A curriculum for food farming and the countryside · A CURRICULUM FOR FOOD, FARMING AND THE ... A Curriculum for Food, Farming and the Countryside? ... priorities of different stakeholder

ACURRICULUMFORFOOD,FARMINGANDTHECOUNTRYSIDE?STAKEHOLDERSURVEYCARRIEDOUTBYFARMINGANDCOUNTRYSIDEEDUCATION,QUARTER12017

1. TABLEOFCONTENTS

2. ExecutiveSummary..................................................................................................22.1. Backgroundandpurpose..................................................................................................22.2. Summaryoffindings.........................................................................................................3

3. DataCollectionandhandling...................................................................................4

4. Surveyfindings........................................................................................................54.1. Primarypupils..................................................................................................................54.1.1. Knowledge........................................................................................................................54.1.2. Experiences.......................................................................................................................64.1.3. Skills..................................................................................................................................7

4.2. Secondarypupils..............................................................................................................84.2.1. Knowledge........................................................................................................................84.2.2. Experience........................................................................................................................94.2.3. Skills................................................................................................................................10

4.3. Commonmisunderstandings..........................................................................................114.4. Excitingnewdevelopments............................................................................................124.5. Controversialissues........................................................................................................134.6. Commonbarriers............................................................................................................144.7. Trendsamongstagegroups............................................................................................154.8. Trendsamongstoccupations..........................................................................................154.9. Otherobservations.........................................................................................................16

5. Conclusionsandnextsteps....................................................................................16

6. AppendixA–SurveyQuestions..............................................................................176.1. IntroductoryRemarks.....................................................................................................176.2. Section1–PrimaryChildren...........................................................................................186.3. Section2–SecondaryChildren.......................................................................................186.4. Section3–KeyIssues.....................................................................................................186.5. Section4–RespondentInformation...............................................................................196.6. Section5–FurtherThoughtsandFollow-Up...................................................................20

7. AppendixB–ResponseCoding..............................................................................21

2ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017

2. EXECUTIVESUMMARY

2.1. BACKGROUNDANDPURPOSE

Inthisstudy,FarmingandCountrysideEducationcarriedoutasurvey,theaimofwhichwastoinviteindividualswithavestedinterestinfood,farmingandthecountrysidetodescribetheirideal‘curriculum’forschools–a‘wishlist’forthenextgeneration.Supposingthatanythingwerepossible(andagreatdealis,giventhebreadthofsubjectsandteachingthattakesplaceinourschools),wewantedtoknowwhatthefarmingandfoodproductioncommunitybelievedwerethecriticalknowledge,experiencesandskillsforeachyoungpersontoacquire,giventheneedfor:

• Improvedconnectednesswithnature• Consumerswhocanmakeinformedchoices• GreaterempathybetweenthepublicandUKfarming• Motivatedandskilledentrantstocareersinfoodandfarming

Itrecognisesthatcurriculumisabroadterm,notnecessarilyapplyingtooneormoreNationalCurriculumspecifications,butencompassingthetotalityofwhatchildrenlearnintheirtimeatschool.

Sittinginthenexusbetweenagricultureandeducation,FarmingandCountrysideEducationhasledorparticipatedinotherresearchtoidentifysuchthingsas:

• Children’sactualknowledgeorexperiencesrelatingtofood,farmingandthecountryside• Mappingcurriculumframeworks(e.g.GCSEspecifications)tofoodandfarming• Identifyinggapsinsupportforteachersandresourcesforteaching• Labourmarket,careersandtalentsupplyanddemand• Teachers’awareness,motivationandability,inrespectofteachingabout/throughfarming

andthecountryside

Thisstudywaspartofanongoinglisteningexercise,testingthetemperatureoftheindustry,andunderstandingtheneedsanddesiresofoneofFACE’skeystakeholdergroups.Thefindingsoftheresearchwillbecombinedwithinsightsandevidencefromotherresearchtoinformourownworkandtheeducationalengagementofthewiderfarmingindustry.Thiswillensurethatourworkisrelevantandofvaluetoeducation,tofarmingandtosocietyasawhole.

Weaskedrespondentstoidentifythemselvesbyoccupationandtheerainwhichtheyleftschooleducation.Wethenaskedthemtolistseparatelytheknowledge,experiencesandskillswhichtheywouldlikeyoungpeopletoacquire,firstatprimaryleveleducationandthenatsecondary.Wealsoaskedthemtotellusaboutexcitingnewdevelopmentsinfarmingwhichtheyarekeentocommunicateaswellascommonmisunderstandings,controversialissuesandbarrierstoeffectiveengagementwithschools.


2.2. SUMMARYOFFINDINGS

Thesurveydemonstratedthatoverwhelmingly,thebasicsofwherefoodcomesfromandwitnessingfarmingatfirsthandarenotconsideredsufficientlyunderstoodandareahighpriorityforarangeofstakeholdergroups.Thefarmingindustryisconcernedthatyoungpeopleshouldhavehands-onexperiencesofgrowing/rearingandbeabletoseefoodproductionatscale.

Acrossallgroups,respondentsbroadlysawthepurposeofprimaryeducationtocaptureheartsandmindsthroughexperiencesandknowledgeandbasicpracticalskills.Atsecondary,amuchmoredetailedlistofexpectationsemerged,recognisingthatyoungpeoplearebecomingactivecitizensandconsumersandwillalsobestartingtochoosecareerpaths.

Amongthehigh-levelfindings,therewerenottoomanysurprises,thoughitwasusefultoconfirmwhatwesuspecttobetheprioritiesandtorecognisethatwhilethereisalotofoverlap,therelativeprioritiesofdifferentstakeholdergroupsareinmanycasesquitedivergent.

Whatthesurveyhasparticularlyhighlightedisthedifferent‘perceptionfilters’thatstakeholdergroupsexperience.

Theindustryiskeentopresentthetechnicalandscientificadvancesinfoodproduction,whileatthesametimefeelinghamperedbythemediaandpublicopinion.Meanwhile,thoseinteachingoccupationsweremorelikelytoobservethatariseinpublicinterestisinfactmakingiteasiertocommunicateagriculturetoyoungpeople.

Peopleworkinginagricultureareconsiderablymoreconcernedaboutthehealthandsafetyofyounglearners,thanarethoseworkingineducationwhoseemtobemorerelaxedaboutit.Farmingrepresentativesarealsofarmoreinterestedinthehealthbenefitsoffoodandfarm-basededucationandaremorekeentolinkfarmingwithpracticalcookingandnutrition.

FarmerswereparticularlyconcernedaboutTBandbadgercullingasacontroversialissue,whilethisdidnotregisteratallamongthoseineducationoccupations.AtthetopofthelistofcontroversialissueswhicharetaxingallstakeholdergroupsareMeatproduction,slaughterandanimalwelfareandEconomicsoffarmingincludingsubsidies,whichprobablyreflectthecontemporarylevelofpublicandmediaattentiononbothofthese.

Thelanguageoftheresponseswasalsoenlightening.Predominantly,peoplerepresentingfarmingwereenthusiasticabouttellingyoungpeopleaboutfarmingandimpliedthereisacanonoffactstobeconveyed.Thoserepresentingeducationweremorelikelytodescribethelearningprocessintermsofquestioning,critiquinganddiscovering.

Allgroupsrecognisedthatfarmingandfoodsupplyisglobal,complex,anddeeplyentwinedwithwidereconomic,societalandscientificissues.Thiscomplexitywasseenbothanopportunityandahindrance.


3. DATACOLLECTIONANDHANDLING

ThesurveywasopenfortwomonthsinFebruaryandMarch2017.Responseswereinvitedfromanyonewithavestedinterestinthefoodandfarmingsectors.TheinvitationwaswidelycirculatedbyFACEandbyitspartnersincludingAHDB,NFU,Landex,Agri-FoodCharitiesPartnershipandtheNationalLandBasedCollege.

Whiletheinvitationwastargetedtothesenetworks,nobodywasexcludedfromresponding.Wecapturedbackgroundinformationsothatthedatacouldalsobeanalysedaccordingtogender,employmentstatus,ageatwhichtherespondentleftsecondaryeducation,workrole,andwhethertheyareliving/workinginsideoroutsidetheUK.

101peoplerespondedtothesurvey,ofwhomapproximatelyonethirdhaveanagriculturaloccupation,onethirdeducationalandonethirdotheroccupationgroups.Overhalfofthemleftsecondaryschoolbetween1971-1990.

ThequestionnaireisreplicatedinAppendixA.

Themajorityofquestionsinvitedfreeformtextanswerstoenabletherichestpossibleresponses.Mostquestionsofferedthepossibilityofgivinguptofiveshorttextanswers,whichensuredthatresponseswereshortandspecificenoughtocodeeasilyandindicatedthatwewerelookingformultipleideas.Noteveryparticipantgave5answerstoeveryquestionandtherewasanotablereductioninthenumberofresponsesperpersontowardstheendofthesurvey.Participantswerenotaskedtoranktheirresponses,thoughtheresponsefieldswerenumbered1-5,anditisclearfromthedatathatpopularissuestendedtobe‘topofmind’andthereforeweremorelikelytofeatureinthefirstorsecondresponse.

Alltextresponseswerecodedusingataxonomythatwasdevelopedafteralltheresponseshadbeenreceivedandinspected.Thiswasaniterativeprocess,requiringseveral‘passes’ofthedatauntilthecodesweremeaningful,representativeandofanumberthatcouldbeeasilypresentedanddigested.Thevastmajorityofanswersfellintoverynaturalgroupings,withrespondentsoftenusingidenticalorhighlysimilarlanguagetodescribetheirideas.


4. SURVEYFINDINGS

4.1. PRIMARYPUPILS

Respondentswereaskedtocreatea‘wishlist’ofuptofiveitemsofknowledge,fiveexperiencesandfiveskillsthatchildrenshouldhaveacquiredbythetimetheyhaveleftprimaryschool(age11).

4.1.1. KNOWLEDGE141responses,27.9%ofthetotal,identified‘Wherefoodcomesfrom’asbeingsomethingprimarychildrenshouldknow.OthernotableresponseswereHowlivestock/cropsarereared/grownandabouttheCharacterandpurposeofthecountryside,althoughtheseweremuchlessfrequentat10.7%and6.9%respectively.Althoughthesurveydidn’taskparticipantstoranktheirresponses,thereareinterestingpatternstonote,forexample,thatthosementioningProtectingtheenvironment/natureweremostlylikelytolistitastheirfourthorfifthsuggestion(64.5%intheseslots).

Similarly,althoughHowlivestock/cropsarereared/grownwasthesecondmostpopularresponseoverall,noparticipantlisteditastheirfirstchoice,with63%participantslistingitsecondorthird.Thishintsatahierarchyofknowledgeevenwithintheprimaryphase–firstchildrenmustunderstandtheroleofthefarmandfollowthisupwithmoredetailedinformationofhowfarmsproducefood.

PeopleinagriculturaloccupationsweremuchmorelikelythanthoseineducationonestociteHowtobehealthyasanimportantpieceofknowledge.

Figure1PrimarySchoolWishlist–AllRespondents:Knowledge

0 5 10 15 20 25 30

Wherenon-foodproductscomefromHowtobehealthy

SeasonalityVarietyinfarmingsystems

Rurallife/cultureSustainableuseofresources

AgriculturalcareersGeographicaldifferencesinfarming

NutritionFoodsupplyprocess

Role/purposeoffarmingandfarmersIdentificationofcrops/livestock/food/aspectsofnature

OtherProtectingtheenvironment/nature

CharacterandpurposeofthecountrysideHowlivestock/cropsarereared/grown

Wherefoodcomesfrom

PrimaryKnowledge(%ofallresponses)


4.1.2. EXPERIENCES111responses,22%ofthetotal,identifiedWitnessfarmingfirsthandasbeingsomethingprimarychildrenshouldexperience.Thesecondmostcommonresponse,at11.5%wasFreedomintheoutdoors.

Acrosstheirfiveresponses,manyparticipantsreferencedthetrinityofgrowingfoodfromseed,cookingmealsfromscratchandtastingneworavarietyoffoods.Takentogether,thesethreeresponsesequateto18%ofthetotalandsuggestparticipantsareinterestedinchildrencreatingtheirownsmallscalefarmtoforkexperienceaswellaswitnessingfarmingatscale.

ItisinterestingtonotethatthoseinagriculturaloccupationsaremorelikelytosuggestthatCookfromscratchisanimportantskillthanthosewitheducationaloccupations.

Figure2PrimarySchoolWishlist–AllRespondents:Experiences

0 5 10 15 20 25

Attendanagriculturalshow

Witnessaspectsoffoodprocessing

Talktofarmersandfoodproducers

Takepartinfarmactivities(e.g.feeding,harvesting)

Tasteavarietyoffoods

Sensoryexperiencesoffarmingandthecountryside

Contactwith/careforanimals

Cookfromscratch

Exploreandprotectnature/wildlife/environment

Other

Growfromseed

Freedomintheoutdoors

Witnessfarmingfirsthand(e.g.milking,lambingetc.)

PrimaryExperiences(%ofallresponses)


4.1.3. SKILLS92responses,18.2%ofthetotal,citedIdentificationofcrops/livestock/food/aspectsofnatureasaskillprimarychildrenoughttobeabletohave.Manyparticipantssuggestedminimumtargetsforthisskill,suchas‘name5trees’or‘recognise5crops’.

Althoughthisstatementreceivedthegreatestnumberofresponsesoverall,moreparticipantsoptedforPlantcare/cultivationastheirfirstanswer,hintingagainatparticipants’desireforchildrentotakepartinfarmingatasmallscale.

Itwasencouragingtoseethatalthoughresponseswererelatedtothespecificcontextoffood,farmingandthecountryside,general/transferableskillswereprominentsuchasidentification,skillsforlearning(listening,questioning,describing)andcriticalthinking.

Figure3PrimarySchoolWishlist–AllRespondents:Skills

0 2 4 6 8 10 12 14 16 18 20

Safetywhenusingtools

Criticalthinkingaboutfarming/countrysideissues

Understandingofwherefoodcomesfrom

Skillsforlearninge.g.listening,questioning,describing

Animalcare/handling

Navigatethecountrysidesafelyandresponsibly

Foodpreparationandcookery

Other

Plantcare/cultivation

Identificationofcrops/livestock/food/aspectsofnature

PrimarySkills(%ofallresponses)


4.2. SECONDARYPUPILS

Respondentswereaskedtocreatea‘wishlist’ofuptofiveitemsofknowledge,fiveexperiencesandfiveskillsthatchildrenshouldhaveacquiredbythetimetheyhaveleftsecondaryschool.

4.2.1. KNOWLEDGEResponsestothisquestionwereconsiderablymorevariedthanprimaryknowledge,andalthoughWherefoodcomesfromwasagainthemostfrequentlyoccurringresponse,itlackedtheoverwhelmingmajorityoftheprimaryquestion.

NotablenewresponseswereScientificaspectsoffarming(33%)andMeatproduction(30%)andthesearebothpickedupagaininthelaterquestionWhatdoyouthinkarethemostmisunderstoodaspectsoffarmingandfoodsupply?Theindicationisthatparticipantsfeelthesecondaryagegroupistherighttimetoaddresstherealistic,complexandcontroversialaspectsoffarming.

AnothernewresponseInformedbuyingchoices(14%)suggestsarecognitionofpupilsascurrentorpotentialconsumers(orinfluencersofparentconsumers).

Identificationofcrops/livestock/food/aspectsofnaturewasmainlyraisedbythoseinagriculturaloccupations,whereasSustainableuseofresourceswasmainlyrequestedbythoseintheeducationaloccupationgroup.

Figure4SecondarySchoolWishlist–AllRespondents:Knowledge

0 1 2 3 4 5 6 7 8 9 10

Rurallife/cultureSeasonality

TechnologicalaspectsoffarmingFoodsupplyprocess

Identificationofcrops/livestock/food/aspectsofnatureSustainableuseofresources

Asprimary/AsprimarybutmoreadvancedHowlivestock/cropsarereared/grownEconomic/businessaspectsoffarming

InformedbuyingchoicesRole/purposeoffarming/farmers

Political/controversialissuesinfarmingVarietyinfarmingsystems

CharacterandpurposeofthecountrysideAgriculturalcareers

GeographicaldifferencesinfarmingNutrition

Protectingtheenvironment/natureMeatproductione.g.slaughter,welfare,quality

OtherScientificaspectsoffarming

Wherefoodcomesfrom

SecondaryKnowledge(%ofallresponses)


4.2.2. EXPERIENCEResponseswereagainvariedbutwiththegreatestnumberofreferencesagainbeingmadetoWitnessfarmingfirsthand(13.1%).Interestingly,Witnessaspectsoffoodprocessingjumpedtothesecondmostpopularresponse(7.9%).

Directhands-onexperiencesoffarmingweremostlikelytoberequestedbypeopleinagriculturaloccupations.

Figure5SecondarySchoolWishlist–AllRespondents:Experiences

0 2 4 6 8 10 12 14

SensoryexperiencesoffarmingandthecountrysideAttendanagriculturalshow

Asprimary/AsprimarybutmoreadvancedTasteavarietyoffoods

Exploreandprotectnature/wildlife/environmentTalktofarmersandfoodproducers

Contactwith/careforanimalsGrowfromseed

CookfromscratchFreedomintheoutdoors

Takepartinfarmactivities(e.g.feeding,harvesting)Witnessaspectsoffoodprocessing

OtherWitnessfarmingfirsthand(e.g.milking,lambingetc.)

SecondaryExperiences(%ofallresponses)


4.2.3. SKILLSFoodpreparationandcookery(11.3%)overtookIdentificationofcrops/livestock/food/aspectsofnature(8.1)asthemostcommonresponse,indicatinganinterestingshiftinfocusfrompupils’abilitytorelatetofood,farmingandthecountrysidetotheirabilitytomanagetheirownlifestyle.

AnewresponsewasMakehealthy,informedchoicesaboutfood(5%),whichagainreflectsthechangefromprimarytosecondarytoviewpupilsaspotentialconsumersandtobeinterestedintheirhealth/lifestylechoices.

Figure6SecondarySchoolWishlist–AllRespondents:Skills

0 2 4 6 8 10 12


Asprimary/Asprimarybutmoreadvanced

Knowabout/participateinprotectingthe…


Understandingofwherefoodcomesfrom

Other

Criticalthinkingaboutfarming/countrysideissues

Animalcare/handling

Makehealthy,informedchoicesaboutfood




Foodpreparationandcookery

SecondarySkills(%ofallresponses)


4.3. COMMONMISUNDERSTANDINGS

ThemostcommonresponsetothisquestionwasInteractionbetweenfarmingandtheenvironment/nature,butawidevarietyofresponsesmeansthattherangebetweentheleastcommonresponseandthemostcommonresponseisrelativelysmall.However,thenextfivemostcommonresponses,listedbelow,areallsimilarinthattheyrelatetothedaytodaybusinessoffarming–howitworks,thevarietywithinitandthejobsavailable.Thisseemstosuggestageneralfeelingthattheverybasicsoffarmingarenotwellunderstood,andperhaps,appreciated.

• Connectionbetweenfoodproductsandfarmproduction• Varietyinfarmingsystems(size,type,wealth)• Investmentneedtoproducefood(labour,time,capital,resources)• Howlivestock/cropsarereared/grown• Careeropportunitiesavailableforallskilllevels

Figure7Mostmisunderstoodissues-asperceivedbyrespondentsinagriculture,educationoralloccupations

0 2 4 6 8 10 12

Agricultureasabusiness/roleintheeconomy

Useofchemicalinputs

Role/valueoffarming/farmers

Other

Seasonalnatureoffoodproduction

Scaleandstructureofthefoodsupplyprocess

Political/economic/environmental/socialinfluences…

Levelofscience/technologyinmodernfarming

ProportionoffoodproducedintheUKandabroad

Howtomakehealthy,informedchoicesaboutfood

Howanimalwelfareisprotected

Careeropportunitiesavailableforallskilllevels

Howlivestock/cropsarereared/grown

Investmentneedtoproducefood(labour,time,…

Varietyinfarmingsystems(size,type,wealth)

Connectionbetweenfoodproductsandfarmproduction

Interactionbetweenfarmingandthe…

MostMisunderstood- %ofallresponsesbyoccupation

Education Agriculture All


4.4. EXCITINGNEWDEVELOPMENTS

ThemostpopularresponsetothisquestionwasAdvancementsinSTEMaspectsoffarming(10.1%)andresponsesreferringtothreespecificaspectsofSTEMDevelopmentsingenetics/varietalselection(7.1%),Robotic/dronetechnology(3%)andUseofprecisiontechnologies(2%)werecommonenoughtowarrantseparatecategories.Takenintotaltheseaccountedfor22.2%ofresponses.

Therewereanumberofveryspecificdevelopmentscitedwhichdidnotwarranttheirowncategories,butareworthnoting,including:micro-production;restorationagriculture;biotechrevolution;insectfarming;consumertrendanalysis;gourmetspecialistproduction.

AnotherprominentresponsewasIncreasedpublicinterest,communicationandengagement(7.3%)andresponsesinthiscategorywereoftenemotional,expressingconsiderablehopeforthefutureandsometimescitingsocialmediaasapositivedriverofthischange.

Figure8Mostexcitingnewdevelopmentsinagriculture-asperceivedbyrespondentsinagriculture,educationoralloccupations

0 2 4 6 8 10 12 14 16 18 20

Changeinpoliticalstatusquo- Brexit

Renewableenergyproduction

Useofprecisiontechnologies

Careeropportunitiesfornewgeneration

Alternativefoodproduction,e.g.urban,hydroponics,…

Robotic/dronetechnology

Increasedlocaldemand/directselling

Diversefarmenterprisesandproductsemerging

Environmentallysensitivefoodproductionincluding…

Other

Developmentsingenetics/varietalselection

Increasedpublicinterest,communicationand…

AdvancementsinSTEMaspectsoffarming

MostExcitingNewDevelopments- %ofallresponsesbyoccupationgroup



4.5. CONTROVERSIALISSUES

Therangeofresponsestothisquestionwereperhapsunsurprisingandbroadlyreflectthoseissueswhicharewidelycoveredinthefarmingandmainstreammedia,suchasGM(6.5%),Useofchemicalinputs(6.1%)andTBandbadgerculling(3.6%).However,themostcommonresponsewasMeatproduction,slaughterandanimalwelfare(9.9%).Someresponsesinthiscategorymadespecificmentionofalternativedietssuchasvegetarianismandveganism,whichcouldbeattributedtotheincreasedvisibilityofmeat-freeandplant-baseddiets.

Anumberofresponsesalludedtotherolethathumanover-populationisplaying,particularlyinmakingfoodproducersoneofthemajorcontributorstoclimatechange.

Figure9Mostcontroversial(difficulttoexplain)issues-asperceivedbyrespondentsinagriculture,educationoralloccupations

0 2 4 6 8 10 12 14

Wildanimalhuntingforrecreation/populationcontrol

Dairyfarming

DifferencesinproductionandpriceinBritish/imported…

TBandbadgerculling

Intensivefarmingsystems

Investmentneededtoproducefood(labour,time,…

Interactionbetweenfarmingandthe…

Useofchemicalinputs

GM

Economicsoffarming- subsidies,marketforcesand…

Other

Meatproduction,slaughterandanimalwelfare

ControversialIssues- %ofallresponsesbyoccupationgroup



4.6. COMMONBARRIERS

Noaccessto/experienceofthecountryside(16%)wasthemostcommonlycitedbarriertochildrenacquiringfarming-relatedknowledge,skillsandexperience.Somerespondentssuggestedincreasingurbanlivinganduseoftechnologyaspossiblereasonsforthis.However,inhalf(49.9%)oftheresponsesgivenparticipantsperceivebarrierstocomefromtheadultsresponsibleforthem,ratherthanlackofinterestfromchildrenthemselves,forexampleinthefollowingcategories:

• Lackofinterest/knowledge/approachfromteachers(10.9%)• Limitedopportunitiesmadeavailablebyfarmingindustry(4.8%)• Inexperienceorprejudiceofparents/peers(3.8%)

Interestingly,thisquestionyieldedtheleastvariedresponsesandisalsotheonlyquestiontowhichresponsescategorisedasOtherweretheleastcommon(3.6%),demonstratingthatparticipantswerelargelyinagreementonarelativelysmallnumberofbarriers.

However,thisquestiondrewsomeofthemorepointedresponses,including:

“Thedumbingdownofinformationtomakeitmorepalatabletothepublicjustmakesthetruthmoreblurred”“[the]lackofcomprehensiveandcontinuingeffortfromthefoodandfarmingindustriestogethertoexplaintheneedsoftheindustry”

Whileothercommentsincludedcomplaintsabout“veganextremists”and“propaganda”.Fascinatingly,italsothrewupsomeinterestingdiscrepanciesbetweenoccupationgroupswithfarmersplacingHealthandSafetyatthetopoftheirlist,andteachersseeingitastheleastoftheirconcerns.

Figure10Commonbarrierstochildrenandyoungpeopleacquiringfarming-relatedknowledge,experiencesandskills-asperceivedbyrespondentsinagriculture,educationoralloccupations

0 2 4 6 8 10 12 14 16 18 20

Other

Inexperienceorprejudiceofparents/peers

Limitedopportunitiesmadeavailablebyfarmingindustry

Financialpressures/costofaccess

Notvaluedasalearningexperience

Concernsaboutrisk/healthandsafety

Restrictionsofcurriculumtime/content

Lackofinterest/knowledge/approachfromteachers

Noaccessto/experienceofthecountryside

CommonBarriers- %ofallresponsesbyoccupationgroup



4.7. TRENDSAMONGSTAGEGROUPS

OfthoseparticipantswhomentionedSustainableuseofresourcesassomethingprimarychildrenshouldknow,75%wereschoolleaversbetween1981-1990.Thisagegroupmadeup28.7%ofthetotalcohort.ThesamegroupweremorelikelytosuggestprimarychildrenshouldhaveSensoryexperiencesoffarmingandthecountryside,accountingfor52.2%ofresponsesinthiscategory.

Despiteonlymakingup2%ofthecohort,participantswhowereschoolleaversbetween1951-1960accountedfor13.3%ofresponsescitingCriticalthinkingaboutfarming/countrysideissues.SchoolleavingagedidnotinfluencehowlikelyparticipantsweretociteLevelofscience/technologyinmodernfarmingasoneofthemostmisunderstoodaspectsoffoodandfarming,withthesamenumberofparticipantsinbrackets1971-1980and2001-2010givingthisresponse.

Schoolleaversof1981-1990weretheagegroupmostlikelytoreferenceChangesinpublicperceptionandbehaviourasthemostexcitingnewdevelopmentsinfarmingandfoodsupply.50%ofresponsescitingIncreasedlocaldemand/directsellingand40%ofresponsescitingIncreasedpublicinterest,communicationandengagementfellintothisagebracket.40%ofresponsescitingRobotic/dronetechnologyasoneofthemostexcitingnewdevelopmentsinfarmingandfoodsupplywereinthe2001-2010bracket.

4.8. TRENDSAMONGSTOCCUPATIONS

Themajority(35.7%)ofparticipantswhothoughtprimarychildrenshouldknowtoIdentifycrops/livestock/food/aspectsofnaturewerefarmersandthiswasthesecondmostcommonresponsegivenbyfarmers,afterWherefoodcomesfrom.

ThemajorityofparticipantswhothoughtprimarychildrenshouldexperienceCookingfromscratchwereFarm/land-basededucators.

MostparticipantswhothoughtCriticalthinkingaboutfarming/countrysideissueswasanimportantskillforprimarychildrenwereteachersoreducators.

45.5%oftheparticipantswhocitedScientificaspectsoffarmingassomethingsecondarypupilsshouldknowwerefarmers.13.6%ofallfarmerswhotookpartsharedthisresponse,incontrasttojust2.9%ofteachers/educators.Asimilartrendwasreflectedinthequestiononwhatexperiencessecondarypupilsshouldhave,withthreetimesasmanyfarmersasteachers/educatorsbelievingsecondarypupilsshouldTakepartinfarmactivities.However,atthissecondarylevelgreaterproportionofteachers/educators(17.1%)thanfarmers(12.7%)thoughtchildrenshouldWitnessfarmingfirsthand,whereasataprimarylevelthetwogroupswereequal.

Farmersandteachers/educatorsalsodifferedintheirresponsestothequestion‘Whatarethemostexcitingnew/emergingdevelopmentsinfarmingandfoodsupply?’,withmostfarmers(18.2%)citingAdvancementsinSTEMaspectsoffarmingandmostteachers(12.9%)citingIncreasedpublicinterest,communicationandengagement.

Anothersignificantdifferencebetweenfarmersandteachers/educatorswasthatmorefarmers(14.5%)citedConcernsaboutrisk/healthandsafetyasabarriertochildrenfromacquiringfarming-relatedknowledge,experiencesandskillsthanteachers(4.3%).


4.9. OTHEROBSERVATIONS

Itwasinterestingtonotethelanguageandtoneusedintheresponses.Thesurveyenabledpeopletoventanumberoffrustrations,sometimesleviedattheirownkind(e.g.worldofeducation,farmingindustry)butalsoquiteafewcomplaintsdirectedatanothergroup.Commentsindicatedthatsomefarmersareveryconcernedbyteachers’apparentignoranceandunwillingnesstoengage.Whereassometeachersdescribedfarmersasunapproachable.

5. CONCLUSIONSANDNEXTSTEPS

Theagricultureindustryandfarmershavebeengivenawell-advertisedopportunitytohavetheirvoiceheardbyFACE,theleadingorganisationattheinterfacebetweentheworldsoffarmingandeducation.

Thishasallowedthemtosetouttheprioritiesastheyseethem,fortheeducationofthenextgenerationofcitizens,consumersandemployees.Thesedatawillbeusedtoinformandguidethedevelopmentofnewresources,training,schools’engagementsandawareness-raisingactivitiesledbyFACE.Asthesurveywasalsorespondedtobyothergroupsincludingteachers,ithasallowedustolookatthedifferencesofopinionheldbythosegroups,aswellasdrillingintovariancesbetweenotherdemographicssuchasage.

Thisguidancewillbetakentogetherwiththemanyotherinsightsandpiecesofevidencethatinformwhatisneededbyandrealisticforschools.

Thesedifferenceshavebeenparticularlyinsightfulanddescribeaconcerninglevelof‘talkingpastoneanother’orevenantagonism.Fundamentallytheimportantissuesreportedbyeachgrouparemuchthesame,butthewayinwhichtheydescribethemaremarkedlydifferent.Ithashighlightedaparticularobsessionbyfarmersthatpeople‘mustknowwheretheirfoodcomesfrom’.Othersectorsofsocietymaybemoreambivalentaboutfocusingondefinitiveknowledge,butmaynonethelesshaveaverykeeninterestinwhatfoodandfarmingcanofferincreatingaroundededucation.Bothobjectives,ofcourse,canbemetthroughthesameinterventions,butthereisaveryrealriskthattherewillbemissedopportunitiesforschoolsandtheindustrytoworktogetheriftheyarenottalkingthesamelanguage.

Therewerealsosomeinterestingoutliersinthedata,suchasthegroupofrespondentswholeftschoolbetween1981and1990whowereovertentimesaslikelyasthosefromthedecadebeforethemtosaythatsensoryexperienceswereanimportantaspectoflearning.Thereismuchmoredatathathasn’tbeenreportedon,butasthesamplesizewasrelativelysmall,itwouldbeinappropriatetodrawfurtherconclusionsfrom.Treatingthissurveyasapilot,arepeatin12-24monthswithalargergroupofrespondentswouldbehighlyadvised.


6. APPENDIXA–SURVEYQUESTIONS

6.1. INTRODUCTORYREMARKS

Yoursay:Whatknowledge,experiencesandskillsshouldeveryyoungpersonhave,relatingtofood,farmingandthecountryside?Wearelookingtoproduceaclearguideforteachers,government,resourceprovidersandthefoodandfarmingsectorsthemselvessothatultimately,everyyoungpersoncanfullyappreciatetheimportantrolethatfarmingandfoodsupplyplaysintheirownlivesandinwidersociety. Thenationalcurriculumisfullofopportunitiestolearnaboutfood,farmingandthecountryside;whetherthroughscience,geography,maths,computing,artsordrama-younameit!That'sbecausefarmingisadiverse,engaging,funandpracticalcontextinwhichknowledgecanbeacquiredandlearningcanbeapplied.Therealityisthateducatorsdonotmakeasmuchuseofthecontextoffood,farmingandthecountrysideintheirteachingastheycould,andmanyyoungpeoplecompletetheireducationwithouthavingaclearandbroadunderstandingoffoodsourcesandthefarmingenvironment.Webelieveitistheresponsibilityofoursectorstoproducetheverybestcontentandlearningexperiences,andenableteacherstoroutinelychoosethelensoffoodandfarmingthroughwhichtolookattheirsubjectsandtoenrichthelearningexperience.Greaterinsightintooursectorswillencouragestudentstofollowacademicorvocationalcoursesthatprepareyoungpeopletoworkinfarming,butvitalthoughthatis,wewantourfocustobeonthefundamentals-thethingswebelieveeverypersonshouldencounteraspartoftheirupbringing-thethingsthatwillpreparethemtobehealthy,informedandengagedindividualsandcitizens.

Ourquestionnaireasksyouropinionfirstaboutyoungchildrenandthenteenagersinsecondaryeducation,beforeaskingforyourthoughtsastothekeyissuesandtopicsaroundfood,farmingandthecountryside.Wehavephrasedourquestionsas‘food,farmingandcountryside’–averybroadspan-andthesewordsmaymeansomewhatdifferentthingstoeachofyou.Pleaserespondbygivingusyouropinionfromyourperspectiveofthisphrase.Pleaseanswerasmanyofthequestionsasyouareableandhavetimefor.Youdon'thavetobeineducationorfarmingtohaveanopinion.

Thankyouforyourhelp.DanCorlettandtheFACETeam

AboutthequestionnaireAllquestionsareoptional.Ifyou'drathernotanswerthequestion,justleaveitandmoveon.Besuretopress'Submit'onthelastpagetosendusyouranswers.Wethinkmostpeoplewillcompletethesurveywithin3-10minutes.Youcanspendlongerorshorterifyoulike.

Inseveralcases,thereisspacetogiveusuptofivethoughtsorideas.Youdonotneedtocompleteallfive-justasmanyasyoucanthinkof.Thenextthreepagesdealwithprimaryageeducationandthefollowingthreewithsecondary.

Eachofthesesetsofthreedealswithoneissue,whichwillbeexplainedonthepage.Pleasereadtheinstructionsbeforeansweringandjustrespondtothequestionbeingasked.


Ifthequestionsaren'taskingwhatyouwanttotellus,thereisspaceattheendtoleaveusanyfurtherthoughtsyouhave.

6.2. SECTION1–PRIMARYCHILDREN

Q.Knowledge-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldKNOWPleasejustfocusonknowledge-thereareupcomingquestionsaboutexperienceandskills

Q.Experiences-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldEXPERIENCEPleasejustfocusonexperience-thereareupcomingquestionsaboutwhatpracticalskillstheyshoulddevelop

Q.Skills-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldBEABLETODOSkillsaredifferenttoexperience.Skillsmeantheyoungpersonhasacquiredtheabilitytodosomethingforthemselves.

6.3. SECTION2–SECONDARYCHILDREN

Q.Knowledge-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldKNOWPleasejustfocusonknowledge-thereareupcomingquestionsaboutexperienceandskills

Q.Experience-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldEXPERIENCEPleasejustfocusonexperience-thereareupcomingquestionsaboutwhatpracticalskillstheyshoulddevelop

Q.Skills-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldBEABLETODOSkillsaredifferenttoexperience.Skillsmeantheyoungpersonhasacquiredtheabilitytodosomethingforthemselves.

6.4. SECTION3–KEYISSUES

Q.Whatdoyouthinkarethemostmisunderstoodaspectsoffarmingandfoodsupply?Listuptofive

Q.Whatarethemostexcitingnew/emergingdevelopmentsinfarmingandfoodsupply?Listuptofive


Q.Whatarethemostdifficultorcontroversialfarmingandfoodsupplyissuestoexplaintothegeneralpublic?Listuptofive

Q.Whatbarriersmostoftenpreventchildrenandyoungpeoplefromacquiringfarming-relatedknowledge,experiencesandskills?

6.5. SECTION4–RESPONDENTINFORMATION

PleasetellusaboutyourselfQ.Areyou:

• Male • Female • Prefernottosay • Other:

Q.What'syouremploymentstatus?

• Employed• Self-employed• Unemployed• Retired

Q.Whendidyouleavesecondaryschooleducation?

• 2011-Now• 2001-2010• 1991-2000• 1981-1990• 1971-1980• 1961-1970• 1951-1960• Before1951

Q.Pleasestateyourworkrole(doesnothavetobeineducationorfarming)e.g.farmer,primaryteacher,agronomist,cropresearcher,commoditymarketing,retired,home-maker,itinerantmusician...

Q.Ifyouareliving/workingoutsideoftheUnitedKingdom,pleasetelluswhere:


6.6. SECTION5–FURTHERTHOUGHTSANDFOLLOW-UP

Whatmessageswouldyougive?Q.Ifyoucouldtellayoungpersononethingaboutyourrolethatmightexcitethem,whatwoulditbe?

Q.Ifyoucouldtellateacherwhyyouthinkfood,farmingandthecountrysidearevitaltoteachchildrenabout,whatwouldyousay?

MakingithappenQ.Doyouhaveafarm/sitethatschoolscanvisitthatisn'tyetlistedonwww.countrysideclassroom.org.uk?

• Yes• No

Q.Areyouwillingtogointoschoolsandtalkaboutyourareaofexpertise?

• Yes• No• Maybe

Q.Doyouoryourbusinesshavecontentthatcouldbeusedtohelpcreatelearningmaterials?Videos,casestudies,photos,infographics,animations,datasets,simulations,....

• Yes• No• Maybe

Q.Ifso,whatcanyouoffer?Q.Canwecontactyouaboutit?Ifso,pleasegiveusyouremailaddress:

Havewemissedanything?Q.Wouldyouliketosayanythingelseaspartofthisconsultation?


7. APPENDIXB–RESPONSECODING

PrimaryKnowledge PrimaryExperiences PrimarySkills

Agriculturalcareers Attendanagriculturalshow Animalcare/handling

Characterandpurposeofthecountryside

Contactwith/careforanimals Criticalthinkingaboutfarming/countrysideissues

Foodsupplyprocess Cookfromscratch Foodpreparationandcookery

Geographicaldifferencesinfarming Exploreandprotectnature/wildlife/environment


Howlivestock/cropsarereared/grown Freedomintheoutdoors Navigatethecountrysidesafelyandresponsibly

Howtobehealthy Growfromseed Plantcare/cultivation




Nutrition Takepartinfarmactivities(e.g.feeding,harvesting)


Protectingtheenvironment/nature Talktofarmersandfoodproducers Understandingofwherefoodcomesfrom

Role/purposeoffarmingandfarmers Tasteavarietyoffoods Other

Rurallife/culture Witnessaspectsoffoodprocessing Blank

Seasonality Witnessfarmingfirsthand(e.g.milking,lambingetc.)

Sustainableuseofresources Other

Varietyinfarmingsystems Blank

Wherefoodcomesfrom

Wherenon-foodproductscomefrom

Other

Blank


SecondaryKnowledge SecondaryExperiences SecondarySkills

Agriculturalcareers Attendanagriculturalshow Animalcare/handling

Characterandpurposeofthecountryside

Contactwith/careforanimals Criticalthinkingaboutfarming/countrysideissues

Economic/businessaspectsoffarming

Cookfromscratch Foodpreparationandcookery

Foodsupplyprocess Exploreandprotectnature/wildlife/environment


Geographicaldifferencesinfarming Freedomintheoutdoors Knowabout/participateinprotectingtheenvironment/nature


Growfromseed Makehealthy,informedchoicesaboutfood




Informedbuyingchoices Takepartinfarmactivities(e.g.feeding,harvesting)


Meatproductione.g.slaughter,welfare,quality

Talktofarmersandfoodproducers Safetywhenusingtools

Nutrition Tasteavarietyoffoods Skillsforlearninge.g.listening,questioning,describing

Political/controversialissuesinfarming

Witnessaspectsoffoodprocessing Understandingofwherefoodcomesfrom

Protectingtheenvironment/nature Witnessfarmingfirsthand(e.g.milking,lambingetc.)

Other

Role/purposeoffarming/farmers Other Blank

Rurallife/culture Blank Asprimary/Asprimarybutmoreadvanced

Scientificaspectsoffarming Asprimary/Asprimarybutmoreadvanced

Seasonality

Sustainableuseofresources

Technologicalaspectsoffarming

Varietyinfarmingsystems

Wherefoodcomesfrom

Other

Blank

Asprimary/Asprimarybutmoreadvanced


Misunderstood Newdevelopments Controversial Barriers

Agricultureasabusiness/roleintheeconomy

AdvancementsinSTEMaspectsoffarming

Dairyfarming Concernsaboutrisk/healthandsafety

Careeropportunitiesavailableforallskilllevels

Alternativefoodproduction,e.g.urban,hydroponics,micro

DifferencesinproductionandpriceinBritish/importedfood

Financialpressures/costofaccess

Connectionbetweenfoodproductsandfarmproduction

Careeropportunitiesfornewgeneration

Economicsoffarming-subsidies,marketforcesandpricing

Inexperienceorprejudiceofparents/peers

Howanimalwelfareisprotected

Changeinpoliticalstatusquo-Brexit

GM Lackofinterest/knowledge/approachfromteachers


Developmentsingenetics/varietalselection

Intensivefarmingsystems Limitedopportunitiesmadeavailablebyfarmingindustry

Howtomakehealthy,informedchoicesaboutfood

Diversefarmenterprisesandproductsemerging

Interactionbetweenfarmingandtheenvironment/nature

Noaccessto/experienceofthecountryside

Interactionbetweenfarmingandtheenvironment/nature

Environmentallysensitivefoodproductionincludingorganicsystems

Investmentneededtoproducefood(labour,time,capital,resources)

Notvaluedasalearningexperience

Investmentneedtoproducefood(labour,time,capital,resources).

Increasedlocaldemand/directselling

Meatproduction,slaughterandanimalwelfare

Restrictionsofcurriculumtime/content

Levelofscience/technologyinmodernfarming

Increasedpublicinterest,communicationandengagement

TBandbadgerculling Other

Political/economic/environmental/socialinfluencesandchallenges

Renewableenergyproduction

Useofchemicalinputs Blank

ProportionoffoodproducedintheUKandabroad

Robotic/dronetechnology Wildanimalhuntingforrecreation/populationcontrol

Role/valueoffarming/farmers

Useofprecisiontechnologies

Other

Scaleandstructureofthefoodsupplyprocess

Other Blank

Seasonalnatureoffoodproduction

Blank

Useofchemicalinputs

Varietyinfarmingsystems(size,type,wealth)

Other

Blank


Whendidyouleavesecondaryschooleducation? Occupation

Before1951 Administrator

1951-1960 Charity/publicsectorworker

1961-1970 Farm/land-basededucator

1971-1980 Farmer

1981-1990 Otherfarmworker

1991-2000 Researcher

2001-2010 Teacher(FE/HE)

2011-Now Teacher/othereducator

Wideragriculturalindustryworker

Other

Blank

Documents

A curriculum for food farming and the countryside · A CURRICULUM FOR FOOD, FARMING AND THE ... A Curriculum for Food, Farming and the Countryside? ... priorities of different stakeholder