The whys and why nots of taking primary pupils on a farm visit

In keeping with Scottish education historically, the importance of outdoor learning is emphasised in the Curriculum for Excellence (CfE) guidelines (Beames et al., 2009). There had been an apparent decline in time spent outdoors by pupils (Ross et al., 2007), and the guidelines seemed to offer an opportunity to address this. The CfE curriculum design principles also emphasised relevant learning. Since around 80% of Scottish land is agricultural (Scottish Government, n.d.), and the food and drink industry makes a major contribution to the economy (FDFS, n.d.), learning about food and farming is clearly relevant. Furthermore, in Scotland as elsewhere, there have been concerns about children’s understanding of where food comes from (e.g. Dillon et al., 2003)

Outdoor learning - Scottish primary teachers' perceptions of training and professional development

Outdoor learning has long been an important feature of Scottish education, but the non-prescriptive nature of the curriculum has contributed to wide variations in schools’ provision of outdoor educational experiences (Ross et al., 2007). Curriculum for Excellence (CfE) further encourages the use of the outdoors as a context for learning, but still does not make this mandatory (Beames et al., 2009). However, changes to the Standards for Teacher Registration require all teachers to demonstrate use of the outdoors in their teaching (GTCS, 2012).As part of research exploring educational farm visits for primary school children, a survey of teachers in May 2013 included questions on teachers’ perceptions of knowledge and training on outdoor learning. The survey results informed a series of teacher interviews, during which these topics were also discussed.The survey results indicate that primary teachers’ perceptions of their own training vary widely, while they tend to feel that probationer teachers are not well informed on outdoor learning. The need for further training and CPD was a clear theme in the qualitative elements of the survey, and early interview findings suggest that learning informally, from colleagues sharing their own experiences, is an important feature of teachers’ professional development. Although “prospects for learning outdoors have rarely been better” than under CfE (Thorburn & Allison, 2013), survey findings indicate that previously identified issues around training and CPD (e.g. Nicol et al., 2007) seem to persist

Farm visits: interdisciplinary outdoor learning for primary school pupils and Scotland’s Curriculum for Excellence

There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor environments, little research has been conducted, and little guidance is available, on how teachers can and do use outdoor learning in relation to the guidelines, particularly beyond ‘adventure’ activities. Farms are utilised as an educational resource around the world. This research explored the use of educational farm visits, as an example of outdoor learning, in the context of Curriculum for Excellence. A qualitatively driven, mixed methods study, comprising survey and case study methodologies, was undertaken. A questionnaire for teachers informed subsequent interviews with teachers and farmers, and ‘group discussions’ with primary school pupils. The study found that teachers can link farm visits and associated topics with the Curriculum for Excellence guidelines in a range of ways, covering all curriculum areas. There was a tendency however for farm visits to be associated with food and farming topics at Primary 2-3 (age 6-7), rather than used more widely. Issues to consider in the planning and conduct of farm visits were identified, and barriers and motivations for teachers, and for farmers volunteering to host visits, were explored. As well as practical examples of the use of farm visiting, this research offers a perspective on some of the theoretical literature which seeks to explain the benefits of spending time outdoors. Furthermore, five main recommendations for farm visiting in the context of Curriculum for Excellence are given. These relate to the type of visit appropriate to different age groups, opportunities for teachers to become more familiar with what farms visits can offer, and raising awareness of the organisations and networks which can support volunteer farmers to host visits

Teaching, learning, and play in the outdoors: a survey of school and pre-school provision in Scotland

First paragraph: In Scottish pre-schools and schools, through the implementation of Curriculum for Excellence and other policies, it has become an expectation that pupils will receive opportunities to learn outdoors within subject areas and in interdisciplinary studies. This expectation needs empirical investigation. To what extent, in what ways, and with what impacts are schools and pre-schools utilising the school grounds, local areas, and other places beyond as settings for the delivery of Curriculum for Excellence

Outdoor learning: Scottish primary teachers’ perceptions of training and professional development

Outdoor learning has long been an important feature of Scottish education, but the non-prescriptive nature of the curriculum has contributed to wide variations in schools’ provision of outdoor educational experiences (Ross et al., 2007). Curriculum for Excellence (CfE) further encourages the use of the outdoors as a context for learning, but still does not make this mandatory (Beames et al., 2009). However, changes to the Standards for Teacher Registration require all teachers to demonstrate use of the outdoors in their teaching (GTCS, 2012).<p></p> As part of research exploring educational farm visits for primary school children, a survey of teachers in May 2013 included questions on teachers’ perceptions of knowledge and training on outdoor learning. The survey results informed a series of teacher interviews, during which these topics were also discussed.<p></p> The survey results indicate that primary teachers’ perceptions of their own training vary widely, while they tend to feel that probationer teachers are not well informed on outdoor learning. The need for further training and CPD was a clear theme in the qualitative elements of the survey, and early interview findings suggest that learning informally, from colleagues sharing their own experiences, is an important feature of teachers’ professional development.<p></p> Although “prospects for learning outdoors have rarely been better” than under CfE (Thorburn & Allison, 2013), survey findings indicate that previously identified issues around training and CPD (e.g. Nicol et al., 2007) seem to persist. Whether the views of teachers taking part in interviews support these early indications will be known by summer 2014

Parents in Partnership 2016 Evaluation

Parent and carer engagement, and family learning, are currently areas of high priority within Scottish education. Family learning features within How Good is Our School 4 (Education Scotland, 2015) as a quality indicator, and parental and carer involvement features as a driver within the Excellence and Equity in Scottish Education: A Delivery Plan for Scotland document (Scottish Government, 2016a). ‘Parents in Partnership’ is a model for a parental involvement project, developed in Renfrewshire and undertaken for the first time in one Renfrewshire Council high school in 2015. The model was revised in response to feedback from the 2015 participants, and in 2016 ‘Parents in Partnership’ was expanded into three schools, which were supported by CELCIS to implement this approach. In the 2015 iteration of Parents in Partnership, the project was funded to increase parental and carer involvement and to support them during their child’s transition from primary to high school. The aims remain consistent within the 2016 project, with the additional aim of beginning to explore how an increase in children’s attainment might be related to parental and carer involvement

Encouraging parent and carer involvement at transition to secondary school : exploring a novel school-based programme in three Scottish schools

In policy and practice in Scotland, as elsewhere, there is a drive to encourage the involvement of parents and carers in their children’s education, as a means of improving educational attainment, experiences, and post school destinations (e.g. Education Scotland, 2016; Scottish Government, 2016). An innovative ‘Parents in Partnership’ (PIP) programme took place, supported by CELCIS, in one local authority area. The transition to a new school can be challenging (e.g. Smith, 2006; Brewin & Statham , 2011), and PIP therefore focused on parents/ carers of pupils who had recently entered secondary school. The programme aimed to encourage and support the engagement of parents/ carers with their child’s new school, and to improve knowledge of the school premises, school life, and available support. A total of 37 parents and carers took part

What Doctor Who companion Bill Potts teaches viewers about foster care : the new character has the potential to shine a light on a group of children that people might not otherwise consider

Fans of Doctor Who started to learn about the Time Lord’s new companion a year before her first appearance. In that time, we learned quite a bit about Bill Potts, played by Pearl Mackie, and much of the media focus rested on the fact that she is the first openly gay companion. What no one knew until the first episode was broadcast is something that resonates with me on a professional level. I work at Celcis – the Centre for Excellence for Looked After Children in Scotland – an organisation that works to make positive and lasting improvements in the wellbeing of children and young people who, for a variety of reasons, are looked after by the state, for example in foster care – children like Bill Potts

Scottish primary teachers’ use of educational farm visits in the context of policies on outdoor learning and sustainable development education

Sustainable development education is an overarching theme of the Scottish ‘Curriculum for Excellence’ (CfE) guidelines. These guidelines emphasise outdoor learning, and link it explicitly with learning for sustainability. A number of other policy drivers also highlight the importance of sustainability, environment education, and the outdoors. Since agricultural holdings constitute 73% of the land area in Scotland, farms would seem to be a relevant context for children’s learning. Tal (2008) concluded from the international literature that agriculture education was an important component of education for sustainable development, while Joshi et al. (2008) found that ‘farm-to-school’ programmes in the US contributed to participants’ knowledge about food sustainability. The potential for policy implementation through educational farm visits is vast, but the ways in which Scottish primary school teachers currently utilise such visits remains unexplored. As part of a study investigating the use of educational farm visits, primary school teachers in Scotland were asked their opinions on the new curriculum guidelines, and the level of support for outdoor learning in the local authority (LA) responsible for their school. Teachers who had been on a recent farm visit were asked about the topics and curriculum areas they had linked with the visit. Although recent Scottish education policy emphasises sustainability education, the potential of educational farm visits as a valuable resource for these areas, and as part of children’s outdoor learning experience, is not currently realised by primary school teachers in Scotland

Scottish primary teachers’ use of educational farm visits in the context of policies on outdoor learning and sustainable development education

Sustainable development education is an overarching theme of the Scottish ‘Curriculum for Excellence’ (CfE) guidelines. These guidelines emphasise outdoor learning, and link it explicitly with learning for sustainability. A number of other policy drivers also highlight the importance of sustainability, environment education, and the outdoors. Since agricultural holdings constitute 73% of the land area in Scotland, farms would seem to be a relevant context for children’s learning. Tal (2008) concluded from the international literature that agriculture education was an important component of education for sustainable development, while Joshi et al. (2008) found that ‘farm-to-school’ programmes in the US contributed to participants’ knowledge about food sustainability. The potential for policy implementation through educational farm visits is vast, but the ways in which Scottish primary school teachers currently utilise such visits remains unexplored. As part of a study investigating the use of educational farm visits, primary school teachers in Scotland were asked their opinions on the new curriculum guidelines, and the level of support for outdoor learning in the local authority (LA) responsible for their school. Teachers who had been on a recent farm visit were asked about the topics and curriculum areas they had linked with the visit. Although recent Scottish education policy emphasises sustainability education, the potential of educational farm visits as a valuable resource for these areas, and as part of children’s outdoor learning experience, is not currently realised by primary school teachers in Scotland