Garden Project Start

Overview

This is the first lesson in a five-lesson sequence focused on "Creating a School Garden." This 60-minute session introduces students to the initial stages of planning and preparing an outdoor space for gardening. It aligns with the National Curriculum for England objectives under Design and Technology and SMSC development through teamwork, risk awareness, and environmental responsibility.

National Curriculum Links

• Design and Technology (Years 7-8):
• Understand how to develop, model, and communicate design ideas, considering safety and functionality.
• Take risks, anticipate potential hazards, and take steps to control these risks.
• Work independently and with others in planning and completing a project.
• Science (Working Scientifically):
• Observing, identifying hazards, and safely manipulating outdoor environments.
• PSHE and SMSC:
• Developing responsibility, respect for the environment, collaboration, and emotional wellbeing by working in nature.

Learning Objectives (WALT)

• Plan our garden makeover project by sharing design ideas for pots and planters.
• Identify potential hazards and contribute to a risk assessment.
• Prepare the garden area safely by removing cobwebs, weeding, and sweeping.
• Understand that planning is an ongoing process that evolves over time.

Success Criteria

• Contribute at least one idea to the garden design discussion.
• Identify one hazard in the garden area and suggest a way to reduce the risk.
• Complete at least one clean-up task safely during the session.

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Resources Needed

• Visual prompt cards of the garden space showing simple design options for pots and planters.
• Visual risk assessment template with images and tick boxes.
• Gardening tools: gloves, small brushes, weeders, brooms.
• Paper and pencils for sketching (optional extension).
• Safety equipment for pupil and adult use (gloves, masks if needed).

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Lesson Structure

1. Starter Activity (10 minutes)

• Welcome and context setting: Explain the purpose of the project and key terms: garden design, risk assessment, clean-up.
• Use the WALT and Success Criteria to make learning intentions clear and visible.
• Show visual prompt cards of the garden space and discuss. Invite the student to share initial thoughts or ideas about how the area could look with pots and planters along the fence and wall.
• Discuss how garden planning is flexible and will adapt over time.

2. Main Activity Part A: Garden Design Discussion (15 minutes)

• Walk to the concrete garden area. Examine it together.
• Dialogue: Encourage the pupil to verbally explore where pots and planters could be placed. Use prompt cards to help visualise options.
• Record ideas either verbally or by helping the pupil to note/sketch a rough plan if they wish.
• Encourage reflection: "Why would you put the planter there? How will you keep plants safe and healthy in that spot?"

3. Main Activity Part B: Risk Assessment (15 minutes)

• Introduce the concept of risk assessment as a key part of planning any outdoor project safely.
• Use the dyslexia-friendly risk assessment template with images and simple tick boxes.
• Walk around the garden area, identifying visible hazards together (e.g., slippery leaves, sharp branches, insect nests).
• Ask the pupil to identify at least one hazard and suggest how to reduce the risk (e.g., clearing leaves, wearing gloves, avoiding disturbing nests).
• Complete the risk assessment template collaboratively.

4. Main Activity Part C: Initial Clean-Up (15 minutes)

• Identify tasks such as removing cobwebs from fence and walls, weeding around the edges, sweeping the concrete area.
• Demonstrate safe ways to clean the space using tools provided, respecting any wildlife and plants.
• Support pupil to complete at least one clean-up task safely, offering guidance and encouragement.
• Emphasise how this keeps the area safe and welcoming for the upcoming garden work.

5. Plenary and Reflection (5 minutes)

• Review the Success Criteria with the pupil: What ideas did they contribute? What hazard did they identify? What clean-up job did they do?
• Discuss next steps: planning will continue and change as the garden project develops weekly.
• Celebrate achievements and express excitement for the next session.

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Differentiation Strategies

• Use visual prompt cards to scaffold design decision-making.
• Provide one-to-one support and clear, simple language.
• Use practical, hands-on tasks to help attention and engagement.
• Allow the pupil to express ideas verbally or through sketches.
• Dyslexia-friendly templates reduce reading/writing load by focusing on images and tick boxes.

Extension Activities

• Sketch a rough layout plan of the garden space showing proposed positions for pots and planters.
• Begin to label sketches with plant names or colours if the student is confident.
• Discuss plant types that might do well in shaded or sunny spots by the fence or wall.

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Additional Teacher Notes

• Adapt timing flexibly depending on pupil stamina and engagement, particularly for pupils with SEMH or SEND.
• Use calming, encouraging language and check in frequently on wellbeing.
• Use the outdoor setting therapeutically to promote confidence and positive sensory experiences.
• Document progress with photos or simple notes to share with parents/carers and include in pupil’s learning journal.

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This lesson plan is designed to build foundational skills in project planning, risk awareness, and practical garden preparation, all of which model the collaborative and reflective approach fundamental to forest education and therapeutic outdoor learning.