Rural as a resource

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Rural as a resource
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Scope of work

• FACE works to
• enhance the school curriculum,
• encourage visits to the countryside
• undertake research

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What rural settings can offer
Stimulus for active engagement
The distinctive nature of countryside learning
A variety of starting points
Motivation for personal and social development
Contribution to curriculum enrichment
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How schools use rural settings
Context of the experience e.g. curriculum
requirements
Context of the location e.g. working farm
Professional development e.g. learning from
experience
Good learning design e.g. novel teaching
strategies or ideas
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Curriculum

• Teachers looking
• for practical,
• applied examples
• to resource new
• Science GCSEs

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Gifted and talented
Pupils visit farm and then cheese processor to
investigate helpful and harmful micro-organisms
as part of their science curriculum
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Tackling disengagement
It was a clear case of a rural course changing
someones life prospects. Headteacher, Kirk
Hallam Technology College
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Healthy living nutrition and well being

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

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Work focus groups tractor in school project
Introduction to agricultural engineering and
opportunities for placements and pathways to
employment
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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
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Education Outside the Classroom Manifesto
Food and farming sector working with others on a
government initiative to remove barriers and
encourage school visits
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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