To develop edible gardens within school communities that will encourage health and build life-long skills and knowledge of participants, enabling communities to grow towards a more environmentally sustainable future.
To create life-long learning opportunities through the establishment of edible Permaculture gardens in schools.
a) to follow the 3 principles of permaculture; Care of the earth, Care of the people, Sharing the surplus.
b) to create a learning environment that encourages the skill of observation, participation, team work, planning, design and maintenance.
- is functional (as food production area and a living classroom).
- is aesthetically pleasing.
- demonstrates the natural process of growth and decomposition.
- develops in the student a sense of achievement through a child centered approach where students take ownership of the task and the outcome.
d) to develop life- long skills of food production.
e) to create a place outside the classroom where learning is valid but focused on activities which are based on real life, are relevant and have an emphasis on hands on activities.
f) to design lessons, in and from the garden, which will produce a positive for the students frustrated by the confines of a desk.
g) to develop a sense of cooperation with nature, work/team mates and the entire school community.
- Learn about permaculture garden design.
- Learn about principles of permaculture: Care of the earth, Care of the people, Sharing the surplus.
- Growing food without chemicals
- Learning about life cycle of plants
- Composting and waste reduction, using natural alternatives and what happens to plastics.
- Sustainable practices, food miles, the importance of buying locally and growing your own food.
- Learning about the health benefits of freshly grown organic food.
- Taking a pH test.
- Using compost in the garden
- Making liquid manures and compost teas
- Learning natural pest control
- Seed saving
- Water wise gardening
- How gardening is a positive response to climate change and greenhouse effect.
Written by Denis Madeleine, submitted for the EFS Platform April 2014.