[Grace Lynch]

Hi Clodagh,

Thank you for your response to Module 1!

It is great to hear how you found the sustainability aspect interesting. Learning about life underwater can promote a sense of responsibility amongst the student to preserve and care for this valuable resource we have (especially as an island).

It is so important for students to hear about jobs in this sector as I feel it can be overlooked at times! The world really is their oyster.

Thanks,

Grace

[Grace Lynch]

Hi Catriona,

Thank you for your response to Module 1 !

Aquaculture is a very versatile topic where you can introduce loads of different concepts as you have mentioned here where there food comes from and aspects of sustainability and social responsibility.

Environmental stewardship is hopefully something they can bring into adulthood.

Thanks,

Grace

[Grace Lynch]

Hi Brian,

Thank you for your response to Module 4!

It is great to hear how this module has got you think about the importance of seafood in our diet. Omega 3s are especially important for the students to know about as you have pointed out here it aids correct brain development, allowing for them to reach full potential as adults.

The material really is so versatile and can complement so many different subjects. The activities outside of the classroom are really great for consolidating the information delivered during the workshops.

Thanks,

Grace

[Grace Lynch]

Hi Marie,

Thank you for your response to Module 5!

It is great to hear about the local initiatives in your local area in Dublin. Community led organisations are great for re-enforcing the sustainability message to the students outside of the classroom.

Conducting waste audits, creating green spaces and promoting clothes swaps sound like great, eco-friendly projects within the school. It is so lovely to hear about such projects that can be carried out across the school-wide, generating a great sense of unity.

It is so important to link action back to the concept of sustainability when teaching the students as you say here yourself it gives them a sense of responsibility. It can also create long- term healthy habits that grow into adulthood.

Thank you,

Grace

[Grace Lynch]

Hi Catriona,

Thank you for your response to Module 2!

Aquaculture sites are geographically suited to the West of Ireland as the rugged coastline as you have mentioned here provide shelter from storms coming in from the Atlantic which will decrease reparation/replacement costs of equipment. They also provide easy of accessibility to those who own the farms.

The variety of jobs within the aquaculture industry are a key player in the sustaining of coastal communities in the West.  It prevents rural decline by providing job opportunities to the younger people located there and allows them to build a life in these more rural areas.

Thank you,

Grace

 

[Grace Lynch]

Hi Catherine,

Thank you For your response to Module 1!

I agree that the use of immersive digital tools like using video content on aquaculture represents a powerful shift away from traditional methods, offering pupils a richer, more engaging learning experience. The headsets we use on board always generate great enthusiasm amongst the students!

Encouraging pupils to think in depth about the industries and processes behind the products they consume not only promotes environmental awareness but also fosters a sense responsibility and stewardship.

Thanks,

Grace

[Grace Lynch]

Hi Tommy,

Thank you for your response to Module 2.

It is great to hear how your appreciation for aquaculture has grown while participating in this course! The economic benefits of aquaculture are most definitely a financial pillar that help to sustain smaller coastal communities around Ireland. Many of these places are unsuitable for traditional farming i.e poor soil, steep slopes, lack of accessibility for vets etc. so they depend on seafood production to support themselves and their families.

Linking the knowledge learnt in the classroom to the students everyday lives is key for the digestion of the information. Once they can relate the information back to themselves, what they have learnt takes on a whole new relevancy and meaning to them.

Thanks,

Grace

[Grace Lynch]

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

[Grace Lynch]

Hi Catriona,

Thank you for your response to the first module.

I agree that it is so important to teach the students about aquaculture! The many benefits such as environmental conservation, healthy well-being and financially sustaining rural communities (to name a few!) make it such a positive industry for them to be aware of.

It may even inspire them to think about a career in the marine and seafood sector!

Thanks,

Grace

[Grace Lynch]

Hello Orla,

Thank you for your response to the first module.

I agree that the integration of these tools and resources presents so many opportunities. The cross-curricular connections you’ve highlighted— between environmental awareness in Geography, healthy eating in SPHE, and the historical aspects of agriculture and aquaculture in History—demonstrate just how versatile and flexible this content can be.

Introducing aquaculture to students at an early age can create lifelong healthy habits not just in a nutritional sense but also how beneficial it can be to the environment! It might also spike the curiosity of some students and  inspire them to take a career path in the marine sector.

Thank you,

Grace

[Grace Lynch]

Hi Siobhan,

Thank you for your response to the first module!

We are very thankful for the digital resources we have aboard the ARC. They’re a fantastic tool to promote engagement with the students. The headsets for example have audio as well as video footage. Some of the information given to the students during this activity is then tested at the end of the day with a buzzer style quiz which always generates great enthusiasm amongst the class! They are learning while having fun, so it is a win-win for all.

Spreading awareness around sustainable practices especially in food production is so important as the students can then see how their choices will effect the environment around them. Day to day habits like looking at food labels, shopping locally and even taking part in community-driven organisations all instil a level of responsibility to look after their environment and act respectfully towards resources like the sea (as an island it is especially relevant for us!)

Thank you,

Grace

 

 

[Grace Lynch]

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

• This reply was modified 6 months, 1 week ago by Grace Lynch.

[Grace Lynch]

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

 

 

[Grace Lynch]

Hi Colette,

Thank you for your response to the first Module!

I completely agree, the non-traditional classroom setting of the ARC makes for a very stimulating and exciting day for the students!

Many of the topics discussed on the ARC can be referenced by the students in their day-to-day lives which is great for applying what they learnt outside of the classroom. It allows them to explore aquaculture as concept that is personal to them.  As you have mentioned here with the Young Chef Ambassador Programme which might appeal to a student more inclined to the culinary side of things while a student more interested in STEM subjects would be interested in the biological nuances of the sea.

Giving the students the opportunity to take autonomy over their learning allows for the information to be re-consolidated in a different way to traditional classroom-based learning.

Thanks,

Grace

[Grace Lynch]

Hi Mark,

Thank you for your response to Module 2!

You are correct in stating the rugged coastline along the West of Ireland is suited to farming in the sea. The shelter provided by the bays and inlets prevent equipment being damaged thus decreasing replacement/repair costs as well as allowing easy access to the inhabitants living in the islands/coast near to aquaculture sites.

As you rightly point out, aquaculture has a significant ripple effect on local communities beyond the immediate marine sector. From employment in transport, retail, and hospitality to the need for skilled tradespeople, the industry supports a wide range of jobs and helps sustain rural economies. This is especially valuable in more isolated/rural areas, where traditional employment opportunities may be limited.

Thank you,

Grace

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