- Overall food waste diverted from landfill and turned into compost – Over 2 tonnes! The weight of a large SUV
- Food waste collected from recess by Year 6 Garden monitors – 303kgs
- Produce harvested and contributed to the kitchen – 163kgs
- We were fortunate to receive grants from the Sydney Edible Garden Trail, Woolworths Junior Landcare and Northern Beaches Council, and many other product donations to help the garden grow in its first year.
Kitchen Garden Classes
This year all classes participated in one Kitchen Garden class per term. Term one focused on familiarising children with the new space. Using magnifying glasses all became qualified ‘Observologists’, learning how to look for evidence of animals, identify the plants that grew for their lunch, and learn about the different systems in the garden. Lessons finished with a demonstration on where popcorn comes from and how it is plant-based, rather than coming from a packet. There was great value in seeing the Glass Gem Corn (rainbow popcorn) plants growing as we discussed pollination and the difference between maize and sweet corn before popping kernels which children were able to taste. Most enjoyed the naturally nutty flavour without additives of salt or butter.
During the Autumn months of Term 2 classes went on a Soil Safari learning about mycelium, pH and some interesting uses for mushrooms (house bricks, yoga mats and even shoes!). All groups made their own compost jar to observe back in the classroom – there are more living organisms in one tablespoon of soil than there are people on earth! This knowledge fed into discussions about the basics of composting and two experiments that formed visual demonstrations of how soils differ. In the first, six different bags of potting mixes were planted with four similar lettuces each. We observed how some thrived and others didn’t, discussing why this might be. The second experiment tested the decomposition rates of materials (man-made and natural) in different soils (school-made compost vs commercial potting mix) over the term. The lesson finished with apple slinky making and tasting, a fun way for children to enjoy a simple snack.
Term 3 brought the completion of the greenhouse. To celebrate this, classes focused on seeds; their uses, which ones we eat and how they can be dispersed by wind, water, animals, gravity and explosion. Classes returned their compost jars from term two and noticed how all evidence of food had disappeared, a few even had worms appear inside them! This new soil then had seeds added so that jars could be returned to classrooms for further observation.
After being buried for all of Term 2, the synthetic and organic materials from both the compost and potting mix beds were dug up. Fascinatingly, the life in our school-made compost made a very positive difference to how materials broke down compared to the commercially made potting mix. All that remained of the compost cotton sock was a shell of elastic, compared to the potting mix sock that just looked like it needed a good wash. All children sowed a seed to be raised in the greenhouse for Spring planting, and we ended the lesson by discussing how bananas once had very large seeds, and how this has changed over time. We sliced fruit to observe the tiny seeds and children were given the opportunity to try homemade dried banana with no additives. Many remarked that it tasted like banana bread.
Term 4 focused on the importance of animals in ecosystems. Classes identified artificial habitats in the kitchen garden such as our native bee hive, worm farms, insect and grub hotels, and looked at images of a wide range of animals that the space is home to. As a comparison, children visited a small area of the school’s native bushland. Lifesize images and models of animals were hidden along the path for children to identify and consider the differences between habitats. Classes discussed food webs, introduced species and the roles that animals play in ecosystems. Children were offered a taste of locally produced creamed honey, as bees are an integral part of food-producing ecosystems. We showed gratitude as it takes twelve bees their entire lifetime to produce just one teaspoon of honey.
Year 6 Garden monitors
With the help of Mrs Mackenzie, these students established the composting collection practices for the school. Each recess, buckets were left for year groups to add their scraps to. This food waste was weighed, recorded and then processed through worm farms. Garden Monitors also campaigned for the collection of carbon-based materials as dry compost additives, as well as 5.85kgs of plastic bottle tops that were turned into recycled plastic clipboards. Other roles included the harvesting and delivery of produce to the kitchen, turning compost and watering seedlings in the greenhouse. Year six also grew some delicious oyster mushrooms in their classrooms that ended up in a risotto one lunch.
“Gardeneers” Garden Club
This year there were 17 Garden Club groups! Each term during lunch a small group of infant and primary students enjoyed time in nature, explored how to grow food using organic principles, and practiced patience by growing from seed. Sessions included planting and harvesting, sustainable craft activities, environmental science-based content, learning about animals and ecosystems and tasting the food that they helped to grow.
Parent Volunteers
With many thanks to the families and parent volunteers that participated in working bees each term, or on Tuesday mornings. This service (and muscle) has brought a great sense of community to the garden. In July, joined by staff, we celebrated all that has been achieved with a one-year garden anniversary morning tea. Volunteers ended the year with a seedling sale to the school community, offering approximately 300 plants that were organically grown from seed in the new greenhouse, successfully raising $221.
It has been a very productive year; I can’t wait to see what the garden offers in 2025.
Laurie Green
Gardening teacher and Gardeneers Club organiser
