Sustainable Schools Network Journal: Issue 19

Issue 19 | Special Edition 2021-2022

l a n r u o J

Special Contribution: Dr Johanna Nalau Belltrees Public School | Meryl Batchelder Subpod | Marie Carvolth | Ava Princi

ISSUE FEATURES

The SSN acknowledge the Traditional Owners of Country throughout Australia and recognise their continuing connection to land, waters and culture. We pay our respect to Indigenous Elders past, present and emerging.

WITH THANKS: ISSUE 17 Managing Editor - Patricia Lee Coordinator/Partnerships - Katie Norman Graphic Designer - John Hall Columnist - Dr Alison Sammel Columnist - Justine Dillon Book Review - Carmelo Fedele Hints & Tips - Ed Burton Special Thanks to Dr Johanna Nalau School - Belltrees Public School Teacher - Meryl Batchelder

Events Calendar

3

Justine Dillon’s Column

4

Letter from the Editor

6

Organisation - Subpod Community - Marie Carvolth Youth - Ava Princi

The Sustainable Schools Network Journal is published by the Sustainable Schools Network Pty Ltd. Copyright Sustainable

Dr Johanna Nalau

9

Schools Network, Australia 2021.

Issue 19 | Special Edition 2021-2022

School Feature Teacher Feature Book Review

10 15

Jou rnal

COVER STORY Thank you to Ava Princi for being our Issue 19 Youth Champion. To read her story check out page 30

18 Special Contribution: Dr Johanna Nalau Belltrees Public School | Meryl Batchelder Subpod | Marie Carvolth | Ava Princi

Organisation Feature

20

School Community Feature

22

JOYFUL DISCLAIMER

Hints & Tips

26

The SSN Journal is designed and created to share stories of how schools and their communities educate for sustainability.

Some people featured are just getting started, whilst others

Youth Feature

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have been at this for a long time. We share these different perspectives to demonstrate the importance of the lived experience and the value of every point in the journey.

Dr Ali’s CPD Column

32

To share your story or ask questions please email: info@ssn.org.au

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r a d n e l a C s t n e v E

The Sustainable Schools Network Journal Events Calendar is presented to help you align your school’s sustainability initiatives around special events, whilst also keeping track of professional development opportunities.

November UNITED NATIONS CLIMATE CHANGE CONFERENCE: COP 26

1-13 November: Uniting the world to tackle climate change Get involved in 2021 <

COP 26 GLOBAL DAY OF ACTION

6 November: King George Square, Brisbane More info here <

PICNICS UNWRAPPED

Spring 2021: Host a plastic free picnic this spring!

More info here <

National recycling week

8-14 November: National annual campaign organised

by Planet Ark Check out the events here <

NATIONAL POLLINATION WEEK

13-21 November: Acknowleding the importance of our insect pollinators Join the Waggle Dance Challenge <

World kindness day

13 November: Pledge kindness Call to action <

WORLD SOIL DAY

Dec/Jan

5 December: Keep soil alive, protect soil biodiversity Call to action <

INTERNATIONAL VOLUNTEER DAY

5 December: Raise awareness on the important role volunteers play in responding to challenges facing the world.

More info here <

HUMAN RIGHTS DAY

10 December: Stand up for human rights More info here <

INTERNATIONAL MOUNTAIN DAY

11 December: #mountainsmatter Learn more here <

LAST DAy OF SCHOOL FOR 2021

10 December: QLD, SA 16 December: WA, NT, TAS 17 December: NSW, VIC, ACT

INTERNATIONAL DAY OF EDUCATION

24 January: Education is a human right More info here <

First day of school for 2022

24 January: QLD 31 January: WA, VIC, SA, NT, ACT 1 February: NSW 9 February: TAS Page 3

Indigenous Education Column

Justine Dillon

KOMBUMERRI WOMAN’s PERSPECTIVE

“

Being a custodian of the land requires constant connection to Country

Kaiala Minaghu!! (Best wishes & welcome)

”

claims to areas like ours and gain profit using parts of Traditional Owner knowledges or even worse makingup Dreaming stories on another man’s Country... very bad energy and curses come along with breaking cultural lore’s.

I will always touch base on a cultural issue affecting us locally in my articles to help alleviate misconceptions.

I hope you have had safe passage on the Traditional

There are a lot of misconceptions out there and

Lands you live and work - you can encourage good

unfortunately, there is no one place you can fact check

energy by paying respects to Elders and ancestors of

information, and asking or questioning individuals and

your area - talk to them, introduce yourself!

families can cause upset, frustration, confusion, and disrespect - there are many political issues continually

I hope my first article was informative and helpful to

happening behind the scenes that are personal - it can

understand who I am and some of my goals I have for

be difficult to always keep motivated.

my Kombumerri people and the wider community.

There are multiple aspects to any culture, especially

The paragraph previously describing cultural lore and

our Australian Aboriginal and Torres Strait Islanders -

maintaining a constant connection to Country, leads

there is still plenty for us to learn and teach ourselves,

onto the conversation about how our people have

our families, and our Indigenous & non-Indigenous

watched over our Country for generations and seen

communities.

the changes over thousands of years of Kombumerri occupation here on the Gold Coast. When climate

My Kombumerri bloodline connected family that have

change discussions began over the last few years, our

occupied the Gold Coast area – South to the Tweed,

people have regularly spoken about what has changed

North to the Coomera River and West to Tamborine

since we were children, compared to stories our Elders

Mountain – have been fortunate enough to maintain a

told us about the area, the landforms, big seasonal

constant connection to Country (definition in previous

changes and why our people moved with the climate

article). This means some of our people have never left

change events that were happening before settlement.

Country, nor resided anywhere else for too long and

We have stories of giant floods & the tides rising for a

have maintained work within the Traditional lands

very long time, very far inland and the Coastal areas

– these aspects give a Traditional Owner the explicit

being inundated and underwater, then stories of

rights to be a spokesperson for their lands and people.

occupation along the Coastline, almost 50km out from

This is known cultural lore around Aboriginal clans

the Broadwater when the waters receded after extreme

and nations Australia-wide, however, it seems to take

flooding events. Imagine all the artefacts under the

on a different context in built-up CBD type areas, like

water, with all the Saltwater clans that occupied the

the Gold Coast where being Indigenous is very much

coastlines in QLD and Northern NSW. There is evidence

tokenised by both sides. Offers of money and infamy

of these events being found to this day – with shells and

has enticed people and small family groups to make

corals being found far inland when looking for sites, Page 4

sea level, finding cultural artefacts & sites and evidence of cultural burn offs etc.

In my current role, as Ngarang-Wal Gold Coast Aboriginal Association Inc. (G.C.A.A Inc.) Project Coordinator, I have witnessed climate change effects in the last few years, we have evidenced this with our funding bodies by having to adjust our work program to keep up with constant weather events that affect our onsite works. In 20 years of our family owning Guanaba Indigenous Protected Area, I have seen our creek change from a small, flowing brook to a 3-4 metre wide river that now sustains multiple native fauna and flora species. Our caring for Country works has increased the native animal traffic and boosted native flora sections to encourage food for native species. We have a freshwater aquifer, with around 7 creeks that run off the steep valleys into main creek line – when these fill & rush down, our water table increases significantly with a wall of water coming down, one year our team was out when an extreme weather event struck, and they described it like the scene out of a popular movie where the water rushes down and looks like horses galloping towards them!! Our whole site gets decimated at least 3 times a year by flooding events compared to 10 years ago, it was 1 flood every 3 years!! A big difference for our revegetation works and we have difficulties ensuring there are enough funds aside for damages - costs to fix the last flood estimated at $50K, we have fixed small patches, opening what we can for 4WD access.

With many climate change events happening locally

Indigenous Education Column

theories of valleys being occupied due to being above

and globally, the public and environmental groups are starting to look at Traditional Knowledges and Aboriginal ways of life and how we sustained ourselves during multiple lifechanging events. Due to COVID, we have seen more families wanting to live a sustainable existence by turning to off-grid systems and producing their own foods and supplies. This is where our Traditional Knowledge is adding to our value as occupants of these lands prior to settlement - from being aware of climatic changes, knowing how to survive these events, and teaching our conservation knowledge with our wider community – we have invaluable knowledge about ways to sustain ourselves and continually learn off the land. We know we have medicinal plants, edible plants & animals, and rocks & trees to help us make our tools and weapons. Our Kombumerri people were fortunate enough here on the Gold Coast to have an abundance of natural resources available to use and trade, we even had back-up food supplies - like the Teredo worm (wood-boring mollusc), good protein source - when supplies on Country were low.

I would recommend connecting with Traditional Owner groups to learn more about what works best on the Country you live on and looking into how they lived off the land sustainably. Start to take notice of the Indigenous seasons and the changes we look for, like fauna moving around Country, certain tree blooms that signify fauna patterns & approaching weather events. Our people made sure nothing was wasted or devastated beyond repair by not taking too much and ensuring things were returned to their natural state or allowed to replenish.

Kaiala!! (Interchangeable greeting, used for hello & goodbye)

As the Sustainable Schools Network Journal originated in the Gold Coast, we have asked a local Traditional Owner to contribute to further understanding Aboriginal and Torres Strait Island Histories and Culture.

We value and honour the work of Justine and her family.

Page 5

Climate Change Special

Paty Lee

MESSAGE FROM THE EDITOR most significant environmental challenges of our time and transforming our societies for the better.

The basic physics of climate change have been known for more than a century. Research and discussion on our ever-changing climate started somewhere around the 1820s. By 1896 the Swedish scientist Svante Arrhenius had asserted that human-caused emissions of CO2 from burning fossil fuels such as coal, could raise the planet’s average temperature. However, it wasn’t until the late 1970s and 1980s that, thanks to science and the environmental movement, the world started paying attention.

In a few months we will welcome a new year, 2022, and some are still debating on whether climate change is real. There are still governments casting doubts on climate change and focusing on their economic and political priorities, defending the same industries and activities that contributed to a warmer climate and ignoring plain science.

Understandably for some people, speaking about Welcome to the 19th Issue of the Sustainable Schools

climate change has multiple negative connotations;

Network Journal!

it can be stressful and overwhelming to think about the future and frustrating to think about inaction.

The SSN are proud to be releasing their first special

Who wants to imagine a world where biodiversity

edition on climate change to coincide with the first day

loss en masse, a surge in extreme weather events and

of the 2021 United Nations climate change conference

devastating sea-level rise are not only a possibility but

in their 26th annual summit.

a reality?

It has been a pleasure and honour to have worked with

Considering these dark scenarios, it’s hard to be

our contributors in our 19th issue, learning from their

optimistic. However, it is imperative that we reflect

inspirational stories and remarkable experiences in the

not only on the negative but the positive changes in the

fields of climate change and sustainability. Each one of

world’s collective environmental consciousness.

our contributors has had a transformative impact by inspiring, defending, mobilising, and acting to tackle the

Around the world, people from all ages and

Page 6

initiate their school’s recycling programs, who teach

action. More individuals, businesses, and organisations

their students how to carry out an environmental

are committed to shifting the way they consume energy,

assessment, who make time to write several grant

innovating and collaborating in supporting projects

applications. They have created positive change within

and initiatives that accelerate sustainability. Renewable

their schools. They are the reason for the Sustainable

energy is growing faster than ever before, there is

Schools Network. Because we believe our schools hold

more focus on boosting resilience and adaptation

the key to a brighter, more promising future.

Climate Change Special

backgrounds are taking to the streets to demand climate

initiatives and technology is moving towards a clean energy system. Thanks to our interconnected world, it

I am confident our world will be a better one in the

is now possible to share our stories and inspire others

future. Regardless of how complex the challenges seem

to collaborate, raise their voices and support positive

at present (and we humans can be stubborn) climate

action on climate change. We are making it happen!

change is one of those unique lifetime life lessons, and it is up to us to learn and move forward. I have had

The decade leading to 2030 will be crucial for

the opportunity to learn from the stories of all our

our world. COP26 has a unique urgency; we need

outstanding Journal contributors since 2019, and I am

individual and collective action to develop climate

forever grateful to them and you, dear SSN Journal

change solutions and embrace the opportunities and

reader, for the hope, motivation, inspiration, and

challenges. We already know policies must shift; we

courage you instil in the SSN team.

know what we need to do, and we know what we must avoid. A stable earth system should be at the core of our social goals. We need to remember we have a moral obligation to safeguard the future of our species and the species with which we share the world, and this awareness, we must pass onto our children.

Today, more than ever, I am confident that the younger generation will successfully lead the change. These kids have the tools, the motivation and determination to make it happen, and they are not afraid. They see the obstacles, and they are eager to find the solutions. I have seen them in our schools. I see it in the five-yearold who is proud to be learning how to plant a tree, in the eight-year-old that wants to become prime minister to buy electric cars for every person in their country; in the twelve-year-old slam poet who speaks about climate change with a wisdom beyond his years; in the fifteen year old who started the strike for climate global movement and who was just nominated for a Nobel prize; and in the eighteen-year-old who co-chaired the World Economic Forum. What was I doing when I was their age? How are these kids so amazing?

And it is not just our kids; it is also the hundreds of teachers, school staff, parents and principals around Australia who are keen to make a difference in education for sustainability. Those with often scarce resources and limited time constraints, who

The Sustainable Schools Network Journal is grateful for Paty’s ongoing, positive, humble contribution to education for sustainability. Paty goes above an beyond every issue to tell the stories we all need to hear and to remind us that there is hope and light in our world.

Thank you Paty for being you!

Page 7

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Dr Johanna Nalau

is climate “ What change adaptation?

Adaptation requires us to accept that the future will be different from today. Questions that are currently circulating are often quite practical: For example, areas

”

By Dr Johanna Nalau

with more future heatwaves need to think differently about the environment: are there enough trees that provide shade for the children when they play outside?

What does a heatwave plan look like, and what options are there to reduce heat in and outside of buildings?

Are there opportunities to invest in renewable

While many think that climate change is something

energy sources such as solar and wind? What are the

that happens in the future and in other countries to

emergency management plans during extreme storms

other people, we have already seen clear signs what a

that can increase flooding of transport networks and

changing climate can bring to places like Australia. For

even prevent some children from attending school?

example, the Australian Open in 2019 was cancelled due to a heatwave that created unbearable conditions

Answering many of these questions can be quite

for the games to go ahead. We have also seen the

complex but there is more and more information

devastation that the unprecedented 2019/2020 bushfires

available on how we can adapt to the different

brought and increasing floods all across the country.

impacts of climate change. Proactive and forward

Many of these issues have real impacts on the ways we

looking mindset is needed to make sure that we can

live and where we live.

keep our communities and schools safe in a changing environment.

I work as an adaptation scientist at Cities Research Institute at Griffith University and my research looks at how we can make better decisions in how we plan to adapt to climate change impacts in Australia and internationally. Adaptation is about how we can respond and plan to keep our communities safe in a future with more bushfires, more heatwaves and increased temperatures, changes in seasons, and increases in flooding and rising sea levels to name a few. My research specifically investigates how people reason about how to adapt to climate change and I try to identify useful ways of thinking about adaptation that is helpful for making decisions.

Adaptation is a relatively new issue for many countries and sectors. Australia is developing a new National Climate Resilience and Adaptation Strategy to be released in October 2021 that outlines how efforts at the national scale can enable different sectors to adapt.

Many sectors, states and local governments already have climate adaptation plans and now the discussion is focused on how to implement these effectively.

For example, Victorian Department of Education has a climate change adaptation strategy 2022-2026 in consultation outlining what actions and strategies can be implemented in the education sector and key factors

Dr Johanna Nalau shares her thoughts on climate adaptation and everyday leadership on her website. Check out for example, ‘How to use framing to make better decisions’, or ‘Why stories matter’ on this link: https://johannanalau.com/ On Dr Nalau’s website you can also find all of her publications which provide insight into climate adaptation and the role adaptation science plays in decision-making.

One of the best things we can all do to take positive action to address climate change is be informed. When we understand, we communicate with greater ease, and we can help others. We thank Dr Nalau for sharing her knowledge and helping us all be a little more educated.

around environmental sustainability.

Page 9

School Feature

Giving their best.. Always Belltrees Public School is committed to becoming a beacon for Environmental Education, catering for

BELLTREES PUBLIC SCHOOL

primary-aged students.

This small school in the Hunter Valley recognises the importance of equipping

The school is nearing its

their students with flexible, problem-solving mindsets. Inspiring life-long

150th year of operation –

learners and innovative thinkers is essential for young minds. The schools environmental education teaching ambitions, aims to ensure students

established in 1876 – and

understand the sustainable practices they can do to drive down their carbon

for generations have been

footprint. And beyond this, what regenerative strategies can be used to

providing the foundations for

strengthen the inputs to a new green economy.

success for its students. Their current focus – preparing

Belltrees Public School is only in the early phase of their journey, but they are proud and excited about building on what they have achieved.

knowledgeable citizens who are equipped to face

INTRODUCING PRINCIPAL SHANE ROBERTS

the challenges of the future, including our changing climatic conditions.

The SSN had the pleasure of speaking to Principal Shane Roberts, who has been with the school for three years. Still, he, his staff, students, parents, and their community have managed to turn Belltrees, a school with currently six students, into one of the only primary schools working in regenerative agriculture. What they have achieved, in so little time, is remarkable.

The typical school day begins with vegetable gardens being watered and weeded, the compost feed and turned, the trees in the school’s arboretum tended and a dozen eggs collected from the students’ beloved brood of hens.

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to begin, the broader lesson in the importance of living sustainably is underway. It’s a philosophy school principal, Shane Roberts, is eager to embrace.

“We thought that for us in this environment, that

A change was needed, and the school was committed to developing the citizens and future agricultural leaders who could not only survive but thrive in the future.

School Feature

While the first classroom lesson of the day is yet

sustainability and agriculture was a culture we wanted to build for our school and our community,” he says.

Belltrees started where many schools have, raising money through the Return and Earn recycling program,

With the ever-increasing concern young people have

running lunch box programs to reduce soft plastics

about climate change and the growing rise of climate

and completing audits of the school’s waste, energy

anxiety amongst this generation, building strategies for

and water usage. As a school they signed up for

children to be an active part of the solution is exciting.

numerous environmental education activities such as

At Belltrees they find it incredibly rewarding.

OzHarvest’s FEAST Program, Eco-Schools and Climate Clever. Beyond this, the school invested in repairs

Belltrees sustainability journey started in the hardship

and upgrades to improve efficiency and reduce their

of difficult circumstances. Late 2019 saw the school

emissions further. From upgrades to their solar system,

facing their fourth year of severe drought. The school

increased water tank capacity, installation of energy

was relying heavily on water being transported to fill

efficient lighting and air-conditioning, they are doing

their water tanks; there wasn’t a single blade of grass

all we can to strive towards lowering our emissions.

to be seen on the school site, and the people from the

Shane adds, “Our most ambitious aim, however, is

community were hurting.

to move beyond sustainability and into regeneration.

Implementing activities that enhance the environment

In the last three years, the small primary school –

and demonstrates how we can give back to nature.”

currently with six students – has become committed to becoming the greenest little school. The campus has

“As a school, we wanted to showcase the types of

been transformed into a sustainability hub with an

activities our kids can take to drive down their carbon

emphasis on showcasing regenerative agriculture in a

footprint.”

rural setting.

The school had always had a rich agriculture Shane identified, “The catalyst to our efforts was in 2019,

background, but as the 2019 drought continued, they

our region was preparing for its fourth year of severe

saw the need for change. Shane explains, “As we loaded

drought. The impact of climate change was evident, with

our cattle to be re-homed, a discussion with the school’s

many local farmers explaining it was the worst they had

P&C president – Rob Scott - was the catalyst for the

ever seen it, with many more having to leave the land.”

change we made. I asked him, ‘How does agriculture

This meant that the school didn’t have a single blade of

look moving into the future, and how do we prepare

grass on the grounds.

these students and future farmers to be ready for that?’

Page 11

School Feature

To better understand regenerative agriculture, the school secured funding to provide the Year 5 and 6 students, their families, and local farmers with the opportunity to come and learn about regenerative agriculture. “We organised a 3-day trip away to undertake field day at some of the leading farms enacting these practices,” says Shane. The group toured Mulloon Institute, Martin Royds’ Jillamatong and Garry Kedwell’s Sustainable Potato farm. This gave participants such a vast insight into practices that can assist in regenerating the soil. “As we returned, we were keen to apply what we had learnt. Our first step was solving significant water run-off and soil erosion occurring. We therefore constructed contours and ponds to alleviate this problem,” says Shane.

Learning from regenerative agriculture practices gave the school a unique opportunity to rehabilitate a dried waterway into a native wetland area. Using the ponds created from their effort to minimise soil erosion, the school has created a small habitat/ecology for wildlife.

To reduce water evaporation, they have planted reeds around their ponds and will be targeting additional native lily pads to extend the success of these efforts.

They have also seeded the area with native seed and

“Our families’ support of our regenerative agriculture program has built its success. They appreciate how environmental education, regenerative agriculture and sustainability can play a powerful part in their children’s education. Their support through fundraising, working bees, donations and all their other contributions have made this a possibility.”

over the next 6 months will plant more than 200 native trees in this space to create the habitat for fauna.

Page 12

School Feature

“Through the support of our community, we can find the

In the future, Belltrees is looking to continue finding

right balance.”

the systems and structures to make sustainability work long-term. They will continue building relationships to

The diversity of life that has returned to this area has

explore sustainability with other schools, community

been phenomenal. Bird life has returned in abundance,

groups, and organisations, most notably in their

frogs croak throughout the morning and the water is a

community. They would like to continue building a

buzz with insect life, “It is a very pleasant place to stand

holistic approach to sustainability learning, embedding

during the morning and watch the sun rise,” Shane says.

sustainability in their curriculum in meaningful and purposeful ways and finding new ways to lead their

The school team still wanted to take advantage of this

students and community to build sustainability.

run-off, so at the lower end of their ponds they designed a school orchard. This allowed for overflow from the ponds to saturate the orchard and promote new growth.

The school’s orchard now contains more than 40 varieties of fruit trees.

“Without our students’ passion and commitment to learning about the environment, the projects not only would lose their point but also could not be achieved without the students’ input.”

Re-introducing livestock was the final piece of the puzzle and such an important element of Belltrees’ regenerative agriculture focus. Shane explains, “We introduced rotation grazing strategies that assist in rebuilding soil health. Our flock of sheep would be guided around our grazing paddock to new pasture.

Behind the flock, the school’s chicken caravan follows with chickens working through the manure and scratching up the ground. This process is followed by re-seeding the patch ready for a rest period to regenerate the pasture before the sheep return to that paddock. We have seen an improvement in our soil health and pasture regrowth through this program. Students play an active role where appropriate.”

Belltrees Public School is an inspiration and demonstrates on a daily basis how to make education relevant, authentic, and local. The SSN would like to express our sincere gratitude to Belltrees (especially Shane) for sharing their story.

Page 13

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Teacher Feature

Meryl Batchelder

United nations ACCREDITED CLIMATE CHANGE TEACHER, UK

dioxide ensuing from the burning of fossil fuels.

Looking back, she remembers, “my high school geography teacher, Dr Sidwell, was considerably forward for her time. I was fifteen years old, and we were already talking about the greenhouse impact, sea level rise and even the slowing down of the Gulf Stream. She was the one who inspired me to pursue science in university, and so I did.”

Meryl went on to study Geology at Liverpool University.

She thrived as a student and soon decided to go into research. She says, “Most of my peers were going into the oil industry, but in 1989 when the Exxon-Valdez oil spill happened, I knew my heart was in environmental science, so I did my PhD in Waste Management at the University of London.” Shortly after finalising her PhD, Meryl did a Post-Doctoral Fellowship for London’s Natural History Museum and became a clay mineral researcher.

Dr Meryl Batchelder is a science teacher at Corbridge Middle School in Northumberland, UK. She is a proponent of Environmental Education and aims to equip her pupils with the knowledge and skills needed for the green jobs of the future. She is also a TeachSDG Ambassador and was one of the first UN Accredited Climate Change teachers in the UK. Meryl runs an acclaimed EcoSTEAM Club and the school garden, which was awarded 5-Stars by the United Kingdom’s Royal Horticultural Society. She lives on a small-holding, and in her spare time, she runs a successful not-for-profit music festival in her backyard.

Meryl grew up in East London; her father being an academic Physicist and her mother a teacher who became an adult literacy specialist. Meryl first learnt about climate change back in 1984 during a geography class. She was surprised to find out that climate change was driven by the rising ranges of carbon

“For humans to live sustainably on Earth, we need to maintain an ecological balance and protect the atmosphere, biosphere, lithosphere, and hydrosphere. Being sustainable affects all walks of life, from the food we eat, to how we travel, to the jobs we do and the energy we use.”

Page 15

School Feature

After starting a family and working as a Project

Inspired by the course, Meryl felt more confident to

Manager for nearly a decade, Meryl found new

teach about the causes, effects, mitigation steps and

inspiration in her father’s notable career as a teacher

possible adaptation strategies for climate change; she

and her kids. She was soon back to school, this time

says, “I am an environmental scientist at heart. However,

to study Education, becoming the Subject Leader for

I realised the national curriculum for England is sadly

Science at Corbridge Middle School.

lacking in environmental education, so I started linking all my lessons and science topics to the United Nation’s

Working in Education has always brought immense joy

Sustainable Development Goals and became a TeachSDG

to Meryl. Nonetheless, the enormity and urgency of the

Ambassador.”

climate crisis sank in when in 2016, she was diagnosed

3

with cancer. Her life was changed... She says, “I took a

“My role as a teacher is simply to provide my students with the best possible education – one that prepares them for the future.”

year off work for treatment and recovery, and this gave me much time to reflect. During that year, I became convinced that we just aren’t teaching kids what they need to know.”

Around the same time, Meryl came across the UNaccredited climate change teacher course offered

by Educate Global (eduCCate) and developed by the UN Climate Change Learning Partnership. She didn’t hesitate and enrolled in the course. To her surprise, she was one of the first teachers in the UK to become an UN-accredited Climate Change teacher. The course was based on online modules which included ‘Children and Climate Change’, ‘Cities and Climate Change’, ‘Gender and Environment’, ‘Human Health’ and ‘International Legal Regime.

To ensure that her pupils appreciate some of the significant issues on Earth, Meryl links all science curriculum topics to the UN’s SDGs. For example, sustainability is considered throughout combustion reactions, so they link this to SDG13. When teaching about habitats, they relate it to SDG15 (Life on Land) and if they are talking about plastics SDG12 (Responsible Consumption and Production) is the focus.

Using the SDGs as the foundation of her science teaching, Meryl found it easy to give practical lessons around the SDG themes and subthemes such as water, energy, climate, oceans, and transport. “To ensure that my pupils receive the best possible education, I have enhanced the science curriculum with the intent to provide a green curriculum that considers the needs of my pupils and for global citizens,” Meryl adds. She even used the SDG’s framework to enter the 2019 Royal Horticulture Society School Gardening of the Year Competition, in which her school became a finalist.

Meryl teaches young people aged 9 to 13 years old at school, meaning she teaches the ‘upper side of primary and the lower side of secondary’, which has allowed her to have more flexibility and autonomy in her teaching.

However, she mentions the challenge remains that state schools are constrained by the national curriculum.

She explains: “There is no mention of environmental education in the curriculum in any detail. The National Curriculum of England doesn’t touch on climate change Page 16

With a very successful career as a scientist and a

is a discussion about other topics like soils, habitats, and

teacher, Meryl encourages the SLT to make school-

plant reproduction, but there is not enough information

wide decisions that don’t harm the environment. She

about plastic pollution or energy use. Individual teachers

advocates for more environmental education in the

can focus on those topics if they are interested, but

UK’s national curriculum, continues to take her pupils

really, many teachers can’t afford to do that. In the UK,

outside of the classroom to instil a love of the natural

75% of teachers say they don’t have the skills to teach

world and prepare them for the green jobs of the

climate change. And even when the science curriculum

future in forestry, land management, aquaculture, and

mentions that people should understand how the climate

renewable energy.

School Feature

until Key Stage 3, and only in detail in Key Stage 4. There

is changing, nothing more specific than that is offered.

It includes a huge amount of content but an incredible

Meryl also continues to network with teachers

lack of environmental education, meaning young people,

worldwide to share good practice ideas. She says, “so

especially in cities, are often dissociated from the

many wonderful things have happened since I became

natural world. When kids go into secondary school, the

a teacher. I’ve discovered the route is always about

curriculum goes a bit further, recommending teaching

thinking about what is right for the environment, what

about the certainties and uncertainties in evidence of

is right for the children to know, not hiding scary stuff

climate change. What is not being taught is how to

but talking them through it. Discussing the green new

transition in the direction of a net-zero lifestyle.”

jobs, preparing them for those jobs in terms of their skills, working scientifically, and always referring to the

“Changing the curriculum is easy, but stopping climate change will take a considerable amount of effort with young people having the most to gain.”

Sustainable Development Goals. Involve the children,

Meryl has sought to enrich her pupil’s study with

and education. We feel inspired by your courage and

fieldwork, hands-on science, expertise, engineering,

grateful for your work in climate change education!

always. Listen to the young people, make sure they understand the science. If we think global, but we act local, it is one of the best ways to address climate change and so many of the issues we see.”

The SSN is honoured for Dr Meryl Batchelder’s contribution to the Journal and would like to recognise her incredible achievements in science

arithmetic, STEM challenges and even gardening. In addition, she talks to them about the causes of climate

“Working in education, working with young people, it’s

change and the solutions, mitigation, and adaptation.

such an honour, it is such a privilege to do that. However,

As a result, they have made progress on school travel

we are selling them short if we are not thinking about

plans, reduced waste, and introduced several science

their future and where are they going?”

projects.

Meryl is the lead on a pupil research project in the Royal Society Tomorrow’s Climate Scientist Programme.

One of her favourite projects is with the British Council and partner schools in Addis Ababa, Ethiopia; she also runs a Weather and Climate Club and an EcoSTEAM Club to allow pupils interested in the environment to extend their understanding or undertake scientific research.

Page 17

Book Review

Book Review

By Carmelo Fedele How to Talk About Climate Change

by Rebecca Huntley

Huntley describes the book as a, “self-help guide for the climate age”, a book “about humans, drawing on the social sciences – psychology, sociology and even evolutionary psychology.” A way to help you better understand how people react to climate change and how they respond to information and misinformation.

As a social researcher, author and mother, Huntley is uniquely positioned to write this book. She uses her nuanced perspectives of social trends and public opinion with research from a range of experts and activists to explore the spectrum of emotions to equip For anyone that’s had a frustrating conversation about

the reader with the tools to engage constructively in

climate change, it’s hard to walk past the title “How

this vexed issue.

to Talk About Climate Change in a Way That Makes a Difference”. Boy, have I had my fair share of those!

The initial chapters of the book discuss the limitations of reason and the importance of feelings, followed

The book begins with a recollection of the school strikes

by a chapter on each of eight emotions – guilt, fear,

for climate, how they inspired the author, Rebecca

anger, denial, despair, hope, loss and love – and how

Huntley, to completely rethink her attitudes about

they can help us talk about climate change. Nestled in

climate change and make some significant life choices.

between is a chapter called Green Girls, which contains

She realised the distinction between registering the

some of my favourite parts of the book. It includes an

truth of climate change rationally versus emotionally,

interview with one of the young School Strike 4 Climate

the difference between a reaction to statistics and

organisers as well as the surprising findings from a

models in an IPCC report and the reaction to an

fascinating study about how children can influence

immense crowd of children brandishing handmade

their parents’ views about climate change.

signs and chanting passionately for their future.

I’ll admit that my climate proselytising since reading Her experiences and responses resounded with me

the book has not resulted in an army of environmental

powerfully. I had supported my own students, as

zealots. It has however, given me greater confidence to

did the leadership of our school, to participate in the

initiate and engage with people, no matter where they

strikes. I recognised in myself the same transition from

are on the spectrum of attitudes about climate change.

concerned to alarmed about the threat. I had made every personal lifestyle change I could to play my part,

If you have been inspired by this special edition of the

but have often found conversations about climate

journal to do more about climate change, this book is a

change with friends and family challenging.

great place to start.

Page 18

What Are the Main Reasons That School & ELC Edible Gardens Fail?

1.

2.

3.

The Amount of Water and Watering they Require The Use of Substandard Soil, & A Lack of Living Organic Fertiliser

Here’s the simplest solution to all these problems: An affordable, integrated, modular & scalable wicking bed & worm farm system from Aqualess

From as little as $710 you can: Reduce the amount of water needed to grow your vegetables by up to 80%, Reduce the length of time it takes to water your edible gardens by 90%, Meet government sustainability, waterwise and waste minimisation policies & targets, Combat water waste with low tech, sustainable watering solutions, Use rainwater to top up the wicking reservoir approximately every 4 to 6 weeks, Help overcome drought & water use restrictions with consistent water saturation, Feed your soil enriched, biodiverse compost to produce healthy, nutritious food, Underpin continuing multiplication of living soil organisms to increase nutrient density, Divert organic waste from landfill, creating rich fertiliser to continuously feed your garden, Improve garden health, nurture the environment and increase sustainability, Empower students to apply these sustainability strategies in their own lives, and Provide a fun experience with successful outcomes for children growing fresh food.

Have your sustainability officer contact Aqualess today for assistance: · Designing, building & installing affordable water wise wicking edible gardens · Retrofitting your existing garden beds with wicking cells to reduce water use · Providing assistance with applying for grant funding to implement our system · Accessing ELC & school educator/student sustainability training options with our systems

Call Rosemary at Aqualess on 1300 844 493 or email her at info@aqualess.com.au to find out more about this sustainable growing system and how Aqualess can best assist you and/or to organise a quote based on your specific needs and budget

www.aqualess.com.au

Page 19

Organisation Feature

Subpod began with a simple idea: make composting a part of everyday life! Team subpod believes that if we can do that, we can teach people to love the soil their food comes from and make the world a little bit better together.

Subpod

Launched in January 2019 via the crowdfunding platform Indiegogo, Subpod was created after spending two years developing and piloting prototypes. The support was overwhelming, and by May 2019, they had

“The earth beneath our feet is longing for us to create

surpassed their goal raising over $350,000 from 1,579

intelligent, efficient design and systems, and the soil we

backers in 21 countries.

grow our food within needs our careful consideration in order to rebuild it, and that is my focus. If we can feed the

Subpod is an in-garden compost system and worm farm

soil, we can feed the world.”

that works with nature, using worms and microbes to compost organic waste without the odours, vermin,

The team behind Subpod knew that above-ground

mess, and hard work of traditional composting. It not

compost systems are often difficult to maintain and

only disposes organic waste but is also the ‘growth hub’

attract pests. Worm farms that are above ground also

for any garden.

fail when they get too hot or cold. Subpod was designed to sit 90% below the soil level in the garden, so the

SO, how does subpod work?

compost worms that live inside can come and go freely (nourishing the soil directly). The soil insulates the compost and protects the worms from harsh weather,

The movement of worms and microbes between

which allows to keep composting regardless of the

Subpod and garden bed builds soil fertility and plant

season.

health, allowing to grow nutrient-dense food at home with ease. These compost worms and microbes live

“Our mission at Subpod is to grow a global community

inside Subpod and turn all the materials you feed

of everyday people committed to changing the way we

them (food scraps, paper, and coconut peat) into rich

think about waste. But one simple habit can create a big

compost. Fresh air circulates through Subpod via the

change. For example, when we compost food waste, it

ventilation panels, which helps aerobic odourless

creates fertile soil that grows healthy food. It’s a simple

microbes speed up the composting process. As the

and practical way to do our bit and participate in the

worms and microbes breed, they explore the soil, taking

emerging Circular Economy that views all waste as a

compost particles and boosting fertility through the

resource.”

garden bed.

Most food waste can be composted in Subpod without worry. Fruit and vegetable scraps, eggshells, coffee grounds, used tea leaves, spoiled plant-based milks, grains, pastas, breads, nuts (and their shells), seeds, pits, husks and so on. Small amounts of meat, seafood, dairy foods, citrus, onion, and garlic may also be added.

Subpod can also process spicy herbs, peppers and oils.

Most scrap paper and cardboard can be added too.

Natural fibres like cotton wool balls and pads, tampons, toilet paper cores and even natural latex condoms and gloves can go into the Subpod. Wood and bamboo, human and animal waste are also on the list.

Page 20

Organisation Feature

Subpod began in 2017 and with the help of an amazing team they were able to take the original idea out into the world in 2019. The Subpod team, an eclectic bunch of food waste warriors from Byron Bay believed that integrated composting food systems, composting education and self-sufficient high nutrient food growing were the way of the future. The team behind Subpod wants to see more and more people composting effectively, growing, and gaining a better understanding of the food they eat, this is their passion.

SUBPod IN SCHOOLS As a business, Subpod’s goal is to promote education and educational platforms. Grow Hub and their community is at the heart of their business model. So far, the business has over 13,000 members in their online community platform that schools are welcome to join and share their tips and connect with other educators. Subpod has been used in schools across the planet!

Disposing of green waste costs schools hundreds of dollars every year. For example, a school with 300 pupils can create 34kg/84lbs of waste a week just from classroom snack breaks – that is, excluding recess or lunch. When you factor in the food waste created from recess and lunch, the amount of Subpods, a school requires will depend mainly on the student population.

So far, the record is 41 Subpods in one school!

Subpod has been successfully adopted by many schools in Australia in the last couple of years. Pre-schools love Subpods, says Kathryn, Subpod’s Project Manager. “The children love it so much! as it creates opportunities for outdoor classroom activities and project-based learning with an interactive tool that connects students to the natural world in a safe environment. With the Subpod, teachers can encourage students to think about the link between growing and consuming food. It allows students to safely explore the natural world with a valuable crosscurricular learning tool, promoting a sense of community in schools. There are so many curriculum opportunities for it to connect to!”

When it comes to schools initiating their composting journey, Kathryn recommends starting small and building on it. “How much waste do you think you can start diverting? Then, get the system set up in the school, set a routine in place, get everyone in the school – teachers, grounds people, tuckshop, P&C on board, and set a goal for your school,” she says. “We believe that if we can do that, we can teach people to love the soil their food comes from and make the world a little bit better together.”

No doubt composting with Subpod can help solve the food waste problem. However, the change starts inside our homes. We need to replace harmful landfills with closed-loop, circular and sustainable systems that will protect our planet. We can grow our food and compost our waste, donate and repair old clothes, and recycle old technology to use every part again. Instead of taking, consuming, and disposing, we can grow, consume, and compost. Our planet is precious, and the sustainable solution is all about making the most of what it gives us!

Make sure you check the Subpod for Schools info Pack and the Compost Lesson Guide and start composting!

Also for support via an online composting community join Grow Hub or to purchase your Subpod visit their website today!

The SSN would like to thank Kathryn and the Subpod Team for sharing their story and educational resources.

If you would like to get in contact with Kathryn you can contact her at: kathryn@subpod.com

Page 22

School Communty Feature

Mari e h t l o v r Ca

When Marie was nine years old, her parents took her to the Great Barrier Reef for the first time. A marine

Are you a parent, carer or teacher who wants a safe climate for all kids? Well, you might be interested in Australian Parents for Climate Action (AP4CA)! Marie is a Co-Founder and the Chair of AP4CA, a media spokesperson and public speaker, an Al Gore-trained Climate Reality Leader, and a volunteer with several climate organisations. Marie pays respect to the Kombumerri people upon whose land she lives and works on the Gold Coast.

With a background in coral ecology and polar ecotourism, Marie transitioned over the last decade to advocating for climate action to protect her young son and the natural world she loves. Her scientific background brings a clear understanding of what is at risk and the solutions available to solve the climate crisis, and her love as a mother brings the moral imperative and empathy to engage on this issue.

biologist took her on a snorkelling tour through the reef, and she decided right there she was going to be a Coral Reef Biologist. Years later, she graduated from James Cook University and spent over a decade diving and studying Indo-Pacific coral reefs with universities, the Wildlife Conservation Society, the Smithsonian Institution and for the Australian Government.

For Marie, sustainability means that humans and ecosystems live in balance within the planetary means.

Her work is focused on helping solve the climate crisis by advocating for governments and businesses to urgently implement the many solutions already available, “I want our kids and everyone we love to have safe, healthy lives, which requires a safe, healthy climate.

I don’t want Australia to miss out on the huge economic advantages of embracing a clean energy economy,” she says. “Of course I also take individual actions to

Page 22

climate, our governments would have the motivation

of climate change in the few years we have left, we

they need to act much more urgently.”

must push our governments, schools and businesses to

“By 2030 our fate will have been largely sealed by the

implement laws and policies for systems-wide change.”

climate action or inaction of governments worldwide.

School Communty Feature

reduce my carbon footprint, but to solve the huge issue

Working in ecology and ecotourism Marie experienced some of the most beautiful parts of the planet. During that time, Marie watched her favourite places on Earth decimated by climate change, so she decided to act. “I started my climate journey by signing petitions, attending rallies, and shifting my bank accounts, investments and insurance to firms that don’t lend to fossil fuel projects.

Then my son was born, and suddenly this issue was so intensely personal and urgent,” she says.

“All of the seven tender years my son has lived have been the seven hottest on record. He will only be 16 years old by the end of this critical decade for climate.”

“Despite the climate crisis being the greatest threat to

To have a fair chance of limiting long-term global

our health, our economy and to our civilisation itself,

temperature rises to 1.5°C, Australia needs to reduce

many of our politicians, schools and business leaders are

emissions by 75% by 2030 and to net-zero by 2035, not by

failing to address the challenge and implement the many

2050, as the Morrison government has finally committed

solutions available – but we can help change that.”

to, but without any 2030 targets to get us there. We have a rapidly closing window of time to solve this problem

Whilst a recent poll shows that more than two thirds

- the world’s experts have just declared a “code red for humanity” – I hope everyone hears that call and is motivated to do everything we possibly can to protect

of Australians want more decisive climate action from

ourselves, our kids and our loved ones, right now –

the government, it can be challenging to motivate those

there’s no time left for delay.”

people to advocate for that government action. As a scientist and a social change advocate, Marie works to

Marie has been a part of multiple projects. Among

empower people – especially parents and those invested

her favourites is AP4CA’s first National Day of Action

in kids’ futures - to transform their concern and grief

on World Children’s Day, with supporters holding 15

about climate change into effective action.

events around the country calling on the government to implement the solutions required for a safe climate for

“There are more than 1.3 million parents in Australia

children. The events achieved 48 media hits, and their

who are very worried about climate change and engaged

Canberra group held a ‘Mums & Bubs Storytime Play-

in helping solve it. There’s another 3.3 million parents

in’ on the marble floors of Parliament House to deliver

in Australia who are worried about climate change,

an open letter to the Prime Minister, signed by leading

but who are not yet acting to help fix it – they may not

child health and environment experts. She is also proud

understand how urgent it is or that it will affect them

to be a part of the AP4CA Solar Our Schools Campaign,

personally or how they can make a difference, or maybe

calling for Federal and State investment in solar and

it feels too overwhelming, or they’re simply too busy. At

batteries for all schools, childcare and kindergartens

Australian Parents for Climate Action, we welcome those

in Australia and government support for schools to be

parents and tailor our actions to them, to make climate

virtual power plants. Marie explains, “this would secure

action possible, supportive and fun for everyday, busy

thousands of solar and education jobs, create more

parents – because if all of those wonderful people were

money for learning through electricity savings, massively

raising their voices in their communities, to politicians

reduce emissions, and bolster the strength and security

and businessses, and voting for candidates strong on

Page 23

Help students halt biodiversity loss!

Science Inquiry Units of Work Butterflies: Engaging with Nature are available free to educators at:

https://www.aaeesa.org.au/butterfly-gardening-resources-for-teachers/ AAEE South Australia Chapter

@aaeesachapter

The Manual is written to

accompany the units and support teachers to start a butterfly

garden in their school. It is full of scientific information about butterflies, native plants and butterfly gardening.

AP4CA is helping parents and supporters to ask for

disasters. Thanks to our volunteers and campaign team,

all sides of politics to commit to practical solutions,

we’ve gained commitments of $71 million to solar our

including:

School Communty Feature

of schools and early childhood centres during climate

schools from the WA, NSW and Tasmanian governments – now it’s time for the Federal government to support it.”

•

Committing to 75% reduction in carbon emissions by 2030. This is the most appropriate target for

Other projects include supporting AP4CA to grow

Australia, based on the Climate Council modelling

local groups in every state and territory of Australia,

on equity provisions for the Paris Agreement so

to develop a Climate Action Checklist for people at all

that we can ensure a safe climate for our children.

stages of their journey, amplifying parents nationwide calling for climate action in the media and to politicians and supporting the global climate strikes.

•

As a tangible commitment on a roadmap to this target, we ask both the LNP and Labor to support our Solar Our Schools policy to provide solar and

“This problem is affecting all of us already. We need

batteries for every school and early childhood

decisive action this decade – 2050 is too late. The

centre across Australia.

Morrison government needs to commit to cutting emissions by 75% this decade to keep our kids safe from

AP4CA welcomes everyone to join them in these

the impacts of climate change. So, there’s never been a

plans – Marie recommends connecting with your

more important time to get involved. Everyone is needed,

local group and signing the Parents’ Pledge on www.

and everyone can play their part.”

ap4ca.org to learn more, and joining the supportive, solutions-focussed Australian Parents for Climate Action

In the future, Marie is determined to continue

Facebook group! The SSN would like to congratulate

advocating to secure a safe climate for her son, her

Marie for her climate change advocacy work. We value

family, and the planet. She is committed to continuing

and recognise the role parents have to play in our

as Chair of the AP4CA Board. “Our focus continues to be

schools, which are important community hubs.

to empower many thousands more parents, carers and families nationwide to engage with their communities, the media, government, schools and businesses to show that parents across political, geographic and socioeconomic spectrums see climate action as essential to their children’s safety and vote accordingly.”

Page 25

Hints & Tips

HINTS AND TIPS WITH ED BURTON The Sustainable Schools Network would like to thank Ed Burton, Gold Coast teacher for creating this feature of our Journal.

This short video of hints and tips aims to inspire you to get started, keep going or to take your programs to the next level.

Ed has been working at this for a while but doesn’t

d n a s t n a r G Awards

COMMUNITY GIVING FUND

Short deadline - 2 November: Brisbane Airport supporting community groups, NFPs and schools Apply Now <

INDIGENOUS STEM AWARDS

Short deadline - 3 November: Celebrating Indigenous STEM champions. Apply Now <

DREAM CAR CONTEST BEGINS

Cool Australia design challenge opening 1 Nov. Register here <

claim to be an expert. He’d love to hear your ideas as much as we hope you benefit from his ideas.

Sustainability education is always a work in

INCLUSIVE COMMUNITIES GRANT

15 November: Supporting vulnerable and disadvantaged people on the path to self-reliance and empowerment. Apply Now <

practice. It’s flexible, responsive and intuitive - as long as you are paying attention to the planet and people around you.

In his third video, Ed chats about food waste in particular as a significant issue schools face when considering what action they can take to deal with climate change. We are grateful to Ed for

ENGAGING SCIENCE GRANTS

15 November: Up to $20,000 available to support STEM-baed engagement events and educational activities. Apply Now <

MARINE PARK GRANTS - ROUND 3

16 December: Partnering to protect our Australian Marine Parks. Apply Now <

taking this on in amongst his busy days as a Year 6 teacher. One step at a time we can all take action to future proof our communities.

LEARNING IN ACTION PROGRAM

19 January: Teaching high school students how to solve problems facing agriculture.

Apply Now <

Hints & Tips

WORLD SOIL DAY Why would World Soil Day be important to schools? Occurring on the 5th of December every day, this is an opportunity to reflect on the importance of soil.

Soil is the source of life for all of us sharing this incredible planet. We are so inexplicably connected to soil we can forget how important it is to our health and wellbeing. Not only is is important to human health and wellbeing, indeed all life on earth depends upon it.

The 2021 theme is ‘Keep soil alive, protect soil biodiversity’. As the United Nations reminds us, “If we do not act soon, the fertility of soil will continue to be adversely affected at an alarming rate, threatening global food supplies and food safety”.

Soil is a living resource and we encourage you to stop for a moment of 5 December to consider what it means to your life. Check out some great resources here.

Su rve y

We’d love to hear your thoughts. Please take our >survey< to share your ideas about Education for Sustainability

Sustainability 101 CLIMATE CHANGE Climate change is the reality we all now face, and in doing so we are heading towards nine climatic tipping points, that may lead to a permanently different world if we don’t act NOW. These tipping points include the permafrost thaw, the shutdown of the ocean conveyor belt, the Amazon shifting from a carbon sink to a savannah, the Greenland ice sheet disintegration and so on. There has never been a greater sense of urgency to change.

And there are many tools at our disposal to address the challenges we face now and in the future, but the most important thing we all need to recognise is the need for collective, decisive action. Arthur Ash said, “Start where you are, use what you have and do what you can”. We need to use science and stories, logic and emotion, and we need to include everyone in the journey. Climate change right now is having it’s most devastating effects on the poorest and most disadvantaged people in the world, yet it requires us all to change. We need to do it together, with love and care. Here we are all about education, so what we can do is start with the education sector - check out Dr Sammel’s thoughts on page 32, and as always please share your thoughts: info@ssn.org.au Page 27

Hints & Tips

LEEANNE SPLATT Rethinking Plastic Waste

We are very grateful to Leeanne for sharing her story with us and for offering readers the chance to win a copy of her book, ‘Robot & Boo The Beach Cleaning Crew’.

Leeanne Splatt comes from Melbourne, Australia and now lives in a small coastal village in Japan with

In January 2022, we will announce ten lucky winners

her husband Peter and two small dogs, Mocha & Teddy,

who will be given a special copy of Leanne’s book to

where she has been creating art with marine

start the school year and be able to inspire their school

debris since 2019.

to be creative in their engagement of young people in the climate change conversation.

Everyone has the ability to contribute to raising awareness about the issues the world faces, and

Simply by purchasing a copy of the Journal you will go

Leeanne has found a very creative way to highlight

into the draw to win. Send us an email on info@ssn.

the need to stop plastic ending up in our waterways,

org.au to let us know your favourite article from Issue

especially oceans.

19. If you’d like to access a copy of Robot & Boo check out this link.

THE FOOD WASTE PROBLEM

•

Food waste has significant economic and environmen-

•

tal impacts, whether it is food that never leaves the farm, lost during transport or wasted from the hospitality sector and households. Today, one-third of the world’s food is wasted, while 25% of the water used in agriculture is used to grow food that is ultimately wasted – throwing away one burger wastes the same amount of water as a 90-minute shower!

Food waste produces 8% of global greenhouse gas emissions. If food waste were a country, it would be the third-largest greenhouse gas emitter behind the USA and China!

Consequently, composting helps minimise landfills contribution to climate change.

Enriches soil, helping retain moisture and suppress

Hints & Tips

Sustainability 101

but it also minimises the pollution they create.

plant diseases and pests.

It saves you money, as there is no need to buy chemical fertilisers.

•

In addition, it reduces methane emissions from landfills and lowers your carbon footprint.

We can grow our food and compost our waste, donate or repair old clothes, and recycle old technology to use every part again. Instead of taking, consume, dispose of – we can grow, consume, compost. Our planet is precious, and the sustainable solution is all about making the most of what it gives us.

DIVERT WASTE - Every 20k people who compost can

In Australia, food waste costs the economy around $36.6 billion each year. Around 7.6 million tonnes of food across the supply and consumption chain are also wasted yearly, about 312kg per person, equivalent to around one in five bags of groceries. Food waste accounts for approximately 3% of Australia’s annual greenhouse gas emissions. We use 2,600 gigalitres of water to grow food that is eventually wasted – the equivalent to the volume of water in five Sydney

divert over 10k tonnes of organic waste from landfills and produce 400+ tonnes of fresh food – every year.

REBUILD SOIL - Healthy soils grow healthy humans.

When we compost, we feed and rebuild the soil, improving its nutrient levels and fertility.

GROW FOOD - Fertile soil that has a rich supply of compost can grow food like nothing else. Gardens that have a Subpod will grow fresh, organic produce allyear-round in prime regions.

Harbours.

Why is composting so important? Composting diverts waste, positively affects air quality, rebuilds soil, averts garden pests, neutralises soil, and helps keep the vegetable matter out of landfills. Not only does composting keep landfills from filling up prematurely,

Page 29

Youth Feature

Ava Pri nci Ava Princi is an 18-year old HSC student and climate activist. She is a School Strike 4 Climate organiser and a litigant in the Sharma v Minister for Environment case. Ava is an analytical thinker interested in using the law to protect human rights and hopes to work in the field of justice after conflict.

“When I was in Year 9 and 10, I started attending the School Strike for Climate events. I attended many events over the years. I especially remember attending the SS4C

th of May 2021 is a date Ava Princi Thursday, the 27th will never forget. On this day, Ava and seven other Australian high school students made history when the Australian Federal Court delivered a landmark decision asserting that the federal Environment Minister Susan Ley has a duty of care to young people to protect them

march and feeling so impressed by the young people organising the event. I wanted to be a part of that, and I officially joined SS4C in February 2020.”

REFLECTING LEADS TO ACTION

from the negative impacts of climate change. It is the

Ava became involved with SS4C during a challenging

first time a court of law has ordered a government to

time for her and her family. Throughout Year 11, she

protect young people from the effects of climate

was diagnosed with a chronic pain condition that

change directly.

limited her full participation in school and other activities. She explains, “it started in October 2018, and

LEARNING A LESSON When Ava first learnt about climate change, she remembers feeling outraged! One of her favourite teachers explained the science behind it during a geography class and talked explicitly about the impacts of climate change in Australia. “He went above and beyond to explain it to us; as a teacher, he was really formative in my political thinking,” says Ava. She left the class feeling not only determined to learn more about it but also looking to be directly involved in the climate

it was a huge adjustment for my life. I was in pain all the time and had a limiting capacity to do the things I used to do; I needed time for treatment and attending appointments. It was a very challenging time.” By the start of year 12, Ava became a part-time student, which allowed her to reduce her workload. “During that significant time I was able to reflect more critically on how I was using my time and what I was doing with it. It was then that I decided that I wanted to be more active in the climate change space, and that was where all my nonschool energy was going to go,” she says.

change movement.

Page 30

Youth Feature

“I hope every young person who feels worried about their future, or frustrated about the state of inaction, feels assured that they can generate change, and becomes even more inspired to push for stronger, faster and deeper cuts to carbon emissions worldwide.” ”

THE CLASS ACTION

physical, mental and financial losses, and will now recognise that Environment Ministers are in a position

In November 2020, Ava came across a once in a

of power to prevent harm,” says Ava. “While the court

lifetime opportunity in the SS4C network to join as a

stopped short of preventing the Minister from approving

litigant in the world-first case Sharma v Minister for

the mine extension, it ordered parties to come together to

the Environment, seeking to block the expansion of

find a way forward,” she adds.

Whitehaven Coal’s mine in New South Wales. “When I saw the opportunity to participate in the case, I knew

In the future, Ava would like to see Australia’s education

I was going to do it. This case was ground-breaking.

system focusing on sustainability. For her, sustainability

The Duty of Care is a new concept in terms of climate

goes beyond reducing the harms of phenomena like

change,” she adds.

climate change, “it requires justice, which acknowledges the intersectionality of whom climate change affects

The class action was submitted to the court in February

first and worst, like disabled, young and First Nations

2021 on behalf of eight Australian high school students

peoples, and empowers these people to be at the forefront

aged 13 to 17, including Ava, who was 17 at the time.

of sustainable policymaking. Our education system lacks

Also in the group was a member of the Bridgidine

in connecting to First Nations ideas around landcare and

Sisters, Sister Brigid Arthur, who acted as the students’

respect for country. They have such an imaginative way

litigation guardian. The group was represented by

of seeing the world and the environment. I think that

David Barnden from Equity Generation Lawyers, a

leads beautifully into understanding climate change in

specialist in climate change litigation.

terms of just having a more holistic understanding of the environment and the negative impact that the Australian

Together, the group applied for an injunction intended

settler state has had on our natural world here.”

to stop the Minister from approving Whitehaven’s extension to its Vickery coal mine in NSW on the

Ava is interested in history and social justice and would

basis that it would exacerbate climate change and

like to explore the concept of justice after conflict in the

cause serious harm to young people in the future.

future. “I plan to continue organising with new groups

In May 2021, this group of concerned young people

as I graduate from SS4C and to pursue a legal career in

claimed a legal victory after the Federal Court found

defending human rights, including environmental rights

the Environment Minister owed them a duty of

after conflict. I’ve learned so much from this experience,

care if approving the project. Yet, the injunction

from our amazing barristers and the legal proceedings.

was not warranted. In his judgement, Justice Mordy

It was a case built on a very complex legal precedent, and

Bromberg said the minister’s duty of care should be

it was amazing to see them build the case and supporting

recognised when deciding on projects under national

us through it.”

environmental law but would not mandate the Minister’s decision in approving or not the extension

Despite the challenges ahead, it is easy to see the world

project.

will be in better hands when young people like Ava use their voices to stand up for what they believe in.

Ava is still thrilled with the decision. “The court accepted our evidence that the emissions released from

If you’d like more information about School Strike

mining will contribute to serious and wide-ranging

for Climate follow this link.

Page 31

Professional Development Column

Dr Alison Sammel’s

SUStainability education musings question, I will draw upon resistance theory, specifically Stoknes’ (2015) theories of resistance around climate change. Stoknes (2015) identifies five important psychological barriers to prioritising knowledge associated with climate change. I argue these barriers relate to why risks, probabilities and impacts of climate change seem difficult to be appreciated in schools.

The first barrier includes issues of distance and time.

Let’s take freshwater as an example. Freshwater will be the main impact of climate change in South East Despite the current and predicted severity of climate

Queensland. Despite the fact that every day the media

change, the community in general has an inadequate

discusses short and long term weather patterns, the

understanding of these implications. Formal education

chance of precipitation, and even current water levels

plays a key role in shaping how individuals and

within local dams and reservoirs, there is little public

communities make sense of climate change.

recognition that changing patterns of freshwater (or its dialectical relationship with society) is related to

It is important to bring attention to the cultural

climate change, or that it should be a learning priority

framings of climate change so ecologically savvy

for all citizens.

teachers can identify and respond to dominant social narratives that have become naturalised that

When students are disconnected from the real

they are left unexamined. This is especially true as

influence of climate change, they may assume that the

research around curricular development highlights

probability of being personally affected is too small

that governmental values and political relationships

to be a threat. This distancing is also reflective of the

are more influential in curriculum development than

curricula where the teaching of freshwater and the

community traditions or ethics (Boon & Maxwell, 2016).

influence of droughts and floods are minimal (in the

Understanding the factors that influence what teachers

Australian Curriculum there is one compulsory content

teach and what students learn involves a sophisticated

descriptor within the 286 references around water

appreciation of a plethora of elements, including

or droughts and floods). This absence of this concept

political, economic, and cultural agendas. Even though

creates a space where the influence of climate change

it is beyond the scope of this column to explore all of

within freshwater discussions becomes ‘hard to sell’ in

these, what we can explore is what research suggests

schools. In already overcrowded curricula, the message

we could individually and collectively reflect upon.

to teachers seems clear - if it is not mandated within the

So, let’s explore larger social infrastructures and

curriculum, then it is not essential knowledge.

narratives. With climate change anticipated to amplify in its intensity and frequency, why isn’t the climate

The second barrier is loss aversion or ‘doom’

change agenda more heavily promoted in government

scenarios. These are avoidance mechanisms built into

mandated curricula? To understand the answer to this

systems: systems such as education epistemologies. One Page 32

and so it is not really their responsibility to teach it yet.

students should not be exposed to inherently negative, upsetting, or disturbing concepts, particularly in the

The last barrier is identity. Identity relates to a person’s

elementary school years. This assumption may be

cultural upbringing. It may be viewed as a culmination

founded on the fear of scaring or upsetting students,

of all the similar and competing cultural narratives

generating behaviour management issues, and/or

that the individual has been exposed to. These

generating department or parent complaints. When

metanarratives shape what a person has been taught

climate change is framed as being inherently negative,

to value and desire, and what they have been taught to

there may be a tendency to avoid the topic. Avoidance

disregard. A person’s beliefs and values act as a filter

mechanisms ensure any negative consequences are

that processes not only new information, but how

generally not discussed. Avoidance of negative concepts

information is regarded. Information we perceive as

can give rise to a focus on ‘neutralised’ concepts, such

appropriate, as it confirms what we believe and value,

as teaching about general patterns and properties of

may be easily assimilated. Information that contradicts

climate change and freshwater.

the person’s views or ideals, may be rejected (or not even noticed). Stoknes (2015) explains that our cultural

The third psychological barrier is dissonance.

identity often overrides facts (“identity easily eats

Dissonance occurs when there is inconsistency between

reality for breakfast”, p. 78). If an individual is exposed

beliefs and behaviors, creating situations that may

to validated information that requires a change in

become uncomfortable. For example, if we believe

perception or routine, often that information will be

one thing, but the actions or behaviours to address the

rejected. Presenting new evidence which conflicts with

situation are inconvenient, then we might continue to

an individual’s or a system’s established knowledge

engage in actions that maintain the problem, because

base, perspective, and process, will not necessarily

they are perceived as easier. This is especially true

bring about change.

when there are few support mechanisms to promote affirmative action; when people actively disagree

As a community, it is important that we as teachers

with understandings of the problem; or when people

examine the social narratives that play out in our

ignore or downplay the importance of the situation. If

social systems and schools around climate change so

a curriculum does not support lessons that include the

we can gain a better understanding of our perceptions,

exploration of climate change, then it is less likely an

assumptions, practices and pedagogies around the

individual teacher might embed this knowledge in their

inclusion or exclusion of climate change without our

teaching. Over time, these actions become normalised.

classrooms.

In this way, certain concepts are excluded from teaching, even when an individual teacher personally

Boon, H. J., & Maxwell, B.(2016). Ethics education in Australian preservice teacher programs:

feels strongly about the concept (Sammel, 2012).

A hidden imperative? The Australian Journal of Teacher Education, 41(5), 1-20. https://doi. org/10.14221/ajte.2016v41n5.1 Sammel, A. (2016). Her beauty and her terror: A case study exploring the framing of

The fourth barrier is denial. Denial stems from self-

water and extreme water events within formal education in Queensland, Australia and

defence rather than lack of knowledge. When people

Saskatchewan, Canada. Geoforum. Vol.76, 164–175.

perceive that their understandings, behaviours, or

Stoknes, P. E. (2015). What we think about when we try not to think about global warming:

actions are being criticised or threatened, they may

towards a new psychology of climate action. Chelsea Green Publishing, Vermont, USA.

negate the information or remove themselves from the unsettling information. Denial can become a default position when there is a clear absence of legal, government-directed, mandatory requirements to

Dr. Alison Sammel is a Smithsonian Fellow at

teach a concept, such as climate change. For example,

Griffith University’s School of Education, Australia.

a teacher may believe their community has not really

Thank you Dr Sammel for your leadership and

been threatened by climate change yet, and so this concept is not really applicable to their students yet,

continued willingness to share your wisdom with our community. Please email info@ssn.org.au if you have any questions or need further support.

Professional Development Column

such mechanism could be the general assumption that

n o i t a c u d E g n i n i g Reima The Sustainable Schools Network aims to educate and connect school communities to imagine a sustainable future.

For more information email: info@ssn.org.au www.ssn.org.au