Enabling social approaches for contextualised learning at primary schools

Abstract

Through a project undertaken under a programme funded by United Kingdom Research and Innovation (UKRI) called Transforming Education for Sustainable Futures (TESF), alternative learning approaches associated with the introduction of a form of vertical farming called ‘tower gardens’ at primary schools were explored. Methods that were new to the local education context were used to support the learning process, for example role-playing sketches that allowed learners to share their own knowledge about gardening activities with their peers, teachers and staff from the non-governmental organisation that facilitated the process. This collective sharing and recall were key elements of the social learning process, building into individual and group knowledge. Corroborated memory recall contributed to group learning and also built into the collective storage of knowledge. Learning was firmly embedded in social interaction, in collective symbolism and arts – music specifically. These forms of learning and storing of knowledge resonated with the learners as it was a continuation of life as they know it in their community. It became clear from the project that educators saw the value of introducing concepts from classroom subjects when constructing and managing the tower gardens and were pleasantly surprised by the responses of the learners to this new way of learning, suggesting that creating scope within the curriculum and schoolwork plan is necessary in tandem with building the required capacity to replicate this without external support.