Planting to Plate - What have we learned?

Evaluation of the project in relation to its stated objectives and Curriculum for Excellence

The project was monitored in several ways from its inception and its impact is still being measured; much of the evaluation is of necessity qualitative rather than quantitative, given the nature of the project.

Evaluation included:

Visits were made to each school by the project co-ordinator and members of the steering group.
There was an internal evaluation by each school as part of the self-evaluation procedures.
The project was included as part of mainstream quality assurance visits by local authority staff.
It was also included in assessment visits for other initiatives such as Eco-Schools, Active Schools and Health Promoting Schools.
Presentations at the Harvest Celebration event allowed a wider audience the opportunity to appreciate the impact of the project.
Parents at the Harvest Celebration commented that the project had brought families and the whole community closer and that their children made healthier eating choices.
Visits to two schools took place to discuss the project and assess progress for the SHPSU report; there were verbal and written reports from the other two schools for same purpose.

From these varied evaluations, it is clear that Planting to Plate has been an outstanding success. Taking each objectivein turn, it should be noted that:

The children and young people learned how food is produced in their area; in partnership with others, they successfully grew their own crops.
At the same time they learned that the Scottish landscape and prevailing weather conditions limit what can be grown.
They learned about healthy eating; the choices the children make both in school and at home have been significantly and positively influenced by the project.
They showed great enthusiasm throughout the various stages of production and were enthusiastic in sampling the produce as it was picked and in sharing it with others at celebrations in their own communities and beyond.
They experienced, on a regular basis, a range of physical activities in the open air.
They learned about sustainability in food production and have demonstrated this clearly through presentations and discussions on such issues as crop protection, use of local fertilisers, seasonality and the value of recycling.
Local celebrations allowed all to appreciate the high quality and great variety of food that is produced in their area; cultural traditions such as working songs associated with crofting were remembered and passed on to the next generation.
In all four communities the project stimulated great interest and through the oral tradition much information was shared between age groups; the project stimulated an interest in the Gaelic terms in three schools and also the local Whalsay dialect.
The Harvest Celebration brought all the pupils together to learn from each other's experiences and provided an opportunity to learn from the wide knowledge of Scottish Crofting Foundation members and to give their own ideas for the future.
The evening celebration was a very enjoyable social experience but at the same time was an ideal learning experience, helping the participants become confident.
Individual and group contributions to the ceilidh further enhanced the experience of the languages and culture of the Highlands and Islands.

Extensive press coverage in such varied publications as the Northern Times, the West Highland Free Press, the Scotsman, The Crofter, The Times Educational Supplement (Scotland), the Lochaber News and the John O’Groats Journal shows that the project caught the public imagination and stimulated interest well beyond those immediately connected to the schools.

The success is well summed up by Hugh Raven, Director of Soil Association Scotland:

'We are very pleased to have worked with this project, which has connected the pupils with methods of producing food in their own communities. They have discovered the pleasures and challenges of growing their own food, and have learned how it can be done in ways that benefit the environment. As a way of cutting down on food miles and the resulting carbon emissions, this project is exemplary. For the future of food production in the Highlands and Islands, it is inspirational.'

How does the project meet the objectives of the Curriculum for Excellence?

Through ‘Planting to Plate’ pupils have shown that they developed as:

Responsible citizens

By gaining knowledge of how their local areas can contribute to a sustainable world through local food production
Gaining a deeper understanding of their cultural traditions
Making informed decisions based on practical experience
Appreciating their physical environment and its changing use through time

Successful learners

Presenting their project in a variety of ways, while enhancing their literacy, numeracy and communication skills
Using technology to record their project in sound and visual forms
Creating a radio play, films and live performances for their communities
Learning as individuals and as part of a team with different responsibilities
Responding to situations as they arose during cultivation and harvest
Applying learning in new situations, eg presentations during Harvest Celebration

Confident individuals

Learning to work with others and take on individual responsibility
Pursuing a healthy life by working outdoors and experiencing healthy eating
Gaining confidence in their own abilities through learning new skills
Sharing experiences with different generations in their community
Making informed decisions on the basis of new knowledge of cultivation
Learning how to prepare land, grow and prepare food for eating
Showing enthusiasm and real pride in serving their own produce at celebrations

Effective contributors

Contributing to PowerPoint, film and oral presentations for over 100 people
Working in partnership with crofters, horticulturalists and school staff
Individuals showed initiative and took the lead in different tasks
Pupils sought solutions to problems in cultivation, eg identifying the need for crop protection such as windbreaks and polytunnels
Developing new communication and performance skills, eg music and song, and in interacting impressively with adults at celebration dinner.