GARDEN-ER (L2)

The GARDEN-ER (KERT-ÉSZ) (Level 2) programme is an EU-funded project implemented in a primary school in 2018-2021 focusing on the creation and management of an Eco-Garden with the participation of pupils (the project title is a word pun: “ÉSZ” means both “-er” and “reason” in Hungarian). The aim was to develop students' knowledge of food production and processing as well as entrepreneurship and social competences, in line with the needs of the local socio-cultural environment, encouraging environmentally conscious management, resource use and sustainable development. The students experience the joy of working and the responsibility of planning, thus developing their initiative and entrepreneurial skills, economic and financial literacy, responsibility, risk-taking, creativity and technical skills. For students in years 5 to 8, the KERT-ÉSZ programme builds upon the foundational experiences of the earlier years, introducing more complex concepts related to entrepreneurship and environmental management. The programme aims to deepen students’ understanding of sustainable practices, project planning, and resource management, while further developing their entrepreneurial mindset. By engaging in more advanced gardening projects and community initiatives, students learn to take greater responsibility, demonstrate leadership, and apply creative problem-solving skills in real-world contexts.

Key Activities and Student Experience

At this stage, students are actively involved in designing, planning, and managing the school garden. They learn about vegetables and how they can be grown in the school garden in their Science, Biology, Maths, Life Management and Practical Skills and Visual culture classes as well as informal after-school activities. Students in years 7-8 create the planting schedules during the winter months (December to February), plan the finances in February, and finally plan and execute the processing (cooking) of the vegetables grown in the school garden. Outcomes and student work are showcased on a ‘project wall’. Further activities include a project week (Health week) and several competitions. Students are encouraged to take initiative, propose new ideas for garden development, and work collaboratively to implement their plans. Through these experiences, students not only enhance their practical skills but also develop critical thinking, communication, and leadership abilities.

Program Features and Pedagogical Principles

The pedagogical approach for years 5 to 8 emphasises experiential learning, active participation, and real-life problem-solving. The programme encourages students to take ownership of their learning, make decisions, and reflect on the outcomes of their actions. Teachers provide guidance and support, allowing students to lead projects and manage group dynamics. The programme fosters a culture of innovation and resilience, teaching students to adapt to challenges and learn from setbacks. Community involvement is also a key feature, with students engaging in outreach activities and sometimes collaborating with local organisations or experts. This approach not only strengthens entrepreneurial competence but also nurtures a sense of civic responsibility and environmental stewardship.

Methodology and Structure The methodology for years 5 to 8 is based on project-based and experiential learning. Students are involved in all stages of the project cycle, from initial idea generation to final assessment. Activities are designed to be challenging yet achievable, promoting critical thinking and innovation. The programme integrates formal curriculum objectives with informal learning opportunities, allowing students to apply academic knowledge in practical contexts. Assessment is holistic, focusing on the development of entrepreneurial skills, teamwork, and personal growth. Reflection and self-assessment are integral components, enabling students to recognise their progress and set goals for further development.