Harriet ThewClimate Change Schools Project OfficerAugust 2010

What is the Adaptation Challenge?

The Adaptation Challenge creates an opportunity for young people to take the lead in raising awareness of climate change adaptation across the North East, and establish their schools as ‘hubs’ of community climate change action. 

Mitigation: Mitigation: protecting protecting

the climate from usthe climate from us

AdaptationAdaptation: protecting : protecting

us from the climateus from the climate

It’s important to remember that:It’s important to remember that:

Both are very important and should be tackled SIMULTANEOUSLY Both are very important and should be tackled SIMULTANEOUSLY

Our climate is changing Our climate is changing

We are guaranteed to We are guaranteed to see some degree of see some degree of climate change as a climate change as a

result of historic result of historic emissions. emissions.

We are already We are already witnessing more witnessing more extreme weather extreme weather events like the events like the

Cumbrian floods and Cumbrian floods and the heat-waves the heat-waves

across Europe in across Europe in 20032003

The Adaptation Challenge aims:The Adaptation Challenge aims:

• To establish schools as a ‘hub’ of To establish schools as a ‘hub’ of community climate actioncommunity climate action

• To prepare for expected impacts -To prepare for expected impacts -((notnot to reduce emissions to reduce emissions))

• To take action To take action

• To broaden the project into the To broaden the project into the communitycommunity

• To share ideas with other schools To share ideas with other schools and businessesand businesses

• To continue to lead the way on To continue to lead the way on UK climate actionUK climate action

First, we need to look at climate change projectionsFirst, we need to look at climate change projections

1.1.Download Module 4, Climate Download Module 4, Climate Change Impacts from the CCSP Change Impacts from the CCSP websitewebsite

2.2.Read this document stating the Read this document stating the possible effects and adaptations possible effects and adaptations necessary in the North East of necessary in the North East of England England www.ukcip.org.uk/images/stories/Pub_pdfs/ne_sum.pdf

3.3.Look at the North East Climate Look at the North East Climate Change Adaptation StudyChange Adaptation Study: : http://www.adaptne.org/

Past experience can no longer provide a reliable guide to the climate we can expect in the futurePast experience can no longer provide a reliable guide to the climate we can expect in the future

Assess your future (and current) vulnerabilities to extreme weatherAssess your future (and current) vulnerabilities to extreme weather

For example, how might your school or local For example, how might your school or local community be affected by:community be affected by:Flooding? Flooding? Drought? Drought? Rising summer temperatures? Rising summer temperatures? Sea Level Rise?Sea Level Rise?

How might biodiversity be affected?How might biodiversity be affected?

What about tourism and recreation?What about tourism and recreation?

. .

Raising Adaptive Capacity e.g:Raising Adaptive Capacity e.g:•Raising awareness of our baseline Raising awareness of our baseline climateclimate•Investigating and addressing our Investigating and addressing our vulnerabilities (existing and future)vulnerabilities (existing and future)•Looking at UKCIP projections for our Looking at UKCIP projections for our region’s climate to 2050region’s climate to 2050•Outlining ways in which we can Outlining ways in which we can protect our communitiesprotect our communities•Recognising potential opportunitiesRecognising potential opportunities

•Taking action to understand the likely impacts of climate Taking action to understand the likely impacts of climate change or change or ‘raise adaptive capacity’ ‘raise adaptive capacity’ and and

•Physically preparing for these impacts Physically preparing for these impacts ‘taking adaptive ‘taking adaptive action’action’

Taking Adaptive Action e.g:Taking Adaptive Action e.g:•Making physical changes to buildings Making physical changes to buildings

and infrastructure in a flexible and and infrastructure in a flexible and creative way - from raising coastal creative way - from raising coastal

defences to creating shade for defences to creating shade for classroomsclassrooms

Climate Change Adaptation involves:Climate Change Adaptation involves:

You may discover that people are reluctant to adapt due to current You may discover that people are reluctant to adapt due to current financial pressures. Adaptation is sometimes seen as a luxury financial pressures. Adaptation is sometimes seen as a luxury rather an a necessity, or something to put off. However:rather an a necessity, or something to put off. However:

1.1. Adaptation doesn’t have to be costly, especially if it is done as Adaptation doesn’t have to be costly, especially if it is done as part of other workspart of other works

2.2. Taking action now will cost less than what we will have to Taking action now will cost less than what we will have to spend later if we don’t.spend later if we don’t.

3.3. Adaptation takes timeAdaptation takes time

4.4. Small steps can make a BIG differenceSmall steps can make a BIG difference

It’s a Challenge!

In 2009-10, eight Climate Change Lead Schools began inspirational Adaptation Challenge projects:

•Broadway East First School – GosforthBroadway East First School – Gosforth

•Bydales Technology College – Marske Bydales Technology College – Marske

•Conyers School –YarmConyers School –Yarm

•Gurney Pease Primary School – Darlington Gurney Pease Primary School – Darlington

•Richard Avenue Primary School – SunderlandRichard Avenue Primary School – Sunderland

•St Anne’s and Bill Quay Schools – GatesheadSt Anne’s and Bill Quay Schools – Gateshead

•The Grove Primary – ConsettThe Grove Primary – Consett

See Module 6 on Lead Schools site for further details of their projectsSee Module 6 on Lead Schools site for further details of their projects

In 2009-10, eight Climate Change Lead Schools began some inspirational Adaptation Challenge projects:

Their adaptation activity to date includes:Their adaptation activity to date includes:   

··Creation of shaded outdoor classrooms to cope with rising summer temperaturesCreation of shaded outdoor classrooms to cope with rising summer temperatures  ··Planting trees to reduce surface water flooding, to cope with more frequent Planting trees to reduce surface water flooding, to cope with more frequent ‘‘high intensityhigh intensity’’ rainfall rainfall  ··Creation of biodiversity Creation of biodiversity ‘‘gardens for the futuregardens for the future’’ to provide habitat for struggling species to provide habitat for struggling species   Community eCommunity events to raise awareness of climate change impactsvents to raise awareness of climate change impacts  ··Creation of a community adaptation information centre.Creation of a community adaptation information centre.  ··Canopies in playgrounds for shade and to reduce heat and glare in classroomsCanopies in playgrounds for shade and to reduce heat and glare in classrooms   Collecting and using rain-water to prepare for future droughtsCollecting and using rain-water to prepare for future droughts     ··Pupil-led whole school campaigns to encourage children to wear sun hats and sun tan lotion on hot Pupil-led whole school campaigns to encourage children to wear sun hats and sun tan lotion on hot daysdays    Child-led research on how schools in other countries deal extreme weather conditionsChild-led research on how schools in other countries deal extreme weather conditions  •Production of leaflets to inform the local community about how to prepare for flooding and heat-wavesProduction of leaflets to inform the local community about how to prepare for flooding and heat-waves     •Drama productions, games, songs and quizzes about climate change adaptationDrama productions, games, songs and quizzes about climate change adaptation     •Community events to spread the message to a wider audienceCommunity events to spread the message to a wider audience   

A few examples: FloodingA few examples: Flooding

• The Environment Agency website has The Environment Agency website has maps showing river and tidal risk areas.maps showing river and tidal risk areas.

• It’s important to also think about It’s important to also think about surface water and drainagesurface water and drainage

Actions could include:Actions could include:• Moving equipment and materials Moving equipment and materials

upstairs/elsewhereupstairs/elsewhere• Signing up to Flood Warnings DirectSigning up to Flood Warnings Direct• Door barriers and FloodsacsDoor barriers and Floodsacs• Evacuation plansEvacuation plans• Moving power socketsMoving power sockets• Flood KitsFlood Kits• Sharing facilities with other schoolsSharing facilities with other schools• Drainage upgrades if part of other Drainage upgrades if part of other

works works • Impacts on local community and Impacts on local community and

businessbusiness• Flood WardensFlood Wardens• Working with local business’ and farmsWorking with local business’ and farms• Contact with recently flooded schools – Contact with recently flooded schools –

top tips top tips

• Likely to impact most Likely to impact most schoolsschools

• Measures to increase shade Measures to increase shade (eg screens, tree planting)(eg screens, tree planting)

• Outside working Outside working undercover? undercover? (underground?)(underground?)

• Case studies from overseasCase studies from overseas

• Uniform changesUniform changes

• Natural ventilation, air Natural ventilation, air movement improvementsmovement improvements

A few examples: Extreme TemperaturesA few examples: Extreme Temperatures

Don’t forget about the other Impacts:Don’t forget about the other Impacts:

•Water shortagesWater shortages•WildfireWildfire•Storm damage Storm damage •Power cutsPower cuts•Severe snowfall or Severe snowfall or ice (‘though less ice (‘though less frequent)frequent)•Transport problems Transport problems

These can be difficult to address, but careful planning and taking action to reduce These can be difficult to address, but careful planning and taking action to reduce impacts can make a big differenceimpacts can make a big difference

LocalLocal adaptation projectsadaptation projects

Find out what’s going on locally.Find out what’s going on locally.

• It may be that your Local Authority, or other organisations It may be that your Local Authority, or other organisations such as the Environment Agency , National Parks, such as the Environment Agency , National Parks, Groundwork, or Wildlife Trusts have projects running in your Groundwork, or Wildlife Trusts have projects running in your area which address some impacts of climate change which you area which address some impacts of climate change which you could get involved with. could get involved with.

• There also may be businesses locally who have already started There also may be businesses locally who have already started to prepare themselves for the impacts of climate change.to prepare themselves for the impacts of climate change.

If not, encourage them to follow your lead!If not, encourage them to follow your lead!

Is your school already starting to adapt? Is your school already starting to adapt?

Spread the word!Spread the word!

Ofsted says:Ofsted says:

““With their central locations, facilities and extensive networks, With their central locations, facilities and extensive networks, schools can act as hubs of learning and catalysts for change in schools can act as hubs of learning and catalysts for change in their local communities. Focusing on local challenges and finding their local communities. Focusing on local challenges and finding solutions to them gives pupils the opportunity to learn and helps to solutions to them gives pupils the opportunity to learn and helps to strengthen local relationships. It also allows them to experience strengthen local relationships. It also allows them to experience how decisions are made at first hand, and to develop applied skills how decisions are made at first hand, and to develop applied skills that complement classroom study.”that complement classroom study.”

Ref: Ofsted, To sustainability and beyond Ref: Ofsted, To sustainability and beyond Inspecting and reporting on progress in sustainable development. June 2010, Inspecting and reporting on progress in sustainable development. June 2010, p.15 p.15