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LIFE AND LIVELIHOOD GOALS:HEALTH, PROSPERITY, SECURITY
• to eat well
• to be healthy• to make a living
• to be educated for all of these
• to live in a healthy environment
• to have love, self-esteem
WHAT DO WE NEED TO LEARN?
• how to get food/grow food
• how to eat healthy and act healthy
• to link the two, to grow food for health• to produce/develop something to sell for a
livelihood (food or skill)
• to protect and enjoy the environment
• to build self-respect
ACTION LEARNING FOR LIFE AND LIVELIHOODS
an action-based curriculumsupported by knowledge and understanding• “The curriculum is all planned learning experiences and
activities”• WHO (health ed.): skills-based curriculum• HIV/AIDS health ed, NE: social learning, skills-based • WRT: action objectives, practice-based (e.g. agriculture)Outcomes depend on actions.An action-based curriculum is a powerful organizer.
CORE DISCLIPLINES
- Agriculture
- Nutrition
- Environment- Marketing
and Science to
explain it all
= NAMES
THE AGRICULTURE CYCLE
What do we grow? How do we grow it?
• Analyse the situation • Decide what to plant/raise • Prepare • Plant/Establish • Tend/Grow/Protect• Harvest (don’t waste)
What shall we do for our environment?What can we grow for it?
E.g.
shade trees woodlot
living fences bushes
wild plants boskage
water places to play
flowers places to eat
places to sit and study
places to cook
What do we get from the environment?
What do we do to it? What do we give back?
How can we protect it and improve it?
Relationships of garden work with
SOIL WATER ANIMALS INSECTS
PLANTS SUN RAIN AIR
What shall we grow to be healthy?How will we prepare/ conserve/ consume it?
Analyse the situation-• What do we eat?
• What do we grow?• What should we eat
to be healthy?• What can we grow to
be healthy?
HEALTHY EATING (contd.)What we do before planting• Discuss what’s needed• Decide what to grow and why• Plan what to do with the produce
What we do after harvesting:• Plan dishes/meals• Prepare for cooking (fuel, cooker)• Prepare and cook (how? why? who?)• Consume – eating eventsTHENEvaluate and celebrate
What can we grow to sell?
When/where/to whom can we sell it?
How much profit can we make?
What skills do we have?
Analyse the situation
Research the market and get product ideas
What to do before planting- Discuss product ideas- Create a product team- Make a business plan and establish objectives- Decide what to do with the profit and whyWhat to do before and after harvesting- Find outlets- Prepare/package/promote- Sell- Do accounting- Use the profitEvaluate and celebrate
THE GARDEN CURRICULUM A sequence of purposeful,
informed actions, with • analysis of situation• planning
• informed decision-making• practised behaviour• monitoring
• motivation• evaluation and• celebration
Learners must MANAGE
analyse
decide/choose
prioritize/plan/budget
organize
discuss
carry out/collaborate
monitor
evaluate
Learners must KEEP RECORDS
• accounts• sales• quantities• documents• diaries/logs• visitors’ books• rotas • growth• yields, times
Learners must FIND OUT
LEARN FROM LIFE by• observing/measuring/
counting/experimenting• researching /reading • asking/interviewing
• predicting and comparing
inside and outside school
They should look at
people, practices, places
Learners must COMMUNICATE
• Discuss, explain,
tell, ask, justify
• Make notices, labels,
posters• Interview, present
• Advertise, promote,
practise sales talk
Learners must COMMUNICATE (contd.)
• Role-play predictable home discussions (e.g. gender roles, agricultural methods, cooking)
• Keep records, diaries, photos, scrapbooks, write up experiments
• Dramatise, describe, tell stories (the garden is a story)
• Talk to families, community, peers, siblings
Learners must PASS IT ON Learners (and graduates) :• teach others • have adult confidants
• guide garden tours• promote issues (bees are
best!) • invite the media
• display, demonstrate,
present• make copycat gardens
Learners must ENJOY
Intrinsic pleasure, and• pride and ownership • fun and games
• competition(s)• encouragement • drama, stories
• celebration• eating and feasting
THE WIDER CURRICULUM
• Involving the family• Involving the community• Involving the whole
school: cooks, gardeners, caretakers, food vendors
AS...
learners, resources, helpers, informants, experts, workers, sponsors, audience
WE NEED TIME
Garden work timeLesson time for understanding, observing, recording, discussing, planningHomework time for trying out, finding out,passing it onTime for celebration,outreach, publicity, displays and EATING
MODELS/PROTOTYPES: PROS AND CONS (1-2)
1 OUT OF SCHOOL • Freedom
• Incentives?• Sustainability?
2 SCHOOL-BASED PROJECTS
• Pilot projects iron out problems• Sustainability? Upscaling?
MODELS/PROTOTYPES: PROS AND CONS (3)
3 EXTRA-CURRICULAR PROGRAMMES Good possibilities of • family/community support• whole-school participation• government support/ fundingDepends on school and community enthusiasmComes second to examsMay neglect education for funds or foodOften unmonitored and unaccountable
MODELS/PROTOTYPES: PROS AND CONS (4)
4 MORE OR LESS CURRICULAR• Local curriculum - local foods, dishes, status? • “Covered” in Science, Env. Studies, Home
Economics, Agriculture – but how covered?– Sometimes elective – partial participation– Competition with exams– Classroom methodology and garden methodology
often don’t mix well– Nutrition doesn’t feature
MODELS/PROTOTYPES: PROS AND CONS (5)
5 CROSS-CURRICULAR INFUSION• Valuable for awareness-raising and education
of the school and community• Vitalises other school subjects• Needs teacher development, goodwill,
inspiration, government encouragement• Above all, distinguish core “garden learning”
from learning other subjects in the garden
MODELS/PROTOTYPES: PROS AND CONS (6)
2 FULL CURRICULUM (example?)• Full subject with exams / assessment?
• Status?• Need for practical assessment?• Loss of freedom/ experimentation/ pleasure?
• Narrow curriculum?