Forum Replies Created
-
Posts
-
this is a great idea! I suppose unless you are living in a location close to the sea, general knowledge can be limited. Videos and interactive activates bring real life examples to the classroom. Real fishermen / marine workers goes one step further to provide real life examples to the children.
Absolutely, it has a lot to do with geography. My local area has a lovely lake that many would wish on but we are very inland. Therefore, the knowledge of children on sea wildlife is very limited.
we also have ‘tidytowns’ in my local area and very often the local schools get involved with clean up days. it usually is a very enjoyable experience!
In Monaghan, I’ve noticed a real shift towards more sustainable ways of living. Local schools and community groups are big on recycling, more homes are using compost bins, and some businesses are switching to paper packaging or reducing waste. There’s also a strong push for growing your own food—many families have small garden patches now, and tidy towns groups are planting wildflowers to support pollinators. In class, I’d use what’s already happening around us to bring learning to life. We could do a walking audit of our local area, spotting pollinator zones, bins, and water-saving features. Pupils could interview family members about changes they’ve made at home or even plant something small themselves and track its growth. It’s about connecting what we learn in the classroom with what we see out our windows. That kind of real-world link makes sustainability feel more relevant and helps children see they have a role to play right now, not just in the future.
Seafood tasting is definitely not something i would have considered before!! it could be a good way to introduce some children to food they may not otherwise experience.
After going through the “Nutrition of Seafood” module, I realised how underused seafood is as a teaching tool. It’s not just healthy, it’s interesting. Kids are often surprised to learn that fish like salmon and mackeral are full of omega‑3, which helps your brain and heart. That kind of fact actually sticks with them, especially when they can link it to their own lives.
In class, I’d build a lesson around reading food lables, looking at different types of seafood and comparing their nutrients. We could chart which fish are high in good fats or iron, and even talk about portion sizes and what a balanced plate really looks like. It’s a great way to tie in SPHE, Science, and even Maths.
Plus, there’s a cultural angle by asking students what seafood they eat at home, or don’t, and why. It opens up good discussions around food access, habits and even sustainability. This kind of learning isn’t just in books, it’s on their plates too.
Yes Tommy, its great to be able to have a thematic approach and to integrate many different subject areas.
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.
Aquaculture farms in Ireland are often located along the sheltered bays and inlets of the west coast, where water quality and tidal flow have ideal conditions. These locations not only support the growth of species like salmon and mussels, but also breathe life into rural coastal communities. In areas where traditional fishing has declined, aquaculture has become a steady source of employment, helping to keep young people in the region rather than moving to cities for work. It also supports local businesses, from transport to processing, creating a ripple effect in the local economy. Importantly, these farms encourage innovation and skills development in marine and environmental sciences. However, care must be taken to manage environmental impact, as poor planning could lead to polution or damage to marine ecosystems. Overall, when done responsibly, aquaculture offers a promising future for Ireland’s coast, blending economic growth with sustainable practice and offering communities a real reason to stay and thrive.
Learning about Aquaculture and Social License has real potential in the classroom. These tools make science, geography and even business more relevant and engaging. Students get to see how food is produced locally and sustainably, which helps them connect with real-world issues like climate change, food security and the economy. The ARC resources are visual and interactive, which suits different learning styles and keeps things interesting. I think using these tools can spark curiousity and even future career interests in marine science or environmental studies. The concept of social license is also really important, it gets students thinking about community, responsibility and the environment in a critical way. They start to understand that industries need public support and transparency, which is a valuable life lesson. Overall, this type of learning promotes active citizenship and a deeper awareness of how our choices affect the planet. Plus, it’s great to see Irish context and examples being used.
