Case study detail
Glebe School - 'Real Activities'
Contributed by:
Rebecca Veitch
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Glebe developed an area of its school grounds as a wildlife pond, outdoor classroom and walking trail. Its focus on ‘real activities’ in a practical setting was extremely successful at improving the motivation and performance of pupils.
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Overview
Glebe is a special school serving 180 pupils aged between 11-16 with moderate learning difficulties. Its pupils come from both urban and rural settings in and around West Wickham. In 2003 Glebe developed an area of its school grounds as a wildlife pond, outdoor classroom and walking trail. The project involved school staff, parents and some of the school’s more disengaged pupils. Its focus on ‘real activities’ in a practical setting was so successful at improving the motivation and performance of pupils that it was expanded to include an organic fruit, vegetable and flower garden, which in turn became the Bromley Garden Project (BGP), a joint initiative involving three other local schools.
As the lead school in the BGP, Glebe uses its geography curriculum to ensure all pupils have the opportunity to work in the school grounds, choosing between mending fences, picking up litter, and tending crops in the garden. The school links this practical work to learning about issues such as organic production, food miles, and people’s habits as consumers.
While pupils can choose how they want to be involved in the garden, they must consider how that impacts on other pupils and partners. For example, if they are interested in weeding the garden, they must make sure tools are available and that their work will not disturb other classes. A collaborative approach is key to the success of the garden. It has also contributed to improved pupil behaviour and has provided a useful means of including pupils of different races, genders and abilities in shared endeavours.
The produce grown in the garden is used in the school tuck shop and sold at three local farmers’ markets. Pupils work with their partners in other BGP schools, ensuring that farmers’ market stalls are booked and transport is arranged. At the Bromley farmers’ market, the scheme has established bridges between pupils and farmers, stall holders, customers and market staff. Working in a real market has enabled pupils to focus on the needs of consumers, with the positive feedback of serving returning customers.
As one year 10 pupil recently said, “I really like working at the farmers’ market because we did all the work to get it ready and it was good seeing people buy our stuff.”
Glebe is now learning how to establish its garden as a long-running programme with stronger links to its curriculum. One opportunity has been provided by local residents who, because of their conversations with Glebe’s pupils, have found and offered a low-rent allotment for the school. This has provided pupils with further opportunities to learn about gardening and farming methods from members of the community.
As Martin Crabbe from Glebe School puts it,
“The Bromley Garden Project has provided a focus for real-world learning that has motivated students to become collaborative learners. It has helped them to develop self confidence and a realisation that they can contribute positively to their communities.”
Key features
biodiversity initiatives
education
regeneration
Key data
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