Introduction
“When the boat comes in” is a partnership activity between Macrae, leading
Scottish fish processor based in Fraserburgh and Crudie School in Aberdeenshire
and is one of the projects being undertaken as part of A Future in Food the SFDF
Schools Programme.
A Future in Food is an innovative national programme, established and run by the
SFDF. It aims to help teachers, pupils and parents better understand Scotland’s food
and drink manufacturing industry by helping them to think about; Where does the
food on my plate come from? How is it produced? How does it get to the consumer?
And in so doing raises awareness of the many careers on offer and the skills required
to enter the industry.
The aims of the “When the boat comes in t” developed and delivered as part of A
Future in Food are to:

Support the delivery of Curriculum for Excellence

Develop exemplar materials for the SFDF Schools programme

Provide pupils with real life experiences and active engagement with industry

Help pupils to gain practical skills

Hep pupils to understand the links between subjects studies in schools and
careers in food and drink.
All of which support the overall objectives of the programme to make the food and
drink industry “a career destination of choice.”
Experiences and Outcomes
Experiences and outcomes that have been identified by the school are:
I am becoming aware of the journeys which foods make from source to consumer,
their seasonality, their local availability and their sustainability.
HWB 2-35a
Through this outcome we will explore:

The journey fish takes from sea to plate including how they are sourced from
fish market and how supplies are maintained.
I can understand that food practices and preferences are influenced by factors such
as food sources, finance, culture and religion.
HWB 2-34a
This outcome will be relevant in terms of:

.


Food Practices - Historical value of fish industry to local area and the culture
that has evolved (culture/history/economy)
Food Practices – how we process fish to comply with Food safety guidelines
(food safety/ food security/ local produce) .
Food Practices – how we process fish to appeal to the consumer palate and
pocket. (Culture / Finance). Which fish are used for which product and why
(culture/history/marketing).
In sum, we are looking at the key people and processes involved in the journey of the
fish from sea to plate. This exploration will be carried out against a backdrop of fish
and the fishing industry being of both historical and present day importance to the
north east.
Outline
The project will be broadly based on the pupil’s investigation of the journey that a fish
makes from the sea, to the fishing boat, to the market, to the processor, to the shops
and the consumer. Although we realise that many areas could be brought into this
investigation (sustainability, ethical trading etc. etc.) we aim to focus on the
processing and product development aspects of the journey for this programme as
this will appeal to and be accessible to all the pupils participating, in simple terms
how fish gets from the seat to the plate and who is involved?
We aim to make a film of the pupils undertaking this journey of discovery and include
other areas of relevance to involve the wider community. These will include asking
parents and grandparent and members of the community to tell stories or share e.g.
experiences, songs, materials relating to their experience of working with the fishing
and fish processing industry in the area.
The film will act as a legacy of the programme and be used as a resource for other
schools undertaking similar activities and be hosted on the SFDF website, GLOW,
Education Scotland, Young’s websites? (TBC)
Pupils will also conduct investigations of the history of the area, why communities
developed in these coastal areas and the importance of the fishing industry to the
local area and communities and investigate what other businesses are dependent on
the industry.
Pupils will also be given the opportunity to interview Stuart Gibson, Managing
Director of Macrae and ask him relevant questions e.g. about his job role, skills
required and what the industry means to him? Q’s to be developed by the pupils.
Pupils will also have the opportunity to meet other members of Macrae staff, where
appropriate.
The programme will involve the whole school, primaries 1 – 7, 31 pupils in total.
An evaluation of the impact that of the programme will be carried out with pupils
being asked to express their understanding of the food / fish industry before and after
taking part in activities.
Timeline and Actions
The planning process and development of materials has started and the project aims
to complete by Dec 2012.
Plan of activities to be developed by Crudie School, Macrae and SFDF (and others
as required) these include (but are not limited to):
Identify resources for filming – Aberdeenshire Council and Education Scotland both
approached, Aberdeenshire Council Media Unit to respond week com 17th Sept.
Education Scotland has offered to help and provide advice if / where appropriate.
Rachel Wilson to visit Macrae and see round site and processes and meet Stuart
Gibson. Date TBA.
During this visit the following will be discussed / arranged:

How are the fish sold at market and how are they sourced for the factory?

Establish the key areas of interest in factory relating to product development
and processing.

Who are the key personnel in this process?

The process in the factory to create the finished product

Who are the key people in this process?

The design of food so it is appealing to the consumer – taste / packaging /
price.

Who are the key people in this process?

Journey to supermarket.

Why eat fish and fish products – health benefits
Following this visit and agreement on filming a plan of action of activities can be
developed.
These could include:
Filming of pupils visit to a fishing boat and finding out about how fish are caught
Visit to a fish market
Visit to Macrae to see how fish are processed, seeing key parts of process and
involving key personnel, perhaps having pupils asking personnel key questions?
Following a lorry to a supermarket and then the consumer.
Film in the classroom of pupils undertaking market research to find out what fish
people like to eat, favourite recipes etc.
Have a tasting session of different types of fish and investigation of health benefits.
Film depicting history of fish industry and relevance of the industry to the local area.
Interview of Stuart Gibson and other key personnel..
Songs and stories relating to the industry?
Etc. etc.
Key areas of interest in Crudie School’s learning journey
Young’s seafood advert / labels of different fish products – what is the main
ingredient in this product? Where does it come from and what happens to it in order
to find its way to our plate.
Market research / Maths / Language - Design a questionnaire to gather information
on the different fish products that are eaten and which is the most popular product.
Use statistical information gathering systems from Pictograms to pie charts.
Where does the journey begin?
There are lots of different kinds of fish – Mrs Hardy input?
Different types of boat catch different types of fish.
How do the boats catch the fish / store until market?
In our local area the fish industry has historical significance as well as modern day
importance. - Research
Where are fish landed locally?
What type of fish are caught by boats landing in Fraserburgh?
Investigate fish market landing information – statistical link.
How are the fish sold at market and how are they sourced for the factory?
Who are the key personnel in this process?
The process in the factory to create the finished product – who are the key people in
this process?
The design of food so it is appealing to the consumer – taste / packaging / price.
Who are the key people in this process?
Journey to supermarket.
Why eat fish and fish products – health benefits