Beaconhills College acknowledges the Wurundjeri and Boon Wurrung peoples as the Traditional Custodians of this Land on which our College is built. We honour and respect their ongoing cultural and spiritual connection with this Country which includes Traditional Custodianship of the land, waterways and skies across Australia. We honour the richness, diversity and sophistication of the cultures of First Nations peoples. We admit with sorrow the wrongs of the past that have taken place and continue into today and that Sovereignty was never ceded.
honour the strong
We recognise that education is the key to unlocking our understanding of Aboriginal and Torres Strait Islander Australia and seek to explore what reconciliation means at Beaconhills College by partnering together and working to build a more just and compassionate society for the traditional owners of this land. We are grateful
FROM OUR BUSINESS MANAGER
Beaconhills College is pleased to present its annual Our Green Report for the year ending December 2024.
This annual report was first produced in 2015. It aims to communicate to our community the College’s environmental impact and the initiatives we have in place to continually reduce this impact.
We are acutely aware of our size and the resources we need each year to operate the College. However, we are committed to lightening our environmental footprint.
We continue to research and identify opportunities to enhance the College’s environment and learn ways to improve the sustainability of our buildings and facilities.
The College is implementing new building design initiatives to reduce reliance on mechanical systems. The new Years 7 and 8 Centre at the Pakenham Campus, which was built during 2024, is an example of this. The building has extra insulation for heating and cooling, crossflow ventilation, smart lighting systems, water harvesting and several other enhancements. In addition, the College commissioned another 130kW solar electricity system at this building.
Overall, we are very pleased with the results being achieved through the use of solar technology and we remain committed in the long term to producing all electricity we use onsite. We will achieve this by installing more solar electricity and battery storage systems over future years.
Landscaping and tree planting is ongoing across the College as part of our landscape master plan and our food gardens help educate students on food production. Our canteens and kitchens use the produce grown onsite, with surplus food donated to charity. The production from our food gardens continues to increase, with surplus produced shared with local charities and the Beacon Meals Program, supporting families in need.
One of the most significant challenges facing the College at the moment relates to the management of waste across both campuses. We continue to educate our community on waste and have developed waste management systems that are easy to understand and use. Despite our best efforts, waste contamination of recyclable materials and general waste remains high, with just over 50 per cent contamination rates. We will keep raising awareness in our community about waste contamination, with the ultimate goal of reducing the College’s waste sent to landfill.
Overall, the College is building on its environmental and sustainability achievements and taking a leading role in educating our community about this significant global issue. I would like to thank our Environment and Sustainability Coordinator Kobi Van Raay and our facilities team for their work in supporting our Environmental Program and for engaging our students to enhance their knowledge and understanding of this important program.
David Young Business Manager
OUR VISION, OUR MISSION
LEARNING THAT MATTERS
Environment and sustainability Learning That Matters Our global community Learning mindset
Citizenship and service Values and character Wellbeing
AT BEACONHILLS COLLEGE, OUR VISION IS TO BE AN INNOVATIVE LEARNING COMMUNITY THAT IS FOCUSED ON LEARNING THAT MATTERS .
Learning That Matters comprises six key pillars; Environment and sustainability , Learning mindset , Values and character , Wellbeing , Citizenship and service , and Our global community
We want to encourage our students and staff members to be responsible stewards of the environment, for their own future and that of the planet. To care, raise awareness of the natural environment and actively work towards being more environmentally friendly in our everyday lives.
Our vision for sustainability is to embed programs and practices into students’ everyday lives to create lifelong sustainable values. We are constantly incorporating ways in our curriculum for students to become ‘stewards of the environment’. Beaconhills strives to break sustainable milestones to become one of the leading green schools in the nation.
OUR MISSION
RAISE AWARENESS
RAISE AWARENESS WITHIN AND BEYOND OUR OWN COLLEGE COMMUNITY
SHOWING RESPECT, COMPASSION AND INTEGRITY FOR THE ENVIRONMENT AND EVERYTHING THAT LIVES IN IT.
Why do we care about being green?
The College was founded in 1982 and now comprises more than 3000 students and over 500 staff (from Early Years to Year 12) across our Berwick and Pakenham campuses, and a community exceeding 10,000 members. Beaconhills College recognises the importance of becoming a sustainable school for the benefit of the Earth’s environmental health. At Beaconhills College, we need to set an example to our students and the community to demonstrate that we are completely committed to protecting the opportunities and futures of our students. In this endeavour, we are committed to lightening our environmental footprint while creating a cleaner learning environment.
We honour and draw upon the knowledge of the First Nations people and their relationship with the land. We believe that fostering a positive attitude and appreciation of sustainable environmental practice is vital to the development of our students, will contribute towards the health of our community, and reduce our impact on the Earth.
The Earth, which we all have in common, is our deepest bond, and our behavior toward it cannot help but be an earnest of our consideration for each other and for our descendants.
Wendell Berry, The Long-Legged House
RESOURCESMART SCHOOLS
ENVIRONMENT AND SUSTAINABILITY PLAN
Beaconhills College is part of the ResourceSmart School program in Victoria. This program has an online portal where schools can participate in yearly audits and work their way to becoming a 5-Star school in sustainability. Facilitators from CERES organise progress workshops each term. This year Beaconhills hosted a progress workshop for other ResourceSmart School program coordinators to attend from schools in the southern metropolitan area. With 27 attendees we discussed sustainability in our schools, projects, and modules along with our success and challenges we have faced, bouncing ideas off one another. After completing a school tour there were so many great ideas shared.
2024 achievements:
This year Shannon Grant (Environment and Sustainability Coordinator) completed and re-submitted 5 modules, across the two campuses, re-certifying Beaconhills College for 2024. The next certification will be required in 2027.
2025 goal:
Biodiversity module progress is currently sitting at 78 per cent for Pakenham and 72 per cent for Berwick. We will be planting more trees to replace the trees which have been removed in the past few years. We will be enhancing our biodiversity and hoping to see more wildlife on campus.
Beaconhills College Berwick
Beaconhills College Pakenham
2024 STUDENT WRAP-UP
• Year 1 learning about recycling making new paper from recycled paper
• Year 1 ‘Where does waste go?’ – composing (hands-on learning)
• Clean up Australia Schools Day
• Year 6 War on Waste conducted weekly cleanups to tackle lunchtime rubbish
• Middle and Senior School Cans for Cadets
• National Tree Planting Day
• Reconciliation Week
• Beacon Explorers excursions and camps and excursions
• Junior School Seedlings Club for gardening
• Year 4 battery recycling blitz
• Years 7 and 8 Centre 196 kw of solar and sustainable design
• New building sustainable design, current Year 6 building
• 563kgs of recycled uniform
• Year 9 Common Good: United Africa Food farm, gardening for Little Beacons, Year 1 environment project
• End-of-year-clean-outs for stationery and writing utensils, diverting landfill.
WALERT DJILAK DJIRRI
Pakenham Campus had an area where students had began creating their own nature play space which gave Beaconhills the idea to turn it into a “half built” nature play area. Students use their imagination and natural materials to create and play with the help of Junior School students and Lynette George (Birra) – Head of Indigenous Initiatives. The playground is now officially known as Walert Djilak Djirri, meaning Possum Play in the Woiwurrung language.
The ceremony included Wurundjeri Traditional Custodian Dr Mandy Nicholson, the College’s Revd Peggy Kruse, staff and student leaders.
The event followed accolades received at the 2024 Victorian Garden Awards where Beaconhills was not only announced as a Regional Award winner, but the playground was recognised as the Most Engaging Garden for Play. Awards were presented in Melbourne Botanical Gardens and accepted by Kobi Van Raay—Environment and Sustainability Coordinator.
Nature play is something that we are particularly passionate about. Most of the plants used to enhance the outdoor play space were native or indigenous. The Victorian Department or Education and Training Regulation 97 (1)(b) states:
It’s not enough for children to look at trees and plants in children’s services, they must be able to actively explore, engage with, and experience different types of nature environments. This means allowing children to touch and interact with the natural environment in their everyday play.
Research shows that playing in natural environments stimulates senses, develops gross motor skills, coordination, physical health, mental health, and overall wellbeing. Playing in natural environments also increases the opportunities to build a positive relationship with nature and increase the likelihood of caring for nature and being sustainable.
BIODIVERSITY
Student involvement:
• National Tree Planting Day with Year 4s at Berwick, planting along fenceline that was mulched by parent working bee
• Year 8 Pakenham Certificate of Excellence students have begun observing and logging species spotted on campus through the iNaturalist app
• Year 9 undertake a service-based learning program called Common Good.
Garden spaces:
• Food Technology vegetable gardens at Berwick and Pakenham
• Little Beacons vegetable garden at Berwick
• Community Garden at Pakenham
• Nature play at Berwick Little Beacons (Biik ngarnga-ut), planted with native and indigenous species
• Nature play at Pakenham Junior School (Walert Djilak Djirri)
• Year 9 indigenous wetlands at Pakenham
• Year 9 indigenous garden at Berwick, planted by Year 9s in 2023, is thriving
• Shade avenue of fruit trees planted in 2022 at Pakenham between Junior School and Little Beacons
• Pond Project indigenous plants and learning space.
COMMUNITY GARDEN HARVEST
The 2024-2025 summer community gardens vegetable harvest was exceptionally abundant, thanks to favourable weather conditions and an early start to the season that created ideal growing conditions. In previous years, a wide variety of vegetables was being grown, but not all were used efficiently. This season, the primary goal was to optimise the gardens to better serve the school by identifying the most commonly used vegetables and focusing on growing them in larger quantities. This approach ensured a steady supply of fresh produce for both campuses while minimising waste. Additionally, the high yields allowed for surplus produce to be donated to goodwill initiatives or shared with Beaconhills staff, further benefiting the community.
TOTAL HARVEST
758.5KG
290.5KG Zucchini 123KG Tomatoes
Cucumbers 76KG Carrots
Pumpkins
Herbs
Potato, capsicum, eggplant, leeks and broccoli were some of the other vegetables grown this amazing harvest season.
Produce distribution
The produce distribution system ensures that fresh vegetables are efficiently allocated across Beaconhills College and local community initiatives. A general harvest takes place, or a specific order is placed by the school when vegetables are ready. The produce is first delivered to the Pakenham Canteen, where they take what is needed. The remaining vegetables are then sent to Pakenham Little Beacons, followed by the Berwick Canteen or Berwick Little Beacons. Any surplus is donated to The Salvation Army Pakenham or Follow Bless Collective. If time is limited, a surplus box is prepared and delivered to the staff to ensure nothing goes to waste.
783 bunches of herbs were harvested and used in our food services at Beaconhills, saving the school an estimated $2500 on herbs alone. This includes basil, rosemary, thyme, parsley, coriander, mint, and chives.
Tomato varieties include Cherry, Roma, and Gross Lisse. Due to Beaconhills using minimal pesticides there was some loss of vegetables due to bugs and animals.
Pakenham
Pakenham Little
RESOURCE TRACKING
AIMING FOR EFFICIENCY
SUSTAINABILITY EFFICIENCY PROGRAMS AND POLICIES
Beaconhills tracks all utility data across all areas of usage. We believe the best way to accomplish our mission of a green sustainable school is to continue to set benchmarks for our sustainability efficiency programs and policies. Evaluating our performance and effectiveness through utility tracking against our targets and outcomes is a critical way to ensure that we continue our progress towards our sustainability goals.
Across all the graphs showing our usage data you can observe a disruption in the data during COVID lockdowns across the years 2020 and 2021 when student attendance was limited. We face the challenge of having to disregard or give consideration to these years of data when observing ongoing progress and adjusting the attainable goals we set. We continue to include these years in our tracking data but allow ourselves grace when comparing years of success to our current progress.
The rising cost of living has complicated the true reflection of reduced utility expenses achieved through our lower usage of electricity, water, waste and gas, as well as improved solar generation. Recognising this, the College is dedicated to thorough data collection and analysis across all usage sectors, ensuring that our sustainability vision progresses hand-in-hand with economic realities.
Our overall objective at Beaconhills is to transform into a model of sustainability, where solar power becomes the cornerstone of our green, reusable-powered campuses and we continue to lighten our environmental footprint. By integrating solar energy and other eco-friendly measures into our daily operations, we’re not only shaping a brighter future for our students but also for the planet.
ENERGY
ELECTRICITY USE (KWH)
Pakenham Campus has always used more electricity than Berwick Campus. Usage has been decreasing overall since 2013. In 2022-2024 the usage has remained steady. 2024 saw an increase in usage, but this was expected to decrease in 2025 with the increase of solar panels in the last quarter of 2024.
Student numbers in 2024 are similar to that of 2022. There is an increased number of people at the Pakenham Campus, such as tradespeople on construction sites.
ToTal
ELECTRICITY
2024 ELECTRICITY USAGE
In 2024 we have seen a very slight increase from the previous two years. In 2024 there was an increase in staff and student numbers, but there was a decrease in usage per person per day from 2023-2024.
cosT ($)
The total electricity cost across both campuses has remained steady in the past three years. Beaconhills is aiming to reduce this over time. One way we are reducing usage is through sensor LED lights.
ToTal elecTriciTy use (kwh)
Total electicity use is remaining steady in the past three years. With a slight increase in 2024, we hope to begin a trend of reducing the electicity use in 2025.
SOLAR
NEW SOLAR
In August 2024 our Years 7 and 8 Centre was completed with 490 solar panels installed. From August to December 2024 these panels generated 12.95 MWh of energy. Our solar journey began in 2014 with the first solar installation. The addition of solar on the new Years 7 and 8 Centre means there is a total of 3651 solar panels across both campuses.
SOLAR DATA
Beaconhills College electricity is powered by 41.4 per cent solar, generated from our rooftop panels.
Our solar tracking system had some technical issues in 2023 and 2024 as the solar electrical systems, inverters and communication connections approached 10 years old and solar tracking programs were updated with only half of the data migrating to the new software.
In 2025 we aim to have full solar data access with all systems running to the best of their ability.
In 2024 we saw a rise in cost of gas, despite having a reduced usage. Our usage will continue to decrease as we aim to remove all excess gas appliances and install newer and efficient gas stoves in the food technology buildings. We will continue to have gas at the school as it is required for science lessons.
TOTAL GAS USE
In 2024 we have started to track our fuel consumption, to aid in the accuracy of our greenhouse gas emissions tracking. This usage is from vehicles used for on-ground purposes such as maintenance and grounds staff utes. It is also used in tractors and lawn mowers, and in motorised tools such as chainsaws and whipper snippers. This amount is only a portion of fuel consumption which stems from our activities. This does not include the emissions used for transport on student camps, school bus travel, and vehicle emissions from staff and parents travelling to and from school.
GREENHOUSE GASES
WE HAVE MANY PROJECTS AIMED AT REDUCING OUR ‘THREE SCOPES’ OF EMISSIONS, TO HELP LIGHTEN OUR ECOLOGICAL FOOTPRINT.
The three scopes of emissions are:
1. Direct greenhouse gases produced from burning fuel or gas.
2. Emissions generated from electricity requirements.
3. Other indirect emissions through the organisation’s actions such as business travel, transport etc.
To reduce our first scope of emissions, we are planting trees and shrubs at both campuses and working with local community organisations such as the Cardinia Environment Coalition. This vegetation acts as a carbon sink to extract carbon out of the atmosphere. We are reducing company vehicle use, how much fuel we use and have installed electric car chargers on campus for staff and public use. We have reduced our gas use, as we mainly run on electricity and only use gas in stovetops in kitchen areas.
Our second scope is discussed in more detail in the electricity section of this document.
We are reducing our third scope of emissions by looking at how we contribute to the outside world. This includes the energy required to make products for the College and the transport distance it takes to get to the College.
Firstly, we grow about 35 per cent of the fruit and vegetables we use in the canteens on campus. We source the remaining food locally, from Victorian companies. This ensures we minimise the distance food has to travel getting to the College and the fuel required to transport the food. We only buy from companies which incorporate environmental responsibility into their vision. Thirdly, we encourage the Beaconhills community use public transport and other transport means to come to school, to reduce emissions from parents’ vehicles.
GREENHOUSE GASES EMISSIONS
GREENHOUSE GAS EMISSIONS (TONNES CO 2 E)
(Tonnes of CO2-equivalent )
The total GHG is calculated from total gas and electricity that the campuses use. In 2024 there was an increase in the GHG emissions from Pakenham Campus, reflecting the increase electricity usage. Berwick Campus has decreased its GHG emissions below 2019 levels. It is important to remember the years 2020-2021 showed a decreased emissions with fewer people on campus during Covid lockdowns.
TOTAL GHG EMISSIONS
(Tonnes of CO2-equivalent )
This is broken down into our three categories of gas, electricity and fuel. In 2024 we started to track our fuel usage from petrol and diesel deliveries, to give an indication of how this is impacting our GHG emissions.
2024 was our highest year of GHG emissions since 2018.
BEACONHILLS USES A MONITORING SYSTEM ON OUR MAINS WATER CALLED SWEP.
SWEP, short for School Water Efficiency Program, is delivered by the Victorian state government and has an online portal to see water usage and get reporting. It also has a notification system which sends emails when water usage is out of normal range, indicating to us if there is a water leak.
We have endeavoured to lower water consumption by installing water efficient fittings and fixtures such as taps, toilets and water fountains. A rainwater storage system with a capacity of 897,600 litres across both campuses is used where possible, for example in grounds irrigation and bathrooms. This capacity increased in 2024 with the installation of three underground water tanks with a 90,000 litre storage capacity at the Pakenham Campus Years 7 and 8 Centre.
The College also aims to support Melbourne’s waterways through various avenues. As our Pakenham Campus directly links to the Toomuc Creek which flows into Westernport Bay, the College strives to avoid adding extra pollutants to the waterways through run-off. The College has installed dry riverbeds and has eliminated use of pesticides and herbicides in our vegetable gardens to help combat water pollution. Storm water drains are also directed to toilets and gardens around campuses. As the Berwick Campus is linked to the Cardinia Creek, similar water safe practices are also adopted there. We are hoping to improve the water quality coming from Berwick Campus ovals into the Cardinia Creek in the coming years.
MAINS WATER USE (KL)
MAINS WATER USAGE BY CAMPUS
In 2024 we saw a slight decrease in usage. 2023 and 2024 must be compared to 2019 usage as years with full staff and student attendance.
In 2023 Berwick Campus had some leaks caused by a burst hot water system and broken toilets. Since these have been fixed the Berwick Campus has significantly reduced their water usage in 2024, taking into consideration 2020-22 were years of reduced student and staff activity at the College. In 2024 Pakenham Campus had a major leak which occurred on the job site of the Years 7 and 8 Centre.
WASTE
AT BEACONHILLS, WASTE MANAGEMENT IS A COMPREHENSIVE SYSTEM ENCOMPASSING VARIOUS STREAMS TO MINIMISE ENVIRONMENTAL IMPACT AND FOSTER COMMUNITY ENGAGEMENT.
Alongside specialised initiatives, the College operates a three-bin system:
1. General waste - landfill
2. Comingled recycling
3. Green waste
We have began using Bardee for our green food waste. This is a company which collects food waste to turn into fertiliser with the help of fly larvae.
In 2024 our metal recycling contributed to contributed $403 to the Beacon of Hope Foundation.
In 2024 we have introduced a Container Deposit Scheme, run by our Beaconhills College cadets. They have faced some challenges with contamination but overall hope that they can raise more going forward into 2025. Expanding across both campuses in Junior School, Middle School and Senior School, this new recycling waste stream is a great addition to our recycling service. It is a fantastic way to exchange our rubbish into something that can be useful for our Cadet Unit.
The College is also regularly involved with other school waste recycling initiatives, such as our yearly stationery drive, old library book donation and collaboration with neighbouring schools for furniture and goods exchange, demonstrating our holistic approach to waste management and community support.
The College continues to lower waste exports by encouraging all students to be involved with the school ‘nude food’ initiatives and the introduction of our single-use plastic policies which have eliminated the use of most single-use plastics in school canteens and kitchens. Since the new policy was implemented single-use plastic sauce sachets, cutlery and straws have been removed from kitchens and replaced with more sustainable alternatives.
In 2024 the cost of waste increased due to higher transport and waste disposal rates, and Beaconhills did have a slightly higher usage. In 2024 there was an increase in the landfill skip bins emptied at the maintenance departments of larger items such as whiteboards and furniture. We have began with a new waste contractor in 2025. We aim to reduce waste going to landfill and improve our resource recovery efforts throughout the whole school to reduce our costs associated with this.
TOTAL WASTE COST ($)
WASTE STREAMS
Beaconhills College is always finding new ways in the school to reduce, reuse, recycle and avoid landfill as much as possible. We have various waste streams at both campuses:
Battery disposal – When batteries are placed in landfill bins they can often cause fires, either in the bins themselves or in the trucks that collect them. They also contain toxic substances that are harmful to you, your family and the environment. There are hundreds of locations that collect batteries for free for recycling and safe disposal. At Beaconhills, there are two main collection points for staff. These are then collected by a single staff member and dropped off for free disposal at Battery Zone.
Steel recycling — All earnings generated by steel recycling from Beaconhills College are deposited into the Beacon of Hope Foundation. In 2024 we recycled 2440 kgs of steel and earnt $403.
Paint disposal — Paint tins are collected at the maintenance shed and taken to the recycling transfer station to be responsibly disposed of for free.
Uniform recycling — When a new student uniform was introduced in 2025, we placed a bin for the older style uniforms at each campus Uniform Shop. These are collected by Textile Recyclers Group, to be recycled into new material. Since installing the bins, we have collected 563kgs of discontinued uniforms from December 2024—March 2025. (These uniforms are still permitted to be worn during the uniform transition phase).
E-waste — This is banned from Victorian landfill. We have small e-waste and clothing recycling deposit bins on site, in the Little Beacons and Senior School carparks at the Pakenham Campus and in the Middle School carpark near the courts at the Berwick Campus.
Cans for Cadets Container Deposit Scheme — The Beaconhills College Cadets have been working hard at collecting and raising fund for their program with bins around the school. People who want to donate their earnings are encouraged to do so under the school registered name (Beaconhills Christian College Limited).
Stationery recycling — This has been set up to reduce new items being thrown into landfill. In previous years’ clean-ups we have seen so many new or like-new items being thrown away. In term 4, 2024, we allocated each area some bins for writing equipment, folders, plastic pockets and other larger stationery items.
PAPER
PRINTED PAGES (MILLIONS)
Printing paper has increased over the past two years. Paper printing in 2024 was the highest it has ever been.
A total of 3,814,977 pages were printed in 2024.
This is equivalent to 457 trees (based on a Papercut study showing one tree equals 8333 pages of paper).
Our total paper and cardboard recycling reduced dramatically this year.
Beaconhills has started to use the Council recycling bins for paper waste near printers for both campuses and changed contractors for secure document shredding as well. In 2025 we should see a reduced cost due to changing these contractors.
PAPER/CARDBOARD (T)
BEACON EXPLORERS
An initiative introduced in 2024 was the implementation of a new waste management system that aligns with the language and signage students encounter across the campus. This system enhances awareness and engagement with sustainable waste management practices, not only during programs but also back at school, fostering a broader commitment to sustainability.
In addition to environmental stewardship, the Beacon Explorers programs integrate Indigenous education and perspectives throughout all year levels. These programs aim to foster a deeper understanding of Country, culture, and connection through meaningful experiences and dialogue. For example, students in Year 6 participated in an Indigenous Beats session, while Year 7 students combined their beach clean-up efforts with a cultural education session. In Year 8, Traditional Owners guided students through the Nagamadidj rock art site, sharing stories about the significance of the place.
The Year 9 Great South West (GSW) program also involved beach clean-ups and opportunities for students to engage in yarning circles with Traditional Owners around the campfire. These interactions fostered connection and reflection. Some Year 10 students participated in the Birrarung Program, which included cultural sessions focusing on Indigenous World Views before spending four days traveling along the Birrarung (Yarra) River. Furthermore, the East Timor program includes a beach clean-up where certain plastics that are collected are recycled to make souvenirs that can be sold in the local market. This not only removes plastic from the oceans and environment but also adds to the social enterprise and income for the local community. These initiatives not only highlight the importance of caring for the land but also elevate Indigenous voices and knowledge as central to students’ learning journeys.
• is the learning that occurs beyond the classroom. Students discover the natural world, learn about Indigenous connections to Country and its first people, and build life skills such as resilience, leadership and teamwork
CAMPS AND OUTDOOR EXPERIENCES FACILITATED BY BEACON EXPLORERS FOR 2024
• is the largest outdoor and international program of its kind in our region. Students may deliver aid in Timor-Leste villages or learn to prepare campfires while hiking in Victoria’s west
• challenges students with experiences beyond mere sightseeing. It integrates community service and crucial life skills such as leadership, teamwork, persistence and resilience
Year 1 How do humans change the planet?
Year 2 Whose voices aren’t we hearing?
Year 4 What are the elements that build a strong friendship?
Year 5 What impacts do our choices have on others?
Year
Year 7 What does ‛walking in someone s shoes’ mean to you?
Year 8
Year 9
Year 10
How can outdoor adventure in nature foster personal growth, strengthen community and develop leaderships skills? Grampians National Park
What does it mean to walk in two worlds? Great South West (Portland to Nelson)
How can our exploration of culture, community and adventure shape our understanding of ourselves, our relationships with others, and our role in the world?
Year 10
Year 10
What are the long-term environmental impacts of New Zealand’s economic development, and how can we be sustainable in our interactions with these environments?
How do diverse environments and cultures influence our understanding of global citizenship and interconnectedness?
