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

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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

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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!