resources would be ideal to be integrated into the STEM Education Policy at my school. The lessons and resources blend science, technology, engineering and maths in a seamless way and students will get adequate exposure to these areas.
I particularly like the video/lesson 2 which also links history and the story of the Salmon of knowledge with STEM as this is exactly how we are supposed to be teaching STEM in an integrated way linking all subjects together and not just Science, technology , engineering and maths.
When we do a SSE at my school we could use these lessons and resources as part of our school improvement goals to have more STEM related topics embedded in our yearly plans. Aquaculture and these lessons and resources would be ideal as they could be used to develop the students critical thinking in these areas while also linking to many other subject areas such as geography, history and ideal for project work.
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The materials, resources and amazing ideas available through the ARC will be so useful and convenient to use in the classroom and easily integrated into the STEM policy in our schools. The lessons are perfectly suited to children. Having the professor talking in the first lesson when discussing oysters and mussels not ‘muscles’ is a perfect way to keep children engaged and interested in the material. The well known salmon of knowledge lesson for history is perfectly connected to the life cycle of the salmon a which makes it more real and interesting for the children. The lesson showing the connection between astronauts and divers will also be so interesting for children. Having the quiz resources at the end of each of the lessons is ideal. We can assess the child’s knowledge of the lesson while also integrating technology to the plan. They could use their tablets in pairs or change it into a group quiz. There is also the possibility of asking the children to create their own quizzes for the class based on the lessons watched.
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I think that the story of The Salmon of Knowledge is a perfect way to introduce a class to the industry of Aquaculture – many of the older classes will be familiar with it, while younger children enjoy hearing it for the first time. It hadn’t really occurred to me before this course jus how important the salmon was to Ireland, and how it can be connected to many different areas of the curriculum.
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I appreciate Cathriona’s acknowledgment of element of fun in the content made available by the ARC in her discussion of the play on words implemented to keep kids engaged and also the use of a quiz. It shows that at the end of the day, the lessons are child centred while covering serious & current world & environmental issues.
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Hi Cathriona,
Thank you for your response to module 3, I am delighted you found the materials and resources beneficial. I find that characters like Professor O Mara (professor of the sea) are great for keeping the younger students engaged on the ARC. Small things like the mussels/muscles reference are fantastic for amusing the students while also keeping them interested in the topic.
The salmon of knowledge is a fantastic story which resonates with students; connecting them to Irish folklore while also linking the content to expanding their knowledge on the nutritional value of seafood. Of course, the quiz is a brilliant activity, small prizes (we use educational species posters) can be very beneficial, positively linking a day on the ARC to their knowledge of seafood & aquaculture.
Bláthnaid
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The ARC online lessons and resources on the BIM website are a fantastic way to bring real-world STEM learning into my 5th class. These lessons focus on aquaculture and seafood, which connects science, technology, engineering, and maths with everyday life and local communities. This makes STEM subjects more meaningful and interesting for my students. They like to hear real world stories and make comparisons to their own experiences of rural/farming life. Many of my students come from a farming background so it will be interesting to hear their views on how alike the two industries are. The hands-on activities and challenges, like designing a floating fish farm, encourage teamwork, creativity, and problem-solving skills.
My school is based about 1 hour from the sea, so students may not have easy access to the sea. The lessons found on the BIM website offer practical ways to explore marine science and sustainability through classroom activities. I can use the quizzes and reflection tools within the resources to track student progress and link this to our School Self-Evaluation (SSE) process. By including STEM goals school-wide, I can encourage and support other teachers and students in developing important STEM skills and build awareness of sustainability and local industry. The ARC resources would help make STEM learning fun, relevant, and inclusive for everyone.
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Hi Susan,
Thank you for your post to Module 3 – Socioeconomic Importance of Aquaculture. I agree, real world experience for students can aid in the learning experience! Aquaculture ties closely in STEM with various branches of the industry focusing on the technology behind improving sustainability at a fish farm, the engineering complexities of more modern farm designs, and the nutritional science behind efficacy of fish feed. This shows the socioeconomic importance of aquaculture as a variety of careers are required to support it.
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After exploring the ARC Online Lessons & Resources, I’ve found many useful ideas that I can bring into my teaching. These lessons focus on hands-on, problem-solving activities that get students thinking like scientists, engineers, and designers. This fits well with the STEM Education Policy Statement, which encourages schools to help students build skills like critical thinking, creativity, and teamwork.
In my own classroom, I plan to use more real-life projects where students work together to solve problems. For example, using the design process from the ARC resources, students can plan, build, and test their own solutions to challenges. This makes learning more active and meaningful.
At a whole-school level, we can link this work to the School Self-Evaluation process by looking at how well we are teaching STEM and setting goals to improve. The ARC resources can help us build stronger STEM learning across all classes in a clear and structured way.
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Hi Sarah, this is a thoughtful and practical reflection that clearly connects the ARC resources with both classroom practice and whole-school improvement. Your emphasis on hands-on, real-life problem-solving aligns perfectly with the goals of the STEM Education Policy. Using the design process to make learning active and collaborative is an excellent strategy for skill development. Linking these approaches to the School Self-Evaluation process is also very effective, as it ensures that STEM teaching is continuously improving and reflective of student needs. A great example of meaningful, integrated STEM learning in action.
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I believe the resources offered and designed by The Arc would be of great use in the classroom and easy to implement as they are both modern in their creation and also are gauged at a suitable level for our pupils. A lot of the content is directed at the environment and this would knit well with areas of STEM as the effects on the world can be explored scientifically and would also encourage kids to work as investigators which would inevitable encourage further stewardship. With a focus on environment and climate change, the content being offered by ARC could be seamlessly integrated with various other subjects. The content also fosters critical thinking in a real world sense as it highlights to the learners that they are dealing with real world implications and highlights again their role in managing future outcomes.
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The online lessons and resources developed for the ARC offer valuable tools for integrating STEM concepts into the classroom, particularly in the context of marine science and aquaculture. These resources are aligned with the STEM Education Policy Statement, which encourages hands-on, inquiry-based learning, critical thinking, and real-world problem-solving.
As to my own teaching, I would use ARC resources to create interactive, project-based activities that allow students to explore the science behind aquaculture, such as water quality, sustainability, and the biology of marine life. By incorporating technology into lessons, students can engage with virtual aquaculture environments, conducting experiments and analysing data in real time.
As part of the SSE process, STEM education can be enhanced on a school-wide level by encouraging cross-curricular collaboration. This could involve integrating aquaculture lessons across science, geography, and even mathematics, tracking progress, and fostering a school culture that values hands-on, interdisciplinary STEM learning.
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The ARC’s online lessons and resources offers a STEM rich framework that aligns with the STEM Education Policy which encourage inquiry based learning and the quizzes at the end of the lessons also allow for the gauging of understanding of the material covered.
The linking of the Salmon of Knowledge in history while also connecting it to the life cycle of the salmon would allow for integration across the curriculum and make it more interesting and relevant for the children.
With regards to the SSE process we could look at how we are teaching STEM within the school and use the ARC resources to set goals and teach in a cross curricular way as mentioned above. This would be great to get the children thinking in a critical way while also using meaningful content to do so.
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Hi Kevin,
Thank you for your response to module 3!
I really like your point about using the Salmon of Knowledge in creating cross-curricular learning connections, using Irish mythology with science is an engaging way to capture students interest while still reaching educational goals.
The quizzes are definitely a helpful tool for aiding understanding, they can also be used across a range of subjects.
Bláthnaid
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Module 3
Engaging with the online lessons and resources from The ARC has broadened my capacity to integrate inquiry-based learning, hands‑on experimentation, and cross-disciplinary thinking into my STEM teaching practices—in direct alignment with our STEM Education Policy Statement. The ARC’s emphasis on real‑world problem‑solving mirrors the policy’s call for authentic, relevant experiences that build deep conceptual understanding and foster student curiosity.For example, several modules guide students to identify a local environmental or engineering challenge, build models or prototypes, collect data, and iteratively reflect on their design—each stage modeled after the SSE (School Self‑Evaluation) process. In my classroom, I see this as a natural fit: students could work in collaborative teams to address contextual issues—such as measuring energy usage in our school buildings or investigating water quality—then analyze and share their findings with the school community. This embeds STEM within a whole‑school culture and reinforces the SSE’s focus on reflective improvement and collective responsibility.
Practically, I would integrate ARC lesson structures into our termly STEM-themed inquiry weeks. Each week could spotlight a new issue—climate, coding, biomechanics, for instance—supported by ARC lesson plans and digital tools. Students would begin with a driving question, explore background science, propose hypotheses, conduct investigations (including hands‑on activity and data collection), and conclude with reports or presentations. Aligning with the policy, this encourages creative and critical thinking, builds numeracy and digital competence, and enhances communication skills.
On a school‑wide scale, I would coordinate with colleagues in technology, science, and maths departments to host interdisciplinary challenges—for example, a “Smart Classroom” hackathon—where students audit space usage, prototype sensor systems, and reflect on outcomes, linking to our SSE goals of sustainability and student engagement.
Ultimately, The ARC resources help me enact a vision of STEM education that is inquiry-driven, relevant, creative, and reflective. By embedding these lessons within our SSE framework, we create a school environment in which STEM learning contributes to both individual student growth and collective school development.
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Hi Dolores,
Thank you so much for your response to Module 3!
Inquiry based learning is beneficial to primary school students as it allows for them to have autonomy over their learning experience. Nourishing a child’s curiosity allows them to pose questions that they can relate back themselves which makes for a more engaging opportunity.
Collaborative learning can enhance communication, interpersonal and teamwork skills. Using the school as the basis for the projects is great as they can learn about the environment with which they are in on a day to day basis which again they can relate back to themselves.
I really like the idea of carrying out an experiment on a weekly basis which can give the students an opportunity to see the structure and process of an experiment in real time. It might even inspire some of them to take the STEM route as adults!
Co-ordination with staff across different school subjects is key as this allows for the key lessons to be re-enforced thus consolidating the overall comprehension of the information delivered to the students. The ‘Smart Classroom’ sounds like a brilliant way to enhance the learning experience on a school wide basis.
Grace
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The ARC – Online Lessons & Resources offer a great way to bring STEM learning into the classroom using real-world topics like aquaculture, the environment, and food production. These lessons help students understand how science, technology, engineering, and maths are used in everyday life, especially in industries like seafood farming.
In my teaching, I would use the ARC lessons to create hands-on activities. For example, students could use coordinates to plot aquaculture sites on a map, measure distances, or explore how fish and shellfish are grown. These activities encourage problem-solving, data analysis, and critical thinking—all key skills in the STEM Education Policy Statement.
The ARC resources also support group work and discussion, helping students to learn from each other. They can be integrated within a broad range of other subjects like English, geography, science, and maths, and make learning more engaging by connecting it to real life. For example, children love oral language debates and could engage in a debate about the possible closing down of a seafood farm, debating the advantages and disadvantages etc.As part of the School Self-Evaluation (SSE) process, the ARC can help improve STEM education across the whole school. Teachers can use it to plan cross-curricular lessons and promote active learning. It also supports our goals to build students’ interest in STEM subjects and prepare them for possible future careers within so many areas. Overall, the ARC is a valuable tool for both teaching and whole-school development.
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Hi Claire,
I love the idea of incorporating maths into the lesson and plotting the aquaculture sites on a map. There is so much opportunity for integration in these lessons. Connecting to their real life will give children a real understanding of Aquaculture. Having debates in the classroom is always a good way to get the children engaged and to have them think more critically about the topic.
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Claire, I really like the idea of bringing maths into the lesson by mapping the aquaculture sites—such a clever way to make learning more meaningful. These lessons offer great potential for integration across subjects. Linking the topic to real-life situations helps children develop a deeper understanding of aquaculture. As you mentioned, including classroom debates is also a brilliant way to spark engagement and encourage critical thinking among the pupils.
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Looking at the different ARC online lessons and resources there is clearly a dynamic and practical approach to including STEAM in the classroom. The lessons have an emphasis on inquiry based learning, collaboration, creativity, and real-world problem solving, each of these align closely with the goals of STEM Education Policy Statement. As an example the use of cross curricular integration – in particular the mix of science with literacy and numeracy – is especially useful. By including these lessons in my own teaching, i can encourage children to think critically, ask questions and engage in engage in hands-on activities.
In a school wide approach STEM education can be incorportated in SEE by specific goals for example promoting digital literacy across subject areas and enhancing pupil engagement through different STEM challenges. By using the ARC resources as a professional development took we can ensure consistency , collaboration and good progress across all class levels. -
The online lessons and resources would help to teach STEM in an engaging manner. The BIM website and the ARC have an excellent selection of lessons that I look forward to using with my 6th class in September.
The content of these lessons are child centered and would naturally develop an inquiry based approach to learning, whether it be the lifecycle of the salmon, nutrition and aquaculture, sustainable Irish seafood or aquaculture and the community, these lessons are rooted in STEM and assess and engage the children with excellent quizzes at the end of the videos. I think these lessons really get the children questioning and wondering. -
The ARC resources offer engaging, curriculum-linked content that aligns well with the STEM Education Policy Statement by promoting inquiry-based learning, real-world problem-solving, and cross-curricular integration. Using these lessons in my teaching, I can help students explore marine science, sustainable food systems, and environmental stewardship through hands-on activities, data analysis, and digital tools. This supports STEM skill development in areas such as critical thinking, collaboration, and communication. Incorporating aquaculture themes into science and geography lessons also encourages curiosity and awareness of local industries. On a school-wide level, these resources can contribute to the SSE (School Self-Evaluation) process by promoting STEM as a key focus area. For example, the school could use aquaculture projects to integrate STEM across classes, assess student engagement, and plan targeted improvements. Overall, the ARC supports a meaningful, place-based approach to STEM that can enrich teaching practice and strengthen whole-school learning outcomes.
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The focus of STEM is igniting learners curiosity and solving real life problems. The ARC enables pupils to do that as they are being creative, applying knowledge and being critical thinkers in a real life context of aquaculture. In using these lessons and resources in the classroom I can teach about aquaculture in an engaging and child centered manner and broaden children’s knowledge while giving them an opportunity to engage in hands on group activities, to think for themselves and make informed decisions such as in the floating fish farm activity. Further investigation could be carried out on the various seafood and the conditions each needs to succeed, picking the suitable location for each. Problem solving is a key skill for the future, particularly as the broad employment opportunities in the areas of aquaculture and STEM are so relevant to the future and our children as they proceed through education.
Aquaculture could be integrated across all subject areas in a thematic fashion which would further engage the children. Visual arts in particular would be a wonderful thematic integration opportunity, giving the children the opportunity to be creative.
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Hi Niamh,
Thank you for your forum post to Module 3. This is one of the main purposes for this course to showcase that the topic of aquaculture can be taught in line with the students own primary or secondary curriculums! It also provides students with problem-solving skills and can aid in hands on learning approaches within the classroom.
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Engaging with The ARC’s suite of online lessons has deepened my appreciation for inquiry-based STEM pedagogy. Each resource—whether it’s hands-on coding challenges, data-driven investigations, or real-world design tasks—echoes the STEM Education Policy Statement’s emphasis on creativity, problem-solving, and interdisciplinary learning. As a teacher, I can integrate these materials into my curriculum by designing mini-projects where students investigate local environmental data (e.g., water quality testing using digital probes) or develop simple automation systems using microcontrollers. These authentic tasks nurture scientific thinking and technological literacy while drawing on maths and engineering, embodying the policy’s cross-curricular vision. I also like the idea of map use to find a suitable location for oyster or mussel farming and I feel the children would enjoy this activity. Embedding STEM into the SSE process offers a powerful way to ensure school-wide coherence and growth. For instance, during the annual evaluation of teaching and learning, our staff could identify STEM engagement as a key area for development—examining participation rates, student attitudes, and attainment in relevant subjects, particularly because we are based on the west coast.
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I agree with Niamh above the allowing the children to complete hands on activities to locate suitable locations for aquaculture and allow them to explore the science behind aquaculture, biology of marine life. I feel it’s so important particularly in our school as we are based on the west coast and it is accessible to the children.
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The ARC online lessons and resources could definitely be applied in alignment with the STEM Education Policy Statement, particularly aligning with the principle of ‘STEM is about igniting learners’ curiosity so they participate in solving real world problems and make informed career choices,’ whereby the descriptors also detail further areas for development. The general area of aquaculture is definitely an area that could be used to solve real world problems through investigations, aligning with the principle of constructivism. If a school is in a locality that is involved in aquaculture farming, this type of real world learning is essential.
In terms of SSE, the resources could be incorporated as part of a specific STEM focus, whereby engagement in the 6 step process would identify how best the resources could be used across the school. The resources align with the key competencies from the Primary Curriculum Framework.
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The online lessons and resources from ARC are engaging, easy to use, and link with what children need to learn in school. The resources bring about an active element to learning as the students learn by doing, asking questions, solving problems, and working together. This links with the STEM Education Policy, which wants students to use maths, science, engineering, and technology, in real-life situations. I can then use these ideas and lessons in my teaching to help students think more critically, work in teams, and use technology.
For example, I could use lessons on the environment or digital tools to make learning more engaging and hands-on. In terms of SSE (School Self-Evaluation) process, these resources support this process because as a school, we are looking at how to teach STEM subjects, find ways to improve, and work together to plan better lessons. Using ARC gives the whole school the resources and ideas to improve STEM learning while also giving students useful skills for the future. -
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Using the online lessons and resources developed by The ARC provides a meaningful way to integrate real-world STEM learning into my primary teaching practice in Donegal. The ARC materials offer engaging, inquiry-based activities that align well with the STEM Education Policy Statement, promoting critical thinking, problem-solving, and collaboration—skills essential for preparing students for future challenges.
Living in Donegal, I can enhance this learning by linking classroom content to local industry, such as organising a visit to Killybegs—one of Ireland’s most important fishing and aquaculture hubs. Students could explore the science behind fish farming, the technology used in modern fisheries, and the environmental considerations around sustainable seafood production. This local connection brings STEM learning to life and strengthens community awareness.
In terms of the School Self-Evaluation (SSE) process, STEM education can be addressed school-wide by identifying it as a focus area. Staff could collaboratively use ARC resources to plan cross-curricular units, gather evidence of student engagement, and reflect on teaching practices. This would support a whole-school approach to embedding STEM, ensuring it is purposeful, context-rich, and connected to students’ local environment and future opportunities.
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Lesson: The nutrition of mussels
The Arc lessons are fabulous. I particularly loved the Nutrition of Sea food. So much beautiful and very useful information here. So much that lends itself to cross curricular links starting with nutrition. I always alike the food we put in tur bodies to the type of fuel we put into our cars. Bad fuel and that car with splutter, stop and cause engine damage. This is the same as our bodies. Good information about food will help the body to keep going and use its energy in the correct way.
I would love to start with the information about the intertides and how mussels and oysters are found near the top as their hard shells can help them survive when they are out of water during low tides. I found this fascinating especially the fact that they can store seawater in their shells during this time. It would be so interesting for the children to explore this. It would really spark their interest to learn more about this.
Hopefully this would stem their interests (if you pardon the pun) in stem activities. This will lead on to exploration in Geography re locations on the coastlines/calculating high and low tides/effects of gulf stream winds etc.
The science factor of this can be explored through the effects of eating mussels and the body benefitting from this through healthy red blood cells and transport of oxygen through the body
The healthy benefits from eating salmon and omega 3 and vitamins will all tie in.
History: Well the salmon of knowledge story is where it all begins!!
So much exploration can take place from this which should lead to exploration of stem in a very practical way.
Rather than STEM activities being an isolated entity I think when discussing the SSE process to include these activities through the subject being explored. This way STEM is seen as being interrelated throughout the primary school curriculum and the children will benefit more from this
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Hi Helen,
I completely agree, the ARC lessons offer fun and engaging ways to bring topics like nutrition, science, and geography into the classroom. Your comparison between food and fuel is such a great way to help children understand how important healthy eating is.
The information about mussels and oysters in the intertidal zone is fascinating, I think students would love learning about how they survive out of water. Linking aquaculture to other subjects, like the salmon of knowledge in History, and Geography work on coastlines and tides, shows how connected everything is, and how STEM doesn’t have to stand alone.
Bláthnaid
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Engaging with the ARC online lessons and resources in addition to the STEM Education Policy Statement has helped me to appreciate the link between aquaculture and STEM education. STEM education is a cross-disciplinary approach allowing pupils to engage in a range of activities that include imagining, questioning and exploring. Aquaculture education is cross curricular. Many in the aquaculture sector are STEM based, including engineering, marine biology, technicians, oceanographers and commercial divers. Engaging with aquaculture education therefore supports the STEM Education Policy Statement as it promotes real-life learning experiences which foster critical thinking and curiosity.
The ARC online lessons and resources have the potential to enrich STEM teaching within the primary school. Examining aquaculture in the community lesson helps to deepen children’s understanding of the industry and its impact in terms of locality and jobs. This lesson in particular provides an excellent opportunity for cross-curricular integration.
In terms of SSE, the ARC supports STEM education within schools in a cross-curricular and structured way. Learning about aquaculture, particularly within a locality, would also support student engagement levels. -
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Applying lessons about aquaculture in the primary classroom can be a great opportunity to engage students in STEM learning. STEM emphasises real-world, inquiry-based, integrated, and collaborative learning, all of which can be achieved using the online lessons and resources provided by the ARC. Promoting real-world, relevant contexts to make STEM meaningful can be done in many ways e.g. discussing local or national aquaculture industries such as, salmon farming in Ireland; inviting a guest speaker into the classroom; arranging a virtual tour of a fish farm etc. There’s huge scope for cross-curricular integration aside from Maths, Science and SESE. For Literacy, children could engage in essay writing and poetry; for Art the options are endless and for Gaeilge, children could learn an abundance of new vocabulary. Schools can identify STEM integration and real-world sustainability education as a key area for development as part of the SSE process. Aquaculture should be an area of focus due to its relevance to environmental education and food sustainability. Integrating aquaculture would provide an engaging, real-world context for improving inquiry-based STEM learning and supporting sustainability goals.
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Hi Lyndsy,
Thank you for your thoughts on bringing aquaculture into STEM learning, I completely agree with your ideas! The ARC resources help connect topics like aquaculture with subjects across the curriculum. I also love how the content allows for creativity, like essay writing, art projects, and even Gaeilge. It’s great to see children engaging with these themes in a hands-on and meaningful way.
Bláthnaid
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The ARC’s provides a great opportunity to get students engaging with the Aquaculture industry and finding out more of what it is, the nutrition of seafood, aquaculture and the community and sustainability within this. The lessons on the ARC’s online platform are an excellent springboard for enquiry based learning. They provide opportunities to further develop key skills such as critical thinking, collaboration, communication and helps children see the uses of these skills in the working world. The lesson based on the nutritional benefits of the seafood produced in aquaculture farms around Ireland could be integrated into wellbeing and the importance of eating well which is an important aspect of the curriculum in Irish primary schools. The ARC lessons also provide a great opportunity for engaging in SSE and improving the quality of teaching and learning in STEM in our school. It will raise awareness of aquaculture and the video’s provide a stimulus to get children curious about Aquaculture.
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I agree with the curiosity and nutritional benefits of aquaculture through the ARC. The closest some children get to fish is the cold counter in Dunnes and it’s probably a food they don’t think about at all. Once exposed to the videos, activities and maybe even a visit from the arc would introduce them to ideas about future careers etc.
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The ARC – Online Lessons & Resources provide a rich and accessible set of materials that support the integration of STEM into everyday classroom practice.
These resources, which promote inquiry-based learning, problem-solving, and real-world connections, align strongly with the aims of the STEM Education Policy Statement, particularly in promoting creativity, collaboration, and critical thinking among school students.
Personally, I could use ARC’s activities to embed more cross-curricular, hands-on STEM experiences for the children in my class, especially in areas such as data in Maths, investigations in Science, and perhaps in IT lessons also. The lesson plans also support differentiated learning, allowing all students to access STEM at their own level, which aligns with the inclusive aims of SSE (School Self-Evaluation).
At a school-wide level, the ARC resources could be incorporated into our SSE focus on “student engagement in learning,” by encouraging collaborative STEM projects, use of digital tools, and reflective learning. This approach would also support teacher collaboration and professional learning, key components of effective SSE. Ultimately, these resources offer a practical and engaging way to realise national STEM goals in the day-to-day life of the primary school classrooms and schools.-
Hi Aileen,
Thank you for your post to Module 3. The Arc content has all been designed in conjunction with students own curriculum and with the aim of encouraging STEM learning through a variety of resources. It mqay not be of interest to all students, but the aim is to try to provide topics which will encourage learning amongst pupils.
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Learning about aquaculture has shown me the potential to enhance STEM education in the classroom. In many ways it can align with STEM Education Policy Statement. Many subject area can be linked from science geography Sphe maths computers.
Learning about aquaculture and the links that can be made with other subjects shows the potential for learning and in particular inquiry based learning in the classroom.
Applying the 6 step process of the School Self Evaluation plan would highlight areas of focus, along with having supporting evidence for a new plan and how this can be implemented across the school. The importance for evaluation and its process would have to be outlined.
I think using the SSE process would involve the whole school community. It would awaken the topic of aquaculture, which I’m sure like me, would have been overlooked in the classroom. Using the ARC lessons, focus on videos, lifecycles, best locations fir aquaculture, class discussions, harvesting, site visits, online material, guest speakers would awaken the learning potential learning that surrounds aquaculture .
I feel that it should be a school wide approach as the opportunities for new learning is vast. STEM learning experiences can be supported by igniting curiosity, problem solving, deepen understanding by questioning and exploring, creating s as bf designing within the classroom. -
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The ARC’s online lessons and resources offer a valuable opportunity to integrate real-world STEM learning into my teaching. The activities focused on aquaculture, sustainability, and marine ecosystems are engaging, inquiry-based, and closely aligned with the aims of the STEM Education Policy Statement. They promote hands-on, critical thinking tasks that encourage students to ask questions, analyse data, and draw evidence-based conclusions. I could easily incorporate these lessons into science and geography classes, using them to explore food systems, environmental impacts, and technology in food production.
On a school-wide level, these resources could support the SSE (School Self-Evaluation) process by contributing to a shared focus on enhancing STEM engagement across subjects. For example, a theme like “Sustainable Living” could be explored through science experiments, maths data analysis, and group projects in SPHE or CSPE. The ARC supports cross-curricular collaboration and helps develop the skills, curiosity, and awareness at the heart of effective STEM education.
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Excellent point. I love how you tied in the social and economic side of aquaculture, not just the environmental bit. It is such a good way to show children how local jobs and communities are linked to the sea. Using videos and interviews is a great shout too and makes it all feel real and helps bring the topic to life in the classroom.
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The ARC’s online lessons and resources provide a rich, cross-curricular approach to exploring aquaculture and sustainability, aligning closely with the STEM Education Policy Statement 2017–2026 and supporting a holistic integration of STEM within the School Self-Evaluation (SSE) process. These resources encourage inquiry-based learning, problem-solving, and the use of real-world contexts—core aims of STEM education.
Using ARC’s modules, I can embed aquaculture themes into lessons on science (marine biology, ecosystems), maths (data handling, measuring environmental impact), and technology (sustainable farming innovations). The socio-economic importance of aquaculture offers a tangible way to link geography, SPHE, and environmental education. It also allows children to consider future STEM careers in marine biology, engineering, and environmental science.
From an SSE perspective, these lessons can help identify new areas for school-wide STEM focus. By using ARC projects and field trips (e.g. Taste the Atlantic trail or local aquafarm visits), I can gather evidence of engagement, collaboration, and real-world learning. This approach supports the development of a S.M.A.R.T. school improvement plan, highlighting measurable outcomes like increased STEM engagement, improved data literacy, and a better understanding of sustainability among pupils.
Going forward, I’d propose introducing a Marine Sustainability Week or forming a student-led Aquaculture Team to create collaborative, cross-classroom projects. These initiatives would not only support the school’s SSE goals but also foster STEM learning in meaningful, future-focused ways.
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Hi Karl,
I really like your idea of a Marine Sustainability Week—it sounds like a brilliant way to get the whole school involved and make STEM learning more visible. The links you made between aquaculture and STEM subjects like maths and SPHE were really clear too. The way you tied it all into the SSE process gave me a few new ideas for our own plan—especially around setting measurable outcomes. Thanks for sharing!
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Hi Karl,
Thank you for your response to the third Module!
Connecting science, maths, and technology through real-world practices from the great examples you have mentioned here, makes STEM subjects all the more applicable and engaging for pupils. I also like how you have highlighted the socio-economic aspects of aquaculture. This is an excellent way to broaden students’ perspectives and introduce them to potential future career paths.
The Marine Sustainability Week or a student-led Aquaculture Team sounds like an excellent initiative! A fabulous way to promote ownership, cross-curricular collaboration, and deepen pupils’ connection to environmental issues.
Thank you,
Grace
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Engaging with this course has given me a greater understanding of how aquaculture can be used as a rich and meaningful context for STEM education. The ARC’s interdisciplinary approach—bringing together marine biology, sustainability, innovation, and technology—closely supports the aims of the STEM Education Policy Statement. It encourages learning that is relevant, engaging, and grounded in real-world issues, while also promoting curiosity, critical thinking, and care for the environment.
I see strong potential in using the ARC’s online resources to enhance STEM learning in the classroom. Topics such as fish farming, ocean health, and food security lend themselves well to integration across multiple subject areas, including science, geography, maths, and SPHE. These also support the development of key skills such as communication, teamwork, and active citizenship, in line with the Primary Curriculum Framework.
From a School Self-Evaluation (SSE) perspective, the ARC offers a clear and practical route for improving STEM provision across the school. Introducing marine-themed projects could help engage a wider range of learners, especially those who may be less drawn to STEM through traditional approaches. A visit to ARC could also serve as a valuable action step or piece of evidence within an SSE focus on STEM, sustainability, or environmental awareness.
Overall, the ARC experience provides a powerful opportunity to make STEM education more hands-on, locally relevant, and forward-thinking.
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This module really opened my eyes to how much aquaculture connects with STEM and SSE. It’s not just about fish farming—it touches on geography, environmental care, local jobs, and real-world problem-solving. The ARC resources offer a hands-on, engaging way to bring these concepts into the classroom. I could see our senior classes doing a project on designing a shellfish farm or mapping where different species are farmed, using maths, science, and critical thinking all in one go.
From an SSE point of view, these kinds of lessons support our STEM goals really well. They’re cross-curricular, inclusive, and fit with our school’s focus on meaningful learning experiences. I think we could easily link ARC lessons into our next SSE cycle and maybe even form a small STEM or aquaculture group in school. It would be great to involve the wider school community through food education or local seafood connections too.
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The materials available in the ARC resources and lesson plans present an excellent chance to incorporate local environmental issues into STEM education. The ARC resources create a context that is particularly pertinent for Irish students, enabling them to engage in STEM activities related to marine ecosystems, sustainability, food production, and climate challenges.
The lessons from ARC emphasise inquiry-based and project-based learning, which is a fundamental aspect of effective STEM education. Students have the opportunity to explore how fish farms function, how water quality is assessed, or how technology aids sustainability in aquaculture.
ARC aligns with the STEM Education Policy Statement by providing accessible and engaging content that addresses real-world environmental issues, promoting collaborative group efforts (such as data collection projects) and offering material that reflects Ireland’s distinctive marine environment, fostering relevance and local connections. In SSE, it can establish a cross-curricular STEM theme, enable whole-school CPD sessions utilising ARC content, and incorporate student feedback and examples of student work from ARC-related activities as evidence for SSE purposes.
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Hi Fionnuala,
Thank you for your response to Module 3!
The incorporation of local environment issues into the classroom provide the students with the opportunity to digest material that has an increased level of relevancy and allows them to explore sustainability in STEM subjects as a concept from a more personal perspective.
Inquiry and project based learning are student based learning techniques that allows for their natural curiosity to be nourished as well as them having the flexibility to explore an answer for themselves. I like the examples you mentioned here which would be great for the students to investigate further to truly understand the different processes involved in the Irish aquaculture industry.
When the content is engaging and accessible it generates a natural enthusiasm from the students. I think the idea of data collection projects is a fantastic way for them to hone their collaborative skills and it also gives the students a taster of what it is like to carry out such projects and handle information in a more sophisticated way. It may inspire them to think about STEM based career paths down the line!
Thanks,
Grace
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The ARC online lessons and resources are a great way to get children thinking about aquaculture especially in areas far away from the coastline. It makes it more accessible to all children bringing the sea to them. The lessons are very child friendly and interactive and I could see the children really engaging in them. They are hands on and age appropriate. The children will have a chance to see local coastal industries , promote awareness and in the future could be a career path for them. The lessons are fully immersive and curriculum aligned which is hugely beneficial. Lovely use of visuals so the children can embed what they are learning. The quiz will also give them the opportunity to test their knowledge. Some very interesting points of information and one in particular was that there is more farmed salmon eaten globally than beef. I really would have thought this is the opposite. We need to see the importance of investing in aquaculture and we do in our agriculture. Prioritising this as part of our STEM policy means that schools have access to a wealth of resources and information. The scope is endless in the area and the potential for integration across subjects is huge.
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Hi Colette,
Thank you for your response to Module 3!
I like the way you have phrased that, where you say we are bringing the sea to the students! I often find that during the Virtual Reality headset activity, the children are just mesmerized by the visuals of the sea. Although we would love to bring each and every ARC visitor to the sea, ‘bringing the sea to them’ is quite a close second!
The quiz is another great activity we have on board and we are yet to have a student not get excited by the buzzers! It is a fun and casual way to test their knowledge where they are learning and having fun simultaneously. There is an element of peer-assessment also, as other teams have the opportunity to guess the answer if the wrong answer is given. The students show a high level of engagement with this and as most of key points of the workshop are re-visited during this time, it gives them a chance to re-address anything they might have missed/misunderstood.
You are correct in saying the scope for the integration across subjects is huge. Many of topics associated with the aquaculture industry are cross-curricular from geography, biology, SPHE, SSE and mathematics to name a few! The potential is massive indeed.
Thank you,
Grace
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This is an interesting reflection Colette. I agree that it is great to see how the ARC lessons can bring aquaculture life to students further away from the coast. Any resource that is hands-on, interactive and visually engaging is always a hit in the classroom. I think these will help spark curiosity and awareness among the pupils. I would also have thought the opposite about the salmon fact. It just goes to show how important aquaculture has become globally.
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Colette, I like how you discuss the children in Ireland not living near the coastlines. We find in Dublin we need better resources to make some of our children more aware of farming in Ireland as some of the children are not exposed to this way of life. There would be children living in the midlands not aware of the importance of our coastline and how it contributes to our country.
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I really enjoyed these lessons—much more than I expected. The content was presented in a very child-friendly and engaging way, which makes it far more accessible than simply reading from a textbook. The combination of facts and the presenter’s personal experiences, such as trying oysters, helped bring the material to life and kept the viewer’s interest.
There are so many opportunities to integrate aquaculture across the curriculum. In history, we could explore stories, myths, and legends; in SPHE, we could look at healthy eating and how we care for our bodies. Geography lessons could focus on maps and our local environment, while science and the arts could explore creative, practical solutions to real-world challenges. It would also be important to include lessons on sustainability and the role we play in taking care of our beaches and the sea. We recently took part in the Litter Pickers programme and we had a visit from one of the coordinator who had a cloak made completely from toys/rubbish/found items from the beach and sea. It was a very effective lesson for the the children to be part of.
At our school, one of our staff members volunteers with the Clogherhead lifeboats, and each year we bring our second classes there for a school tour. I think we could easily extend this learning by visiting a local fish producer or tasting some locally sourced seafood. There is a fish shop close by. We could also link it to local legends, like re-enacting the story of Fionn Mac Cumhaill and the Salmon of Knowledge along the River Boyne. Since we already take part in the ‘Food Dudes’ programme, encouraging children to try new foods would be a natural and fun next step.
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I thought the ARC lessons were brilliant, with loads of great ideas I can actually see myself using in the classroom. The videos, virtual tours and quizzes really help bring aquaculture to life and make it far more interesting and hands on than just reading from a book. It is a great way to get children thinking about the world around them. I would definitely use the resources in science and geography, and maybe even in maths if we are looking at tides or mapping coastal areas.
What I really liked is how much it ties into STEM. There are lots of chances for group work, problem solving and using digital tools. It gets children asking questions and making proper connections to real life. On a whole school level, I think it fits really well with SSE. It supports digital learning, encourages cross curricular work and shows how STEM can be part of everyday lessons in a way that is fun, engaging and actually sticks with them.
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Hello David,
Thank you for your response to Module 3!
It is fabulous to hear that you can apply some of these ideas into your classroom! It is great to get the students thinking about their environment and the world around them. They demonstrate such a lively curiosity when aboard the ARC and pose some very interesting questions! Some of which have stuck with me during the Summer.
The content is very flexible and can be cross-curricular which is great for the overall comprehension of the material. Linking what they have learnt from us back into their day to day lives is key and allows for the consolidation of the information and an extra opportunity to digest what it means once they leave the classroom. For example, looking at food labels doing the shopping is a great way to get them thinking about sustainable choices they can make themselves.
Thank you,
Grace
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The ARC’s online lessons and resources could compliment the teaching of several strands of the curriculum. What is aquaculture? This video and quiz could be used to enhance the living things strand of Science. The issue of sustainability which comes under Science, Geography and SPHE, is a perfect topic for integration in the curriculum. People and jobs is part of the Geography curriculum. The SPHE curriculum and taking care of my body could encompass the topic of the nutrition of fish. These resources are especially effective when living in a rural coastal community.
The STEM Education Policy outlines a national vision for improving Science, Technology, Engineering, and Mathematics (STEM) education across all levels. It emphasises nurturing curiosity, creativity, and critical thinking through STEM, embedding high-quality, inclusive, and engaging STEM experiences.
STEM education could be incorporated into the SSE process. This would allow the school to reflect on current practices in STEM education, identify areas for development, and implement focused improvement strategies. By integrating STEM education into SSE process it would encourage whole-school involvement in enhancing STEM teaching and learning. -
Using the online lessons and resources developed for the ARC I now have a much stronger understanding of how STEM can be taught in a more hands on and engaging way at primary level. The ARC materials are child friendly well structured and based on real life situations that help to spark curiosity and encourage active learning. They support the STEM Education Policy Statement by promoting problem solving creativity and critical thinking from an early age. I can see these resources helping both pupils and teachers feel more confident when exploring STEM in the classroom. One lesson I found particularly useful was based on sustainable aquaculture. For a primary class this could become a creative project where pupils learn about where fish come from how fish farms work and why sustainability matters. They could design their own fish farms using recycled materials which would link Science Geography and Maths while also building teamwork and communication skills. On a whole school level I think the ARC resources could really support the SSE process especially if a school is focusing on learner engagement or improving teaching and learning. These lessons could be used for school wide projects or STEM weeks helping to make STEM part of the everyday learning experience for all pupils.
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The ARC’s online lessons and resources are an excellent tool for bringing STEM learning to life in the classroom. Using these lessons would support thematic, integrated learning right across the curriculum. ARC encourages a hands on approach. It promotes inquiry based learning involving the students in real world issues. The use of real data and mapping tasks would engage the students and reinforce community links. The lessons help develop the key skills of STEM such as critical thinking, collaboration, communication and problem solving as well as teaching the children about the importance of Aquaculture in our coastal communities. The children can investigate how fish farms operate and how they contribute to the local community and beyond.
By making STEM an SSE focus, you’re building capacity across teachers, deepening student engagement and fostering evidence led innovation school wide. The ARC lessons would help improve the quality of teaching and learning of STEM in our school. -
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The ARC online lessons are a brilliant way to bring real-world STEM into the classroom. The activities are hands-on, cross-curricular, and make topics like sustainability, marine science, and the Irish seafood industry meaningful for students. I really like how the lessons connect STEM to everyday life and Irish communities, especially the “Aquaculture in our Community” and “Careers in the Marine Sector” sections.
Using these resources aligns really well with the STEM Education Policy Statement, especially the focus on creative problem-solving, inquiry-based learning, and connecting STEM to the environment. From an SSE perspective, these lessons could support a whole-school focus on science or STEM. For example, a school might gather evidence on how students use STEM skills in real-life contexts, then implement a plan to increase opportunities like this across classes.
It would also be great to use ARC resources to help set up a school-wide marine project or even work toward a Blue Schools Award.
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The ARC online lessons are very useful for helping young children learn about STEM in a fun and simple way. For Junior Infants, I would use pictures, short videos, and hands-on activities from the ARC to talk about fish, the sea, and how people work together to farm fish. Children could learn to sort, count, measure, and ask questions—skills that link well to early maths and science. These lessons match the goals in the STEM Education Policy by helping children explore, think, and work together. As part of the SSE process, our school could use these activities to focus on improving STEM in a way that is age-appropriate. All classes could do similar lessons at their own level, helping us to build a whole-school STEM plan. The ARC lessons are a great way to show children how STEM is part of real life and how we use it in our communities.
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The ARC’s Online Lessons & Resources provide excellent support for embedding STEM education in the primary classroom. Their focus on inquiry based, hands on learning aligns well with the STEM Education Policy Statement, which promotes early engagement and the development of key skills such as problem solving, collaboration, and creativity. I found the cross curricular approach particularly useful, as it allows STEM to be integrated meaningfully into subjects like SESE and Maths. For example, using simple design and make tasks or digital tools like coding apps can encourage critical thinking even in younger classes.
From an SSE perspective, these resources can support teachers in reflecting on current practice and identifying areas for improvement. They offer practical ideas that can be used for whole school planning and CPD, helping to ensure a consistent and engaging approach to STEM. Overall, the ARC resources are a valuable asset in developing a school culture where STEM learning is active, accessible, and fun. -
I was very interested to learn about the ARC as it was something I had never heard on previously. I think it is a very attractive experience for primary school students to engage with. It integrates STEM education across multiple areas and this is something we can all endeavour to achieve as educators. Teachers can immerse students in real-world experiences with aquatic ecosystems. This hands on learning is wholly aligned with the STEM Education Policy. Students can engage in virtual experiences where they can observe aquatic life and explore scientific concepts suitable for their learning outcomes.
Collaboration among teachers is key to achieving this in a school0wide capacity. Project work is a simple way for students to engage in peer learning and share their ideas and learnings. To further expand this learning, I also think it is a good idea to involve a community element. For example, if you were doing the ARC lesson on oysters, perhaps you could contact your local oyster aquaculture farm and organise a class tour or maybe a visit to the school by someone who works there. These experiences can really enhance a student’s learning as they are making connections with real life scenarios.
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I also agree with Clodagh that collaboration amongst staff is very important to make this worth while initiative work. I think it is a great way to also involve the local community to work closely with the children i.e. farmers/local speakers etc., to really immerse the children in the real-life experiences that is occurring around the daily. I love how easy it can be to integrate various subjects with one another to really encourage critical thinking and creativity amongst the children whether that is through the SESE or art subjects. Hands on activities are vital in the younger classes.
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I completely agree with Clodagh’s final point about the importance of collaboration among teachers and the use of project work to embed STEM education across the school. Expanding on this, a collaborative, whole-school approach not only supports the goals of the STEM Education Policy Statement, but also aligns seamlessly with the School Self-Evaluation (SSE) process, which encourages schools to identify and build on areas of strength.
By working together, teachers can plan interdisciplinary projects that integrate science, maths, geography, and even literacy, all centered around real-world contexts like aquaculture. This not only makes learning more cohesive and meaningful for students but also ensures consistency in STEM teaching practices across class levels. It allows for shared resources, cross-class displays, buddy systems, and collaborative events like STEM or Marine Week.
Moreover, this collective approach models collaboration for students, promoting peer learning, communication, and creativity—core skills needed for both STEM education and future citizenship. Ultimately, it strengthens a school’s STEM culture and builds teacher confidence to innovate and take ownership of these important themes.
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The Aquaculture Remote Classroom (ARC) is a fun and exciting way for young children to learn about different types of fish, water, and the ocean through inquiry based learning. In the younger end of the school, this is achieved by using various interactive videos, stories, and hands-on activities. In the older classes, this can also be achieved through coding and various projects as well as collaborating with local aquaculture farmers. It helps develop early STEM skills like critical thinking and creativity through play especially in the younger classes which entails prepares the children for the complex real-world that they will grow up in. Children will explore various life-cycles and eco-systems as well as environmental impacts and solutions based on Aquaculture farming in Ireland. This will be achieved through observation (live fish tanks), questioning, sorting and counting (Maths), through play (build an aquarium) etc., As a result, it helps support oral language development, encourages teamwork and promotes early involvement within STEM.
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Hi Rachel,
Thank you for your response to Module 3!
I really like the idea you have of integrating coding into the classroom. The coding could work towards enhancing problem-solving abilities, nourishing creativity and innovation skills and it would also help them to familiarise themselves with computers and build confidence working with technology. The delivery plan you have for this sounds so exciting! I feel like the idea of the live fish tanks would generate a lot of excitement amongst the students.
Thanks,
Grace
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Exploring the lessons and resources provided by The ARC has given me plenty of inspiration for how I can bring STEM into my everyday teaching. What I found especially useful was how the activities encourage active, hands-on learning that’s perfect for younger children. STEM doesn’t have to be complicated—it can be as simple as asking pupils to design a structure using paper or solve a problem using basic materials. These kinds of tasks not only support the curriculum but also help develop important skills like creativity, teamwork, and critical thinking.
The resources also got me thinking about how STEM can be promoted across the whole school. Using the SSE process, we can set realistic targets—such as building teacher confidence in delivering STEM lessons or improving pupil engagement—and work together to achieve them. With a shared approach and good resources to guide us, we can make STEM a natural part of school life.
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Caitriona,
I agree with your comment that STEM does not have to be complicated- when we think of STEM our first thoughts is of the large scale ‘grand designs’.
The smaller simpler tasks also lend themselves with more ease for the children who have additional needs and require a substantial amount of framework around tasks, for them to experience success in collaboration, critical thinking and construction.
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This year I will be using these lessons in a thematic, integrated learning in areas like SESE, Maths, and even Oral Language. There are so many hands-on, exploratory of nature activities that would work really well at primary level and encourage collaborative learning and develop a curiosity into the sea world. It also offers opportunities for pupil-led investigation, especially if a school chooses to focus on areas like collaborative learning, digital technologies, or developing student voice.
One lesson I really loved was the floating fish farm design challenge. This challenge allows students to explore areas such as engineering, maths, environmental science.
Having looked at the online lessons and resources developed for the ARC it has really highlighted how accessible and engaging STEM education can be when it’s rooted our environment and particularly for our school which is located to a fishing village. The focus on sustainability, innovation, and inquiry-based learning ties in perfectly with the aims of the STEM Education Policy Statement—particularly around nurturing creativity, critical thinking, and problem-solving skills in students
These ARC resources could be used in so many ways to embed meaningful STEM education across the school in a way that’s both practical and inspiring.
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Hi Lisa,
Thank you for your response to Module 3!
It is so lovely to hear how you found the material practical and inspiring. Nurturing creativity, critical thinking and problem-solving skills in the students allows them to think for themselves and take autonomy over their learning allowing.
The fact that the school is rooted in a village already familiar with seafood is great as the lessons become all the more relevant to the students when it is on their doorstep!
Thanks,
Grace
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I will definitely use the lessons and resources developed for the ARC in my classroom next year. It would be beneficial to use STEM as a basis for SSE as STEM is a cross-disciplinary approach. Teachers use elements of STEM in each of the primary curriculum subjects.To complete a SSE, firstly the staff could engage in a reflective enquiry and gather evidence of work being done in STEM at that present moment in the school. Gathering information on current practice, students’ achievements and results, and student learning experiences will hopefully identify the areas that are working well as well as an area that could be improved. Improving that area will lead to changes in practices, teacher and pupil experiences, and improved learning for all the students. I would like to promote aquaculture education within my school next year as it provides great opportunities for linkage across the curriculum, not only in STEM but in History, Geography and Visual Arts. It would be great to promote STEM based jobs within the aquaculture industry. To support my teaching of this topic, I would use Lesson Three ‘Aquaculture and the Community‘ from the BIM Online Lessons & Resources.As a school it could be possible to complete classroom projects on marine species farmed in Ireland and look at the possibility of obtaining a Blue Schools Award.
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The ARC – Online Lessons & Resources provide an engaging and practical way to bring real-world STEM learning into the primary classroom. These resources are directly aligned with the goals of the STEM Education Policy Statement, which emphasizes hands-on, inquiry-based learning, critical thinking, and real-life application of STEM concepts. Using the ARC materials, I can introduce students to topics such as marine biology, sustainability, and food systems in a way that is interactive and relevant to their lives, especially within an Irish context.
For example, lessons on aquaculture practices integrate science (ecosystems, life cycles), technology (data monitoring, equipment), engineering (farm design), and maths (data analysis, measurement). These cross-curricular connections support the development of key competencies and align with the SSE (School Self-Evaluation) process by encouraging a whole-school focus on active learning and sustainability.
On a school-wide level, ARC content could be used as a springboard for STEM weeks, project-based learning, or Green Schools initiatives, promoting collaboration and innovation across classes and levels.
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Hi Danny,
Thank you for your response to Module 3!
It is lovely to hear how you will introduce these topics to the students. As you said yourself in an Irish context, this is important for us as an island to recognise the very valuable resource that surrounds us!
There is massive scope for cross-curricular learning with these topics. Through the integration of different subjects and concepts, critical thinking and creativity is promoted, which will enhance learning outcomes.
I really like the idea of using the ARC for STEM week as it may inspire some of the students to take that type of career in the future! There could be some future marine biologists amongst the class 🙂
Thanks,
Grace
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I teach 3rd class, and I found the ARC online lessons and resources very helpful. They show that STEM can be fun and easy to use in the classroom. The topics are real-world problems like fish farming and caring for the environment. These lessons match the STEM Education Policy Statement because they help children think carefully, solve problems, and learn by doing.
I can use these lessons in SESE, Maths, and even English. There are fun activities like watching videos, using maps, working in groups, and asking questions. This helps 3rd class students learn in an active way. It also gives them a chance to share their ideas and work together.
For the SSE process, the school could focus on digital learning or teamwork using these ARC lessons. We could have a STEM week or invite someone to talk about fish farming. This would help children see how learning connects to real life and their local area.
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I agree Eimear, The ARC lessons are a fantastic way to make STEM accessible, engaging, and relevant for primary students, especially in a rural Irish context. I like how you’ve highlighted their cross-curricular potential—integrating SESE, Maths, and English makes learning seamless and meaningful. The focus on real-world issues like fish farming and environmental care helps children see a clear link between classroom learning and their community. Your suggestion of using the SSE process to promote teamwork and digital skills is excellent, and a STEM week or guest speaker would bring the topics to life even more.
Eimear
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The ARC – Online Lessons and Resources provides a very useful tool for inquiry-based aquaculture and the application of this in the classroom is hugely relevant to the SESE subjects in particular. There is opportunity for integration across the STEM subjects, including science to include the teaching of ecosystems and marine biology in aquaculture, coastal environments in geography, and problem solving including measures and data collection in maths. This aligns with the STEM Education policy statement for hands-on and real world investigation.
When working on the SSE, aquaculture can take a relevant part by the school implementing a Blue School initiative whereby a marine or aquaculture team can be formed in the same vein of the Green Schools committee. The school can examine classroom projects on marine life farmed in Ireland and its relevance to the local community or a nearby community and in particular, by inviting a member of the aquaculture community from any sector, to speak in the school.
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This course has certainly opened my eyes to a variety of opportunities for teaching about aquaculture through STEM activities in the classroom. “Science, Technology, Engineering, and Mathematics (STEM) Education supports children’s capacity to understand and engage fully with the world around them.” (Department of Education (2023) Primary Curriculum Framework p18), and this course is testament to raising awareness of aquaculture within the wider community in Ireland. Through the use of video tools, children are transported to the aquaculture centre to experience ‘up close’ what it is like to farm the sea. Traditional school tours would not provide such an experience due to the health and safety aspects of such a visit.
The ARC lessons promote the thematic cross-curricular approach, lending itself to studies in mathematics, science, technology, geography and engineering in so many ways. There have been many great construction projects created by 5th class in my school, and giving the children a thematic brief based on creating a fish farm or a frame for the mussel bags that withstand tidal movement would really get their creative minds flowing and provide an appropriate challenge for the children. -
Using the concepts and skills covered in the modules to date, particularly this module it is clear to see how useful the online content would be for teaching and exploring these with senior pupils in our primary school.
Our school is located near an aquaculture location and therefore it is very relevant and interesting for the pupils in our school. I liked the idea of for example focusing on aquaculture and the community and perhaps asking locals to discuss their role in aquaculture employment. It is also interesting for the pupils to see in the online content the different employment that aquaculture creates, either through direct or indirect employment and exploring the jobs and careers in aquaculture.
Aquaculture lends itself to STEM education as it is interdisciplinary and cross curricular and is line with the STEM Education Policy statement. The ARC online content such as lesson 4 sustainable Irish seafood encourages the pupils to explore real life problems and this is an important part of STEM Education. I know many teachers are often unsure of how to develop and extend STEM education in their classrooms. Having a clear structure through SSE would encourage more teachers to enhance the STEM experience and learning of their pupils. A topic such as aquaculture would also be a fantastic springboard for teachers as its subject is cross disciplinary and the resources available on the ARC website are very interactive and engaging and encouraging of class discussion. I look forward to using such resources and hopefully a visit to the ARC!-
Hi Sinead,
Thank you for your response to Module 3!
I really like the idea of asking a local to be a guest speaker and discuss their role in aquaculture. We found the guest speakers to be fantastic on the ARC and they really do promote engagement with the children. Hearing about how aquaculture can support families and be the cornerstone for many communities around Ireland is best coming from the horses mouth I think! It might even inspire some students to take a career within the marine and seafood industry.
The material is so flexible and as you have said, it is perfect to springboard different topics within the STEM experience. For example, a real world application of this could be calculating the amount of protein per 100g in a filet of salmon.
If you would like the ARC to visit your school, please feel free to fill out the registration form at this link: https://bim.ie/a-seafood-way-of-life/the-arc/registration-form/
Thank you,
Grace
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STEM creates an opportunity for our students to engage with hands-on, interactive experiences. The lessons provided by BIM in conjunction with ARC align with these methodologies. ARC is very proud of its classroom which is non-traditional, inclusive of IT experiences and incorporates a seating arrangement which can allow for a variety of ways to deliver/work with content.
I think that Mantle of the Expert would also be very useful in this context and it should be remembered the value of arts education in exploring the wider world around us. The possibilities are endless here and would afford those not traditionally “into” STEM to engage in a more meaningful way.
Máire
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The lessons and resources provided by The Arc most definitely align with the STEM Education Policy statement and would certainly integrate unto my SSE Process. An example of a way in which I could apply the concepts and skills in my own teaching practices is by teaching the children mapping skills which would help them with spatial thinking and teach them how to identify and analyse features of the natural environment. The children could learn to evaluate how the geography of an area and its natural landmarks can contribute to identify problems and therefore discover solutions. They could also learn how to identify beaches, inlets, bays and islands. The fact that the ARC provide online mapping lesson plans that can be done in the classroom makes it a very useful tool which definitely would link in well to the STEM Education Policy Statement. Another idea which would link in well to the SESE curriculum would be teaching the children about aquaculture and it’s benefits to the local communities. The children can examine the different jobs created by aquaculture and if possible, the teacher could invite in a guest speaker who works for the aquaculture industry. This would bring it to life for the students as they would learn about real life scenarios and the role of somebody in the Aquaculture industry. Opportunities such as this or perhaps a visit from The ARC itself would definitely encourage more teachers to enhance the STEM experience and quality of learning for the pupils in their classes.
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Having looked at the online lessons and resources developed for the ARC I can see many useful concepts and skills that I could try to incorporate into my classroom. The first video with Professor O Mara would be a useful introduction to group based projects on different farming techniques at sea. Each group could be given a different fish-muscles, oysters, salmon etc to research during IT sessions and maybe make a GoogleSlide/PowerPoint presentation on what they learned. They could then present these to the whole class. Working together on these projects would surely cover all aspects of STEM. If they compared figures of fish farming in Ireland over the years or fish farming figures in Ireland to those globally this could incorporate a maths element to the project. They could also include figures of species that might be considered to be over-fished in Irish waters and what measures we are taking to prevent this to include an “environmental awareness and care,” aspect to the project. In regard to STEM education and SSE the school could review the practises that are working well in the school and set new targets for areas of STEM to focus on for the coming school year/years.
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The ARC online lessons about aquaculture are great for middle primary classes like 2nd, 3rd, and 4th. They help children learn about science, geography, and maths in a fun way. For example, pupils can watch videos about fish farms, use maps to see where farms are, and do activities like building a model fish farm. These lessons get children to think, ask questions, and work together.
This fits well with the STEM Education Policy because it uses real-life topics that children can understand and enjoy. The lessons help pupils practice important skills like problem solving, talking with others, and working as a team.
In our school, we could use these lessons for the School Self-Evaluation (SSE) process by planning a STEM week or inviting someone from a local fish farm to talk to the pupils. This would make learning more interesting and help children connect school work to their own lives and community.
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Hi Grace,
Thank you for your reflective piece on module 3.
The ARC resources are excellent for connecting aquaculture with science, geography, and more (while keeping the associated activities fun and engaging). I really like your example of building a model fish farm. Your suggestion to link this to the SSE process through a STEM week or inviting a local fish farmer is fantastic. It makes learning hands on, relevant, and also connected to the local community, helping pupils see how classroom topics connect to real life.
Bláthnaid
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There are several ways in which The ARC Online lessons and resources can be used and integrated into lessons to enhance the lessons and make lessons fun for children. There is a great opportunity to integrate the lessons on aquaculture throughout the curriculum especially into the SESE areas of history, geography and science as well as into maths. This really lends itself well to integrate well with the STEM Education Policy especially in the areas of Maths and Science. I think I would use group work and interactive activities where possible to really bring on the engagement levels and enjoyment of the lessons in 4th class.
I really like the idea of a Marine or Aquaculture team in the school which could be teacher led with children from 3rd to 6th classes. As a teacher in a school in a coastal town I believe this would be hugely beneficial for all involved and even the wider school community and could be an area looked into for an SSE. A Marine or Aquaculture team could spread awareness in schools of the sea life being farmed in the country and where in the country that happens as well as different job opportunities. Fun things like poster competitions could be run in the school also to keep children up to date with and talking about aquaculture.
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The ARC’s lesson plans and resources are a great way to bring local environmental issues into STEM education. They’re especially relevant for Irish students because they let them get hands-on with topics like marine ecosystems, sustainability, food production, and climate challenges. As mentioned before, it is especially important for children that don’t have access to the coast particularly those in city or town schools.
The lessons focus on inquiry-based and project-based learning, which is at the heart of good STEM teaching. Students can ‘dive’ into how fish farms work, how water quality is tested, or how technology supports sustainability in aquaculture.
It also fits perfectly with the STEM Education Policy Statement—offering engaging, real-world content that sparks collaboration, like group data collection projects, while highlighting Ireland’s unique marine environment. From an SSE point of view, ARC can help set a cross-curricular STEM theme, support whole-school CPD using its content, and even provide examples of student feedback and project work as evidence for SSE.-
Hi Serena,
We find that hands on activities and lessons really aid in students understanding of STEM and environmental issues. Hopefully this will help in their futures and with the ARC, we would like to be able to provide more ‘hands on’ opportunities at second level for transition year students to be able to showcase the real life activities/work that would take place in the marine industry.
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I completely agree, ARC’s resources make STEM feel real and relevant, especially with the focus on local issues. I love that it gives all students, even those far from the coast, a chance to connect with Ireland’s marine environment while building practical skills through inquiry and collaboration. It’s authentic learning in action.
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After participating in this course and exploring the online lessons and resources from The ARC. The ARC resources has given me practical ideas for making STEM more engaging and accessible in my teaching. Mr. O’Mara the professor is engaging, interesting and child friendly. The hands-on, inquiry-based activities encourage students to think critically and work together to solve real-world problems. I can see how these approaches would support the goals of the STEM Education Policy Statement by helping students build key skills in problem-solving, creativity, and collaboration.
As part of the SSE process, I would work with colleagues to review how STEM is currently being taught across the school as STEM is part of my post in my school. We could use the ARC resources to identify areas for development, share ideas, and create more consistent opportunities for students to experience integrated STEM learning. By using these materials and reflecting as a team, we can take small but meaningful steps to strengthen STEM teaching and learning in a way that fits our school context. I like the video about sustainability. This could be integrated in a lot of aspects of our life as well as aquaculture we could discuss land farming, the problems of deforestation, etc. I would use the ARC resources to introduce mapping skills also. I would also look into blue flags.
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Using the ARC lessons, I would adapt lessons to reflect the rural and coastal connections familiar to students in my school such as the Munster coastline. Topics such as aquaculture, marine biodiversity, and sustainable seafood production could be linked to local rivers, farms, and fishing communities, making STEM learning authentic and relevant. For example, students could gather water samples from a nearby stream to test quality, compare findings with ARC case studies, and explore how environmental health impacts local livelihoods. The VR tours and mapping tasks could bring coastal aquaculture sites into the classroom, bridging the gap between inland and coastal experiences.This approach supports the STEM Education Policy Statement by promoting inquiry-based learning, real-world problem solving, and cross curricular integration. On a whole school level, these themes could be embedded in the SSE process by setting targets for student engagement with sustainability and environmental awareness.Collaborative planning between teachers in science, geography, and SPHE would ensure continuity and shared responsibility, fostering a school culture where STEM learning reflects our community’s heritage and future opportunities.
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Using the online lessons and resources developed for the ARC at The ARC – Online Lessons & Resources, reflect on how you could apply the concepts and skills covered to your own teaching practices, in alignment with the STEM Education Policy Statement and how STEM education can be addressed as part of the SSE process on a school-wide basis. Post your reflective piece (150 words min) to this forum as a Reply to this post.
These lessons for ARC are a wonderful way to allow the children to have a greater knowledge of aquaculture and its benefits to local communities and the Irish economy, As aquaculture links into so many aspects of stem such as Mathematics (economy) and Science & Geography (coastal features, climate, tides etc.) In terms of the STEM Education Policy these lessons link in perfectly with Pillar 1: Nurture learner engagement and participation – Increased partnerships between schools, business and industry, public sector bodies, research organisations, further and higher-level institutions, and the wider STEM community. The ARC brings together schools, the fisheries, BIM and a range of other sectors to engage the children in a more hands on learning experience. STEM can be valuable part of the SSE process and it weaves in and out of so many different aspects of school life. Our current focus is integrating technology in the classroom. Having a visit from the ARC would perfectly fit in with our SSE plan as it is just a technological wonder in a pop up classroom. I could really see the children engaging with all aspects taught through the ARC.
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Hi Mercedes,
I completely agree that the ARC lessons are a fantastic way to help children understand aquaculture and its importance to local communities and the Irish economy. Linking topics like science through real-life examples makes learning more engaging, while also supporting the STEM Education Policy.
I also think your idea of integrating an ARC visit into the SSE plan is excellent. It combines technology and cross-curricular links, giving children a memorable experience that connects classroom learning with the real world.
Bláthnaid
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This module really made me see aquaculture in a new light – not just as “fish farming,” but as a major player in rural Ireland’s economy and community life. I didn’t realise the scale of it, or that in 2022 it contributed over €200 million to the Irish economy. I like how it links directly to real careers, from marine biologists to engineers, and even tourism. The fact that so many of these jobs are STEM-based makes it a perfect fit for classroom teaching.
I can see myself using the ARC online lessons, the “Taste the Atlantic” map, and possibly even arranging a visit from The ARC. Activities like exploring direct and indirect jobs in aquaculture could work well in group projects, especially if we pick a local producer the children might know.
From an SSE perspective, it ticks boxes for STEM integration, cross-curricular links, and developing inquiry-based learning. It also connects to our Digital Learning Plan through the use of interactive maps and online research. My only thought is to adapt resources so they feel local – the more personal it feels, the more engaged the students will be.
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Hi Emma, I am in the same boat I am a bit blown away by the scale of the industry. I was in Connemara at the weekend and saw the fish farm there, it is massive and obviously providing great employment in a very remote area. I feel my eyes have been opened to this industry and if I am finding it so interesting to learn about, I know the children will too. It brings STEM to life and shows the another side to science and real world application of STEM. My own child really wants to be a scuba diver so I was delighted to hear there are scuba divers employed to check the tanks, the water, the fish etc. I am looking forward to teaching with the ARC resources in the future.
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I agree with you – this course has very much widened my view of aquaculture and the realisation that it is not just confined to fish farms. I think even that realisation alone is very valuable when going back into the classroom and educating the children to “think outside the box” further in relation to our seas and farming the sea.
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Hi Emma,
It’s great to hear how this module has helped you see aquaculture in a new light and recognise its economic value & the available career links within the sector. I agree that connecting it to real jobs in STEM, tourism, and local communities makes it much more engaging for students.
Inviting in guest speakers from local aquaculture sites, fishmongers, scuba centres always impresses the students. I have also also attached a link below to register for a school visit from the ARC.
Blathnaid
https://bim.ie/a-seafood-way-of-life/the-arc/registration-form/
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During my recent engagement with the ARC – Online Lessons & Resources, I was struck by how the concepts and skills covered can be integrated into my own teaching practice to create authentic, real-world STEM learning experiences. The emphasis on inquiry-based learning, cross-curricular links, and active problem-solving aligns directly with the STEM Education Policy Statement, which calls for the development of critical thinking, creativity, and collaborative skills in learners.
Over the weekend, I visited Connemara and saw the fish farm in Killary Harbour — Killary Sea Fish Farm. Witnessing first-hand the employment and economic activity this industry brings to such a remote area was eye-opening. It prompted me to reflect on my own locality in the midlands, where we have an abundance of lakes but no aquaculture industry. Recently, water quality in our local lake has improved from “bad” to “poor,” which is progress, but still far from the standard needed for sustainable fish farming. This made me consider whether, with improved water quality, the midlands could support a thriving aquaculture sector similar to the west coast — perhaps even farming our lakes.
In teaching, this observation underlines the importance of introducing concepts like marine and freshwater farming to students who live far from the sea. Through STEM-focused lessons, children could:
Envision themselves working in the aquaculture industry in the future, regardless of where they were born.
See the possibility of applying aquaculture skills in different locations and water environments.
Understand the economic implications of water quality and how land-based agricultural practices can directly influence the potential for aquaculture in their area.
Through the SSE process, this could be addressed school-wide by integrating STEM projects that explore local and national food production systems, sustainability, and environmental stewardship. For example, students could investigate the science of water quality, model the ecological requirements for fish farming, and engage with local environmental data. This would not only develop STEM competencies but also foster civic and environmental responsibility.
The ARC resources provide the structure and lesson ideas to make such learning engaging and inquiry-driven, while the STEM Education Policy Statement provides the guiding framework to ensure these lessons develop skills for future employability, innovation, and sustainable development. By embedding such themes into our SSE plan, we could ensure a coherent, long-term approach where students see clear connections between their learning, their environment, and their community’s economic future.
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Using the ARC online lessons and resources from BIM I feel there is a greater opportunity to enrich my teaching by using and embedding immersive, inquiry-based STEM learning. The resources offered by the ARC allow for a VR experience which will immediately interest the children in my class, the interactive quizzes and lessons on sustainable aquaculture will stimulate the children’s interest in the sea and ocean in being a source of employment and food supply to a wider perspective than just that confined to the deep sea fishing industry and onshore support services. Thus as a result these resources will promote learner engagement, collaboration and real-world problem-solving, which are reflected and promoted within the STEM Education Policy Statement.
At a whole school level, STEM education could become a focal area within our SSE process. We would start by gathering evidence of what we are currently doing, how well or perhaps not well the pupils are engaging, our STEM capacity building, find a baseline benchmark and then collaboratively as a school staff we would set targets for improving. Embedding and utilising the resources provided by ARC will only serve to enhance the learning outcomes and so I believe it could become a very engaging, important part of the teaching of STEM within the school. The fact that Aquaculture extends further than just the traditional STEM subjects as outlined in this module ought to engage the children and promote the idea of looking at gaining a blue flag for the school-
Hi Orla,
Great response to module 3.
I also think the ARC online lessons and VR resources provide an excellent way to make STEM based learning interactive and engaging. The quizzes and lessons on sustainable aquaculture are a brilliant way to engage children with the sea, helping them see the wider opportunities in the marine sector beyond traditional fishing.
A classroom activity to support this topic could be a project where students explore how aquaculture links to sustainability in their local area, perhaps designing a ‘blue flag’ initiative for the school. Possibly researching local habitats/wildlife, investigating local seafood sourcing and environmental impacts.
Bláthnaid
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Having engaged with the ARC Online Lessons and Resources, it is clear to me that they would be a very useful tool for exploring aquaculture using an inquiry-based approach. These lessons provide a practical real life example for engaging with STEM learning and emphasising the hands-on, critical thinking focused goals of the STEM Education Policy statement.
Using the ARC modules in the classroom, I can integrate a cross curricular theme like aquaculture, which lends itself to Geography, Science, History, Maths, Technology and SPHE, into my teaching. Children could be afforded the opportunity to engage with inquiry-based aquaculture projects which foster critical thinking, collaboration and communication across the whole range of subjects mentioned above. Learning about this concept may also encourage children to consider future careers in STEM such as in marine biology or environmental science.
In terms of a School Self Evaluation, the ARC lessons and resources can address STEM education within the School Self Evaluation (SSE) process by integrating real-world applications across various subjects. By using aquaculture to link science, technology, engineering, and mathematics, schools can foster cross-curricular learning that engages students in problem-solving, data analysis, and environmental sustainability. This approach helps schools identify areas to focus on for improvement, such as increased STEM engagement or improved data literacy. Through hands-on activities, field trips, and inquiry-based learning, aquaculture can support measurable outcomes in the SSE process, ensuring a comprehensive, school-wide focus on STEM development and real-world learning.
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Hi Jack,
Thank you for sharing your reflections!
I completely agree that the ARC Online Lessons are a fantastic way to explore aquaculture and bring ‘real-world’ STEM learning into the classroom. Your ideas for integrating aquaculture across subjects like geography, science, history etc. are excellent, as they encourage critical thinking, collaboration, and communication.
Another idea could be a practical project where students design their own ‘eco-friendly fish passages’ or salmon bridges, linking science, engineering, and sustainability. This would allow students to apply what they’ve learned in both a creative and practical way.
Bláthnaid
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The resources and online lessons developed for the ARC (Assessment Resource Centre) have provided valuable insights into integrating effective STEM practices into my teaching. These tools emphasize inquiry-based learning, critical thinking, and cross-curricular integration — all key pillars of the STEM Education Policy Statement. By using the ARC materials, I can design lessons that promote problem-solving and real-world applications of scientific and mathematical concepts, encouraging students to become active, engaged learners.
For example, the focus on data literacy and digital tools in ARC aligns well with the policy’s emphasis on computational thinking and coding. I plan to incorporate more hands-on investigations and collaborative projects, guided by the frameworks provided. On a school-wide level, these strategies can be embedded into the School Self-Evaluation (SSE) process by identifying STEM teaching and learning as a focus area, setting clear targets, and using ARC resources as supports to track progress and enhance professional collaboration across subjects. -
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There are so many connections that can be made between the ARC online lesson plans and resources and our primary curriculum in Ireland especially regarding STEM. These resources highlight inquiry-based learning, critical thinking, and links across different subjects, which are central to the STEM Education Policy Statement. By incorporating the ARC materials, I can create lessons that focus on problem-solving and applying science and maths to real-life situations, helping students to learn in an active and engaged way. Using these resources, we can make STEM relevant by applying the concepts to the children’s local area with possibilities for fieldtrips. From an SSE perspective, ARC can establish a cross-curricular STEM focus, support whole-school CPD through its resources, and offer examples of student feedback and project work that can serve as evidence for SSE.
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Hi Stephanie,
I really enjoyed reading your response because I can see how genuinely excited you are about the connections between the ARC resources and the Irish primary curriculum. I completely agree with you that the emphasis on inquiry-based learning and critical thinking is what makes these lessons so powerful. Children learn best when they can explore, ask questions, and see the real-life relevance of what they are studying, and the ARC materials seem to do exactly that.
I also like how you highlighted the potential for linking science and maths to real-world problems. Giving students opportunities to connect classroom concepts with their local environment—especially through field trips—can make STEM feel more alive and meaningful. I hadn’t thought about how useful the ARC could be for SSE and CPD, but your point really opened my eyes to its wider impact. It seems like a great way to inspire both teachers and students.
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I believe Aquaculture has great potential to enhance Stem education across a range of curricular areas. It allows kids ignite their curiosity, creativity along with art and design. I found the comparison between diving and being in space a cool video which grab children’s attention straight away. The ARC is a much watch and from here the could be the basis of many lesson in different subjects. I would like to carry a lesson in maths to investigate the figures of people involved in the aquaculture economy and calculate the revenue’s generated and the influence it has on local area and the benefits to the exchequer nationally. Graphs could be completed over a few years to show how the sector is progressing, this could entice the kids to seek employment in years to come if they choose to follow career paths in STEM subject areas. I would also like to carry out a project in history to study where aquaculture began and the journey it has taken since both locally and worldwide, this could easily incorporate both an art and geography lesson. I would hope to carry out a mapping exercise to show where aquaculture take places in Ireland. In Art I would to construct a model farm. I feel a visit from the ARC bus could be a great starting point for lessons in Aquaculture. The responses to the lessons could be used in SSE process to inform of teaching and learning.
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Working through the online lessons and resources that have been developed for the ARC has really demonstrated how easy and thoroughly engaging STEM education can be when appropriate resources are readily available. Sustainability, higher order thinking, inquiry based learning and innovation link in nicely with the present aims and goals of the STEM Education Policy Statement. Particularly promoting critical and problem solving skills in the students. I could apply the concept and skills covered to my own teaching practices, in alignment with the STEM Education Policy Statement by using the lessons to support a number of different academic areas with a thematic approach. For example, integrating English, Maths and Science together. The activities are very child accessible which would enable the students to take ownership and independence over their work with support from the online lessons and resources. This also would enable the children to develop their collaboration skills together.
I believe that STEM education can be addressed as part of the SSE process at a whole school-wide level by schools holing STEM workshops at a whole-school level where the students could demonstrate their work, their findings and any projects they may have worked on. This could particularly be a fantastic way to demonstrate students work on research/projects about aquaculture, such as the infrastructure of aquaculture farms etc. The school could also invite members of the aquaculture field to join them on an inquiry-based talk or demonstration of how for example salmon farms are set up and work. I also think there is great space for teachers to carry out CPD training within this to later on showcase any work or further development carried out in this area.
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I can incorporate inquiry-based learning and real-world problem-solving into my teaching in ways that align closely with the STEM Education Policy Statement. For example, using the biodiversity modules, students could investigate local coastal habitats in Co. Clare, observing and recording plant and animal species, analysing data, and making connections between science, geography, and mathematics. Mapping and data-collection activities can be linked to coastal surveys, allowing pupils to develop digital literacy while interpreting real-world information about shoreline features, erosion, and human impact. Engineering design tasks could involve designing small-scale sustainable structures or solutions to protect local habitats, encouraging creativity, collaboration, and problem-solving skills.
Additionally, students could engage with the local community in North Clare by conducting interviews to learn about how aquaculture has supported the economy, local employment, and environmental sustainability. This provides opportunities to develop communication, research, and data-interpretation skills while connecting STEM learning to real-world impacts.
At a whole-school level, these coastal- and community-based projects can feed into the SSE process by providing concrete evidence of STEM engagement, cross-curricular integration, and development of key skills such as teamwork, critical thinking, and environmental stewardship. We could track participation, outcomes, and pupil reflections from these outdoor, classroom, and community-based activities to inform school-wide goals, such as enhancing outdoor STEM learning, embedding sustainability, and increasing digital and scientific literacy. By embedding these ARC-inspired, location-specific activities, STEM education becomes a meaningful, hands-on part of teaching and learning at our school, reflecting both the SSE framework and national STEM policy priorities.
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having explored the ARC Online Lessons & Resources, I’ve found many lovely ideas that I can bring into my teaching in 5th class next year. These lessons focus on hands-on, problem-solving activities that get students thinking like scientists, engineers, and designers.They are working with real data. This fits well with the STEM Education Policy Statement, which encourages schools to help students build skills like critical thinking, creativity, and teamwork.
In my own classroom, I plan to use more real-life projects where students work together to solve problems. For example, using the design process from the ARC resources, students can plan, build, and test their own solutions to challenges. This makes learning more active and meaningful when they are in charge of their own learning. there are lovely ideas on expanding The Salmon of Knowledge story and designing a fish farm.
At a whole-school level, we can link this work to the School Self-Evaluation process by looking at how well we are teaching STEM and setting goals to improve. The ARC resources can help us build more comprehensive STEM education in a clear and structured way.
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Hi Miriam,
Thank you for your response to this Module!
Introducing these topics to the students through the medium of hands on lessons makes it all the more relevant, tangible and engaging to the students.
When presented with real-world problems, the students can see what they’ve learned come to life. Coming up with a solution to this, allows them to take responsibility over their learning and as you have said yourself making the learning experience that bit more meaningful! I like the idea of designing their own fish farm. This could tie into geography as they would have to assess the local conditions of the area I.e., proximity to the coast, current strength and shelter provided by bays and inlets. It may even inspire one of the students to become a marine spatial planner 🙂 !
School wide efforts are particularly helpful when addressing topics when setting goals and targets as it promotes a sense of social responsibility and overall community involvement.
Thanks,
Grace
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Exploring BIM’s ARC resources offers a valuable way to integrate real-world contexts into STEM learning in the Irish primary classroom. Lessons on aquaculture, nutrition, sustainability, and community provide authentic links between science, technology, engineering, and mathematics, while also supporting literacy and wellbeing. As a teacher, I can use these interactive materials and quizzes to encourage inquiry, critical thinking, and problem-solving—key skills identified in the STEM Education Policy Statement. For example, examining seafood sustainability fosters discussion around climate action, ecosystems, and responsible consumption, aligning with both the curriculum and STEM priorities. Within the School Self-Evaluation (SSE) process, these resources can be incorporated into domains such as learner outcomes and teachers’ individual practice. By gathering evidence of pupils’ engagement and achievement in STEM through these lessons, I can set clear improvement targets, monitor progress, and promote a culture of reflection. Ultimately, ARC supports meaningful, place-based STEM learning that connects children with Ireland’s seafood heritage.
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Hi Sylvia,
Thank you for your response to Module 3!
It is great to hear how you will use ARC resources to consolidate key skills in the STEM education Policy Statement. I especially like the way you mentioned that it is part of Ireland’s heritage. There are places like Clare Island in Clew Bay where eating salmon has become a tradition and it is an identifier of the community that live there. As an island, we should all make more of an effort to make ourselves aware of the many benefits of seafood.
Thank you
Grace
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Having explored the arc online lessons and resources I think this is an excellent resource to use in the primary classroom. The lessons seem very engaging and interactive, they also have lots of resources that would consolidate learning. I really think it would be very beneficial for students to use as it encourages great learning and gives an appreciation for our wonderful country and its aquaculture. The videos really are excellent and it makes the learning come alive. Also, I think that the website offers huge potential for integration across the curricular area of Science and Geography. Again, more meaningful for the children in our classroom.
With regards to STEM, I think it would be a great to integrate this subject area into these lessons. For example, looking at data(Maths) children could construct graphs/visual charts to show economic growth/employment in a certain area because of the presence of Aquaculture farms. Also, using inquiry based learning as a priority to focus on a different marine specie. Children could research different species and develop questions they have and then present their findings to school community.
At a whole-school level, we can link this work to the School Self-Evaluation process by looking at how well we are teaching STEM and setting goals to improve. The ARC resources can help us build more comprehensive STEM education in a clear and structured way.
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Hi David,
Thank you for your response to this module!
I like the idea constructing graphs/visual charts to show economic growth/employment in a certain area because of the presence of Aquaculture farms. This may appeal to a visual style learner while also underlining the importance of aquaculture from a social and financial perspective.
Thanks,
Grace
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Exploring the ARC’s online lessons has really made me rethink how STEM education can be more deeply integrated into my teaching. These resources show that STEM isn’t just isolated subjects like science or maths but a way to engage students in real-world problems, encouraging critical thinking, collaboration, and creativity. I’m particularly excited to try project-based lessons where students collect and analyse real data, making learning purposeful and connected across subjects.
Beyond the classroom, the ARC has helped me see how STEM can be central to our whole-school self-evaluation. By reviewing current practices and sharing ideas among staff, we can strengthen inquiry-based learning and focus on developing skills like problem-solving and teamwork. This approach aligns with the STEM Education Policy and equips students with valuable skills for life. It’s a positive shift that I believe will enrich both teaching and learning across the school.
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Hi Erin,
Thank you for your response to this module,
It is lovely to hear how you can integrate this into STEM teaching. Introducing these topics to the students through the medium of real-world problems makes it all the more relevant and engaging to the students.
School wide efforts are particularly helpful when addressing topics such as sustainability as it promotes a sense of social responsibility and overall community involvement.
Thanks,
Grace
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Thank you for your response to this module.
It’s wonderful to see how you plan to integrate these ideas into STEM teaching. Presenting the topics through real-world problems makes them far more meaningful and engaging for students.
Whole-school initiatives are especially valuable when exploring themes like sustainability, as they encourage social responsibility and foster a strong sense of community involvement.
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The ARC online lessons are fantastic. They provide a simple way to introduce young children to STEM. For first class, I would use pictures, short videos and stories, and hands-on activities from ARC to explore topics such as fish, the sea, and how people work together to farm fish. These activities give children opportunities to sort, count, measure, and ask questions—early skills that connect naturally to math, language, SESE, science and more.
The lessons also support the aims of the STEM Education Policy by encouraging children to explore, think critically, and collaborate. As part of the SSE process, our school could use ARC resources in an age-appropriate way, with each class engaging in similar activities suited to their level. This approach would allow us to create a whole-school plan that grows with the children.
Overall, the ARC online lessons lessons highlight how STEM is part of everyday life and show children how these skills are used within our communities.
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Hi Emma,
Thank you for your response to this module!
I really like the idea of the short videos. Before we discuss nutrition on the ARC we have a small segment where we show an old style story-telling video where the narrator informs the students about the Irish legend of Fionn Mac Cumhaill and the Salmon of knowledge. It is so simple, but really effective with the level engagement demonstrated by the students.
Perhaps in the classroom, you could use underwater footage from aquariums with brightly coloured fish for first class students. If they were a bit older I would suggest informative audio to play alongside this but I think the visuals would be enough for students that age.
Thank you,
Grace
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I can definitely see how the ARC’s online lessons and resources could enrich my teaching, aligned with Ireland’s STEM Education Policy Statement and our school’s SSE process. Reflecting on the Aquaculture Remote Classroom (ARC) online lessons and resources reveals rich opportunities to elevate my teaching through real-world, inquiry-based STEM education. These materials—covering aquaculture fundamentals, Ireland’s coastal geography, socio-economic impact, nutrition, and sustainability—offer powerful, curriculum-aligned content across SESE Science, Geography, SPHE, and Mathematics. In line with the STEM Education Policy Statement, leveraging ARC resources through their highly engaging and interactive online lessons supports:
Nurturing learner engagement through immersive, highly relevant marine ecosystems and food systems topics,
Enhancing teacher capacity to deliver cross-disciplinary, creative STEM learning,
Enabling evidence-informed practice via inquiry tasks and authentic contexts
Regrettably, living and teaching in close proximity to mussel and oyster farms (as I do), doesn’t necessarily mean that children/adults understand or have a full appreciation for the role aquaculture plays in our local area/economy and may be just as much susceptible to misinformation, so using particularly Lesson 2 – The Nutrition of Seafood for clarification will be of enormous benefit.Using the BIM ARC online STEM lessons could help amplify the ARC’s real-world relevance while driving continuous improvement through SSE—ultimately engaging learners and building a sustainable, dynamic STEM-learning culture.
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Hi Lorraine,
Thank you for your response to this module!
It is fantastic to hear how you believe these resources will enrich your teaching.
In regards to the misinformation susceptibly,I think sometimes there can be a fear of the unknown. However once the students have the knowledge we equip them with on the ARC, I wholeheartedly believe that they leave the ARC not only as some of the youngest aquaculture experts in the country 🙂 , but also feeling a closer sense of connection to their community if they are living in area where aquaculture practice is common.
It is great to hear how this can be beneficial to you in your teaching.
Thanks,
Grace
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The ARC online lessons are an excellent way to bring real-world STEM learning into the classroom. They are practical and cross curricular. I like how they make topics such as sustainability, marine science and the Irish seafood industry engaging and relevant for the children. I particularly like how the lessons link STEM to everyday life and Irish communities especially through the “Aquaculture in our Community” and “Careers in the Marine Sector” modules.
These resources also align closely with the STEM Education Policy Statement, supporting creative problem-solving, inquiry-based learning and meaningful connections between STEM and the environment. From a School Self-Evaluation (SSE) perspective, the lessons could contribute to a whole-school focus on science or STEM. For instance, a school could gather evidence on how students apply STEM skills in real-world contexts and then plan to expand such opportunities across classes.
In addition, the ARC resources could provide a strong foundation for a school-wide marine project or even help schools work toward achieving a Blue Schools Award.
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Hello,
Thank you for your response to this module!
It is lovely idea to STEM skills in real world contexts when teaching. Introducing these topics to the students through the medium of real-world problems makes it all the more relevant and engaging to the students.
School wide efforts are particularly helpful when addressing new topics as it promotes a sense of social responsibility and overall community involvement.
Thanks,
Grace
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When I explore the ARC online lessons and how aquaculture works, its place in communities, nutrition and sustainabilty, I see so much potential to reawaken my classroom. I’d weave the “Aquaculture and the Community” module into our SSE school‑wide review by inviting pupils to map local coastlines, look at jobs in seafood or tourism, and reflect on how STEM connects to their everyday world in literacy, numeracy, inquiry all mixed together. I’d use VR or interactive quizzes from the ARC as unfolding provocations in Science and Geography, giving teachers a playful but deep way to track pupils’ progress in line with the STEM Education Policy. Across the school, colleagues could integrate these rich themes into SPHE, maths, even Arts to build a shared vision of STEM teaching rooted in real lives and local places. Over time, we’d collectively reflect on what’s working, where spiralling curiosity blooms, and how aquaculture can anchor community minded learning long after the ARC van has moved on.
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Hi Natasha,
Thank you for your response to this module!
I like your take on a school-wide effort! It is so important to follow up on what the students learned after the visit from the ARC pod itself that I really appreciate how you have considered a way to integrate these concepts long-term.
Thanks,
Grace
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Since the school where I teach is close to a Salmon farm we’ve got a local STEM context to explore aquaculture. Our SSE areas for focus are literacy and wellbeing.
STEM education and learning about aquaculture can support our SSE through:
1. Wellbeing
Outdoor and Place Based Learning: It might be possible to visit the fish farm or failing that observe it from the shore with somebody from Marine Harvest or perhaps and ARC education guide.
Sense of Identity: As the children come to appreciate the fish farm through classroom learning, this reinforces pride in their community and sense of belonging.
2. Literacy
Oral Language: children could have opportunity to interview family, neighbours and friends who work on the fish farm and talk about the industry from their perspective. A debate might be another option.
Reading: Research and fact finding from online sources and perhaps information brochures from Marine Harvest and BIM.
Writing: Writing reports on the fish farm or the life cycle of a salmon, procedural writing on maybe a day in the life of a fish farm worker or persuasive writing about the pros and cons of aquaculture.
Having looked at the ARC online lessons and particularly Sustainable Irish Seafood I thought the information given was very helpful, the pace is slow enough for the middle grades that I teach, but the format is dynamic enough to be interesting. However when I’m teaching this topic I would like to give the children more information on the sustainability of aquaculture particularly fish-farming from other sources that highlight issues such as overfishing of sprat for fish food and nutrient pollution from fish waste and uneaten food rather than just the input from BIM and ARC.
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Hi Catriona,
Thank you for your response to Module 3!
I appreciate how much thought you have put into these lesson plans. I especially like the idea of visiting a site. I think that trips outside of the classroom are not only great for the overall digestion of the material as it allows the students to see aquaculture in its natural context but also I think looking back on my own experience in school, those days out are what I remember and have stuck with me into adulthood. Associating what they have learnt with a happy memory may inspire some students to even take a career path in the marine and seafood sector.
Thanks,
Grace
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The ARC resources provide dynamic, curriculum-aligned material that strongly supports the aims of the STEM Education Policy Statement. By encouraging inquiry-based approaches, practical investigation, and connections across subject areas, they allow students to engage with authentic problems in meaningful ways. Through these lessons, learners can delve into topics such as marine science, sustainable aquaculture, and environmental responsibility, while applying skills in data handling, experimentation, and the use of digital technologies.
This approach nurtures core STEM competencies, including problem-solving, collaboration, and effective communication, while also sparking curiosity about local industries and their relationship with global sustainability challenges. Integrating aquaculture themes into science and geography not only strengthens subject knowledge but also provides opportunities for students to see how STEM applies to everyday life.
At the whole-school level, ARC can play an important role in the SSE process by highlighting STEM as a priority area. Aquaculture projects could be used as a vehicle to promote interdisciplinary learning, monitor student participation, and shape future actions in teaching and learning. Ultimately, ARC encourages a place-based, practical, and future-focused model of STEM education that enhances both classroom practice and school-wide outcomes.
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Using the online lessons and resources from The ARC, I can bring exciting and hands-on STEM activities into my teaching that connect to real-life issues. These materials focus on aquaculture and marine science, which allow students to explore science, technology, engineering, and maths in a way that feels relevant and interesting. This matches well with the STEM Education Policy Statement, which encourages teaching that helps students develop critical thinking, problem-solving, and teamwork skills. Last year my class participated in Science Blast educational programme. My 3rd class students cam up with the focus question ‘Why is only 5% of our oceans explored?’. The ARC would have been so useful to us in carrying out our project and I look forward to using it next year to help us with the same.
The ARC resources also cover important ideas like social license, which teaches students about the relationship between businesses and communities. This adds an important social and ethical part to STEM education, helping students understand how science and technology affect people’s lives and the environment.
In my teaching, I could use these lessons to create inquiry-based activities where students investigate how aquaculture works and why it matters for sustainability. I can also include technology and engineering challenges that encourage creativity and collaboration.
On a school-wide level, STEM can be strengthened through the School Self-Evaluation (SSE) process. The school can review how STEM subjects are currently taught and identify ways to improve, such as adding more cross-curricular STEM projects or providing more resources for practical experiments. By using The ARC’s resources and ideas, the school can build a clear plan to ensure all students get meaningful STEM learning experiences across different subjects and year groups.
Overall, The ARC helps make STEM education engaging and practical, supporting both student learning and school improvement.-
Hi Aoife,
Thank you for your response to this module!
I really like how you are thinking of using an inquiry-based approach to introduce aquaculture concepts to your classroom! I would highly recommend this website :http://ekmarine.ie/aquaculture/ that delves into the equipment required on aquaculture sites that might appeal to a future marine engineer in your classroom!
Thanks,
Grace
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I found the online lessons on nutrition, aquaculture, community, and sustainability to be both practical and inspiring. What really struck me was the idea that STEM extends beyond science and maths, reaching into history, geography, and even the arts. This makes the material much richer and more engaging for children. Personally, I connected most with the nutrition aspect because it fits so naturally into what I already teach. Along with science, it links beautifully to SPHE, encouraging children to think about healthy eating and overall wellbeing. It also reminds me of the importance of promoting local produce—eating more fish supports both our health and our native industry.
From a geography perspective, these lessons are a perfect fit. They open opportunities to explore maps, local coasts, and human environments, sparking curiosity about different places and livelihoods. Above all, the focus on sustainability feels vital, motivating schools and children to take real action in protecting our oceans.
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Hi Triona,
Thank you for your response to this module!
It is great to hear how the nutrition part of the workshop appealed to you! Supporting local food producers through food choices is a great way for the students to take autonomy over their learning and practice eco-friendly habits that they can bring into adulthood!
Map reading in particular is one of my favourite activities that we do on the ARC. In an ever changing digital world it is nice to use a traditional map when looking at an area and do things the old fashioned way. 🙂
Thanks,
Grace
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After observing the content from this module and studying the online resources for the ARC, it is clear that Aquaculture education is cross curricular and multidisciplinary. It actually extends beyond the typical and traditional STEM subjects of science, technology, engineering and maths to include history, geography, visual arts, environmental awareness and global citizenship. The online lessons enable the students to engage in 21st century skills, igniting learners curiousity so they can participate in real world problems thus encouraging pupil voice and discussion,developing creative and critical thinking skills which would enable the students to build and apply their knowledge. It enables the students to become responsible citizens as they “feel” involved and play an important role in becoming agents of change.
From a SSE perspective, staff could embed the online resources for the ARC into the 5th or 6th class STEM plan, then secure a visit from a guest speaker from BIM and book the ARC truck experience to visit the school.
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Hi Michelle,
Thank you for your response to this module!
To adopt STEM skills into real world contexts makes the material all the more tangible and digestible for the student. Introducing these topics to the students through the medium of real-world problems makes it all the more relevant and engaging to the students.
I really like the idea of asking a guest speaker from BIM to discuss their role in aquaculture. We found the guest speakers to be fantastic on the ARC and they really do promote engagement with the children. If you would like to book the ARC for a visit to your school please register at: BIM – Registration Form.
Thanks,
Grace
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I really enjoyed exploring the ARC online lessons, they have shown me how real-world contexts can drive meaningful STEM learning. In my own practice, I see huge potential in using examples such as salmon farming and oyster cultivation to create engaging, inquiry-based lessons. These industries connect science, technology and mathematics with local and global sustainability issues. For instance, students could investigate the impact of water quality on oyster growth, use data to model fish population health in salmon farms, or design engineering solutions to improve aquaculture sustainability. These activities align with the STEM Education Policy Statement, which emphasises inquiry, creativity, and problem-solving as essential skills for preparing students for the future.
At a school-wide level through the SSE process, aquaculture projects could be used as a shared STEM theme across departments. In science, students could study ecosystems and biology. In maths they could analyse growth rates and data sets; For geography we might explore human-environment interaction and possibly take a field trip. By having projects like these in the SSE cycle, the school community can reflect on the integration of STEM skills. The ARC-inspired, real-world themes such as salmon farming or oyster cultivation can strengthen a culture of innovation and sustainability across the school.
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Approaching the four lessons covered in the ARC online resource bank as a means of fostering STEM skills I would create stations within my class that would encourage the development of specific skills whilst learning and exploring the concept of Aquaculture.
For example after an initial introductory video from the ARC site, I might allocate a separate species per class group for the children to discuss and explore. Children would create Fact sheets based on their Species to present to the class. One group would focus on the history of Aquaculture, again creating a simple Fact Sheet.
Topics such as The Nutrition of Seafood and Sustainable Seafood offer opportunities for students to explore seafood through taste tests, recipes creations based on the inquiry and analysis of nutritional values, with the support of resources covered in the ARC lessons on these topics
After watching the video under the topic of Aquaculture and the Community this area could be approached with the purpose of creating a possible Aquaculture Community in our own local area, incorporating the streams and bogs. The children would need to apply all STEM skills to obtain an exceptional, fulfilling outcome to this projects, however essential skills needed to undertake the task are
- using their skills and content knowledge to creatively solve problems
- innovating, designing and making
- testing and modifying their solutions to complex problems.
There are excellent quizzes at the end of each lesson created through Google forms as a means of assessment of and for future learning, which pupils can access through a hyperlink QR code or as an assignment through their Google classroom. Teacher or pupils could create their own quizzes based on the lessons, or to support their own mini projects developing their digital learning skills
Our current main focus of SSE is on the Arts. We are currently working between writing and sharing the report and putting the improvement plan into action. It is important at this stage to highlight STEM skills as a means of reaching targets, as with all these subjects innovation, creating, imagining and analysing are key skills needed to enhance learning and reach targets in the arts. Talk and discussion can often be underestimated or found to be ‘noisy’ and ‘unproductive’, however it is amazing when you home in on what is being said and discussed within that ‘noise’
Meeting standards in the Teaching and Learning domains can be met through utilising resources such as the ARC with additional support materials and personnel and explorative learning opportunities. If a school visit from the ARC itself is not possible due to availability, utilising local professionals and specialist to work with the children in school, on location or virtually is another way of engaging the pupils with ‘real-world’ learning as well as the school building and maintain a relationship with the wider community.
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