The manual will be a thorough guide which will contain everything needed in order for kindergarten and school teachers, leaders, parents and other educators to share permaculture with children. The manual will include methodological guidelines, and updated session plans, activities and other resources, posters for classrooms, and dissemination strategy.

It will have a pedagogical reference and will include the different ways of learning when working with children and thus enhancing high quality learning opportunities. The Methodological guidelines will include ideas on how to imbed permaculture into the children’s learning environment and foster local events by sharing good practice.

These guidelines will aim to inspire, guide and give self-esteem to the educators, to understand what is appropriate for their children, kindergarten and schools and how to implement sessions and activities about permaculture and organise children friendly events.

This output will help to meet the following objectives and priorities:
*Strengthening education and training paths of educators through use of the manual
*Provide high quality learning opportunities for the educators and children
*Enhance the quality of early childhood education and care (ECEC)
*Foster quality improvements, innovation excellence and internationalisation at the level of education and training institutions
*Dissemination of good practices

Target audiences

The manual will be freely accessible on our online platform by the 28th month of the project. The revised and updated version of the Curriculum with associated lesson plans, activities, handouts and other educational resources will be part of this Manual. By the end of the project we expect that the manual will be downloaded up to 500 times by people who are involved in the education of children aged 3-12 years. In the following year after the end of this project, this manual will be downloaded many more times. When these educators use this manual, it will significantly improve the education of those children.

The role of each project partner

The curriculum and lesson plans of teaching permaculture to children which
are part of the O5 will be trialled further by partners and other educators. They will give feedback and suggestions through our interactive online platform (O1) based on the feedbacks, needs and interests of the children. The full set of curricula will be tested by at least 2 groups of children in each key stage, to develop understanding of the interconnections between the themes.
This will be child-led, ie. from the children and for the children. All partners will trial suggested changes, update and include as appropriate in our final manual. This process of developing, testing, adapting and implementing innovative practices in permaculture education with children will enhance the quality of ECEC and primary education.

PA will be responsible for coordinating, reading and correcting all the contributions from the different partners. Posters for classroom walls will be designed by the Slovenian partner.

In ECEC, teachers should have a multitude of ways of working with children. This can be through organisation of environments and equipments to enable the greatest independence of children. Children learn best through playing, therefore for children aged 3-6 it is essential that the environment offers them opportunities, time and space to freely explore materials, ideas and concepts, and practise their skills in various ways. Session plans may not be addressing children of Key Stage 1 as they may be too structured. Instead activities and methodological guidelines will be provided to teachers of this age group which will enhance flexibility as well as address children’s needs. These activities will develop children’s skills, connect them to nature through play and guided games, encourage them to use all their senses and promote active exploration both indoors and mainly outdoors. As kindergarten teachers do not always have the time to develop new materials for outdoor activities that would at the same time promote sustainability and eco-social principles, such activities will also be valuable resources in enabling kindergarten teachers to teach outside. By giving children experiences in learning from nature, in nature which has many health benefits, the well-being of children as well as the adults will be ensured.