Where it all began…
​The Garden to Table programme was first started as a trial project in Term 4 of 2014.
One of our teachers and a parent had originally run a lunchtime club. This was open to whoever was interested from Years 1-8. These children would harvest vegetables and sell them at school with the money going back to the school.
The Garden to Table programme then evolved from this club. The Principal at the time had seen an example and liked the idea. From here our Garden to Table journey began.

Garden to Table today…
North Loburn Schools Garden to Table programme has evolved to become an integral part of our weekly curriculum and a wonderful way to connect with our community.  Running alongside this programme, Tihiraki North Loburn School has also developed a Paddock to Plate programme where meat is included in the menu.  Students explore a range of animal protein, it's preparation and the importance of good animal husbandry, reflecting our rural community.

It includes;

• Weekly sessions every term, which includes a garden and kitchen session
  
• All student participation from Year 0 to Year 8
  
• 2 extremely passionate Garden to Table experts -1 garden specialist (Maxine Bennett) and 1 kitchen specialist (Louisa Robinson)
  
• Parent, grandparent and community member participation each week as Garden to Table helpers
  
• Funding by our very generous sponsors and by our operations grant
  

So why is Garden to Table important to us?
Garden to Table aligns with our sustainable values as a school with a Green Gold Enviroschool status. It  allows our students to work alongside members of our community, from parents and helpers to local food producers. As a small school in a rural community, we place a lot of emphasis on environmental and sustainable education.

Aside from the important healthy habits and gardening knowledge our students gain, our teachers have noted some other great benefits from the programme, too;

• It allows for all students, not just those who are academically able, to succeed alongside their peers
  

• Develops resilience and a 'can do' attitude
  

• Fosters teamwork and cooperation skills as students work alongside each other and adults
  

• Gives those students with special needs the opportunity to work at a level footing with their peers without the need for a modified programme
  

• Allows for authentic learning experiences where reading, writing and maths are integrated into real-world work.
  

• 'Positive peer pressure' has children trying foods that they wouldn't at home