Candlelight Farm Permaculture

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School gardens!

General Information.

Permaculture uses the simple designs and principles in nature and applies them in garden areas. This becomes evident in the shapes of the garden beds, the importance given to water in the environment and areas where recycling of organic matter occurs. Permaculture-designed gardens are a very useful teaching tool. They only become effective when teachers use them as part of the curriculum and integrate lessons with hands-on garden activities, such as building, planting, mulching, monitoring, harvesting, composting and recycling. These types of gardens quickly fall into disrepair when they are neglected.

Permaculture gardens become an important link with the larger environmental areas outside of the school grounds. Students can keep small plants and animals in ponds and pens and build mini ecosystems - all of which reflect the kinds of things which happen in the larger, natural ecosystems.

Permaculture-designed gardens in schools are most often a result of the practical component of a Permaculture Design Course (PDC). These courses, which are internationally recognised by Permaculture organisations, are run by professional Permaculture teachers. The PDC is a minimum of 72 hours or about two weeks full-time instruction. Part-time courses are occasionally available.

An important component of this course is the practical design and implementation of a garden area. In many cases, non-profit organisations, such as schools, are chosen. There is a rapidly growing number of primary and secondary schools, both public and private, that are developing Permaculture-designed gardens and incorporating Permaculture principles in their curricula. Schools and teachers can find out more about this aspect by contacting their local Permaculture Association or group.

At other times, individual parents or community members can be involved in designing and building garden areas in the school. Costs for these services, if any, are negotiated between the school and the person concerned. These people must be qualified and hold a Permaculture Design Course Certificate.

Conditions for Teaching Permaculture

The word Permaculture was first coined by Bill Mollison and is copyright. Its copyright is vested in the Permaculture Institutes and their College of Graduates throughout the world and guarded by them for the purposes of consistent education. The word permaculture can be used by anybody adhering to the ethics and principles expressed in the various books written by Mollison and others. The only restriction on use is that of teaching; only graduates of the Permaculture Design Course can teach permaculture and they adhere to agreed-on curricula developed by the College of Graduates of the Institutes of Permaculture.

Commitment by the School

While the written design and physical work during the implementation of the garden area is normally free of charge, there has to be some commitment to the maintenance and future development of the site. In particular, the following must usually occur:

1. Access for the course group to assess the site, discuss with the Principal, key staff and/or gardener the plans and concepts for the area.
2. Availability of an area which can be set up to be maintained, with supplies of water and other materials, such as mulch, compost and future plantings.
3. At least one member of the school staff to undertake a Permaculture Design Course - either as part of the design process for the school area or at some earlier stage. The cost for such a course is about $350.
4. Funding for plants and materials for part of the implementation. Nominally, this is about $400 which usually includes mulch, compost, trees and shrubs, irrigation, and borders and paths.

Usually, some materials can be expected to be donated by parents, course members and commercial establishments. Some organic material is often available on site - from lawnmowing the school grounds or compost and mulch obtained or made by the school gardener. A continuous supply of organic matter is crucial to the future development and success of the garden areas.



Other Considerations.

During the implementation stage of a PDC only some parts of the garden area are built. It cannot be over-emphasised the important role of ownership in the gardens and the need for students to be involved in the planting and setting-up stages. This may mean inviting students on a weekend to help build the initial gardens or removing them from class for that day.

Students have to be responsible, with teacher direction, to maintain the garden beds in tasks such as weeding, picking off slugs and snails and removing dead leaves for the compost heap. They need to be given areas for their own individual or group garden beds and they should feel involved in the development of the site. It is envisaged that the school and staff continue to develop and maintain, with the help of the children, the whole area of the design over the years that follow.

Support

Some support by local Permaculture practitioners and Permaculture Associations can be expected upon request to them. These organisations often encourage schools to become members of their Association so that they can receive any newsletters and other benefits, such as seeds, loans of videos and books, and information about Permaculture activities in their state or country.

In most schools, Permaculture is taught as part of the existing curriculum of subjects such as Environmental Education, Science, Horticulture or Social Studies (Studies of the Environment and Society). Some schools teach Permaculture in its own right and award students with Introduction to Permaculture Certificates and even Permaculture Design Course Certificates if students have themselves undertaken the 72 hour PDC during their school year.

Useful Permaculture References.

See the Books and other things available from Candlelight Farm.

Mars, R. (1996). The Basics of Permaculture Design. Candlelight Trust. Perth. has a chapter on permaculture in schools.
Mars, R. and J. (1998). Getting Started in Permaculture. Candlelight Trust. Perth. Revised from 1994 edition. Contains heaps of practical activities for school children.
Mars, R and Willis, R. (Eds). (1996). The Best of PAWA Volume 1 - Selected articles from the Newsletters of the Permaculture Association of Western Australia. A easy-to-read, useful reference book about basics, techniques, and plants and animals in permaculture systems. Good information for student assignments.