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The online lessons and resources developed by the ARC demonstrate how STEM can be embedded across the primary curriculum through engaging, enquiry-based learning experiences. The activities encourage children to think critically, collaborate, investigate, and solve authentic problems, reflecting the aims of the STEM Education Policy Statement.
In my own teaching, I would use these resources to provide practical learning opportunities where children explore scientific concepts through investigation and experimentation. The lessons also encourage the meaningful integration of digital technologies, enabling children to research information, collect and analyse data, and present their findings using digital tools.
From a whole-school perspective, these resources could support our SSE by promoting consistent STEM practices across all class levels. They also align with our Digital Learning Plan by encouraging the effective use of technology to enhance teaching and learning. Overall, the ARC resources provide a valuable framework for developing children’s STEM knowledge, digital literacy, collaboration, and problem-solving skills in an engaging and meaningful way.
I really enjoyed reading your personal reflection. Your family’s experience clearly illustrates the positive impact aquaculture can have on coastal communities. I also agree that the mapping activities are an excellent way to help children connect geography with real-life situations, making learning meaningful, engaging, and relevant to their own communities.
Completing this module has increased my understanding of the important role aquaculture plays in supporting coastal communities throughout Ireland. I learned that aquaculture is not only a sustainable source of seafood but also provides employment, supports local businesses, and contributes significantly to rural economies. I was particularly interested in how aquaculture must balance food production with protecting marine ecosystems and maintaining the support of local communities.
As a 5th class teacher in a school located in a fishing village on the Wexford coastline, I can see many opportunities to make this learning relevant to the children. Many of them have family members or neighbours involved in fishing, shellfish farming, or other marine industries, making this topic meaningful and connected to their everyday lives. Using local examples from Kilmore Quay and other coastal areas in County Wexford and further afoeld will help children understand how aquaculture contributes to employment, tourism, and the local economy while highlighting the importance of protecting our coastal environment
I agree that aquaculture is a valuable real-world topic that encourages children to think critically about sustainability and environmental responsibility. Your idea of using project work and cross-curricular activities is excellent, as it helps children make meaningful connections between Science, Geography, SPHE, and their own communities
As a 5th class teacher working near the ferry port and multiple beaches and harbours in County Wexford, i am excited about the idea of linking classroom learning with the local coastal environment. Many children are already aware of the importance of the sea through family, community, or as having fishing as a hobby. Using familiar locations such as Kilmore Quay and Bannow Bay allows children to relate new knowledge to places they recognise, helping to make learning authentic and relevant.
The range of interactive resources shared in thsi module, including videos, maps, and investigative activities, supports active participation and enquiry-based learning. In my classroom, I would use these materials to help children explore the role of aquaculture in providing food, supporting local livelihoods, and contributing to the economy. At the same time, they would investigate why it is important to protect marine ecosystems and maintain healthy coastal environments. Working in small groups, children could research the location of aquaculture sites in County Wexford, examine their impact on local communities, and present their findings through maps, posters, or digital presentations. This approach encourages collaboration while developing geographical, scientific, and digital literacy skills.
I really like your research question as it is highly relevant to Ireland’s climate (unfortunately!) and connects well with children’s everyday experiences. It is also accessible, requiring very little equipment while incorporating meaningful Maths and Science. I look forward to trying your ideas, particularly the rain gauge investigation, with my class too!
Research Question:
How can we reduce the amount of single-use plastic waste produced in our school, and what impact could this have on our local environment?I chose this research question because it focuses on an issue that is relevant to the children’s daily lives and is partciuarly relevant at the minute with the deposit return scheme, which is something my school has adapted by having a class competition of which class can dontate the most amount of bottles/cans to raise money for our school. This encourages them to investigate how their own actions can positively impact the environment. To encourage participation, I would begin by discussing the importance of reducing plastic waste and exploring pupils’ existing knowledge and experiences. Together, we would carry out a waste audit around the school, recording the types and quantities of single-use plastics found over a set period.
My children would work collaboratively in small groups to collect and analyse data, identify patterns, and suggest realistic ways to reduce plastic use within the school community. They could create graphs to present their findings (integrating with data in maths), design posters promoting reusable alternatives (visual arts integration), and share their recommendations with other classes and the wider school community. Using enquiry-based learning gives pupils ownership of the investigation while developing their scientific, mathematical, and digital skills. By focusing on a real issue within their own school, pupils are more likely to remain engaged and recognise that their individual and collective actions can contribute to addressing climate change. I look forward to bringing this idea to my class in September!
Hi Alyson, I really like your approach to introducing the activity by building on the children’s prior knowledge and interests. Your plan for collaborative group work and discussion encourages active participation and scientific enquiry. I also agree that the cross-curricular links with Maths and Visual Arts make the activity even more meaningful and engaging for pupils.
Having engaged with the ‘Nose High Up in the Sky’ resource, i found it to be engaging, well-structured and accesible for the children in my class. I particularly like how the activities encourage curiosity and allow pupils to investigate scientific concepts through observation, prediction, and hands-on learning. I would definitely use this resource with my class, particularly when teaching topics related to weather, air, or the atmosphere. It offers excellent opportunities for cross-curricular links with Mathematics through recording and interpreting data, and with Literacy through discussion and written reflections. To further enhance the resource, I would include more differentiated tasks to support a range of learning abilities and provide extension activities for pupils who require additional challenge. Overall, it is a practical and enjoyable resource that promotes enquiry-based learning and helps develop children’s scientific understanding in an engaging way.
I really like your ideas, particularly your emphasis on introducing the topic gradually using short clips rather than the entire film. Starting with an open-ended question is a good idea to encourage discussion and allow teh children to share their thoughts and feelings. I also like how you focus on local examples and practical actions, as this helps children see that they can make a positive difference. Your suggestion to scaffold the learning emotionally and end with a simple assessment task is a thoughtful approach that supports both understanding and wellbeing.
The HOME video was powerful in effectively conveying the challenge we face in relation to climate change. I particularly liked the visuals which helped to show the beauty of the Earth and the consequences we are having on it.The videos emphasised the importance of protecting natural resources and the urgent need for sustainable living. Greta Thunberg’s TEDx 2018 Talk was particularly inspiring in forcing us to relect on the stark reality of climate change. However, I beleive it could be potentially too negative and stark for children, so I would focus on the positive actions that children can take, such as reducing waste, recycling, planting trees, saving energy, and walking or cycling where possible.
When introducing climate change to my class, I would begin by exploring the children’s PRK and using age-appropriate resources such as Paxi videos and local environmental examples. This would be followed by discussions, practical investigations, and cross-curricular activities linked to SESE, SPHE, and Visual Arts. My aim would be to develop children’s understanding of climate change while creating a sense of responsibility that individual and group actions can make a positive difference.I agree that the ESO resources are very accessible and promote active, inquiry-based learning. I also have a similair opinion about using children’s own experiences to help distinguish between weather and climate, as this makes the concepts more meaningful. The strong links with the new maths curriculum through data collection, graphing, and averages also enhance the learning experience. These activities give rise to opportunities for collaboration, investigation, and developing scientific thinking across the curriculum
In my classroom, I would begin with Activity 1 before exploring local weather forecasts and discussing seasonal weather patterns in Ireland. Activity 2 could then become an ongoing class investigation where students work in groups to collect weather data over several weeks. They could present their findings using charts and graphs, compare results with official weather records, and discuss any similarities or differences.
To strengthen the learning experience, I would include differentiated recording sheets, additional practical STEM challenges, and opportunities for pupils to reflect on their observations. Including a simple assessment checklist and more extension activities for higher-achieving students would further enhance the resource
I agree with your emphasis on building PRK before introducing the greenhouse effect. Starting with the sun and solar energy provides a good foundation for understanding the topic. I also agree that Paxi content is best delivered through a series of shorter lessons to allow for deeper more meaningful reflection on their learning
I found Activity 3 to be engaging and practical, as it encourages students to think critically while working collaboratively. The tasks are clearly structured and provide opportunities for discussion, problem-solving, and applying learning in a meaningful context. I could use this activity with my class as either a small-group task or as part of a whole-class lesson, allowing students to share ideas and learn from one another. It would also work well as a formative assessment to gauge students’ understanding before moving on to more complex concepts.
One improvement would be to include differentiated extension and support tasks so that the activity better meets the needs of students with varying abilities. Adding more real-life examples or visual supports could also increase engagement and accessibility.