The schoolyard project (natural playgrounds) was initially implemented in a few schools, then scaled up to more than 20. These spaces, owned by public institutions, were opened to a wider group of users, thus contributing to the development of an interconnected green network of spaces across the city’s more densely built neighbourhoods. The aim was to create multifunctional green spaces that prioritise children’s development, health and skills. Among traditional playing facilities like swings and slides, the city introduced playing facilities made of living plants (e.g. willow tipis or mazes made of tall grass), of soil (e.g. hills and natural paths), or from natural materials (e.g. wood and stone). Artificial impermeable safety surfaces in tarmac were replaced with natural, water-absorbing surfaces in sand or gravel. Vegetation was introduced to provide shade or natural isolation from traffic noise and pollution. There are also places designated for eco-education such as wild biodiversity zones, and meadows with houses for insects and flower beds. A handbook was also drafted with lessons and examples of how biogardens can be used to educate school children on biodiversity, climate change, resilience and nature.
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