 Co-operative Education Trust Scotland (CETS) resource for Primary 5 to Primary 7  Curriculum for Excellence (CfE) levels 1and 2 The Co-operative Farm to Food Cycle – Teachers Handbook

Outline  This handbook supports ‘The Co-operative Farm to Food Cycle’ resource.  The aim of the resource is to allow the students to explore and respond independently to issues around the co-operative production, distribution, purchasing and recycling of food in Scotland.  Students will find out how co-operatives work, the sequence of processes required so that farmers co-operatives can supply supermarkets and how the supermarkets then supply their customers.  Students will be challenged to consider the environmental and cost implications of the supermarket food chain and compare it with locally sourced and produced food sold at co-operative farmers markets.  The suggested activities and challenges are linked to the Curriculum for Excellence experiences and outcomes, but individual teachers’ and pupils’ own interests can be followed and of course this may alter which experiences and outcomes are then achieved.

Learning Objectives After using this resource, students will be able to:  understand how co-operative supermarkets and co- operative farmers markets assist in the journey of food through farming production to retailing, consumption, composting and recycling.  explore the choices they can make and the impact they can have in relation to the buying, cooking and eating of food.  examine their attitudes to food and look at healthier, safer and more environmentally friendly ways of engaging with food.

Curriculum for Excellence – Potential Experiences and Outcomes Food and the consumer  Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a  I can understand how advertising and the media are used to influence consumers. HWB 2-37a People in society, economy and business  I can use evidence selectively to research current social, political or economic issues. SOC 2-15a  I can explain how the needs of a group in my local community are supported. SOC 2-16a  I can describe the main features of a democracy and discuss the rights and responsibilities of citizens in Scotland. SOC 2-17a  By experiencing the setting up and running of a business, I can collaborate in making choices relating to the different roles and responsibilities and have evaluated its success. SOC 2-22a Technological developments in society  Having analyzed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. TCH 2-02a  Through discovery and imagination, I can develop and use problem-solving strategies to meet design challenges with a food or textile focus. TCH 1-11a / TCH 2-11a

Curriculum for Excellence – Potential Experiences and Outcomes Health and Wellbeing  When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 1-35a / HWB 2-35a Religious and moral education  I can share my developing views about values such as fairness and equality and love, caring, sharing and human rights. RME 2-05b  I am developing my understanding of how my own and other people’s beliefs and values affect their actions. RME 2-09d People, place and environment  I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a  I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. SOC 2-08b  Having explored the variety of foods produced in Scotland, I can discuss the importance of different types of agriculture in the production of these foods. SOC 1-09a Biological systems  By investigating the lifecycles of plants and animals, I can recognise the different stages of their development. SCN 2-14a

Challenges and Activities  The challenges and activities suggested are to embed the learning but students and teachers can and will come up with their own, stimulated by the information and ideas presented. The aim of this resource is to allow students to follow their own, their groups or class interest, to be active participants in deciding which challenges and activities to take part in and consequently feel they have taken responsibility for their own learning. The professionalism of the individual teacher will be required to ensure that the students who may need more guidance and support than others will be identified and monitored.  Assessing the resource can be flexible; teachers can decide whether assessment is pupil-led, pupil supported or teacher-led.  Each section will suggest a theme, a challenge, experiences and outcomes which might be covered, as well as useful websites for students and teachers.

Suggested school wide and Community Challenges - Theme: Recycling Challenge : Pupil councils/whole school/community involvement - look at the co-operative values and principles and explore how you could set up or help run your own food waste recycling scheme in their school and community (for example, a wormery or anaerobic digesters). Explore and possibly implement ways of reducing the amount of food school/home/local businesses waste. Experiences and outcomes: Technological developments in society Having analyzed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. TCH 2-02a Through discovery and imagination, I can develop and use problem-solving strategies to meet design challenges with a food or textile focus. TCH 1-11a / TCH 2-11a Food and the consumer I can understand how advertising and the media are used to influence consumers. HWB 2-37a Useful Links:

Suggested school wide and Community Challenges - Theme: Enterprise Challenge: Planting, growing and selling fruit/vegetables/herbs/flowers – two or more stages in the school could be involved in investigating Fairtrade co-ops in developing countries. Students could take a more scientific approach and investigate growing conditions for different soil types and what crops grow well in different parts of Scotland. Democratic decisions would need to be made about the choice of product to be grown, how to raise funds for starting the business and how they may link with a local farmers market for selling. Any profits generated could be used to help support businesses in developing countries. Experiences and outcomes: People in society, economy and business By experiencing the setting up and running of a business, I can collaborate in making choices relating to the different roles and responsibilities and have evaluated its success. SOC 2-22a Biological systems By investigating the lifecycles of plants and animals, I can recognise the different stages of their development. SCN 2-14a I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a Useful Links:

Suggested school wide and Community Challenges - Theme: Food and Nutrition Challenge: Compare food from supermarkets and Farmers markets – look at food labels and find out about the contents of different products and how they are labeled. Compare costs/quality and ethical production of supermarkets against farmers markets. Can students produce different labeling systems for different needs (e.g. allergies, religions, healthy choices, restricted budgets)? Can they create healthy menus to cater for these individuals? Create/cook some simple foods for class/school/ community to taste. Experiences and outcomes: Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a I can understand how advertising and the media are used to influence consumers. HWB 2-37a Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a Useful Links:

General Challenges  Look at adverts about supermarkets; what are they really selling? (homework activity? ) I can understand how advertising and the media are used to influence consumers. HWB 2-37a  Look at packaging and calculate food miles. Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the environment. SOC 2-09a  Calculate how much fat, salt, etc is in different types of packaged foods (perhaps their favourite?). By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 0-15a / HWB 1-15a / HWB 2-15a /  If there are any students in the class who have food intolerances, create a menu (for a day or a week) and possibly prepare a meal I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 0-15a / HWB 1-15a / HWB 2-15a / By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

Milk: challenges, activities and useful links  Investigate products made with milk:  Create recipes using milk:  Find out why we need calcium to grow strong bones:  Find out what happens to waste/ waste milk from the supermarket:  What is the pasteurizing process, what does it do?: facts.com/pasteurization_T3.html facts.com/pasteurization_T3.html  Find out about milk allergies:  Investigate if there are alternatives to milk consumption (humans have to develop the enzyme to break down cows milk; it is not natural for humans):  Set up and run their own co-op/healthy tuck shop/café event selling milk shakes/yoghurt drinks (NB. investigate the issues around shelf life of milk products):

Create your own food cycle Once students have gone through the process of looking at milk, from cow to consumer, they can then use the template of the cyclical nature of food to investigate and record another farmed crop or product. They can also build in suggested activities for other students and could perhaps create their own resource for a younger stage in the school. Some crops to explore:  Wheat is one of Scotland’s main crops. It is used in many products and is also used in the production of whisky, one of Scotland main exports.  Garlic is an interesting crop and can easily be grown by students as well as being a good ingredient in cooking and useful in medicine. Other crops to investigate in Scotland are potatoes, raspberries,strawberries, turnips. Other meat products to investigate could be sheep, highland cows or chickens

Wheat  Investigate how the wheat gets from field to farm to market  Investigate how wheat is processed to use in food products.  Investigate the range of food and drink products that are made from wheat.  What foods need wheat in their production and what substitutes or alternatives are there for people with a wheat intolerance?  Create a recipe book for people with food intolerances  Create a new identification code for food intolerances.  How is whisky made and how important is the whisky industry to Scotland ?  Identify countries who import whiskey – create a map showing the distance it travels, by road, rail, sea and air.  What are the issues surrounding the responsible consumption of alcohol?

Garlic  Trace the journey of the garlic from farm to processing to consumption.  How is garlic grown?  Set up their own co-op to grow and sell garlic/ herbs/ veg at a farmers market.  Investigate the history and medicinal properties of garlic  Make a stir fry/ soup/ dip using garlic.  Set up an experiment to investigate the best growing conditions for garlic.

Scottish Food and Drink – useful links This list can also be added to by teachers and pupils as they go through the resource.  - Schools (Health Promotion and Nutrition) Scotland Act: Health promotion guidance for local authorities and schools  – Guidelines and Procedures for Offering Healthy and Safe Food at School.  - Food Standards Agency in Scotland was launched on 3 April Our commitment is to improve food safety and standards in Scotland and protect the health of Scotland's population in relation to food.  - link to magazine with stories about young entrepreneurs; they can write about what they do and send it in  mile radius menus inspired by the TV programme.

Further information and useful resources (1)          www,kidshealth.org/kid/ill_injure/sick/food_allergies.html www,kidshealth.org/kid/ill_injure/sick/food_allergies.html        

Further information and useful resources (2)            

Further information and useful resources (3)  pasteurised/9214.html pasteurised/9214.html  facts.aspx?page=2&sort=nodeName facts.aspx?page=2&sort=nodeName  4b16e86d&hl=en&ie=UTF8&z=6&vpsrc=0 4b16e86d&hl=en&ie=UTF8&z=6&vpsrc=0       Milk.htmlts06/michaelweb/Milk%20Fun%20Facts.html Milk.htmlts06/michaelweb/Milk%20Fun%20Facts.html    