rural as a resource. scope of work face works to: enhance the school curriculum, encourage visits to...

Rural as a resource

Scope of work

FACE works to:

•enhance the school curriculum,

•encourage visits to the countryside

• undertake research

What rural settings can offer

The distinctive nature of countryside learning

Contribution to curriculum enrichment

A variety of starting points

Motivation for personal and social development

Stimulus for active engagement

How schools use rural settings

Good learning design e.g. novel teaching strategies or ideas

Professional development e.g. learning from experience

Context of the experience e.g. curriculum requirements

Context of the location e.g. working farm

Curriculum

Teachers looking

for practical,

applied examples

to resource new

Science GCSEs

Gifted and talented

Pupils visit farm and then cheese processor to investigate helpful and harmful micro-organisms as part of their science curriculum

Tackling disengagement

‘It was a clear case of a rural course changing someone’s life prospects.’

Headteacher, Kirk Hallam Technology College

Healthy living – nutrition and well being

Stockbridge Project

Pupils plant, tend and harvest food within school grounds to go into school kitchens

Introduction to agricultural engineering and opportunities for placements and pathways to employment

Work focus groups – tractor in school project

Specialist schools – the rural dimension

‘The impact and benefit of the rural dimension is felt widely throughout the school. It offers many pupils life-changing experiences in handling and caring for animals.’

Cardinal Wiseman School OfSTED Report 2004

Education Outside the Classroom Manifesto

Food and farming sector working with others on a government initiative to remove barriers and encourage school visits

A key role for rural as a resource in education?

Addressing government priorities:

•Opportunities that stretch and motivate young people including those who are disengaged

•Providing curriculum relevance crucial to working in modern society

•Strengthening schools’ capacity to provide vocational routes