►
Description
Workshop outline
• Introduction
• Designing a garden with students
• Step by step process
• Resources to assist teachers
Facilitated by Cultivating Community, CERES Community Environment Park and Environment Education Victoria.
A
I'd
like
to
begin
this
webinar
by
doing
an
acknowledgement
of
country,
brimbank
city
council,
respectfully,
acknowledges
and
recognises
the
cooling
nation,
including
the
wandering
bonarong
and
boone
warren
peoples
as
the
traditional
owners
of
this
land
and
waterways,
and
pays
respect
to
their
elders,
past
present
and
future
for
the
traditional
owners.
The
lands
in
the
city
of
brimbank
have
always
been
a
significant
trading
and
meaning
place.
A
A
Now
I
would
like
to
introduce
you
to
our
guest
speaker.
Ellen
rigos
ellen
is
the
team
leader
for
the
school
food
gardens
program
at
cultivating
community
and
has
worked
for
almost
30
years.
As
a
teacher
and
educator
in
sustainability,
the
past
decade
she's
been
a
casual
teacher
at
royal
botanic
gardens
victoria.
A
B
Thank
you
karina
lovely
to
speak.
Sorry,
I
did
have
to
get
up
and
just
change
my
camera
angle,
because
I'm
getting
strange
light
effects
on
my
computer,
so
I'd
like
to
welcome
everyone
to
today's
pd
for
teachers
on
food
gardening,
design
with
children.
I'd
just
like
to
introduce
cultivating
communities.
So
I
work
a
cultivating
community.
We
envisage
a
joyful
connected
communities
who
care
for
each
other
and
our
earth.
Our
purpose
is
to
inspire
healthy
and
adjust
world
by
providing
nourishing
and
informative
food
gardening
experiences.
B
We
work
with
diverse
and
low-income
communities
in
victoria
to
create
a
fair,
secure
and
resilient
food
system
by
improving
access
to
healthy,
affordable
and
culturally
appropriate
food.
There
are
three
main
programs
we're
probably
best
known
for
our
public
housing
community
gardens.
We
have
21
community
gardens
across
melbourne.
We
also
do
a
lot
of
work
with
food
systems
like
our
community
food
kitchen
in
fitzroy,
and
I'm
the
team
lead
for
the
school
food
garden
program.
B
So,
if
you're
interested
in
knowing
a
little
bit
more
about
the
work,
we
do,
I
put
our
website
there.
So
today's
workshop
is
an
introduction.
I've
done
two
previous
workshops
and
they
were
on
food
gardening
in
schools
and
why
they're
really
important
to
have
as
well
as
food
waste
recycling.
So
this
is
a
third
workshop
in
this
series
and
I'm
going
to
give
you
an
introduction
to
how
to
actually
design
a
food
garden
with
students.
I'm
still
getting
that
dreadful.
B
Look
in
the
slides
and
I'm
going
to
take
you
a
step-by-step
process
of
how
you
would
go
about
designing
a
food
garden
with
students
and
what
resources
will
assist
you
to
actually
take
students
through
that
process.
So
questions
you
can
type
questions
along
the
way
of
this
presentation,
but
at
the
end,
we'll
have
time
to
answer
questions
the
president.
B
A
A
C
B
That's
okay!
So
if
you
do
have
questions
to
ask
we'll
do
all
the
questions
at
the
back,
you
can
type
in
questions
as
we
go
along
and
they'll
be
answered
at
the
end
of
the
presentation,
I'm
getting
very
strange,
I'm
just
going
to
shut
that
curtain
because
it's
really
making
some
strange
pictures
hold
on
a
second.
B
B
A
A
B
B
I'm
not
sure
if
everyone
else,
maybe
someone
else
in
the
question
and
answer
book
can
let
us
know
if
this,
what
slides,
they're
seeing
okay,
so
ownership
of
the
garden.
It
allows
people
to
have
an
experiential
and
multi-sensory
learning
experience
and
it
fosters
the
use
of
system
thinking
and
interdisciplinary
learning
it
blurs
the
boundaries
between
academic
learning
and
creative
play,
and
it
increases
the
students,
health
and
well-being.
B
So
there's
some
of
the
advantages
of
designing
a
student
garden,
so
I'm
going
to
actually
put
up
a
poll
we'll
see
how
the
poll
goes
and
I'd
like
to
find
out
a
little
bit
about
who's
here
today
and
I'm
going
to
launch
a
poll
where
you
get
to
fight.
Tell
me
what
your
role
is,
whether
you're
a
teacher
in
early
childhood,
primary
or
secondary,
and
also
whether
you're
a
principal,
a
parent
or
maybe
you're
someone
else.
B
B
It
just
gives
me
an
idea
of
who's
in
the
audience
and
when
we
end
the
poll
we'll
just
get
a
sense.
So
at
the
moment
the
majority
up
we've
got
quite
a
lot
of
secondary
teachers
in
the
audience,
as
well
as
primary
teachers.
I've
got
one
principal
a
couple
of
parents
and
some
others
in
the
audience
today
as
well
great,
so
I
might
just
end
the
poll,
so
you
can
see
there
we
go
so
we
have
mainly
primary
and
secondary
teachers
represented
and
quite
a
number
of
others.
B
You
might
want
to
put
yourself
in
the
question
and
answer
just
to
let
us
know
what
other
sort
of
roles
you
have
and
why
you're
interested
in
attending
today's
session,
and
also
lots
of
you
have
food
gardens
already
so
70
have
food
gardens
which
is
21
out
of
30..
So
that's
great.
This
is
a
focus
for
setting
up
a
food
garden,
but
even
if
you
have
an
existing
food
garden,
it
will
be
really.
Can
you
see
the
results?
B
B
A
A
B
B
B
This
is
one
of
the
most
recent
reports.
That's
come
out
to
look
at
the
impact
of
learning
of
food
gardens
and
there's
some
fantastic
research
happening
around
the
world,
just
to
show
that
learning
is
actually
improved.
If
you
have
a
food
garden
at
your
school,
so
there's
some
great
research
being
done
to
show
the
benefits
on
all
learning
across
the
board
of
having
a
school
garden.
B
So
today's
focus
is
on
designing
the
school
garden
and
the
best
place
to
start
is
to
have
a
bit
of
a
vision,
and
it
doesn't
have
to
be
complicated
but
really
making
sure
that
you
have
a
sense
of
purpose.
Why
is
it
that
you
want
to
set
up
a
food
garden,
and
what
do
you
want
to
achieve?
What
are
some
of
the
principles
on
how
you
are
going
to
do
it
and
what
will
guide
you
in
what
you
do
and
the
practice?
B
What
are
you
actually
going
to
do,
and
how
will
you
do
it
and
they're,
probably
the
three
areas
you
want
to
be
considering
as
a
school
if
you're
wanting
to
set
up
a
food
garden
at
your
school
now,
it
does
start
with
a
shared
vision.
I
love
to
get
students
involved
in
having
a
say
of
their
vision
for
the
school
garden
it
actually
at
the
top.
B
So
that's
just
a
really
simple,
shared
vision,
but
when
you
get
the
answers
from
the
students,
you'll
get
a
much
broader
picture
of
some
of
the
benefits
as
to
why
they're
wanting
to
have
a
food
garden
at
their
school
and
you'll,
probably
find
they
come
into
three
categories:
health
and
well-being,
aspects,
learning
aspects
and
sustainability
and
getting
a
sense
of
what
will
make
this
food
garden
a
success.
And
who
can
we
involve
in
the
process?
I
have
put
a
link
to
a
fantastic
resource.
B
That's
been
put
together
by
junior
landcare
on
creating
a
food
garden
vision
if
you'd
like
to
go
a
bit
further
into
that,
and
just
a
simple
activity
that
you
can
start
off
with
children
is
to
get
them
to
tell
you
what
their
vision
is,
and
they
could
do
this
in
a
collage,
a
model.
It
could
be
a
drawing
a
painting
and
then
to
report
back
to
the
class
on
what
their
vision
for
a
school
garden
is
and
the
beauty
of
things
these
days
is
there's
so
many
ways
this
vision
can
be
created.
B
Once
you've
got
all
that
process
starting
you
actually
want
to
get
outside
and
walk.
You
want
the
kids
to
start
connecting
to
the
space
that
is
going
to
be
the
food
garden,
so
they're
going
to
be
observing
they're,
going
to
be
testing
they're,
going
to
be
digging
and
recording
and
measuring
anything
that
gets
them
outside
and
connecting
to
the
space.
So
they've
got
that
ownership
from
the
very
beginning
and
they
get
to
see
the
change
over
time
now.
Site
analysis
is
a
very
fancy
word
and
really,
when
you're
designing
a
garden.
B
These
things
are
things
that
will
need
to
be
thought
about.
They
don't
need
to
be
that
complicated,
but
you
are
going
to
need
to
think
about
the
climate,
the
microclimate
and
the
rainfall
so
really
thinking
about
the
best
spot
in
your
school
to
put
a
food
garden
just
being
aware
of
what
existing
trees
and
plants
are
already
in
that
space.
B
B
B
B
There
are
really
great
four
areas
to
investigate
with
students
and
how
in
depth
you
want
to
go
with
the
students
really
does
depend
on
how
much
time
you
want
to
spend
on
the
design
phase
site
analysis
gives
kids
a
great
opportunity
of
understanding,
bird's
eye
view,
drawing
maps,
making
plans
and
designing.
So
it's
a
really
great
process
for
thinking
about
design,
soil's,
very
scientific
you're
looking
at
the
science
and
the
structure.
So
it's
a
really
great
area
of
learning
around
what
is
soil?
B
What's
it
made
of
what
makes
our
soils
healthy
then,
water
and
drainage
is
a
really
good
one
for
understanding
rainfall
and
how
water
impacts
on
plants
and
soil
and
climate
microclimate's
a
bit
more
complicated.
But
as
a
designer
in
placing
your
garden,
you
need
to
be
aware
of
the
microclimate
at
the
sites
that
you're
selecting
and
that
really
helps
in
doing
a
really
good
design.
So
there's
four
areas:
you're,
looking
at
when
you're
working
with
the
students
around
designing
a
garden.
B
There
are
some
important
links
that
you
need
to
be
aware
of.
I
always
recommend
dull
before
you
dig
just
to
make
sure
you're
not
going
to
hit
any
electricity
cables
or
any
underground
plumbing.
It
does
happen.
I've
been
involved
in
doing
school,
gardens
where
we've
accidentally
broken
water
pipes
and
had
to
get
plumbers
in
sometimes
school
grounds
can
be
quite
old
and
the
maps
and
the
diagrams
don't
actually
have
every
pipe.
That's
there.
B
So
you
do
need
to
be
careful
when
you're
digging,
also
soil
testing,
macquarie
university
does
a
fantastic
program
called
veggie
safe,
and
you
can
send
off
four
samples
of
your
soil
for
twenty
dollars
and
get
them
tested
to
make
sure
it
is
safe
to
grow
plants
in
the
soil.
You
can
do
more
expensive
and
complicated
tests,
but
it's
a
great
one,
because
students
can
be
involved
in
that
whole
process
of
collecting
the
samples
sending
it
off
getting
the
data
back
and
understanding
what
the
soil's
made
of
so
there's
some
really
great
links.
B
You
will
get
access
to
a
pdf
of
these
presentations,
so
these
these
links
will
all
be
available
to
you
at
the
end
of
the
presentation
now
getting
into
the
garden
design.
This
is
the
fun
stuff.
This
is
the
stuff
that
the
kids
really
love,
I'm
going
to
just
do
a
little
introduction
to
aesthetics,
because
I
think
it's
something
we
overlook
when
we're
thinking
about
food
garden,
design.
Looking
at
how
you
choose
the
elements
that
you
would
like
to
have
in
your
food
garden,
thinking
a
little
bit
about
design
movement
and
flow
structures
and
plant
selection.
B
So
aesthetics
is
all
about
what
you
would
like
to
look
and
feel
like
what
that
garden
is
going
to
be
like
at
the
end,
and
I'm
just
going
to
show
you
five
different
food
gardens
around
melbourne:
they're,
not
school
gardens.
I
wanted
to
keep
it
away
from
school
gardens,
but
just
to
give
you
an
idea
that
food
gardens
can
have
a
very
different
look
and
feel
the
first
one.
These
are
some
food
garden
beds
at
rip
and
lee
they're
the
garden
beds
that
attica
use
for
their
restaurant
they're
raised
pellets.
B
B
You've
got
one
of
cultivating
communities
community
gardens
in
fitzroy
with
over
100
users
in
that
particular
space,
this
one's
at
heidi
garden-
and
this
is
their
urban
flower
garden,
but
they
also
have
a
food
garden
with
a
very
similar
aesthetic,
and
this
is
the
royal
children's
garden
in
melbourne,
and
this
is
the
food
garden.
They
have
there.
So
just
a
quick
poll
just
to
find
out
what
your
aesthetic
likes
are.
Let's
have
a
look
we'll
do
our
second
poll
and
pull
two.
B
Just
to
give
me
an
indication
of
what
aesthetic
you
like,
because
I
think
it's
really
good
for
us
to
be
really
clear-
that
gardens
do
have
aesthetics
and
we
all
have
different
preferences
around
what
looks
lovely
and
what
doesn't.
So,
as
you
can
see,
you'll
be
able
to
see
soon.
The
variation
is
quite
huge.
B
B
As
you
can
see,
there's
a
range
of
different
approaches
and
different
likes
around
gardens
in
terms
of
what
people
find
appealing
and
what
people
don't.
So
it's
a
really
good
demonstration
that
aesthetics
have
different
impacts
on
how
we
feel
in
a
space,
and
it's
good
to
be
aware
of
that.
I'll
talk
a
little
bit
later
about
some
of
the
gardens
that
we've
designed
for
schools
so
I'll.
Stop,
sharing
that
now.
B
B
B
You
probably
want
to
go
through
if
you
were
designing
a
food
garden
for
an
early
childhood
center,
so
there
that's
a
little
check
box
of
things
you
might
like
to
consider
in
that
context
in
terms
of
garden
design,
movement
and
flow
once
you've
allocated
your
space,
it's
really
thinking
about
how
all
these
different
elements
are
going
to
sit
together
in
space
and
how
you're
going
to
move,
how
the
students
are
going
to
move
and
utilize.
Those
different
aspects.
B
This
is
a
lovely
little
clip,
I'm
not
going
to
put
the
clip
on
today
because
of
time,
and
it
just
takes
a
long
time
to
get
through,
but
you
might
like
to
see
a
case
study
of
the
work
that
was
done
at
st
john's
primary
school
in
footscray,
and
this
was
with
the
kids
in
terms
of
their
process.
They
spent
six
months
designing
their
food
garden,
and
this
is
one
of
the
drawings.
B
It's
a
lovely
little
video
that
shows
the
whole
process
they
went
through,
but
you
can
see
that
kids
come
up
with
the
most
amazing
designs
from
you
know:
giant
water,
slides
to
fire,
breathing
dragon
pits,
and
so
the
creativity
that
comes
out
through
this
process
is
absolutely
beautiful.
You
really
want
to
capture
the
essence
of
what
the
kids
come
up
with
when
you
come
to
your
final
design.
B
This
ended
up
being
the
final
design
for
the
school,
but
the
beauty
of
designs
is
that
they
change
so
aspects
that
have
have
been
done
and
things
have
changed
over
time,
just
as
you
start
to
evolve
the
project,
so
the
chickens
are
where
they
are.
The
compost
bins
have
been
moved.
Some
of
the
veggie
garden
beds
are
now
a
fire
pit.
B
This
is
one
that
joanna
one
of
our
garden.
Educators
is
she's
working
at
a
school
called
aberfeldy
in
essendon
at
the
moment-
and
this
is
one
of
her
students
designs
there
and
they've
done
a
fantastic
little
design
of
what
they
want
their
garden
to
look
like
and
they're
just
put
in
the
veggie
beds
at
the
moment,
and
you
can
see
that's
the
finished
design
that's
been
put
together,
based
on
all
the
student
input
in
terms
of
what
they'd
like
to
see
and
how
they'd
like
to
feel
so.
B
Some
of
the
considerations
you
need
to
think
about
when
you're
designing
your
food
gardens
is
to
think
about
all
the
options
before
you
start
eliminating.
So
collating
all
those
fantastic
ideas,
the
students
come
up
with
and
figure
out
a
process
on
how
you're
going
to
assess,
which
ones
stay
and
which
ones
you
might
have
to
put
on
hold
or
which
ones
you
might
have
to
eliminate
altogether.
B
So
it
is
a
collaborative
process
being
strategic
with
your
design,
so
that
you're
making
sure
that
you're
getting
what
you
want
from
your
food
garden,
not
compromising
on
what
you'd
like
to
achieve
thinking
in
zones,
really
helps
in
a
school
so
that
you've
got
themes
in
the
last
picture.
If
we
go
back
there's,
actually
you
probably
can't
see
it,
but
there's
actually
a
lizard
a
lizard
zone
where
the
lizards
are
to
live.
So
thinking
in
lovely
creative
language
can
be
really
helpful
too,
and
getting
the
students
to
name
their
garden.
B
B
It's
really
important
that
you
actually
maximize
the
use
of
sun
for
annual
garden,
so
not
planting
trees
along
your
north
face
you're
wanting
them
along
your
south
face
of
your
garden.
So
just
some
really
practical
things
about
where
you
place
different
elements
and
what
shade
impacts
it's
going
to
have
on
your
garden
and
really
being
prepared
to
adapt
and
improvise
over
time.
B
You
don't
have
to,
but
I
find
that
just
the
reality
of
children
running
around
gardens
having
a
little
bit
of
a
barrier
means
that
they're
less
likely
to
get
trodden
on
garden
beds
tend
to
run
north
south
that
actually
maximizes
the
amount
of
growing
sun
and
having
a
variety
of
widths.
It's
really
good
to
have
some
wider
beds
for
growing
potatoes
and
sweeter
potatoes
and
then
having
some
smaller
beds
for
growing
quick
lettuces
example.
For
example,
you
can
have
it
knee
deep
or
waist
height.
B
B
Also,
using
good
compost
in
your
beds
is
really
important.
I
recommend
putting
a
worm
tower
in
each
of
your
garden
beds,
just
to
get
really
great
bacteria
happening
in
the
soil,
and
then
each
of
the
classes
can
look
after
one
of
those
worm,
towers
and
wheelchair
access.
If
you
want
wheelchair
access,
which
I
think
is
a
great
idea
in
school,
food
gardens
you're
wanting
paths
around
1.2
metres
wide
so
that
wheelchairs
can
have
access
at
all
times.
So
there's
some
of
the
real
practicalities
around
some
of
your
garden
bed
designs.
B
Wicking
beds
are
an
option
in
that
they
reduce
water
use.
I
find
they're
fantastic
for
early
childhood
centers.
You
just
have
to
be
careful
not
to
damage
them.
That's
one
of
the
challenges
of
having
wicking
beds
is
that
they're
really
good
for
quick,
growing
crops
that
don't
have
a
lot
of
root
depth
and
you
don't
want
to
be
putting
steaks
into
them
because
you'll
actually
damage
your
wicking
beds,
but
they're.
They
are
a
really
great
option
for
schools
in
terms
of
materials
when
you're
thinking
about
a
food
garden,
materials
are
really
really
important.
B
So
from
a
sustainability
perspective.
You're
wanting
to
think
about
biodegradable
or
recyclable
materials
that
end
of
life,
they
can
be
reused
environmentally
and
ethically.
Produced
and
sourced
materials
are
really
important
things
that
have
recycled
content
or
have
been
up-cycled
things
that
come
from
a
renewable
resource
rather
than
a
non-renewable
resource
and
things
that
are
being
sourced
locally.
So
that's
a
really
good
criteria
when
you're
designing
your
garden
is
to
think
about
where
you're
going
to
get
all
the
materials
and
how
you're
going
to
make
decisions
about.
B
What's
purchased
seating
circles,
I
think,
are
one
of
the
most
important
parts
of
a
food
garden.
You
really
need
somewhere
where
a
class
can
come
out
and
sit
together,
there's
different
options.
The
cheapest
option
are
straw,
bales
and
they're
fantastic
because
they
last
a
year,
and
then
they
go
back
into
the
garden
and
get
recycled.
B
You
can
have
some
more
stable
ones
made
out
of
wood,
and
I
really
love
this
tyre
one.
I
saw
at
a
school
in
springvale,
where
they
use
some
old
tires
to
create
a
seating
circle
with
a
fire
pit
in
the
middle.
So
there's
lots
of
options
for
seating
circles,
but
really
that's
where
your
garden
classes
will
start
and
end
is
in
these
circles
in
terms
of
sustainability,
I'm
just
going
to
run
through
a
little
bit,
there's
some
options
of
setting
up,
compost
and
worm
farms,
making
sure
you
incorporate
native
edibles.
B
B
Also
improving
your
soil
will
improve
the
amount
of
water
that
is
retained
so
making
sure
that,
as
part
of
your
food
garden
design,
you
constantly
improving
your
soil
and
you're
mulching
constantly
that
everything
is
always
mulch,
so
you're
getting
good
layers
of
mulch
breaking
down
to
improve
the
soil
and
improve
the
amount
of
water.
That's
retained.
B
Watering
deeply
and
less
frequently
is
better
than
watering
shallowly
more
often,
so
you
really
want
deep
watering
when
you
do
water.
One
good
water
a
week
is
better
than
a
few
shallow
waters
during
the
week.
If
you
have
the
opportunity
to
set
up
some
irrigation,
that
can
be
really
helpful
too.
You
just
have
to
be
careful
with
irrigation.
It
can
be
quite
a
costly
and
timely
exercise
to
do
if
it
isn't
done
well
or
if
it
gets
damaged
with
digging,
which
can
happen
quite
often
in
a
school
garden
in
terms
of
the
tools
and
equipment.
B
They're
really
really
important
to
purchase
quality
tools.
So
really
good
tools
are
worth
the
investment
and
not
that
many
start
off
with
minimalist
tools.
You
don't
need
one
trail
per
student.
You
probably
need
to
buy
things
in
sets
of
six
or
seven
so
that
you
have
small
groups
working
on
things
at
once
and
storing
them
and
looking
after
them.
B
Well,
so
getting
the
students
really
comfortable
with
how
to
handle
tools
safely
and
how
to
care
for
them
and
how
to
actually
sharpen
and
maintain
them
as
well,
so
that
they're
kept
clean
and
they
last
a
long
time
garden
sheds
some
schools
allow
their
students
to
go
in
and
collect
the
tools
and
some
schools
don't
and
that's
something
that
a
school
will
have
to
make
a
decision
about
how
comfortable
they
are
with
students
having
access
to
the
tool
shed
we're
going
to
move
on
to
plant
selection.
It
is
a
topic
in
itself.
B
I
could
spend
all
day
talking
about
plants
and
I've
only
got
five
minutes.
So
I'm
just
going
to
give
you
the
quick,
simple
guides
of
how
to
make
selections
around
plants.
Basically,
annual
plants
are
the
easy
things
they're
the
things
that
you
plant
and
then
within
12
months,
they've
gone
to
seed
and
they
die
off
so
they're.
The
easiest
things
to
move
and
the
easiest
things
to
plant
gardenate
has
a
fantastic
calendar
that
will
send
you
an
email
every
month,
letting
you
know
what
to
plant
each
month.
B
Or
if
you
have
a
local
permaculture
group
that
you
can
contact
getting
some
professional
advice
on
where
to
plant
plants,
especially
fruit
trees.
For
example,
a
mulberry
tree
can
grow
up
to
15
metres
high
and
10
meters
wide.
You
really
want
to
be
thinking
carefully
around
where
your
big
trees
are
going
when
you
put
them
in
the
ground.
B
In
terms
of
my
favorite
plants
for
schools,
I've
chosen
some
that
are
a
bit
unusual
and
some
that
you'll
be
very
familiar
with
as
well
in
terms
of
annuals.
Carrots
are
fantastic
plants
that
you
can
eat
all
parts
of,
so
the
carrot
tops
you
can
make
into
pesto.
You
can
stir
fry
them.
You
can
eat
the
carrots,
you
can
collect
the
seeds,
there's
so
much
you
can
do
with
the
carrot.
B
Herbs
can
be
both
annual
and
perennial,
but
herbs
are
probably
the
easiest
thing
to
grow
and
great
for
making
herb
butters
and
putting
in
soups
and
making
herb
teas
jerusalem.
Artichokes
are
something
that
once
you've
got
you'll,
probably
never
get
rid
of
them
at
your
school,
so
make
sure
you
put
them
somewhere,
where
you
don't
make
mine
them
taking
over
a
little
bit,
but
kids
love
to
dig
so
any
plant
that
you
can
plant
the
kids
get
to
dig
up,
they
will
thoroughly
enjoy.
B
Kale
is
great
for
making
chips
nasturtium,
you
can
eat
all
parts
of
the
plant,
the
flowers,
the
seeds
and
the
leaves
my
kids,
the
kids
I
was
working
with
at
one
school
were
making
nasturtium
tacos,
they
would
grate
lots
of
vegetables,
make
a
dressing
and
put
them
in
nasturtium
leaves
and
eat
them
like
tacos,
and
they
absolutely
loved
it.
So
really
simple
things
that
you
can
be
doing.
Potatoes
are
fantastic
great
for
numeracy
as
well
planting
100
potatoes
and
see
how
many
potatoes
you
have
at
the
end
of
the
year
pulses
and
beans.
B
Kids
love
to
eat
anything
in
a
pod,
so
anything
in
a
pod
is
a
great
winner.
Radishes
are
quick
and
easy,
and
ruby
chad
will
produce
over
a
long
period
of
time
and
sweet
potato.
You
can
eat
the
leaves
up
until
the
time
that
the
tubers
are
ready,
so
they're
really
simple
plants
that
you
can
be
growing
in
terms
of
perennial
trees.
I've
chosen
some
unusual
ones
because
they're,
very
productive,
so
kumquats
are
fantastic
for
kids
to
be
able
to
harvest
and
make
kumquat
jam.
B
Curry
trees
are
just
prolific.
You
just
need
to
be
careful
of
the
seeds
which
are
toxic
with
curry
trees.
It's
probably
the
only
one
I've
put
in
there,
which
I
was
debating,
whether
to
put
in
or
not,
but
the
smell
of
the
curry
tree
is
sensational.
So
it's
worth
it
for
the
sensory
side
of
having
a
curry
tree
in
your
garden.
B
Some
trees
make
sure
you
consider
dwarfs,
because
bay
trees
are
huge,
like
literally
they
can
grow
to
20
meters
high.
You
want
to
think
about
the
size
that
these
trees
are
going
to
get
to
at
their
maximum
and
really
consider
whether
you
really
need
a
20
meter
bay
tree
in
your
school
garden.
So
some
trees,
you
will
want
to
consider
dwarf
varieties.
B
The
joas
are
great
because
the
fruit
falls
to
the
ground,
so
it's
easy
for
kids
to
harvest
the
fruit,
medium
berries,
one
of
my
favorite
berries,
olives,
you'll,
get
a
prolific
amount,
they're,
drought,
tolerant,
you
can
put
them
anywhere
in
the
school
and
you
can
hedge
them.
So
you've
got
lots
of
potential
with
olives
passion.
Fruit,
vines
karina
was
telling
me
they're
one
of
their
favorite,
so
you
have
to.
B
Raspberries
I
love
raspberries.
They
are
slightly
prickly,
but
they're
just
worth
it
because
they're
so
productive
and
any
they
won't
get
inside
ever
they'll
just
be
eaten
the
whole
time
having
some
native
edibles,
like
strawberry
gum,
you
can
make
beautiful
tea
out
of
that
and
a
timber
tamarillo
is
a
very
easy,
quick,
growing
fruit
that
you'll
have
fruit
within
one
or
two
years.
So
some
of
these
are
quite
quick,
growing
and
also
they'll
produce
fruit
quite
quickly
in
terms
of
native
edibles.
B
It's
really
important
that
we're
planting
native
edibles
and
talking
about
indigenous
history
and
culture.
So
I've
put
a
few
of
my
favorite
ones
there
from
midge
and
berries
to
warragul
greens
to
moon
on
daisies,
etc.
So
lots
of
fantastic
plants
that
you
can
plant.
I
do
have
a
list
which
I'll
send
to
karina
that
is
the
top
10
native
edibles
to
start
off
with
in
your
school.
B
If
you
haven't
planted
any
before
they're,
very
easy
ones
to
grow,
so
really
making
sure
that
that
not
only
increases
biodiversity,
but
it
connects
us
to
our
our
heritage
and
our
history.
These
are
my
favorite
books.
I
probably
have
a
couple
of
hundred
food
growing
books,
so
it's
not
really
quite
fair,
but
if
you
really
get
very
excited
about
food
gardening,
the
way
I
do
these
are
the
ones
that
I
use
like
reference
books
all
the
time.
B
The
beauty
of
google
these
days
is,
you
can
google
anything
and
what
you're
really
looking
for
is
you're
wanting
to
know
what
conditions
the
plant
thrives
in
what
water
requirements
it
has
if
any
parts
are
toxic
or
not,
that
you
need
to
be
aware
of
its
biggest
it's
going
to
grow
over
time
and
then
what
you
can
use
it
for.
So
that's
really
what
you're
looking
for,
when
you're
putting
plants
into
your
gardens,
how
you
can
then
use
it
and
tie
it
into
the
school
culture
that
you
have
there's
lots
of
fantastic
suppliers.
B
These
are
the
ones
I
use
so
I've
just
put
four
down.
I'm
sure
you've
got
lots
of
ones
local
to
your
area.
These
ones
tend
to
specialize
in
unusual
food
plants
and
unusual
seeds,
so
I'd
recommend
them
if
you're
interested
in
getting
some
unusual
food
varieties
and
some
heirloom
varieties
that
you
might
like
to
consider.
B
I'm
not
going
to
talk
about
permaculture
because
that's
very
complicated
in
a
short
period
of
time,
but
I
think
it's
a
fantastic
option
for
especially
secondary
schools.
I've
got
a
little
at
the
top
right
hand,
corner
you'll
notice
that
there's
a
little
sign
there
and
there
is
a
book
on
permaculture
for
school
gardens
that
I
only
became
aware
of
today.
So
I
actually
haven't
read
it
so
I
just
stuck
it
there.
B
If
anyone
wanted
to
do
some
research
on
permaculture
for
school
gardens,
temple
stowe
college
has
a
fantastic
example
of
a
permaculture
garden
in
action
in
a
secondary
school.
If
people
are
interested
and
I've
put
a
link
to
a
permaculture
principle
guide
for
you,
if
you're
interested
in
getting
a
little
bit
more
deeper
into
a
permaculture
philosophy,
while
you're
setting
up
a
food
system,
it's
basically
going
to
attack
lots
of
wildlife,
so
your
food
garden
is
going
to
bring
in
bees
and
butterflies
and
mini
beasts
and
insects
and
birds,
so
actually
capitalizing
on.
B
B
I
just
put
this
link
into
my
smart
garden
because
it
is
a
local
resource
that
you
might
like
to
tap
into.
So
it's
just
something
to
be
aware
of
that
councils
in
your
area
have
some
great
resources
online
that
you
might
like
to
consider
yeah
and
we're
part
of
my
smart
garden
program
as
well.
Fantastic
and
brim
bank
is
part
of
it,
so
we're
going
to
just
move
on
to
the
health
and
well-being
side.
B
So
not
only
is
there
the
emotional
and
mental
and
physical
well-being
of
being
outside,
but
there's
also
the
the
well-being
of
the
eating
of
the
food
which
I'm
going
to
move
into
now.
There's
so
many
aspects
of
this
that
really
impact
on
students-
and
I
find
today
that
a
lot
of
our
schools
are
talking
less
and
less
about
the
food
and
more
and
more
about
the
emotional
and
mental
well-being
of
being
in
a
food
garden.
B
B
This
is
the
cooking
component,
where
six
students
collect
the
harvest,
the
food
wash
the
food
and
create
something
for
everyone
else
to
share
at
the
end
of
a
session.
So
it
can
be
really
really
simple.
All
you
can
see
is
we've
got
a
few
blunt
knives,
a
few
chopping
boards.
Sometimes
I
have
a
grater
there's
a
few
pots
to
make
some
herbal
tea
and
a
compost
bucket.
So
that's
as
simple
as
you
can
get,
and
then
you
can
go
much
more
complicated
and
also
having
an
outdoor
fire
is
a
great
way
to
be
cooking.
B
Outdoors
too,
there
are
lots
of
school
cooking
programs
around,
but
probably
the
most
well
known
is
the
kitchen
garden
foundation,
the
stephanie
alexander
program.
So
I
put
the
link
to
the
resources
there.
You
can
get
access
to
their
resources
through
membership
and
they
also
run
teacher,
be
pds
around
cooking
in
the
outdoor
classroom,
and
I've
also
put
a
list
to
the
healthy
eating
advisory
service
because
they
have
a
lot
of
information
about
healthy
eating
guidelines
in
schools
about
how
to
tie
it
into
your
canteen
and
whole
school
approaches.
B
So
I
thought
they'd
be
some
really
good
links
to
just
be
aware
of
and
to
make
use
of
now
having
a
plant-rich
diet.
The
research
undeniably
shows
that
students
actually
learn
better
when
they're,
well,
nourished
and
they're
eating
healthy
meals,
and
it's
been
linked
to
higher
grades,
better
memory
and
alertness
and
faster
information
processing.
B
I
was
quite
shocked
when
I
was
working
with
a
school
in
cranberry
a
couple
of
years
ago,
developing
a
sensory
garden
with
them
and
of
their
800
students.
300
students
were
coming
to
school
without
breakfast
and
about
half
of
those
had
no
breakfast
or
lunch.
So
kids
are
really
disadvantaged
when
they're
not
eating
and
they're,
not
able
to
learn
properly
and
having
a
food
garden
program
and
integrating
that
into
the
curriculum
can
really
support
students
to
thrive
in
their
school
there's
a
lot
of
environmental
benefits
in
terms
of
having
a
food
garden.
B
It
connects
students
to
where
their
food
comes
from,
it'll,
improve
top
soil,
lower
pollution,
reduce
carbon
emissions,
save
water
and
land,
and
it
slows
deforestation
in
terms
of
a
bigger
picture
so
having
a
plant-rich
diet
really
inspires
kids
to
be
eating.
Well,
one
of
the
reasons
I
introduced
that
outdoor
little
kitchen
was
because
I
went
into
the.
I
was
helping
the
kids
at
lunch
time
and
I
would
see
what
they
were
eating
and
I
would
call
it
white
lunches.
B
They
were
eating
bread
and
white
rice
and
potato
chips,
and
there
was
no
color
in
their
lunch
lunchboxes.
So
having
a
plant-rich
diet
means
that
students
are
getting
exposed
to
different
flavors
different
textures
they're,
trying
things
they
probably
would
not
normally
have
at
home,
they're,
usually
a
bit
more
adventurous
when
they've
grown
it
themselves
to
try
weird
and
wonderful
things.
It's
a
bit
of
a
dare
sometimes
so.
You
find
that
students,
love
of
food,
actually
changes
when
you
have
a
full
food
garden
at
the
school
in
terms
of
food
waste
recycling.
B
I
did
a
previous
webinar
on
this,
so
that's
all
available
if
you're
interested
in
that,
but
it's
part
of
having
a
food
garden
is
then
taking
all
that
food
waste
and
turning
it
back
into
soil
and
food
for
the
plant.
So
it's
an
integral
part
of
having
a
food
waste
garden.
Is
the
food
waste
recycling
part
of
it
in
terms
of
food,
sharing
lots
that
schools
can
be
doing
in
terms
of
community
gardens,
farmers,
markets,
food
swaps
and
school
markets?
B
I
was
involved
in
setting
up
a
food
garden
at
east
bentley,
and
the
farmer's
market
that
runs
runs
by
monthly,
now
provides
the
school
with
the
income
to
run
the
school
cooking
garden
program.
So
it
I
think
it
raises
about
80
000
a
year
for
the
school
to
actually
keep
that
as
an
ongoing
program
at
the
school.
So
there's
some
really
innovative
ways
you
can
share
food
and
make
this
a
long-term
venture
at
your
school.
B
Growing
culture,
food
security
at
times
like
this
food
security,
has
been
highlighted
as
a
big
issue,
and
I
think
schools
have
a
lot
role
to
play
in
taking
a
more
active
part
in
how
food
plays
out
in
our
communities
by
developing
good
food
policies
having
breakfast
clubs
increasing
the
amount
of
food
growing
on
school
grounds
and
becoming
a
bit
of
a
hub
for
food
growing.
So,
there's
lots
of
opportunities
for
schools
to
take
a
more
active
part
in
food
security.
B
And
I
think
the
beauty
of
food
growing
is
that
it's
going
to
create
lots
of
connections
at
your
school.
All
the
schools
we
work
with
have
built
up
amazing
community
connections
through
food
growing
in
terms
of
local
volunteers,
working
more
collaboratively
with
council
local
community
groups.
It's
just
a
great
opportunity
to
be
involved
in
more
community
outreach.
B
There
are
some
great
online
resources
I've
just
given
you
a
link
to
some
of
the
abc
education
programs
around
designing
a
food
garden
and
life,
lessons
in
a
classroom
and
some
of
my
favorite
links.
Dirty
teaching
would
have
to
be
my
favorite
book
around
learning
outdoors
and
then
some
links
to
outdoor
classrooms,
online,
healthy
eating
resources,
kitchen
gardens
and
early
out
early
childhood
learning
outdoor
networks,
so
lots
of
resources,
if
you're
interested
in
doing
a
little
bit
more
research.
B
If
you
need
any
support,
setting
up
a
food
garden
at
your
school,
cultivating
communities
very
happy
to
assist,
especially
in
that
design
phase
in
getting
kids
involved
in
design.
These
are
my
contact
details.
Please
feel
free
to
contact
me
if
you
have
any
questions
after
today's
webinar.
We
are
going
to
move
on
to
questions
now
and
I'm
going
to
ask
karina
to
have
a
look
and
tell
us
what
sort
of
questions
we've
got
that
we
can
start
answering.
A
A
B
B
Macrocopper,
it's
it's
a
cypress,
it's
a
pine!
It's
an
a
pine
tree
that
is
usually
found
in
cypress.
Macrocarpa
is
what
it's
called.
I
think,
and
it's
it's
usually
found
in
farming
lands
they
used
to
have
the
big
you
see
the
line
of
those
really
big
trees,
they're
fantastic,
because
it's
it's
a
hardwood
that
will
last
and
it's
actually
soft
wood.
So
but
it
lasts
a
long
time.
So
you
you
want
to
treat
a
timber.
That's
not
treated.
B
Potentially
hardwood
ethically
sourced
series
have
some
fantastic
timber
that
you
can
get
through
them
as
well,
but
you're
looking
for
something
that's
going
to
last
a
long
time-
and
I
I
do
have
a
handout
on
that.
If
anyone
is
interested
around
what
what
some
of
the
good
timbers
are
for
food
gardens,
but
nothing
that's
been
treated
and
you
want
timbers
that
are
going
to
last.
So
you
want
a
garden
bed.
That's
going
to
give
you
10
to
15
years,
at
least
before
it
starts
to
degrade.
B
Lots
of
them
any
garden
is
a
sensory
garden.
So
any
food
garden
is
a
sensory
garden.
It
would
depend
look.
I
did
a
sensory
garden
at
cranbourne,
cranberry,
west
primary
school
and
we
focused
on
using
native
plants
for
that
one
so
having
a
bit
of
a
theme
around
what
you're
trying
to
achieve.
So
that
was
a
native
sensory
garden.
So
any
plant
has
a
sensory
aspect.
It's
really
how
you
want
kids
to
move
through
space
and
interact
with
it.
B
So
it's
coming
up
with
some
creative
designs
coming
up
with
plants
that
have
a
really
tactile
quality
to
them.
They
might
be
furry.
They
might
be
smelly
finding
out
what
kids
know
about
plants
already,
what
plants
they
already
warm
to
and
really
like,
and
then
extending
their
exposure
to
different
types
of
plants
and
making
sure
the
garden
design
when
you're
designing
it
is
very
easy
to
maintain
over
the
long
term,
so
choosing
really
hardy
plants.
You
mainly
print
perennials.
I
would
suggest
for
a
sensory
garden,
but
any
garden
will
be
sensory.
B
B
Councils,
there's
there's
little
grants
here
and
there
the
victorian
school
garden
awards
has
funding
and
awards
each
year
that
you
can
apply
for
there's,
usually
random
grants
that
come
out
last
year.
There
was
a
really
big
one
up
to
twenty
thousand,
so
you
have
to
keep
your
eyes
open.
We
were
working
with
spotswood
primary
school
a
couple
of
years
ago
and
they
got
150
000
through
the
pick
my
project
grant
and
they
did
an
amazing
food
garden
design
and
carol
facilitated
that
at
the
school.
B
So
you
really
have
to
keep
your
eyes
open
and
be
opportunistic
and
get
the
community
support
behind
the
grant
so
that
you're
getting
some
really
good
feedback.
So
you
have
to
be
lucky.
Sometimes
some
schools
have
been
luckier
than
others.
I
think
to
get
the
support
to
get
food
gardens
up
and
running
so
keep
your
eyes
open.
They
do
change
all
the
time.
The
grants.
B
B
B
So
we
really
need
to
be
aware
that
it's
important
to
have
bees
in
our
gardens
and
it's
learning
to
be
savvy
around
how
to
be
around
bees
as
well,
so
learning
respect
as
well
as
care
and
interest
in
a
bee's
life.
So
I
think
it's
really
important
for
us
to
have
bees
in
our
schools.
In
fact,
the
more
bees
the
better
I
would
say,
and
especially
the
more
native
bees.
I
have
blue
banded
bees
in
my
garden
and
they're,
just
the
most
spectacular
bee.
A
B
Can
of
plants
can
take
over
if
you
let
them?
I
tend
to
put
raspberries
along
fences,
things
that
you
know
you
don't
mind
if
they
take
over
and
the
beauty
of
them
is
that
you
dig
them
up
you
propagate
them.
You
sell
them,
you
make
it
even
come
out
of
them.
There's
lots
of
ways
in
which
you
know
you
can
use
that
to
your
advantage.
B
They
are
a
beautiful
plant
and
that
the
fruit's
worth
it.
I
don't
think
anything's
as
nice
as
a
fresh
raspberry,
picked
off
the
off
the
plant.
So
I
think
it's
worth
it
really!
It's
not
like
jerusalem
artichokes.
You
dig
them
up
and
they'll
come
back
every
year.
Raspberries
are
a
bit
the
same,
but
they
are
worth
it
because
they
taste
so
good.
B
Permaculture's,
a
philosophy
of
garden
that
gardening,
that
has
a
systems
approach,
it's
a
holistic
look
at
gardening
and
it's
looking
at
how
everything
interrelates.
So
it's
imagining
that
your
food
garden
is
an
ecosystem,
so
you're
thinking
about
the
soil,
you're
thinking
about
the
atmosphere,
it's
a
very
it's
a
framework
that
was
developed
by
bill
mollison
and
david
holmgren
in
the
late
70s,
and
it's
been
going
for
a
long
time.
B
It's
now
a
worldwide
movement,
but
it's
really
good
for
getting
systems,
thinking
happening
and
really
great
for
secondary
kids
to
introduce
them
to
holistic
thinking
around
our
agricultural
systems.
It
slightly
looks
a
bit
more
organic.
Just
imagine
a
bit
of
a
food
forest
you're,
imagining
it's
probably
not
in
straight
lines
and
rose
as
much
as
you
would
see,
but
it
doesn't
have
to
be
that
way.
B
B
B
Yes,
so
we
do
we,
we
do
it
in
different
ways.
We
place
garden
educators
in
schools,
so
joanna's
working
at
aberfeldy
primary
school
this
year
and
she's
working
with
the
kids
to
design
and
set
up
their
food
garden
over
three
terms,
so
it
took
two
terms
of
design
and
then
a
term
to
set
it
up,
and
so
next
year
they'll
have
their
food
garden
operational.
So
we
can
do
it
as
short-term
projects.
We
can
just
give
a
one-off
advice.
B
Usually
I
like
to
have
the
principal
involved,
because
I
find
if
the
principles
involved
then
you're
more
likely
to
see
the
project
getting
off
the
ground
and
get
a
lot
more
ownership
of
the
project
across
the
school.
So
I
don't
usually
come
out
to
school
and
that's
the
principals
in
a
meeting
and
they're
going
to
be
really
supportive
of
getting
a
food
garden
set
up.
B
I
also
do
teacher
pd's,
so
one
school,
I'm
going
to
be
mentoring
them
through
the
process
where
they
actually
do
all
the
the
work,
but
I
help
them
each
term,
so
there's
different
ways
in
which
we
can
support
schools
depending
on
your
economic
circumstance
and
how
much
time
and
investment
you
want
to
put
into
the
program.
Yeah.
B
I
think
what
I
found
over
time
is
once
they
see
the
benefits
and
what
I
find
with
teachers-
and
this
is
the
beautiful
thing-
is
that
they
see
students
outdoors
and
these
students
that
they
have
trouble
with
in
the
classrooms
are
like
different
children
in
the
garden.
So
they
start
to
see
the
benefits
they
start
to
see
the
value
they
start
to
relax
a
little
bit
about
them,
getting
dirty
their
kids
hands
getting
dirty
and
they
start
to
eat
the
food
and
it
once
you
engage
the
senses
of
the
teachers
and
they
feel
more
comfortable.
B
I
think
really
it's
because
we're
not
as
comfortable
being
outdoors
as
we
used
to
be
when
you
think.
Originally
all
classrooms
were
outdoors
and
now
pretty
much.
All
classrooms
are
indoors,
so
we're
less
comfortable
outside.
So
it's
really
shifting
culture
over
time
and
being
where
your
teachers
are
at
doing
it
progressively
and
slowly,
but
involving
teachers
along
the
way.
But
it
will
be
the
benefits
that
shine
through
and
that's
what
we
see
for
all
schools
is
that
it
takes.
B
B
Anything
any
lots
of
plants
are
easy
to
propagate.
Seeds
are
probably
the
easiest.
If
you're
talking
about
propagation
of
plants
from
other
plants,
then
herbs
are
probably
some
of
the
perennial
herbs
are
probably
the
easy
ones
to
start
with
so
rosemary
sage
thyme.
Any
of
the
geraniums.
I
think
woody
sort
of
plants
are
probably
the
easiest
to
start
off
with
children
and
they're.
Not
you
basically
take
a
fingers
worth
of
plant
material
strip
off
most
of
the
leaves
leaving
a
couple
at
the
top
and
sticking
it
in
some
soil
with
the
humid
environment.
B
B
A
worm
tower
is
just
a
tube
with
holes
in
it
just
imagine
a
big
pipe
where
one
centimeter
holes
have
been
drilled
in,
so
you
can
make
your
own.
You
can
purchase
them
at
gardening
supply
shops,
they
cost
about
30
and
they
just
go
in
the
soil,
so
they're
a
worm
farm
but
they're
inbuilt
into
the
soil.
So
the
leaves
the
worms
live
in
the
ground
and
I
can
send
links
out
to
the
food
waste
recycling,
one
that
goes
through
what
a
worm
tower
is
as
well
so
I'll
send
out
some
links.
B
It's
tricky
at
the
moment,
so,
no
so
no
student
placements
at
the
moment
we
have
had
student
placements.
We
tend
to
take
university
students
rather
than
secondary
students,
though
so
we
haven't
had
anyone
younger
than
a
university
placement
at
this
stage,
but
we
probably
could
consider
it.
We
haven't
done
it
before,
though,.
B
Absolutely
yes,
it's
it's
the
cost
of
having
a
part-time
teacher,
so
you're
playing
for
a
teacher
on
site
one
day
a
week
and
they
will
look
after
and
maintain
and
run
four
hours
of
educational
classes
to
the
school
a
week.
So
it's
actually
someone
taking
on
that
role
and
maintaining
the
garden
for
the
school.
B
So
it
is
a
paid
role,
but
some
of
the
other
options
of
teacher
pds
or
mentoring
schools
are
a
cheaper
option
if
you're
interested
and
then
the
stephanie
alexander
model
is
the
school,
has
complete
ownership
of
the
program
for
themselves
and
they
engage
and
employ
their
own
staff.
So
there's
different
ways
that
schools
can
take
on
a
program.
It
just
depends
on
how
deeply
you
want
to
go
and
how
much
you
want.
The
students
involved.
B
Yeah,
they
are
a
bit
tricky,
they
are
a
sub-tropical
tree
and
you
just
have
to
find
the
right
spot
for
a
lemon
myrtle.
They
they
need
slight
shelter
and
shade,
and
lots
of
water
mine's
not
looking
too
good
because
of
all
the
dogs
in
mine's
on
my
nature
strip
and
all
the
dogs
have
been
coming
by
and
urinating
online,
so
mine's
looking
dreadful
at
the
moment,
mine's,
not
looking
so
good.
So
you
do
have
to
be
careful
where
you
plant
your
lemon
myrtles,
but
the
tea
is
fantastic.
The
smell
is
great
too.
A
Excellent,
well,
I
think,
hopefully
I
have
not
missed
any
questions.
My
deepest
apologies
if
I
did
miss
someone,
but
I
think
we've
gone
through
all
the
questions
now
and
I
can
see
where
just
a
little
bit
over
time.
So
I
think
it
might
be
a
nice
place
to
finish
up
there
and
just
thank
you
all
once
again
for
joining
us
today.