Gardening in Schools: A Vital Tool for Children’s Learning
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides details about a study conducted by the National Foundation for Educational Research (NFER) to evaluate the impact of the Royal Horticultural Society's (RHS) Campaign for School Gardening. Key findings from case studies of 10 participating schools are reported. Schools involved in the campaign reported various cognitive, affective, behavioral, physical and social benefits for students, including greater scientific knowledge, enhanced literacy and numeracy, increased confidence and responsibility, and positive contributions to the community. Schools found that gardening activities supported students' development and learning across the curriculum. Challenges in managing school gardens included the time and resources required, but schools employed various strategic and practical responses.
This document provides guidance for establishing and maintaining a school garden. It discusses laying the groundwork such as making the case for a garden, engaging stakeholders, establishing a mission and goals, and designing the garden space. Sample mission and goal statements are provided. The guide emphasizes the importance of strong community support and involvement for a garden's long-term success.
PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCEOGWANGFELIX
This document is a research proposal that examines the relationship between parental involvement and academic performance among primary school pupils in Ayer Sub County, Kole District. It provides background information on the importance of education and parental involvement in influencing academic success. The study aims to determine how different aspects of parental involvement, such as parenting style, parental expectations, home rules, communication with teachers, and beliefs about education, impact pupils' academic performance. The research methodology will involve questionnaires administered to students to collect data, which will then be analyzed using SPSS. Ethical considerations for protecting participants will also be discussed.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
The document discusses the benefits of parent and family involvement in education. It states that research shows parent involvement significantly improves student outcomes, such as higher achievement, better attendance, and higher graduation rates. Benefits are seen for students, parents, teachers, and communities. Effective involvement includes creating a supportive home learning environment and communication between families and schools. However, schools must work to overcome barriers like cultural differences, time constraints, and lack of understanding around the parent role to fully engage families as partners in education.
Parental involvement in education has been shown to have significant benefits for students, parents, teachers, and schools. When parents are actively engaged in supporting their child's education through activities like attending school events, volunteering, communicating with teachers, and assisting with homework, students tend to have higher academic achievement, better attendance, and more positive behavior and attitudes. The benefits of parental involvement extend throughout a child's educational career from elementary school through high school. While all forms of involvement are important, research indicates that involvement focused on assisting with homework assignments can have especially strong and long-lasting positive impacts on student learning and achievement.
The mission statement of Foodeeze is to support children's education about healthy eating and lifestyle choices through fun and interactive games. Rates of childhood obesity are rising in the UK, increasing risks for diabetes and other health issues. Foodeeze was created by a teacher to encourage healthy eating habits among students through a card game format. It has been validated by experts and aligns with the UK national curriculum. Reviews show Foodeeze is engaging for students and helps improve behaviors, concentration and openness to trying new foods. The creator aims to expand Foodeeze's reach in more UK schools to support students and reduce obesity-related costs to the healthcare system.
This document provides 30 tips for starting a food revolution at schools to improve school meals and food education. It suggests educating yourself about the issues, finding supporters, auditing current school food, meeting with officials in charge, setting goals and a plan of action, addressing suppliers, keeping the community informed and involved, fundraising, conducting taste tests, providing teacher training, integrating food into classrooms, hosting cooking classes, making healthy options appealing, serving seasonal local food, growing food, celebrating successes, and remaining committed long-term. The overall goal is to replace junk food with fresh cooked meals and improve nutrition education for students.
The document provides details about a study conducted by the National Foundation for Educational Research (NFER) to evaluate the impact of the Royal Horticultural Society's (RHS) Campaign for School Gardening. Key findings from case studies of 10 participating schools are reported. Schools involved in the campaign reported various cognitive, affective, behavioral, physical and social benefits for students, including greater scientific knowledge, enhanced literacy and numeracy, increased confidence and responsibility, and positive contributions to the community. Schools found that gardening activities supported students' development and learning across the curriculum. Challenges in managing school gardens included the time and resources required, but schools employed various strategic and practical responses.
This document provides guidance for establishing and maintaining a school garden. It discusses laying the groundwork such as making the case for a garden, engaging stakeholders, establishing a mission and goals, and designing the garden space. Sample mission and goal statements are provided. The guide emphasizes the importance of strong community support and involvement for a garden's long-term success.
PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCEOGWANGFELIX
This document is a research proposal that examines the relationship between parental involvement and academic performance among primary school pupils in Ayer Sub County, Kole District. It provides background information on the importance of education and parental involvement in influencing academic success. The study aims to determine how different aspects of parental involvement, such as parenting style, parental expectations, home rules, communication with teachers, and beliefs about education, impact pupils' academic performance. The research methodology will involve questionnaires administered to students to collect data, which will then be analyzed using SPSS. Ethical considerations for protecting participants will also be discussed.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
The document discusses the benefits of parent and family involvement in education. It states that research shows parent involvement significantly improves student outcomes, such as higher achievement, better attendance, and higher graduation rates. Benefits are seen for students, parents, teachers, and communities. Effective involvement includes creating a supportive home learning environment and communication between families and schools. However, schools must work to overcome barriers like cultural differences, time constraints, and lack of understanding around the parent role to fully engage families as partners in education.
Parental involvement in education has been shown to have significant benefits for students, parents, teachers, and schools. When parents are actively engaged in supporting their child's education through activities like attending school events, volunteering, communicating with teachers, and assisting with homework, students tend to have higher academic achievement, better attendance, and more positive behavior and attitudes. The benefits of parental involvement extend throughout a child's educational career from elementary school through high school. While all forms of involvement are important, research indicates that involvement focused on assisting with homework assignments can have especially strong and long-lasting positive impacts on student learning and achievement.
The mission statement of Foodeeze is to support children's education about healthy eating and lifestyle choices through fun and interactive games. Rates of childhood obesity are rising in the UK, increasing risks for diabetes and other health issues. Foodeeze was created by a teacher to encourage healthy eating habits among students through a card game format. It has been validated by experts and aligns with the UK national curriculum. Reviews show Foodeeze is engaging for students and helps improve behaviors, concentration and openness to trying new foods. The creator aims to expand Foodeeze's reach in more UK schools to support students and reduce obesity-related costs to the healthcare system.
This document provides 30 tips for starting a food revolution at schools to improve school meals and food education. It suggests educating yourself about the issues, finding supporters, auditing current school food, meeting with officials in charge, setting goals and a plan of action, addressing suppliers, keeping the community informed and involved, fundraising, conducting taste tests, providing teacher training, integrating food into classrooms, hosting cooking classes, making healthy options appealing, serving seasonal local food, growing food, celebrating successes, and remaining committed long-term. The overall goal is to replace junk food with fresh cooked meals and improve nutrition education for students.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
The document discusses the importance of parental engagement in a child's education. It defines parental involvement and the major factors that influence engagement. Additionally, it provides strategies for when and how parents should get involved, including establishing home environments conducive to learning and communicating regularly with the school.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
1) The document discusses how parent involvement in a child's education can positively impact their academic performance. Studies show that higher levels of parent involvement are associated with higher test scores and grades.
2) There are many ways for parents to be involved, including attending school meetings and events, volunteering at the school, communicating with teachers, and helping with homework. Organizations like PTA aim to facilitate parent involvement.
3) When parents are not involved, due to factors like long work hours or family issues, students tend to perform worse in school. Overall, parent involvement is strongly encouraged, as it benefits students academically and socially.
Parent involvement in building communities 3Eleanor Moreno
The document discusses different types of parent involvement in school communities. It identifies five categories of parent behaviors: traditional parent volunteers, reactive parents, uninvolved parents, mindful parents, and fully-engaged parents. Traditional volunteers contribute highly to the school but not necessarily student success, while reactive parents use harmful behaviors and contribute little. Uninvolved parents are isolated from the school community. Mindful parents focus on their child but not the school, and fully-engaged parents are high contributors to both student and school success through collaboration. The document also identifies beneficial features of parent involvement and rethinks parent types as being supportive/not supportive of their child and active/inactive participants in the school.
Chef Koochooloo is an NSF funded and endorsed educational platform that teaches kids math, science and global competency through an interactive application and enrichment program. This app can serve as a supplementary enrichment tool for the existing curricula at public and private schools, as well as homeschooling and home learning environments.
Making Your Library Work for HomeschoolersALATechSource
This document provides information and resources for public librarians to better serve their local homeschooling communities. It discusses the growth of homeschooling in the US, common homeschooling approaches and philosophies. Practical tips are offered for libraries such as understanding state laws, collecting appropriate materials, hosting programs, and establishing relationships with local homeschooling families. The goal is to help librarians feel more comfortable supporting the needs of homeschoolers.
The document discusses parents' roles in supporting children's growth and development through modeling behaviors, socializing children, and initiating developmental pathways. It covers how parents can encourage growth through routines, discipline, and creating a collaborative family environment. The text also addresses the influence of media and how parents can establish rules to mitigate both benefits and risks of media exposure for children.
This document discusses an educational startup called Chef Koochooloo that teaches STEAM (Science, Technology, Engineering, Arts, and Mathematics) concepts through cooking lessons. It aims to address issues like childhood obesity, poor academic performance, and depression. The startup has piloted its cooking and curriculum app across schools in the Bay Area. It received funding from the National Science Foundation to expand. Data showed its lessons improved test scores in math, reading, science and language arts. Schools, parents, and students praised the program. It presents a business model and growth strategy to expand globally and capture a share of the large education market.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
Starting or Enhancing a School Vegetable Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Increased parent involvement leads to higher student achievement. Research shows that the amount of time parents spend reading with their children before kindergarten makes a significant impact, with children from low-income families being read to on average 25 hours compared to 1,700 hours for middle-income families. Schools and parents need to work together, with schools focusing on teaching core subjects and parents focusing on developing character. Providing learning resources at home, turning daily activities into learning opportunities, and making parents feel welcome at school are important for increasing parent involvement.
Parental Involvement In School Equals Successguest86cace
1) Parental involvement in a child's education is linked to higher academic achievement, better attendance, and improved behavior. When parents feel connected to their child's school, it benefits the child.
2) There are various reasons for lack of parental involvement, such as parents not feeling welcomed by the school or experiencing communication barriers.
3) Teachers can take steps to increase parental involvement, such as allowing classroom visits, improving communication through various means, and providing parental learning resources to help parents assist their children.
Healthy Celebrations in Elementary SchoolsJoanna Rybak
This document provides information and strategies for schools to promote healthy celebrations that support healthy eating habits. It discusses why healthier celebrations are important for creating a positive learning environment and establishing healthy behaviors. Suggestions are given for how teachers can help parents understand the importance of healthy celebrations, such as sending a sample parent letter and providing a list of healthy snack alternatives. The document also includes a sample parent letter template regarding healthy celebrations and a list of healthy celebration ideas that do not involve or focus on food, as well as ideas for healthy food options.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Healthy Living: Outdoors Learning at School GroundsangeliaGeo
- Schoolgrounds-UK provides advice on using school grounds to support healthy living through outdoor learning programs, gardening initiatives, and curricular activities.
- Several organizations are listed that provide resources and support for schools looking to incorporate outdoor spaces into their curriculum and promote healthy eating, including Growing Schools, Eco Schools, and the Royal Horticultural Society.
- Developing a whole-school food policy and utilizing the school food grounds can help address children's health, nutrition, and academic and behavioral outcomes.
Impact of School Gardening on Learning ~ Shoalhaven Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses parental involvement in education through a literature review. It covers several key topics:
1) The No Child Left Behind Act aimed to promote parental involvement but many states found its rules too strict. Parental involvement is important for student success but can be influenced by environmental, motivational, and self-efficacy factors.
2) Studies show parental involvement through activities like homework help can increase student motivation and academic performance. However, too many or too few rules at home can backfire.
3) Communication between parents and teachers is also important for involvement, though some forms of free tutoring may paradoxically decrease parental participation in education. Overall parental perceptions and support are crucial for students.
Parent involvement in schools can provide both benefits and drawbacks. The pros include giving teachers extra support in the classroom, improving teacher morale through increased communication with parents, and allowing students to receive targeted one-on-one assistance. However, the cons involve some parents using involvement as a way to gossip about other families, time constraints making involvement difficult, and overly-involved "helicopter parents" hindering a child's independence. Effective parental involvement requires balancing these pros and cons.
Growing the Outdoor Classroom: A Handbook on Gardening in Albuquerque Pulbic Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses several key aspects of early childhood education models and programs. It begins by outlining some important focus questions about models of early childhood education, their basic features, and how to select a program. It then provides an overview of different early childhood programs, including their main features and theoretical bases. Examples discussed include HighScope, Reggio Emilia, Head Start, Montessori, and various types of child care. The document also outlines the positive impacts of high-quality early education programs. In the end, it provides more detail on the constructivist approach and basic principles of the HighScope model.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
The document discusses the importance of parental engagement in a child's education. It defines parental involvement and the major factors that influence engagement. Additionally, it provides strategies for when and how parents should get involved, including establishing home environments conducive to learning and communicating regularly with the school.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
1) The document discusses how parent involvement in a child's education can positively impact their academic performance. Studies show that higher levels of parent involvement are associated with higher test scores and grades.
2) There are many ways for parents to be involved, including attending school meetings and events, volunteering at the school, communicating with teachers, and helping with homework. Organizations like PTA aim to facilitate parent involvement.
3) When parents are not involved, due to factors like long work hours or family issues, students tend to perform worse in school. Overall, parent involvement is strongly encouraged, as it benefits students academically and socially.
Parent involvement in building communities 3Eleanor Moreno
The document discusses different types of parent involvement in school communities. It identifies five categories of parent behaviors: traditional parent volunteers, reactive parents, uninvolved parents, mindful parents, and fully-engaged parents. Traditional volunteers contribute highly to the school but not necessarily student success, while reactive parents use harmful behaviors and contribute little. Uninvolved parents are isolated from the school community. Mindful parents focus on their child but not the school, and fully-engaged parents are high contributors to both student and school success through collaboration. The document also identifies beneficial features of parent involvement and rethinks parent types as being supportive/not supportive of their child and active/inactive participants in the school.
Chef Koochooloo is an NSF funded and endorsed educational platform that teaches kids math, science and global competency through an interactive application and enrichment program. This app can serve as a supplementary enrichment tool for the existing curricula at public and private schools, as well as homeschooling and home learning environments.
Making Your Library Work for HomeschoolersALATechSource
This document provides information and resources for public librarians to better serve their local homeschooling communities. It discusses the growth of homeschooling in the US, common homeschooling approaches and philosophies. Practical tips are offered for libraries such as understanding state laws, collecting appropriate materials, hosting programs, and establishing relationships with local homeschooling families. The goal is to help librarians feel more comfortable supporting the needs of homeschoolers.
The document discusses parents' roles in supporting children's growth and development through modeling behaviors, socializing children, and initiating developmental pathways. It covers how parents can encourage growth through routines, discipline, and creating a collaborative family environment. The text also addresses the influence of media and how parents can establish rules to mitigate both benefits and risks of media exposure for children.
This document discusses an educational startup called Chef Koochooloo that teaches STEAM (Science, Technology, Engineering, Arts, and Mathematics) concepts through cooking lessons. It aims to address issues like childhood obesity, poor academic performance, and depression. The startup has piloted its cooking and curriculum app across schools in the Bay Area. It received funding from the National Science Foundation to expand. Data showed its lessons improved test scores in math, reading, science and language arts. Schools, parents, and students praised the program. It presents a business model and growth strategy to expand globally and capture a share of the large education market.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
Starting or Enhancing a School Vegetable Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Increased parent involvement leads to higher student achievement. Research shows that the amount of time parents spend reading with their children before kindergarten makes a significant impact, with children from low-income families being read to on average 25 hours compared to 1,700 hours for middle-income families. Schools and parents need to work together, with schools focusing on teaching core subjects and parents focusing on developing character. Providing learning resources at home, turning daily activities into learning opportunities, and making parents feel welcome at school are important for increasing parent involvement.
Parental Involvement In School Equals Successguest86cace
1) Parental involvement in a child's education is linked to higher academic achievement, better attendance, and improved behavior. When parents feel connected to their child's school, it benefits the child.
2) There are various reasons for lack of parental involvement, such as parents not feeling welcomed by the school or experiencing communication barriers.
3) Teachers can take steps to increase parental involvement, such as allowing classroom visits, improving communication through various means, and providing parental learning resources to help parents assist their children.
Healthy Celebrations in Elementary SchoolsJoanna Rybak
This document provides information and strategies for schools to promote healthy celebrations that support healthy eating habits. It discusses why healthier celebrations are important for creating a positive learning environment and establishing healthy behaviors. Suggestions are given for how teachers can help parents understand the importance of healthy celebrations, such as sending a sample parent letter and providing a list of healthy snack alternatives. The document also includes a sample parent letter template regarding healthy celebrations and a list of healthy celebration ideas that do not involve or focus on food, as well as ideas for healthy food options.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Healthy Living: Outdoors Learning at School GroundsangeliaGeo
- Schoolgrounds-UK provides advice on using school grounds to support healthy living through outdoor learning programs, gardening initiatives, and curricular activities.
- Several organizations are listed that provide resources and support for schools looking to incorporate outdoor spaces into their curriculum and promote healthy eating, including Growing Schools, Eco Schools, and the Royal Horticultural Society.
- Developing a whole-school food policy and utilizing the school food grounds can help address children's health, nutrition, and academic and behavioral outcomes.
Impact of School Gardening on Learning ~ Shoalhaven Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses parental involvement in education through a literature review. It covers several key topics:
1) The No Child Left Behind Act aimed to promote parental involvement but many states found its rules too strict. Parental involvement is important for student success but can be influenced by environmental, motivational, and self-efficacy factors.
2) Studies show parental involvement through activities like homework help can increase student motivation and academic performance. However, too many or too few rules at home can backfire.
3) Communication between parents and teachers is also important for involvement, though some forms of free tutoring may paradoxically decrease parental participation in education. Overall parental perceptions and support are crucial for students.
Parent involvement in schools can provide both benefits and drawbacks. The pros include giving teachers extra support in the classroom, improving teacher morale through increased communication with parents, and allowing students to receive targeted one-on-one assistance. However, the cons involve some parents using involvement as a way to gossip about other families, time constraints making involvement difficult, and overly-involved "helicopter parents" hindering a child's independence. Effective parental involvement requires balancing these pros and cons.
Growing the Outdoor Classroom: A Handbook on Gardening in Albuquerque Pulbic Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses several key aspects of early childhood education models and programs. It begins by outlining some important focus questions about models of early childhood education, their basic features, and how to select a program. It then provides an overview of different early childhood programs, including their main features and theoretical bases. Examples discussed include HighScope, Reggio Emilia, Head Start, Montessori, and various types of child care. The document also outlines the positive impacts of high-quality early education programs. In the end, it provides more detail on the constructivist approach and basic principles of the HighScope model.
Let's Start a School Garden: A Step-by-Step Guide for Baltimore Area Educators
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
A Food Centered Curriculum: How Permaculture Taught through School Kitchen Gardening Can Lead to More Sustainable Schools and Communities and a More Sustainable Future
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Growing School Gardens in the Desert
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Growing School Gardens: A How-to Guide for Beginning Desert School Gardens in Tucson
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Successful school gardens provide hands-on learning opportunities across subjects like science, math, nutrition and more. This guide outlines steps to plan and implement a school garden, including getting permission, identifying a suitable location, deciding on garden types such as raised beds or containers, incorporating curriculum, and finding resources. School gardens engage students, allow them to directly experience natural processes, and develop stewardship of the environment.
This document discusses developmentally appropriate practice (DAP) in early childhood education. It defines DAP as programs that contribute to children's development based on goals for children's present and future lives. When creating learning environments, DAP considers what is known about child development, individual children, and their social and cultural contexts. The document also discusses creating environments that support learning across domains for children of varying ages from infancy through the primary grades.
The document discusses a study on the Gulayan sa Paaralan (school vegetable garden) program in Tingloy Central School in the Philippines. It provides background on the program and its goals of promoting food security, nutrition, and sustainable resource use. The study aims to examine the program's impacts on the economy, society, and environment. It will assess perceptions of students, parents, and teachers. The researcher hopes the study can help strengthen the program and identify sustainable solutions. Statistical tools like surveys, frequency analysis, and chi-square tests will be used to analyze data on perceptions and relationships between variables.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
School Community Gardens: School Ground Greening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides guidance on establishing a successful school garden, including assembling a team, determining educational goals and vision, and marketing the garden. It emphasizes engaging students, parents, staff, and the community from the start. The team should establish the garden's purpose, vision, and educational goals before determining the design. Design considerations include affordability, soil quality, layout, and ensuring plants' needs are met. Raised beds and container gardens are options if space is limited. The garden should be conveniently located and protected. Community partners can provide financial and volunteer support.
HEALTHY SCHOOL ENVIRONMENT AND SCHOOL SITE- G-7- II BPED B.pptxRalphJeanoMurillo1
A healthy school environment supports student wellness through nutrition education, healthy food options, and physical activity. It also provides clean air and water as well as healthcare access. Key elements of a healthy school include healthy learning and play spaces, health as a core part of education, knowledgeable staff, and community involvement. Maintaining a healthy school environment requires cooperation from teachers, students, parents, and the community. Factors like school size, lighting, temperature, noise levels, and cleanliness can all impact a student's well-being and ability to learn. Selecting an appropriate school site is also important for supporting educational programs.
3_Garden Program Handbook_Seed-Time Through Harvest_Gathright_VEGETABLE GARDE...Brian Gathright
Vegetable garden-based learning programs provide opportunities for students to develop academic, personal, social, and vocational skills through activities like growing, harvesting, and preparing vegetables. The manual presented is intended to guide urban garden-based learning programs, with a focus on sustainable vegetable gardening. It provides curriculum and activities centered around vegetable gardening, environmental stewardship, and nutrition. The lessons are designed to teach practical skills while integrating topics from various academic subjects like science, math, and history.
Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
This document provides information about implementing successful school garden programs in Idaho schools. It highlights 10 schools that received grants to start or expand their garden programs. The schools incorporated hands-on learning in subjects like science, nutrition education, and language arts. Produce from the gardens was also used in the school cafeterias when following food safety guidelines. Templates are provided for connecting gardens to the curriculum and common gardening tasks throughout the year.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
The document discusses various school-based programs that aim to promote parent involvement and collaboration. It describes programs like Head Start, Title I, and Comer's School Development Program that provide resources and services to families. Effective collaboration is characterized by open communication between parents and schools to support students' education and development.
The Head Start and Early Head Start programs provide education, health, nutrition and social services to low-income children from birth to age 5 and their families. The programs build relationships with families and encourage parents as their child's first teachers. Head Start promotes creativity by allowing children to explore their environment through open-ended toys and materials, encouraging children to be confident learners who try out ideas and problem solve through trial and error. Head Start also treats all children with equity based on their individual needs and differences.
Similar to Gardening in Schools: A Vital Tool for Children’s Learning (20)
Marthe Cohn was a Jewish French spy who risked her life to gather intelligence for the French resistance during WWII. She infiltrated Nazi Germany using her fluent German and managed to discover key military information. As a result, the French army was able to achieve an important victory. Cohn went on to have a long career as a nurse and nurse anesthetist. She has received numerous honors for her wartime heroism and courageously fights to keep the memory of the Holocaust alive.
This document provides links to resources about organic gardening techniques, urban farming, rainwater harvesting, green roofs, straight vegetable oil vehicles, garden therapy, volunteering on organic farms in Europe, solar energy training, and eco-friendly coffee beans. It discusses how organic gardening technologies can increase plant yields by 400% and provides catalogs and manuals about topics such as city farming, backyard farming, rain gardens, and aquaponics systems. The links provide free information for organic and sustainable living practices.
Ruth Jones, a Christian teacher without a master's degree or administrative experience, was unexpectedly named principal of a struggling inner city elementary school in Grand Rapids, Michigan that was on the verge of closure due to poor academic performance. Through prayer, addressing students' practical needs, and recruiting volunteers, Jones led a dramatic turnaround of the school over 20 years. Test scores and graduation rates increased sharply, and the school now has a waiting list despite originally facing closure. Jones attributes the school's success to aligning herself with God.
- Coconut oil may help slow or prevent Alzheimer's disease in some people by providing an alternative fuel for brain cells in the form of ketones. Dr. Mary Newport put her husband Steve, who had Alzheimer's, on a diet supplemented with coconut oil, which led to improvements in his symptoms and cognitive abilities.
- Researchers have developed a ketone ester that is more potent than coconut oil, but it is very expensive to produce. Coconut oil remains a viable alternative source of ketones. Taking coconut oil may also help with other neurological diseases due to its ability to increase ketone levels and good cholesterol while reducing bad bacteria.
A teacher in Baltimore transformed the lives of students from the slums. In the 1920s, college students evaluated 200 boys from the slums and said they had no chance of success. Twenty-five years later, it was found that 176 of the 180 boys who could be located had achieved success as lawyers, doctors, and businessmen. The professor interviewed each man and they all credited their success to a teacher who had loved and believed in them. When interviewed, the elderly teacher said her simple method was that she loved those boys.
Robert Raikes witnessed the poor conditions of children in Gloucester, England in the late 18th century due to the Industrial Revolution. This inspired him to create the first Sunday school to educate and reform street children. The Sunday school used the Bible as its textbook and proved hugely successful in improving behavior and civic responsibility. Raikes' idea then spread across Britain and to other parts of Europe and America, revolutionizing religious education of children and community outreach efforts of churches. Late in life, Raikes had a profound spiritual experience witnessing a young girl reading the Bible that gave him a new understanding of faith.
The document discusses using Groasis Waterboxx devices to help plant and grow trees in dry environments like the Sahara Desert. It describes how the author and a colleague tried using 10 Waterboxx devices to plant trees in M'hamid, Morocco but their luggage containing the devices was initially lost. They were eventually found and the devices were used to plant tamarisk trees to compare growth with traditional planting methods. The document provides details on how the Waterboxx works, collecting condensation and directing water to tree roots, and hopes the experiment will help increase tree survival rates in the dry climate.
The Groasis Waterboxx is a low-tech device that helps seeds and saplings grow into strong trees in dry environments. It collects and stores rainwater and condensation to slowly water the roots daily. In tests, 88% of trees grown with the Waterboxx survived compared to only 10.5% without it. The inventor believes using this technology could reforest billions of acres and offset humanity's carbon emissions by capturing CO2 in new tree growth.
The document discusses the Groasis Technology, a planting method that uses a Waterboxx and other techniques to plant trees in dry areas with 90% less water. It summarizes that the technology (1) improves soil, maps planting areas, harvests rainfall, and uses the right planting techniques to help trees grow deep roots in the first year to survive independently. It also describes how the technology terraces slopes to harvest and direct rainfall to trees, uses 3D imaging to map ideal planting lines, and a capillary drill to quickly plant thousands of trees per day.
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The document provides planting instructions for using a Waterboxx planting device. It outlines 6 main steps:
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A new technology called the Groasis Waterboxx shows promise for reclaiming desert landscapes and increasing plant survival rates. The simple device regulates temperature and moisture levels around young plants, allowing trees and crops to grow with little watering even in dry conditions. Initial trials in Africa found tree survival rates increased to 88% with the Waterboxx compared to only 10% without it. Researchers in Kenya are optimistic this technology could significantly reduce desertification and help transform the country's deserts into productive, economic areas through increased vegetation.
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3. 03
Foreword / Dame Gillian Pugh
As a keen gardener and long standing member of the RHS,
I am delighted to write a short foreword for this report on the
very successful RHS Campaign for School Gardening.
There can be few more rewarding experiences – for either
children or adults – than watching the seeds they have sown,
sometimes more in hope than expectation, push up through
the soil and grow into beautiful flowers or vegetables that
they can pick and eat.
It is greatly to the credit of the schools that have signed
up to this campaign, that they are seeing the potential of
gardens as a natural and sustainable resource, offering huge
benefits to their pupils across all areas of the curriculum,
but importantly also in supporting children’s social and
emotional development.
Not only does gardening provide opportunities for increasing
scientific knowledge and understanding, and improving
literacy, numeracy and oracy, but this report also shows that
it improves pupils’ confidence, resilience and self-esteem.
It gives them a sense of responsibility, and fosters positive
behaviour, particularly for those with behavioural and
learning difficulties.
In the words of pupils from this study “Gardening brings
learning alive” and “I just adore gardening. I love watching
stuff grow”. What better way can there be to engage children
actively in their learning, to support healthy living
and sustainable development – and to make learning fun?
The RHS is to be congratulated on providing support and
encouragement to schools to ensure that gardening
continues to contribute to children’s learning, health and
overall well being.
Dame Gillian Pugh
Chair, Cambridge Primary
Review and the National
Children’s Bureau
4. Introduction
We believe gardening in schools is a necessity.
That’s why we launched the RHS Campaign for School
Gardening in 2007 with these three important aims:
1 To encourage all schools to use gardening as
a teaching tool
2 To show how gardening can enrich the curriculum,
teach children life skills, and contribute to their
emotional and physical health.
3 To demonstrate gardening’s pivotal role in
developing active citizens of the future.
Since then, 12,000 schools and educational
institutions have signed up to the Campaign.
To understand its impact, we commissioned a
significant new study investigating the role of
gardening in children’s wellbeing, learning and
overall development.
This report is a summary of those findings.
Our research
We asked the National Foundation for
Educational Research (NFER) to assess
the impact of gardening in schools.
They surveyed 1,300 teachers and
conducted an in-depth study of 10 schools
reflecting a robust mix of types – from a
large primary school in urban London to
a small village school in Yorkshire.
04
5. 05
12,000 schools
and educational
institutions have
signed up to the
Campaign.
6. 06
How school gardens help our
children grow stronger
As well as helping children lead happier, healthier lives
today, the research showed gardening helped them acquire
the essential skills they need to fulfil their potential in a
rapidly-changing world and make a positive contribution to
society as a whole.
The 3 Rs of
School Gardening
Although the benefits of
gardening as a teaching tool are
many and varied, we’ve identified
3 core areas in which children’s
lives are radically improved.
They become:
1. Ready to learn
2. Resilient
3. Responsible
Specifically it found that gardening in
schools encourages children to:
• Become stronger, more active
learners capable of thinking
independently and adapting their skills
and knowledge to new challenges at
school and in future;
• Gain a more resilient, confident and
responsible approach to life so they
can achieve their goals and play a
positive role in society;
• Learn vital job skills such as
presentation skills, communication
and team work, and fuel their
entrepreneurial spirit;
• Embrace a healthier, more active
lifestyle as an important tool for
success at school and beyond;
• Develop the ability to work and
communicate with people of
all ages and backgrounds.
Introduction
06
7. 07
Other benefits Why now? Our vision
Giving a more significant role
to gardening in schools could
have real benefits for society:
• Children develop into more skilled,
creative thinkers better able to adapt
to the changing needs of society and
the jobs market in later life;
• Stronger community bonds are
created as gardening deepens
relationships with people of all ages
and backgrounds;
• Greater awareness of sustainable
living spreads from children to
parents and across the entire
community;
• Parents play a more active role in
their children’s learning and life of
the school.
Taking a more rounded
approach to our children’s
development has never
been better understood
or more important.
The Every Child Matters programme,
for example, aims to ensure every child
in Britain achieves 5 key outcomes: Be
Healthy, Stay Safe, Enjoy & Achieve,
Make a Positive Contribution and
Achieve Economic Well-Being.
What’s more, recent reviews of the
primary curriculum have shifted the
emphasis away from a purely subject-based
approach to teaching and
instead advocates the development of
the skills, knowledge & understanding
of learners.
The research carried out by the NFER
showed that gardening can play a
pivotal role in helping children reach
all those goals. It can do this by
supporting children’s development in
3 key areas we’ve identified as the
3 Rs of school gardening.
As the UK’s leading
gardening charity we are
passionate about gardening
and the impact it can have
on people’s lives.
Our vision is for every child in the UK to
be given the chance to garden to ensure
they grow up with a love of learning,
strong grasp of essential life skills, and
robust physical and emotional health.
The RHS is in a strong position to work
with government, local authorities,
schools and others to make this vision
a reality, turning gardening into an
important tool that is embedded in
all schools and supports all children to
reach their full potential.
Just 1 in 4 primary teachers uses gardening
to teach. We can train thousands more to do
the same.
It can cost just a few pennies to start a school
garden. We can help make each one count.
Based on a survey of 1,300 teachers and evidence from
schools participating in the Campaign
8. The 3 Rs of School Gardening
Ready to learn
Turning a garden
into a curriculum
Gardening is ideally suited to help schools
deliver all aspects of the primary curriculum and
can support the application of the emerging
emphasis on learners’ attributes and creative
freedom for teachers. As the research found,
a single practical, hands-on gardening project
could teach a wide range of skills.
Co-ordinated benefits
School gardens don’t just keep children
active. Tasks such as planting seedlings and
tying tomatoes to canes helped develop
children’s fine motor skills too.
Gardening in schools can have a profound impact when it
comes to giving children the skills they need to reach their
full potential in life. The research showed that the practical,
hands-on nature of gardening meant children became
more active, flexible thinkers who were better able to meet
life’s challenges – from the classroom to the workplace. In
particular teachers reported that, using gardening as an
essential teaching tool:
• Improved children’s readiness
to learn;
• Encouraged children to take
greater control of their own
learning and become more active
in seeking knowledge and solving
problems;
• Enhanced children’s skills in core
subjects including literacy and
numeracy;
• Contributed to progress across
a range of local authority
Attainment Indicators in Early
Years and Key Stage 2.
Fundamental to the success of school
gardens in stimulating a love of learning
was their ability to translate sometimes
dry academic subjects into practical,
real world experiences. Children were
encouraged to get their hands dirty –
in every sense. Teachers involved in the
research said the result was a more
active, inquisitive approach to learning
that children could apply across a wide
range of subjects, in and outside school,
to achieve their goals.
“The creative curriculum is
working very well – it’s very
exciting for children. It gets
them motivated to learn and
gives them some ownership
of their learning.”
Furthermore, the research revealed that
the changeable nature of gardening
projects – where anything from the
weather to plant disease can affect the
outcome – forced children to become
more flexible and better able to think
on their feet and solve problems. All
essential skills for today’s technology and
knowledge-based jobs market where the
pace of change is faster than ever.
The extent to which gardening was used
as a teaching tool was another striking
finding of the study. For many schools,
the garden was not merely a cosy add-on
but was deeply and easily embedded
across all areas of the curriculum.
“Gardening is cross-curricular.
From those with limited language
and who need physical help to
the most able, it covers them all.”
“You’re not just learning how
to do stuff. You can do it.”
08
9. Case Study / Ready to learn
Why slow worms helped
children learn faster
When Medway Council gave All Saints
use of two allotments – one for fruit and
vegetables, one for wildlife – teachers
wasted no time embedding their new
garden into much of the curriculum.
The Second World War home front was
brought to life for lower Key Stage 2
pupils by a ‘Dig for Victory’ project, and
two fellow allotment gardeners, Bob
and Stan, shared their experiences as
wartime evacuees. An old air raid shelter
found on the plot was even used as a
scene-setting classroom.
For a group of Key Stage 1 pupils,
worms played a decisive role in their
battle to write poetry about mini beasts.
By giving them the chance to see
and touch slow worms, teacher Lesley
Fielding believes their poems were more
creative and contained far more ‘wow’
words. Though she adds, ‘I had to check
a few pockets before we left as several
snails were heading home for pets’.
Gardening’s ability to teach multiple
skills through single projects was
another reason teachers embraced the
school’s new plots.
Teachers at All Saints agreed that the
practical, hands-on nature of gardening
made it ideally suited for today’s
more flexible and creative approach
to teaching. As Lesley Fielding put it,
‘Everything is learnt from themes’.
School
All Saints Church of England
Primary School, Chatham, Kent
Type
Larger than average urban primary
Pupils
310. A third of pupils are from various
minority ethnic backgrounds. 10% have
English as an additional language. 40% have
been identified as having learning difficulties
and/or disabilities – mostly speech and
language or behavioural.
Garden
Two plots on local council allotment
Air raid shelters and slow
worms aren’t typical
teaching resources unless
you work at All Saints
Primary School in Kent.
09
10. Resilient
The bold aims of the Every Child Matters programme calls
for bold new teaching methods to ensure children grow
as people not just pupils. According to the research, when
it came to supporting this broader vision of children’s
development, gardening could:
• Boost self-esteem, confidence and
motivation;
• Teach the ability to cope with life’s
ups and downs;
• Improve concentration by
providing a calm space to learn.
Key to boosting children’s confidence
was the school garden’s ability to act
as a leveller. Teachers taking part in the
study reported that the wide range of
skills needed to complete tasks, from logic
to physical strength, meant academic
pecking orders were quickly forgotten.
This was most striking for children with
special educational needs, behavioural
problems or those that were simply
demotivated by conventional classroom
learning. Researchers found gardening
enabled teachers to address children’s
unique problems in creative ways and
play to their strengths – without singling
them out from their peers.
“Having a garden has made
us happier. When you’re
out there you feel like you
won’t get told off if you say
something. It’s made the
teachers happier as well…”
Resilience in the face of life’s
disappointments was another important
product of garden-based teaching,
according to teachers. From failed crops to
insect damage, children were forced to deal
with setbacks to achieve positive goals, for
example, a healthy crop of vegetables.
Classroom pressures such as deadlines
and neatness were less obvious outside,
and many teachers reported that a calm
outdoor space helped improve children’s
concentration – a building block for
success in any endeavour and at any
stage of life.
Growing confidence
in the garden
Here are just some ways the research found
gardening helped improve children’s sense of
self-worth:
• Exposure to insects such as worms helped
small children overcome their fears;
• Less confident pupils were given a gentler,
less pressurised route into learning where
bright flowers and vegetables replaced the
whiteboard as teaching tools;
• Waiting for crops to grow taught the value
of patience;
• Public praise for school gardens, for
example in assembly, generated a sense
of pride.
“It’s like building up poker chips.
Every time you have a positive
experience, you get another
poker chip. The more you get,
the better you feel. The knocks
soon bounce off.”
The 3 Rs of School Gardens
10
11. 11
Case Study / Resilient
How a pumpkin
changed children’s lives
Growing their own Halloween pumpkins
wasn’t just a novelty for pupils of Pirton
Hill Primary School. For many of them,
it marked a transformation in their
confidence and motivation.
With a large number of pupils with special
educational needs, and others requiring
significant emotional support, challenging
behaviour was not uncommon at this
Luton primary – embedding gardening in
the curriculum has helped change that.
“Our teachers have to deal with some
pupils with challenging behaviour,” says
Deputy Head Emma Woollon. “But to see
those pupils nurturing and protecting a
growing plant provides a great sense
of achievement.”
Gardening’s ability to shape children’s
behaviour, Woollon believes, owes much
to the fact it produces a result. Formal
learning’s smaller achievable ‘steps’
can be “frustrating for those who have
difficulty focusing or other barriers
to learning.”
With a high percentage of children living in
high rise blocks and without direct access
to a garden and green space, pupils are
also fascinated by the whole growing
process – for example, watching a plot
of pumpkins grow from seed in time for
Halloween – and others enjoy the chance
to get close to nature: “They squeal with
delight at seeing worms.” For some, the
physical side of gardening helps them stay
focused and “use up surplus energy.”
It isn’t just the children, however, who are
being transformed. Pirton Hill’s Deputy
hopes that plans for a new gardening
club will encourage parents and carers
to get involved and foster a “sense of
community identity and spirit in this
diverse community.”
School
Pirton Hill Primary School, Luton
Type
Much larger than average urban primary
Pupils
550 children, the majority entering the
school with skills significantly below national
averages. Around 60% of pupils are from
a variety of ethnic backgrounds, 20% have
English as an additional language. The
proportion of pupils eligible for free school
meals is above average, and the number
of pupils identified as needing additional
support is high.
Garden
Various plots situated around the school.
“Gardening at
school allows
all of our pupils
the freedom to
care for a living
thing and to
take pride in it.”
12. Responsible
Making sure our children grow up healthy and make a
positive contribution to society, from their neighbourhood
to the nation as a whole, is a major concern in Britain
today. The NFER research identified several core ways that
gardening in schools helped children take greater control
over their own well-being and behaviour:
• Encouraged healthy eating so
children are fitter and more active
participants in everything from
lessons to sport;
• Promoted responsible behaviour in
dangerous situations;
• Prepared children for rapid changes
in today’s skills-based jobs market
by encouraging them to be more
flexible and entrepreneurial
thinkers;
• Enhanced children’s social skills as
they mix with the wide range of
people needed to ensure gardening
projects succeed;
• Increased awareness of a child’s
role and responsibilities in the
wider community.
Children took more responsibility for their
own physical health and diet. Teachers
taking part in the study said children
who grew their own crops, for example,
displayed a greater willingness to eat new
vegetables – from cabbage to marrow.
This, combined with physical tasks such
as digging and weeding, taught children
colourful new ways to stay active.
Teaching children to take control of
their own physical safety was another
important lesson highlighted by the
research. By trusting them with garden
chemicals and sharp tools, most children
rose to the challenge and behaved
responsibly.
The very hands-on nature of gardening
also gave a new focus for children with a
history of disruptive behaviour and enabled
them to make their mark in practical ways
a classroom could not. When combined
with other long-term measures, teachers
often reported dramatic improvements
in behaviour, greater confidence and
improved self-esteem.
For many schools, gardening was considered
a valuable way to forge links between pupils
of all ages and the wider community. Some
schools, for example, used gardening to
strengthen bonds with local pensioners’
clubs by exchanging vegetables for
pensioners’ gardening know-how.
Parents also became more involved
in school life as children shared their
gardening skills back home, according
to the study. Fathers also seemed more
comfortable with physical activities like
‘Digging Sundays’ than, for example,
baking cakes for the school fair.
Other schools involved in the research used
‘Enterprise Days’ to sell crops and teach
vital jobs skills from handling budgets to
negotiation – both essential to helping
them reach their full potential in life.
Although taking responsibility is often
portrayed as a chore, the research showed
children not only rose to the challenge but
enjoyed their new responsibilities. Working
as a community towards a common
goal cultivated a sense of achievement
in themselves and sense of pride in the
school as a whole. Responsibility was seen
as a powerful tool to achieve results – a
valuable lesson for later life.
“Pupils feel, ‘I now have something
I can focus on.’ It has a certain
kudos to it as well: ‘I could be
special without being the person
sat outside the head teacher’s
office, without being constantly
in detention.’”
School. Community. Planet.
Gardening projects also helped teach children
about sustainability and their responsibility
to the environment. For example, several
schools built bottle greenhouses using over
1,500 plastic bottles collected from their
communities.
“When I’m on playground duty
they want me to come and see
a bit of the garden they’ve been
working on. It’s nice to know they
value it; they are very proud of it.”
The 3 Rs of School Gardens
12
13. Case Study / Responsible
Turning over a new leaf
– and a tidy profit.
Growing vegetables wasn’t enough for
the enterprising pupils of Orford Primary
School. They turned their salad leaves
into a healthy profit.
When it comes to creating
entrepreneurs of the future, this small
Suffolk primary takes some beating.
Not content with simply growing an
abundant range of vegetables – from
potatoes and peas to beetroot and
garlic – pupils now produce salad leaves
they sell to the village pub.
An exotic mix of varieties, including
rocket, sorrel and oriental leaves, are
grown in the school’s new polytunnel –
then delivered to the pub on foot by one
of the children.
To date, the school’s salad-selling
brainwave has made around £200
profit, says garden co-ordinator
Elisabeth Briley. That’s on top of
the sense of achievement and pride
generated by the children’s enterprising
scheme: “The pub proudly displays
they’re serving ‘Orford Primary School
salad leaves’ on the menu.”
Children are involved in every step of
the process from planning what to grow
to helping reduce food miles with their
on-foot deliveries. As well as teaching
important skills for later life, Elisabeth
Briley says gardening encourages
children to take more responsibility
for each other with older pupils
teaching younger ones: “They point
out things such as worms and say
‘We like worms because they’re
good for the soil.’”
Children are
involved in every
step of the process
from planning
what to grow to
helping reduce
food miles with
their on-foot
deliveries.
School
Orford Primary School, Woodbridge, Suffolk
Type
Much smaller than average village primary
Pupils
80 pupils from a wide range of backgrounds.
Eligibility for free school meals is well below
average. Few pupils are from minority ethnic
backgrounds or speak English as an additional
language. The percentage of pupils who
have learning difficulties and /or disabilities
is broadly average, however the percentage
with statements of special educational need is
above average.
Garden
Kitchen garden and additional plots.
13
14. 14
Conclusion /
Dr Simon Thornton-Wood
RHS commitment to
gardening in schools
Since its launch in 2007, the RHS Campaign for School
Gardening has helped over two million children across the
country enjoy a richer quality of life.
From inspiring a lifelong love of learning
to helping improve their physical and
emotional health, our important new
research shows the positive impact of
gardening on childhood development
is considerable.
In fact, our evidence suggests gardening
can play such a vital role, we believe
every child should be given the chance
to experience the benefits.
Of course, actions always speak louder
than words. So we are committed to
taking several steps over the coming
months and years to champion the
importance of gardening in schools.
We promise to:
• Continue our investment and work
with partners to maximise the
impact of the Campaign for School
Gardening for children across the
country;
• Inspire and support schools to
embed gardening in learning and
school life by providing a mix of
hands-on local support and online
teaching and learning tools;
• Train an additional 4,500 teachers
over the next three years how
to use gardening in delivering
the curriculum and improving all
aspects of school life;
• Campaign to get the benefits of
gardening in schools better and
more widely understood.
As the UK’s leading gardening charity, we
look forward to working with government,
local authorities, and schools to make our
vision a reality, and help our children reach
their potential in life.
Dr Simon Thornton-Wood,
Director of Science
and Learning,
Royal Horticultural Society
14
15. The RHS Campaign for School Gardening encourages and
supports schools to use gardening to help children and
young people learn and develop.
The Campaign operates at two levels.
At national level the RHS provides
continuing professional development
workshops and a range of resources
for teachers. These tools help them
progress their gardening skills and
embed gardening activities at the
heart of school life.
At local level the RHS has a team of
Regional Advisors who work directly
with schools to build capacity and
promote the sharing of good practice.
They create a network of schools which
learn from each other through site
visits and benefit from training sessions
delivered locally to them.
The Campaign supports schools
to create sustainable gardens by
encouraging them to work through
a series of benchmarking levels to
improve both their gardening skills and
the use of the garden in their school
community. Attainment of each
level is rewarded through awards and
certificates to celebrate achievement.
To find out more or to become
a part of the Campaign for
School Gardening please go to
www.rhs.org.uk/schoolgardening
15
About the Campaign
Images on front cover, pages 10 and 13: St Leonard’s Church of England Primary School, Streatham, London
16. “ School was never my favourite place.
I was a bit of a late developer
academically so my interests tended to fly,
wriggle and grow outside the classroom.
Luckily for me, I stumbled on the magical
world of gardening. From the minute my
grandfather took me to his allotment,
I was hooked for life.
Watching how plants grew and
getting my hands dirty brought fun
and learning together.
It also played to my strengths –
determination, single-mindedness and an
ability to work with my hands. Looking
back, what I learned on my grandfather’s
plot has set me up for life.
That’s why I’m so pleased to see that this
report backs up my heartfelt belief that
gardening at school brings many benefits
every child should get the chance to enjoy
– even if it means a few muddy footprints
on the head teacher’s floor!”
Alan Titchmarsh
MBE VMH DL
RHS Campaign for School Gardening
The Royal Horticultural Society
80 Vincent Square
London SW1P 2PE
www.rhs.org.uk/schoolgardening
Registered Charity No. 222879/SC038262