Overview, learning outcomes, and CfE links

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The VR4VET Blue Sector app features:

  • An introductory reception area to provide background information on the aquaculture industry in Scotland.
  • A fish feeding station, where the user can observe salmon in three fish cages using a special underwater camera, adjust the feeding intensity to keep the fish well fed without wasting the food, and get feedback on the performance
  • A fish welfare station, where the user can observe a typical procedure in aquaculture when a sample of fish is checked for diseases and injuries. The user can perform the check and get feedback on performance.
  • A marine cage site, where the user can complete routine husbandry tasks such as repairing the fish cage, manually feeding the fish and discarding dead fish pumped from the cage.
  • A laboratory, where the user measures and weighs a salmon, and calculates its condition factor. The user can also use a microscope to count plankton in a water sample and explore salmon anatomy.
  • A fish processing facility, where the user can observe how the salmon is received, sorted, processed, packaged and shipped for delivery. The user can perform several typical tasks and get feedback on performance.

The Seafood 360 videos include:

  • The UHI Shetland fisheries team sampling lobsters at the Yell pier and other seafood at the Scalloway fish market.
  • Clips from a pelagic fishing boat catching mackerel in the North Sea.
  • Underwater footage from around Shetland's coastline.

These accompanying resources are aligned with the Scottish Curriculum for Excellence (CfE).

In a broad sense, engaging with the course materials will allow learners to develop the following skills:

  • Curiosity and understanding of the environment and their place in the living, material and physical world. They will develop an understanding of the earth's resources and the need for the responsible use of them.
  • Skills for learning, life and work by completing VR tasks relevant to the aquaculture industry. A foundation will be established for more advanced learning and future careers in this sector.
  • An ability to express options and make decisions on social, moral, ethical, economic and environmental issues, based upon sound understanding. In particular, this will be achieved in relation to exploring the sustainability of the aquaculture industry and the efforts made to reduce its environmental impact.
  • A grounding as a a scientifically-literate citizen with a lifelong interest in science.

The following experiences and outcomes will also be covered:

  • Planet Earth: Through exploring interactions between Atlantic Salmon, parasites, and organisms such as plankton, learners will explore the diversity of living things and develop an understanding of how organisms are interrelated.
  • Biological systems: By investigating salmon welfare and feeding practices they will develop an understanding of risk and impact of microorganisms in relation to health. They will also explore the use of technology in monitoring health and improving the quality of life of salmon.
  • Topical science: By considering current issues of science relevant to the aquaculture industry, learners will develop their understanding of scientific concepts and their capacity to form informed social, moral and ethical views. They will be able to reflect upon and critically evaluate media portrayal of scientific findings.

In addition to the Scottish Curriculum, these materials fit within the framework of the United Nations' Sustainable Development Goals, and help learners to understand how the sciences play a vital role in finding solutions to real world issues and challenges such as protecting biodiversity, reducing marine pollution, and tackling climate change.

The UN sustainable development goals this course will cover include:

2. Zero Hunger, 4. Quality Education, 8. Decent Work and Economic Growth, 9. Industry, Innovation, and Infrastructure, 11. Sustainable Cities and Communities, 12. Responsible Consumption and Production, and 14. Life Below Water.