The Gardener Award

The Gardener Award is a comprehensive educational programme designed to equip students with the skills, knowledge, and experiences necessary to thrive as well-rounded, successful adults. It recognises and fosters development across a broad range of competencies, encouraging students to engage in practical, creative, intellectual, and leadership activities.

Participation in lessons, lectures, events and activities focused on these strands will culminate in the completion and accreditation of The Gardener Schools Group Award in Year 13.

How the Gardener Award is Incorporated into Kew House School Life

The Gardener Award is not an isolated initiative but is deeply embedded within the school’s overall educational approach. It is woven into multiple subjects and activities, encouraging holistic development. Within the students’ Individuals in Society (IS) lessons they incorporate elements of PSHE (Personal, Social, Health, and Economic education), Religious Studies, and Global Issues, alongside specialised sessions like Relationships and Sex Education (RSE), which all contribute to the different strands of the Gardener Award.

  • Enterprise skills such as people skills, negotiation, law, accounting, and marketing are taught through both theoretical lessons and hands-on projects. This is complemented by networking and body language training, ensuring students have the practical tools they need for future career success.
  • Perspectives, including critical thinking and presentation skills, are encouraged through various subjects and activities like debates, ensuring students learn how to articulate their viewpoints and consider multiple perspectives.
  • Well-being, a crucial aspect of the award, addresses relationship and sex education, PSHE, and physical, mental, and social health. These aspects ensure that students not only focus on their academic and career growth but also understand the importance of maintaining a balanced and healthy lifestyle.
  • Community strand activities, such as environmental awareness, global citizenship, and service learning, encourage students to contribute meaningfully to their surroundings.
  • Creativity emphasises engagement in creative and performing arts while promoting problem-solving skills in various real-world contexts.

The strands are a focal point of the entire curriculum, emphasising student participation, reflection, independent work, and project-based learning. This comprehensive approach allows young people to apply their learning in meaningful ways while contributing to their community and enhancing their personal growth. The assessment for the Gardener Award is based on active participation, reflection on personal progress, and independent or group projects.

The Gardener Award equips students with a broad set of skills that go beyond academic excellence, allowing them to navigate the complexities of the modern world and make meaningful contributions to society. By participating in diverse projects and leadership roles, students are not only prepared for future careers but also develop a strong moral compass, an appreciation for the arts, and a commitment to the well-being of themselves and their communities.

Key Stage 3 – Nurturing Growth

Purpose and Aims of the Gardener Award

The Gardener Award supports Year 7 and 8 students transitioning to secondary school by helping them develop greater independence and resilience. It encourages them to step outside their comfort zones through activities that focus on reflecting on their own brain development and fostering a culture of empathy and kindness within the school. These activities aim to build essential skills, such as developing their own viewpoints, creating presentations and speeches, and maintaining reflective journals. We want students to become more reflective learners and to embrace opportunities both within and beyond the curriculum, enhancing their skill set for the future.

Project-based Activities & Workshops

The Gardener Award programme provides students with various opportunities to develop essential skills both in and outside the classroom. All students will participate in projects linked to the award’s key themes: perspectives, enterprise, well-being, community, and creativity, along with a diverse range of opportunities within Individuals in Societies as well as in subjects across the curriculum. Details of some of the key projects and workshops that all students will undertake or participate in are outlined below.

Perspectives

  • Magistrates Workshop (Law & Order)
  • Democracy: Purpose vs Reality

Enterprise

  • TED Talks (on a topic of their choice): creating a TED ED or Traditional TED Talk on a theme they are passionate about and willing to undertake the necessary research.
  • Enterprise Fair: a cross-curricular fair showcasing student created products.

Well-being

  • Reflective Journals: Friendships, Transition & Developing Empathy
  • Healthy Eating Presentations
  • We are going through changes (creating accessible material for other students to explain hormones and puberty)

Community

  • Developing a school wide diversity and equity policy
  • Discussing prejudice and bias, in all its different forms

Creativity

  • Art: What is culture?
  • History Castles Project – Design & Create
  • World Book Day Speeches
Key Stage 4 – Expanding Perspectives Programme

Purpose and Aims of the Gardener Award

The Gardener Award at Key Stage 4 aims to help students develop greater independence and resilience than in Years 7 and 8. It encourages them to step outside their comfort zones by finding and completing a work experience placement, as well as participating in various team and independent tasks. These activities focus on building essential skills, such as developing their own perspectives, writing research-based reports, and public speaking. At this stage, we expect students to become more reflective learners and to seize opportunities both within and beyond the curriculum to enhance their prospects both now and in the future.

Project-based Activities & Workshops

The Gardener Award programme provides students with various opportunities to develop essential skills both in and outside the classroom. Although the activities may differ depending on their chosen GCSE options, all students will participate in projects linked to the award’s key themes: perspectives, enterprise, well-being, community, and creativity. Details of some of the core projects and workshops that all students will undertake or participate in are outlined below.

Perspectives

  • Extended Research Project: Students will conduct an independent research study and write a dissertation on a self-chosen enquiry question related to religion and the environment. They will design their enquiry question, carry out secondary research, and present their findings, including an evaluation of their research skills and a bibliography.

Enterprise

  • Work Experience Presentation: Students will share their experiences of finding their own work experience placements and highlight their key learnings. They are expected to present formally and will be assessed on both the delivery and content of their presentation.

Well-being

  • Well-being Workshops, Debates & Discussions: Students will participate in workshops addressing key well-being issues such as self-esteem, RSHE (Relationships, Sex, Health Education), misogyny, and misandry. They will engage in safe, supported discussions and develop strategies related to personal control and self-care, which they can share with others in a supportive environment or record in reflective journals.

Community

  • Equality Evaluation Project: Students will conduct primary research on the school’s approach to equality and equity, including the legal principles of the Equality Act. They will then work as a team to present their views on strengths and areas for improvement through a group presentation. Relevant suggestions will be considered by the staff and student leadership team.

Creativity

  • Social Media Advice: Students will collaborate to create a framework for using social media effectively and responsibly, using various creative mediums such as videos or infographics. They will discuss best practices, establish guidelines for productive use, and consider the potential risks and benefits of social media. The best projects will be used to guide Key Stage 3 students at the school.
Key Stage 5 – Broadening Horizons Programme

Purpose and Aims of the Gardener Award

The primary purpose of the Gardener Award is to broaden students’ horizons and prepare them to become successful, adaptable, and responsible adults. The award recognises the importance of not only academic achievement but also personal growth, community engagement, and the ability to navigate complex social and professional environments. The programme aims to develop leadership, foster resilience, and build emotional intelligence by providing students with diverse opportunities to practise these skills in real-life situations.

Activities and Leadership Opportunities

The Gardener Award provides students with numerous leadership and engagement opportunities through its Broadening Horizons Programme. This programme is designed to help students apply the skills they’ve learned in the classroom to practical settings, encouraging them to step into leadership roles. Some key opportunities include:

  • STEM Leaders: Students interested in science, technology, engineering, and mathematics can take on leadership roles in projects that promote these fields. STEM leaders help organise science fairs, mentor younger students, and advocate for technological advancements in the school community.
  • Sport Leaders: These students take charge of promoting physical health and teamwork through sports. They organise sports events, coach peers in athletic activities, and contribute to creating a healthy and active school culture.
  • Environmental Leaders: Students passionate about sustainability and environmental protection can lead initiatives focused on reducing the school’s carbon footprint, promoting recycling, and engaging the community in environmental awareness projects.
  • Art Leaders: These leaders focus on promoting creativity and the arts within the school. They may organise art exhibitions, performances, or creative workshops that encourage artistic expression among students.

In addition to these leadership pathways, the Gardener Award programme connects students with national and international opportunities to further broaden their experience. This includes participation in:

  • Cambridge Debating: Providing students with a platform to develop their critical thinking and public speaking skills while engaging in high-level debates.
  • Young Tycoon Enterprise Competition: A business-focused competition where students can apply their entrepreneurial skills, from marketing to negotiation, in a competitive environment.
  • Community Service: Students are encouraged to participate in community service projects, helping them build empathy, social responsibility, and a sense of civic duty.
  • Duke of Edinburgh Gold Award: This internationally recognised award fosters resilience, perseverance, and leadership through outdoor expeditions, volunteering, and skill-building activities.

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