Zoe Khayat and Poppy Newton are pre-service primary teachers in their final semester of the Bachelor of Primary Education at the University of Sydney. Both are specialising in science education under the guidance of Associate Professor Christine Preston and are passionate about fostering engaging, inquiry-based science learning in primary classrooms. They hope to continue contributing to the science education community and to STANSW through future teaching and professional involvement. The authors would like to thank Mr Duncan Kendall, Head of Education at the Royal Agricultural Society of NSW, for generously sharing his insights through an interview and providing images to support this article.
Introduction
For many Australian students, the source of their food and fibre remains a mystery. In metropolitan classrooms, milk is often assumed to come from the supermarket shelf rather than a cow, and farming is imagined as manual labour rather than a field underpinned by science, technology, and innovation. These misconceptions not only limit student understanding of agriculture but also narrow their view of how science connects to the real world (Cosby et al., 2022; PIEFA, 2022).
Out-of-school teaching describes learning activities that occur outside of the classroom such as incursions and excursions provides rich learning experiences that allow students to engage with resources beyond the classroom (Rennie, 2014), including farms, agricultural shows, and expert-led workshops. These experiences enable hands-on, inquiry-based opportunities for both students and teachers, deepening understanding and connecting science to real-world contexts.
The Royal Agricultural Society of New South Wales (RAS), with its 203-year history, has long been dedicated to bridging this divide. The RAS Education Program, led by Mr Duncan Kendall, Head of Education, transforms agricultural education into curriculum-aligned learning experiences for students across the state. In his role, Mr Kendall works with educators and agricultural leaders to embed meaningful scientific experiences into classrooms, from Farm Days at Sydney Showground to Ag in a Box kits delivered directly to schools. These programs provide teachers with accessible, engaging resources that integrate agricultural science into primary classrooms.
Fig 1:Student in the Native Fauna workshop, showing the RAS Program’s hands-on, inclusive approach to Australian agriculture.
About the RAS Education Program
The vision of the RAS Education Program is to connect students with agriculture in ways that are hands-on, inclusive and scientifically rigorous. “Our mission is to bridge rural and urban divides through engaging, curriculum-aligned experiences that celebrate Australian agriculture,” explains Mr Kendall (personal communication, August 20, 2025). The program is deliberately designed to support teachers who may not have agricultural expertise, offering flexible teaching materials while still encouraging inquiry-based teaching.
Learning opportunities include immersive excursions at Sydney Showground, digital resources, and classroom incursions. Each program is carefully scaffolded for Stages 1–3 and can be differentiated for diverse learners. Strategies such as tactile materials, visual prompts, and simplified language ensure accessibility for students with additional needs, while extension activities allow high-achieving learners to explore agricultural science in greater depth.
Fig 2: Students exploring grain varieties at the Farmyard Nursery, which supports inquiry into plant science and food production.
Fig 3: Student interactions with animals at the Farmyard Nursery, fostering observation skills and understanding of agricultural systems.
Lesson Examples and Curriculum Links
From Plantation to Bar: The Science of Chocolate
One of the most popular incursions offered at the Sydney Royal Easter Show is From Plantation to Bar, which takes students on a journey through the lifecycle of cocoa and the process of chocolate production. Students learn that cocoa can only grow within 15–20 degrees of the equator, linking climate and geography to agriculture. They are guided through the steps of harvesting, fermenting, drying, and grinding cocoa beans into powder, observing how science underpins each stage. Importantly, the lesson incorporates discussion of fair trade, prompting students to consider the ethical dimensions of food production (D. Kendall, personal communication, August 20, 2025).
Curriculum Links:
- ST1-SCI-01: Observes and describes life stages of plants.
- ST2-SCI-01: Describes how environments affect living things.
- ST3-SCI-01: Explains how scientific knowledge can address sustainability issues.
Delicious Dairy: Seaweed and Methane
In the Ag in a Box: Delicious Dairy program, students explore how dairy farming can be both productive and sustainable. A key focus is Asparagopsis seaweed, a native red algae that, when fed in small amounts to cattle, can reduce methane emissions by up to 95%. Students examine methane as a greenhouse gas, the biology of ruminant digestion, and the role of innovation in addressing climate change. Activities include analysing emissions data, discussing ecosystem impacts and debating the ethics of sustainable food production (D. Kendall, personal communication, August 20, 2025).
Curriculum Links:
- ST2-SCI-01: Explains how interactions within environments affect survival.
- ST3-SCI-01: Uses evidence to address sustainability challenges.
- ST3-10ES-S: Explains how human activity impacts Earth’s resources.
Fig 4: Ag in a Box: Delicious Dairy program, where students investigate seaweed supplements as an innovative response to methane reduction in cattle.
Farm Days: Grain Rotation
During Farm Days, students rotate through interactive stations, including one focused on grain production. They learn how wheat, oats and barley are grown, harvested and processed into everyday foods. Teachers introduce modern agricultural practices such as drone seeding and precision soil management, demonstrating how science and technology improve productivity while reducing environmental impacts. Students also investigate soil science, exploring how nutrients, water and organic matter support plant growth (D. Kendall, personal communication, August 20, 2025).
Curriculum Links:
- ST1-SCI-01: Observes seasonal changes in crops.
- ST2-7MW-T: Describes how material properties determine use.
- ST3-10ES-S: Explains how Earth’s resources can be used sustainably.
Teachers report that this lesson supports cross-curricular learning across science, geography and literacy. It also introduces students to agricultural careers, sparking curiosity about future pathways in environmental science and food production.
Fig 5: Specialist Educator Melinda Bargwanna leading the “Grains of the World” activity, linking agriculture to global food systems.
Fig 6: Ag in a Box: 5 Golden Grains, providing tactile and visual learning resources that connect crop science with everyday food products.
Discover Ag Careers: Expanding Horizons
The Discover Ag STEM Careers Expo expands students’ views of agriculture beyond farming to include AgTech, biotechnology, communication and agribusiness. For example, one student discovered that his passion for coding could be applied to drone design and data systems, while another realised she could pursue a career as a livestock auctioneer (D. Kendall, personal communication, August 20, 2025).
Curriculum Links:
- ST3-SCI-01: Explains how scientific knowledge drives innovation.
- Working Technologically (WT): Designs and evaluates real-world solutions.
Fig 7: Ag in a Box: 5 Golden Grains – Hands-on learning that connects crop science to the foods we eat
Student Engagement and Impact
Across these programs, students develop inquiry, critical thinking, teamwork and ethical reasoning skills. Hands-on, multisensory activities ensure accessibility for all learners, while open-ended tasks extend high achievers. As Mr Kendall observes, “some of the most transformative moments occur when students realise agriculture is not separate from their lives but deeply connected to issues they care about—climate change, technology, sustainability and fairness” (personal communication, August 20, 2025). Students begin to view themselves not simply as learners of science but as contributors to real-world solutions.
Fig 8:Oxley College student Chloe Barton, with teacher Alison Rasheed, makes a Bees Wax Food Wrap during the Perfect Pollination workshop, exemplifying how sustainability is embedded in RAS Education activities.
Teacher Professional Learning and Classroom Resources
RAS Education supports teachers in integrating agricultural science into their classrooms by providing:
- Curriculum-aligned kits (Ag in a Box, Ag in a Lunch Box) with ready-to-use lessons.
- Assessment rubrics aligned with Working Scientifically and Working Technologically outcomes.
- Harvard Thinking Routines to scaffold inquiry and reflection.
- Professional development workshops with exemplars and digital resources.
- A forthcoming Digital Hub to provide streamlined access to teaching materials (D. Kendall, personal communication, August 20, 2025)
Fig 9: RAS staff discuss scholarships and agricultural support programs, reflecting how teacher professional learning extends beyond classrooms.
Implications for teachers
The RAS Education Program highlights several implications for classroom practice and teacher professional growth:
- Broadening pedagogical contexts - Agricultural experiences allow teachers to integrate science with geography, sustainability, and technology, supporting cross-curricular links.
- Enhancing inquiry-based learning - Incursions and excursions offer authentic contexts for posing questions, investigating evidence, and applying scientific skills.
- Building teacher confidence - Ready-to-use kits and workshops reduce the barrier of limited agricultural knowledge, empowering teachers to deliver content they may not have studied themselves.
- Strengthening student engagement - Teachers can use agriculture as a high-interest, real-world entry point for abstract scientific concepts.
- Supporting future-focused teaching - Exposure to AgTech and sustainability practices helps teachers prepare students for emerging industries and careers.
“Children’s ideas about technology matter, as the questions they raise can provide meaningful contexts that shape and organise learning” (Fleer, 2019, p. 10). Fleer (2019) highlights the importance of framing children’s questions about technology through authentic experiences. When connected to agriculture, these contexts encourage students to inquire into food, fibre and farming, deepening their understanding of both science and technology.
Future Outlook
Looking ahead, Mr Kendall envisions agricultural education as an interdisciplinary platform addressing both science learning and global issues. New initiatives include:
- Agri-STEM kits for secondary schools, focusing on drones, data and technology.
- Ag in a Lunch Box, a primary program on seasonal produce, nutrition and sustainability.
- The RAS Teacher Conference, returning in 2026 and 2027, with hands-on professional learning for teachers.
Together, these initiatives aim to embed agriculture more deeply into STEM education, sustainability teaching, and career exploration.
Fig 10: Careers in butchery being explored with TAFE NSW, highlighting how RAS Education connects students to agricultural career pathways beyond farming.
Conclusion
Agricultural science offers a powerful and authentic context for teaching and learning in the primary years. Through the RAS Education Program, students learn where their food and fibre come from, explore sustainability challenges, and discover diverse career opportunities.
As Mr Kendall observes, agriculture connects students not only to science but also to the world around them, fostering curiosity, responsibility, and innovation. By integrating agricultural science into classrooms, we equip students to be informed citizens and creative problem solvers in an ever-changing world.
References:
- Cosby, A., Clark, A., & Trexler, C. J. (2022). New decade, same concerns: A systematic review of agricultural literacy of school students. Journal of Agricultural Education, 63(2), 72–92. https://doi.org/10.5032/jae.2022.02072
- Fleer, M. (2023). Technologies for children (Third edition.). Cambridge University Press. https://doi.org/10.1017/9781009229630
- NSW Education Standards Authority. (2024). Science and Technology K–6 syllabus. https://educationstandards.nsw.edu.au
- Primary Industries Education Foundation Australia. (2022, September 29). Australian school students lack basic understanding of where food and fibre comes from. PIEFA. https://www.piefa.edu.au
- Queensland Curriculum and Assessment Authority. (2022). Agricultural education and the Australian curriculum. https://www.qcaa.qld.edu.au/downloads/aciq/science/teaching/aciq_ag_ed_primary_prod.pdf
- Rennie, L. J. (2014). Learning science outside of school. In N. Lederman & S. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 120–144). Routledge.
