1 December 2014 – Christmas Special: Trees Sprouts Wool Jumpers

 Comments Off on 1 December 2014 – Christmas Special: Trees Sprouts Wool Jumpers
Nov 252014
 

1 December 2014 – Christmas Special: Trees, Sprouts and Christmas Woolie Jumpers

  • Christmas Harvest in the fields.  – Christmas Trees and Sprouts being harvested for Christmas.The wet Autumn has meant farmers are still trying to harvest some other crops to0…..
  • Christmas Jumpers.  – See how the wool for your jumper get from the sheep to Santa’s sack!
  • Using Wildlife to help you celebrate Christmas. – Gives details of how to make a traditional Christmas Wreath decoration using foliage from the countryside
  • Plus Bonus – How we can help you with your growing in school next term

NATIONAL CURRICULUM SUBJECTS LINKS.

Our programs link too many parts of the curriculum. Some of these links are directly through the content. Other links are dependent on the way you use these videos for class discussions etc. I have added some comments to each of the sections of the curriculum below and how the videos show or highlight these areas, either to connect to current learning or revise past learning. Curriculum Links to video content

Technology – Cooking & Nutrition

Key stage 1
  • Understand where food comes from.
Key stage 2
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

The videos show the cycles of how food is produced throughout the year giving a far better understanding of the time it takes to produce food and its connection with seasonality.

Science

For Year 1 pupils the videos show the life cycles of plants and animals, how they are sown or born then grow and are harvested. This is shown as it really happens and linked to the seasons.
Year 1
Plants
  • Identify and name a variety of common plants,including garden plants,wild plants and trees,and those classified as deciduous and evergreen
  • Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers
Animals Including humans
  • Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and including pets)
Seasonal Changes
  • Observe changes across the four seasons
  • Observe and describe weather associated with the seasons and how day length varies.
Year 2
For year 2 pupils the videos allow them to observe the life cycles of plants and animals and how farmers provide for the basic needs of both their animals and plants.
Living things and their habitats
  • Explore and compare the differences between things that are living, dead,and things that have never been alive.
  • Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • Identify and name a variety of plants and animals in their habitats, including micro-habitats
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Plants
  • Observe and describe how seed sand bulbs grow into mature plants
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
Animals including humans
  • Notice that animals,including humans,have off spring which grow into adults
  • Find out about and describe the basic needs of animals, including humans,for survival (water, food and air)
Year 3
For year 3 pupils the videos give you the opportunity to link to the parts of plants and how this is important to the food we eat from each part of the plant. How animals need a balanced diet just like humans.
Plants
  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • Investigate the way in which water is transported within plants
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Animals including humans
  • Identify that animals,including humans,need the right types and amount of nutrition,and that they cannot make their own food;they get nutrition from what they eat
Rocks
  • Recognise that soils are made from rocks and organic matter.
Year 4
For year 4 pupils the videos will help them make connections between work on classification and the animals found locally on farms and in the countryside. Use this as a basis for the construction of their first food chains based on the food they eat.
Living things and their habitats
  • Recognise that living things can be grouped in a variety of ways
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
Animals including humans
  • Construct and interpret a variety of food chains, identifying producers, predators and prey
Year 5
For year 5 pupils the videos will allow them to follow the life cycles on local animals and plants which they would not be able to witness as they progress through the year.
All living things
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • Describe the life process of reproduction in some plants and animals
Year 6
For year 6 pupils the videos will allow pupils to observe different local living things and use their knowledge of classification to put them into groups. The way farmers select breeding animals is also a good way to start the teaching of evolution and inheritance.
Living things and their habitats
  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • Give reasons for classifying plants and animals based on specific characteristics
Evolution and inheritance
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
Curriculum links which can be made via use of video for discussion or as source of data about food production etc

English

  • Participate in discussions and debates
  • Articulate and justify answers, arguments and opinions
Year 1
  • Listening to and discussing a wide range of non-fiction at a level beyond that at which they can read independently
Year 2
  • Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing about real events
  • Writing for different purposes
Year 3-4

Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description

Year 5-6

Distinguish between statements of fact and opinion

Maths

Year 1-2

Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

Year 3
  • Interpret and present data using bar charts, pictograms and tables
Year 4
  • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
  • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Art

Key Stage 1
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
Key Stage 2
  • To create sketch books to record their observations and use them to review and revisit ideas

Computing

Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems Link this to its use in modern food production

Key stage 1
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
Key stage 2
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Geography

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Agriculture, horticulture food production and the countryside are an excellent way to cover many of these points.
Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness

Human and physical geography
  • Identify seasonal and daily weather patterns in the United Kingdom ……
  • Use basic geographical vocabulary to refer to:
    • key physical features, including: forest, hill, river, soil, valley, vegetation, season and weather
  • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment – could be rural!
Key stage 2
Locational knowledge
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Human and physical geography
  • Describe and understand key aspects of:
    • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

History

Key stage 1
Pupils should be taught about:
  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • Significant historical events, people and places in their own locality
Looking at the recent changes to agriculture in their local area will allow pupils to cover some of these points.

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

10 November 2014 – Managing the seasons

 Comments Off on 10 November 2014 – Managing the seasons
Nov 072014
 

10 November 2014 – Managing the seasons

  • Seasonal Breeding Livestock – Some animals are seasonal breeders only mating at certain times of year, like sheep in Autumn, others like pigs will breed all year round.
  • Eating vegetables out of season. How can you enjoy your 5-a-day all year round. This looks at the different ways we use to preserve food so we can enjoy it out of season. Freeze it! Cool it! Fly it! Cover it! Time it!
  • Growing Vegetables through the seasons. How planting vegetables all year round can help you enjoy fresh produce as much as possible

NATIONAL CURRICULUM SUBJECTS LINKS.

Our programs link too many parts of the curriculum. Some of these links are directly through the content. Other links are dependent on the way you use these videos for class discussions etc. I have added some comments to each of the sections of the curriculum below and how the videos show or highlight these areas, either to connect to current learning or revise past learning. Curriculum Links to video content

Technology – Cooking & Nutrition

Key stage 1
  • Understand where food comes from.
Key stage 2
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

The videos show the cycles of how food is produced throughout the year giving a far better understanding of the time it takes to produce food and its connection with seasonality.

Science

For Year 1 pupils the videos show the life cycles of plants and animals, how they are sown or born then grow and are harvested. This is shown as it really happens and linked to the seasons.
Year 1
Plants
  • Identify and name a variety of common plants,including garden plants,wild plants and trees,and those classified as deciduous and evergreen
  • Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers
Animals Including humans
  • Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and including pets)
Seasonal Changes
  • Observe changes across the four seasons
  • Observe and describe weather associated with the seasons and how day length varies.
Year 2
For year 2 pupils the videos allow them to observe the life cycles of plants and animals and how farmers provide for the basic needs of both their animals and plants.
Living things and their habitats
  • Explore and compare the differences between things that are living, dead,and things that have never been alive.
  • Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • Identify and name a variety of plants and animals in their habitats, including micro-habitats
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Plants
  • Observe and describe how seed sand bulbs grow into mature plants
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
Animals including humans
  • Notice that animals,including humans,have off spring which grow into adults
  • Find out about and describe the basic needs of animals, including humans,for survival (water, food and air)
Year 3
For year 3 pupils the videos give you the opportunity to link to the parts of plants and how this is important to the food we eat from each part of the plant. How animals need a balanced diet just like humans.
Plants
  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • Investigate the way in which water is transported within plants
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Animals including humans
  • Identify that animals,including humans,need the right types and amount of nutrition,and that they cannot make their own food;they get nutrition from what they eat
Rocks
  • Recognise that soils are made from rocks and organic matter.
Year 4
For year 4 pupils the videos will help them make connections between work on classification and the animals found locally on farms and in the countryside. Use this as a basis for the construction of their first food chains based on the food they eat.
Living things and their habitats
  • Recognise that living things can be grouped in a variety of ways
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
Animals including humans
  • Construct and interpret a variety of food chains, identifying producers, predators and prey
Year 5
For year 5 pupils the videos will allow them to follow the life cycles on local animals and plants which they would not be able to witness as they progress through the year.
All living things
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • Describe the life process of reproduction in some plants and animals
Year 6
For year 6 pupils the videos will allow pupils to observe different local living things and use their knowledge of classification to put them into groups. The way farmers select breeding animals is also a good way to start the teaching of evolution and inheritance.
Living things and their habitats
  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • Give reasons for classifying plants and animals based on specific characteristics
Evolution and inheritance
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
Curriculum links which can be made via use of video for discussion or as source of data about food production etc

English

  • Participate in discussions and debates
  • Articulate and justify answers, arguments and opinions
Year 1
  • Listening to and discussing a wide range of non-fiction at a level beyond that at which they can read independently
Year 2
  • Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing about real events
  • Writing for different purposes
Year 3-4

Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description

Year 5-6

Distinguish between statements of fact and opinion

Maths

Year 1-2

Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

Year 3
  • Interpret and present data using bar charts, pictograms and tables
Year 4
  • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
  • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Art

Key Stage 1
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
Key Stage 2
  • To create sketch books to record their observations and use them to review and revisit ideas

Computing

Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems Link this to its use in modern food production

Key stage 1
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
Key stage 2
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Geography

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Agriculture, horticulture food production and the countryside are an excellent way to cover many of these points.
Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness

Human and physical geography
  • Identify seasonal and daily weather patterns in the United Kingdom ……
  • Use basic geographical vocabulary to refer to:
    • key physical features, including: forest, hill, river, soil, valley, vegetation, season and weather
  • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment – could be rural!
Key stage 2
Locational knowledge
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Human and physical geography
  • Describe and understand key aspects of:
    • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

History

Key stage 1
Pupils should be taught about:
  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • Significant historical events, people and places in their own locality
Looking at the recent changes to agriculture in their local area will allow pupils to cover some of these points.

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

20 October 2014 – The ABC of farming

 Comments Off on 20 October 2014 – The ABC of farming
Oct 162014
 

20 October 2014 – The ABC of Farming

  • The Poo Cycle.How farm livestock re-cycle the products of harvest. This shows how livestock eat the products of harvest and produce manure for the farming to re-cycle by using on the crops he grows.
  • Re-starting the Crop Cycle– Shows farmers planting their Winter crops and thus re-starting the farming cycle.
  • Wildlife is seasonal too– Explains how birds migrate here not only in the summer but also the winter. Asks them to look for some winter migratory birds

How will you teach the ‘Eat Well Plate’ harvest now that pupils must know how food is grown, reared, caught and processed. Well our Food Stories and Teach VLE can help – put food production in the curriculum.

The Eat Well Plate Harvest

The Eat Well Plate Harvest

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

Unit 2. What were homes like a long time ago?

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

6 October 2014 – Autumn Tasks

 Comments Off on 6 October 2014 – Autumn Tasks
Oct 032014
 

6 October 2014 – Autumn Tasks

  • Preparing for winter greens – Growing seasonal food and how to have vegetables all winter
  • Autumn crops still to harvest – Shows pupils returning to Stockbridge to harvest the crops they planted this spring and also how farmers harvest the same crops with big machines
  • Livestock preparing for Winter feeding. – Shows how livestock farmers started their preparation for winter back in the summer by preserving grass to feed over the winter.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

Unit 2. What were homes like a long time ago?

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

22 September 2014 – Using the Products of Harvest

 Comments Off on 22 September 2014 – Using the Products of Harvest
Sep 192014
 

22 September 2014 – Using the products of harvest

  • Natures larder – How natures larder does not last all winter and needs help to sustain wildlife until the spring.
  • Using the products of harvest for us – Shows some of the products we can make from Cereal Grains such as flour, bread and beer
  • Using the products of harvest for livestock – Shows how we use cereals to feed livestock

Thanks to William Thompson (York) Ltd, Jubilee Mill, Murton, York for allowing us to film livestock food being produced in their mill.  Visit web site 

How will you teach the ‘Eat Well Plate’ harvest now that pupils must know how food is grown, reared, caught and processed. Well our Food Stories and Teach VLE can help – put food production in the curriculum.

The Eat Well Plate Harvest

The Eat Well Plate Harvest

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

Unit 2. What were homes like a long time ago?

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

8 September 2014 – Bringing in the harvest

 Comments Off on 8 September 2014 – Bringing in the harvest
Sep 082014
 

Bringing in the harvest, crops, livestock, garden and eat well plate.…

    • The harvesting of crops – shows farmers harvesting various crops such as cereals, potatoes peas. Also shows how a combine harvester threshes the corn in one process
    • The Harvesting of grass – Shows livestock harvesting grass to make milk for their offspring. Shows lambs being weighed to see if they are heavy enough for sending to market.
    • Harvesting our garden – What has been harvested in our garden over the summer.

How will you teach the ‘Eat Well Plate’ harvest now that pupils must know how food is grown, reared, caught and processed. Well our Food Stories and Teach VLE can help – put food production in the curriculum.

The Eat Well Plate Harvest

The Eat Well Plate Harvest

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals as they give birth, and how the young must and new mothers must be looked after very carefully using both experience and new enthusiasm

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce
Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.  Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics.

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing a bee larder can help school, garden and local biodiversity

School grounds

  • How the simple act of planting some wild flowers can help with the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!



14 July 2014 – Summer Crops, Dairy Products Things to do over Summer.

 Comments Off on 14 July 2014 – Summer Crops, Dairy Products Things to do over Summer.
Jul 112014
 

Summer Crops, Dairy Products Things to do over Summer…

  • Out and about in summer – Give Mario a break! Things to look out this summer. Also looks at some outdoor activities for school and summer holidays.
  • How are crops doing? – Looks at how crops we saw planted in spring are doing in early summer. How bees have harvested the fields of yellow to make honey.
  • Dairy Products– Shows milk being processed to produce cream for your Wimbledon Strawberries and then bottled as either Whole, Skimmed or semi-skimmed milk. Also explains why milk is an excellent drink for athletes or after any exercise

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals as they give birth, and how the young must and new mothers must be looked after very carefully using both experience and new enthusiasm

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce
Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.  Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics.

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing a bee larder can help school, garden and local biodiversity

School grounds

  • How the simple act of planting some wild flowers can help with the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!



30 June 2014 – Not all…..

 Comments Off on 30 June 2014 – Not all…..
Jun 292014
 

Not all…. bugs are bad; strawberries are for Wimbledon; Celery is the same

  • Cow’s stomach feasts – We look at how ruminants rely of micro-beasts in their 4 stomachs to help them digest grass making them very important to food production as this allows us to produce food from land we would not otherwise be able to use.
  • Tasty feasts – We look at how strawberries are produced in time for Wimbledon snacks
  • Celery – How to plant trench celery.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals as they give birth, and how the young must and new mothers must be looked after very carefully using both experience and new enthusiasm

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce
Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.  Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics.

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing a bee larder can help school, garden and local biodiversity

School grounds

  • How the simple act of planting some wild flowers can help with the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!



Jun 142014
 

16 June 2014: Summer in the farming year

  • Allotment – Snails a pest to farmers and gardeners. Have some fun with a snail race
  • Grass at Last – We revisit the lambs we saw turned out after lambing and we see our calves getting their first taste of fresh grass
  • Beetroot Seed & Ripe Tomatoes – We say strange beetroot seed planted and then the tomatoes we saw planted, sorted by robots, pollinated by bees are finally picked and sorted ready for you to enjoy in the shops.
The snail racing kits, with stickers, guide etc can be downloaded from the Nature Detectives website
http://www.naturedetectives.org.uk/download/snail_racing_kit.htm

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.

Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food

Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity

School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste

When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

May 292014
 

2 June 2014: Green Green Growth of June

  • Allotment – Planting runner beans, corgettes and brassicas in with or without a garden.
  • Planting…– We see the schools visiting Stockbridge Technology Centre planting lettuce and then see how farmers plant lettuce and sprouts on a commercial scale.
  • Pigs for bacon – The pigs we have followed from farrowing are weighed to see if they are ready for bacon. We also follow a local butcher as he explains how a pig carcass in butchered into the various pork and bacon cuts

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.

Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food

Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity

School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste

When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

May 172014
 

19 May 2014 – April Showers; not always in April!

  • Lambing – Follow lambing on Oliver’s Farm where we see lots of new born lambs and the work involved in looking after all these new lives, which involves both experienced shepherds and fresh, enthusiastic young shepherds.
  • Planting Potatoes – We see the first school visits of the year to Stockbridge Technology Centre and see the children and their teachers busy planting potatoes and wild flowers.
  • Allotment Update – See how crops have progress on our allotment.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.

Relevant QCA Schemes of Work

Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:

Shows the start of plants life cycles and what parts of a plant we use and harvest.

Looks at how we can help bees so important to many of the plant food crops we rely on

Some of machinery could be used to discuss pushes and pulls.

Relevant QCA Schemes of Work

Unit 1B. Growing plants.

Unit 1E Pushes and Pulls.

Unit 2A Health and Grow.

Unit 2B Plants and Animals.

Unit 3B. Helping plants grow well.

Unit 4B Habitats.

Unit 5B. Life cycles.

Unit 6A Interdependence and adaptation.

These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics

Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food

Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity

School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste

When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

May 112014
 

New round of Farm Visits now well under way. Going down very well again.
Victoria Dock primary School really enjoyed their visit today

Foundation classes from Gillshill had a great time.

Gillshill Surrounded buy Beef Cattle during Farm Visit

Gillshill Surrounded buy Beef Cattle during Farm Visit

Class from St Mary & St Joseph R C Primary School Pocklington just had third visit. Excellent how much they had remembered. About crops, chickens and cattle.

One of the crops seen on farm visit

One of the crops seen on farm visit

May 052014
 

5 May 2014: Spring – What does it mean to you?

  • Prepare for your preparers! – Planting potatoes in your garden, allotment or on your patio
  • Calving – We finally manage to capture some cows calving on film – full graphic details so beware! We show how soon a newborn calf is up and suckling it’s mother’s milk and also how the farmer’s jobs and responsibilities for this calf start from day 1
  • Sowing and harvesting – Whilst farmers are busy sowing crops such as peas and wheat in the fields, growers are already harvesting some of the crops like cucumbers, which are grown under glass.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food
Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity
School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds
Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.
Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?
Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

Mar 222014
 

24 March 2014 – Ides of March – come and gone!

  • Planning done! – Planning over down to planting on the Allotment, with bean, peas, parsnips and catch crops.
  • Busy bees Busy Farmers –Shows bees busy pollinating tomatoes, and farmers busy in the fields, fertilising winter crops and sowing spring crops.
  • Secret Calves and lambs? – Explains how we have so far been unsuccessful in catching calves being born on film, but how we are more confident of catching lambs being born as our farmer has 2000 ewes to lamb. We see these ewes being brought inside, fed and vaccinated in preparation for lambing.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food
Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity
School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds
Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.
Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?
Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

Mar 182014
 

Great Science Week

Friday at Collingwood Primary School ABC of Science Technology Engineering & Maths went down very well, followed by signs of spring with Foundation class, frogs, frog spawn and all. Then planting Microgreens with Yr 4 and then Yr 2


Wednesday at Pearson Primary 60 Yr 1-2 pupils growing Microgreens then assembly on the ABC of Science Technology, Engineering & Maths in Food Production then ‘Scientific Mud Pies’ with Yr 3 part of “Yr2-4 Follow the poo!” teaching theme

Tuesday at Alderman Cogan School with 60 Yr 1 pupils sowing Microgreens part of “Yr1-2 Plants what use are they?” theme.

At Holme-Upon-Spalding-Moor Primary School with 30 Yr 5’s on Monday learning the Potato story part of our Yr5-6 Farmers V Bugs – It’s War! (more on our Teach VLE)

 

Mar 072014
 

10 March 2014 – Nature knows!

This program looks at the importance of weather how it effects wildlife and the onset of spring, how we can cheat the weather to some extent by growing plants and using bees in a greenhouse, but not without a cost. Also how it can still cause problems with keeping livestock like pigs outside.

  • Spring has sprung – Should you rush to start planting your plot on the first day of spring? What else could you be doing?
  • Beating the weather? –Another visit to the greenhouses to see how the tomatoes are progressing, as well as cucumbers and surprisingly strawberries.
  • The weather can kill! – This follows our newborn piglets through to weaning, looking at what different systems are available for rearing pigs and how the UK pig herd has some of the highest welfare standards in the world – which we should be supporting if we believe in animal welfare.

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

Growing food and the associated energy costs of buying home grown food or imported food
Water

Use of water to grow plants

Biodiversity

How growing studying local habitats and where pest are found can help local biodiversity
School grounds

How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds
Healthy living

How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.
Transport

Reduce transport costs of food by growing your own local produce.

Litter

When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?
Global citizenship

Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!

Feb 072014
 

10 February 2014  – A Time to Prepare – allotment, greenhouse, farm

This program looks at new life starting with the onset of the new spring, new plants growing, new piglets being born and how you can help with birds nesting and rearing new young.

  • Soil the most important part of an allotment – testing your soil type and pH is important
  • Preparing for Calving and Sows Farrowing – Shows a farmer fetching in his cattle ready for calving in the spring, Then goes on to show how piglets are born all year round. With footage of piglets actually being born .
  • New Life in the Greenhouse –Show the tomatoes we saw being planted and grown as seedlings now being transferred and set out in greenhouses.

 

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!
Jan 262014
 

Are you growing in school? Why not joins us and follow our allotment in ‘Dig for Education’ – you do the growing with us and we do all the curriculum links and resources you need to really ‘plant’ growing in your curriculum with our integrated learning package – read more about our integrated learning package

Visit our VLE http://teach.discovering-our-countryside.co.uk/

Or request a free trial of our Complete Learning Package and our VLE

If you are already growing in school great – we can still help with resources to link your growing to show how farmers and growers grow the carrots, peas and other crops your pupils will delight in growing and eating…..

Jan 242014
 
#Farming Bites: a new way to learn. Watching these sections of the Discovering Our Countryside programs will show the seasonal tasks and changes of plants and crops. This will give your pupils small regular video bites of learning gradually building up their knowledge of science units such as: 1b Growing , 2b Plants and animals, 2c Variation, 3b Plants Grow Well, 5b Life Cycles and Design Technology units such as: 1c Eat More Fruit and Veg, 5b Bread, 5d Biscuits 
Learning will be just like growing up with the farm yard and countryside in your classroom

The flv player provided by webstunning.com. All Rights Reserved

Livestock Posts

24 March 2014 – Ides of March – come and gone!

  • Secret Calves and lambs? – Explains how we have so far been unsuccessful in catching calves being born on film, but how we are more confident of catching lambs being born as our farmer has 2000 ewes to lamb. We see these ewes being brought inside, fed and vaccinated in preparation for lambing.

10 March 2014 – Nature knows

  • The weather can kill! – This follows our newborn piglets through to weaning, looking at what different systems are available for rearing pigs and how the UK pig herd has some of the highest welfare standards in the world – which we should be supporting if we believe in animal welfare.

10 February 2014 – A time to prepare

  • Preparing for Calving and Sows Farrowing – Shows a farmer fetching in his cattle ready for calving in the spring, Then goes on to show how piglets are born all year round. With footage of piglets actually being born .

27 January 2014 – Beyond the farm.

  • Milk beyond the farm – Shows that the safety of this important foodstuff starts with storage on the farm and then shows how it is treated to keep it safe to consume and then how it is packed into the cartons of liquid milk you buy as a consumer.

13 January 2014 – Computers in Agriculture

  • Farm Animals and Computers – Shows how computers are used to monitor pigs feeding during pregnancy and also how they are used to help farmers weigh ingredients so they can mix the correct food ingredients for cattle. It also shows how even milking cows and goats is helped by the use of computer to monitor how much milk is produced.
Jan 242014
 

#Farming Bites: a new way to learn. Watching these sections of the Discovering Our Countryside programs will show the seasonal tasks and changes of plants and crops. This will give your pupils small regular video bites of learning gradually building up their knowledge of science units such as: 1b Growing , 2b Plants and animals, 2c Variation, 3b Plants Grow Well, 5b Life Cycles and Design Technology units such as: 1c Eat More Fruit and Veg, 5b Bread, 5d Biscuits 
Learning will be just like growing up with the farm yard and countryside in your classroom


All the Crops related parts of recent programs are available on the video player above. Over the weeks the programs will look at the seasonal jobs carried out by farmers growing different crops.

Arable Crops Posts

24 March 2014 – Ides of March – come and gone!

  • Busy bees Busy Farmers –Shows bees busy pollinating tomatoes, and farmers busy in the fields, fertilising winter crops and sowing spring crops.

10 March 2014 – Nature knows!

  • Beating the weather? –Another visit to the greenhouses to see how the tomatoes are progressing, as well as cucumbers and surprisingly strawberries.

10 February 2014 – A time to prepare.

  • New Life in the Greenhouse –Show the tomatoes we saw being planted and grown as seedlings now being transferred and set out in greenhouses.

27 January 2014 – Beyond the farm

  • Potatoes beyond the farm – This shows how the surplus of harvest is stored and gradually used to keep the shops of Britain supplied year round – without the need for ‘fresh’ imports of potatoes from abroad as some shops would have you believe. It also shows how one of our favourite potato products is made – Crisps!

13 January 2014 – Computers in Agriculture

  • In your local Greenhouse – Shows how machines are used to plant seeds then how computers and robots are used to then sort the growing seedlings. It also shows how human input is still needed for many jobs that computers cannot do – yet!
Jan 242014
 
  • Grow4.me.uk – Digging our new allotment– We have started digging our allotment – see how we have got on. Follow our allotment on the Grow4.Me website – visit Grow4.Me now
  • Milk beyond the farm – Shows that the safety of this important foodstuff starts with storage on the farm and then shows how it is treated to keep it safe to consume and then how it is packed into the cartons of liquid milk you buy as a consumer.
  • Potatoes beyond the farm – This shows how the surplus of harvest is stored and gradually used to keep the shops of Britain supplied year round – without the need for ‘fresh’ imports of potatoes from abroad as some shops would have you believe. It also shows how one of our favourite potato products is made – Crisps!

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

Unit 2. What were homes like a long time ago?

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!
Jan 082014
 
  • Farm Animals and Computers – Shows how computers are used to monitor pigs feeding during pregnancy and also how they are used to help farmers weigh ingredients so they can mix the correct food ingredients for cattle. It also shows how even milking cows and goats is helped by the use of computer to monitor how much milk is produced.
  • In your local Greenhouse – Shows how machines are used to plant seeds then how computers and robots are used to then sort the growing seedlings. It also shows how human input is still needed for many jobs that computers cannot do – yet!.
  • Grow4.me.uk – Starting a new allotment– We have started a new allotment to help you with your growing in school Follow our allotment on the Grow4.Me website – visit Grow4.Me now

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

Unit 2. What were homes like a long time ago?

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!