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RT Permaculture
Permaculture Design Certification Course Outline(Abridged)
PREPARED FOR:Permaculture Northern Nevada, Urban Roots Garden Classrooms, and Be The Change ProjectReno, Nevada, USA
May 17, 2023
Produced by:Neil Bertrando Permaculture Design Certificate (2004,2008) MS Environmental Science and Health, UNR (2008)
For Creations and Contributions Thanks to :Darren Doherty, Warren Brush, Cathe’ Fish, Robyn Francis, Owen Hablutzel, Geoff Lawton, Josie Luciano, Everyone involved in developing and teaching the Accredited Permaculture Training (APTtm) curriculum, and Prospective PDC students involved in the review and revision process…
Contents:1. Permaculture design certificate course program (Abg.)2. Permaculture design certificate course outline (Abg.)3. APT Certification course units4. Suggested Reading list and Project Partners
This document is an abridged outline of Neil Bertrando’s delivery of the 72 hour Permaculture Design Certificate Course (PDC) as per The Permaculture Institute (TPI) curriculum. This course can be convened in a 2 week intensive format or alternative formats including 10 week and 12-15 month formats. Variations include depth and breadth of student exercises to be completed during the course. This document is also intended for prospective convenors of PDC’s where Neil Bertrando is invited to be the Teacher or Co-teacher.
1.1 OutcomesOur clear intention in delivering PDC’s is to facilitate to all students the understanding of the design concepts and themes that are Permaculture Design and to provide them with the best opportunity to manifest these into sustained on-ground action as Permaculture Design teachers and/or developers.
Furthermore our intention is to enable future local and regional Permaculture Designers to broaden and strengthen their business opportunities by free access to our designs and/or business models. We also intend to provide support and connection to others practicing Permaculture in various settings worldwide and to other disciplines which integrate well with Permaculture Design on the path to an Ecological Society.
Participants attending our PDC’s will gain the following outcomes/products. The first of these is a minimum requirement of a PDC. All others are available to accelerate the ability of participants to develop, consult and teach Permaculture Design:
Demonstrated understanding of Permaculture Design according to the criteria laid out in Permaculture: A Designers Manual1
Complete digital photo library catalogued according to Permaculture: A Designers’ Manual (Mollison, 1988) chapters & more
Base understanding of design and development principles involved with both Small and Broadacre Permaculture applications including:
o Plant propagation techniques and small scale nursery setupo Soil Food Web strategies and techniques for soil development and assessmento Mainframe design using Land Component identification and design templateso Free access to all design tools developed by RT Permacultureo Practicum experience in building various systems
PDC handbook including APTtm unit outlines Quantitative design aides including spreadsheets, sun angle overlays, Site assessment and Client
interview checklists, etc.
1.2 AssessmentAssessment of participants will be based upon full attendance of the 72 hour program, and by completion of the group-based major design exercise. Historically failure of the PDC has been by those who have not fulfilled either of these criteria, but moreso by those who fail to put the knowledge gained to productive use after completion of the PDC.
Participants in the 12 month and 8 week courses will also be assessed based on completion and content of mini design exercises and hand’s on implementation of small projects.
An additional benefit to the longer courses is the opportunity to pursue completion of Accredited Permaculture Training (APTtm) course units for Certificates I-IV. These will be facilitated by outlines for units compiled by Robyn Francis and Permaculture International Limited (PIL).
A Permaculture Design Course Certificate will be awarded upon successful completion of the course.
1 Mollison, B., Permaculture: A Designers Manual, Tagari Publications, Tyalgum, NSW, Australia, 1988 (1st Edition)
1.3 Teaching VenueAn adequately dimensioned & well ventilated teaching room (at least 12m x 6m or 60m2) will be required for the indoor classes. Additional requirements are as follows:
110-220V single phase power Spill-over area (s) for various warm-up & design exercises Chairs & Tables to seat minimum of 20 people 5m x 5m Sandpit (creek/river bed or beach will suffice!) Screen or white sheet for projection
Outdoor locations can be varied and only require safe access and permission for participants to work on the site. A brief site orientation is preferred.
1.4 Course Marketing
Apart from the local and regional marketing efforts undertaken by the workshop convenors we will conduct the following to increase patronage of the workshops:
Publish online workshop dates and programs thru an array of International Permaculture/Sustainability Newsgroups
Seek publication in any relevant regional and international Permaculture-related journals of editorial and advertisements
Publish online workshop dates using Google adwords
Aside from this local convenors should also target any local media for radio interviews, editorial and advertising. In addition strategic brochure & poster placement is recommended.
1.5 ScholarshipsHistorically many PDC’s have, where viable, provided low/no cost scholarships to low income participants or those from developing countries or communities. This ethic is one that we support and recommend is built into the budgetary structure of the course. Scholarship format may vary between 2 week and 12 month courses, with longer courses having more options for barter or work-trade agreements.
2. PERMACULTURE DESIGN CERTIFICATE COURSE OUTLINE2.1 Session TimesSession Name Time MinutesA 0900 - 1030 90Break 1030 - 1100 30B 1100 - 1230 90Lunch 1230 - 1330 60C 1330 - 1500 90Break 1500 - 1530 30D 1530 - 1700 90E After
Dinner/Take home
2.1.1 Optional Session Times for Local Courses (to be developed with participants)Session Name Time MinutesF 0900 – 1030 90Break 1030 – 1100 30G 1100 – 1230 90Lunch 1230 – 1330 60H 1330 – 1500 90
2.2 Education Timeline Highlights
Our timeline follows the progression of chapters in Permaculture: A Designer’s Manual, and will include some required readings (select as a group) and a significant amount of guided self and group study activities. Included in this are a few projects that are required for certification:
Completion and Presentation of Minor Group Design Activityo Days 3 and 4
Completion and Presentation of Major Group Design Activity (Ideally with a community partner as the client)
o Days 6-12 Presentation of Group Work Bee Project Design (Hosting of one is preferred)
o Days 10-12 (should we move this earlier?) Completion of 3 core units and 3 elective units of APT Certificate III
o Days 4-12o Some will be done in class
Completion of 3 core units and 3 elective units of APT Certificate IVo Days 6-12o Some will be done in class
It is recommended that you keep a personal journal during the class to document these projects for both yourself and to satisfy your certificate requirements. If possible, photo documentation should be added to this journal and include before, during, and after pictures.
2.2.1 Education Modules (In Chronological Order)
Date Session LectureDAY 1 INTRODUCTION
A Registration/HousekeepingProperty OverviewHazards OverviewINTERACTIVE
(45mins) “Introductions Circle”INTERACTIVE(20mins)
What is Permaculture to you?What you’d like to do with what you learn here?Know your Neighbor—Know Your Bioregion
PREAMBLEThe Power of Paradigms and an Ecological World-viewDISCUSSIONCourse OverviewThe Curriculum: Permaculture: A Designers Manual (PDM) and Accredited Permaculture Training (APT) units
B Ecological State of the World/The Need to ActWhat is Permaculture and its Relevance for Humanity in these Times?Related topics: Systems Thinking, Holistic Mgmt, Resilience, Eco-literacy and International Forum on Globalization
C SLIDESHOWEthics of Permaculture and the Prime DirectivePrinciples of PermacultureINTERACTIVE:Think-Pair-Share: how do you apply a Permaculture Principle in your life already?Think Pair Share: How is modern American Culture different from Permaculture Principles: what are some solutions oriented approaches to this dilemma?INTERACTIVE:Soil Texture Jar test
D INTERACTIVE:Compost Heap Production (per Geoff Lawton)Discuss Jean Payne compost energy system while building pile
E TAKE-HOME:1. Read Certificate I units and document how you have put 1-3 of
the units into practice.2. Create elements list.3. Self-audit (per Holmgren)4. Eco-literacy reading and ecological principles5. Passions and primary interests list6. Contacts and project list7. Jar soil test8. Suggestions?
DAY 2 CONCEPTS & THEMES IN DESIGN
A INTERACTIVE(10mins.) Revision: Mind Map from Passions and interest lists. Relate these to Permaculture topics and skills. Form focus groups so people can collaborate on design.PREAMBLEWe’re all born designers…SLIDESHOW:“Permaculture Concepts & Themes”Immutable Rules Vs. Flexible Principles & Directives; Hard Vs. Soft Science; Energy balance of systems ; Integrated Interdisciplinarian Processes—Law of Return; Cycles and yields; Strategies which increase yield; Resource Categories; Niches in Space and Time; Source to Sink; Waste/Pollution vs. Nutrient and Energy Cycling/PathwaysWhat are our roles and jobs as designers?
B SLIDESHOW:“Permaculture Concepts & Themes” (continued)Basic Laws of Thermodynamics (Watt, 1973):Entropy: Bound or dissipated energy, Yeomans – Scales of Permanence; Resource Management – Order Vs. Disorder; Succession & Attrition;INTERACTIVE(15mins) Contours Clay and Cardboard Models (per Peter Wade):SLIDESHOW “Maps, Plans & Designs”Map Scales, Layers, Concept and Details, Views (plan, section, elevation), varieties of maps, tools and equipment, how to obtain maps, Reading MapsMETHODS OF DESIGN
C SLIDESHOW“Permaculture Design in Process”:9 methods from PDM; land components, mainframe design (Water, Access, Structures)INTERACTIVE:(20mins) Zone & Sector Exercise (per Robyn Francis):SLIDESHOW: (per Robyn Francis APT): Design Process with a Client
D INTERACTIVE(35mins) Sandpit Exercise (as per Geoff Lawton)SLIDESHOWKeyline Design:Scale of Permanence; Keypoint Location; Geography of Keyline Planning; Pattern Cultivation; Slope and AspectINTERACTIVE(10mins) Check Compost (per Geoff Lawton): in 12 month course, compost managed by teacher and returned to ~28 days later, should be in cooling phase
E Take Home Work:1. Apply functional analysis to 3 related elements that you have
managed or would like to manage in a Permaculture system. Diagram their interconnections and how you might place them in a design
2. Review Certificate II units in APT and select 3-6 units you would like to study further (at least 2 from the core units)
3. Select 2 design processes and practice them. Document this process for sharing as a 3-5 minute story/presentation
4. Obtain a map of a location you might design5. Create a list of plants and animals you might design into a
Permaculture system in our local climate context (or the climate context of your map). List your rational for selection and functionality of these species.
6. Read Quantitative Design Handouts7. Suggestions
DAY 3 Minor DESIGN EXERCISE
A INTERACTIVE(15mins.) Revision: APT interests: connect people with similar interests for studyPreview maps gathered by studentsINTERACTIVEGroup Selection – group based on primary interests passion/experience integrationMinor Design Exercise:Presentation Standards Required: Suburban location concept plan, plant and animal list, client interface, production options, storage-flow diagram, use at least 2 methods of design and describe whyDesign Exercise Resources: Resource categories (use and affect), Site Analysis Checklists, Zone and sector tools, storage and flow description,PATTERN UNDERSTANDING
B PREAMBLEWe are our patterns and habitsSLIDESHOWGeneral Pattern UnderstandingLinking DisciplinesGuides to Pattern ApplicationINTERACTIVE: (30 minutes)Journey Stick (per Earthcare Education)Take a walk, find natural items that catches their eye and a small stick. Attach the items to the stick then tell the group how these reflect your journey OR Soundmapping
C SLIDESHOWThemes and types of Patterns with examples and rationale for utility (i.e. relating Function to Form)INTERACTIVE: (Patterns in Nature Card Game (per Earthcare Education)
1. Develop a design of anything that uses one or more of the patterns (eg. Landscape, Financial System, Pond etc.)
D INTERACTIVE(50mins) Field Site Analysis & Survey (per Darren Doherty):INTERACTIVE(30mins) “Nearest the Pin” (per Darren Doherty):INTERACTIVE(10mins) Turn an active compost pile or Feed a Worm bin system; discuss flows and cycles; Patterns and resource use and affect
E Take Home Activities:1. Conduct a soil texture test by feel on your minor design site and
compare with the jar method2. Locate and mark the top and bottom of a watershed on your
minor design exercise map, and categorize areas as run-on or run-off. Quantify these areas if you like.
3. Meet with your group and complete your minor design exercise (~2-5 hours of work): include how you applied Permaculture Principles and Methods of design in your project.
4. Suggestions
DAY 4 CLIMATIC FACTORS
A INTERACTIVE(20mins.) Revision: Present your minor design to another group in 15 min with 5 minutes for Q&A. The observing group plays the role of the client.(20 mins) Switch and let the other group present in 15 min with 5 min for Q&A.INTERACTIVE(40 mins) Climate: Factors & Functions Mind MapIdentify (by writing on cards and posting onto board):Macroclimates, Microclimates, Climate Modifiers, Climate Knowledge, Climate Factors
B INTERACTIVE:(80mins) Minor Landscapes Design exercise: Coastal, Wetlands, High Islands, Low Islands, Estuaries,Working with a partner work on one of the minor landscape system responses. You will be asked to report to the class under the following headings:
The soil type/ structure you would most likely be dealing with The climate you would be dealing with. Especially note the rainfall and how you would
use/ store it The plant species you would select The planting strategies, discussing any special ways to establish the plants or
encourage germination Nutritional needs (of plants and animals) met and not met. Any strategies that may be
used to overcome these deficiencies The crops/plantings that you would work towards Identification and dealing with catastrophe’s that occur Any animal system that may be introduced at some stage The style of building you may use and the materials selected for construction Ways of dealing with grey water, black water or the reuse of any resource from the
systemC PREAMBLE
“…You have the climate but you get the weather…”, TraditionalSLIDESHOWClimate classification methods, Atmospheric Processes, Climate Effects and ModifiersDISCUSSIONWhat about your climate?
D INTERACTIVE(30mins) Windbreaks & Microclimate Brainstorm How does microclimate affect the design of a windbreak? Scribe onto Butcher’s Paper.INTERACTIVE: Other microclimate observation activities: solar loading and aspect (snowmelt, veg.); wind wrapping around buildings, windbreaks; snow drifts; erosion patterns, etc.OR Brainstorm list of abiotic climate factors important for design and methods for gathering and organizing this information.
E Take Home Exercises:1. Collect regional climate data and organize into a format you find
useful for design2. Evaluate regional Heating and Cooling Degree Days, Chill Hours,
Max and min temps, and precip. Select some plant and animal species or varieties that match these constraints
3. Design a windbreak for your own site (if needed) and include multiple functions of this element and a timeline plan for management of this resource.
4. Define existing microclimates in the region and list strategies for and examples of functional design of these areas
5. Brainstorm on how a building design might match the needs of your regional climate context: how are you applying Permaculture Principles and design methods?
6. How might Rapid Climate Change affect your design parameters? Give some examples of design strategies to prepare for this possibility
7. Suggestions
DAY 5 TREES & THEIR ENERGY TRANSACTIONS
A INTERACTIVERevision: Climate processes and participation? What have you done recently that affects climate?INTERACTIVE(20mins) MindmapWhat are the effects and functions of trees?” Scribe onto butchers paper.SLIDESHOW : “Tree Biomass: Beyond Tree Products”Functions of Trees in the Landscape; climate alteration, energy capture and cycling
B SLIDESHOW:“Tree Establishment, Management & Utilisation”Diagnosis & Design; Tree Layouts; Timber & Non-Timber Forest Products; Nursery Production/Selection;; Ground Preparation; Irrigation Systems; Food, Fodder & Timber Forest Management; Harvesting; Processing;INTERACTIVE
C INTERACTIVE(45+45mins) “Tree Utilisation Index” (per Darren Doherty)Get into Minor Design Groups and develop a tree species list for the minor design site – construct a table describing & rating the attributes of each species selected. Present to class the findings
D INTERACTIVE(30mins) Forest Walk, Talk, Cut (per Darren Doherty)Walk through any tree environment & observe the patterns, rhythms & relationships. Demonstration & discussion of silvicultural managementINTERACTIVE:(30mins) do Compost Tea Prep and discuss utility in forestry and orchard settings.
E Take Home activities:1. see interactive from C “tree utilization index” refine and
improve2. Create a next-best-use flow chart for 2-5 forestry products3. Assess a timeline for a forestry operation and how to design for
short, medium, and long term products4. Compare and contrast tree management and apecies and
cultivar selection in Zones I, II, III, IV and V5. Suggestions
DAY 6 WATER
A INTERACTIVE(15mins.) Revision:“Healthy Place Visualisation” (per Warren Brush) – Take guided relaxation visualisation into a healthy landscape described by the guide.INTERACTIVE: properties of water, brainstorm format? (75mins) Brainstorm (per Earthcare Education)What can we do with water? How can it constrain us? What do we need to be aware of?
B PREAMBLEWater connects all lifeSLIDESHOWHydrological Cycle; Soil Storage; Interception/Infiltration; Storages; Calculating Water Needs; Catchment & Water Harvesting Formulæ; Water Quality/Quantity Continuum Urban, Rural & Constructed Catchments; Evaporation Losses; Swales; Appropriate Irrigation Systems; Effluent Water Use & Treatment
C PREAMBLEadd Yeomans “water left in a dam in a drought is a …”INTERACTIVE :? (40+35mins) Group ResearchBioregional Water Strategies (per Janet Millington):Minor Design Groups table as many strategies for water collection & movement in a bioregion (see map). Tick well placed infrastructure, cross poor. Identify opportunities for future water collection. Present findings to classDISCUSSIONWhat are the ethics of water harvesting: who owns the rain?
D INTERACTIVE:Mid-point ReviewPermaculture Pursuit (per Darren Doherty & Earthcare Education):Form Major Design Groups
1. Review Primary Permaculture passions and skills/strengths of students2. Rapid assessment of preferred context for design application: urban, suburban, rural
—small (<1 acre), medium (1-20 acres), large (20+ acres).3. Form groups with varied strengths and similar preferred design contexts
Major Design Groups Assemble: Each group writes a list of 6 questions for each of the first week’s topics. In “round robin” format each group gets to ask the other for the list of questions and vice versa
E Take Home activites1. Catchment Assessment: calculate a catchment area for a
portion or all of your own map and design a system to manage the water flow through your site related to that catchment.
2. Meet with your major design groups: take this time to get to know each other; list your strengths and weaknesses, areas of focus for research, info and resources you think will be useful to you during the design process and project, some potential clients or partners for a site design, and some potential work bee activities you might coordinate as a group; also take some time to review the client questionnaire and site analysis forms and write down any concerns or suggestions for the client questionnaire.
3. Create a conceptual map of the water quality-quantity continuum for your site with all inputs and outputs and their
interactions and isolations and feedbacks4. Suggestions
DAY 7 SOILS
A INTERACTIVE:Review:Get into Major Design Groups:
1. present questions and resource needs list2. Share lists of potential clients/locations for design exercise3. Present comments and suggestions on client interview form for
preparing client briefs4. Select site or client for major design project
B SLIDESHOW“A Brief Study of Soil Processes & Functions”What is Soil? Soil Formation Processes; Soil Uses; Soil effects on climate; topsoil loss and development; Soil Properties: physical, chemical, biologicalSLIDESHOW:“Comparing Soil Analysis?” Physical, Chemical (types), biological
C INTERACTIVE:(80mins) Collecting Soil samples from a site: selection, collection, labs“Broadacre Soil Renovation Techniques” (per Darren Doherty)Contour mapping and relative elevation assessment for Keyline pattern cultivation, swales, spillways, and other earthworks; Compost Tea Preparation & Application
D INTERACTIVE:(75mins) “Designing for Catastrophe”In 40 minutes each group is to develop a strategic outline and/or design to address the best solutions for the following scenarios and then present these findings to the class (35mins):
1. Fire Prone Area2. Coastal Area subject to Cyclones & Tsunamis3. Prolonged Drought in Rural Area4. Post Conflict Refugee Camp5. Prolonged Utility Loss in Urban Area
E Take Home activities1. Major Design Group: Contact potential mock clients and ask if
they would be willing to participate in this exercise. If so, Schedule an interview or have them complete the client questionnaire to develop a client brief. If not, contact your instructor to facilitate selection of a site and client.
2. Conduct a Web Soil Survey of your site or your clients site and review soil map unit info and Ecological Site Descriptions if possible. Note any constraints and possibilities that this survey suggests for your site
3. Conduct a simple Percolation Test at your site or client’s site4. Identify and prioritize some soil development and use strategies
for your site or your client’s site.5. Review APT certification 3 and 4 units and select some
preferred units for research and application in the next few
months.6. Suggestions
DAY 8 EARTHWORKING & EARTH RESOURCES
A REVISIONAnnounce APT interests and form groups based on common interestsPREAMBLEHarmony and synergism or dominionDISCUSSION(15mins) “What are the ethical considerations concerning Earthworks?”SLIDESHOW: “Earthworks History, Applications & Planning”Uses, Machinery, Soils and Slope, Planning, Due Dilligence
B INTERACTIVE:(5mins) “Short Straw” (traditional):A representative from each Major Design Group to pick a straw – each straw is numbered with the different earthworks scenario for the next interactive examples of scenarios are:
1. House & Water Tank Site on steep slope; Access road; 1ML Dam2. House & Water Tank Site on flood plain; Access road; 5ML Dam3. Three connected dams on foothill topography. New forestry and
shelterbelts integrated4. Urban house on undulating 1000m2 block with existing 200m2
house (close to road). New Permaculture Food Forest requiring swales
5. Exposed urban-fringe 10ha block with severe sheet erosion: existing 1ML dam (half empty & unfenced) with 5 head of cattle in poor condition
INTERACTIVE:Major Design Exercise Groups to compile a list on Butcher’s Paper and then present to the class“Develop an action plan detailing the required preparations, machinery to be used, and sequence of operations during & immediately after completion and any required follow up” for selected Earthworks Scenario
C INTERACTIVE:Practical Field Exercise“Setting out Swales, Drains & Dams”Demonstrating & Participating in the use of a variety of survey instruments can include small catch basins, rain gardens, greywater siting
D SLIDESHOW & DISCUSSION“Renewable Energy Production & Appropriate Technologies”Define Sustainability?; “Provide examples of low-tech and med-tech energy systems, discussion of ‘appropriate’ and accessible, how do these interface with the rest of the system, high leverage systems
E Take home activites:1. Build an A-frame or bunyip/water level for use in earthworks
surveys2. conduct a mapping exercise at your site or your client’s site and
survey for a potential earthworks and water system3. research an appropriate technology of your choice: ideally
applicable at your site or your client’s site. List specifications and details you need to design a workable system, list local contacts/specialists with whom you might consult or hire to
install a system.4. In your major design groups, design a work bee activity you
could host specific to any unit in Certificate 3 of APT5. Suggestions
DAY 9 THE HUMID TROPICS
A REVISION(30mins.) Revision:Keypoints from Homework
1. review of work bee’s developed: turn in for review2. presentation of earthworks surveyed/mapped and designed3. Questions and comments on survey experiences
PREAMBLEWhat can we learn from humans in other climates?INTERACTIVE(20mins) Brainstorm“What are the characteristics of the Humid Tropics?”SLIDESHOW“Design Strategies for Humid Tropics”Humid Climate Elements:; Tropical Soils Characteristics & StrategiesTerraforming: House Envelope & Building Design Strategies:; Garden Agricultures:
B SLIDESHOW“Design Strategies for Humid Tropics” (continued)Integrated Systems: Village Strategies: Pioneering Processes: Coral Cays & Atolls
CD INTERACTIVE
(40 mins) discussionQuantitative Permaculture Q&A and topics for research: developing spreadsheets, Bills of Quantity, and running various calculations for designINTERACTIVE(50 mins) Group WorkMajor Design Group Exercise OR Feedback session and Q&A to focus efforts for the rest of the class OR Workbee brainstorm
E
Take Home activities:1. Meet with Design groups to work on design project2. Develop a work bee activity around one aspect of your group
design (try to select an aspect that fits with a Cert 3 or Cert 4 APT unit). Identify what phase in the process timeline this project would fit, what materials you need and how much, who would supply these materials at what cost, draft a work plan and include any special skills or tools needed and how these would be obtained
3. Prepare 10 minute presentation on this work bee for next class.4. Suggestions
DAY 10 DRYLAND STRATEGIES
A REVISION(15mins.) Revision:Feedback discussion on Design project and developing a work bee activity.PREAMBLEMost people in the world live in DrylandsSLIDESHOW“Dryland Strategies”Dryland Climate Elements; Landscape Features; Plant & Animal Characteristics; Precipitation & Opportunism:; Temperatures:; Soils:; Key Dryland Strategies:; Building Design:; Garden Agriculture:; Cold Deserts Strategies: INTERACTIVE(30 mins) Video“Greening The Desert and pt 2” OR other drylands videos OR group activity (suggestions, i.e. major design project work, APT unit work?)
B Slideshow and Discussion: Site Assessment, Nutrient and Resource balance, Production and economics, socio-legal contexts: How do we bring this together using Permaculture Design methodology.
C INTERACTIVE:Discussion: How are the cold deserts different from other climates: Soils, seasonality, temperature, vegetation, animals, housing, water, etc. What are appropriate techniques, strategies, and patterns?
D INTERACTIVE:Presentation of Work bee designs and selection of one to propose to local Permaculture group.15 minutes per group (10 to present, 5 for questions)
E
Take Home activites:1. Major Design group work continue to work on your project.2. Select an appropriate Dryland and/or Cold Desert strategy and
complete a small design for this strategy: include water calculations for runon and runoff, soil building aspects, appropriate vegetation, technology used and/or needed, best management practices and timeline and budget.
3. Select a Cert 3 or 4 APT unit and research and practice it (solo or in group).
4. In your groups or on your own, Please list any topics we did not cover in sufficient detail or that were unclear. Write down any specific questions or comments you have so we can review and discuss them during the next class.
5. Suggestions
DAY 11 HUMID COOL TO COLD CLIMATES
A REVISION(15mins.) Revision:Questions and concerns so far.Turn in dryland designs for reviewSLIDESHOW“Cold Humid”Cold Humid Climate Elements; Landscape & Soil Elements; Building Design/Town Planning: Garden Agriculture; Farming/Rangeland Systems:
B INTERACTIVE:
INTERACTIVE: Group Research (as per Janet Millington)“Livestock Systems Design”
1. Select the Livestock: List Livestock Needs:2. Demonstrate How Needs will be Provided:3. Sustainability Statement:4. List of Livestock Functions:5. External Sources of Livestock:6. Maintaining Livestock Numbers:
C INTERACTIVE:“Livestock Systems Design” (continued)Group Presentations
D Catch up and Review:What topics were not finished or not clear? discussion as to why and review of these topics.
E
Take home activities:1. Collect climate data on a cool humid site of your choice and use
for exercise 2.2. Compare and contrast agro-forestry and water harvesting
systems in cool humid climates and arid climates. Include differences in strategies and techniques, water quantity and management, vegetation types and management, animal systems, seasonality, and interactions between housing and energy and agro-forestry systems.
3. Meet with Design groups and continue project work.4. Suggestions
DAY 12 AQUACULTURE
A REVISION(15mins.) Revision:Comments and concerns re: compare and contrast work.Turn in this work for review.INTERACTIVE:(10mins) Brainstorm (per Janet Millington)“List as many aquaculture environments as possible”SLIDESHOW:“Global Wetland & Aquaculture Systems”Wetlands: Wetland Constructs: Case For Aquaculture: Historical Aquacultures:INTERACTIVE:(10mins) Class Discussion (per Janet Millington)“Why is the aquatic medium so productive?”
B INTERACTIVE:Aquaculture Design Exercise: Broad-acre Aquaculture systems design and Sub-urban Aquaculture systems design
1. Select appropriate position in landscape for aquaculture 2. Develop catchment flow chart 3. Aquaculture system plan and profile 4. Microclimates in Aquaculture 5. Species selection, products, inputs 6. Management
SLIDESHOW“Aquaculture Design & Operation”Species Selection: System Operation:
C INTERACTIVE:Major Design Exercise Presentation
D INTERACTIVE:Major Design Exercise Presentation
E
Take Home activities:1. relax and rejoice, your nearly done2. Brainstorm some next step opportunities to follow up PDC and
continue education3. Suggestions
DAY 13 THE STRATEGIES OF AN ALTERNATIVE NATION
A INTERACTIVE(20mins) Mind Map (per Earthcare Education)What are bioregions & what should bioregional organizations do?INTERACTIVE(30 + 30mins) Group Research (per Janet Millington)Major design groups to design a particular bioregional organization to overcome the outcomes of the current system:
1. Family Structures2. Land Access3. Village Development4. Ethical Investment5. Effective Groups
SLIDESHOW“Bioregional Organisations”International Models, Establishment & Management Strategies, “The Permaculture Flower” (after David Holmgren), Transition Town Initiative, Resilience Alliance
B DISCUSSIONEthical Basis, The Notion of Nations, Alternatives to Conventional Political Systems, Ethical Investment Systems, LETS, Gaian Democracies, Principle Centered Leadership
C INTERACTIVEPermaculture Design Certificate Presentations; Global Permaculture network presentation; Where to from here? Next steps discussion and organizing.PERMACULTURE DESIGN CERTIFICATE COURSE COMPLETEDGOODBYE LUNCHEONDEPARTURES
How to integrate Day 13 into the previous 12 days, using homework and other timeslots for major design exercise, interactives, etc. Or can we do day 13 as a Sunday at the end of the class? I think this is preferred.
3 Accredited Permaculture Training (APTtm) certificate units
(Note: to facilitate accurate completion of these course units, we need to access the outline for each unit which describes the activites and learning goals for each unit. Some are contained in the PDC Handbook and Advanced APT manuals created by Robyn Francis, while others will require some research and communication with APT trainers in Australia to access.)
There are 5 levels of qualifications in permaculture accredited training: Certificate I in Permaculture is a general qualification designed for those commencing training or work in permaculture and who are fully supervised. Certificate II in Permaculture is designed for skilled permaculture workers who work under routine supervision and for those involved in permaculture training. Certificate III in Permaculture is designed for skilled permaculture workers who can operate in the field independently and for those involved in advanced permaculture training. It is equivalent to a trade qualification found in other industries. Certificate IV in Permaculture is targeted at permaculture designers, field supervisors with responsibility for a small work team, and for those in training who are seeking to develop supervisory level skills and knowledge in permaculture. Diploma of Permaculture is designed for those involved in permaculture design, consultancy and/or management. It is also designed for those who are seeking to develop management level skills and knowledge through training. Course Structures The following course structures will be used by APT-qualified trainers. It will also be possible for individuals to present information leading to the recognition of prior competencies either through showing prior attainment of a unit of competency or by demonstrating competency in key training aims of the unit. Certificate I in Permaculture Requirements Complete 6 units of competency including • One (1) core unit • Five (5) elective units Core unit RTC 1801A Prepare for work Elective units PIL 101A Observe permaculture principles and practices PIL102A Support resource conservation practices PIL103A Support plant care in a permaculture system PIL104A Support animal care in a permaculture system RTC1201A Maintain the workplace RTC 1301A Operate basic machinery and equipment RTD1501A Support natural area conservation work Rules • A maximum of two (2) units can come from other areas as defined in 3.1 of the accreditation document. •At least 4 of the units of competency presented for this qualification must relate specifically to permaculture work procedures, activities or contexts Pre-requisites Nil Certificate II in Permaculture Requirements Complete 15 units of competency including • Six (6) core units • Nine (9) elective units Core units PIL201 A Work effectively in permaculture PIL202A Harvest, treat and store seed PIL203A Record information about the local bioregion PIL204A Check and operate permaculture water systems RTC2701 A Follow OHS procedures RTC2012A Plant trees and shrubs Elective units PIL205A Prepare and store permaculture products PIL206A Establish and maintain permaculture crops PIL207A Care for animals in a permaculture system PIL208A Pick permaculture crops PIL209A Recognise plants and animals in a permaculture system PIL210A Operate within community projects PIL211A Recognise threats and create opportunities in a permaculture system
RTC2005A Fell small trees RTD2022A Carry out natural area restoration works RTC2026A Undertake propagation activities RTC2210A Maintain properties and structures RTF2504A Determine basic properties of soil/growing media Rules •A maximum of three (3) units can come from other areas as defined in 3.1 of the accreditation document. • At least 12 of the units of competency presented for this qualification must relate specifically to permaculture work procedures, activities or contexts Pre-requisites Nil Certificate III in Permaculture Requirements Complete 15 units of competency including • Six (6) core units • Nine (9) elective units Core units PIL301A Research and share information on permaculture principles & practices PIL302A Provide information on integrated plant and animal systems PIL303A Maintain integrated plant and animal systems RTC3218A Undertake a site assessment RTD3507A Undertake sampling and testing of water RTF3503A Sample soils and analyse results Elective units PIL304A Carry out animal care & maintenance programs in a permaculture system PIL305A Co-ordinate a permaculture crop regulation program PIL306A Coordinate use of weedy plants in a permaculture system PIL307A Establish a rural permaculture system PIL308A Establish an urban permaculture system PIL309A Install and maintain water systems in permaculture PIL310A Install structures for permaculture systems PIL311A Kill and dress small livestock for domestic consumption PIL312A Plan organic garden and orchard systems PIL313A Coordinate preparation and storage of permaculture products PIL314A Read and interpret property maps and plans PIL315A Coordinate community projects RTC3213A Implement property improvement, construction and repair RTC3404A Control plant pests, diseases and disorders RTE3506A Monitor weather conditions SRXTEM004A Deal with conflict Rules • A maximum of three (3) units can come from other areas as defined in 3.1 of the accreditation document. •At least 12 of the units of competency presented for this qualification must relate
specifically to permaculture work procedures, activities or contexts Pre-requisites Nil Certificate IV in Permaculture Requirements Complete 12 units of competency including • Five (5) core units • seven (7) elective units Core units PIL401A Provide advice on permaculture principles and practices PIL402A Design a rural permaculture system OR PIL403A Design an urban permaculture system* PIL404A Plan and supervise the implementation of permaculture works PIL405A Select appropriate technologies for a permaculture system PIL406A Identify and analyse bioregional characteristics and resources Elective units PIL402A Design a rural permaculture system OR PIL403A Design an urban permaculture
system* PIL407A Design harvesting and storage systems for permaculture products PIL404A Plan and supervise the implementation of permaculture works PIL408 Develop animal care and maintenance programs for a permaculture system PIL409 Manage a permaculture seed bank PIL410A Recommend approaches for sustainable community & bioregional development BSZ404A Train small groups BSBSBM405A Monitor and manage business operations
RTC4905A Cost a project RTC4911A Operate within a budget framework RTD4808A Promote community programs RTD4802A Develop approaches to include cultural and human diversity RTD4804A Develop community networks RTD4805A Facilitate ongoing group development THTPPD06B Plan and develop ecologically sustainable tourism operations Rules • A maximum of three (3) units can come from other areas as defined in 3.1 of the
accreditation document. • At least 9 of the units of competency presented for this qualification must relate
specifically to permaculture work procedures, activities or contexts * Select only one of these units as a core unit. The other may be completed as an elective
unit. Pre-requisites Nil. Diploma of Permaculture Requirements Complete 10 units of competency including • A minimum of six (6) elective units from Group A below • An additional four (4) elective units from Group A and/or B below GROUP A Elective units PIL501A Carry out permaculture field research PIL502A Design an integrated permaculture system PIL503A Develop a strategic plan for a permaculture project PIL504A Manage a permaculture project PIL505A Plan the implementation of a permaculture project PIL506A Design and plan a sustainable settlement PIL507A Research and interpret requirements for a permaculture project PIL508A Plan management strategies for overseas development projects PIL509A Plan and design structures for permaculture systems GROUP B Elective units PIL510A Prepare a community and bioregional development strategy PIL511A Facilitate participatory planning and learning activities PIL512A Plan community governance and decision-making processes BSBADM504A Plan or review administration systems BSBMGT506A Recruit, select and induct staff RTD5203A Plan erosion and sediment control measures RTC5801A Provide specialist advice to clients RTC5921A Market products and services RTE5523A Develop climate risk management strategies Rules • A maximum of two (2) units from other permaculture qualifications levels can be
substituted for elective units in this qualification • At least 8 of the units of competency presented for this qualification must relate
specifically to permaculture work procedures, activities or contexts Pre-requisites Completion of Core units in the Certificate 4 in Permaculture
Training Providers For further information about qualifications and where you can study them contact: *Permaculture International permaculture training providers.
Suggested Reading and Resources by CategoryThis is a brief list. For a more comprehensive list see the Permaculture Bibliography. We will also develop this list throughout the course.
PermacultureIntroduction to Permaculture (by Bill Mollison)Permaculture: A Designer’s Manual (by Bill Mollison)Permaculture Two (by Bill Mollison)Permaculture Pamphlets (by Bill Mollison)Permaculture: Principles and Pathways (by David Holmgren)PDC Handbook and Advanced Permaculture Training book (by Robyn Francis)Gaia’s Garden, 2nd ed. (by Toby Hemenway)Sepp Holzer’s Permaculture (by Sepp Holzer)ATTRA Permaculture websiteEarth User’s Guide to Permaculture (by Rosemary Morrow)Permaculture Felix website (www.permaculture.biz)
WaterRainwater Harvesting for Drylands Vol 1&2 (by Brad Lancaster)Water Storage (by Art Ludwig)Create and Oasis with Greywater (by Art Ludwig)Rangeland HydrologyLet the Water Do the Work (by Bill Zeedyk and Van Clothier)SoilsIntro to Soils and the EnvironmentSoil Food Web websiteThe Rodale guide to Composting
Trees and PlantsPlant Propagation (by Alan Toogood)Pruning and Training ()Tree Crops: A Perennial Agriculture (by J. Russell Smith)Center for AgroforestryAnything by Gene Logsdon
EarthworksDesign of Small Earth Dams ()Bioengineering (by Hugo Schectl)
The Built EnvironmentA Pattern Language (by Christopher Alexander)The Hand-Sculpted House (by Ianto Evans, et al.)Rocket Stoves and Mass Heaters (by Ianto Evans)Regenerative Design for Sustainable Development (Lyle)
Patterns and SystemsThinking in Systems (by Donella Meadows)The Hidden Connections (by Fritjof Capra)Geometry of Nature (Mandelbrot)
Ecology and Eco-literacyFundamentals of Ecology (by Eugene P. Odum)Center for Eco-LiteracyLynn MargulisHolistic Management (by Allan Savory)
Economy and CurrencySmall is Beautiful and EF Schumacher Society
Animal HusbandryHolistic Grazing Handbook (by Allan Savory)Anything by Joel SalatinAnything by Greg Judy
Local Resources and Potential PartnershipsNevada Dept. of AgricultureUniversity of Nevada Cooperative ExtensionNatural Resource Conservation ServiceTMCC—Ric Licatta (green architecture) and other programs
Local Farmers and Regenerative OrganizationsThe River SchoolTwin City SurplusFriends of Nevada OrganicsUrban Roots Garden ClassroomsLoping Coyote FarmsHungry Mother OrganicsLattin FarmsNevada GrownNevada’s OwnMewaldt OrganicsConscious CommunityTransition LocavoresGreat Basin Community Food Coop
Specific Projects that may partner for design projects or other implementation effortsThe River School Farm and Urban Roots - Hug High School water efficiency garden projectUrban Roots - developing farm, school gardens, sustainable ag curriculum development, aquaponics at UNR with Rick Lattin and Mark O'Farrell (still on the table according to Stan)Transition Reno Localvores - local food production surveyGreat Basin Community Food Co-op - creating a market for local food (CSA's and future farm-to-kitchen program)Nature Conservancy (Chris Sega) - native seeding projects on Truckee River, McCarran RanchFamily Shelter (Jessica Cherok) - rooftop gardenCarmen Gonzales - rez permaculture projects (depending if she's in town)Debbie Smith - Libby Booth gardenBe The Change Project - urban homestead
Common Roots (Christal Padilla) - community gardens (don't know if she is still doing this)Project Solution - sustainable community center for Wells Ave area
