From the Garden to the Kitchen

From the Garden to the K itchen GRADE 3 & 4 STUDENTS OF SAINT THOMAS’ PRIMARY SCHOOL SALE

Gippsland Community Leadership Program’s 2014 Community Project in collaboration with the Grade 3 & 4 students of Saint Thomas’ Primary School Sale and The Hugh Williamson Foundation

Published 2015 by Gippsland Community Leadership Program A program of the Committee for Gippsland.

ABN: 68225605779 PO Box 380 Warragul 3820

From the Garden to the K itchen Contents Introduction 2 The Project

3

Student Reflections

4

Staff Reflection

42

Unit: From the Garden to the Kitchen

43

Our Supporters

48

Gippsland Community Leadership Program

49

Introduction O

n behalf of The Hugh Williamson Foundation I would like to take this opportunity to congratulate the students and staff of St Thomas’ Primary School for their wonderful project which we were pleased to fund by a grant from the Foundation’s Leadership Diversity Program.

This publication has been produced to depict the outcomes from the Gippsland Community Leadership Program’s first two years of the grant – From the Garden to the Plate. I hope you enjoy reading this book and value the students’ comments as well as considering it to be a model worth undertaking.

Gippsland Community Leadership Program and other Victorian Regional Community Leadership Programs are continuing to develop the capacity and capability of community leaders across rural and regional Victoria with the aim to build more vibrant and sustainable communities.

GCLP Fellows and 2014 participants worked together with students at St Thomas’ Primary School in Sale on the project. The value of the project can easily be seen in the eyes of the children in the photographs in this book.

Congratulations GCLP and St Thomas’ School, my old friend Hugh Williamson would have loved this wonderful program.

Martin Carlson Chair, The Hugh Williamson Foundation.

Hugh Williamson CBE (1901-1985) was born of pioneering stock in Ballarat, Victoria, on 4 February 1901. At 16 he joined the Ballarat Banking Company, resigning a year later to join the Bank of Australasia, the organisation where he would spend most of his working life.

By the age of 22, after working in Warrnambool, Traralgon and Wycheproof, Hugh qualified as an accountant. A year later, he was transferred to the inspectors’ department of the bank. In 1928, he was appointed the youngest manager of the Bank of Australasia and opened its Dandenong branch. Eight years later, he was promoted to manager in Townsville, with responsibility for eight regional branches. He moved to New Zealand as an inspecting officer, managed an Auckland branch and, on return to Melbourne, became chief inspector. In 1951 the Bank of Australasia merged with the Union Bank of Australia Limited to become the ANZ Bank. Hugh Williamson was appointed its chief inspector. Three years later, he was made assistant general manager and then general manager, a position he held until his retirement in June 1961 Hugh Williamson also maintained a steady, stimulating and profitable interest in the share market, the money from which he used in typically generous ways. This stemmed from his strong religious and moral sensibilities and a desire to help the community. He enjoyed a full and active life in retirement, channelling his energies into community work.

A founding Trustee of the William Buckland Foundation, he also worked closely with the Victorian Arts Centre Trust as its honorary treasurer. He funded the Hugh Williamson Room, which occupies significant space within the Arts Centre.

Always farsighted, Hugh Williamson established his Foundation well before his death in 1985, personally appointing the trustees who still have responsibility for the Hugh Williamson Foundation today

2 From the Garden to the Kitchen

The Project D

uring the 2014 school year, students in grade 3 and 4 at St Thomas’ Primary School in Sale completed a unit titled ‘From the Garden to the Kitchen’. The students progressed from growing their own vegetables through to cooking and eating their produce.

GCLP’s connection to the school was through GCLP 2014 participant Paul Johnson whose daughter Mia is in grade four.

Mia, who is enthusiastically participating in the learning was answering that typical parent question over dinner: “So, Mia…. what did you do at school today?”

Mia cheerfully told her dad - Paul who was undertaking GCLP - all about their work growing seedlings, feeding the chooks, getting eggs, watering gardens, worm farms and composting.

The Hugh Williamson Foundation grant would allow GCLP to assist and enhance the project.

The unit focused on raising awareness of where food comes from and the environmental impacts of food miles. Staff in the grade 3/4 team devised their unit of work for the semester to conclude with a Student Expo showcasing what the students learned, grown and cooked.

Students established and renewed garden beds, planted seeds and seedlings in their newly built garden beds – all materials: soil, plants, sleepers and time donated by a local hardware store (the adult’s red shirts in the photos will give away who the hardware store is!), learned about maintenance and watering and had fun.

The school, working with Wellington Shire, where GCLP 2014 participant Jo Caminiti heads the Sustainability team at the shire, has participated in an audit of its environmental practices and ways it can improve what it does.

Students have been on an excursion to the local supermarket to investigate how far food travels – food miles and were astonished, particularly at how far vegetables travel. They are collecting and selling eggs from their chooks, learning about cooking food, collecting scraps for compost and are getting ready to have a worm farm - courtesy of Wellington Shire. Two of the teachers attended a Stephanie Alexander Kitchen Garden 2 day Professional Deveolpment activity in Melbourne so they can expand their project in 2015.

The Student Expo allowed students explain (teach) what they had learned to their guests – they invited their parents, siblings, other family and friends to come to school and learn.

The expo was held in the school hall and resembled a local Agricultural Society’s produce exhibitions – students made videos, models, plans/maps and posters to show what they had done. They brought produce and eggs; pot plants and selfwatering gardens and more to sell on the night.

Before the expo –the students enjoyed a BBQ lunch and then attended the grand opening of their Chook Shed by the CEO of Wellington Shire Mr David Morcom and their teacher Ms Dannielle Berkelmans. They then prepared food for their guests – sandwiches made with local produce– their salads, locally grown vegetables, locally baked bread, and meat – grown locally and obtained from the town butcher, cheese from nearby Maffra Cheese, Gippsland ice cream – from another 2014 GCLP participant Peter Fort at Burra Foods.

Their bread came from Cannibal Creek Winery, the lettuce from Bulmers in the Lindenow Valley and party pies and sausage rolls from Patties Foods in Bairnsdale.

A number of GCLP Fellows and 2014 participants were involved in the project, providing gardening gloves, seedlings, trowels etc. Wellington shire provided and setup a worm farm and compost bins too. Most valuably, Paul Johnson and Jo Caminiti, other 2014 participants and GCLP Program Manager Barry Rogers worked with the students each Monday on their garden and other activities.

Staff at the school, led by Principal Jason Slattery, Grade 3/4 Team Leader Shane Fyfe and guided by Dani Berkelmans provided a fantastic learning experience – focussed on the environment, food and sustainability for the students.

Thank you Mia Johnson – if you had not told Dad about what you were learning this project may never have happened.

This book is the culmination of the project.

3 From the Garden to the Kitchen

…grand opening of their Chook Shed by the CEO of Wellington Shire David Morcom and their teacher Miss B.

Sustainable gardens I enjoyed working with James on designing our sustainable garden.

Things we included in our garden were:

• • • • • • • • •

Tomatoes pupcins (pumpkins) Cauliflower Worm farm Garden shed Chook coop Wind mill Water tank Compost bin

All our class has drawn a sustainable garden.

I thought we could do a secret garden because I have always wanted a secret garden, Charlotte wanted goldfish because she loves the way they swim around and she also has loved water since she was little.

We did a rough copy 1st, then we did a good copy. We made our 2nd copy bigger and better.

In our sustainable garden we have lots of fruit and vegies such as strawberries, potatoes, passion fruit, mangos, grapes and much more. We have native bees because they pollinate the fruit and vegies

At the end I was happy to see the finished design of our garden.

I coloured it with many colours which made it look attractive. I think our garden would be a success.

Brady

This term (term 4 2014) we have been working on the topic, ‘From the Garden to the Kitchen’.

Kyla wanted chickens because she didn’t want to waste food and instead of putting left overs in the bin, she gave them to the chickens. and flowers. We water our garden by going to our tank that we have and getting the watering can. Then you put the water in the watering can.

Our favourite thing was designing the sustainable garden because we knew what we were going to do.

Charlotte and Kayla

4 From the Garden to the Kitchen

In their words Students tell their stories, reflect on what they learned and talk about the fun they had.

Mitchell and I did a rough copy and then a good copy of our sustainable garden.

We also made our own crosswords and word searches. We gave a lot of away for people to do. We did two 3D Lego models, one of a lookout above the pond and one of a pig pen. We’ve got three comment sheets along with a worm farm.

We didn’t expect so many people to come over to us and we’ve both enjoyed our partnership.

Mitchell’s favourite thing is the worm farm and Jake’s is the Lego models.

Mitchell & Jake

This term we have been learning about sustainable gardens.

We enjoyed designing our own garden.

We included water tanks, chickens, a glasshouse, a garden, a water fountain, and a compost bin. From our design we produced a poster of our sustainable garden adding colour pathways to make it attractive and interesting. It was challenging to figure out where to place things in our garden.

We also wrote a description about our garden so others understood it.

In the end we were very happy with the garden poster design we created and believe it would be successful

Diana and Anastasia

5 From the Garden to the Kitchen

Working with Josh I enjoyed working with Josh designing a sustainable garden.

From the plans I enjoyed making a 3D diorama of the garden.

Things I included in the garden were: • Grass • Garden shed • Water tank • Tomatoes • Corn • Garlic • Cabbage • Worm farm • Bees At the end of the project I was happy with how the diorama looked and I think our garden would be very successful.

Callum Farley and Josh Nair

Our e l b a n i a t sus garden

My favourite part of the unit…

The seed mosaic art was my favourite part of the garden to kitchen unit.

Why? I had so much fun drawing the Minecraft wolf, then gluing the rice and seeds on one by one. Because I like wolves a lot doing this made me happy. I like to create pictures and I love drawing.

What was the process? I Googled ‘Minecraft wolf ‘and I printed off a picture of a Minecraft wolf. I then had to draw it onto paper, once I had the outline I then glued the paper and placed each piece of rice onto the paper. It took a lot of patience to place every piece of rice on one after another. This project made me very happy!

I also wanted my wolf to stand out so I painted a bright blue background. I think it looks fantastic!!!

How does this artwork relate to garden to kitchen?

Rice is grown at a farm, in fields. It is collected and washed and then put into packaging for us to buy. I am excited to know that I have made a piece of art out of something natural that has come from the ground.

Chiyop

6 From the Garden to the Kitchen

Planting plants, cooking in the kitchen I enjoyed planting the plants and cooking in the kitchen because at the start I never knew how to do it, but now I can.

I’m proud of how I worked when I was making my Expo display and activities.

I was really proud of the way I presented and spoke to everybody.

Eden

Our sustainable garden‌ My partner and l worked really well together. Our garden presented well and was a big success. Everybody liked our LEGO and the way we set it out. Our LEGO was set out like our garden model. We had the compost bin and the native bees. We also had our garden beds that represented we also had some gardeners with gardening tools. We have enjoyed working with each other sharing our ideas. We had a lot of fun. We really enjoy planning and designing our garden.

Mitchell Caruana and Ethan Rye

7 From the Garden to the Kitchen

My water cycle For the expo i drew a poster of the water cycle.

From the poster I made a 3D diorama out of a recycled cardboard box.

My diorama included • A sun • A river • Clouds • Water • Rain I used different materials such as paper, pipe cleaners, popsticks and sequins to construct the water cycle.

I enjoyed creating the water cycle in 3D. I was pleased with the result of my diorama.

JAMES

8 From the Garden to the Kitchen

Cooking The integrated topic this term was “From the Garden to the Kitchen’’. In this topic we have learnt about many things such as the water cycle, sustainable gardens, worm farms, native bees, cooking, gardening and lots more. We have read books and done research on the topic from the garden to the kitchen.

When we were designing our sustainable garden we had to do a rough draft. We had some objects in our garden like a water tank, pond, fruit and vegies, hose, tools, pigs and chickens and lots more. We had to do another copy which was our good copy. Then we had to write a report on why our garden is sustainable. We also made dioramas. We made four dioramas.

We learnt about the water cycle by doing lots of research.

We did an experiment on the water cycle to see how evaporation, precipitation and collection work.

A lady from the Shire came and taught us how to make a mini worm farm. The worm farm had these things in it: grass, dirt, paper, worms, water and we put it into a plastic bottle.

In cooking class we picked the ingredients we needed out of the garden. We started off by making rice paper rolls.

We practised our chopping skills as well.

We also learnt about native bees from a YouTube clip.

Native bees pollinate our flowers and make our vegies grow quicker.

They don’t even sting.

I have enjoyed this topic, “From the Garden to the Kitchen’’, because I have learnt what to do at my home and what choices I should make.

Lara Wain

9 From the Garden to the Kitchen

Cooking with my mates In rotations we did cooking. In cooking we learnt the basics. E.g.: never point a knife at other people or yourself. We need to wear an apron to protect our clothing. Never run around the kitchen and never put sharp objects in a sink with lots of detergent as you can’t see them.

In cooking we made rice paper rolls, we used mint leaves, carrots, lettuce, and noodles. We also made a yummy salad. We used beetroot from our garden, cucumber, lettuce, carrots and tomatoes. My favourite activity was cooking the rice paper rolls.

Milla Anderson

Cook yummy things This term (term 4 2014) we have been working on the In cooking with Mrs Phillips we cooked vegetable wraps and rice paper rolls. It was fun because you cook very yummy things.

It was also fun because you do it with your friends.

In cooking I learnt that when you grow your own food and eat it, you’ll find it tastes better.

Kahlia 10 From the Garden to the Kitchen

Sustainable Garden This term, grade 3/4 have been studying the topic ‘FROM THE GARDEN TO THE KITCHEN’. Our favourite thing about this topic was designing our sustainable garden. First, my partner Tyler and I brainstormed some ideas on a scrap piece of paper, and then we got started.

First, we did our rough copy.

Then we did our good copy, added extra detail and got it laminated.

Tyler and I worked very well together.

Some of the extra detail we added were things like: information about the shed, compost and chooks.

We learnt that it is better to grow your own fruit and veg, than it is to buy it from a store.

Mitch W & Tyler

Bug Hotels We really enjoyed making and learning about bug hotels.

Bug hotels are very good for sustainable gardens as they attract insects like native bees and beetles, which benefit the gardens .A bug hotel is made of sticks, bark, pinecones and straw. Bug hotels give protection and shelter to the insect.

We have learnt that a sustainable garden is a good way to save money and that growing your own food is better for you.

A chicken coop is good because [we can use] the chicken poo to fertilise your fruit and the chickens will eat your scraps.

Oakley and Liam 11 From the Garden to the Kitchen

I really enjoyed ‘From the Garden to the Kitchen’ I enjoyed getting to learn how to do things properly like holding knives the right way.

I learnt how to pick things out of the garden the right way. We made healthy food that is also good for when we get older!

We got to design our own sustainable garden I put chickens, pigs, worm farms, fruit trees, and lots more.

Adelaide

Fun I had lots of fun in the topic, ‘From the Garden to the Kitchen.’

I think that my newspaper has really worked out because I got lots of comments about it, and because all that hard work wasn’t for nothing.

I enjoyed cooking in my rotations with Mrs Phillips because the cooking was from fresh produce, also it was really yummy and because it was extremely rewarding.

I also enjoyed feeding the chickens because it was funny to hear them cluck.

I am proud of all I know about sustainability and glad that I can share it with others so that they know about the water cycle and sustainability.

Jess

12 From the Garden to the Kitchen

From the garden to the kitchen!

I enjoyed making all the stuff for the expo like sustainable word searches and crosswords, sustainable gardens and lots more!

I also like cooking stuff like wraps and rice paper rolls!

And being able to eat the stuff we cooked!

I’m proud of everything I made for the Expo and how I cooked in the kitchen.

I learned about Evaporation, Condensation, Precipitation, Collection and sustainability.

Riley VG

We planted carrots I really enjoyed planting the plants in studies with Miss B. when we planted the carrots it was really fun because when we threw the sand on top we said “feed the birds.”

I think the things that worked well were the plants.

They are growing superbly!

I learnt that you need to hold a knife properly to be safe in the kitchen.

I am proud of all the work I have done throughout this term.

Rhys Lawler 13 From the Garden to the Kitchen

Designing our Sustainable Garden We thought the design of the sustainable garden worked out well, because of the creative ideas we put into it.

We enjoyed being able to put sustainable things in our gardens, such as chickens, worm farms, water tanks, solar panels and compost bins. We learnt that the water cycle has 4 parts – evaporation, condensation, precipitation and collection, and that the water cycle is driven by the sun.

We are most proud of our display for the expo because it included a word search, worm farm, sustainable garden, class surveys, kitchen rules and our tomato concept map.

Jack Kelly and Wil Lawless

I really enjoyed the work that we did in’ ’From the Garden to the Kitchen’’.

I enjoyed designing my own sustainable garden. I put pig, chickens, fruit, veg and lots more in my sustainable garden. I enjoyed doing my sustainable garden because it was fun to be able to design my sustainable garden. I also enjoyed doing my news report for my expo.

I really liked doing that because it was like I was a real news reporter and displaying my work on the news report was fun.

Jazz

14 From the Garden to the Kitchen

Planting and the kitchen I enjoyed planting different types of plants such as lettuce, beetroot, corn, strawberries and lots of other things.

We were then able to take these plants to Mrs Phillips and make beautiful salad wraps and then rice paper rolls.

I learnt about the water cycle and the 4 main parts.

They are evaporation, precipitation, condensation and collection.

It was a great unit of work and I loved it.

I enjoyed cooking with Mrs Phillips. I learnt to hold the knife downwards and not in front of you. I was able to eat nice healthy salad wraps.

I liked gardening because I learnt about wearing gloves to help protect my hands. It was fun helping plant the new plants in our vegie gardens.

I had lots of fun.

Lajon 15 From the Garden to the Kitchen

Who cares if you get dirty?

I really enjoyed being able to plant vegetables and place more garden beds in the school.

Who cares if you get dirty because I had fun and leant a lot and that’s what really matters.

I also enjoyed cooking and trying new things. I learnt how to handle a knife properly, how to cook foods that I never even tried, how the water cycle works, climate change, how to plant different types of plants and how to be sustainable.

I’m impressed with making mini worm farms and presenting my work at the Expo.

Before doing ‘From the Garden to the Kitchen’ I never thought I could do this kind of stuff.

It all worked out in the end with presenting my work in talking in front of people.

I definitely learnt heaps!!

Kirrily

What has worked well?

• My comic worked well because everybody liked it and it was hard work.

What did you enjoy?

• I enjoyed doing my comic because I knew it would teach people in the kitchen and the garden.

What did you learn?

• In the garden I learnt that you have to water plants every day.

What are you proud of?

•

I’m proud of my comic I showed at the expo.

It was a success to people who liked it.

Luca Haran

16 From the Garden to the Kitchen

I learnt lots What I think worked well at the expo was the comments sheet and the word searches. Lots of people were using them.

I enjoyed cooking with Mrs Phillips. I liked making the rice paper rolls the most.

I learnt lots, but I really liked learning how to make the mini worm farms. I learnt a lot when the lady came from the council to teach us how to make one.

I’m proud of my sustainable garden that I designed, because it took me a very long time to do everything.

Mia Johnson

17 From the Garden to the Kitchen

I never thought I could do this stuff.

I learnt how to be sustainable, be Safe in the kitchen, how the Water Cycle works and how to Build a mini worm farm.

I also enjoyed tasting new things and planting things in the veggie garden. I worked well with presenting my work and talking in front of other people.

I never thought I could do this stuff. But it all worked out well in the end.

Miah

What has worked well!

I have made a 3D garden out of paper. In my garden I had carrots and lettuce.

What has also worked well!

I did an activity and I think that worked well because I did not muck up once and I completed a dot to dot and a wordsearch.

Natalia

18 From the Garden to the Kitchen

I am very proud…

I am very proud of the comics that I made with Oli. I am proud of it because it shows off all of the things we learnt in cooking class like how to set the table and how to use table manners.

I enjoyed setting up the Expo because I got to see what everyone else did and how good it looked when it was finished.

Nathan Nikolajew

Four words…

I learnt how to be sustainable and the four words for the water cycle are precipitation, condensation, evaporation and collection .I also learnt how to hold your knife correctly and how to make a worm farm.

I’m proud of my sustainable garden that I designed.

We had to write a piece of writing to show what we have in our garden.

I have a big fruit and vegie patch and 3 water tanks plus more.

Pyper

19 From the Garden to the Kitchen

I enjoyed being part of the Garden to the Kitchen program.

I liked going to the garden with the teacher and helping out.

It was fun putting out the mulch - you put out mulch so it [water] doesn’t evaporate as fast.

I also enjoyed setting up the expo and making my comic. In my comic I showed what and not to do like not playing with knives.

Sam

Comics…

I really enjoyed the work that we did in ‘From the Garden to the Kitchen’.

I enjoyed making my comics. I also enjoyed cooking with Mrs Phillips – making salad wraps and rice paper rolls.

I am VERY proud of my comics* and my setting up of the expo.

I am proud of my word searches that sold VERY quickly.

•

In my comics they told you how to set the table and how to use your kitchen manners properly.

We learnt this from Mrs Phillips.

Stella and Oli

20 From the Garden to the Kitchen

Garden to the Kitchen I really enjoyed the work that we did in, the garden to the kitchen.

I learnt that loads of water has been here from many years when learning about the water cycle. I never knew climate change could happen and that Co2 is affecting the world.

I am proud of my sustainable garden that I designed. I think it looks pretty good. My garden has water tanks in it because these will help catch the rain water. I am also proud of my expo because I made a slide show.

Tahlia

Cutting food correctly I enjoyed cooking because I learnt how to cut food correctly. I was able to plant seeds in our new veggie garden. This was exciting because I don’t get to do this much. During gardening classes I learnt the importance of not watering the plants too much. I have had lots of fun and learnt a lot of new things.

Zac B

21 From the Garden to the Kitchen

Food miles I have enjoyed going to Woolworths because I learnt more about fruit and vegetables.

Something I have learnt is where my fruit and vegetables are grown.

Bethany Jones

Where produce comes from‌ I have enjoyed going to Woolworths because I got to see where our local produce comes from.

Something I have learnt is CO2 contributes to climate change by making a blanket around the earth and it makes the world hotter.

Brad Nikolajew

22 From the Garden to the Kitchen

Garden to the Kitchen!!!!

I have enjoyed getting the produce from the garden then cooking it.

Something I have learnt is where my fruit and vegies are grown. I also know what is in season.

Callum Wood This term I leant about the water cycle; it has 4 parts, called condensation, precipitation, evaporation and collection.

I have enjoyed gardening because it taught me how to grow my own vegetables.

Charile Fry

Cooking fun‌ I have enjoyed the cooking because it is a life skill and is fun.

Something I have learnt is that trucks and planes cause CO2 so we should buy fruit and vegetables that are in season.

This reduces food miles.

Charlie Anderson

23 From the Garden to the Kitchen

A sustainable garden The essential question I addressed is, “how does understanding the water cycle and other environmental factors help us to create a sustainable garden?””

What I learnt from completing the project: I learnt that understanding the water cycle helps because I learned that when water evaporates from your soil the plants won’t grow.

I now know to put mulch on the ground, put a bottle [of water, upside down] next to the plant so the water can get next to the root so it grows.

Ella Lorimer Armstrong

Creating…

I have enjoyed creating a sustainable garden in a shoebox and showing it in our Expo.

I have learnt about how to create a healthy, sustainable garden and how to not make the water evaporate from the plants.

Ellie Roache

24 From the Garden to the Kitchen

The water cycle I have enjoyed learning about the water cycle.

The reason why I enjoyed it is because, it was fun making the water cycle poster.

Something I have learnt is that when the sun makes the water hot and vapour starts to appear on the water [surface] and the water evaporates.

Emily Thai

Drawing a diagram‌ I have enjoyed making the water cycle poster especially when I got to draw the diagram.

Something I have learnt is that the water cycle is a four stage never ending cycle that goes on forever and that the four stages are called precipitation, evaporation, condensation and collection.

Emma Ross

25 From the Garden to the Kitchen

Worm Farms I have enjoyed looking after the worm farms that we made with Raquel, the person from the Council.

I have learnt from my learning journey that worms don’t eat citrus, onions or chillies.

Evie Harris!!!!!!!!

You can get dirty‌ I have enjoyed getting produce from the garden because you can dirty Something I have learnt is that if you grow your own vegetables and fruit you can eat healthier.

Ryan Feltis

26 From the Garden to the Kitchen

I enjoyed I have enjoyed cooking classes and learning how to use vegetables and scraps to feed the chickens with Mrs Phillips.

Something I’ve learnt is how to reduce evaporation from the soil.

We’ve learnt about mulch and using water pipes.

Grace Hoobb

Water cycle stages I have enjoyed the cooking classes and knife safety.

Something i have learnt is the four stages of the water cycle; precipitation, evaporation, condensation and collection.

Harper Fraser

27 From the Garden to the Kitchen

I love d fee ding the c hooks ‌

Climate and chooks‌ I have enjoyed feeding the chickens because it was really fun doing it.

Something I have learnt was that climate change is caused by vehicles. You can reduce CO2 by walking or riding to school.

Harry Langford

Picking garden produce I have enjoyed picking produce from the garden.

Something I have learnt is that there are four parts to the water cycle: precipitation, evaporation, condensation and collection.

Hayden Stewart

28 From the Garden to the Kitchen

From the Garden to the Kitchen?

Something I have learnt is this term on the water cycle because there are four parts to the water cycle evaporation, precipitation, collection, condensation.

I have enjoyed [learning that] climate change is caused

by CO2 from vehicles.

Isabelle Elson

Continuous - water cycle I have enjoyed the cooking classes because it was fun to cook Something I have learnt is water cycle that it is continuous 29 From the Garden to the Kitchen

I enjoyed I enjoyed going to Woolworths because the bakers let us have spare dough.

I also enjoyed making different things to represent the water cycle.

Something I learnt is that there are four parts of the water cycle: precipitation, evaporation, condensation and collection.

I learnt about CO2: CO2 is caused by vehicles, breathing and factories.

Jack Ashford

Water cycle…

4 parts I’ve learnt about the four parts of the water cycle evaporation, condensation, precipitation and collection.

I’ve also learnt that the water cycle helps you have a sustainable garden.

30 From the Garden to the Kitchen

Excursions I have enjoyed our excursion to Woolworths. We went to Woolworths to find out where our fruit and veg comes from.

Something I have learnt is where my fruit and vegetables are grown. I also know now what season is in season.

Jemma Fraser!!!!!

I enjoyed‌ feeding chickens I enjoyed going to Woolworths, doing cooking classes, creating a sustainable garden and feeding the chickens.

Something I have learnt is the water cycle:

•

The water cycle has four parts and they are precipitation, evaporation, condensation and collection.

Jessie Slattery 31 From the Garden to the Kitchen

From the Garden to the Kitchen I’ve enjoyed cooking and picking produce in the garden.

I have learnt that there are four parts to the water cycle precipitation, condensation, evaporation and collection.

Jonah Ramage

Worms eat mostly everything Feeding the chooks I have enjoyed the cooking classes with Mrs Phillips and feeding the chooks.

Something I have learnt is knife skills with Mrs Phillips one of the [skills] is to never point a knife at anyone

Jonty Condron

32 From the Garden to the Kitchen

Seasonal food I have enjoyed the cooking classes and knife skills.

Something I have learnt is where my fruit and vegetables are grown. I also know what is in season.

Kane Gould

Seasonal vegetables I have enjoyed going to Woolworths to learn about fruit and veg.

Something I have learnt is where my fruit and veg has come from. I also learnt what is in season.

Kiana Wedlock

33 From the Garden to the Kitchen

I loved making food but‌ I have enjoyed the cooking classes because I loved making the food but it didn’t taste that nice to me . Worms eat mostly everything Something I learnt is the water cycle is a continuous process that never stops. Also the four parts are evaporation condensation, precipitation and collection

Liam Burgan

s m r o W y l t s o m eat g n i h t y ever

Making worm farms I have enjoyed making the worm farms with Raquel [from WellingtonShire], because I never knew so many things about worms.

Something I learnt is that, worms eat mostly everything except non-living things or citrus, onions and chilli.

34 From the Garden to the Kitchen

Selling our produce I enjoyed....

I have enjoyed going to Woolworths because I had lots of fun and I learnt a lot of stuff.

Something I have learnt is climate change. Climate change is when CO2 goes up in the air and puts a blanket around the world!!

Marcos Kerby

From the Garden to the Kitchen!

During [Grade] 3/4 rotations I enjoyed getting into the garden and helping to maintain and grow the vegetables.

I then liked selling them at assembly. This helped me to grow my confidence when talking to the public.

Something I have learnt is the budgeting at the stall. We learnt addition and subtraction to find out the change.

I enjoyed selling the produce because I learnt a bit more and am confident in budgeting.

35 From the Garden to the Kitchen

From the Garden to the Kitchen I enjoyed the Woolworths excursion and getting the produce from the garden.

Something I have learnt is that there is four parts in the water cycle precipitation evaporation collection and condensation.

Noah Lawless

Something I have learnt‌ I have enjoyed going to Woolworths because we got to go into all the departments.

Something I have learnt is that CO2 is making a blanket around the earth and making the earth a lot hotter.

Owen Gallagher

36 From the Garden to the Kitchen

From the garden to the kitchen I have enjoyed having cooking classes with Mrs Phillips and using the produce that we have grown like lettuce and beetroot.

Something I have learnt is the four parts of the water cycle which are precipitation, evaporation, condensation and collection.

Ruby Fisher

I learnt...

Something I have learnt is we learnt how to grow your own vegetables and fruit at home to put mulch on the garden to prevent evaporation from the soil.

I have enjoyed making a poster about the water cycle because it has taught me how to create a sustainable garden.

Samra Wilton

37 From the Garden to the Kitchen

From the Garden to the Kitchen I have enjoyed having Gardening classes with miss b and learning how to grow fruit and vegetables.

Something I have learnt is the Water Cycle, the sun makes the water in the ocean evaporate then because it’s so cold in the atmosphere the gas changes into clouds and then it rains.

Scarlett Morris

I have enjoyed…

Feeding the chickens because I don’t get to do it often.

Something I learnt was…how to create a sustainable garden

• •

by understanding the water cycle and reducing evaporation by replacing mulch on top.

Tye Campbell

38 From the Garden to the Kitchen

Feeding the chickens I have enjoyed feeding the chickens because I like looking after animals.

Something I have learnt is that there is four parts of the water cycle which are precipitation, evaporation, condensation and collection.

Waltley Sutton

Cooking classes…

I have enjoyed the cooking classes because I learnt how to cook.

Something I have learnt is Climate Change.

• •

Climate Change is caused by CO2 from vehicles.

You can reduce CO2 by riding a bike or growing food.

Andrew Burgess

39 From the Garden to the Kitchen

40 From the Garden to the Kitchen

41 From the Garden to the Kitchen

Teacher’s Reflection In term 4 of 2014 grade 3 and 4 students at St Thomas’ Primary School in Sale completed a unit titled ‘From the Garden to the Kitchen’ which focused on raising awareness of where food comes from and the environmental impacts of food miles. Students learnt that food miles are the distance that food travels from the farm to your plate. The unit supported the AusVELS curriculum incorporating elements of literacy, numeracy, science and interdisciplinary learning, as well as the cross-curriculum priority of sustainability.

As part of the unit students were taken on an excursion to Woolworths Supermarket where they learnt the location that some of their produce came from and how it was transported to Sale. The unit was supported by the schools Stephanie Alexander Kitchen Garden Program. Each week students were involved in gardening classes where they learnt how to grow their own vegetables, and cooking classes in which they used produce directly from the garden. The focus of these lessons was to promote a more sustainable option of food production to students.

The unit was developed around four essential questions which helped to focus students learning; •

Why is growing our own food more sustainable?

•

How does understanding the water cycle and other environmental factors enable us to create a sustainable garden?

•

How can we use a budget to ensure we don’t over spend when cooking?

•

What strategies and skills need to be learnt to ensure we are safe in the garden and the kitchen?

Students completed various pieces of work throughout the unit and were required to identify which essential question their work was focusing on.

At the end of the unit the students were able to present their work at a learning expo to parents and community members. The expo was supported by the Gippsland Community Leadership Program and a number of local producers who donated locally grown food. Students were able to use the donated produce to prepare and serve food to guests that attended the expo.

The level of student engagement and the quality of students work throughout the unit was outstanding. The unit allowed students to develop an understanding of where their food comes from as well as practical ways in which we can live more sustainably to reduce our impact on the environment. As the impacts of climate change become increasingly evident, it is critical that children are taught about environmental issues. However it is important to provide students with an opportunity to make a difference so that students feel empowered rather than disheartened by environmental education.

Danielle Berkelmans

42 From the Garden to the Kitchen

Saint Thomas’ Primary School Sale - Grade 3 & 4 Students at Saint Thomas’ undertook this unit during the second half of 2014

Unit Plan Title: FROM THE GARDEN TO THE KITCHEN

UNIT OVERVIEW

Conferencing Questioning

Essential Questions

STUDENT ASSESSMENT

1.

Why is growing our own food more sustainable?

1.

How does understanding the water cycle and other environmental factors enable us to create a sustainable garden?

1.

How can we use a budget to ensure we don’t over spend when cooking?

1.

What strategies and skills need to be learnt to ensure we are safe in the garden and the kitchen?

KWL

Garden to Plate Expo At the end of term, students will exhibit their work. The exhibit is an opportunity for students to show their understanding of the ‘Essential Questions’. Assessments of the student’s work will be undertaken while the exhibit is running.

The students provide a label for each of their pieces.

Unit Summary

Each label should tell the audience/teacher…

•

•

What the piece is.

•

Why the piece is important (in relation to the Essential Questions).

•

It should include the academic vocabulary used throughout the term.

•

An understanding of what has been taught.

•

A personal connection with the content taught.

•

•

Students design and create a sustainable garden within our school. They look at different garden designs and practices and utilize their understanding of the environment. Students develop an understanding of the role of money and identify ways to save, budget and fund an on-going project.

They undertake research-sharing and collaborative decision-making which enables students to make informed choices and work together in this cooperative, practical project.

An expo - Garden to the Kitchen in the school hall is the culminating event for this unit, where feedback from visitors is sought, and students consider how they will sustain the garden.

Year Level: Years 3 And 4

STANDARDS/ SYLLABUS OUTCOMES

AusVels- Level 3 and 4 (refer to St Thomas’ Curriculum Handbook) Incorporating: literacy, mathematics and generative questions.

TEACHING AND LEARNING Tools: Brainstorming Y Chart Concept Mapping Venn diagram Collaboration Individual

Teachers can also use this time to moderate: They can walk through the exhibit and choose a student’s piece where they believe this ‘Essential Question’ has been met.

This can be then shared at the next year level meeting, ensuring everyone “is on the same page” in terms of the expectations we have for students meeting particular standards in AusVels.

ACCOMMODATIONS FOR DIVERSE NEEDS

•

Students will work in mixed ability groups.

•

Students on the on the LNSLN program will be able to access the curriculum through the use on technology resources such as individual iPad and modification will be made through individual learning plans.

43 From the Garden to the Kitchen

LEARNING PREPARATION

•

Lessons will be integrated throughout all core subjects including: science, literacy, mathematics, ICT and art.

•

Students in 3/4 will participate in either a 45 minute cooking or gardening block every second week.

Anticipate: What bookings will be needed? Computer labs,

Students prior knowledge: •

students have basic money understanding. Some have been exposed to budgeting.

•

Students have been exposed to information reports, procedures and explanations.

RESOURCES

Speakers: Organic farmer: Des Phillips, Excursions supermarket, hardware store, other? Wellington Shire – worm farms, composting and waste

KEY WORDS

kitchen, garden, plot, soil, water, nurture, thumb, produce, green, conservation, worms, compost, moisture, nutrients, planting, stake, sweeping, responsibility, spade, shovel, hoe, digging, vapour, precipitation, evaporation, climate, citrus, capsicum, zucchini, mint , tomato, potato, pumpkin, healthy, eating

UNIT AUTHOR/S

Dani Berkelmans, Shane Fyfe, Gemma Elston, Jen Brayshaw, Rosie Phillips, Vicki Colley Region: Gippsland

Garden supplies, Cooking Utensils, Ingredients, Recipes,

School Name: St Thomas’ Primary School, Sale, Victoria

TEACHING AND LEARNING ACTIVITIES Essential Question: Why is growing our own food more sustainable?

Supporting Material: •

Stephanie Alexander Unit Planet Food (Saved in the Integrated Folder on the server – ‘Tools for Teachers All Units’)

Learning Activity 1: Introducing Climate Change Students consider ‘what is climate change’ – write answers on the board. Have students work in small groups and use a range of books and websites (refer to Planet Food unit outline for ideas) to list a range of the consequences of climate change. Students share their findings with the class. Discuss that climate change is caused by a rise in greenhouse gases and that plants reduce this impact by absorbing CO2. As a class list some possible ways that individuals can prevent climate change.

Watch this YouTube clip: https://www.youtube.com/ watch?v=ko6GNA58YOA

Learning Activity 2: Introducing the Subject of sustainability Revise the concepts studies in the previous lesson. Discuss students’ prior knowledge of sustainability. Pose the question; ‘which creates more greenhouse emissions: buying food locally grown or buying food that was grown a long way away?’

Explain the concept of ‘food miles’ – the distance that food travels between where is was grown and its final destination in the shops. The transportation of food in refrigerated trucks, trains, aeroplanes and ships contributes to climate change.

Brainstorm as a class why people buy food that was grown or produced a long way away (e.g. the food can’t be grown locally because of the climate or the soil, the food doesn’t grow here at this time of year, the food isn’t produced locally).

Using the factsheet (refer to Planet Food unit saved in Integrated Folder), students identify fruits and vegetables that are in season at the moment.

Use the diagram (saved in Integrated Folder) to explain climate change.

Students consider whether food that has been transported over long distances will be fresher than food grown locally and whether it is likely to be more or less expensive.

Using the worksheet provided (saved in Integrated Folder) students write an information report about what climate change is. They must include a labelled diagram.

Students prepare for the excursion to the local greengrocer, supermarket and local farm, by preparing questions about the origins of food sold in the shop.

44 From the Garden to the Kitchen

For example: –

climate change. Consider ways that we could attempt to change these practices and beliefs. What actions can we take to prevent climate change? How does growing our own food in the school garden or at home reduce the impact of climate change?

•

where was the food grown

•

how was it transported here

•

can this item be grown locally

•

Questions for local growers: –

•

what do you grow on your property?

•

who do you sell your produce to?

Teacher has student’s access resources and view a variety of texts to extend knowledge about gardens and plants.

•

do you know where the produce goes?

These may include::

•

is any of your produce available locally?

Visiting gardens and observing animals and plants.

•

what are the biggest challenges you face?

•

are there any actions you have taken to help prevent climate change?

Viewing media clips about gardens for example from television programmes such as Better Homes & Gardens, Backyard Blitz, Burkes Backyard. Magazines and from websites such as ABC Gardening.

Students consider how they will record their findings and how they will conduct their interviews.

Learning Activity 3: Excursion to Local Food Sellers Students will be taken on an excursion to a supermarket, local greengrocer and local grower to explore the questions outlined above. Children will investigate where the food was grown and how it was transported here.

Children record their findings.

Learning Activity 4: Follow up from Excursion Using a map of the world or Australia identify where the food that children investigated during the excursion has come from.

Using the worksheet (refer to Planet Food unit saved in Integrated Folder), students will create a ‘traffic light report’ that indicates when it is best to purchase particular fruits and vegetables: during months when a fruit or vegetable is in season and grown locally, the table is coloured green, when it is out of season the table is coloured red, and when it can be obtained within about 200km or is transported in a less harmful manner e.g. by train, the table is coloured orange.

Students enter data about food items that they researched on the excursion into the table and present their data to the class. Discuss any clear messages e.g. don’t buy tomatoes in August and September. Discuss whether or not it is okay to purchase foods that are always red or amber.

Learning Activity 5: Why is growing our own food more sustainable?

Discuss the beliefs and practices that contribute to climate change and the beliefs and practices that slow down

Learning Activity 6: Gardens – Researching Gardens and Plants

Inviting guest speakers for example nursery.

Students interviewing and questioning the guest speakers about plants.

Researching information about various plants using websites such as: •

Ask for Kids* (search engine)

•

How Plants Grow*

•

Kids’ Valley Garden*

•

Garden Online*

•

My First Garden*

Teacher implements a whole class activity where students create a concept map about gardens.

Using the words from the concept map as a literacy tool, students and teacher identify key words and how to use these words in sentence construction.

From the information researched students select a plant.

Using he words developed from the concept map and a template, students compose 5 Facts About (Your Plant).

Whole class compiling a flowchart of growing things and making comparisons of different variables.

ADDITIONAL OPTIONAL ACTIVITIES: Art: •

Make leaf prints and rubbings of a variety of different leaves and seeds. Students sort, classify and hypothesise about why they might be different and what sort of plants they may have come from.

45 From the Garden to the Kitchen

•

•

Students walk around the school sketching various flowers and leaves - Paying close attention to how the flower is composed. Explore the various components that make up the flower and observe the different types of leaves that belong to various flowers. Illustrate in integrated book an label flower.

Learning Activity 1: Water Cycle Experiment: •

http://www.abc.net.au/science/surfingscientist/pdf/ lesson_plan09.pdf

Other art activities to be conducted in rotations- Seed mosaics ; Georgia O’Keefe’s chalk pastel drawings ; Water colour dandelions; Collage of sunflowers

•

Using the above information students write an explanation on ‘The Water Cycle’

Science /IT: •

Provide a word processed document that includes clipart or digital photography of different types of plants eg: shrubs, trees, flowers & ferns or different environments eg: rainforest, desert, gardens, bush etc.

Learning Activity 2: Designing a Sustainable Garden Students and teacher address the questions: •

What symbols and shapes can we use on a map?

•

Should we include a grid reference and cardinal coordinates?

•

How will the location in the school garden influence how well the plants will grow? (will it get morning sun, afternoon sun etc)

What happens to living things when change occurs?

•

What makes a good garden?

Activities could include:

•

What will be appropriate and look attractive in a garden?

•

How can we share our plans with others?

Arranging the pictures to demonstrate an understanding of the different types of plants and environments. Students drag and drop the pictures into the table.

What do living things need to change?

SCIENCE: •

Conducting plant experiments of growing different things – celery, carrot etc. Change conditions – explain why things occurred, identify problems, compare differences, predict what will happen.

•

Exploring weather and seasons around the world and relate to planting zones by investigating the following websites:

•

Australian National Botanical Gardens – Plant Hardiness Zones of Australia*

•

Gardens Online*

ICT: •

Information from the activities above and on a whole class basis could be recorded in a blog. The blog can be used as a whole class culminating activity to consolidate information or used as a reflective discussion. Adding to the blog over the course of the whole project will demonstrate the knowledge students have gained and built on.

Essential Question: How does understanding the water cycle and other environmental factors enable us to create a sustainable garden?

Essential Question: How can we use a budget to ensure we don’t over spend when cooking?

Lesson 1: Addition and Subtraction Facts Suggested activities: •

imaths student book 4: page 56

•

Mathletics, Addition and Subtraction page 5, Bridge to Ten

http://west.cdn.mathletics.com/IWB/Book/41/22567240.

E1_addition_student_AUS_Sep12.pdf

Lesson 2: Division and problem solving using money Suggested activities: •

Mathletics: Mental division strategies by 10 and 100: http://west.cdn.mathletics.com/IWB/Book/AUSE0068. pdf

•

Mathletics: Relating tenths, hundredths and decimals: http://west.cdn.mathletics.com/IWB/ Book/39/22569792.E3_fractions_student_AUS_Sep12. pdf

•

imaths student book 4: page 88

Websites: USGS Water Science School http://water.usgs.gov/edu/ watercyclesummary.html Kid Zone http://www.kidzone.ws/water/

46 From the Garden to the Kitchen

Lesson 3: Money: giving change

Activity: Sellers prepare your stalls

Suggested activities:

Set up your farmer’s market stall and arrange the produce so it looks attractive to the buyer:

•

Mathletics, Money: coin combinations http://west.cdn. mathletics.com/IWB/Book/AUSE0043.pdf

•

imaths student book 4: page 54

Lesson 4: Simple Budgets Suggested activities: •

Set up your farmer’s market stall and arrange the produce so it looks attractive to the buyer: •

Organise a money tray.

•

Organise how much money you will need in case the first customer needs change. This is called a float.

•

Give the correct change and watch for a mystery shopper.

•

Use a ‘Buying Record Sheet’ (refer to handout) to record purchases.

imaths student book 4: page 52

Activity: Is the Price Right?

Using a recipe that we will cook with in one of our kitchen classes students ensure we stay under budget using a ‘Buying Record Sheet’ (refer to handout). Students will use catalogues, brochures or the internet to help find prices for each of the ingredients. Set students a budget of a $1 per student in the kitchen class.

We are going to sell the produce that we grow in our garden at a farmer’s market. All items must be less than $10.

Use catalogues, brochures or the internet to help you find prices for our garden items. Take photos of our produce and label them so customers can clearly see our prices.

Essential Question: what strategies and skills need to be learnt to ensure we are safe in the garden and the kitchen?

Before students partake in the Kitchen/Garden Program students will be introduced to the rules and guidelines for operating safely in the kitchen and garden environments.

Students will need to learn about: •

Safe food handling

•

How to work appropriately outdoors.

•

Safe knife skills in the kitchen.

FINALE: STUDENT EXPO - GARDEN TO KITCHEN Students choose items to present in the exhibit.

•

Students showcase their new food preparation and cooking skills –

•

Each item must have a label that address one of the essential questions (refer to students assessment for further information).

•

Cater with salads and sandwiches made using the produce they grow.

•

Produce grown, portable/potted gardens for sale

•

Wellington Shire to exhibit : worm farms/composting

THE SCHOOL COMMUNITY WILL BE INVITED TO THE EXPO. 47 From the Garden to the Kitchen

Supporters

T

here were many supporters throughout the project at St Thomas’ – at both the Expo and while the students were rebuilding and expanding their garden beds and their chicken coop.

Students were able to prepare a variety of wholesome food for their guests at the Expo. They made sandwiches which they filled with Maffra Cheese’s fine cheese range, Bulmer’s Farms lettuce, and hydroponic tomatoes from West Gippsland– all on wonderful crusty bread made by Cannibal Creek Bakery in West Gippsland.

Their parents and other guests also enjoyed platters of Maffra cheese and biscuits, sausage rolls and party pies from Patties Foods. Together with their siblings the students finished the evening with Trampoline ice-cream from Burra Foods Bunnings in Sale donated seedlings, garden soil and timber sleepers for the garden beds; staff from the store worked with the students to build the beds and plant the seedlings and showed students how to water and care for their new plants.

Wellington Shire provided compost bins and worm farms, and staff worked with students – teaching them about composting and worm farming.

The project’s success owes much to the generosity of supporters who donated and gave feeely of their time.

Thanks to:: •

Bulmer’s Farms

•

Bunnings - Sale

•

Burra Foods – Trampoline Ice Cream

•

Cannibal Creek Bakery whose wood fired bread was supplied from new Waragul business Stellas Pantry.

•

Maffra Cheese

•

Patties Foods

•

Gippsland Water

•

Wellington Shire

48 From the Garden to the Kitchen

Gippsland Community Leadership Program How Does Gippsland Benefit?

The benefits for Gippsland schools, community groups, not-forprofit organisations, local government and service clubs – the communities of Gippsland are huge. During their year, GCLP Fellows develop a sound understanding of the role of leadership – in the community and in the workplace together with an awareness of the importance of supporting the growth of future leaders. GCLP Fellows: •

Return to their community equipped to take a proactive leadership role – as and when needed.

•

Volunteer at a higher level than the average, in a range of capacities to the benefit of the community

•

Plan and undertake a community project following graduation from the program.

•

May undertake a variety of Professional Leadership Development and networking opportunities through their membership in GCLP Ambassadors

At their Graduation GCLP Fellows make a commitment to continue to work to make their community a better place.

GCLP Fellows commitment I commit to continue my involvement in my community, working to make it a better place.

• Answer the call from my GCLP Fellows and the program • Actively contribute to the GCLP • Live and tell the GCLP story growing Gippsland’s leaders - together with the Gippsland community

Actively Contribute

Live & Tell the Story

We answer the call by helping other GCLP Fellows – professionally and personally.

We actively contribute by attending a GCLP Launch or Graduation, finding our replacement for the program - “tapping someone on the shoulder”, renewing our GCLP Ambassador’s membership & identifying likely sponsors or funding.

We live & tell the GCLP story by being a proud and passionate ambassadors of GCLP, sharing our professional and community involvements with the GLCP and helping tell the story of what we do.

GCLP Fellows commitment

As they undertake their GCLP year, participants are presented with opportunities to gain an enhanced understanding of Gippsland as a unique and diverse region. They gain access to forums where existing leaders share knowledge, skills and experiences and promote future social and economic growth. Their program sessions are held in venues across Gippsland and in Melbourne, where they meet leaders and develop and extend their networks. Many GCLP Fellows contribute to the program every year- as speakers, hosts or individually by attending part of a program day to meet the current cohort.

Gippsland Community Leadership Program grows the leadership skills of the participants.

People are leaders – in different ways and at different times.

Through a mix of theory (our main text is Extraordinary Leadership in Australia and New Zealand by Kouzes and Posner, with Michael Bunting) and experiential learning participants learn from each other and from contact with existing leaders on Program Days and other events – letting them show what they do, talk about leadership and about how they lead.

Sponsors, Supporters and Friends

I will:

Answer the Call

How Do Participants Benefit?

www.gclp.asn.au

The Gippsland Community Leadership Program relies on the commitment and sponsorship of valued corporate, local government and not-for-profit organisations from within the Gippsland community, funding from Regional Development Victoria and the Committee for Gippsland to continue to provide a highly professional, dynamic and sustainable program. Refer to the last pages of our 2015 Yearbook to see a full list of our Sponsors, Supporters and Friends.

Would you like to be a part of GCLP? Web: www.gclp.asn.au Phone: +61 3 5623 3219 Email: info@gipps.com.au

49 From the Garden to the Kitchen