Ladybridge High School

What does the data say?

Year 8 & 9 Learners carried out the eco-anxiety survey and 49% of the children showed that they were concerned about the climate crisis.

What do the Learners say?

"I am worried about the future and how it is going to be with climate change but I know us humans are slowly making a change but we need to act fast or it will be irreversable".

"I mostly get worried for animals because if the ice caps melt due to climate change and global warming that means the animals that live in the cold will be harmed and if they all die then they eventually could become extinct".

Report compiled by Giles Barrow, Eco Transactional Analysis, on planning stage of "Becoming Ecological at Ladybridge High School" : 

At the heart of the report is the graphic presented below that has been designed to integrate three related domains when considering developing an eco-focused education. Beginning with the green continuum line at thecentre of the graphic, this domain outlines the ‘soil’, or curriculum dimension on which ecological education is based. At the left end of the axis are the kind of activities which have been typically associated with outdoor education.  Taking students outside to engage in physical pursuits or acquire vocational skills in relevant subjects will be familiar with many educators. In most respects these activities are rooted in a mindset that is essentially about taking our indoor self outdoors to do something ‘on’ the land, or ‘in' Nature. We can refer to this as a frame of reference where we as humans exist as apart from nature. In other words, we experience ourselves as separate from the natural world, perhaps intrigued by its beauty, curious as to how it all works or interested in how to best cultivate or conserve it. It is through this ‘Indoor Mind’ perspective that schooling tends to ‘treat’ the world to students via the curriculum. This is communicated through the emphasis on objectivity, observation and analysis typical of teaching science, humanities, maths and even the more expressive subjects such as art and literature. The aims of this kind of education tend toward the acquisition of skills, gaining knowledge and developing understanding of how the natural world works and how to best engage with the environment, often with a view to conservation or sustainability.  At the right-hand end of the green continuum line different activities are indicated, each of which indicate a different frame of reference. These can be understood as rooted in a mindset that regards human experience as being part of nature. The emphasis here is about finding ways to re-engage, or connect with what it is like to become nature, or be aware of the inter-connected life from which, in most globally-developed societies, we have been separated from. This is arguably more radical and challenging territory and it is what makes our becoming ecological project the more important and distinctive. To educate from this perspective is to arrive at the ‘curriculum’ from the ‘inside out’ so to speak. This work is typically more interested in encouraging embodiment, immersion and direct experience (as opposed to the more familiar stance of observer-participant). The aim of this educational approach tends more to promoting well-being, holistic personal development and the cultivation of the ecological mind. Neither end of the continuum is right or wrong and to become involved in such arguments is to somewhat miss the point! The range of activities will be necessary to hold in mind when developing ecological education. However, it is inevitable that without thought and reflection the default will be to create a model that tends toward the left of the continuum, simply because dis-connection from the ecological realm is the starting point of western thought and, by implication, schooling systems. The second domain in the graphic - the blue shaded box with the practitioner figure - reminds us that educators (and learners) are subjects in an interplay with the ‘landscape’ of the continuum. We will each have our own history of being outside, experiences of the natural world and beliefs about who and how we are in relationship with the outdoors. For some of us, being outdoors is associated with freedom, play, feeling good in our body and a general sense of being most at home outside. Whilst for others we may find it uncomfortable, distracting, frightening and seek ways of getting back indoors as soon as possible.  When introducing ecological work to staff it will be important to bear in mind that individuals will be drawn to different points on the continuum and in some instances not want to be associated at all, holding a strong internal indoor mind and preferring the familiarity of the indoor world of schooling. For those of us more enthusiastic about outdoor work it will be important to be sensitive to the varying points of contact staff have about outdoor work. In TA terms the prospect of taking education outside will activate script-based responses combining beliefs and decisions incorporating injunctions and permissions as to what constitutes ‘proper’ education and the fantasies about what happens when learners go outside andwhat that might entail for me as an educator. There is both threat and possibility for individuals when we step beyond the door to the outdoors. Finally, the third domain, indicated in the graphic with the 3-dimension contract, reminds us that all our practice, regardless of our personal script, takes place within a context, which in this instance is Ladybridge HS. To a great extent the context determines much of what is permissible and the limits of what might be developed and achieved at the school. However, given the School’s substantial outdoor resource the limits are far less than in most other provisions - there is much to gain! Clearly the school must pay attention to what is required from external stakeholders, as well as being sensitive to the culture of the community in relation to the outdoor environment. However, part of the LHS purpose can be to expand and innovate the role that a school can play in reconnecting staff and learners with the ecological domain. Already the school is well placed to develop and innovate; the emphasis on relational work, experimenting with pedagogies, expanding the curriculum have each prepared the ground well for this project. Looking at opportunities to bring pastoral care work into the outdoors, taking indoor lessons outside, digging deeper into the story of the land on which the school stands are ways in which ‘out there’ becomes closer to the ‘in here’ of our lives as adults and young people. 

Giles Barrow February 2024 conducting work with the Eco Transactional Analysis Team.

Incredible Edible – if you eat, you’re in

A group of enthusiastic geographers made the journey to West Yorkshire to investigate Todmorden - the home of Incredible Edible. Starting in 2008, the small town uses food as a visible sign of a kinder, connected community.  The learners were given a guided tour to see how public spaces, once unloved and giving nothingback to the community, can be turned into oases for food and wildlife. They were also informed of a growing movement called ‘A Right to Grow’. This would require local authorities to maintain a free, accessible map of all public land that is suitable for community cultivation or wildlife projects and to make it straight forward for community groups to gain leases to cultivate and even bid for the land should it be up for sale.  The learners tasted fresh, local and seasonal food straight from the soil, relaxed in the ‘Apothecary Garden’ and enjoyed lunch in ‘Pollination Street’. Furthermore, their experiences should transfer over into their everyday lives. The scheme places a large emphasis on kindness, respect and curiosity. Our guide for the day Helena informed us that one of the biggest challenges was not getting volunteers but in encouraging the locals to ‘help themselves’ A very British problem!  The day provided an excellent opportunity for all involved to display their Ladybridge wisdom qualities.

Work in progress ..visits and school project to begin afetr Easter ....

Quote from John Knowles Head of Humanities:

It was my first visit to RHS Bridgewater and was amazed by the whole site and experience. The taster day for our KS4 learners allowed me to explore how we can utilise the ideas and experiences of sustainable horticulture and apply it to our curriculum at Ladybridge. The educational team at RHS did a wonderful job of exploring the site with in depth learning about horticulture and mechanisation in practice and  workshops about planting and seeding. I can see me planning future educational viists to RHS to support learning at Ladybridge. 

Quote from William Taylor Year 9 Ladybridge learner:

It was my third visit to RHS and was great to see toward the end of winter.  I enjoy the outdoor learning experiences and I am keen on horticulture.  I enjoyed the tour of the site and the planting workshop.  I also found out so much about careers in horticulture and would like to do my work experience at RHS next year.  Thank you for allowing me to attend the day.