|
Design |
Designing and deciding |
|
|
Create simple permaculture designs using a recognised design process (e.g. SADIMET, survey, analyse, design, implement, evaluate, tweak). Choose a pattern which is most likely to meet your function (e.g. branching pattern for paths). Try using that pattern in your design. |
|
|
Design |
Designing and deciding |
|
|
Make cardboard cut-outs (to scale) or 3d models (e.g. building bricks). Play with moving them about in your design. |
|
|
Design |
Designing and deciding |
|
|
Choose a pattern which is most likely to meet your function (e.g. branching pattern for paths). Try using that pattern in your design. |
|
|
Design |
Designing and deciding |
|
|
Make a simple zonal plan of a room, school grounds, or garden {showing frequency of visits/use from zones 0 (home); 1 visited daily; 2 used 2x per week; 3 used weekly; 4 visited less frequently to 5 (wild zone from which nothing is taken)}. |
|
|
Design |
Designing and deciding |
|
|
Document a process in which they make a positive difference in their direct environment and/or community |
|
|
Design |
Designing and deciding |
|
|
Use permaculture ethics and principles to make choices |
|
|
Design |
Designing and deciding |
|
|
Find solutions to problems, through their own creative designs. The permaculture ethics and principles can help to get ideas or guide this. |
|
|
Design |
Designing and deciding |
|
|
Create designs using drawing, model-making, post-its, sandbox, building bricks, ropes etc on site, or other appropriate method. |
|
|
Design |
Designing and deciding |
|
|
Develop an aesthetic sense - noticing beauty and asking why is it beautiful - in appearance and in function (ingenious). |
|
|
Design |
Designing and deciding |
|
|
When experiencing a challenge, learn to appreciate it by remembering the attitudinal principle 'the problem is the solution' (e.g. find multiple perspectives, reverse the problem). |
|
|
Design |
Designing and deciding |
|
|
Present their own design to friends, families, teachers, community etc in a form of their choice (e.g. drawing, singing, drama, art, video etc). |
|
|
Design |
Designing and deciding |
|
|
Find out about the need for considering microclimate (sector planning) and zones when creating a permaculture design. |
|
|
Design |
Designing and deciding |
|
|
Find out that permaculture design is all about making choices based on the ethics of Earth Care, People Care and Fair Share; and that the permaculture principles can be used to help make these decisions. |
|
|
Design |
Designing and deciding |
|
|
Learn that the permaculture principles can be used to help make decisions to benefit all. |
|
|
Design |
Implementation: making it happen |
|
|
See an implementation plan and experience how following it can help get things done (e.g. implementing an anti-bullying policy prepared by children). |
|
|
Design |
Implementation: making it happen |
|
|
Be involved in the implementation of their design (e.g. collecting materials, creating a garden, hosting a party, organising an event). |
|
|
Design |
Implementation: making it happen |
|
|
Meet regularly to celebrate tasks completed. |
|
|
Design |
Implementation: making it happen |
|
|
Create a colourful implementation plan together with interesting and fun names which shows all the information needed to get things done: tasks, timeline, roles, work flows (whether 1 thing needs done before another) and ask who would be passionate about doing them. |
|
|
Design |
Implementation: making it happen |
|
|
Learn that to make bigger projects you may need more planning |
|
|
Design |
Implementation: making it happen |
|
|
Learn that many hands make light work. |
