'Working to engage, inspire and motivate young people and wider society to be conscious consumers who feel empowered to make decisions that ensures we have a world that is growing, eating, and living sustainably.'

This CPD opportunity proved invaluable, sparking inspiration and providing a vast range of innovative ideas to enrich my teaching practices. (Including using stories to help progress lessons) I gained a deeper insight into effectively imparting knowledge about arable farming to children through practical methods. It underscored the significance of nurturing children's understanding of their environment and fostering a sense of responsibility towards their world. Moreover, it shed light on the abundance of opportunities teachers have to educate children about farms and the environment, opportunities often overlooked. Embracing adaptive teaching approaches, such as taking learning beyond the classroom to farms, inviting farmers for interactive sessions, and facilitating practical lessons, emerged as key strategies highlighted during the CPD.

Moreover, my teaching philosophy, cultivated over three years, emphasizes the significance of immersive learning experiences. I recognize the effectiveness of adaptive teaching methods, such as learning outside the classroom. In my PED3024 modules, I chose to focus on place-based education, which underscores the importance of community-centred learning. Through this approach, students can gain fresh perspectives and reap extensive benefits by connecting with their surroundings. Place-based education not only fosters a deep connection to the environment but also enhances student engagement in their learning journey. Furthermore, for this module I also opted for the sessions of "Stories in Science," which delved into the advantages of employing adaptive teaching methods, specifically utilizing stories to enhance lessons. This approach facilitates a deeper understanding of concepts for children by contextualizing them within narratives, thereby making learning both accessible and engaging. This teaching approach has gradually become an integral part of my teaching philosophy since the beginning of my university journey.

During my final placement, I successfully designed a series of engaging history lessons that utilized the Mantle of the Expert pedagogy, immersing students in experiential learning. These lessons not only encouraged teamwork but also facilitated rich discussions among the students.

Additionally, I integrated activities like the Zone of Relativity to further engage students in their learning. This activity immersed students in their work, encouraging collaborative efforts and stimulating meaningful discussions.

Furthermore, I have consistently utilized working walls and made continuous references to them throughout my lessons. This practice ensures that students are well-informed about where they can seek assistance when working on independent tasks.