Introducing Permaculture in
Kashmir Schools with our
Phase one started
25th May - 6th June 2018
Green Kashmir team delivering training's in
Schools have been very open and welcoming to Permaculture teaching in Kashmir. Wonderful moments of the training's at various schools in Kashmir.
Please click on the link below for a short introduction to Mr Justin Robertshaw
This was exciting opportunity for Kashmir schools to explore engaging children in outdoor learning, and we are so delighted to see the response and welcome from Kashmir schools to the Permaculture teachings.
“The future of our planet depends on a change of consciousness, in which the people and the resources of the natural world are no longer taken for granted and exploited without considering long term impacts. Supporting children from early childhood to develop a sensitive, compassionate and cooperative relationship with each other and the natural world is a crucial step in generating this new consciousness.
This is to encourage a fun and an enjoyable approach for children to be able to learn about garden, organic composting and separating reusable waste from household waste.
Mr Justin Robertshaw was in Srinagar from the 25th May 2018 for two weeks, and whilst offering some workshops for the staff at the Srinagar Municipal Corporation, Mr Robertshaw also be worked with some schools in Kashmir to offer some training for children.
Who is this course for?
Suitable for children from the age of 11 and 12 up to 16 years of age. Also People working with children aged 3-12 years, such as school, nursery teachers, as well as those working in non-formal settings such as after-school or out-of-school club leaders (e.g. scout leaders), parents (whether natural, foster, adoptive or grandparents) and others who are aware of the importance of their role in children’s education.
How Nature Can Teach Children to Become Leaders
For the future of our planet, and our communities, it is vital for our children's education to change.
This short introduction to ways of Permaculture will help us explore how incorporating lessons from nature into education, can move us towards a more sustainable future.
The patterns and systems of nature (biomimicry) can be applied to all aspects of children's education, helping them become leaders.
Watch this space for our Phase Two for Schools.
How the Garden Works in Educating Children
A child's surroundings influence their learning. Education in the garden leads them to be more inquisitive, more hands-on, to become highly motivated, goal-orientated and aware.
Teachers in schools throughout the world are choosing the food garden to foster children’s awareness of environmental issues. First, it moves children into a landscape that many children have forgone for an indoor life. Gardens are about plants and animals and the non-living elements of the landscape; the rocks, soil, water and energy – essential topics for learning for environmental awareness. Then there are the sensitivities that we all draw from a garden that have to do with the workings of nature and our connection to it.
When a child’s knowledge of nature’s elements, its rhythms, patterns and laws is diminished, or never fully developed, we may not be able to expect a level of responsibility towards the environment from this child.
It may fall upon schools to provide this outdoor experience for the young. Schools are accepting this challenge and we are working to support them with our resource materials and workshops.
The Best for the Children
Children’s gardens celebrate childhood and their world of play and curiosity about all things. They are places in the school ground for work and play among the playthings of the earth; where the dirt, sticks and stones are abundant and where they can enjoy growing gardens to learn, in a hands-on practical way, the secrets of the natural world.
Teachers will find benefits for themselves as much as for the children when they switch on children’s learning faculties in the outdoors. The journey to find joy and inspiration in the future is upon us all.
New Demands in Education
Food issues, economic concerns, human and planetary health and future sustainability are all under intense scrutiny today. These issues are manifested in the school setting as food and health choices, obesity, teaching and learning strategies, discipline issues, environmental awareness, values and attitudes training and essential learnings to mention a few.
In a world that is being reshaped with unnerving speed, teachers will be called upon to adjust their programs to meet the goals set down by the authorities who are promoting an education for sustainable development. The message is clear. Children need new skills and attitudes for life in the 21st century.
These attributes are outlined as, “the reflective and deep thinker, the autonomous learner, the ethical and responsible citizen, and the relevant and connected learner.” (Educating for a Sustainable Future
How the Garden Works
The garden works as a transformative teaching and learning device. Where children learn influences how they learn.
The garden is an opportunity for teachers in primary schools to re-instate wisdoms about teaching and learning that have been set aside in many schools today, except perhaps, for the very young in the early classes.
These experiences include experiential and inquiry learning, both intrinsic parts of an outdoor activity such as gardening and both characteristic of the way children naturally learn. These techniques are central to the development of higher order thinking skills, deeper understanding and deeper questioning.
Hands-on, direct experience in a context relevant to the child, a maxim for early childhood educators, is an appropriate learning technique for all children in all classes in the primary school. Children need to continue to explore the world around them throughout their years at school. This form of learning has its place alongside the books and computers.
Children as gardeners can become highly motivated, goal oriented and aware of where they are going and how to get there. At this stage they are likely to self-direct and initiate projects for the group. They are on their way to be autonomous learners.
In the garden, teachers can slip easily into the role of facilitator and put aside the mantle of authority in deference to the children’s sovereignty over the garden. This sharing of authority empowers children to lead and be responsible for themselves and others. The benefits for a class working together with their teacher in this way are considerable. It is the seed for democratic action.
The garden fits seamlessly into the curriculum. The garden is the curriculum. Every action in the garden has its roots in some school subject whether it be science or maths or art. For the teacher-facilitator, finding the connections is not difficult.
There is no doubt that children learn well when they are put in charge of a garden. They work in the outdoors but more often in the indoor classroom, doing the research, organising the meetings, making the decisions, documenting their work and defining skills to be learnt before the next project can begin.
It’s All About the Children
The outdoor classrooms model is proving to benefit all children. However, there is a group who have responded to the activity in ways that are important. These are the learners, who are in every classroom, and who disengage from the activities set by their teacher. Often they are the same children who disrupt the class with bad behaviour. The stimulus and relevance of the garden, together with the physical work of handling tools is having a significant influence on these learners. They like to learn this way and they behave well. The improvement in discipline has been welcomed by teachers.