‘Two families made a shared vegetable garden from their front yards. They now share the produce & the maintenance. Would you do this with your neighbour?’
From: Growveg
Archive for March, 2013
You can grow things that can be harvested before the summer holidays – if you start early enough and with the right varieties
You’ve got a functioning School Garden and it’s going well. How do you keep it that way? Today’s post looks at top tips for managing and maintaining your School Garden.
Managing the children
- Model behaviour in the garden – children need to be encouraged to be calm, watchful, focused, attentive and interested. Encourage reflective learning as children undertake informal activities in the garden – eg picking flowers for the school reception.
- Mentoring – encourage children to act as mentors to younger, less experienced colleagues and perhaps have others with key responsibilities in the garden, e.g. for tool issue, checking and gathering. This will encourage learning – and reduce the work required of the Garden Coordinator!
- Divide whole classes into smaller groups to allow for more in depth learning on more complex tasks and to avoid children tripping over each other in particular parts of the garden
Jobs like building ‘bug hotels’ and laying paths are best left to ‘Garden Gang’ days when you can get a good level of adult support for a few hours
Managing the garden
- Be prepared – set aside time for planning gardening sessions. Use a robust book in which to plan and record lessons and reflect on what happened.
- Make sure children take notes and regularly write up what they have been doing and learning in the garden, and encourage them to take ownership of it by contributing to its planning and management
- ‘Garden gangs’ – schedule longer sessions of a few hours when parents and other volunteers as well as children can come in and do more substantial tasks in the garden – path or pergola building, greenhouse construction etc.
- Look out for bargains or second hand tools and equipment – a local ‘freecycle” website or similar could be worth a look.
Taking notes and helping to plan for next year…
Maintenance
- Make ‘rainmakers’ out of yoghurt or juice bottles – cut off the necks and make holes in the bottom. These can be filled from larger buckets of water around the garden and then used to mimic the gentle effect of rain. This avoids the dangers of over watering the plants (and the children!) if watering cans or hoses are used. As plants mature you can use other, larger plastic bottles (with the bottoms removed and the necks plunged into the ground alongside the plant) – these can be filled with water (from watering cans) to get water to the plant’s roots.
- Keep clean – have a suitable boot scraper/brush and mat outside the school, to avoid bringing mud into the building and havea suitable place to store boots (maybe on a trolley).
- Plan for summer – either grow things that can be harvested before the holidays (and replace these with a mulch or grow a ‘green manure’ to both cover and feed the soil); arrange special summer holiday activities which can also enable basic garden maintenance to be done, or arrange a schedule of parents and others who can come in over the holidays and water, weed etc. Perhaps get people committed to this at an end of term event or meeting. And you could use a combination of all three approaches!
- Maintain a record of parent/ community skills and assets (diggers, power equipment, trailers etc.) which can contribute to the garden at different times.
Have somewhere children can wipe their feet off and store boots
Generating support
- Give presentations at parent events and especially those for reception children, whose parents might be new to the school.
- Ask for donations – unused tools or materials, or funding for specific items like a wheelbarrow.
- Celebrate – have a spring garden party or other events during the year to celebrate your achievements and generate further support.
Ask for unused tools and equipment for the School
The final post in this series will look at ways of involving children in planting and nurturing the School Garden and what to do at harvest time, including cooking in the garden.
Other posts in the series:
Growing Children 5: Top tips for School Garden activities
Growing Children 4: AAA rated School Garden in Seven Steps
Growing Children 3: Seven tips for creating your dream School Garden
Growing Children 2: Seven Design tips for your School Garden
Growing Children 1: School Garden start up in Seven Steps
School Gardening – reconnecting children and Nature
Source & Further information:
‘How to grow a School Garden’ – Arden Bucklin-Spooner and Rachel Kathleen Pringle, Timber Press Books
Budding Gardeners- lots of advice and info
Food & Agriculture Organisation School Garden Planner
California School Garden Network Guide to School Gardening
Garden Organic support for schools
Old School Gardener
If you’ve enjoyed reading this post and others on this blog, why not comment and join others by signing up for automatic updates via email (see side bar, above right ) or through an RSS feed (see top of page)?
‘The Tree Council is encouraging all UK schools and community groups to plant trees by offering funding through two grant programmes- the ‘Trees for Schools’ and ‘Community Trees’ funds.
They are also offering funds for fruit tree planting in schools through the ‘Orchard Windfalls’ fund. The Tree Council are able to fund projects between £100 and £700 and successful applicants will receive up to 75% towards planting costs.
Applications for 2013 are now open, for more information visit: http://www.treecouncil.org.uk/grants/trees-for-schools
With the generous support of an anonymous donor The Tree Council have produced a teaching and learning resource, which will be sent out free of charge to all successful grant applicants.’
Continuing on from one of my more recent posts on distinctiveness in landscapes, I thought it might be useful to give a more European perspective on landscapes as well.
The most important document in this is the European Landscape Convention (ELC). This was the first international convention to focus specifically on landscape. Created by the Council of Europe, the convention promotes landscape protection, management and planning, and European co-operation on landscape issues. The document was created in 2000 and was subsequently signed by the UK Government in February 2006; the ELC became binding in the UK from March 2007.
What makes this document special is that it does not just focuses on those landscapes which are already well protected, such as National Parks and Areas of Outstanding Natural Beauty. Instead, the ELC defines landscape very widely, and includes all types of landscapes: rural and urban, inland, coastal or marine, outstanding, ordinary…
View original post 923 more words
Cotoneaster frigidus – leaves and fruit
Cotoneaster is a genus of flowering plants in the rose family, native to temperate Asia, Europe and north Africa. It has a strong concentration of different species in the mountains of southwestern China and the Himalayas. They are related to Hawthorns, Firethorns, Photinias and Rowans. Depending on the definition used, there are between 70 and 300 different species.
The majority of Cotoneaster species are shrubs from 0.5–5 metres tall, varying from ground-hugging prostrate plants to erect shrubs. A few, notably C. frigidus, are small trees up to 15 metres tall and 75 centimetres trunk diameter. The prostrate species are mostly alpine plants growing at high altitude (e.g. C. integrifolius, which grows at 3,000–4,000 metres in the Himalayas), while the larger species occur in scrub and woodland gaps at lower altitudes. Cotoneasters are very popular garden shrubs, grown for their attractive habit and decorative fruit. Many are cultivars, some of hybrid origin; of these, some are of known parentage.
Cotoneaster franchetii
Cotoneaster horizontalis
The name Cotoneaster derives from the old Latin cotoneus meaning Quince and aster probably a corruption of ad instar meaning ‘a likeness’ – so ‘Quince like’.
Other species names are:
C. adpressa = close, pressed-down growth or fruits closely pressed against the branch
C. applanata = the branches lie flat or in a plane
C. bullata = wrinkled, referring to the leaves
C. buxifolia = box (buxus) -leaved
C. congesta = crowded, the plant’s habit
C. divaricata =spread-out, forking , referring to the branches
C. franchettii = after Franchet, a French botanist
C. frigida = cold,frosty, probably referring to its native habitat
C. harroviana = after G. Harrow, a nurseryman once of Coombe Wood Nursery
C. henryana = after Dr. Augustine Henry, a 19th century Chinese customs official and ‘plant hunter’
C. horiziontalis = horizontal, its growth habit
C. humifusa = spread on the ground
C. lacteus = milky, probably referring to the milky white flowers (the ‘Late Cotoneaster’)
C. lucida = shining, referring to the leaves
C. microphylla = small – leaved
C. multiflora = many flowered
C. pannosa = woolly, the foliage
C. rotundifoilia = round leaved
C. salicifolia = willow (salix) leaved
C. simonsii = after Simons, (The ‘Himalayan Cotoneaster’ or ‘Simon’s Cotoneaster’)
Cotoneaster adpressus
Cotoneaster lacteus – flowers
Cotoneaster simonsii
Sources and further information:
Quizzicals: answers to the two in Plantax 7…
- Bird swearing – Crocus
- Vasectomy for Dad – Parsnip
..and 2 more cryptic clues to the names of plants, fruit or veg…
- Irish singer is growing worse
- Tease Mr Disney
(thanks to Les Palmer, answers in the next Plantax!)
Old School Gardener
If you’ve enjoyed reading this post and others on this blog, why not comment and join others by signing up for automatic updates via email (see side bar, above right ) or through an RSS feed (see top of page)?
Old School Garden 