Can Schools Play A Role?

0–10 min | Starter – Sharing Student Voices

Video Sharing (10 mins)

• Show a selection of student videos created in Lesson 7 (either whole class, assembly-style, or small groups rotating)

While watching, ask students to note: One idea they found inspiring – One concern or challenge raised

Teacher reinforces: This is about thinking scientifically and realistically.  How can the way we farm ensure a more just and sustainable future for humans, animals and the planet

10–20 min | Framing the Big Question

Whole-Class Discussion (10 mins)

Introduce the key enquiry: Can schools play a role in growing food for a better world?

Prompt with guiding questions:

• What does “a better world” mean in a school context?
• Is the goal food production, education, wellbeing, or all three?
• Does growing some food still matter if we can’t grow all food?
• If the school already grows its own food, how might the system be improved?

Brief teacher input:

• School food growing can take many forms: Allotments, Raised beds, Containers, Polytunnels, Wall or vertical gardens
• Even small-scale projects can have educational and environmental value

20–35 min | Group Activity – Designing a School Growing Project

Small Group Task (15 mins)

In groups, students design a realistic food-growing project for their school. Alternatively, an additional way to improve or increase any current growing initiatives. They should consider and record:

1️⃣ Location – Playground edge, courtyard, wall, rooftop, containers, classroom windowsill

2️⃣ Scale – Small pilot project or whole-school initiative

3️⃣ Growing method

• Soil beds, Containers, Vertical growing, Hydroponics (if appropriate)

4️⃣ What to grow

• Fruit, vegetables, herbs, pollinator plants
• Crops chosen for season, ease, and educational value

5️⃣ Sustainability

Water use, Composting, Wildlife support, Organic or vegan organic approaches

35–45 min | Challenges & Solutions – Realistic Thinking

Teacher-Guided Discussion (10 mins)

Introduce key challenges:

• Who looks after plants during holidays?
• How is the project funded?
• Who has time and knowledge?
• What happens if crops fail?

Groups then propose solutions, such as:

• Gardening clubs
• Community volunteers
• Links with local community farms
• Eco-School or Green Flag initiatives
• Simple, low-maintenance crops
• Rotas or partnerships

Emphasise:

• Problem-solving is part of science

Small steps still matter

45–55 min | Plenary – Debate, Decision & Reflection

Whole-Class Plenary (10 mins)

Mini Debate:  Should the school try to grow food? Why or why not? If already growing food, could the school change what they produce or increase/improve yield.  Can better connections be made within the school and/or wider school community?

Class Vote:  Would students support (subject to land and resource availability):

• Containers only? Raised beds? A larger allotment? A pollinator garden alongside food? Hydroponic or vertical garden?

Reflection Exit Question:

What is one way schools could help create a better food future, even on a small scale?

🧠 Assessment Opportunities

Quality of group discussion and planning, Ability to identify challenges and solutions, Use of scientific and environmental reasoning, Participation in debate and reflection