23 November 2015 – Christmas Special: Trees Sprouts Wool Jumpers

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Nov 192015
 

23 November 2015 – 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
  • Coming soon 12 Days of Great British Foods for Christmas 

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!

9 November 2015 – Managing the seasons

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Nov 102015
 

Teachers learn all about different Food Stories by joining our latest project “Discovering STEM Links in the local food chain” – read more

9 November 2015 – 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!
Nov 072015
 

Encouraged by our recognition as ‘Inspiring Educators’ in the Bayer FACE 2015 Awards (Inspiring Educator) we now have another innovative project, the ‘Discovering STEM (Science, Technology, Engineering,  Mathematics) project is designed to allow local food producers and teachers to work collaboratively so they can support each other in educating pupils and their families as to how and where their local food is produced. This project links in well with the new GCSE in Food Preparation and Nutrition which schools start delivering in September. Part of this exciting new GCSE is all about Food and its provenance just what we are covering in the Discovering STEM links project.

Discover STEM

We are now looking for more schools to join our 6 Food Story Visits

  • Dairy
  • Beef
  • Potatoes
  • Cereals / Combinable crops
  • Pigs
  • Tomatoes / horticulture)

These food story visits are for teachers to give them an insight into each food story from farm to fork by visiting local farms and then relevant local food producers. There will also be 2 CPD sessions:

  • One to give general back ground information about local food production and also learn about and feedback on the teaching resources that will be developed for each food story.
  • The second will be to feedback and comment on the teaching resources and how the whole project has gone.

The schools also have the options of:

  • A free visit from the Farmer Mark Farming Road Show (see sample of Farmer Mark here) to help them launch the food story teaching themes with their pupils.
  • Farm Visit – Farmer Mark can also help and assist in organising and running pupil visits to local farms if the schools require this start up help.

The only cost to the schools will that of releasing a teacher to take part in each food story visits (expected to be an afternoon) and the 2 CPD sessions (expected to be after school day has ended). As we are based in East Yorkshire the project is primarily aimed at schools in Hull and East Yorkshire, mainly due to the travel involved but this does not exclude schools from other areas of Yorkshire or even N Lincs.

Contact me via e-mail below or phone 07811296713 if you are interested and /or have any questions. Or if you would like me to visit your school to discuss further with you / head teacher.

19 October 2015 – The ABC of farming

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Oct 182015
 

19 October 2015 – 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!
Oct 062015
 

051015GillshillVegShackStall_08

It was great to take our Discovering Our Countryside and ‘Real Veg Shack’  stall to Gillshill School for their ‘What it means to be British’ themed day. As well as fresh produce from our garden we also took Eggs and Potatoes kindly donated by Robert Rook Weighton Wold Farm Market Weighton and Tomatoes donated by Stockbridge Technology Centre Selby.

5 October 2015 – Autumn Tasks

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Oct 052015
 

5 October 2015 – Autumn Tasks

  • Livestock farmers 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.
  • 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
Farmers Preparing for Winter

Farmers Preparing for 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!

28 September 2015 – Using the Products of Harvest

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Oct 022015
 

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!
Sep 182015
 

Really pleased to win the Bayer FACE Inspiring Educator Award yesterday for our ‘Discovering Science on the Farm’ project170915BayerFACEAwards_0020a

This was a real team effort thanks go to: Nineveh Trust for funding our work, Robert Rook and Paul Temple for provide such excellent farm visits, Sue Brummitt for bringing such well behaved and inquisitive children, Graham Ward at Stockbridge Technology Centre Research Foundation for providing support and guidance.

Here’s the video of our winning entry.

Thank you all….

14 September 2015 – Bringing in the harvest

 Comments Off on 14 September 2015 – Bringing in the harvest
Sep 142015
 

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!



6 July 2015 – Summer Crops, Dairy Products Things to do over Summer.

 Comments Off on 6 July 2015 – Summer Crops, Dairy Products Things to do over Summer.
Jul 042015
 

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!



22 June 2015 – Hedgerow Feasts, Cow’s Stomach feasts, Tasty feasts.

 Comments Off on 22 June 2015 – Hedgerow Feasts, Cow’s Stomach feasts, Tasty feasts.
Jun 202015
 

Hedgerow Feasts, Cow’s Stomach feasts, Tasty feasts – The Food Chains of Life…

  • Hedgerow feasts –.We look at some of the plants and animals you may find in a hedgerow and how we can link these in food chains.
  • 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

Download teachers notes for this section – 

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 072015
 

8 June 2015: 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 292015
 
Teachers learn about organic crops grown at Carr House Farm

Teachers learn about organic crops grown at Carr House Farm

Teachers, from Hull and East Riding schools, have been inspired during their first visits to farms and local food producers as part of an innovative project in conjunction with Hull Tidal Teaching School and ‘Discovering STEM (Science, Technology, Engineering & Mathematics). The project is designed to allow local food producers and teachers to work collaboratively so they can support each other in educating pupils and their families as to how and where their local food is produced.

Earlier this month teachers visited Carr House Farm and Wold Farm both near Driffield in the East Riding of Yorkshire.

Carr House Farm

The history links in agriculture - How crops used to be harvested.

The history links in agriculture – How crops used to be harvested.

Carr House Farm, owned by the Sellers Family, is an organic farm which uses the wheat and other crops it grows, plus apples from its organic orchard to produce bread various other baked products and apple juice.

The New Curriculum has completed its first cycle and these experiences will enable teachers to revise and refine their curriculum plans forging greater, detailed links between food and farming.

 

 

 

Kneading dough to make bread

Kneading dough to make bread

Mrs Caroline Sellers showed teachers how the wheat grown and then milled on the farm can be used to bake bread in the Side Oven, wood fire oven. During school visits pupils are able to make their own bread.

 

 

 

 

Carr Farm Orchard

Carr Farm Orchard

Mr Sellers showing teachers the organic orchard, where the apples are farmed to produce their own apple juice.

 

 

Wold Farm

Wold Farm, a mixed farm, producing beef and arable crops is situated on the edge of the Yorkshire Wolds.

Learning about Beef Cattle

Learning about Beef Cattle

Mr Paul Temple explains how his farming operates producing beef cattle and crops.Learning about Oilseed Rape
Learning about the crops plant cycle – Oilseed Rape,

A manmade pond  provides water in the dry Wolds landscape

A manmade pond provides water in the dry Wolds landscape

As farmers care for the environment wide field margins provide a natural habitat for plants wildlife and insects. Manmade ponds provide much needed water in the dry Wolds environment..

 

 

 

 

 

 

 

 

May 182015
 

18 May 2015: Green Green Growth of May

  • 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 042015
 

5 May 2015 – April Showers – still!

  • 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.
  • Composting on our Allotment – Looks at recycling plant materials and grass cutting to make compost our 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!

20 April 2015 – New Crop New Harvest New Arrival

 Comments Off on 20 April 2015 – New Crop New Harvest New Arrival
Apr 272015
 

20 April 2015 – New Crop New Harvest New Arrival

  • Calving + Countdown 2 Hatching! Follow our eggs in the incubator plus 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
  • Prepare for your preparers! – Planting potatoes in your garden, allotment or on your patio
  • 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.

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!

16 March 2015 Science Week STEM Special

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Mar 152015
 

The ABC of Science, Technology, Engineering & Maths in Food Production (ABC STEM in Food Production) has been produced for science week (13-22 March 2015) but it can be used at any time so don’t worry if your science week is already over flowing with science! This will give you a taste of the experience of having a farm yard in your classroom – but without the muck and without the smells!

The ABC STEM in Food Production gives the ABC’s of the part science, technology, engineering & maths play in modern food production. See how Bees, Cows, Digestion, Evolution, Fermentation….. Interactive screen and Lasers play a part in modern food production.

Use ABC STEM in Food Production in your classroom, assemblies, either as one medium learning bite or in small daily bites!

You can use either with a PowerPoint to download, or with Twitter:

We will tweet each of the ABC’s over 5 days as a series of questions or tasks to find out what the next letter will stand for. Each days learning bites will end with a video giving all the days letters with up close and personal images of the science, technology, pigs, cows, and machines involved in the production of our food.

Don’t worry if your school does not tweet or you are worried about the use of social media with young pupils we will put the tweets safely on here so you can safely introduce your class to social media. If you’d rather not use social media for this then see below for a PowerPoint alternative to download. But we think you should watch some of the videos you will be sharing with your pupils…..

The videos show and explain each of the words of the alphabet used in the ABC story of Food Production.

PowerPoint Versions We have done 2 PowerPoint versions one simply gives the letters and word for you to show and then use the above videos at the relevant points. The second uses the same quiz idea as the Twitter version but via PowerPoint rather than social media in case your school does not allow social media on the classroom. Go to PowerPoint page for more details

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!
Mar 042015
 

The countdown is on the eggs went in the incubator on Wednesday 15 April 2015. So can you work out when they will be due to hatch – 21 days from this date?
Eggs going in – how many in total?

 

Follow #countdown2hatch via live eggcam once eggs in incubator – go to egg cam now

Over the 21 days we will introduce you to the eggs parents! We will also tell you about what is happening in the egg at key points.

Start – Day 0 if you like!

17 eggs were put into the incubator. Each egg was given a number and weighed – why not start recording the weights with us.

Egg Id Weight (g)
Day 1 Day 9
1 55 52
2 58 58
3 55 51
4 51 51
5 49 51
6 48 57
7 47 51
8 47 51
9 50 58
10 53 61
11 50 54
12 51 54
13 49 55
14 44 52
15 47 54
16 47 53
17 54 53

Which egg is heaviest?
You could plot a graph to see which egg is the heaviest.
Do you think this will give the biggest chick?

Day 1

All the important parts of chick start to develop

All the important parts of chick start to develop

Or first 24 hours after putting in incubator sees the start of growth for everything of huge importance to the embryo : the head, ears, eyes, spinal column, nervous system (including the brain) and heart. You cannot really see this but the embryo basically develops and ‘blob’ in the yolk – seen in picture superimposed on an egg.

As early as 72 hours after the start of the process, tail, wing and leg buds appear and the heart begins to beat.

Feb 282015
 
Graham Ward of Stockbridge Technology Centre expalins to teachers how satellites are used to grow crops

Graham Ward of Stockbridge Technology Centre expalins to teachers how satellites are used to grow crops

A Hull National Teaching School leads the way with tripartite project to embed food and farming into the curriculum

A leading Hull Primary School visited a North Yorkshire Agricultural and Horticultural Research Station for the launch of a pioneering project that will inform teachers to educate and enthuse pupils about the food on their plates.

Staff at Gillshill Primary School, Cavendish Road, Hull have partnered with Stockbridge Technology Centre in Selby and farm education business, Discovering our Countryside to deliver a series of food and farming related visits for teachers and catering staff.

The project is being coordinated by farm based Stockbridge Technology Centre. Its Chief Executive, Graham Ward OBE, is excited about the project: “Agriculture is a fantastic vehicle to bring all areas of the curriculum alive, not just food production. We can use our workplace activity to teach numeracy, history, science as well as cookery and healthy eating.

Mr Ward added: “The farming, food and drink sector is responsible for 3.5 million jobs and 13% of the UK’s overall economy. This project will also illustrate to children and teachers the wide career opportunities in food and agriculture sectors.”

Gillshill Head Teacher, Susan Brummitt is delighted to be part of such a ground breaking project: “Pupils have been visiting farms to learn about food for many years, but this is the first time that a project has been developed to train teachers about all elements of the food chain from farm to fork.”

It is a Nineveh Trust and an EU funded Erasmus project that is being coordinated by Stockbridge Technology Centre. As part of the project, teachers from Gillshill Primary School and other members of the Tidal Teaching School Alliance will be invited to visit different types of farms, food manufacturers, artisan food producers and catering establishments in order to train class teachers and subject leaders to enable them to embed food and farming within the New Curriculum.

Mark Thompson from Discovering Our Countryside said: “The aim of the project is to make teachers, catering staff, young people and their parents and carers aware of the food chain, give them an understanding of the benefits of locally produced food and to understand the career opportunities that exist within the local food and farming industry.”

The project will also engage the services of the East Yorkshire Local Food Network and the East Riding of Yorkshire Council.

Teachers experiencing a modern tractor

Teachers experiencing a modern tractor

2 March 2015 Nature knows

 Comments Off on 2 March 2015 Nature knows
Feb 282015
 

2 March 2015 – 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.

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!
Feb 212015
 

We now have two young cockerels kindly donated by Karen in Rawcliffe.

210215CockerelsArrive_02a

Rory the Rhode Island Red and Cliffe the Light Sussex first met Tinker and Dot and where not phased by these ‘small’ dogs at all!

Then they where introduced to the girls who they will shortly be moving in with.

Here you are boys here's your new girls!

Here you are boys here’s your new girls!

Before being put in their temporary run to settle in.

Cliff the Light Sussex on the left and Rory the Rhode Island Red settle in their temporary run

Cliff the Light Sussex on the left and Rory the Rhode Island Red settle in their temporary run

Feb 172015
 

Having struggled to find some Light Sussex hens finally got some today and ended up taking their mates too from a very nice man, Tom in Hull.

It would have been cruel to split the gang up!
170215NewChickenRun_02a

This one is very lively!

This one is very lively!

170215NewChickensInRun_07a

Light Sussex – one of hens and bantam here

170215NewChickensInRun_03a

Feb 112015
 

Now we have extended our veggie plots and intend to use a 4 course rotation which will include chickens we thought we should extend our chicken flock. So we have built a new chicken run mainly from recycled pallets. It is almost complete.

New chicken run almost done

New chicken run almost done

We are now looking for some chickens – we would like to have a specific breed such as Light Sussex or Rhode Island Red.

9 February 2015 – Preparing for Spring

 Comments Off on 9 February 2015 – Preparing for Spring
Feb 082015
 

9 February 2015 – Preparing for Spring, New life and new plants

  • Forward planning your Veggie Patch – Seasonal vegetables are about forward planning. Even when it is snowing in spring you can be starting your spring planting with home made newspaper plant pots!
  • 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.

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!