....................In your hands is the power of the empire...............

....................In    your    hands    is    the    power    of    the    empire...............

PDC Permaculture Design Course - Douro River - Porto - Portugal

PDC Permaculture Design Course - Douro River - Porto - Portugal
Join us to know all about Permaculture
Permaculture is to live in harmony with nature providing for human needs and the needs of the ecosystems

The plastic is killing us all

The problems from plastic are much bigger than we imagine

What can we do to reverse this situation that is getting you bodies sick and destroying our ecosystems

What bank can i use that doesnt invest in weapons?

Here at the New School Permaculture we use Triodos Bank

The main reason we use it is since its the most ethical and most user friendly we have found.

 Triodos is a bank that doesnt makes investments on weapons industry and for us that is more than enouth reason to be using it.

Triodos bank its not perfect, after all it is still a bank but it is the best we have found until now that can be used in any country and context compared with the other comercial banks everyone is using it makes us feel (a bit) more responsible.

The best options for ethical banks are FIARE and JAK but we havent found them as easy to use as triodos...yet ;)

Here are some articles about the things that can be improved at Triodos

Articles in spanish

New School Permaculture sponsoring children in africa affected by ebola virus

The New School Permaculture is helping  sponsor
the education of children affected by the ebola virus in Sierra Leone  

 Become part of our Community Supported Education program and help giving a future for this children. We are developing this project in support of Laura Petkute and Mohamed Papa Bangur
and their non formal organization Access to education Sierra Leone

2 years ago Access to education Sierra Leone sent first payments for the school fees of children and now 15 children have finished this time and we want to raise more funds to pay for school fees for them to continue education
For one year in school it is about 40 pounds which is around 45 euros. With this money a child receives uniform, school materials and a scholarship payment to the school...

If you would like to support our Community Supported Education program and help this children please make your donation to:

Triodos Bank 
IBAN - ES4214910001233000082278

 Aminata Sesay, age 12

Aminata Sesay lost his father a year befor the Ebola outbreak her mother was taking care of four of them , her mother was infected during the Ebola and died their step mother is an old woman that is now looking after them and could not aford to send them to school since the death of their mother in 2014

 Present Sponsorship will end soon 
For Aminata Sesay

 Ibriham Kanu age 9 year

Ibriham Kanu class 4, lost his Dad during the Ebola virus and his mum is poor and can not aford to send Ibriham and his brothers to school and decided to send Ibriham to his grandmother , Ibriham grandma can not send Ibriham to school as well and later approach me and explained the story to me I made follow up and I see the reality of the story , Ibriham was send back to school by Access to Education for young people in Sierra Leone last year and he is doing very well in school

 Sponsorship will end soon   
For Ibriham Kanu

 Aminata Bundu Kamara, age 15

Aminata Bundu Kamara ' s Parents were the first to contacted the virus and died in the Masuba section , Aminata Mum was a palm wine seller while her father was a carpenter who does wood work , they contacted the virus after caring for a nurse woman who contacted the virus in Bo and came to makeni , a week later after the nurse woman left for her home town Aminata ' s father fall sick and died after two weeks a week later her Mum fall sick and died after 3 days , that was in September 2014 , four of Aminata family died including Mother , father Auntie and one uncle but grandma survive but she is an old and poor woman who can not even put food on table

Sponsorship will end soon  
For   Aminata Bundu Kamara

 Kadiatu Sesay, younger sister of Aminata Sesay, age 8

Sponsorship will end soon   
For  Kadiatu Sesay

  Michael Fornah, 8 years old

Michael Fornah is in class 3 now , he lost both parent during the Ebola , it was his dad who first contact the virus and his mother was taking caring of his Dad , a week later after the death of his dad Michael became sick and his mother took him to Government hospital it was in October 2014 they were kept there for two weeks and later confirm that both Michael and his mum have been infected with the virus , on the way to Kailahun in the Eastern part of Sierra Leone were the only treatment center was, his mother died on the way , of which no one knows where she was buried

Michael was taken to the treatment center were he spent 4 weeks without his mum and Dad , after the four weeks he was brought to makeni and handed him over to his aunt after two weeks Michael started vomiting again and he was taken again to the hospital where he spent another 21 days after he get better he was brought back home to his aunt , his aunt is also a poor widow who lost his husband 5 years ago she can not aford to send her own children and Michael

In 2015 Michael became one of the first benefic beneficiaries to be send to school by Access to Education and he is now doing well in school he is in class 3 

Michael Fornah was
 and will continue in school


If you would like to support our Community Supported Education program and help this children please make your donation to:

Triodos Bank- Ethical Bank
IBAN - ES4214910001233000082278

If you want to donate direct to  Laura Petkute and Mohamed Papa Bangur
and their non formal organization Access to education Sierra Leone
you can do it here

Here is a video about the work that has been developed on in sierra leone check this video


Permaculture Teachers Course PTC - 7-11 March Costa Rica

Permaculture Teachers Course  PTC
 7 to 11 March
S.Jose - Punta Mona - Costa Rica

 Course Taught By Helder Valente and
 the New School Permaculture team
This course is for empowering people that want to become permaculture teachers.
Our main goal is to create a safe environment for people to open and experiment with
teaching strategies under our supervision and support.

The Permaculture Teacher Training is a course designed for people that want to learn how to share information in a clear and supportive way with educational tools that can be used to present information in a way where there is little difference between student and teacher.
There is a deep focus on the practice of learner based education and discussion about the results.
In this course we learn about how to effectively teach a PDC and other courses, how to develop curriculums, unit content and how to design classes of any topic.

The PTC its a course designed for people that want to learn how to share information in a clear and supportive way.
We spend our time sharing about educational tools that can be used to present information in a way that there is little difference between student and teacher.
There is a deep focus on the practice of learner based education and discussion about the results.
On this course we also learn about how to teach the PDC and other courses, how to develop curriculums and content and how to design classes of any topic.
This course has also the purpose of empowering people that want to become a permaculture teacher.
Our main goal is to create a safe environment for people to open and experiment with our tricks under our supervision and support.

After teaching on more than 30 Permaculture Design Course (PDC) and 30 other diverse courses like  Permaculture Social courses (PSC), Permaculture Forest Courses (PFC), Permaculture Water Course (PWC),  Helder have been developing very simple tools to create a good learner, after all to be a good teacher its very usefull to be a better learner.

On that process Helder been focusing most of his energy on learning from poor people in every country he visits and try to understand that openness.

While traveling more than 30 countries and working with people in the deep amazon were rivers have deep oil polution or with quechua people in the Andes and having to face air polution due to mine extractions, there came a powerfull moment of transition.
This transition is the vision of the New School Permaculture and its to provide alternative creative educational thinking and practice by supporting people on having a different perspective on ecosocial design.

To do that we focus on what is essential and fundamental.
On this course you will learn about what are the main patterns in education and how to manage them in a way that the students get empowered.
How to design a lesson and a classroom, how to develop a course, promotion and preparations, hosting and celebration.
How to teach a PDC or any other course of any kind and how to make a living out of it, supporting the needs of nature and of people.

The time has arrived for people to have availabke and experiment with New School Permaculture educational ToolBox.

The course is presented by creative non formal education methods, that are based on creating a bridge between the right and left side of the brain, so that the analytical and creative abilities of the students get fully stimulated and get the most out of the experience...for many people is the most empowering and inspiring transformative process of their lives...and they carry this with them every were they go....and thats our goal.

The New School Permaculture uses creative and inspiring educational tools that enable the students to empower each other in a way that many people have never experienced in their lives before.

To see testimonials from our students
click HERE

The subjects covered during this Permaculture Design Course include:

The ethics and principles of Permaculture

Class vision
Learning styles
Schools social systems
Learning strategies
Educational Methods
 Reading the landscape 
Social Pattern in design
PDC and courses content

Alternative economies
Community development


Join our Facebook events click HERE

Like us on Facebook click HERE

To see some testimonials from our students click HERE

Includes lodging, three organic vegetarian meals daily, classes, workshops and activities
Certificate offered upon successful completion**Students are required to have successfully completed a 72- Hour Permaculture Design Course**

Permaculture Design Course: Core Curriculum V2. by British Permaculture association

Permaculture Design Course: Core Curriculum V2
The curriculum presented here describes the content that must be included in a Permaculture
Design Certificate (PDC) course, if a certificate from the Permaculture Association (Britain) is to be

Please note that there is a 72 hours minimum contact time between teacher and student to be
awarded this certificate. In this period it is impossible that all of the topics outlined herein will be covered in detail, however some detail may be entered into and students may be signposted to
researching further in their own time.

It is internationally recognised that 'Permaculture: a Designers' Manual' by Bill Mollison is the basis
for the PDC curriculum. This curriculum builds on the Designe rs' Manual and extends the scope to address challenges of the British context, and to reflect the development of the permaculture field since the Designers' Manual was published.
It has been updated from a previous version (issued in early 2013) in August 2014 by the Education Working Group (EWG) of the Permaculture Association Britain.

This document states the absolutely essential topics that must be included in a Permaculture
Association PDC and optional, but recommended topics in italics.

 It does not include a comprehensive list of subjects that the PDC could include; courses will almost certainly include other subjects (especially skills and practice based learning) and may be targeted towards a specific area or group of people, or draw on the expertise of the teacher and students.

This document does not tell you how to teach permaculture. If you are planning a PDC, you can
find inspiration in, e.g. 'Permaculture Teachers' Guide' and 'Teaching Permaculture Creatively'.
EWG is also working on quality guidance for ‘How to teach effectively’.

Background to this document
This curriculum was produced by the Education Working Group, a voluntary group of members of
the Permaculture Association. It includes input from all the home countries.

The project originally consulted widely among British permaculture teachers at key stages, and took place between March 2010 and January 2013. It also absorbs a similar process from diplomat teachers in Scotland.

The document will continue to be reviewed regularly. Please contact the office to submit contributions to future versions.

This document is for use by teachers intending to award a Permaculture Association (Britain) PDC
Certificate. It makes no statement regarding the relative quality of any other PDC curriculum, or the suitability of other curricula for any given context.

Externally accredited learning outcomes for the PDC are also available from the Permaculture Association for those who are interested in delivering accredited training.

Please contact the office for more information.

The Permaculture Association can accept no responsibility for the quality or content of courses that are certified by other organisations.

The Curriculum
By the end of this course, students will know about:

1. Context
The Prime Directive of Permaculture:
"The only ethical decision is to take responsibility for our own existence and that of our children."
Bill Mollison.

What is permaculture?
Permaculture as an approach to designing systems which meet human needs.
 Many teachers also include: A Brief History of permaculture

2. Ethics Earth Care People Care Fair Shares (“setting limits to population and consumption”)
Refer to Permaculture: A Designers' Manual for full definitions.
Essentially permaculture teachers agree to teach the discipline respecting ethical values.
Many teachers explore different interpretations of the ethics and how they are applied in practice.
-ask at the outset why students are on the course

3. Principles
The principles below are as they appear in the Mollison's Designers' Manual. Other wordings are

3.1 Attitudinal Principles:
Work with nature, not against
The problem is the solution (Liabilities into assets)
Make the least change for the greatest possible effect

Many teachers also include:
The yield of a system is theoretically unlimited
Start from your back door and work outwards
Everything Gardens (or has an effect on its environment)

3.2 Ecological Principles:
Cycling of energy, nutrients & resources
SuccessionEdge effects
Every element performs multiple functions
Every function is supported by multiple elements

Many teachers also include:
Cooperation rather than competition.
How does this square with the fact that nature is competitive as well as collaborative?
Niches–how to profit from them
Use stacking in space and time to increase yields.
Value Diversity: including guilds.
Efficient energy planning (e.g. zone, sector, slope).
Place elements to maximise the beneficial relationships between them (relative location).
Value biological resources everything works both ways, and permaculture is information and imagination-intensive.

3.3 Principles sessions should mention that there are contributions from many other sources.
Youmay choose to explore them in depth as well. Holmgren Principles

3.4 Permaculture design can be seen from many different perspectives e.g.:
Energy Management
People Care
Landscape Design
Pattern understanding
oDesigning from pattern to detail

4. Design
4.1 Process Frameworks:
1.e.g. SADIM / OBREDIMET / other

4.2 Skills, Tools & methods:

Client Interview
Maps & Mapping
Key Planning Tools:
Zones,sectors,energies in the landscape
Reading the landscape
Relative location
Input/output analysisClimate & microclimate
Further analysis tools (e.g. identifying functions and elements,
SMART goals, SWOC,placement, design by limiting factors, process flows)

Many teachers also include:
Levelling tools:
Plants, animals, structures, tools/technologies, events (PASTE).
Mapping tools:
Plus, Minus, Interesting (PMI) evaluation tool
Conservation & hierarchy of intervention
Yeoman's scale of permanence
McHarg's exclusion method
Limiting factors and hierarchy of resource use
Random assembly
Data overlay
Collaborative decision making
Phenological/biotime diaries
Wild design
sit spot
Shade mapping
spirals of erosion & entropy
cascade of intervention
6 coloured thinking hats

4.3 Design Practice
A series of opportunities to develop and practice design skills throughout the course, leading to...

Final design exercise
(This may be individual and/or group exercise)that is both sustainable and productive

Group working/process skills, for example:
Planning and allocating tasks and time
Decision making in groups (Sociocracy for example)
Communication & conflict resolution
Using permaculture principles & ethics in groups

4.4 Design Presentation
Students should have seen at least one implemented design of diploma standard

Sharing & evaluating design work. The design may be an individual and/or group
presentation; creative presentations are encouraged.
For distance learning, a design portfolio should be submitted.

How to present
-presentation skills, hints & tips
How to give & receive feedback (if students are giving each other feedback).
4.5 Celebration
5. Themes
5.1 Soil
The following topics should be covered:
Soil food web: macro and micro organisms and their relationships
Tilling: pros & cons
Mulching–why and how
Soil sampling & analysis: types, textures, pH. Simple solutions.
Mycorrhizal and bacterial associations
Fertility factors
Erosion–a natural process: plus and minus
Indicator species and dynamic accumulators

5.2 Water
A minimum of 4 of the following topics should be covered in detail and all of them mentioned:
Water availability
The hydrological cycle
Rainwater harvesting
Retention in the landscape (e.g. soils, swales, key line planning etc). Dryland vs temperate.
Water use in the home and at work and domestic water saving
Water as an energy store

5.3 Plants/trees
A minimum of 5 of the following topics should be covered in detail and all of them mentioned:

Tree species, native & exotic, and uses
Energy transactions of trees
Forest gardening
Windbreaks & shelterbelts
Riparian buffers
Grassland management; holistic management
Plant communities / Indicator plants
Sustainable woodland management
Guilds and other ways of looking at plant cooperation

5.4 Growing your own food
A minimum of 4 of the following topics should be covered in detail and all ofthem mentioned:
polycultures–why & how
permaculture and organic gardening
bed creation
seasonal planning
food preservation
field scale strategies
designing broadscale agriculture
hugelkultur and Sepp Holzer’s work
livestock / animals in the system

5.5 Built environment
A minimum of 3 of the following topics should be covered in detail and all of them mentioned:

Recommended topics:
Ecological buildings and structure (e.g. local materials, U value, thermal mass)
Buildings & the home
A Pattern Language & the Timeless Way of Building
Energy Management & the Spiral of intervention
Urban permaculture
Transport priorities
Renewable energy sources and management
Energy efficient planning in the urban context (zones, sectors, elevation etc).
The planning process

5.6 Resource use:
◦ecological footprints,
◦resource choices
◦Personal asset assessment–knowing your own value
◦Setting future learning–recognise where you can strengthen your design capability

5.7 Social
A minimum of 5 of the following topics should be covered in detail and all of them mentioned:

Zone 00: personal resilience e.g.(e.g. Non violent communication, Work that Reconnects,healthy diet, Herbal Medicine, Conflict Resolution)
The importance of vibrant, well connected community (4 generations model, transition towns etc.)
Health & wellbeing*
Finance & Economics (e.g. real wealth, money and alternatives,)
Land Tenure & Community Governance*
Culture & Education* (including learning from nature)
Communication skills
Decision making (e.g. consensus) & Sociocracy

5.8 Visit site(s) which exemplify permaculture principles.

6. Next Steps & Further Information
Introduction to the Permaculture Association (Britain) and why/how to become a member.
Diploma in Applied Permaculture Design
Establishing/linking with local groups
Further learning goals
Identifying allies
Setting up action learning guilds/peer support groups next steps in the permaculture pathway

See Holmgren: Permaculture Principles & Pathways Beyond Sustainability, (in the preface) for topic breakdown.

7. Feedback
Course participants should be given opportunity to give feedback about the course to the tutors.


Your comments are very apreciated

Your comments are very apreciated
Permaculture is to create paradise on earth starting at the kitchen garden


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