abroad but we should try). This is the first step of sustainable horticulture, and you should, by the end of this unit, be able to discuss other ways to increase sustainability including minimising flood risks, composting successfully, maintaining carbon levels in the soil (using no-dig, for example, which is also Best Practice) and avoiding plastics that are not biodegradable in packaging. Many practices such as green walls and roofs are a reaction to climate change and you should be able to discuss how new styles of planting, new ideas, and innovations, are reducing the negative impact of horticulture. Horticulture is a big part of our economy. You should be able to discuss the importance of horticulturally related industries including landscaping, retail, tourism, arboriculture, garden goods maintenance, and ornamental plants production. Of course, food production is one of the biggest areas for the economy too and you should be able to discuss the importance of this for UK horticulture. The final area you should be able to discuss and explain are the community aspects of horticulture – growing clubs in schools and the benefits for children. Initiatives including Grow Well and Grow Social as well as Garden Organic’s Education Programme should be understood. What are the benefits of introducing children to horticulture in school perhaps? Social enterprises, therapeutic horticulture, Britain in Bloom, community allotments and kitchen gardens should all be subjects you can discuss, including particular local projects (e.g. Fareshare or Foodcycle. This is a unit that covers a wide range of horticultural impacts, from climate to social well-being and the wide impact of horticulture should be understood from many different aspects.
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