Sustainability @ TPS

The following proposals are targeted at reducing the amount of green waste that goes into general rubbish

Objectives

• To reduce the amount of green waste that goes into general rubbish.
• To develop a system that will illustrate the importance of  the composting of green waste in becoming a sustainable school.
• To develop responsibility in the students for composting of their waste with food scraps by involvement in the maintenance and upkeep of worm farms.

Proposal for Compost Bins

A compost system is operating presently in rudimentary form in the chapel garden. This consists of a compost area made by the students from wooden pellets. The weeds from the garden are placed in the  compost but there has been no rotation as we have not yet built another bin.

Another method of composting that operates in the garden is the use of two black drums fitted with taps at the bottom. The students weed and place the weeds in the drums. The weeds break down over time in some water and release a liquid which is a useful fertilizer.

The proposal is to create a more efficient composting area in the garden that could take the green waste from the school area as well as the flowers from the chapel and the weeds from the chapel garden.

This would require proper composting bins being built along the fence backing onto the creek area. There is room for up to 6 bins. This area is accessible by a road that runs to the creek area that is often used by the maintenance staff. The green waste could be collected from the school gardens and placed in these bins. The area is sufficiently out of the way of the students and would not create an eyesore. As food scraps would not be included in the compost there would be minimum attraction for rodents.

A shredder might be needed to break up the compost. The methods used to break down the green waste would be organic and the end product could be used by the school as organic fertilizer.

    Proposal for Worm Farm

Presently there is one worm farm in the chapel garden which is fed from scraps from the garden on a casual basis.  It has in the past operated in a more structured way with Shauna’s year 8’s setting up the farm and keeping them fed. When it was operating this worked successfully. What was needed to sustain the operation was to embed the process of collecting the food scraps into the routine of the school day.  A system could be created that would take the food scraps of the students and recycle them to the worm farm as part of a whole recycling program.

A pilot project could be started in the Perry Building with bins for food scraps. Shauna is working on an eco squad of students that could be assigned the job of collecting the food scraps and taking them to the worm farm in the chapel garden.

It may require several worm farms to be purchased but these are relatively inexpensive and the environment budget could buy them.

This program could be the start of a wider program of food recycling that would operate throughout the school. It has the advantage of being visible to the students by providing a place for the recycling of food scraps where a productive outcome, the true basis of recycling, is seen by the students in the school. The juice obtained from the worm farms could be used on the school gardens.

I believe these proposals are achievable and would be effective in reducing the green waste but also demonstrating a sound system of recycling to the students  and showing our commitment to being a sustainable school. The students through the eco squad would be involved in the recycling process and would learn what needs to be done for effective compost. The school would be able to reduce its green waste by having a place and a method for recycling green waste.

Present Issues in the ECC

• We need to raise awareness of the problem of rubbish disposal and the better use of organic waste.
• Recycling of lunch waste as a permanent habit and the reasons for doing so.
• Limiting the amount of packaging used when preparing lunches and encouraging parents to purchase food with less packaging or cook their own with the kids on weekends.
• Creating and maintaining the current vegetable gardens that provide produce for the cooking program that is currently part of the Arts program.

Current Program

• We have started compost bins to use our organic waste – see photos.
• We have a worm farm to produce compost and liquid fertilizer for the veggie patch.
• All the clean waste paper from the office is shredded and recycled along with clean waste from the classrooms.
• Market gardening and cooking the produce in Art classes.

What is needed

• Water tanks to water the veggie gardens
• Bins for each room to separate land fill waste and compost and recyclables. This would require 4 bins for each class. The classes are going to decorate the bins with pictures of what goes in the bins.
• All staff to monitor the collection and correct disposal of the waste.
• All staff to generate interest in the gardens and encourage the children to become involved in the whole process- from seed propagation to planting out seedlings, harvesting and cooking the produce and eating the prepared food.

Priorities

1. Bins and education of their use

2. Installation of the tanks

3. Curriculum development and implementation – Sustainability.

Purpose: To increase knowledge and change behaviour within the larger school community in relation to recycling, reusing and reducing waste.

Rationale: To develop an effective system of waste management in the school using the principles of reduce, recycle, reuse and sustainability. This aims to build upon the Resource Smart in Schools program begun in 2008 for which we received a commendation from Sustainability Victoria. The long term aim would be a whole school approach but initially it would be our strategy to run a pilot project at middle school level. The teaching and learning component would be located within the pastoral programs at these levels. Leadership opportunities will be created during the implementation of the program and for students to develop awareness and appreciation for the school buildings and grounds. In particular emphasis would be placed on the students primarily taking responsibility for waste management and litter control. Authentic learning will take place as the students will inculcate the values of recycle, reuse and reduce into their attitudes and subsequent behaviour.  

Desired outcome: Reduction in amount of waste and litter generated by school and a greater awareness of the principles and processes of sustainability.       

Planned timeline in 2010 (guide only):

• Assessment of current approach.
• Gathering of information as to best system of waste management
• Commitment of staff to idea of waste management Implement plan for waste management ie 

1. Reduce, reuse and recycle
2. Composting and wormeries
3. Green purchasing( Eco Buy supported by DEECD and DSE)
4. Waste disposal Create visual displays of methods of recycling and reusing
5. Inform school community of progress through newsletter and surveys.  

Plan for Implementation (end 2010 and / or 2011):

• Review and audit the process.
• Evaluate the effectiveness
• List recommendations
• Report findings and implement suggested improvements.         

Purpose:  To continue to embed a sustainability program for the Junior School, incorporating policy and curriculum programs in line with The National Curriculum, re-visit units of study for years P-6 with e.UP planners and audit 09 documents, initiate specific projects e.g. No waste lunches (E.C.C), develop and harvest vegetable garden beds, provide opportunities for children to sample and prepare produce using The Discovery Centre, explore worm farming and recycling programs in conjunction with the JS SRC and Environment Leaders.

Rationale: The Junior School Sustainability program established by last year’s syndicate is still in its infancy. Many positive outcomes were achieved; however greater time needs to be given to take projects to the next level.

The Junior School now has a sustainability policy and program document which needs to be reviewed and consideration given to the guidelines of The National Curriculum. Sustainability is a valued aspect of education and an important aspect of community living. The Peninsula School ought to be addressing sustainability and the environment through curriculum delivery, daily routine and planning of facilities.

 Two group members have already joined the Mornington Peninsula Sustainability Network 2010 and will attend meetings throughout the year. The group has established a strong working relationship with the Mornington Peninsula Shire Education Officer, Natalie Peric who is willing to support our school to achieve our goals.

Our group will continue to be the driving force on changing habits and attitudes in relation to the environment.  As well we will continue to be the advisors on unit development, the establishment of the sustainable garden area in the courtyard of the Junior School and the recycling program for both paper and food scraps.

Desired outcomes:

• To establish life- long awareness and practices in sustainability.
• To develop collaborative units of work based on The National Curriculum using the latest technology and available resources.
• To more effectively develop our sustainable garden and recycling program.
• To introduce worm farming to our students.
• To introduce seed propagation.
• To empower the students to be active in the decision making with regards to the sustainability program.

Plan for Implementation (2010):

Term 1 2010  

• Allocate roles and responsibilities within the Syndicate tea
• Continue ‘Sustainability @T.P.S Blog’                  
• Research and report on best practice examples 
• Policy and program plans re-visited
• Implementation Plans for sustainable garden/planting
• Recycling and mulching maintained

Term 2                       

• Conduct awareness days E.G Worm farming
• Consultation and PD with ECC & JS students
• Policy and program plans to be explored and trialed by JS staff
• Continue to develop sustainable garden

Term 3                       

• Present 2010 Policy and Unit Planners to Head of Curriculum 
• Maintain garden and environs work

Term 4                       

• Report and self evaluation
• Manage continuity of programs and curriculum delivery

 Content:

 This unit of work is designed to raise the awareness in students that energy:

1.  from fossil fuels is a finite resource

2.  from fossil fuels is the leading cause of emission in Australia

3.  reduction in consumption can make a difference

They will learn:

1. Energy is an essential resource

2. There are renewable and non-renewable resources

3. Human consumption has a major effect upon energy resources

4. We can reduce our energy consumption and lessen the environmental impact

5. Sustainable practices will ensure energy for the future and extend our existing energy resources.

 Processes

 Students will be introduced to the key components of energy. They will explore the issues of:

1. what is energy and where it comes from?

2. how our actions have an impact on the planet

3.  how our energy needs have changed over time

4. what the social and physical implications of energy use are.

5.  the inequitable distribution of energy resources across the globe

6.  how we can conserve energy and better use our energy resources (more…)

Content
Students will learn about:
1. Global warming and climate change.
2. The opinions and predictions of individuals, governments, countries, scientists, organisations vary depending on needs,
understandings and values.
2. Our modern lifestyle and need for energy is having an effect on our environment.
3. Making informed choices to find a balance to live comfortably and sustainably.
Processes
Students will learn to:
1. Investigate climate change, its history and how scientists collect data to predict future changes to climate in different regions
of the world.
2. Research current views about climate change as well as the processes associated with scientific research.
3. Identify the affect and impact of global warming on different parts of the world.
4. Investigate our need for energy and water and the effects these are having on our environment.

Rationale
By developing an understanding of the essential resources that are required for survival, humans are able to develop a respect
for the various components of their environment.
Through increasing awareness, we are more inclined to take responsibility.
Investigation Into
Increased temperatures, changing sea levels and rainfalls are affecting different regions of the world.
Different theories are proposed by scientists to explain the phenomena of global warming.
Our modern lifestyle has made us very dependent on energy.
We can reduce greenhouse emissions by making informed choices.
Our eco-footprint measures our demands on the Earth’s resources. (more…)

We started with Household waste (what is it? How can we reduce it?), then moved into the 3Rs (including an excursion to the Gould League for 3Rs+C and a visit from the Shire about what happens to the contents of our recycle bin). As a homework task, the students were asked to make something useful from recycling /preloved items around their house (mainly recycle bins) and present it to their class. They are displayed in the corridor outside the staffroom (in case you were wondering what they were!!).

In the second half of the term we have (naturally) moved into composting by making our own individual compost bins, which sit on our tables in the classroom and we have a class compost bin for fruit and vege scraps (contents of which will be added to the JS compost bin in the food garden). Now we are all interested in Earthworms. We have a worm farm in each classroom and the kids are busy observing and finding out more about them. We have a discussion happening on our class Wiki where they are sharing Earthworm facts. Some of the facts and photos are in the Year2 2009 folder on the I drive. When the time comes, we will give our worms to the JS food garden also.

Fascinating Facts

• Australians produce more than 2 million tonnes of food and garden waste in 1 year (Enough to fill the M.C.G to the roof every 3 months!)
• 50% of all waste we generate can be composted.
• Compost is made when plant material rots and breaks down.
• The temperature in the bin can rise to as warm as 60’ due to the action of the bacteria.  Mould is a type of fungus. Fungus helps the organic matter to decompose.
• Tiny creatures live in the soil and feed on the bacteria.
• Compost worms eat half their bodyweight in food in one day.

MORE FASCINATING FACTS

EARTHWORMS

• Up to 70% of all household waste is edible by worms.
• Earthworms eat their own weight in food every day.
• They pass the waste of their food from their body every 24 hours in the form of vermicast – nature’s best soil conditioner.
• Under ideal conditions, one mature worm can produce up to 1500 young in one year.
• Worms have been around for 600 million years.
• Worms detest light – two or more hours of sunlight will kill them.
• Worms can grow a new tail but not grow a new head if they are cut off.

• Make garden journals to keep throughout the year (Use a book making technique and include monthly divisions, lined, plain, and graph paper for pages. Provide time to write, draw, record, and glue after each garden session

• MAKE A SCARECROW! Hammer two narrow boards in a cross. Use one of your old shirts, pants, shoes, mittens, and accessories for the body. Head can be an old t-shirt stuffed and rubberbanded. Read, The Little Old Lady Who Wasn’t Afraid of Anything

• Plant a bulb here and there to have some early spring flowers – ‘SURPRISE’

• Transplant a perennial (you might even need to research what they are)

• Plant garlic cloves (one small section will harvest a whole by the end of school)

• Gather seeds from native plants around the school and in the wetlands. Try to identify the seed types. Plant them or use them in a drawing or collage

• Press flowers. Lay a sheet of cardboard on ground. Add two sheets of newspaper. Lay flowers separately and cover with two more sheets of newspaper. Keep adding layers and top off with another sheet of cardboard. Tie up with rubberbands or string and place under something heavy. Try to store pressed flowers in a cool, dry place. Wait ten days then take apart carefully (more…)

Water Week

• 18th-24th October.
• Poster competition due 17th September.
• Staff to promote and all students encourage to enter competition.
• Rene Vigliaroni to promote water awareness and competition at assembly

Sustainability Curriculum Development

• Year 2 – Waste: Small footprint, bright future
• Year 3 – Water
• Year 4 – Biodiversity
• Year 5 – Energy
• Year 6 – Climate Change

Staff will be presented with curriculum documents and websites to assist them in developing units of work based on specific areas of sustainability. Units of work will be created using Electronic Unit Planner. Time should be given to teachers during curriculum meetings.

Food Garden

• Assorted garden beds, water tanks, worm farms, seedlings, gardening utensils, etc to be purchased
• Two separate areas – 4/5/6 located outside Yr 6 classrooms, 2/3 located outside Yr 3 classrooms
• “Enviro Club” to be established with representatives from each class and Rene as leader
• Students to research and select herbs, vegies and fruits suitable for the season
• Jeff has a contact for fruit and veg seedlings

To do

• Ask JP about costs, allocation of time for curriculum development, procedure for requesting support from parents/local community. PS
• Order garden beds and seedlings. Jeff
• Water tanks – parents??
• Art Works – signs, stepping stones (mosaic) etc. See JR
• Blog updates. JN