Rural as a resource. Scope of work FACE works to: enhance the school curriculum, encourage visits to...
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Transcript of 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