Christian Ethics and Farmed Animals: a Teachers’ Fellowship

I was intrigued by this project because it was an opportunity for me to learn about a topic I had never given any real thought to; how animals are farmed, and what are ethical ways of thinking about this. The project is CEFAW: Christian Ethics of Farmed Animals Welfare. The CEFAW project is an engaging and accessible way to educate pupils about farming practices and the ethical questions raised, such as responsible meat consumption. As a teacher, I was able to tailor the lesson plans and resources created through the project to enable pupils from all backgrounds to explore these ideas, contextualising what this means for Christians, the animals, farmers and for pupils as individuals – now and in the future.

I have always been mindful of what children put into their bodies and how this can impact their physical, emotional and mental wellbeing and consequently their ability to learn and be responsible members of society. I had been recently researching the impact hormone injected chickens can have on children and what some of the signs are of this impact.

For these reasons, when the opportunity to work alongside leading experts like David Clough and James Holt presented itself, I was excited to explore how a topic I am interested in personally, will develop through the RE lens.

I worked with two primary colleagues – Mel Gilbert and Stacey Cowell- which was a wonderful experience in itself. We shared ideas and experiences and provided each other with advice and support to refine our thoughts. Working with teachers from different parts of the country made certain that the resources were reflective of all pupils.

Furthermore, being provided with forums where I could share my research and experience from the project has facilitated me to continuously reflect on how the project can be utilised in the primary classroom and its potential long-term impact on the environment and young people’s health. For this I am grateful to Culham St Gabriel’s Trust!

One of the many things that I have taken away from this project, is the effectiveness of using discursive questions to stimulate pupils to think critically, review their opinions and experiences considering what they are learning and researching in lessons as well as the wider implication of key concepts and ideas.

Regardless to say, participating in such projects has its own barriers. As a fulltime teacher in Year 6, I had to consider whether I would be able to manage the deadlines and workload. I couldn’t attend the residential as it clashed with SATs. Consequently, I didn’t have the first hand experience of being on a farm; a highlight of the project. Despite my own unfortunate diary clash, it is essential for teachers to take such opportunities, which prevents our teaching from becoming stale and invigorates our own thinking.

Every time I participate in classroom-based research, my class enjoys the benefits of learning something controversial, being able to ask difficult questions and appreciating it is not necessary that everyone agrees to everything.

When the CEFAW resources are available for distribution, I believe everyone should evaluate how their pupils can benefit and trial them.

Our pupils live in a complicated world where most of what they experience is through a screen – the CEFAW project teaches compassion for living things – it teaches to connect with what is happening around you.