Firstly, there are savings to be made if schools become more energy efficient. Simple measures such as using both sides of every piece of paper, can also add up to significant cost benefits. But perhaps more important than this, is the lesson learnt by children that their actions in looking after the planet can have an effect on the lives of others and even future generations.
There are so many ways in which schools can encourage green thinking and they can start even before the school day begins. For example, there is the journey to school itself. Students and their parents must be encouraged to leave their cars at home and find greener ways to come to school. Of course there is walking, cycling and public transport. But if these are not practical, then what about a supervised walk to school scheme, or car sharing?
Once at school - paper is the main culprit when it comes to waste, accounting for at least a quarter of all rubbish. Schools can help by setting up recycling bins in all of the classrooms or can set up a scheme whereby old text books can be passed on to other pupils once they have been finished with. A visit to a landfill site will give children an idea of where their waste ends up.
The green message can be passed on to children through the curriculum itself. Energy and water activities are appropriate for all age groups. Although national curricula predominantly introduce energy studies in secondary education, primary pupils are able to participate in simple activities to save energy and water. For example, they can carry out basic surveys around the school to assess energy and water wastage and usually show far more enthusiasm for ‘switch off' campaigns and taking messages home.
Although activities on energy and water obviously fulfil Science, Maths, Technology and ICT requirements, there is great potential for learning to take place through other subjects such as English, Art and Drama. This is particularly true when trying to raise awareness of your school's efforts to improve efficiency, through assemblies, posters, etc. Also, in Geography it would seem appropriate to link the school's energy efficiency activities to local and global climate change issues.
Even lunchtime is a good opportunity to think about the environment. Producing, transporting and consuming food is responsible for nearly a third of our impact on climate change, so choices about packed lunches, tuck shops and the canteen can help. It is a good idea to stock fresh, local, in season or Fairtrade produce in the tuck shop or canteen. Some schools have also set up a fruit and vegetable garden in the school grounds. Not only is this helping children to eat more healthily, it also provides many learning opportunities and links to the curriculum.
When children leave their classroom for breaks they should be encouraged to turn off lights and electronic equipment when they have finished using them. Computer monitors and printers should be turned off properly rather than left on standby. Appointing energy monitors to check the empty classrooms and mark down their findings will lead to greater responsibility in this area.
These measures are just the tip of the iceberg and many schools are already doing a lot more. There is also new legislation coming in from October this year that will mean schools may have to display a Display Energy Certificate (DEC) in some of their buildings (if they have over 1000m2 of floor space). This will have to be displayed in a prominent place that is visible to any visiting members of the public.
A DEC shows how a buildings energy use performs against a benchmark and is based on the buildings actual annual energy consumption. The DEC will have to be updated each year and will need to be accompanied by an ‘advisory report' listing measures to improve the performance. This report can last up to seven years before it too will need to be updated, but will not be required to be displayed along with the DEC.
More details on the DEC can be found on the Sustainable Learning website (http://www.sustainablelearning.info/) which encourages a Whole School approach towards green learning. Pupils, teachers and non-teaching staff, all have an impact on how much energy and water is consumed. The Whole School Approach is about recognising this and empowering everyone to participate in reducing usage. Studies by the DfES suggest that those schools that embark on an energy and water reduction programme are more likely to show benefits over the longer term if they engage with all school users and encourage everyone to get involved.
Sustainable Learning estimates that up to 20% of a school's energy and water consumption can be a result of poor awareness and management. Maximum savings are only possible if everyone is aware and involved in trying to reduce usage.Raising awareness is the first step to behavioural change. It is important to inform everyone of your energy and water management activities and encourage them to take part.
Case Study: Woodheys Primary School
Woodheys Primary School in Sale, Greater Manchester has 353 pupils, 14 teachers and 25 non-teaching staff.
Woodheys has established a programme of activities that ensures good management of energy within the school.
The school's Eco-Council is responsible for overseeing energy issues in school and is supported by an Energy Team comprising five pupils from Year 6 (10/11 year olds). The establishment of the Energy Team was prompted by the school's last energy and water audit. Team members read gas and electricity meters on a weekly basis, keep records of readings and forward to Trafford local authority for analysis.
The Energy Team works with Energy Monitors, whose job is to close doors and windows and turn off lights and appliances. They also check temperature levels around the school. The results are reported to the Eco-School Council and the Premises Committee and ideas are generated for further energy saving activities. Since the energy and water audit:
- £30,000 has been invested in measures to improve insulation and roofing of the external corridors.
- Fluorescent energy efficient lights have been installed in every corridor, classroom and the school hall..
- The heating timers have been altered so that they are more efficient.
- There is a rolling programme for replacing all the windows with double glazed units.
- All computers have been updated, incorporating auto switch off mechanisms and flat screen energy efficient monitors.
- A new urinal flushing system has been installed within the boy's toilets, to reduce the amount of water used.
How to get started:
There are many websites providing curricular material to schools that are free to access.
Teachernet - www.teachernet.gov.uk/sustainableschools
The Sustainable Schools area of TeacherNet is designed to support schools on their journey to sustainability, introducing the principles of sustainable development and offering guidance on how to embed these principles into the heart of school life.
CREATE - www.create.org.uk/schools/teachers
The Teachers section of CREATE's web site provides downloadable materials for primary and secondary schools and links to other sites providing energy education support. CREATE also provides a useful Links section to scores of web sites suitable for nergy education.
Energy Matters - www.cse.org.uk/cgi-bin/page.cgi?103
The Energy Matters resources are provided by the Centre for Sustainable Energy and cover Key Stages 1, 2 & 3.
QCA - http://www.standards.dfes.gov.uk/schemes3/
The DfES ‘Standards Site' comprises Schemes of Work, some of which relate to energy and water use. For example, there are suggestions for carrying out a geographical enquiry into resource planning and management of a suitable issue such as wind energy and water supply.
Science UPD8 - http://www.upd8.org.uk/
Science UPD8 is a new concept - translating the latest breakthroughs and science behind the news, into inspiring activities. There are activities on climate change and energy use for both primary and secondary pupils.
The Water School - http://www.thewaterschool.co.uk/
