In the summer term, our adolescent students at Edinburgh Montessori Arts School took on an ambitious, student-led project: designing and creating a fully functioning pond in the heart of our market garden. What began as a simple idea to encourage more wildlife quickly evolved into a rich, interdisciplinary endeavour that demanded research, planning, teamwork, and perseverance.
From the outset, the students drove the process. They researched the ecological role of ponds in sustainable food systems and identified potential benefits for our growing space—natural pest control, pollinator habitats, and increased biodiversity. They assessed several possible sites before choosing a location based on sunlight, water runoff, and proximity to key planting areas.
Armed with measuring tapes, graph paper, and plenty of enthusiasm, the students calculated area, depth, and volume to ensure the pond would support a healthy ecosystem. Then the real work began: eight days of digging by hand. This physical effort connected them not only to the land, but also to the practical realities of shaping it.
To line and edge the pond, the students sourced large stones from a nearby quarry, using simple machines—ramps, levers, and pulleys—that they designed and built themselves. These solutions weren’t taught from a textbook; they emerged organically as students encountered real-world problems and worked together to solve them.
Testing and monitoring water quality became an introduction to applied chemistry. Using test kits, they explored pH, nitrates, and water temperature, ensuring the pond would be a safe and thriving environment. They selected aquatic plants carefully—focusing on native species—and studied how to attract beneficial wildlife such as frogs, dragonflies, and birds. These conversations naturally led into systems thinking: What happens when frogs eat pests? How do plants oxygenate the water? How does every element support the garden’s health?
Throughout the process, our students made meaningful connections across the curriculum. They applied mathematics in their measurements and volume calculations. They explored scientific concepts through ecology and environmental chemistry. They engaged in practical design and engineering through problem-solving and tool-making. And through it all, they worked collaboratively, taking full ownership of each decision and outcome.
This project is a testament to what young people can achieve when they are trusted to lead, to think critically, and to work with purpose. The pond is now more than a water feature; it’s a living system—designed, built, and nurtured by our students. We look forward to learning from it for years to come.