[Shandon Sugrue]

The ARC online lessons and resources have highlighted the value of using inquiry-based, hands-on learning experiences to develop pupils’ STEM skills. In my own teaching, I could apply these approaches by providing more opportunities for pupils to investigate real-world problems, ask questions, design solutions and collaborate with their peers. This links closely with the STEM Education Policy Statement, which promotes creativity, problem-solving, critical thinking and the application of knowledge across Science, Technology, Engineering and Mathematics.

In my classroom, I can further integrate STEM through cross-curricular projects, such as combining Geography, Maths and Science when exploring topics like marine environments, sustainability or engineering challenges. Using digital tools, coding activities and practical investigations can also help pupils develop confidence in using technology as a tool for learning.

From a school-wide perspective, STEM could be addressed through the SSE process by identifying current strengths and areas for development. A school could review pupil engagement, teacher confidence and available resources, then create an action plan to embed STEM experiences across all class levels. This could include STEM showcases, collaborative projects, professional development for staff and partnerships with local organisations. By taking a whole-school approach, STEM can become an integral part of teaching and learning rather than an isolated subject area.

[Shandon Sugrue]

I really like this lesson idea. I think using a local area like Mayo makes the activity much more meaningful for the children, especially when they’re working with places they might already know or have visited. I also like how you’ve linked Geography and Maths together through map skills, as it gives the lesson a real purpose rather than teaching the skills in isolation. The part where pupils have to justify why they chose a particular location is a nice way to encourage discussion and critical thinking. I could definitely see something similar working in Kerry using Dingle Bay or Kenmare Bay. It sounds like a lesson that would keep the pupils engaged while helping them understand why aquaculture farms are located where they are.

[Shandon Sugrue]

Assignment 1
After completing this module, I think the map plotting activity would work really well with my 5th class. It would fit nicely into our Geography lessons while also reinforcing maths skills like using coordinates, grid references and interpreting maps.

Being based in County Kerry, I’d use local examples to make the lesson more meaningful. I’d ask the pupils to locate aquaculture sites around places such as Dingle Bay, Kenmare Bay and Fenit before comparing them with sites in other parts of Ireland. I think children enjoy learning about places they know, and it helps them see the connection between what they’re learning in school and the world around them.

I’d also encourage plenty of discussion about why these farms are located where they are and what physical features make them suitable. It would be a nice opportunity to link Geography, Maths and Science together. I could even extend the lesson by having pupils create their own map or research a local aquaculture site as a follow-up activity.

Assignment 2
I found it really interesting to look at where aquaculture farms are located around Ireland. It makes sense that so many of them are found along the west and south coasts where there are sheltered bays and clean waters. Being from County Kerry, this topic feels especially relevant because we have so many coastal areas nearby, such as Dingle Bay, Kenmare Bay and Fenit Harbour. These are places many of our pupils have visited, so it helps make the learning much more real.

I think aquaculture plays an important role in supporting coastal communities. It provides local employment, supports other businesses and helps keep many rural communities thriving. At the same time, it’s encouraging to see the focus on sustainability and protecting the marine environment for future generations.

As a teacher, I think this is a great topic to introduce in the classroom because it links so many subjects together. We recently had Sea Synergy visit our school, and the pupils really enjoyed the hands-on activities and learning about our local marine environment. Experiences like that, along with these TeachNet resources, help children develop a greater appreciation of the sea and understand why it is such an important part of life here in Kerry. It also encourages them to think about future careers and the importance of looking after our coastal environment.

[Shandon Sugrue]

I completely agree. Using local examples makes such a difference because the children are already familiar with many of these places, so the learning feels much more meaningful. We recently had Sea Synergy visit our school, and they were a fantastic resource. The pupils were so engaged and loved the hands-on activities, which really brought our local marine environment to life. Experiences like that, along with resources like these, help children appreciate the importance of our coastline and understand how it supports both local communities and the environment.

[Shandon Sugrue]

Part 1
I really enjoyed looking through these resources and I can definitely see myself using them in my classroom. Being from County Kerry, we’re surrounded by the sea, so it’s nice to have resources that relate to something that’s literally on our doorstep. I don’t think many children realise how important aquaculture is to local communities or how much work goes into producing seafood in a sustainable way.

Before this module I hadn’t really thought about the idea of social licence either. It was interesting to learn that it’s not just about producing food, but also about working with local communities and protecting the marine environment. I think these resources would fit really well into Geography and Science, while also encouraging discussion and critical thinking. Overall, I think learning about aquaculture helps children make stronger connections between what they’re learning in school and the world around them, especially when they live so close to the coast. We were also lucky too to have local marine biologists Sea Synergy visit our school, which I would highly recommend to support this learning.

Part 2
The Social Licensing project that stood out most to me was the one that focuses on bringing together local communities, scientists and the aquaculture industry. I liked that it recognised the importance of listening to different opinions and finding a balance between supporting local jobs and protecting the environment.

Living in Kerry, where fishing and the sea are such a big part of many communities, I think this is a really relevant topic for children. It would help pupils understand that decisions about our coastline affect lots of different people. I also think it would make for some really good classroom discussions, as children enjoy sharing their own ideas and hearing different points of view. It’s a great way to introduce sustainability in a way that feels real and relevant.

Part 3
I really enjoyed the ARC videos and thought they were very engaging. They would definitely hold children’s attention more than simply reading from a textbook. I liked that they showed real people working in aquaculture and explained the different jobs involved, as it helps pupils see how classroom learning connects to real life.

As a teacher in County Kerry, I think these resources are especially useful because many of our pupils regularly visit beaches, harbours or coastal areas with their families. Places like Fenit or Dingle are familiar to them, so learning about aquaculture makes the topic feel much more relevant. I think it’s important to introduce children to aquaculture from a young age so they understand where seafood comes from and why protecting our marine environment matters. I’d definitely use these videos to spark class discussions or as a starting point for project work.

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