Education Scotland - Information on salmon farming in the curriculum: FOI release

Information requested

Question 1

In school, are pupils taught about:
a. salmon farming?
b. salmon fishing?
c. fish farming?
d. the wider fishing industry and trade?
e. problems the industry encounters?

Question 2

Is salmon farming part of the curriculum?

Question 3

In what subjects are pupils taught about salmon farming?

Question 4

At what age/level of education are pupils taught about salmon farming? (S1, S2 etc)

Question 5

What are the specifics of what pupils are taught about salmon farming?

Question 6

Are pupils made aware of problems in the industry as well as benefits?

Question 7

Are there plans to make any changes to the curriculum with regards to children’s education about salmon farming?

Response

Questions 1a, 1b, 1c, 1d, 1e & 2

Scotland’s Curriculum for Excellence is a flexible framework within which local authorities and schools make local decisions about curriculum design and illustrative content. Schools and educational settings may offer learning about the topics described here to support learning across a range of Curriculum Areas and subjects.

While there is no national mandate or statutory requirement for specific lessons on salmon farming, the flexibility of the curriculum enables schools to incorporate such learning where it is most appropriate for their learners and communities. Local authorities and schools may also choose to work with relevant partners and agencies to support the delivery of safety-related education.

Questions 3, 4, 5 & 6

Health and Wellbeing is a core area of learning, but it is intentionally non-prescriptive to allow learning that is meaningful, relevant, and reflective of local priorities and lived experiences.

The current national curriculum documentation for the Health and Wellbeing Curriculum Area includes the following Experiences and Outcomes, indicated by the reference in brackets, and Benchmarks:

Early Level Food and Health: The Journey of Food

• I explore and discover where foods come from as I choose, prepare and taste different foods. (HWB 0-35a)
• Describes which foods come from plants and which come from animals when working with and tasting foods.

First Level Food and Health: The Journey of Food

• 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)
• Describes the basic journey of food, for example, milk can come from a cow, bread comes from wheat / rye / oats.
• Maps sources of food and drink in the local area.
• Describes at least three ways that advertising and media can affect our food choices

Second Level Food and Health: The Journey of Food

• 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 2-35a)
• 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)
• Describes the journey of food from source to plate for example, from the sea, farms or factories to markets, supermarkets or direct to consumer.

Third Level Food and Health: The Journey of Food

• 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)
• Explains factors that could influence choice of food, for example, media, poverty, peer pressure, seasonality, sustainability, environmental / ethical issues and potential impact on health.
• Evaluates information on food packaging and uses it to make informed choices when selecting food for given situations.

Fourth Level Food and Health: The Journey of Food

• Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health. (HWB 4-34a)
• By investigating the different influences on the consumer, I can discuss how the consumer can be influenced by external sources. (HWB 4-37a)
• Having investigated the effects of food processing on the nutritional value of foods, I can critically assess the place of processed foods in a healthy balanced diet. (HWB 4-34b)
• I have examined and evaluated food packaging and can understand the legal requirements for manufacturers. (HWB 4-36a)
• I can explain basic legal rights and responsibilities of the consumer recognising agencies that can help. (HWB 4-37)
• Identifies and explains different influences on consumer choice, for example, the environment, social justice, food security.
• Evaluates the role of processed foods for consumers, for example, cost, shelf life, availability, nutritional value.
• Identifies and explains legal requirements in relation to food packaging.
• Applies knowledge about consumer rights and responsibilities and identifies where to get help.

Fishing is also covered in National 5 Environment Science:

Earth’s Resources Unit

4b. Oceanic and freshwater resources: economically important species of plants and animals.

Sustainability Unit - (Food)

2e. Strategies in freshwater and marine-based systems for a secure food supply: intensive fishing (trawling, dredging) and promotion of alternative species.
2f. Fish conservation approaches: marine conservation areas, zoning, and sustainable fishing methods (mesh size, net shape, days at sea, line fishing, hand diving).

And in Higher Environmental Science:

Sustainability Unit

Aquatic food production – aquaculture: high density cages, pesticide use, selective breeding, GM, hormone use – marine fisheries: stock management.

Environmental responsibility and sustainability might also be explored in a Religious and Moral Education context.

While there is no national mandate or statutory requirement for specific lessons on salmon farming, the flexibility of the curriculum enables schools to incorporate such learning where it is most appropriate for their learners and communities. Local authorities and schools may also choose to work with relevant partners and agencies to support the delivery of safety-related education.

Education Scotland does not hold information about the topics, themes or resources chosen by individual schools or settings to enact this learning for children and young people.

All of the current national curriculum documentation is already available in the public domain: https://education.gov.scot/curriculum-for-excellence/

Under section 25(1) of FOISA, we do not have to give you information which is already reasonably accessible to you. If, however, you do not have internet access to obtain this information from the link above, then please contact me again and I will arrange to send you a paper copy.

Question 7

The Curriculum Improvement Cycle is a ten-year programme to update Scotland’s curriculum. The background to the review, and regular newsletter updates on how it is progressing, can be found here: https://blogs.glowscotland.org.uk/glowblogs/cices/

Under section 25(1) of FOISA, we do not have to give you information which is already reasonably accessible to you. If, however, you do not have internet access to obtain this information from the link above, then please contact me again and I will arrange to send you a paper copy.

About FOI

The Scottish Government is committed to publishing all information released in response to Freedom of Information requests. View all FOI responses at https://www.gov.scot/foi-responses.