Eyam Edge THE LAND LABORATORY ‘Fine art is that in which the hand, the head and the heart of man go together’ John Ruskin

PROCESS: Biodynamic Compost/ Turning the compost SEASON: Winter/ all CRAFT: Horticulture FAMILIARISE STAFF AND STUDENTS WITH RELEVANT HEALTH AND SAFETY ASPECTS AND RISK ASSESSMENTS

REMEMBER: UNDERSTAND: Recall previous relevant knowledge and / or the last stage of the process including explaining where a material comes from. What do we already know? Key words and definitions can be introduced and/or students can be asked to explain their understanding of the words in relation to the process. Following explanation of history/usage/sourcing of materials and processes, students can review and describe what something does and explain how it works before watching a practical demonstration (step by step is necessary) and then using knowledge to practice the practical skill.

Knowledge & History The composting cycle is vital to all areas of growth on the site. It is the foundation of eco sustainability on site and ensures the health and vitality of new growth in plants. Used correctly, it also becomes a useful area to put waste that can transform over time into a special kind of nourishment for the beds. Because we practice biodynamic horticulture, there are special additions we have to make that are added to the compost to make it super-efficient and nutritious. Initially, when choosing a place to have the compost heaps, we are looking for a flat space which is not too exposed to the elements. It is positive to have trees nearby but avoid having the compost heaps too close to tree roots which are said to take too much energy leaving the compost less efficient. Things that are really useful to make the compost are:

1. Genius Loci 2. Practical Skills 3. Biodynamic Ecology 4. Therapeutic Education 5. Holistic Support & Care 6. Holistic Medicine 7. Transformative Leadership & Management

BLOOM’S TAXONOMY

7 FIELDS OF PRACTICE

Leaves, munure, straw, bedding, hay, green waste and fresh kitchen waste (fruit, veg/ eggs). Absolutely avoid putting these onto the compost: Cooked food, meat, fish, man-made fabrics and materials, soil, big pieces of wood, stones. There are different kinds of compost that have different uses. There are those richer in Nitrogen and those richer in Carbon. Nitrogen rich compost is really effective for growing leafy vegetables such as kale, salad, spinach. Carbon rich compost is good for growing root vegetables such as carrots, parsnips and thigs like flowers and trees. We can also use mulch on the garden which is 50% through the process of composting. This is used on top of the composted soil to minimise the loss of nutrients and water and to increase to value of the soil. The partially decomposed compost slowly decomposes more and becomes nutritious after the completely decomposed compost has done its job. In March we will be spreading compost on the garden but before we do that, we have to keep turning the compost every month or so. We turn the compost in order to accelerate the process of decomposition of materials inside by adding Oxygen. The addition of Oxygen allows the micro-organisms to respire. In order to do this turning properly, we need to have enough spaces. For example, we have 3 spaces currently on site. We pile on one space, then turn onto the next. This means we have different piles of compost all decomposing at different stages to ensure there is always readily available compost to keep the natural recycling process cycling. There are 6 Biodynamic preparations that are put into the compost to help the process. These are: Oak bark, nettles, camomile, yarrow, dandelion and valerian. All apart from the valerian are added to a small ball of soil and placed inside the compost by making a deep hole in the depth of the heap. The valerian is sprinkled around and on top of the compost.

KEY TERMS Nitrogen, Oxygen, Carbon, compost, biodynamic, decomposing, micro-organisms, accelerate, mulch, camomile, yarrow, valerian, dandelion, manure. 3. APPLY KNOWLEDGE Students are able to practice a technique independently or as part of a group after watching a staff demonstration. demonstrating good practical skills. If working in a group, students are able to choose which part(s) they would like to do and are able to use the correct tools and safety equipment appropriately. Students will be encouraged to ask questions and problem solve during the process.

Stage 1: Gather the tools needed: Fork, Spade, shovel, gloves. Locate the compost and understand which heap needs turning. Stage 2: Using the spade, break up any large and hard clumps before turning. Stage 3: Using a fork, move the compost from one heap into the new space maintaining the shape of a cube (already portioned off with timber). Stage 4: Using a shovel for the bottom of the compost heap as this area tends to be crumblier. Stage 5: When the full heap has been turned (moved into the other space), cover the new heap with straw from the animal pens. Stage 6: Re-turn in about a month. 4. ANALYSE During the process, students are encouraged to ask questions and experiment. They may wish to develop their own ideas to create something new as the next step or make comparisons between this process and another. What types of things decompose better and why? Does it make a difference if we add more manure? Should wood ash be added or not? What happens if you use meat/fish? Is it clean to use this on our food? 5. EVALUATE Judge the techniques used in the stages above explaining what went well and what did not and how to adjust the process for better results next time. Question the successes and failures- justify process and choices. Could we refine the process? How? Could adaptations be made when we are seeking specific end results? How would we scale up the process to create larger quantities? Can we use other methods to create specific types of compost? Could we adjust the PH on the compost for different effects? How can we accelerate the decomposition process? 6. CREATE

In future experiments, refine the method with newly gained knowledge. Modify the stages above in the light of new knowledge- planning and preparing for a new, improved process. Perhaps combining methods or techniques for a quicker/stronger/better quality outcome. Consider additional tools, processes, materials, insights and creative oppportunities. Record these insights in a journal or take photographs. Students encouraged to verbally explain their independent process/ideas. Failures are nothing but valuable learning. Howarethe12sensesintegratedinthisactivity?Explain(usingthe4lowersenses:Balance,Life,Touch,Movement),howthesensesareinvolvedintheprocessandhowthismightpositivelyinfluencethestudents.Theprocessofturningthecompost:Movement:Usingaforktodigintothepileofcompostandthenmusclestoliftthefullforkandplacecompostintoanewspace.Thisnotonlyengagesthemusclesandstrengthonthehand,butalsoengagesthecore,thearmandtheshoulderandback.Inadditiontomovementthisprocessdemandshand-eyecoordinationinordertoapplypressuretothetoolintherightareaandthenliftitout.Thereisalsoanelementofbalancebeingengagedasthestudentmuststandandplacethemselvesinthecorrectareatobeabletogatherthecompostandmoveitintothenewareawithouttippingthe

forkoverorsteppingintothecompost.Thewallbetweenthecompostheapsmustalsobejudgedintermsofheightsothatthestudentcanengagetheirbodiesenoughtolifttheforkoverthepartitioningwall.Touchisengagedthroughtheuseofthetools,thetightnessofthegripandthefeetagainsttheground.Thisprocessusesaforward-backwardmotion,asidetosidemotionandanupanddownmotionwhichexercisesthedifferentareasaroundthestudentbody.Involvedinalltheaboveareasissight.Judgementofdistancesinformmovement.Smellisalsoengagedbecauseofthedistinctsmellofthedecomposingcompost.Astudentmaybegintobeabletojudgethestageofdecompositionbasedonthesmellofthecompost.