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GLC QESSI Hub Report 2008-2009

Gateway Learning Community QESSI Hub C/o Bulimba State School Oxford St. Bulimba Qld 4171 Ph 07 3395 9666


GLC QESSI HUB Report 2008-2009

GLC Overview In 2008 and 2009 the seven Gateway Learning Community schools continue to work both individually and as a network to consolidate, improve and embed existing sustainable strategies and also move forward in new ways on each school’s journey towards a sustainable future. The following pages of this report list in table form, as responses to the ‘National Sustainable Schools Survey’, each GLC school’s strategies and outcomes over the last 14 months. Several of these strategies, best realized as part of a coordinated GLC QESSI Hub approach, are summarized here• The GLC continues as a successful model of a sustainable learning community. It was in 2002 that the seven local state schools met together and saw great opportunities to be had by working collaboratively. In the subsequent seven years many projects and events have been undertaken under the GLC banner, supporting the fabulous work being done in these school communities to enhance learning opportunities for their students.The initiatives that become part of GLC Annual Operational Plans (AOP) draw together current educational priorities of the seven schools into a cohesive, meaningful set of focus projects designed to add value to what each individual school offers their students. To become a GLC AOP priority project, proposals need to demonstrate their sustainability by being genuinely supported by participating school communities and able to be practically realized with the resources available. • The GLC formed a new across-school network team in 2008 called the ‘Sustainable GLC Network’ to drive a coordinated set of activities which address areas of priority and interest, aligned to the goals of QESSI and Education Queensland. The encouragement of school representatives has seen an increase in informal links between teachers, registrars, groundsmen and parents to seek opportunities to further share, save and participate. • Sustainable GLC school representatives attended QESSI training in August 2008 leading to the preparation of school SEMPs for 2009. • There is a focus on education around ‘Energy’ within the GLC. The hub conducted ‘Energywise’ training for the seven GLC schools in 2008, teaching school community members to conduct school energy audits and prepare action plans with the aim of reducing energy usage and looking at accessing alternative energy sources. The GLC reported to ‘Energywise’ in March 2009. • Each year the GLC has staged a children’s festival called “Wildwords”. In 2008 it took the form of a free, major community event, the ‘Big Night Out’, drawing 5000 local people to the GLC ‘Village Green’ at Balmoral SHS on 29 August for an evening of educational activities and fun as schools showcased their educational programs supported by stalls and activities run by community groups and business, and mostly funded by external sponsorship. A special feature of the 2008 event was a dedicated precinct called “Sustainability Grove” to which sixteen school, business and environmental groups brought displays and activities to promote sustainable issues and practices. These included hybrid vehicles, permaculture, geothermal energy, and waterwise practices. • The GLC has formed a partnership with ‘Greening Australia’ to carry out a practical environmental restoration project in each GLC school during 2009. The project, worth $64,000 in total (funded by a grant from Boeing International), has brought environmental experts to all GLC schools to consult with student project teams as they carry out their work. • The GLC has joined the fight against batteries being sent to landfill by partnering with Battery World Cannon Hill to recycle batteries. Families are collecting used batteries and sending them to school to place in a special recycling bin. To May 2009 we have collected 1,648kgs of batteries. • The Cannon Hill Bushland Activity Day is held each year. Co-sponsored by Brisbane City Council and also involving a number of local community groups, 150 GLC Yr 4 students visit the Cannon Hill Bushland for day of environmental activities including the planting of new bush garden areas. • The GLC has continued to purchased equipment and resources with joint funds including electrical and music equipment, tables and marquees. These are stored at convenient school sites and are available for borrowing. This culture of cooperation and savings has also extended to extensive sharing of facilities and other resources at all levels across GLC schools. The GLC sees a future in which sustainability is the starting point for all planning and decision making in our schools. As a QESSI Hub the GLC values its position of influence as an agent of sustainable change for Queenslanders.


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Bulimba State School Elements

Bulimba SS Responses

Educational

• Professional Development (PD) of four staff re Energywise Program then same staff conducted a workshop for 11 EQ employees re energy audit. Energy audit then conducted in the 6 schools by 11 teachers from these GLC schools. Established ongoing QESSI working party. • PD two staff by Origin about work units titled Energy Audit - middle and upper. As part of this program we conduct internal PD re Energywise School Plan for entire staff. • Work units in lower levels on native flora and fauna and studies about endangered species. At upper levels, Alternative Energy. • Upper level integrated with ongoing studies of school bushland. • Reggio play based and enquiry based learning building interactive opportunities for the children to engage with the earth within the immediate school environment. • Gardening part of Friday sport options • Camping Program Yr 4-7 to raise and engender environmental awareness • Photo displays and GLC newsletter to celebrate achievements • Use of Outdoor Learning Area • Cannon Hill Bushland Day annual event • Participate in environmental and garden competitions to maximize student efforts

Environmental

• Decisions made consistently reflect the school sustainability focus eg waste disposal/demolition materials • A large number of children (approx 80) active in gardening and landscaping groups. Whole classes also involved in other projects aimed at enhancing the outdoor area and support sustainability – plantings for food/shade. Outdoor learning area completed. • Working weekly on weed removal. Using recycled materials to stabilise embankments to conserve land, vegie patch and pumpkin vines • Difficult western greenspace site has been well managed – erosion reduced/native replantings/propagations and open space prepared for crops. Terracing progressing • Give fruit to tuckshop for free fruit. Eating the fruits of their labour

Water

• Federal Community Water Grant- 9 large tanks with pumps- 250,000 litres holding capacity. • EQ water conservation fit out. • Waterwise actions- not watering oval from mains • Bio-toilets bottom oval

Energy

• Have established and promoted the GLC Energywise group and formulated three year energy plan for school. • Our last quarterly meter reading showed a 3.4% reduction of KWh

Waste

• Waste consistently monitored and successfully managed on site – Visy/BCC recycle bins and vegetation and trimmings returned to the earth, worm farm battery and printer cartridge and newspaper recycling. 10 recycle bins and SITA landfill bin • Newsletter is now an e-newsletter- reduction in paper use


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Bulimba State School.…continued Elements

Bulimba SS Responses

• Understorey revegetation for additional bird habitat well under way – also stabilises the slope. Drought has been a considerable impediment but issue now easing • Range of Indigenous food sources extended and catalogued and food used School grounds where possible – ecosystems • Bush areas used by children to clean up and reclaim area for cubbies and and biodiversity play • Dozens of children engaged in EarthWorks group upgrading grounds and revegetating western slope – after school and within school hours groups • Flowers and seeds dispersed to inspire children

Social

Economic

Governance

• Active School Travel BCC -Walking Wheelie Wed, car pooling, Bike rack. 2 x walking school bus • Partnership Links with Balmoral Cemetery Committee • Greening Australia and Beelarong Community Gardens • Northey St Organic Markets • Stephanie Alexander Foundation Grant and project • Parent volunteer groups to assist and support numerous community schemes • Sponsorship by Bunnings and establishment of join projects within the school and also at local high school • School sign board and e newsletter used to communicate regularly with community eg share info and promote events • Revitalising the school mural which celebrates the schools history • Media opportunities to tell our story • • • • •

Landfill costs reduced Paper reams reduced by e newsletter – saving 2000 A4 sheets per week MainsWater consumption reduced by 15% Energy use and costs for comparative quarter reduced by 3.4% Successfully sought funds from Boeing Australia $69000 across the seven GLC schools; Stephanie Alexander Foundation…$120 000 over two years • Gained a Bunnings Sponsorship $3000 • In service of all school staff re energy reduction plan • Sharing of quarterly Origin accounts • Renegotiation of more favourable energy supply prices through DP and Business Manager • Parent Groups fully involved in all schemes and actively supporting comprehensive SEMP • Families and children directly supporting and enhancing SEMP • Bunnings, Stephanie Alexander Foundation, Greening Australia, Balmoral Cemetery, Beelarong Farm, Northey Street Market Gardens, Gateway Learning Community, Local Bushcare Groups, SOS Permaculture, Geckoes Wildlife, local church


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Cannon Hill State School Elements

Cannon Hill SS Responses

Educational

• Build Curriculum Framework around 5 key learnings (5 big ideas) - thinking and learning, how to have a balanced life, how to be a member and create community, sustainability-how to look after the planet, dealing with transitions. • Core business- 10 week Sustainability unit every year- Waste, water, biodiversity, energy • Staff Rep at QESSI 2 day workshop 2008. Training days in 2008. • Plan for 2008/9- focus on energy- looking at timers, surveys at home, checklists in classes, Env Club leaders, monitors, “environment warriors”

Environmental

• Designing, utilisation and maintenance of QESSI action plan and SEMP plan. • Environmental patch- growing food • Environmental Club and Yrs 5/6 Boys Class • Worm farm, chooks, compost, mulching

Water

• Tanks- tanks installed to feed pool and environmental club- another tank for toilets. • Green vouchers for more tanks

Energy

• Energy the focus for 2008 and 2009. • Environment warriors read electricity meter weekly and report back to students at assembly. • Classes utilise “energy saving checklists” • Whole school audit of globes done and a large percentage replaced with energy efficient globes • • • • •

Waste

Sort and collect rubbish linked to SITA collection- small economic benefit Food scraps- chooks or compost Paper- paper recycling Reverse garbage depot in the school Restructured canteen- cooking café style meals on Fridays- reduces waste, litter in school ground- transitioning to 3 days per week. Social benefitscanteen more enjoyable for parents- more volunteers. Economic success as well- reduces costs by cooking up only one meal. Changes attitudesless rubbish in bins noticed. Coming from home- parents sending less packaging. • Attitudinal change filters down to families at home. • Newsletter sent out more and more online

School grounds – ecosystems and biodiversity

• • • •

Kitchen Garden Project in conjunction with Beelarong Farm Greening Australia/Boeing grant for EarthWorks Project Planting with native plants New tuckshop to link to kitchen garden produce


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Cannon Hill State School….continued Elements

Cannon Hill SS Responses

Social

• • • •

Economic

• Green Vouchers • EQ- water tank • Radio station breakfast fundraiser plus donation from State MP- water tank

Governance

• Principal • School staff facilitator who encourages other people- committed and interested- meets with environment warriors weekly • GLC Sustainability Network • QESSI through Bulimba SS staff and Principal • Environmental Club- student lead with staff support • Wakakirri- staff and parents- recycled costumes- no cost event. • Reverse Garbage • Beelarong Farm • SOS Permaculture • UNESCO Committee on Energy through P&C President • Staff above normal readiness. Very well intentioned- technical knowledge. • Active school travel- community very committed- managed by teacher aide and key parent with whole school involvement

Battery World competition Environment Club leaders Philosophy/critical thinking Environment Warriors meet weekly and report back at assemblies


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Morningside State School Elements

Morningside SS Responses

Educational

• Teachers plan in year levels to address environmental issues through their science program in a particular unit called Natural World, although some events and opportunities may arise all year. • Year 4 science lessons have focussed on conservation of soil and identified some areas in the school grounds where erosion was perceived to be an issue. In groups, students developed action plans which identified influencing factors and suggested possible solutions. • The Environment Club operates at lunchtime. Children from all year levels are welcome to become members. • In 2008, Year 5 students studied the energy and climate crises, developing ‘Energy Wheels’ that educated other children on the relevant issues, as well as presenting a series of proposals to school administration on initiatives that could be implemented to reduce the school’s ecological footprint.

Environmental

• The Environment Club has a compost tumbler. Garden prunings, chicken manure and old nesting straw is recycled into compost for use ion the gardens.

Water

• Our oval is watered with recycled water from the pool. We regularly use condensation overflow from the air conditioners to supplement rainfall for watering gardens. We also try to use drought tolerant plants, including native plants and use water wise practices to maintain the gardens. • All gardens are regularly mulched to minimise water loss. We have installed vandal proof taps, dual flush toilets and a water tank. • Water tank provided through Australian Government water fundcommunity water grant and ‘kitchen gardens’ grant.

Energy

• As part of the ‘Energy Wheels’ unit, the students did random spot checks to see if classes turned off all computers, lights and fans when not in use. • We have thermal storage tanks on the roof to heat the water in our swimming pool

Waste

• Participation in the recycling of batteries with ‘Battery World’. • Emu parades – which emphasise the importance of maintaining litter free grounds – are held with each year level being responsible for a particular area. • The children are encouraged to bring Litter-free lunches to excursions and to school. At lunchtime, the children store their lunchboxes under the seats in a class box to discourage the crows

• In 2009 Yr 6 students are designing and building an educational, interactive and sustainable outdoor learning centre through the Earth Works Project – working with Greening Australia. School grounds • In 2008, students from Yr 7 developed a quiet area with raised garden beds with pavers between them. The children planted herbs and vegetables in – ecosystems this area. With support from some of our Indigenous parents a mural and biodiversity depicting indigenous symbols was created in this area. Plants were sourced from Indigiscapes at Redlands for our ‘Bush Tucker’ Garden. • Established Australian native gardens throughout the school


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Morningside State School….continued Elements

Morningside SS Responses

Social

• Position of Environment Captain on the Student Council in Year 7. • We continue to maintain a remembrance garden with plants to commemorate different areas of combat – especially Tobruk as we have a special connection with former Rats of Tobruk. The Milperra Garden, an area in the middle of the school, has been refurbished by the P&C and now includes seating platforms and modified gardens.

Economic

• EarthWorks Project- $5000 for revegetation and landscaping

Governance

• Growing communities network- Northey St Farm • Each year our school participates in the Keep Australia Beautiful campaign and National Schools Tree Day and encourage the community to participate as well. • Joined Reef Guardian School program to raise awareness in our school community about how our actions impact on the Great Barrier Reef, • Active school program in 2008- walking wheeling Wednesday


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Seven Hills State School Elements

Seven Hills SS Responses

Educational

• Work units on Aust. bushland- lower levels- native flora and fauna. Upper level integrated with ongoing studies of school bushland • Reggio play based and enquiry based learning. • Two staff on study tour to Reggio conference in Italy

Environmental

• Yr 6/5 active in Eris Jolly bushland • Working weekly- weed removal, using recycled materials to stabilise embankments to conserve land, vegie patch and orchard • Give fruit to tuckshop- free fruit. • ‘Nash Grove’- outdoor learning area- Rainforest plantings- kids mulching. • Planting of the Birdwing butterfly vine plant. • Earth hour- registered and promoted

Water

• Federal Community Water grant- 2 large tanks with pumps • EQ water conservation fit out • Waterwise actions- not watering oval

Energy

• Teachers trained to conduct energy audit of school

Waste

• Development of compost bin. Increased number of bins.

School grounds • 2009 EarthWorks project to create bush corridor – ecosystems • Two additional water tanks installed and biodiversity Social

• Walking Wheely Wednesday, car pooling, Bike rack. 2 x Walking school bus

Economic

• Kraft Foods Environmental Grant

Governance

• Eris Jolly- local resident • Staff member environmental representative and member of GLC Sustainability Network • Seven Hills Bushland Group- Perrin Creek • Yr 7 parent-good researcher for solar panels • Strong parent/business support for school • L J Hooker Cannon Hill • Boeing Australia • Greening Australia • Kraft Foods • Active School Travel- won the Active School travel Award 2007 • Finalist of Greening Australia Arbor Day 2008 • Land for Wildlife Member


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Murarrie State School Elements

Murarrie SS Responses

Educational

• ‘Vision Time’- Students engage in student negotiated learning whereby they problem solve ways in which to enhance and improve the school outdoor learning environment. In 2009, student leaders have implemented a whole school approach to the teaching of sustainable concepts such as: natural decomposers in the school grounds; data collection of diversity of animals in a school location; awareness of litter and population on the school’s water feature and local habitat; sorting of litter in the school and the impact of litter on our flora and fauna. • Classroom Lessons- Curriculum centres on the Essential Learnings for SOSE and Science. The various strands and their implementation occurs on a two year cycle for students, as we are a small school with a multi-age approach.

Environmental

• School engaged in a vision of Eco Kids since 2005. Over the years there has been one constant in the lives of students, that being ‘Vision Time’. It differs from the curriculum implemented in classrooms since ‘Vision Time’ is a whole school approach with students leading the change process. • Our long term vision is to enable a generation of students from Murarrie to practice and advocate the habits of a sustainable, eco person. • Through ‘Vision Time’, students are more able to identify significant environmental issues that impact at the local level, and are more able to engage their younger peers in meaningful and worthwhile ways – reciprocal teaching by students for students engages all.

Water

• Water tank • New cisterns • Water minimiser taps

Energy

• GLC Energywise in 2008

Waste

• Students have implemented some aspects of permaculture in that the food eaten during recess is recycled as green waste to our Happy Hens, which is then reused in our gardens for further planting opportunities. In semester two of this year we will be implementing further edible gardens so that the green waste can impact on the longterm plant growth. • As a ‘Vision Time’ project students have promoted the recycling centre in our school and are presenting this to parents in June as a promotional and advocacy strategy for parent awareness. • Can recycling onsite • Tuckshop recycles food in chook pen • Students food recycled with chooks


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Murarrie State School….continued Elements

Murarrie SS Responses

• ‘Vision Time’ Time’-lessons Students engage student negotiated learningthe whereby since 2005inhave significantly enhanced they problem solve ways in which greater to enhance and improve the school school environment for attracting bio-diversity (we have since outdoor environment. In 2009, student leaders havecommunity had morelearning of the bearded dragons and bird life) and greater implemented a wholeofschool approach the teaching of sustainable pride and ownership the school. The to school has evidenced concepts such as:ofnatural decomposers in the school grounds; decreased levels graffiti. With a whole school approach over adata School grounds collection of diversity of animals in a of school location; awareness period of some five years, the habits students are changing forof the –Educational ecosystems litter and Students population on the school’s water feature and habitat; positive. have become active social agents oflocal change in and biodiversity sortingofofthe litter in and the school the school impact and of litter on our flora and terms care supportand of our environment. fauna. from chooks • Mulch • Classroom LessonsCurriculum centres on the Essential Learnings for Degraded area plantedNature’s Pathway SOSE and SCIENCE. The various strands their implementation • Vision Time projects include- BMX; Hedgeand Maze; Water feature; Chook occurs on a two year cycle for students, as Murarrie pen; gardening; Mulching from chooks in gardens is a small school with a multi-age approach. • Responsibility, confidence and emotional benefits for students. Building of pride as kids connect with the chooks and gardens • Build community regard and care for the school through these projects • “Sustainable person”- people with conscience- build habits of a person that is sustainable. Students enculturated in this and ‘into it’ so will continue. Social • Generated with community from previous Triennial School Review (TSR). Coming up to next TSR to evaluate results- longitudinal datasocial measures • Grass roots support- Principal, all staff, groundsman, parents • Building links to Bulimba SS groundsman • Tingalpa Landscapers

Economic

• Water tank

Governance

• ‘Vision Time’- Students from across the school get together one hour per week and decide upon what they want to do • Building leadership through the kids


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Norman Park State School Elements

Norman Park SS Responses

Educational

• SOSE Essential Learnings has strong links to sustainabilityEnvironmental unit 6/7-Bio dome; classes in lower years have units focusing on food production. • Interested children can work in the farm during lunch times- an informal approach. • WACE- Permaculture group- the Green Army as WACE activity. • Teachers attended workshops about developing School Food gardens. • Teachers attended Stephanie Alexander’s Kitchen Garden Conference in Melbourne.

Environmental

• Beginning a visioning process to develop strong curriculum links with sustainability. • The farm-grows vegies; weeds/prunings to compost bin/heaps; hens; eggs sold to tuckshop/staff; vegie scraps from tuckshop to farm compost bin; worm farms- castings onto vegie gardens some soil from hen enclosure ½ yearly dug into garden beds. • Recycle paper/cardboard through BCC recycling bins. • Leaves and small branches from trees around school are mulched and scattered through out gardens as mulch. • Groundsman assists in maintaining compost heaps and heavier work. • Commencing work on a no dig garden near farm.

Water

• 2 x 35,000 litre to be used for oval irrigation. There are 3 water tanks. One for farm usage and the others from maintenance of the oval. • Farm produce is watered by drip system- mostly children water using watering cans. Children encouraged to use minimal water when washing hands. There is a pop up sprinkler system on oval is connected to rainwater tanks. • Norman Park Farm- cultural part of the school- loved by the kids- Kids know difference between drinking and irrigation • All schools Retro fitted toilets- dual flush • Keys for taps • Pool cover for school pool

Energy

• Participated in Earth Hour. Signs to turn off lights and aircon in computer lab and staffroom. • Classes encouraged to turnoff computers at end of every day. • Use of skylights in upper level of G Block- tinted windows in all of G Block. • Removal of some double fluoro tubes on G Block veranda. • Solar panel- converted back into the energy = some savings. There is a computer in 6/7 available to measure solar energy. • Solar heating for pool • Energy Audit of school is planned in near future. Staff trained at GLC Energwise workshops

Waste

• City Council Recycle bins in use throughout the school. • Worm farm


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Norman Park State School….continued Elements

Norman Park SS Responses • Gardens are regularly topped up with the mulch from the grass

School grounds clippings and pruning. – ecosystems • The junior eating/play area was renovated with a focus on utilisation of existing shade and incorporating a variety of shrubs and seating to and biodiversity complement the area. Mulch was used extensively.

Social

Economic

• • • •

• School as member of GLC was successful in obtaining funding through Boeing and Greening Australia for their EarthWorks Project. • Water consumption down since oval watering completed via connection with rainwater tanks. • Fewer chemicals used in pool maintenance due to pool cover. • • • • •

Governance

Student team- regular workers Prep to Yr 6/7 Outside school hours care maintain the farm during holiday periods Social niche for students to find safe and comforting place at school. Consciousness in schools- students take home attitudes to sustainability

• • • • • • • • • •

Principal , Key teacher and Farm Committee Curriculum level interest from school staff NPSS- students council- dev of sustainability programs Tuckshop- buy goods Lots of donations and help mostly from parents of involved kids eg. bought new guinea pig, built hutch, provide lettuce, food etc. GLC Sustainability Network involvement and support – via school rep GLC- Principal at Bulimba SS Internet- Green and Healthy website information Morningside vet. Local pet shop donates food for the hens/bartering Alan Phillip world peace trust. $20000- dev. sust practices in the farmgardens- tank Swan bank tour Open school tour of farm organised through Green and Healthy and Northey St & Beelarong farms Greening Australia and Boeing with the GLC EarthWorks Project Groundsman provides integral support


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Balmoral State High School Elements

Balmoral SHS Responses

Educational

• Leadership development- strength and capabilities of staff and students are recognised and developed. Through a focus on team activities and the environment. Students leading at every level. • Capability building- Specific skilling with students and then staff. • Social responsibility- teams leading the school in the direction the school is taking- Sustainable pathways • Strategies embedded in curriculum where linkages are identified

Environmental

• Member of GLC Sustainability Network • Attended QESSI Training Days in 2008

Water

• Water tanks from Green Vouchers

Energy

• Solar Panels installed • Teacher and student as an equal partners trained as Energywise school representatives

Waste

• Cartridge and Paper recycling in place • Focus on behavioural change through litter reduction

School grounds • Greening Australia EarthWorks Project in 2009. • School Landscaping Renewal Plans developed – ecosystems and biodiversity • Ongoing grounds work including- mulching, weed eradication Social

• BCC Active Travel school n 2009 • Multi-disciplinary student support services team formed and active

Economic

• Reporting in 2009 to Energywise criteria based on action research by Yr 9 Science students

Governance

• Student driven education program for all BSHS Community. Focus in 2008- World Vision and in 2009- The Environment • Brisbane City Council • Boeing Australia • Greening Australia


GLC QESSI Hub Report 2008-2009 National Sustainable Schools Survey

Survey Master Educational

Environmental

Water

Energy

Waste

School grounds – ecosystems and biodiversity

Social

Economic

Governance

The extent to which the school staff has participated in professional development in environmental education for sustainability. Whether the school curriculum supports the principles of environmental education for sustainability in all the key learning areas. Extent to which the plan incorporates a long-term vision for the school in its move towards sustainability. The extent to which the school considers the environmental consequences of its actions (for example when purchasing products, during construction/demolition) The extent to which there is support from other levels of the education system to assist the school achieve sustainability (for example, facilities and operations). Whether an environmental audit has been completed to collect baseline data. Extent to which water consumption at baseline date and since participating in the initiative has been reduced in KL per annum. Extent to which factors may have influenced the results (for example, a leaking pipe, reduction strategies implemented, not targeted in SEMP, other). Extent to which energy consumption at baseline date and since participating in the initiative has been reduced in KWh per annum. Extent to which factors may have influenced the results (such as a heat wave, reduction strategies implemented, not targeted in SEMP, other). Extent to which waste to landfill (from the audit and bills) at baseline date and since participating in the initiative has been reduced by the number of bins. Extent to which factors may have influenced the results (such as construction, reduction strategies implemented, not targeted in SEMP, other). The extent the school has increased the variety of habitats in the school grounds. Whether the school grounds contain local native or indigenous vegetation. The extent to which the area of local native vegetation and local native habitat has increased since participating in the initiative. Extent to which factors may have influenced the results (such as projects undertaken, drought, not targeted in SEMP, other). Whether landscape design reduces the consumption of resources (for example, shade trees planted near buildings, mulch added, or drip irrigation installed). The extent to which partnerships have been established between the school and your local community (for example, environmental experts, local businesses, government and non-government organisations). The extent to which your school community has shifted towards more sustainable practices and processes. The extent to which your school has encouraged the broader community to shift towards more sustainable practices and processes. Extent of savings from a baseline or previous year of reduction of waste to landfill; of energy use and of water consumption. Whether the school has attracted funds from sponsorships and other sources. Extent to which commercial enterprises in the school (eg canteen) support the SEMP. The extent to which the school community (for example, students, administrative, grounds, canteen, teachers and so on) has been educated to actively participate in the sustainable management of the school. Whether the objectives of the school’s overarching management plans and/or policies explicitly mention ESD i.e. purchasing products, cleaning materials, facilities construction and other operating functions of the whole school. Whether the school has a School Environmental Management Plan (SEMP). Whether the school is implementing the SEMP. The extent to which your school community, including students, is actively involved in the development and implementation of the SEMP. The extent to which your local community (for example, environmental experts, state government agencies, local government, businesses and industry) is actively participating in the development and implementation of the SEMP.

• Has staff at your school had any prof.

development to do with sustainability?

• Is sustainability considered as part of the teaching and learning at this school? If so, what does it look like?

• What is the vision for your school with regard to sustainability?

• What actions have been taken in your school to ensure the sustainability practices exist?

• What actions have you taken in your school to reduce water usage?

• What actions have you taken in your school to reduce energy usage?

• What actions have you taken in your school to reduce waste?

• What actions have you taken in your

school to improve or nurture the natural environment? • What actions have been taken with regard shade, mulch or irrigation? • When planning grounds projects in your school do you consider the environmental impact?

• Do you have any partnerships formal

• • • • •

or informal with the local community to enhance the sustainable nature of your school? Have you made any impact on the community with regard to sustainable practices? How? Have any of your sustainable practices had an economic impact on Energy use; Water consumption Has your school attracted any funding to support sustainable initiatives? How would you describe the level of awareness in your school and community about sustainability? Is sustainability regarded as a significant component of the school planning and decision making processes? Give examples Does your school have any partnerships or relationships with environmental experts, state government agencies, local government, businesses and industry?


GLC QESSI Report 2009