Issuu on Google+

Grøn LÌseplan Copenhagen International School Hellerupvej 22-26 2900 Hellerup Denmark +45 39 46 33 00 Contact Person: Simon Watkin (simonwatkin@cisdk.dk)


1. Miljøråd (Greening Committee) Oprettet dato: November 2008

Bilag nr.1

Med repræsentanter fra (skriv antal): - ledelse - teknisk personale - elever og klasser - lærere - forældre 2. Miljøhandleplan (Action Plan)

Bilag nr. 2

3. Miljøordensregler (Go On Green Agreements)

Bilag nr. 3

4. Min. 15 % aktive elever Skolens samlede antal elever: 600 Students Antal elever der bliver undervist efter den grønne læseplan: 300 PYP Students 200 MYP Students

5. Skolens overordnet spare mål: Energy and Paper Reduction

Bilag nr. 4

6. PYP/MYP Green Curriculum

Bilag nr. 5

7. Environmental Reviews

Bilag nr. 6

8. Student Work and Activities

Bilag nr. 7

____________________ ____________________ Inspektør Borgmester


Go On Green Agreements  Use alternatives to foil for lunches and snacks  ‘Stop, Think, Print’ before printing  ‘Stop, Think, Water’ when using water  Reuse and Recycle paper  Switch lights and electrical items off when not in use. These will be monitored by the PYP Greenies Students.


Energy and Paper Based on our current consumption of electricity and paper, we need to start making drastic reductions in these areas. Therefore, we are committed to a 10/10 reduction. This means a 10% reduction in electricity by the end of 2010; and a 10% reduction in paper usage by the end of 2010.


Greening Committee - Miljøråd Established November 2008 Administration Simon Watson – Secondary School Principal Pam Winthrop – Development Director Samantha Fern – Primary Years Coordinator

Caretaker Zlatko Andrejevic

Greenies 18 Students from PYP 1, 2, 3 and 4

Parents Leslie Nogaret

Roots & Shoots 30 students from PYP 4 and 5, MYP and DP

Teaching Staff Fintan Keenan Faye McAauley Melissa McDonald Simon Watkin


Copenhagen International School ECO Schools PYP Curriculum


PYP Eco Schools Curriculum Map Unit

Water

Nature

Waste

Energy

Climate Change

Sustainability

Transport

1 Reducing Waste

2 Air

3

Energy for Work and Play

The City

Investigating Materials On the Move

4

Water

Materials & Design

5

Being Healthy

6

Habitats

What’s Happening

Food from the Earth Ecosystems

Animal Planet

Pre K

K

PYP 1

PYP 2

PYP 3

PYP 4

PYP 5


Water PYP1 – Water for Life An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea: Water is a limited resource that is used (shared) by all of us (everyone). An Inquiry Into:  How we use water  Why water is important to us  Why we need to look after water  Ways to conserve water

Subject Focus: Science and Technology, Personal and Social Education, Social studies Key Concepts : Responsibility, Causation Related Concepts: Conservation, Pollution Learner Profile: Risk-taker, Open-Minded, Thinker Attitudes: Empathy, Respect, Tolerance, I ntegrity Actions:     

Students will be more aware of their own and others water usage and consumption (water at home and at school) Students will turn off the tap after they are finished washing hands Students will only take the water they need to drink, being mindful not to waste water Students will raise money for “Buckets of change for buckets of water” campaign, led by Water Aid in conjunction with Worl d Water day and become aware of some of the water pollution and shortage issues people face around the world Students will visit a water treatment facility in the local area to learn about how water is extracted, cleaned and delivered to homes.


Nature PYP1 – Air An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological adv ances on society and the environment.

Central Idea: Air is all around us and is a force that can be used by humans. An Inquiry Into:  How we know air exists  How we use air  How air changes  Weather

Subject Focus: Science and Technology Key Concepts : Function, Causation Related Concepts: Power Learner Profile: Inquirer Attitudes: Curiosity, Enthusiasm Actions:  

Students will visit a wind power field and learn about how wind is used as a resource to create power for people. How people use air. Students will become more aware of how air pollution affects air quality and life on earth

PYP2 – Being Healthy An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families ,friends, communities, and cultures, rights and responsibilities; what it means to be human. Central Idea: The choices we make affect our personal health.

An Inquiry Into:  Components of a balanced diet  How exercise contributes to health  How cleanliness contributes to health


Subject Focus: Science and Technology, Personal and Social Education, Maths Key Concepts : Connection, Causation, Responsibility Related Concepts: Health, Initiative Learner Profile: Well-balanced, Knowledgeable, Risk -taker Attitudes: Commitment, Enthusiasm, Independence Actions:  

Students will inquire into organic food and it’s benefits. Locally produced food.

PYP3 – Habitats An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea: The place in which living things are found provides them with what they need to survive.

An Inquiry Into:  The components of a habitat  The diversity of habitats  The common features of habitats  How plants and animals adapt to particular habitats

Subject Focus: Science and Technology, Social Studies Key Concepts : Form, Function Responsibility Related Concepts: Adaptation, Location, Properties Learner Profile: Risk-taker, Open-minded, Thinker Attitudes: Curiosity, Empathy, Respect, Tolerance Actions: Students found caterpillar larva on leaves in the school ground. They plucked the leaves and brought them to the class and hoped that they would see them turn into butterflies. On reflection they realised that it would have been better to have left them in their natural habitat.

K – Animal Planet An inquiry into rights and responsibilities in the strugg le to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea: In the life cycles of many animals, adults care for their young.


An Inquiry Into:  What an animal is  Similarities and differences of animals  What animals need to survive  How animals share the environment with other living things

Subject Focus: Science and Technology, Social Studies Key Concepts : Change, Function Responsibility Related Concepts: Growth, Animals, Classification, Relationships Learner Profile: Caring, Inquirer Attitudes: Curiosity, Appreciation, Commitment Actions:  

Students made own quiz books – guess the animal from the clue. Students chose to read many of the animal books, and brought in books from home.


Waste PYP2 – Reducing Waste An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea: How waste is dealt with can affect the environment. An Inquiry Into:     

Different types of waste How much waste we produce Ways to deal with waste including decomposition Why we need to reduce waste How we can reduce waste

Subject Focus: Science and Technology, Social Studies, Personal and Social Education Key Concepts : Change, Causation, Responsibility Related Concepts: Conservation, Waste Material Learner Profile: Inquirers, Thinkers, Balanced Attitudes: Cooperation, Creativity, Commitment, Respect Actions:    

Produced a rubric and conducted a waste audit on local businesses in Hellerup. Followed up with reccommendations for reducing waste . Students calculated their carbon footprint at home and came up with an area where they can make a reduction – repeat again in about a month. Provoked by Carron Trafford (The Worm Poo Lady), students performed a flash mob worm in the primary playground. Based on an activity a charater in a book conducted, students wanted to go around the school and inspect for drafts around windows and doors in the Primary School and main building.

Pre-K - Investigating Materials An inquiry into the natural world and it s laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.


Central Idea: We can do things with materials to find out about them and how they can be changed.

An Inquiry Into:  What materials are like (sand, water)  How materials can be changed  How different materials are used

Subject Focus: Science and Technology Key Concepts : Form, Change , Function Related Concepts: Conservation, Waste Material Learner Profile: Inquirer, Risk-taker Attitudes: Curiosity, Creativity Actions:   

Students made objects out of recycled materials Students shared their recycled creations at an assembly. Students collected trash from their lunches to reuse and make into other things.

PYP2 - Materials & Design An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how human s use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

Central Idea: The properties of construction materials influence the design and function of objects

An Inquiry Into:  The properties of construction materials  How materials respond to external forces  What to think about when designing  How we use the design cycle

Subject Focus: Science and Technology, Maths Key Concepts : Form, Causation , Function Related Concepts: Properties, Structure Learner Profile: Reflective, Knowledgable, Inquirer Attitudes: Confidence, Creativity, Curiosity, I ntegrity


Actions: Following on from the ‘Reducing Waste Unit’, students will consider the source of materials when using them and show consid erations when using them.


Energy PYP5 - Energy for Work and Play An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

Central Idea: Energy exists in different forms and is changed, stored and used in different ways.

An Inquiry Into:  How we use energy  Where energy comes from  The different forms of energy  How energy can be changed from one form to another

Subject Focus: Science and Technology, Social Studies Key Concepts : Reflection Related Concepts: Properties, Transformation Learner Profile: Reflective, Inquirer, Thinker Attitudes: Enthusiasm, cooperation, creativity Actions:   

Students wrote persuasive letters to the Eco Schools committee persuading them to grant us the Green Flag. Students wrote and presented a persuasive argument promoting the best energy sources for a greener planet. Students research forms of energy, build models and present energy demonstrations to gain a greater understanding of how energy is changed, stored and used by humans.


Climate Change PYP4 - What’s Happening? An inquiry into rights and responsib ilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea: Climate change leads to changes in the natural environment which have an impact on the ways in which humans share and adapt to the environment.

An Inquiry Into:  How we know that climate is changing  How climate change is connected to extreme weather  The responsibility of humans to deal with the consequences of climate change.

Subject Focus: Science and Technology, Social Studies, Personal and Social Education Key Concepts : Responsibility, Change, Connection Related Concepts: Climate, Conservation, Evidence, Sustainability Learner Profile: Open Minded, Reflective, Communicators Attitudes: Confidence, Empathy, Commitment Actions    

Students began to write extreme weather stories during journal writing time. Students wanted to present their final posters at an assembly to inform the school community about the Climate….. which we did. They also made their own skits and rap songs to present and inform the CIS community. Students took a more active interest in news items or documentaries related to climate change and its impact.


Sustainability Pre-K - Food from the Earth An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportuni ties; peace and conflict resolution.

Central Idea: Plants are a life-sustaining resource for us and for other living things. An Inquiry Into:  What plants provide for us and for other living things  The structure of a plant  Caring for plant life

Subject Focus: Science and Technology, Personal and Social Education Key Concepts : Form, Change, Connection Related Concepts: Climate, Conservation, Evidence, Sustainability Learner Profile: Principled, Caring Attitudes: Appreciation, Curiosity, Respect, Commitment , Cooperation Actions:   

Students planted seeds in the classroom and followed their progress. Students developed plant growing experiment journals. Students went on a plant walk and discussed where plants are, where plants are planted, and they charted the different kinds of plants.

PYP5 - Ecosystems An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equ al opportunities; peace and conflict resolution.

Central Idea: An ecosystem is a community of organisms interacting with one another and with their environment.

An Inquiry Into:  The locations and components of ecosystems  A comparison of the systems that exist in different ecosystems


 The connections and interactions within the ecosystem that make it a unique environment

Subject Focus: Science and Technology, Social Studies Key Concepts : Function, Connection Related Concepts: Climate, Conservation, Evidenc e, Sustainability. Learner Profile: Open Minded, Reflective, Communicators Attitudes: Confidence, Empathy, Commitment Actions:

 

Students will investigate the interconnectedness of eco -systems and research how energy use and its pollution affect our enviro nment.

Students will create a live or model eco -system and identify the areas and conditions that make it vulnerable to damage by pollution.


Transport PYP3 - The City An inquiry into the interconnectedness of human -made systems and communities; the structure and function of organizations; societal decision -making; economic activities and their impact on humankind and the environment.

Central Idea: The development of a city is influenced by its location and the needs of the population.

An Inquiry Into:  Where cities develop  How cities develop  The different parts of a city  What makes a city work

Subject Focus: Social Studies Key Concepts : Function, Change, Causation Related Concepts: Settlements, transportation, cooperation, locality, history Learner Profile: Thinker, communicator Attitudes: Cooperation, commitment, independence Actions: After the workshop with the worm poo lady students made connections to their Unit The City and agreed that they should:    

Not litter the streets Cycle more Recycle Use electricity wisely

PYP2 - On the Move An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civi lizations, from local and global perspectives.

Central Idea: Journeys we have made influence who we are today An Inquiry Into:  Journeys we have made  Why people make journeys


 The impact journeys have made on our lives  The connection between journeys and m aps

Subject Focus: Social Studies,Personal and Social Education Key Concepts : Form, Change, Causation Related Concepts: Chronology, location, transportation Learner Profile: Inquirers, Reflective Attitudes: Appreciation, cooperation, respect Actions: During the unit there was a visit by the President of the USA to Denmark, so we calculated his carbon footprint for his short trip. We also calculated carbon footprints for a number of journeys and worked out the most feasible method of transport with the lowest carbon footprint.


Copenhagen International School ECO Schools MYP Curriculum


Greening of school 1) Environmental and Ecological Topics in MYP Curriculum Environments is one of the five Areas of Interaction that focus student inquiry. Students investigate natural as well as man -made environments and address issues of stewardship and responsibility. Questions might be: What are our environments? What resources do we have or need? What are my responsibilities? ďƒ˜ At each grade level, environmental t opics are imbedded in the regular Science and Humanities curriculum. The Area of Interaction provides entry points for other subjects to contribute to student knowledge and understanding. Interdisciplinary teaching units have extended the scope of student inquiry. Grade MYP 1

MYP 2

MYP 3 MYP 4

MYP 5

Topics Humanities and Science: reduce, reuse, recycle Earth Science: this living earth Math: Math safari, an appreciation of patterns in nature that have been copied in biodesign and architecture Science Fair: students sel ected green topics for investigation Zoo Unit Humanities: urbanization and sustainable cities Humanities: topics in development studies DT project: design a pump that uses renewable energy to move water Physics: nuclear energy pro s and cons Chemistry: fuels Biology. GM foods, their impact on agriculture; alternatives to meat (microfungi) ďƒ˜ Special projects and activities: COPART: first day cooperative project designed to build community, raise consciousness and create an aesthet ic response to the theme of climate change

United Nations Day focused on Climate Change, with the help of the European Environment Agency and Copenhagen Kommune. Targeted learning and activities at each grade level provided authentic extensions to the cur riculum MYP 1: sources and uses of energy MYP 2: waste management


MYP 3: sustainable cities MYP 4: biodiversity MYP 5: using media creatively to raise awareness and change habits Alliance for Climate Education assembly for 6 to 8 th graders Beautifying Project: Advisory classrooms were given the challenge of creating more pleasant working environments Activity week: provide opportunities for field study, for example local invertebrate biodiversity in Grade 7. 2) Action: with teacher leadership, students ha ve been inspired to become activists for green causes Ecomapping of school energy uses (9-12) Roots and Shoots (open to grades 5 to 12 ) environmental education and awareness Actions: lakes clean up; march from town hall to zoo; Trashion show Small World project with the help of Save the Children, a week of consciousness raising activities and service actions focused on world hunger Recycling club: provides paper recycling service to teachers and students, encourages reusing.


Simple Environmental Review Written by CIS Students To be Conducted and Completed by CIS Students As you might know, CIS is applying for a Green Flag accreditation, as a part of our effort to become a more sustainable school. We will be conducting a formal environmental review as part of the accreditation process. However, first, we would like the students to think about some of the issues raised in the formal environmental review, to raise their awareness of not only the issues themselves but also the accreditation process we ar e undertaking. To that end the students have written this simplified version of the formal environmental review. Please take a moment to discuss the topics in this Simple Environmental Review as a class, and to obtain a consensus response for the questions in the review.

Energy Are the lights turned off when not needed?

No

Are the computers logged-off/shut down when not needed?

No

When it is warm in a classroom, which one of the following things is it better to do and why? Open a window Turn on a fan x Turn the radiator down Open the door

Why: Why: Why:Save energy Why:

What saves more energy, to print with recycled paper or with normal paper? Recycled Does the school encourage the students to bike and walk as much as possible?

X No

Litter Does litter make a difference in school?

X No

Does litter stop you from playing in certain areas?

X No

Do you know any people that litter?

X Yes

Do you know what litter can do to ou r school?

X No

Can we do something to stop people littering? If yes, what? Put up signs.

X Yes

Waste Minimization/Recycling Are students aware of the importance of recycling?

X No


Are recycling bins emptied regularly?

X No

Is there a way to recycle plastic bottles?

X No

Is the use of reusable bottles encouraged by the school?

X No

Are there enough recycling bins in the school?

X No

Water Are there push-stop water saving taps in the toilets?

X No

Are there water-saving devices on the urinals in the toilets?

X No

Are students and staff aware of the amount of water they use?

X No

Are there regulations that oblige the students to use as little water as possible?

X No

Is the student body motivated to use a minimum amount of water?

X No

Transport Do you know how commuting by train, bike, or car affects carbon emissions?

X No

Do you know what the benefits are to walk or bike? If yes, name a few?

X Yes

Would you be interested in a school carpool program?

X Yes

Healthy Living Does the school have a rule about no smoking in school? If yes, why? Health reasons

X Yes

Does the cafeteria provide healthy food? If yes, then how?

X No

Does the school offer physical activity to balance work and study?

X Yes

Does the school teach the children and let them have fun once in a while?

X Yes

Biodiversity Does the school have an area for plants and nature? If yes/no, then why? Only a small bit but not really

X No not really- space

Is the school green enough for the environment?

X No


Does the school have squirrel feeders? If no, then why? ?

X No

School Grounds Are there bins in the school grounds?

X Yes

Are the trees kept healthy and living?

X Yes

Are the students aware of the trees and plants?

X No

Global Perspectives Do pupils consider how actions taken within the school affect people and the environment locally and globally?

X No not really

Are environmental and global issues anchored in the courses and taught by the respective teacher?

X Not enough

Are student groups thinking and acting outside the school realm?

Not completely, bits.

Pupil Participation Would you be interested in a reward program where a class is rewarded if its students get to school in an eco -friendly manner?

X Yes

Would you be interested in learning more about how carbon emissions are affected by paper use and by transportation?

X Yes

Would you be willing to speak about sustainability at an assembly?

X No


Comments / Notes for Action On completion of the Simple Environmental Review, write any comments relating to each topic and list possible actions that could be taken. Energy Solar panels Automatic shut down on PC’s. Reduce thermostat on central heating system. Light sensors, energy saving lights. Limit on paper weekly.

Litter Use specific trash bins and actually put it in. Email all correspondence rather than paper. Go paper free

Waste Minimization/Recycling Email, letters to communicate issue and solutions. Have ‘police’ to make sure everything is in recycled bins. Use only recycled paper. Water Motion sensors on taps as they are often left on.

Transport Promote bike or walking or public transport. Organise a car pool.

Healthy Living Would like to eat more healthy fresh, not frozen food in school.

Biodiversity More trees. Bird boxes, squirrel feeders in the winter.

School Grounds Stop littering campaign might work.

Global Perspectives We need to raise awareness of the schools impact on the environment locally and globally after all we are an international school. We tend to be involved in our own community and not too committed to the Danish community.


Pupil Participation There is a compost bin in grade 2, this should be maintained. Roots and Shoots and Greenies should keep up their missions. Pupils would like to become in volved and participate in helping the school green up but they find it hard to express their interest and actually become involved. Roots & Shoots is an environmental based educational program for young people which approx 40 kids from the school are invol ved in. Also the Greenies and the Go on Green group work towards making the school more sustainable.


FORMAL ENVIRONMENTAL REVIEW

School: Copenhagen International School

Date of Review:

Spring 2009

Carried out by:

Steffan, Faye McAuley and Fintan Keenen


ENERGY Is there someone in your school who has special responsibility for monitoring the consumption of energy (electricity, heating etc.) in the school?

No

If there is, who is it? Are the energy meters (e.g. electricity meters) easily visi ble to pupils?

No

Are pupils involved in taking and displaying readings?

No

Has your school taken any of the following low -cost steps to reduce heat loss through windows? Draught excluding strips Solar reflecting film Responsible class window monito rs

No No No

Do the school windows have double glazing, triple glazing or energy -saving glass? If Yes, then in how many rooms? (If all, write all)

Glass is generally in order, but the frames lack.

Are any external (outside) doors self -closing?

Yes

all

If Yes, then how many doors are self -closing? (If all, write all) Are any internal (inside) doors self -closing?

Yes A,B,C,D corridor doors, Library, toilets

If Yes, then how many doors are self -closing? (If all, write all) Are low-energy light bulbs and fluorescent tubes used in school? If Yes, then in how many rooms?

To my knowledge No

(If all, write all)

Does each classroom have its own heating thermostat?

Yes

If No, then how many rooms have a thermostat? (If none, write none) Are lights and electrical items turned off when not in use? Does the school have any of the following sources of renewable energy? Wind generator Solar water PV heating panels Wood fuel boiler Ground source heat pump

Sometimes, generally no


Any further comments on energy:

LITTER How serious is the problem of rubbish/litter in the school grounds? Very serious, the place is a mess most of the time Not too bad, but could be improved

x

The grounds are more or less litter free Does your school have a clear anti -litter policy?

Yes

No

Are there litter bins inside the school buildings?

Yes

How many of these are:

To be counted in future I guess, most are less than a quarter, though.

Full – overflowing About half full Less than a quarter full Are there any areas inside the school buildings that are littered where there are no bins?

no

Are litter bins generally: Big enough

Yes

Correct design (holding in litter when windy)

Yes

Clean

Yes

Any further comments on litter bins / location of litter:


WASTE MINIMISATION / RECYCLING Does the school carefully control the use of resources suc h as paper, pencils, ink cartridges, pens, envelopes etc? No, there seems to be little control Yes, but control is not very tight Yes, control of these materials is very strict

x

Does the school buy stationery products (paper, pencils, pens etc. ) made from recycled content?

To my knowledge Not

Are hand towels and other disposable paper products purchased with recycled content?

Yes but they could be replaced by these circular towel stands, which would produce no waste at all.

If some, note which products are and which aren’t

Does the school recycle any of the following items of school waste? X paper inkjet cartridges

cardboard vending machine cups

plastic other

Please describe other materials recycled What proportion of school food waste is composted?

not sure. Generally the student throws food away with other trash, so that a separation is impossible.

Do you run any other recycling schemes to raise money for the school and / or involve the local community, e.g. mobile phones, jumble sales?

No

Does the school encourage reuse of materials, e.g. water bottles?

To some extend

Does the school have any policies to reduce waste?

No

Any further comments on waste minimisation / recycling:


WATER Is there a water meter to record water use in school?

Yes

Is the meter easily visible to pupils?

No

Are pupils involved in taking and displaying readings ?

No

Are the toilets designed to reduce water loss e.g. low -volume flush, flush on demand urinals etc.?

Yes

If YES, then how many of the toilets are fitted with such devices? (list, or state All)

All that I know

Are hand-basin taps of the push-on or self-stopping type?

Yes

If YES, then how many? (list, or state All)

All I know

Are taps left running?

Never

Are dripping taps and other leaks fixed quickly?

Never encountered

If NO, then approximately how long do repairs take?(circle) How often does the school run water -saving campaigns? Any further comments on water:

Never encountered one


TRANSPORT Do you monitor how pupils travel to school?

No

If yes, how many pupils use the following transport to or from school – note total count of pupils walk

bus

Cycle

share a taxi

share a car

travel as a single passenger in car

Has this data been mapped? Does the school have dry and secure cycle storage?

Yes Yes

If Yes, is there sufficient space for all users? On the edge to my knowledge Does the school offer cycle instruction?

Yes

If Yes, does it include on-road training?

Yes

If Yes, does it meet the national standard

Yes

Does the school have a network of ‘safe routes’ to walk or cycle?

Not to my knowledge (hardly necessary)

Does the school have any of the following: Walking bus scheme Cycle train Park and stride Other similar scheme Does the school organize regular ‘walk to school’ or ‘cycle to school’ events?

No

Do any of the school transport vehicles (buses, taxis etc.) run on alternative fuels such as electricity, land-fill gas or vegetable-derived oils?

No

Does the school have a school travel plan?

No

Does the school have a pedestrian and cycle entrance that is separate from vehicle access?

Yes

No


Any further comments on transport:

HEALTHY LIVING Does the school provide and promote healthier food at break times and lunchtimes?

No

Does the school include education on healthier eating and basic food safety practice in the taught curriculum?

Not sure, I assume yes

Is there a system for monitoring whether children eat a balanced lunchtime diet over the week?

No

Does the school have drinking water easily available throughout the day?

Yes

Is there a whole school approach to the promotion of physical activity?

Yes

Does the school offer all pupils a minimum of 2 hours physical activity a week within and outside the National Curriculum?

Yes

Does the school have a no-smoking policy for staff?

Not sure

If Yes, is this followed by all staff including carers, parents and staff?

I hope so

Can classroom and other windows be opened to improve ventilation?

Yes

Are there green plants growing in pots in any classrooms?

In most

If Yes, in which classrooms?

Which of the following are commonly used by teachers? rarely chalk always water based markers whiteboard solvent based markers a mixture Does the school use environmentally friendly cleaning products? Do the school toilets have: Locks x Hot water

x Toilet paper x Paper towels

always interactive

Not sure

x Sanitary disposal facilities x Sanitary product dispensers


Any further comments on healthy living:

BIODIVERSITY Do the school grounds staff use chemical pesticides and herbicides?

Not sure

Does the school have any plants in containers, pots or beds in the school grounds? Does the school have a wildlife, or conservation area?

Yes, lots No, spatially not possible

If Yes, is the area protected by fences or school rules, or both? Does the school maintain any of the following? Bat boxes Bird boxes Bird feeders Bird baths Woodland area Pond Squirrel feeders Butterfly-friendly plants Log piles for invertebrates Species records If any of the above are ticked Yes, are pupils involved in looking after them ? Does the school have links with any local or national environmental organisations? If Yes, then with whom? (list) Any further comments on biodiversity:

Yes

No

Roots and shoots, if that counts as one (at least can be counted as network)


SCHOOL GROUNDS What proportion (percentage) of the school’s grounds are? Grass playing field, short grass 5 Woodland 0 Conservation or wildlife area 0 Water or wetland area 0 Activity play area 15

Long grass Tarmac/paths/roads Flower/vegetable beds Seating area Other

0 present present present

What proportion (percentage) of the school boundaries are……..? Hedges and trees

Wire or railing

Open

Does the school recycle garden or fruit/vegetable waste in a composter or wormery? Do you ever hold lessons or part of lessons outside?

Not sure

Have pupils looked into the heritage of the school grounds?

No

Any further comments on school grounds:

rarely


GLOBAL PERSPECTIVES Do pupils consider how actions taken within the school affect people and the environment locally and globally? If so, please give examples: Local Action

Local Effect

Yes, but only if they choose to and want to know

Global Effect

Of the Eco-Schools topics that you may have looked at in the past, have you explored how these issues might be approached in other parts of the world?

No

If so, please give examples: Eco-Schools topic

Location(s) looked at

Are the opportunities for considering global environmental issues maximised through the curriculum?

Yes

Has the school made use of materials from other organisations to help with this topic?

No, not from what I exprerienced

Have the pupils considered other issues, such as Human rights and ethics? Fair Trade? Conflict Resolution? Any further comments on global issues:

All to some extend


PUPIL PARTICIPATION Do any of the issues considered in th is environmental review feature in school assemblies? If Yes, then list those in the last term, detailing the topic covered.

Are special environment-related lessons or visits undertaken by classes or groups e.g. paper making, visits to environmental venues etc?

Yes, “green moment� presentations

Rarely I assume

If Yes, then list those in the last term, detailing the topic covered.

Are pupils involved with local waste/recycling/conservation etc. projects outside school time or via links with sc hools abroad etc ? If Yes, then list some examples:

Yes Roots and shoots, Greenies,


Comments / Notes for Action On completion of the Environmental Review fill in the following boxes with any comments relating to each topic and list possibl e actions that could be taken. Some of these actions can then be used in your Action Plan

Energy

Litter

Waste Minimisation / Recycling

Water

Transport


Healthy Living

Biodiversity

School Grounds

Global Perspectives

Pupil Participation

Date of Review:……………………………..

Review carried out by:………………………………………………………………………….


Greenies in Action


CIS Climate Conference 2009


Green Flag Curriculum Report