There’s one place where science quite literally comes to life—and that’s the farm.
At a recent chat with two farmers (Anne and Tom), it became crystal clear: farms are scientific goldmines. We’re talking ecosystems, biodiversity, microbes, weather patterns, genetics, soil chemistry, business maths, engineering, and even a bit of psychology (mainly yours, as you try to herd 30 pupils past a field of curious cattle).
Yet, many students leave school without even the faintest idea where their food comes from—beyond “the supermarket”—let alone how farming links to climate change, sustainability, or the periodic table.
Anne, a tenant arable farmer and sheep-breeder from the North East, put it bluntly:
“We need feet on farms.”
She’s not wrong. And if you’re a science teacher, you’ll find more curriculum links on a farm than in a Year 10 exam paper. Soil microbes? Tick. Carbon sequestration? Tick. Selective breeding, biodiversity, food chains, nitrogen-fixing legumes? Triple tick.
Anne and Tom are incredibly generous with their time, and they want young people to understand where food comes from—and maybe even consider a future in farming or agri-science. As Tom put it, “perception is reality.” The more we connect students with real farms, the more we challenge outdated ideas and spark new interests.
Farming: where science meets survival
Tom, an arable farmer growing cereals for human and animal consumption, as well as biofuels (plus the odd sheep for balance), reminded us that farmers are scientists—and engineers, meteorologists, vets, accountants, biologists, and environmentalists, often all before breakfast.
Take his example of plant breeding:
“We need oilseed rape with more autumn vigour to outpace pigeons.”
That’s not just a pest control strategy—it’s a discussion about genetics, adaptation, and survival, ready-made for your next lesson.
And let’s not forget the ‘Plant Your Pants’ experiment—yes, it’s exactly what it sounds like. Bury a pair of cotton underpants in the soil, leave them for a few weeks, and then dig them up to see how decomposed they are. The healthier the soil, the more active the decomposition is.
Beyond the curriculum: careers, confidence, and conversations
Both Anne and Tom highlighted how few students understand what modern farming careers involve. Most still picture mud, overalls, early mornings – and driving tractors. They don’t realise that today’s farmers need drone skills, data analysis, animal welfare and vet knowledge, and environmental science under their belts.
Visits aren’t just curriculum-rich—they’re career-launching.
And for those of you already dreaming up the risk assessment, don’t panic. You don’t need to do it all in one go. Start with a virtual ‘Farmertime’ call, and build up to multiple visits over the year. That way, students (and staff) see seasonality in action, not just cows standing still in a field.
So, what’s stopping you?
You already teach the carbon cycle, food chains, and soil structure. Why not show them where it actually happens, and how it all links together and to the food on our plates?
Take a look at Open Farm Sunday by LEAF Education for inspiration. Get in touch with a local farm, work with them on a pre-visit plan, and pick a curriculum topic to focus on. Whether it's microbes, weather, or how barley becomes beer (safely filtered through the KS3 lens), you’ll be amazed at what your students remember.
After all, nothing says “applied science” quite like explaining root nodules while standing next to a cow.