Oct 252016
 

Discovering local food goes global!

headlandsvisit3

Pupils from Headlands School and Sibelius High School Cape Town take part in food chain visit.

Pupils come from far and wide for the latest Discovering Our Countryside project!
The “Discovering STEM (Science, Technology, Engineering, Mathematics) links in the local food chain” project aims to use local farms and East Yorkshire Local Food Network members to reconnect pupils and teachers with food production in their local area by taking them on food story visits from farm yard to dinner plate.
As luck, would have it the recent visits by pupils from Headlands School to Robert Rook’s Weighton Wold Farm and local farm shop Drewton’s coincided with an exchange visit by South African pupils from Sibelius High School Cape Town. So, local pupils and teachers were joined by their international friends for a tour around the local food chain giving it a real global perspective.
The “Discovering STEM links in the local food chain” project is run by Mark Thompson (in partnership with Stockbridge Technology Centre) and seeks to link local farms, food producers and retailers to tell the story of local food.

 

Student from Sibelius High School Cape Town meeting beef cow on 'Cow Safari'

Student from Sibelius High School Cape Town meeting beef cow on ‘Cow Safari’

It is not about petting farm animals but about reconnecting pupils and teachers alike to the real details of local food production using real working local businesses. This ties in with the new GCSE qualification in food preparation and nutrition, which covers food provenance, sustainability, food security and GM crops. The project also highlights just what opportunities and careers are available in the UK’s largest industry for the pupils when they begin to make those important decisions about their future career choices.

headlandsvisit5

Free Range Chickens and egg packing also part of tour

The food stories focus of this visit was beef and eggs and started at Robert Rook’s Weighton Wold Farm
Robert said: “It was originally a suggestion that we do more to educate young people about what actually goes in to producing food. People drive past all the time and see it’s a farm, but not many people are actually aware of what goes on ‘over the hedge’.”
Robert set out to do just that; thanks to Natural England funding, the farm has a specially adapted trailer and a classroom conversion which are used to deliver visits on a real working farm. Mark Thompson using his teaching and past farming experience has worked closely with Robert to introduce local schools to the visits as well as helping during the visits and via the Discovering Our Countryside website (www.discovering-our-countryside.co.uk ) providing learning aids and videos for use in school. Together Robert and mark try to provide a complete learning experience both at the farm and by bringing the farm yard into the classroom should the teachers wish.
During the farm section of the visit the pupils went on a “Cow Safari” safely seated in Robert’s special trailer they were driven into a field of beef cattle and their calves before seeing free range chickens, egg production and egg packing.
David Stamper, the school’s director of community, said: “These teenagers from Cape Town come from an inner city area where they often see shootings and muggings and they have not seen open space like this. While they’re here we wanted to show them our heritage and culture and this farm visit was perfect for teaching them about the East Riding.”
Enrico Hartman, one of the South African educators, described how his contingent of pupils live near farms that mainly grow grapes for wine, fruit and vegetables.
“There are very few livestock farms,” he said. “The farms around us usually grow only one crop or rear one type of animal and so seeing a mixed farm like this is very different for us.”
Wynne Kannemeyer, another South African educator, believed the trip had been eye-opening.
“It has helped the young people to have a connection between where their food comes from and what they buy in the supermarket,” he said.
Robert said: “We like to do these visits in a range of seasons so pupils can see everything from crops being planted and animals being born as well as the chickens which are here all year round.”

headlands-visit

Students followed food chain to Drewton’s Farm Shop

The visit then moved to Drewton’s Farm Shop near South Cave. Proprietor Katie Taylor also has a passion for educating people about where their food comes from. Katie gave her visitors an insight into the roles of the different departments within Drewton’s Farm Shop and the way that food, drink, gifts and other items on sale are sourced from a network of more than 250 Yorkshire-based farmers, growers, suppliers and craftspeople.
Katie said: “Earlier in the day, our visitors had been to a farm where cattle are reared for beef and chickens produce eggs so that they could see the first step in the process of food production. When they came here, I explained how we work with farmers and growers to make their fresh, local produce available to the public so that they could see the next stage in the journey that our food makes from farm to fork.
“I think this is a wonderful initiative that will really help our young people to understand and connect with the countryside and agriculture, and, hopefully, help them to make informed decisions about the food they choose to buy as they get older.”
Sarah Bone of Headlands School said: “Working in true partnership with local businesses, this is an amazing opportunity for our students to have their horizons broadened, and their knowledge and understanding of the commercial business aspects of farming, food and drink enhanced. In addition, it’s a unique opportunity for children from our partner school in South Africa to create brilliant memories of life and work in the East Riding of Yorkshire – truly putting us on the global map! Thanks again to everyone for making this happen for our students.”
Mark said: “It’s been lovely having these children from an inner city South African school but the children from Headlands have also got a lot out of this visit. Farming and agriculture have such a lot to teach us about almost every area of learning that visits like this can help pupils of all ages.”
Hopefully, next time these children are driven past a farm they will think a lot more about what is actually going on ‘over the hedge’ and remember the links between the farm yard and their next meal as well as how they too could become part of this food producing chain…

Oct 172016
 

headlands-visit-4It is not often you find a group of inner city South African children having a personal meet and greet with a herd of East Riding cattle, but that’s exactly what happened last week. This educational farm visit was part of a programme run by Mark Thompson and Robert Rook, on Robert’s farm near Market Weighton, which aims to inform teenagers about the realities of food production.

Read more at: http://www.yorkshirepost.co.uk/news/young-minds-see-food-production-in-action-for-the-first-time-1-8172817

Oct 112016
 

Pupils from Headlands School and Sibelius High School enjoyed a food story visit to a local farm then a farm shop

headlands-visit-5

The pupils form Headlands visited as part of the “Discovering STEM links in the local food chain” funded by the Nineveh Trust. The pupils from Sibelius High School in Cape Town, South Africa joined the visit as they happened to be visiting a part of a school exchange.

The students enjoyed seeing beef cattle and free range laying hens at Robert Rooks farm Market Weighton.

headlands-visit-4 headlands-visit-3

 

 

 

 

 

 

 

 

The students then visited Drewton’s Farm Shop so they could see how the food produced on the local farms is then sold in local shops and farm shops. This ties in very well with the new GCSE in Food Preparation and Nutrition which features a section on food provenance and how food is produced.

headlands-visit-2a

Sarah Bone of Headlands School said: “Working in true partnership with local businesses, this is an amazing opportunity for our students to have their horizons broadened, and their knowledge and understanding of the commercial business aspects of farming, food and drink enhanced.  In addition, it’s a unique opportunity for children from our partner school in South Africa to create brilliant memories of life and work in the East Riding of Yorkshire – truly putting us on the global map!  Thanks again to everyone for making this happen for our students.”

 

Jul 242016
 

Year 7 Farm Trips

MW School NewsletterIn partnership with Robert Rook at Weighton Wold Farm, we had the opportunity to support and develop our Science curriculum in a commercial agricultural setting. Weighton Wold Farm is a real working farm which has been turned into an educational experience centre where students can meet the farmers and learn about the agricultural industry. All of our year 7 students visited the farm during July.

 
MW School Newsletter 2

Students were collected in a specially converted trailer which was pulled by a tractor and transported through the town. Students had the opportunity to apply their Science knowledge to real situations by experiencing life on a real working farm. Students visited various fields and machinery sheds during the visit to learn about what is grown and how it is harvested, they met a variety of farm animals, observed the poultry sections in operation and even took part in a Cow Safari!

20 June 2016 – Hedgerow Feasts, Cow’s Stomach feasts, Tasty feasts.

 Comments Off on 20 June 2016 – Hedgerow Feasts, Cow’s Stomach feasts, Tasty feasts.
Jun 202016
 

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 082016
 
Teachers enjoy fascinating insight into technology involved in food production

Teachers enjoy fascinating insight into technology involved in food production

Teachers enjoyed the ‘fascinating insight in how food is grown’ on a visit to Stockbridge Technology Centre where they saw how modern horticulture is using new LED technology to make the growing of tomatoes and other crops more sustainable. The teachers are going to add this new knowledge in the scheme of work they are developing for the new GCSE in Food Technology and Nutrition which features a large section on food provenance and sustainability.

080616STCTeachers_10

How tomatoes are grow in layers


The visit was the first in a series planned over the coming weeks as part of the “Discovering STEM links in the local food chain” project. The ‘Discovering STEM (Science, Technology, Engineering, Mathematics) project, supported by the Nineveh Trust 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.
Learning about the science of keeping crops healthy

Learning about the science of keeping crops healthy

Jun 062016
 

6 June 2016: 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 162016
 

16 May 2016: 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 032016
 

3 May 2016 – 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!

Apr 152016
 

18 April 2016 – Ides of March – come and gone!

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

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

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

Design and Technology KS 1 + 2

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

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

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

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

Science KS 1 + 2

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

ECO SCHOOL TOPIC LINKS

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

Energy

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

Use of water to grow plants

Biodiversity

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

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

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

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

Litter

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

Waste

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

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

14 March 2016 Science Week STEM Special

 Comments Off on 14 March 2016 Science Week STEM Special
Mar 112016
 

The ABC of Science, Technology, Engineering & Maths in Food Production (ABC STEM in Food Production) has been produced for science week 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!

1 March 2016 Nature knows

 Comments Off on 1 March 2016 Nature knows
Feb 282016
 

1 March 2016 – 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!

8 February 2016 – Preparing for Spring

 Comments Off on 8 February 2016 – Preparing for Spring
Feb 072016
 

8 February 2016 – 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!

25 January 2016 – Beyond the Farm

 Comments Off on 25 January 2016 – Beyond the Farm
Jan 242016
 

25 January 2016 – Beyond the Farm, Potatoes & Milk + extending the veggie patch

  • Extending the Veggie Patch – extending our veggie patch to grow more fresh produce.
  • Milk beyond the farm – Shows that the safety of this important foodstuff starts with storage on the farm and then shows how it is treated to keep it safe to consume and then how it is packed into the cartons of liquid milk you buy as a consumer.
  • Potatoes beyond the farm – This shows how the surplus of harvest is stored and gradually used to keep the shops of Britain supplied year round – without the need for ‘fresh’ imports of potatoes from abroad as some shops would have you believe. It also shows how one of our favourite potato products is made – Crisps!

NATIONAL CURRICULUM SUBJECTS LINKS.

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!

11 January 2016 – Computers in Agriculture Winter Allotment Harvest

 Comments Off on 11 January 2016 – Computers in Agriculture Winter Allotment Harvest
Jan 072016
 

11 January 2016 – Computers in Agriculture Winter Allotment Harvest

  • Farm Animals and Computers – Shows how computers are used to monitor pigs feeding during pregnancy and also how they are used to help farmers weigh ingredients so they can mix the correct food ingredients for cattle. It also shows how even milking cows and goats is helped by the use of computer to monitor how much milk is produced.
  • In your local Greenhouse – Shows how machines are used to plant seeds then how computers and robots are used to then sort the growing seedlings. It also shows how human input is still needed for many jobs that computers cannot do – yet!
  • Winter Harvest – See what you can harvest even in winter on our allotment.

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!