andrew suter eco-schools programme manager, keep britain tidy eco-schools in the community bristol,...
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Andrew SuterEco-Schools Programme Manager, Keep Britain Tidy
Eco-Schools in the CommunityBristol, 29th February 2012
Housekeeping
Today we will…
• Explore ways that schools and communities can work together to improve sustainability
• Launch Eco-Communities – our next step for Eco-Schools • Outline the role of Local Authorities and other agencies
• Share good practice – including support and guidance from the Eco-Schools team
• The largest sustainable schools programme in the World
• A framework for schools to deliver sustainable change
• Led by children• A whole school programme
What is Eco-Schools?
• 16,650 schools in England are taking part
• 69% of all schools in England are registered
• 5,101 have a Bronze Award
• 4,794 have a Silver Award
• 1,601 schools now fly the UNEP endorsed Green Flag
Between 2008-10 Eco-Schools in England achieved:
• 20% reduction in CO2 (690,000tonnes) or
a saving of almost £8,000,000
Eco-Schools in England
New for 2011/12
New look Eco-Schools Website
• Online Green Flag Award Application process• Green Flag ‘Health Check’• Educational resources for schools
Eco-Communities – making links, taking action
Three existing and successful programmes brought together for
the first time to support communities to tackle climate change
Eco-Communities
a. Eco-Schools b. Eco-Centres c. Eco-Homes
Announcing…..
• Promoting Sustainable Living at Home• Eco-Schools Process applied to the Home• Take home project work for Students• Linked to the curriculum• Before and after surveys
• Launches April 2012
Eco-Homes – First ever Green Flag project
Eco-Schools Energy Services
• Free Energy Brokering support
• Display Energy Certificate provision
• Comprehensive Carbon reduction support for Councils
• Carbon/Energy reduction training for Schools
Coming next:
• Green Cleaning Products
Green Flag Ambassador Award – Year 2
Flagship Eco-Schools;• support and share information and advice with other schools• Support their local authority and wider community with
sustainability• 18 Assessment Visits planned during the next two months
• 14 schools have already achieved Ambassador Award Status
(Award criteria were developed with DfE and DECC)
• Continuation of the Energy Award for Eco-Schools• Developed as a response to CRC Energy Efficiency
Scheme• Accredits 10% or better reduction in carbon
emissions
Awarded on either:• Display Energy Certificate evidence• Other robust data e.g. Utility Bills
The Eco-Schools Energy Award
Eco-Schools Magazine – Launches April
• Brand new Bi- monthly publication
• Sustainability Focus• Themed Issues• Business Support• Case Studies
• Events• Ask the Experts• Interviews• Competitions• Special Offers
Also new for 2011/12
• Eco-Schools Show, Sheffield Arena, 26th June• Eco-Schools England on Facebook & Twitter• New Pod ‘Waste’ campaign March 2012
Enjoy the Conference
Sustainable schools
Sustainable communities - a view from Ofsted
Bryan Davies HMI
29 February 2012
Raising standards, improving lives
Sustainable communities • are places where people want to live
and work, now and in the future • meet the diverse needs of existing
and future residents, are sensitive to their environment, and contribute to a high quality of life
• are safe and inclusive, well planned, built and run, and offer equality of opportunity and good services for all.
What is a sustainable community?
“Sustainable Communities Plan 2003”
What does it achieve locally?
• More walking, cycling• Safer streets to play • Less crime and ASB• Higher achievement at
school• Greater interaction / social
capital
• Less air and noise pollution• Improved aesthetics, less
litter• Resilient local economy • Better mental and physical
health• Lower fuel/energy cost• Greater civic responsibility
Sustainability means better places to liveSustainability means safer places to live
What is a sustainable school?
A sustainable school takes an integrated approach to its improvement and explores sustainable development through its
•Curriculum•Campus•Community
• is a broad, wide ranging aspect of the school curriculum which should be fundamental to everything we do
• prepares young people for the future
• enables children to make value judgements
• includes technical issues and science
• has a pragmatic as well as a morally sound basis
Education for Sustainable Development
Inspection, Sustainable Development and Improvement
• Ofsted’s role is to raise standards and improve the lives of children, young people and adult learners.
• Sustainable development is about improving people’s lives whilst living ethically and within environmental limits.
• Inspection and sustainable development are both improvement processes, working towards the same end goal – improving lives.
We evaluate the contribution providers make to a sustainable future by :
• ensuring frameworks take account of sustainable development
• providing guidance and training for inspectors
• encouraging providers to consider sustainable development in their own self evaluation /assessment.
Sustainable Development in inspection and regulation.
Findings from an analysis of School Inspection Reports
• Direct reference in 30% of reports
• Higher profile in Primary schools
• Many schools have recycling initiatives
• Eco Warriors and green teams are a successful feature
• Green Flag awards
Pupils’ environmental awareness is good
Global learning and awareness is strong
Many schools have good community links
Many schools have themed weeks
Pupil involvement is sometimes superficial
Findings ( continued)
• Involvement of parents and local communities
• Involvement of pupils• Global Links• Links with other schools• Events• Fairtrade • Reduce dependence on
cars
• Growing crops
• Food
• Carbon reduction
• Reduce recycle
Sustainable Communities in Schools examples from Ofsted’s Good Practice
Database
Key features of Sustainable Schools *
Demonstrate commitment at Senior Management Level Clear mission statement - sustainability at the heart of
the school Walk the talk - demonstrate high social and ethical
values Involve staff, develop capacity - provide training and
support for staff Involve pupils - really ! Involve the local community Embed into curriculum and teaching and learning Think global Manage the school estate sustainably Ensure quality practices and self evaluation incorporate
sustainable development
How sustainable is your school?Curriculum
Is ESD a recognised aspect of the school ethos?What is the impact on pupils’ attitudes, values and behaviour?Are pupils getting involved, arguing from personal viewpoints and actions and making a positive difference ?Does the teaching promote knowledge and understanding of the environment, the community and the natural surroundings?Are teachers confident in handling controversial sustainable/ environmental issues?
How sustainable is your school - Leadership
•How effective are leadership and management in raising the profile of ESD in the school and supporting developments? •Is an ESD component identified in strategic planning?•To what extent is ESD seen as a priority towards the drive for school improvement?
How sustainable is the school estate?
School construction and renovation?School grounds improvement and design?Sustainable procurement ?Energy and resource management?Transport and travel?Waste management?Local produce sourcing and promotion of fair trade products? (School dinner and food provision)?
How is this reflected in your self evaluation?
What is the evidence?
How will you demonstrate this to inspectors?
Emscote Infant School - Sustainability and the environment in the Curriculum 2011
Learning for Sustainability in WorcestershireRupert Brakspear and Amy Lunt29th February 2012
Learning for Sustainability Worcestershire County Council• Community Leadership
– Links to County Strategies and Plans– Learning for Sustainability Forum
• LFS Team within Planning, Economy and Performance and linked with Bishops Wood Centre
• Building on successes – Awards ~ Beacon Status, Eco Schools Green Flags– Energy Saving (Switch it Off, Energy Award, DECs, AMR ~ link to
SLA)– Linked to whole school development with School Improvement
Advisers ~ e.g. conferences / networking etc.
A time of challenges ~ for people
….and environment.
Active CitizenshipMake a Positive Contribution
Environmental Stewardship
Economic Well BeingSocial Justice Child:
Healthy & SafeEnjoying & Achieving
Every Child’s Future Matters…….. Innovation / creativity
Empowerment Resilience
Sustainable Schools (DCSF):- Care (for oneself / each other and the environment)
- Across Curriculum, Campus and Community
Local well-being
Energy and water
Food and drink
Travel and
traffic
Buildings and grounds
Inclusion and participation
Global dimension
Purchasing and waste
sphere of concern
sphere of influence
3.Action Plan
Take Action
Apply for Award
5.Link to the Curriculum
7.Eco Code
6.Link to school and wider
community
2.Environmental review
4.Monitor and
Evaluate
1. Action Team
Celebrate!
Start here
Process: 7 Steps / 9 ThemesThemes:• Litter• Waste • Energy • Water• Transport• School
Grounds• Biodiversity• Healthy
Living• Global
PerspectivePlus: • Pupil
participation
• Start your projects• Share with the rest of the school
Take Action
Imagine & Plan Do
Explore / Review
Eco CommitteeEco Club / Eco
Warriors
(i.e. ~ they do it all alone!)
Imagine & Plan Do
Explore / Review
Curriculum Monitor & EvaluateRunning through everything!
Whole school
& work with wider community
Eco CommitteeWorking with
SLT & School Council
Leaders / Facilitators
Imagine & Action Plan Do!
Explore / Environmental Review
“Don’t leave a hole in your Eco Schools Picture!”
Running through everything
Eco CommitteeEco Club / Eco
Warriors
(i.e. ~ they do it all alone!)
2. Imagine & Plan 3.Do
1. Explore / Review
Feel what you want to change
Curriculum Monitor & EvaluateRunning through everything!
Whole school
& work with wider community
Eco CommitteeWorking with
SLT & School Council
Leaders / Facilitators
Working around a theme ~ e.g. energy?
Picture Enquiry
Fold under
4 Questions:(from WWF Reaching Out):
1.What do you see? words / descriptions / questions2.What are the issues?3.What has this to do with me?4.What can we do about it?
Community
School
Community (local – global)
Curriculum (teaching staff) SLT / Site staff / Gov’s
Eco Teams
School
Theme
Planning around a central theme ~ linking thinking
Context: meaning and purpose, dialogue and reasoning
Characteristics of effective learners:• Inquirer• Thinker• Communicator• Risk Taker• Knowledgeable• Principled
• Caring• Open minded• Well-balanced• Reflective• Global• Civically Engaged
Adapted from IB primary student profile
Links well with 5 R’s of Lifelong Learning: Resilience, Responsibility, Resourcefulness, Readiness and Remembering
Imagine & Plan Do
Explore / Review
Curriculum Monitor & EvaluateRunning through everything!
Whole school
& work with wider community
Eco CommitteeWorking with
SLT & School Council
Leaders / Facilitators
Gaps?
• Libraries• Community, Youth and
Children’s Centres• Education Centres &
Visitor Centres
• Nurseries• Primary and First Schools• Middle Schools• High Schools & 6th Form
Joint Projects & EventsCommon themes!
2010-11
Hagley
Batchley, Redditch Bromsgrove
Rubery
Alvechurch
•Eco-committees joint meetings (with 3 local schools)•Energy Theme – term 1, Waste - term 2•Announcement of project by letter •Whole school assemblies
Case Study: Meadows First School
•Initial Eco-Homes Environmental Review sent out as homework to whole of KS2 (130 children)
• 130 Eco-Homes reviews returned • YR4s input data: linked to curriculum: real maths/data handling • Children created charts from findings • Eco-committee made further displays• Findings…. Draught proofing
Eco-Communities/Eco-Homes
• Top Energy tips in newsletters• Energy Event at end of school
day hosted by Eco-Committee• 170 people attended!• Follow up survey sent out on
Learning Platform end of term
Meadows First School• Curriculum
-5 week Energy Challenge as KS2 homework-EDF POD Energy activities in all classes (www.jointhepod.org )
• Other activities/wider curriculum-Ongoing energy monitoring in school-Switch It Off Fortnight-Visit to local COOP to look at their Energy Management Systems
Challenges – barriers?
Inexperience – new challenges
School / Centre Commitment
Time &Co-ordination
Staffing
Senior Leadership and management give full support.
Passion and enjoyment!
Money
Sharing the load and delegation. Leadership is vital
No / low cost, access funding, share resources, savings?
Attending networking and sharing meetings, training and support
Different levels of participationBest suited for school with 1 Green Flag?
Whole school / centre involvement
Outcomes• Builds relationships between settings & increases confidence to
take on bigger projects“We will now consider ‘the community’ as an element to all of our Eco-Schools projects”
• Everyone involved really enjoyed it!• Strong themes bring communities together• Birchensale Middle TES Outstanding Community Partnership
Award nominee • Birchensale ~ 1,0394 kWh savings Autumn term 2010• Eco Centres programme piloted• Green Flags and Eco Centres Awards• All Worcestershire Libraries now working towards Eco Centres • Pilot project involved over 2100 people
Support availableCore Service supported through Service Level Agreement:• Embedding sustainability and energy management through whole school
approaches across campus, curriculum and community• Staff Training and Pupil Training (Eco Schools / Energy Management)• District Eco-Schools meetings each term (held at participating schools)• Learning for Sustainability newsletters (funding, training, events) • Working group or full staff meetings and Pre-Green Flag assessment
guidance
External to SLA• Eco Schools conferences / events• Wider Conferences ~ The Golden Thread Curriculum Conference / Carbon
Reduction Conference / The Hive Conference• Ambassador training for Secondary Schools• Support with curriculum development & curriculum development projects • Governor training
Where next?:Service Learning
Picking up trash on a river bank is service
Studying water samples under a microscope is learning
When science students collect and analyse water samples, document their results and present findings with recommendations to local pollution agency / landowners etc. ~ that is service learning
New Pilot Project with 4 Secondary Schools with EA……
Contact Details
Rupert Brakspear• [email protected] • 01905 766378
Amy Lunt• [email protected]• 01905 766809
Open discussion...
• Consider the benefits and challenges of:
1. Eco-Homes2. Eco-Centres3. The concept of Eco-Communities
‘CLOSING THE LOOP’Creative ideas from a Sustainable
School
Or… “one man’s poo is another man’s stew”
The Skinners’ School…who we are:
3 Green Flags + Ambassador School
Teaching Awards Winner SE Sustainable School of the Year 2009
TES Outstanding School of the Year 2010
Eco Schools Ambassador Award 2011
In 2010 we became a pilot school for the Nuffield STEM ‘Futures’
…and this introduced us to the concept of ‘Closed Loop’ thinking.
What is ‘Closed Loop’ Thinking?
Want to get ‘Loopy’?
• Ellen MacArthur Foundation• www.ellenmacarthurfoundation.org
• Nuffield STEM Futures• www.nuffieldfoundation.org/nuffield-stem-
futures
Closed Loop idea 1: UPCYCLING“making waste into something of higher
environmental value”
Solar Thermal Panel – made from old fridge parts.
Thinking it through…
Getting it stabilised
We tried two different designs
Both warmed up water by up to 45°C
Bike Dynamo
Comparing different bulbs
Alex checking the dynamo
At the Bennett Memorial School STEM Fair
At the local STEM Fair
Demonstrating just how much effort it takes to run a desk fan!
Closed Loop Tip 2: Future ThinkingCreative ‘Green Hat’ Thinking
Mag-Lev model
Making the rails
It floats!!…now for the closed loop bit…
Floating, solar-powered train
Floating and friction - free
Trials on the roof
Closed Loop transport of the future?
Tip 3: Get creative with
‘old’technology
too!
Y11 pupils pouring concrete into moulds for the sun-clock.
Human Sun Clock - built for £25
www.sunclocks.com
Back to the Future
Our latest creative project…
A replica Iron Age Hut
…but with CCTV wildlife cameras
Back….
…to the future.
WEALD CULTURE and HISTORY
SCIENCE and TECHNOLOGY
Log Cabin – Power hub and Outdoor Classroom
Iron Age Hut – wireless LAN and CCTV
Closed Loop tip: DOWNCYCLE
Converting waste materials into products of lesser environmental value
We tested different oils
We demonstrated our Bio-fuel to other schools at Bore Place
Bore Place
Organic Dairy HerdO.8 MWh Wood Chip Boiler
Chip-Fat to Bio-Diesel plant
Closing the loop - learning about coppicing for woodchips
Visit to ‘Grand Designs’ – a Closed Loop House
Local clay tiles regulate
humidity to between 40-50%
( = no dust mites!)
World’s first combined solar thermal and solar pv
Phase-change heating
Recycled glass floor
National STEM Film Winners
Ask bursar to retrofit proximity light switches
EON Power Down
£3…payback in under 1 year
EON website: “100 Ways to Save” www.eonenergy.com
Creative Tip: Borrow from your friends!
We borrowed a FLIR camera from KCC
…and saw our roof needed insulating!
…and got our windows draught-proofed.
KCC have an Energy Loan Fund
…and found which rooms were the ‘hot-spots’
…and found strange heat sources
…and saw our STEM Team in a new way!
Our 62 pv panels were 100% funded
Ask your LEA Energy Team for advice…
Be creative with funding:
A STEM grant of £2000 allowed us to buy solar cars for our secondary school
partners
A different STEM grant allowed us to buy GPS data-loggers…
GPS data-log of SO2 outside our school
We used this in our Dragon’s Den presentations
Use the media to your advantage:
BBC South East Filming our building of a Sensory Garden
Enter ‘…In Bloom’ competitions
£8 buys you a can-crusher
Get PTA to upgrade toilets with energy efficient tech.
Use your local HE contacts
Visit from Royal College of Optometrists
Form a Healthy Eating And Living club
Run lunch-time Lego competitions
Closed Loop is Good
• - It doesn’t mean worse quality (down-cycled paper is a good example)
• - It doesn’t mean boring products – children are interested in latest ‘green’ technology.
• - It doesn’t mean inferior performance – eco- cleaning products are a good example.
• - It does mean practicing what you preach – your choice of food, car, electricals etc.
Closed Loop in the Curriculum
Closed Loop in the CurriculumNuffield STEM Futures
http://www.nuffieldfoundation.org/nuffield-stem-futures
LESSON 1 Introduction to Flows IT ROOM L6
LESSON 2 Introduction to idea of waste and recycling ANY ROOM with an IWB
LESSON 3 Recycling – statistic / ICT IT ROOM L6
LESSON 4 Exploded torch DT Room
LESSON 5 Initial investigation on Internet on recyclable products IT ROOM L6
LESSON 6 Thinking Hats Activity ANY ROOM
LESSON 7 Presentations of one half of form ANY ROOM with an IWB
LESSON 8 Presentations of second half of form ANY ROOM with an IWB
8H 04-Jul 05-Jul 06-Jul 07-Jul 08-Jul
MON TUE WED THU FRI
1 MA TS (1) L6 SC ST (7) S1
2 SC ST (2) S1 DT CK/JW (4) T1
3 TS (3) L6
4 MA TS (5) L6 MA TS (8) L3
5 SC ST (6) S7
YEAR 8 STEM PROJECT Starting 04/07/2011This project consists of 8 one hour lessons which will culminate in a Dragon Den activity in the last four lessons. The lesson schedule is as follows:This is the timetable that has been devised to spread over three weeks with only Maths, Science and DT lessons being used (with two exception).
Pupil Feedback
• “ I really enjoyed retrieving data from the data-loggers and measuring the lichens around the school. The most interesting part was when I synchronised the data from the loggers and photos with Google Earth. It was amazing to see the spikes of SO2, NO2 and CO around Skinners’ School. I never believed we were breathing in so much pollution!”
• “Overall I enjoyed the Dragon’s Den because it was fun and got our creative side working.”
• “We were constantly asked rhetorical questions like ‘are cars a bad thing?’ and ‘would cutting down trees reduce CO2?’. These questions are simple but couldn’t be given a simple answer because you had to take into account the effects of saying yes or no. This made us think more.”
• “We learnt a lot in our Closed Loop project and it really opened my eyes to the mess that humanity has got itself into, and has provided me with some skills and ideas with which we can maybe have a brighter future.”
• “Overall I enjoyed this loopy project but the main phrase I remember now is ‘One man’s poo is another man’ stew’!”
Environmental Base-line Assessment ( Y9 October 2009) compared with review ( Y9 June 2010)
Statement Agree (%)
Not Sure(%)
Disagree (%)
1. I know what ‘Closed Loop’ means
Before 0 0 100After 91 9 0
Agee % Unsure Disagree2. Climate change is an international
issue and what we do at Skinners’ is of no significance.
Before 10 3 87After 0 0 100
3. We should change the way we live to reduce carbon emissions now because if we wait any longer it could be too late
Before 73 10 17
After 100 0 0
Agree Unsure Disagree
4. Government should introduce laws and taxes now to slow down climate change, even though it will make some things more expensive
Before 52 20 28
After 100 0 0
5. We should switch to buying closed loop products, even if it will make bills more expensive for people
Before 30 27 43
After 100 0 0
6. I would like to be involved in a STEM activity such as an after school club this year
Before 20 10 70
After 71 10 19
7. I would like to study one of the STEM subjects at A level eventually
Before 93 7
After 100
8. I am interested in a STEM related career when I leave school / university
Before 47 10 43
After 71 29
THE 8 DOORWAYS OF A SUSTAINABLE SCHOOL
Global Dimension
Energy and Water
Local well-being
Inclusion and Participation
Buildings and Grounds
Purchasing and Waste
Traffic and travel
Food and Drink
Time for tea…
Chemistry Cup-Cakes
Thank you for listening!
www.skinners-school.co.uk
WORKSHOPS
1. Achieving the Green Flag/Getting Started Open Surgery with the Eco-Schools team & Skinners’
2. Practical support through a joint school and community approach
3. Youth leadership and behaviour change
Waste Watch –practical projects in schools
Simon Anthony & Sophie Clarke
Waste Watch
● Practical charity helping people to waste less and live more, now part of Keep Britain Tidy
● Waste in the broadest sense of the term – materials, natural materials, energy, time, skills, money
● Our vision is for a world where we are using resources effectively, living sustainably and making a positive contribution to the environment
Our projects and programmes – schools
Waste Education Programmes: Recycle Western Riverside – RWR Recycle for your Community - RFYC Bristol and North Somerset
Energy reduction in schools – Tesco and London Borough of
Wandsworth
Graveney School
Interactive Theatre and Assemblies
WEEE waste (DHL) and packaging (Weedon PSC) resources
Approach and guiding principles
Taking strategic action
Enabling responsibility
Working from values
Developing Leadership
Collective change
Built in not bolt on
Taking strategic action- stages
1. Forming a team & committing to the project
2. Audit
3. Sharing results and establishing policies
4. Action and engagement planning
Take one of the nine eco schools topics and think about what different elements/categories of that
topic you’d need to audit Water
Energy
Biodiversity
School grounds
Healthy Living
Transport
Litter
Waste
Global citizenship
2. Taking strategic action- audit
3. Strategic action to tackle waste – policies & action plan
• Policy – goal and rationale
Individual policies for each of the categories you audited
Importance of monitoring and evaluation as its own policy
Policies fully communicated and made visible
• Action and engagement plan Sets a plan for the statements set out in the policy to be achieved
“ Where are you now” task – an ongoing process of change
Plan describes the tasks you need to carry out implement the policy and
move up from your current level of performance
EXCITEcreate awareness
and interest
EXPLOREconnect knowledge
and experience
ENGAGEact based on knowledge
and understanding
EXPANDuse prior knowledge to build
new knowledge
EVALUATEunderstand the learning
that has occurred
4. Action Learning Cycle
Take one of the nine eco schools topics and write a brief lesson outline on that topic for each stage of
the action learning cycle
Action learning cycle
Community links, discussion & any questions
Get in touch
Simon AnthonyWaste Watch56 – 64 Leonard StreetLondon EC2A 4LT
T +44 (0)20 7549 0307F +44 (0)20 7549 0301
Questions
• Summary of the day