Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
Overview
This learning and teaching idea aims to encourage learners to think critically and creatively and to examine the types of
food that can be grown, prepared and made with Scottish ingredients and engage with the way we grow and catch food in
Scotland.
v The learning and teaching idea develops an understanding of seasonality and Scotland’s food sustainability.
This context for learning has been prepared for learners working within the third and fourth Levels (with differentiation by
outcome) and aims to develop skills in working with others in planning for a balanced diet wholly produced in Scotland,
solving problems through engaging with seasonality and communicating orally when sharing thoughts and findings.
This learning and teaching idea further exemplifies the following learning opportunities:



There has been a Zombie Apocalypse! Your food supplies have been cut off. What do we need to survive?
No help is coming, supplies are running out. Yourtown, Scotland must become self-sufficient. What food is in Scotland’s
larder?
Could Scotland become self-sufficient? Prepare a meal using only locally Scottish sourced ingredients. Invite relevant guests
to enjoy the meal and discuss the role of Scotland in food security. Plan a ’menu’ for discussion as part of the event.
Health and wellbeing experiences
and outcomes explored
Responsibility of all areas, which could be
addressed in this learner journey:
Through practical activities using different foods
and drinks, I can identify key nutrients, their
sources and functions, and demonstrate the links
between energy, nutrients and health.
When I engage with others, I
can make a relevant
contribution, encourage
others to contribute and
acknowledge that they have
the right to hold a different
opinion.
HWB 3-31a
Having explored a range of issues which may
affect food choice, I can discuss how this could
impact on the individual’s health.
HWB 3-34a / HWB 4-34a
Having explored the conditions for bacterial
growth, I can use this knowledge to inform my
practice and control food safety risks.
HWB 4-33a
www.educationscotland.gov.uk/studyingscotland
I can respond in ways
appropriate to my role and
use contributions to reflect
on, clarify or adapt thinking.
LIT 3-02a
1
When I engage with others I
can make a relevant
contribution, ensure that
everyone has an opportunity
to contribute and encourage
them to take account of
others’ points of view or
alternative solutions.
I can respond in ways
appropriate to my role,
exploring and expanding on
contributions to reflect on,
clarify or adapt thinking.
LIT 4-02a
Interdisciplinary
opportunities
Technologies and Social
Studies. (Exemplified)
Further Opportunities may be
fostered through:
Science and Expressive Arts.
Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
This interdisciplinary approach shows some possible learning opportunities when the experiences and outcomes listed below are connected. These ideas are starting
points and could be used to support planning, depending on your context. In this example we have highlighted a lead curriculum area, however, other curriculum areas
can be included where relevant, based on needs and interests.
HEALTH AND WELLBEING

Related Experiences and
Outcomes connected within this
context for learning
Investigating the key nutrients, their sources
and functions, and demonstrate the links
between energy, nutrients and health in
relation to a town being cut off from its usual
food supply chain. Can these be met with the
food available?

Compare the health effects that may occur
when food choices are limited / altered.

Protection food supplies from safety risks to
make it last as long as required

Invite relevant visitors to discuss and debate
food security, locally sourced food and growing
your own
www.educationscotland.gov.uk/studyingscotland
SOCIAL STUDIES

Visit to/from a variety primary
and secondary producers in the
local area to investigate the role
of agriculture in the production
of food and raw materials

Investigate the effects of climate
change on what is grown in
Scotland (debates on local
seasonal happenings)

Invite relevant speakers (see
resources) to inform and
evaluate the environmental
impact of different types of
agriculture

Investigate the competing
demands of business and
sustainability e.g. fish farming
HWB 3-34a/HWB 4-34a
SOC 4-09a & 4.09b
TCH 3-10a -3.10b & 3-10b-4-10b
TECHNOLOGY

Design, make and produce a range of
dishes that use local produce for a
given group

Confidently apply preparation
techniques showing imagination and
creativity being mindful of food waste

Use of specialist skills in preparing
using specific ingredients suitable for
the task
2
Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
Overview of learning in lead curriculum area
Possible prior experiences
All learners will have taken part
in practical food activities
All learners will be able to
weigh and measure accurately
All learners will have
knowledge of foods produced
in Scotland
Some learners may have prior
knowledge of food production
techniques
Possible learning
opportunities in lead
curricular area
Skills
Communicating orally and
written
Planning and organising
How to evaluate food
products including sensory
analysis testing
Working with others
Cookery techniques related to
the chosen product
Thinking critically and
creatively
Costing of food products
Observation of work
Written work
Annotated photographs
Product development file
Product specification
Skills check sheet
Filming of event
Local sourcing, food journeys
and sustainability
www.educationscotland.gov.uk/studyingscotland
Possible sources of
evidence
3
Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
Learning experiences 1: There has been a Zombie Apocalypse! Your food supplies have been cut off. What do we need to survive?
Possible Starting Points
Resources
Make a plan of your town.
National Geographic – Doomsday Preppers
http://channel.nationalgeographic.com/channel/doomsdaypreppers/articles/get-prepped-food/
What food is available locally? How did the food get to the shops?




Human Nutrition - Wikipedia
http://en.wikipedia.org/wiki/Human_nutrition
Lorry – travelling long distances?
Imported from abroad?
Locally from a farmer/fishery?
What happens if fuel runs out?
Rationing in World War Two
http://www.bbc.co.uk/history/topics/rationing_in_ww2
How long could your town last with the supplies currently available?
Skills
What are basic human food needs? What do we need to stay healthy?
What are the health needs of the people in your town? Will the food left
meet their needs?
Communicating orally and written - the learners will need to discuss
the situation and agree on a plan of action
How can you control the food safety risks to keep what food you have
fresh?
Thinking critically and creatively – around solutions to meet the health
needs of their town and inhabitants
Learning
Possible evidence
Say – communication with others to ensure all points of view are
taking into account in how to manage food supplies
Learners will build on their knowledge of basic nutrition investigating what
essential nutrients are and which food and drinks supply them. They will
reflect on how much and for how long they could survive with the food
available in an emergency, as well as exploring other factors such as
differing health needs and food safety.
Write – make lists of the food supplies into categories, use by
dates/nutritional values/calorie content/suitability for age/religions
Do – visit local shops/farmers to find out where the food has travelled
from
www.educationscotland.gov.uk/studyingscotland
4
Make – a map of where the nearest food suppliers are and record
distances
Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
Learning experience 2: No help is coming; supplies are running out in Yourtown, Scotland. What food is in Scotland’s Larder?
Possible starting points
Resources for Learning
What are the indigenous foods of Scotland? Where do they
grow/breed? How would we access them? Animals/seafood/fruit
and vegetables/grains etc.
The Telegraph – Todmordem: Britian’s first self-sufficient town
http://www.telegraph.co.uk/earth/agriculture/food/4839784/TodmordenBritains-first-self-sufficient-town.html
The Royal Highland Education Trust http://www.rhet.org.uk/
What is a typical Scottish diet? How would we adapt to not have
processed foods? What could we grow or catch? What meals could
we make? Would we be healthier?
Skills
Learning
Working with others – learners will need to collaborate to find out all the
information
Learners will investigate seasonality and land use to plan what
foods will be available. Learners will need to research the lifecycles
of animals bred for food.
Planning and organising – how they would keep the food chain going
Possible evidence
Say – questioning friends and family about their diet
Write – a plan showing how they could adapt their local area to grow more
food
Do - learn how to fillet fish, preparing food to maximise its use creatively
and without waste
Make - Make a timetable of what grows when, animal lifecycles
www.educationscotland.gov.uk/studyingscotland
5
Studying Scotland
How we Grow and Catch Food in Scotland – Third/Fourth Level - Focus on Health and Wellbeing
Learning experience 3: Could Scotland become self-sufficient? Prepare a meal using only locally Scottish sourced ingredients. Invite
relevant guests to enjoy the meal and discuss the role of Scotland in Food Security. Plan a ’menu’ for discussion as part of the event.
Possible starting points
Resources
Learners could a plan a meal/lunch using only locally Scottish
sourced foods. Is that difficult? Think about all the ingredients? Is
it a healthy meal? Was it easy to prepare?
Diggers – Dingwall Academy Gardening Group
http://dingwalldiggers.blogspot.co.uk/
Global Food Security - http://www.foodsecurity.ac.uk/
What is food security? “The World Health Organization defines three
facets of food security: food availability, food access, and food use.”
How could learners explain this to those with no knowledge of it?
The James Hutton Institute links
http://www.hutton.ac.uk/about/james-hutton-institute-video-introduction
http://www.hutton.ac.uk/events/feeding-7-billion
Think of relevant guests to invite who may have knowledge and
expertise on the issue of food security.
Skills
Learning
Working with others and thinking critically and creatively to plan, organise,
prepare and execute an event.
Learners will gain a breadth and depth to their understanding of
food security by planning an event and a thoughtful meal to
accompany.
Possible evidence
Say – discuss the menus/budget/invites. Talk with school staff to plan the
event.
Write a ‘menu’ for discussion around issues of Food Security
Do – organise the event working in collaboration with others
Make a meal of Scottish sourced foods
www.educationscotland.gov.uk/studyingscotland
6