Sustainable Schools

The government has set challenging targets for schools to act as models of sustainability in their local communities. There are eight themes, or ‘doorways’, through which schools can approach this work, and all have links with gardening.

A child taking a cutting of a flower

1. Food and drink. School gardens show pupils how to produce healthy, local and sustainable food for themselves, while developing an understanding of commercial food production and relevant environmental issues such as GM food.
2. Energy and water. Wind or solar power can be used to drive garden equipment such as monitoring devices or greenhouse ventilation and many water conservation issues can be approached through discussing water use in the garden
3. Travel and traffic. Many items used in the garden, from seeds to secateurs, will have travelled many miles to get there. This provides a good opportunity to look at real transport costs, and the complexity of issues such as food miles.
4. Purchasing and waste. Gardens are ideal places to explore what’s involved in choosing goods with high ethical and environmental credentials, such as sustainable timber for garden furniture. They can also be a living embodiment of the principles of repairing, reusing and recycling to reduce waste.
5. Buildings and grounds. Gardens can enhance the value of all exterior spaces for health, achievement and play. They also help schools to cultivate the knowledge, values and skills needed to appreciate the links between nature, the built environment and human well-being.
6. Inclusion and participation. Every child can become involved with gardening, the learning opportunities it provides, and the social activities it generates. Everyone can benefit from the joy of growing things and the beauty and interest of plants.
7. Local well-being. Gardening is the ideal vehicle to strengthen community cohesion by bringing local gardeners in to share their knowledge, and taking gardening skills out into the neighbourhood to improve the environment for all.
8. Global dimension. Studying the history of plant introductions, and today’s worldwide trade in horticulture can foster international understanding. Links with overseas schools can be built on the shared experiences of growing plants and caring for the environment.

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