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Hi Dolores I love your suggestion of a ‘virtual fieldtrip’ to a coastal area and observing a fishing village. It’s an excellent idea and will make learning about aquaculture more meaningful and engaging.
Another great programme that’s suitable for a younger audienceis the Picker Pals programme. It’s a free programme that primary schools can get involved in and it’s a great way to create an awareness on sustainability at the junior end. It has a great home/school linkage as well.
Sustainability is at the heart of community life in County Kildare, with a strong focus on climate action, environmental awareness, and education. Initiatives such as the Green Schools programme empower students to take active roles in waste reduction, energy conservation, and biodiversity projects, fostering a culture of environmental responsibility from a young age. Community efforts, like the Tidy Towns competition and innovative projects such as “Solar for Schools,” further highlight Kildare’s commitment to sustainability by encouraging renewable energy use and collective action.
To engage my pupils in exploring sustainability, I would start by connecting classroom learning to these real-world local initiatives. We could investigate how our school currently participates in the Green Schools programme, conduct waste audits, and brainstorm ways to reduce our environmental footprint. Organising field trips to local recycling centers or inviting guest speakers from the council would make sustainability tangible. I would encourage pupils to design their own sustainability projects—such as planting pollinator-friendly gardens or creating awareness campaigns—empowering them to become active caretakers of their environment and inspiring a lifelong commitment to sustainable living.
Hi Susan I really like your cross curricular suggestions and it has inspired me to consider them deeper. In SPHE, we could use the concept of food diaries not just to track intake, but as a reflective tool for children to consider their energy levels and mood in relation to what they eat, fostering a deeper sense of self-awareness and personal well-being.
For Science, the real packaging becomes a tangible learning tool: we could analyse nutritional labels, compare ingredients, and discuss food groups in a very hands-on way. This could even lead to simple experiments on food preservation or the journey of food from farm to fork.
In English, as well as persuasive posters encouraging healthy choices or personal food diaries, students could write descriptive pieces about the taste and texture of different seafood, or even create short, informative reports on the benefits of Omega-3s.
The “Nutrition of Seafood” module and corresponding resources offers a crucial opportunity to educate students about healthy eating and sustainable food choices. I would integrate this module into SPHE and Science lessons, focusing on seafood’s rich content of Omega-3 fatty acids, vitamins, and minerals. Activities could include comparing the nutritional profiles of different foods, designing balanced meal plans incorporating seafood, or even simple taste tests (if feasible and appropriate). Classroom activities could extend beyond simple comparisons to include students researching specific Irish seafood species, creating “healthy plate” diagrams featuring seafood, or even designing informative posters about the benefits of a balanced diet. Discussions could explore global food resources and the role of seafood in addressing nutritional needs.
Hi Barbara, would you happen to have the link to the Floating Fish Farm STEM lesson as I can’t seem to locate it on the Resources page. Thanks
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.
Agreed Susan – this module highlighted how the success of aquaculture farms really does hinge on their “social license”. If done properly they can revitalise rural areas, create jobs, support local economies, and preserving a unique way of life which is incredible!
Ireland’s extensive coastline is naturally ideal for aquaculture, with farm placement carefully balancing environmental suitability, economic viability, and community integration.
Aquaculture farms are primarily located in sheltered bays and coastal inlets. This choice is driven by the need for protection from storms, optimal water quality with good tidal exchange, and specific habitat requirements for the different species. Often, these natural advantages mean farms are situated near Ireland’s more remote coastal communities, areas that can significantly benefit economically. They provide direct employment in farming, processing, and packing, allowing locals to remain in their communities while also boosting local businesses through their supply chain needs and help retain population, supporting local schools, shops, and services, which maintains community vibrancy and unique character.
Hi Dolores, your point about students asking “Is this good for the environment? Is it fair to the local community?” really drives home the practical application of understanding social license. It’s powerful that these lessons might lead to kids getting involved in beach clean-ups or advocating for marine protection. And I totally agree about the potential of this programme to spark interest in STEM careers.
This was my first time exploring the BIM website and it has some fantastic tools, particularly the ARC initiative which offers a unique and engaging way to introduce students to the aquaculture industry. These tools include mobile classroom visits, online lessons and resources which align to our SESE and SPHE curricula, module based learning oportunities, interactive learning (quizzes, group work etc) and an emphasis on career opportunities within the aquafarming sector.
Learning about aquaculture and social license can profoundly impact school students in several ways:
- Increased awareness and understanding
- Promoting sustainable practices
- Nutritional awareness
- Developing critical thinking skills
- Fostering responsible citizenship
- Connnecting to real wold issue
By engaging with these educational tools and concepts, students can gain a comprehensive understanding of aquaculture’s role in a sustainable future, thus becoming more informed, responsible, and engaged citizens!
