Horticulture 

RATIONALE

At Cloughwood Academy, our horticulture curriculum is designed to support the needs of our pupils by offering a hands-on, practical subject outside the traditional classroom. Many of our pupils enjoy learning by doing, especially in calm, outdoor spaces. Horticulture helps build confidence, feel successful, and learn important life and work skills. Some pupils find academic subjects challenging and may have missed parts of their education, or struggle with things like focus, behaviour, or sensory needs. Horticulture gives them a peaceful and structured space where they can learn routines, work as part of a team, and see real results from their efforts – like growing a plant from seed. Lessons are based on real tasks such as planting, composting, harvesting, and using tools safely. These are broken down into small, clear steps and supported by visual aids and demonstrations. The curriculum follows the seasons and repeats key topics, so pupils can build on what they already know. As part of the course, pupils also have the chance to work towards a recognised industry qualification in Horticulture. This helps them build a strong foundation for future employment or further training in land-based industries. Horticulture is more than just a subject at Cloughwood. It helps pupils re-engage with learning, grow their independence, and feel proud of their work. It also teaches them how to care for the environment and prepare them with skills they can use in adult life.

INTENT

The intent of the horticulture curriculum at Cloughwood Academy is to provide a meaningful, practical, and nurturing learning experience that supports the diverse needs of our pupils. Our aim is to use horticulture as a vehicle for developing essential life skills, personal independence, and a positive connection to learning—particularly for pupils who may have previously struggled in traditional classroom environments.

We intend to create a curriculum that is accessible, engaging, and grounded in real-world, hands-on experiences. Through structured, seasonal, and purposeful activities, pupils develop key horticultural knowledge alongside transferable skills such as teamwork, resilience, problem-solving, and responsibility. The curriculum is designed to foster confidence and pride by enabling pupils to achieve tangible outcomes—growing plants from seed, maintaining garden areas, and contributing meaningfully to the school environment.

Our intent is also to prepare pupils for future opportunities. By encouraging pupils to take ownership of their learning, we support them in building foundations for employability, further training, or community involvement in land-based industries. Horticulture at Cloughwood Academy aims to nurture environmentally aware, confident, and capable young people who are equipped with practical skills that will benefit them throughout their lives.

IMPLEMENTATION

The horticulture curriculum is delivered through a sequenced and structured, practical programme aligned with seasonal cycles and mapped for a clear progression in knowledge, skills, and behaviours. Lessons take place weekly, typically involving hands-on tasks such as sowing seeds, weeding, tool use, composting, and harvesting. Over a term, students engage in purposeful routines—from bed preparation to crop management—embedding learning through repetition, reflection, and responsibility. This real-world context builds independence, confidence, and a sense of ownership. The curriculum is sequenced in a spiral format, where key horticultural concepts (e.g. plant life cycles, soil health, safe tool use) are revisited at increasing levels of challenge and independence, ensuring cumulative knowledge and skill development.

Teaching strategies are rooted in best practice. Sessions begin with clear learning objectives and retrieval of prior knowledge. Tasks are modelled using visual aids and step-by-step demonstrations, followed by guided practice and independent application. Scaffolding is used to break down complex processes, with additional visual prompts, physical modelling, and support tools provided as needed. Resources include age-appropriate tools, raised beds, seasonal planting materials, personal protective gear, and environmental print (e.g. plant ID cards, pictorial instructions). These are supported by journals, photography, and hands-on artefacts to help embed long-term learning and provide evidence of work. Cross-curricular links to science, maths, PSHE, and design technology are made explicit, helping students apply core knowledge functionally (e.g. measuring distances, recording growth, budgeting for a plant sale).

Assessment is ongoing, varied, and purposeful. Teachers use informal assessment via observation, skills checklists, and practical demonstration, while students build evidence portfolios including journals, photos, and completed planting logs. The formative assessment also includes self and peer assessment, group reflection, and questioning. Formal assessments may support qualifications where applicable. Progress is tracked against clear criteria for horticultural knowledge, practical competence, and soft skills such as teamwork and problem-solving. This implementation ensures that students not only learn horticultural content but also develop transferable skills that contribute to wider curriculum aims, independence, and future pathways into qualifications, employability, or community engagement.

IMPACT

At Cloughwood, the horticulture curriculum is more than just gardening—it's a powerful way to help students learn, grow, and thrive. For many children, especially those who find traditional classroom learning challenging, horticulture offers a fresh start. It’s hands-on, practical, and deeply rewarding. We often see students who were once disengaged become excited about coming to school, eager to get involved, and proud of what they accomplish. Horticulture gives students a chance to learn by doing. Whether they’re planting seeds, using tools, or caring for a garden, they’re developing real-world skills. It also helps them connect with important topics like sustainability, food systems, and environmental care. Being outdoors and working with nature also supports students’ wellbeing. It can reduce stress, improve focus, and boost both physical and mental health. Many staff members notice that students become calmer, more confident, and more motivated.

Horticulture has strong curriculum links across most subjects:

Using maths to measure garden beds or management of a budget

Exploring science through plant biology and ecosystems

Practising English by writing instructions or reflecting on their work

Building life skills like teamwork, time management, and problem-solving

This kind of cross-curricular learning helps students see how their education fits together— and how it applies to the real world.

How We Track Progress

We use a variety of methods to understand how our students' progress. We observe practical tasks like planting, tool use, and garden maintenance. We also collect evidence in photo form. Students are encouraged to reflect on their own learning and support their peers, which builds confidence and a sense of responsibility. We start each year with a baseline assessment and review progress regularly.

Real-World Impact

As students gain experience, they begin to take ownership—managing compost systems, what to plant and solve problems like pest control. These are not just school tasks; they’re life skills. Students are encouraged to think critically, work independently, and contribute meaningfully.

Preparing for the Future

Horticulture also helps prepare students for life beyond school. It contributes to awards such as City & Guilds or the Duke of Edinburgh’s Award. Most importantly, it builds confidence in everyday skills—growing food, following instructions, making decisions—that are essential for adulthood.