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Planning the garden
In order to be involved in the project from the beginning students need to take part in the planning of the garden. This can be a valuable curriculum exercise in many ways. Within this the students can complete the following:

• measure the area to be used.
• accurately draw a scale plan of the area.
• research the fruits, vegetables and ornamental that they would like to grow and their suitability to the site. Research. Collecting and entering data.
• Studying the microclimate of different areas of the school. Use ICT to measure, record and respond.

Ground Clearing
One of the first things that many schools will have to do is clear some ground in order to start the project. This will involve ridding the area of unwanted materials and plants. Usually schools would resort to using herbicides. However, handweeding and mulching are the organic methods that can be used. Within this students can think about a number of issues;

• Different types of 'weed'
• The effect of covering plants and depriving them of light and water.
• How long plants need to be covered.
• Which plants grow back first.
• Types of material that can be used.
• Soil types. Research. Collecting and entering data.
• Compare methods of getting rid of different weed types Annuals and perennial.
• Students to think about what they can do to reduce weed growth after the area has been cleared.

Preparing the soil and soil maintenance
It is essential to improve soil structure and feed the soil rather than the plants. Students will need to understand that a programme of soil maintenance is needed and how it can be carried out. Students will need to test the pH of the soil and examine it's structure. Within this students can think about and investigate the following;

• pH and it's affect on plants. Use ICT to measure, record and respond.
• soil type and it's affect on plants. Research. Collecting and entering data.
• nutrients and their affect on plants. Research. Collecting and entering data.
• soil structure
• How different materials can improve soil structure

Growing From Seed
Students will then be involved in growing and planting of plants. This will involve choosing plants to grow, planting and caring for either seeds or plants. This can take place both inside and outside. Within this students can think about a number of issues;

• plant life cycles
• growing mediums
• conditions for planting and sowing
• affect of light, temperature and water on plants and seeds. Use ICT to measure, record and respond.
• use of organic plant foods where necessary
• types of plant. Research. Collecting and entering data.
• construct mini greenhouses. Use ICT to measure, record and respond.

Composting
Students will then be involved in composting a range of materials. This will involve creating a compost heap, investigating the composting process, identifying suitable materials. Within this students can think about a number of issues;

• building a compost box.
• what can be composted. Research. Collecting and entering data.
• creation of a compost heap
• compost temperature. Use ICT to measure, record and respond.
• decomposition rates. Use ICT to measure, record and respond.
• wildlife present
• micro-organisms and their benefits

Vegetable Garden
Students can create and maintain a vegetable garden. This will involve the clearing and soil preparation as outlined previously. It will then involve the choice and growth of plants as well as the maintenance of the area. Students will within this be able to investigate and think about the following;

• what vegetables to grow. Research. Collecting and entering data.
• when vegetables need to be planted and harvested. Research. Collecting and entering data.
• plan the area to take account of microclimate. Use ICT to measure, record and respond.
• rotation.
• pest and disease control. Research. Collecting and entering data.
• pest barriers and traps. Research. Collecting and entering data.
• weather readings to monitor frost. Use ICT to measure, record and respond.
• growth and productivity.
• soil conditions

Wildlife Attraction
Students can be involved in developing areas to attract wildlife, such as a flower border and/or pond. The National Curriculum links that apply in the clearing and planting also apply here. However, there are other links. Things that students can investigate or think about include;

• what flowers and plants will attract wildlife. Research. Collecting and entering data.
• what structures need to be provided for wildlife. Research. Collecting and entering data.
• what types of animals are beneficial and which might be considered pests. Research. Collecting and entering data.
• recording numbers of animals. Collecting and entering data.
• when are certain animals seen
• what are the different habitats that different creatures prefer. Research. Collecting and entering data.
• food chains and webs. Research. Collecting and entering data.
• the effects of pesticides today and in the past. Research. Collecting and entering data.
• construction and maintenance of a pond. Research. Collecting and entering data.

Using Green Manures
In many areas of schools there is bare soil for one reason or another. This is ideal for growing and utilising green manures. Bare soil is unattractive and vulnerable to erosion and leaching. Green manures are grown and then when they reach a certain stage they are dug into the soil where they gradually decompose and provide nutrients for the soil. Growth of green manures is an ideal opportunity for students to investigate and think about the following;

• life cycle of plants. Research. Collecting and entering data.
• biology of plants. Research. Collecting and entering data.
• the different benefits of green manures e.g. nitrogen fixer
• soil erosion. Research. Collecting and entering data.
• soil characteristics (nutrients)

During Key Stage 3 students will be becoming more independent users of ICT. The use of organic gardening and the development of a garden area in a school may appear to be at odds with using ICT. However, the amount of skills that students can develop and tasks that they can complete in ICT as part of the project is vast. During the project students can use the computers for researching plants, soil, compost, etc.

Students can also, as part of their work for ICT and other subjects, collect, record, enter and analyse a huge amount of data. There is also the opportunity for students to use data to solve problems, use ICT datalogging equipment for measuring factors such as weather. Students can also be given the opportunity to present information, exchange information, review and evaluate their work.

The National Curriculum areas covered include:

Pupils should be taught:

1a	-	to be systematic in considering the information they need and to discuss how it will be used.
1b	-	how to obtain information well matched to purpose by selecting appropriate sources, using and refining search methods and questioning the plausibility and value of the information found.
1c	-	how to collect, enter, analyse and evaluate quantitative and qualitative information, checking its accuracy.
2a	-	to develop and explore information, solve problems and derive new information for particular purposes.
2b	-	to use ICT to measure, record, respond to and control events by planning, testing and modifying sequences of instructions.
2c	-	how to use ICT to test predictions and discover patterns and relationships by exploring, evaluating and developing models and changing their rules and values.
2d	-	to recognise where groups of instructions need repeating and to automate frequently used processes by constructing efficient procedures that are fit for purpose.
3a	-	how to interpret information and reorganise and present in a variety of forms that are fit for purpose.
3b	-	to use a range of ICT tools efficiently to draft, bring together and refine information and create good quality presentations in a form that is sensitive to the needs of particular audiences and suits the information content.
3c	-	how to use ICT, including e-mail, to share and exchange information effectively.
4a	-	reflect critically on their own and others' use of ICT to help them develop and improve their ideas and the quality of their work.
4b	-	share their views and experiences of ICT, considering the range of its uses and talking about its significance to individuals, communities and society.
4c	-	discuss how they might use ICT in future work and how they would judge its effectiveness, using relevant technical terms.
4d	-	be independent and discriminating when using ICT.

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