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This consultation has now closed.

In its response, the NFU made the following recommendations:

1. The food and nutrition curriculum requires developing so that it includes the same level of detailed knowledge and skill progression as the other curriculum subjects. This should include a broader, experiential approach that includes cooking, growing, farm visits and eating together, alongside lessons on food provenance, nutrition, sustainability and food security to provide pupils with a holistic food education.
2. Every school should have a food lead (a role that would include leading on food provenance and food security/sustainability) and a whole school food plan. School food leads should have access to /funding for high quality CPD to allow dissemination throughout the school.
3. The GCSE Biology subject content should be urgently reviewed in relation to farming. and food security. Farming and food security should have greater prominence in the double award Science GCSE.
4. A clear distinction or comparison should be made between the local (British) context and the global context in the Biology and Geography curricula.
5. An industry advisory group should be established to fact check specification content.
6. There should be clear examples of how farming can be beneficial when discussing sustainability and ecology across the curriculum.
7. The Food Technology A-Level should be reintroduced to allow progression from KS4 qualifications.
8. An 80:20 model should be considered that allows for 20% of the school week to be dedicated to a school-developed programme. This would leave room for employability and wider life skill development for children of all ages and allow schools to meet the needs of the children in their community. This could include visiting local farms and learning to cook from scratch or to growing their own produce.
9. The roll out of T-Levels should be monitored and adjusted to reflect real world teaching.
10. The case for micro-accreditation is considered to allow recognition and credit to be awarded to students who may not complete a full T-Level programme.
11. More promotional activity is carried out to raise awareness of the new qualification with students, parents and employers.
12. Provision for those aged 19 and over, and career changers is maintained either by retaining the current suite of technical level 3 qualifications or by extending access to T-Levels, either by retaining the current suite of technical level 3 qualifications or by extending access to T-Levels.
13. A review of careers information to ensure that agriculture and horticulture is accurately represented and promoted by the career services.
14. A change in the language used to describe land-based careers and the use of positive and encouraging vocabulary to describe the very varied range of occupations and job roles on offer. Very often, careers and roles in agriculture, horticulture and other land-based industries are described as low-skilled and fail to capture the reality of an industry with a wealth of occupations and roles at all skill levels. A more positive narrative around the whole land-based sector is needed to improve learners鈥� understanding of land-based education and the career opportunities available today and in the future.
15. Training and advice are provided to careers advisors to increase their understanding of the sector, the opportunities that currently exist and will exist in the future. Ensure the advice provided is aspirational, accurate and forward looking highlighting the skilled, technical and STEM opportunities that exist now and are emerging.

The government has launched a wide-ranging Curriculum and Assessment Review.

Spanning from Key Stage 1 through to Key Stage 5, the independent review will be chaired by Professor Becky Francis CBE.聽

The review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve 鈥� in particular those who are socioeconomically disadvantaged, or with SEND (special educational needs or disabilities).

Currently, academies and independent schools don鈥檛 have to follow the national curriculum.

However, following the review, all state schools, including academies, will be required to teach the national curriculum.

A rare and important opportunity

Responding to the launch of the review, NFU Education manager Jennie Devine said: 鈥淭his is a rare and important opportunity for us to highlight the importance of embedding food and farming within the national curriculum to the Department for Education and we hope to incorporate the views and experience of as many members as possible within our response.鈥�

NFU Education will be submitting a response to the review and will be seeking member input to help shape its response.