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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.
I agree collect – food labelling and recycle are great ways to get children involved and active in this area. I think with the recycling scheme for cans and bottles the children could use this to fundraise for something they would like to see in the school
Last year, some staff participated in several sustainability workshops with the SEAI, which proved hugely beneficial. These sessions encouraged us to reflect on our current practices and identify areas for improvement within the school.
One of our first steps was conducting a full audit of the school building, focusing on heating, lighting, energy use, waste management, and water conservation. We’re already collecting rainwater, which is used to flush toilets, and our classroom toilets are fitted with push taps to prevent taps from being left running. Light sensors have also been installed to ensure lights are only in use when necessary.
We invited professionals to carry out a more in-depth audit and guide us in identifying further improvements. Crucially, we felt it was important that children take the lead in this journey. Our pupils play an active role through the Green Team, engaging in planting projects, promoting biodiversity, and acting as energy monitors. Their voices are represented through a dedicated subcommittee of our Student Council. They also highlight the SDG at senior assembly, looking at how we can incorporate and implement them into school life.
Last year, we explored sustainability in other areas too. In partnership with the Parents’ Association, we trialed a uniform and Halloween costume recycling initiative to reduce waste and encourage a circular approach to clothing. We also had a fundraiser that asked the school community to bring in old clothes for recycling.
I had a similar experience Tommy – found the module very informative and there is real potential for hands on, real world learning for the children. I also think this would be something the children would be really interested in as it has an impact on them.
This module on seafood nutrition was both informative and inspiring, and I found the content very adaptable for classroom use. Teaching children about the food pyramid and the nutritional value of different food groups, especially seafood, would be an excellent way to build awareness around healthy eating—particularly with older classes. The rich protein, omega-3, and vitamin content in fish makes it a great example of a healthy food choice.
I really liked the idea of using interactive activities like the ‘I-spy’ game. With a large supermarket near our school and strong links already in place, we could easily organise a trip where children investigate food labels—checking for origin, nutritional content, and whether the food was sustainably sourced. It’s a great way to link classroom learning with real-life experiences.
In the past, our school has run a baking competitions, but after watching the videos in this module and learning about the ‘Taste the Atlantic’ initiative, I think we could adapt the idea. Children could design a seafood-based recipe, vote on a finalist, and have a small group cook their dish. We could even invite local community members, like the owners of the nearby restaurant to judge. It would be a fun and educational event for all involved.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.
Living along the coast it I can see the daily activity of the fishing boats along the coast. I agree with Aileen that this industry is not only vital for the locality but it becomes part of people’s identity. Families are dependent on this industry for survival and are integral to making it sustainable for future generations
Like many other participants, I began this module with limited knowledge of agriculture and even less of aquaculture, so I found many aspects of the content incredibly useful. The material was presented in a very user-friendly way, which made it easy to follow and engaging. I particularly appreciated the use of maps, diagrams, and videos—they really helped me to visualise and better understand the concepts.
Although I had done courses on climate change before, I had never come across the idea of the five different climate types. I found this really interesting and especially liked the use of the term “Goldilocks weather”—a simple yet effective way to describe an ideal climate, and something I think would really resonate with children.
Living on the east coast of Ireland, near Drogheda, it’s clear how much aquaculture is part of the local landscape. You can see how many people and businesses rely on it—from those involved in fish farming and harvesting to those packing, selling, and using the end products. It’s a significant industry that plays a vital role in the coastal economy and one that I believe should be actively supported and protected by BIM
Totally agree Cliodhna. Thought this initiative is a great way to great children and young adults interested in where food comes from.. This will have great benefits for both them and the wider community as they become more aware of how food is produced
I first came across the term “aquaculture” several years ago, but I didn’t have a deep understanding of it at the time. The first module was incredibly informative, covering everything from the salmon life cycle to mussel production videos—it turned out to be far more engaging than I expected.
The videos were exceptionally well made and really captured my attention. Hearing personal stories made the subject even more compelling and relatable. There are so many exciting opportunities in this field, and it’s clear that aquaculture encompasses much more than just fishing. All these videos/resources will be very engaging for pupils – especially those in the senior classes
Before this, I wasn’t aware of the resources available. After watching the video about the ARC, it’s no surprise that there’s a long waiting list. I would love to bring it into our school. Being located near the coast, I feel we’re not making the most of the natural resources right on our doorstep. The materials are very child-friendly and accessible, and I believe they would be a fantastic benefit to the children. Teaching children about where their food has come from is vitally for teaching children about sustainability. We are teaching children about SDGs and learning about Aquaculture and food productions would be something very tangible for the children
