Sustainable Schools

1
Sustainable Schools

• BSF Phase 3
• Stan Terry
• HTI

2
Sustainable Schools

• Objectives
• 1.Clarify how sustainability applies to BSF
• 2.Increase understanding of the principles
  underpinning Sustainability
• 3.Provide a framework for applying the principles

3
An Inconvenient Truth.

• Task
• Whilst watching this Trailer identify 3 words
  which exemplify your feelings about what you have
  seen
• Share these words with a partner
• In your pair choose 1 word which you both agree
  encapsulates your thoughts about this issue.

4
An Inconvenient Truth 2

• Each pair to share their word with their table
  group
• Table group Flip chart words identified and share
  these with the other groups
• Whole group . What are the key messages from this
  trailer.

5
Defining Sustainable Development.

• Development which meets the needs of the
  present without compromising the ability of
  future generations to meet their own needs
• Brundtland Commission, 1987

6
Why sustainability?

• Sustainability is a concept often misunderstood
• Sustainable development is a theoretical
  perspective which is as much about ethics and
  values as is about environmental protection and
  the mitigation of environmental impact
• Sustainable development is the most effective way
  to manage the capital assets of any society.

7
Defining Sustainability

• The capacity for continuance into the long term
  future
• a destination
• Sustainable development is the process by which
  we move towards sustainability
• The journey

8
Education for Sustainable Development

• Educating for a sustainable future is not so much
  about a destination as about the process of
  learning to make decisions that consider the
  long-term economy, ecology and equity of all
  communities.

9
Education for Sustainable Development

• Schools should embody the principles, practices
  and processes that ensure that we live off
  natures interest and not natures capital

10
One Planet!

• The free services that the Earth provides- air
  fresh water, disposal of waste, recycling of
  nutrients, provision of food etc - are being
  eroded rapidly by humanity's destructive impact
  on the complex biological network of the planet.
• We are living on Earths capital, while
  destroying the natural systems that are its
  principal source of income.

11
Carbon Footprints
UK 5.35 hectares
Bangladesh 0.53 hectares
Global Average 2.28 hectares
What will be your school footprint?
Source WWF Living Planet Report 2002
12
An Option We Dont Have
No 3 planet solution exists!
13
Card Exercise

• In pairs debate and decide which is the correct
  answer to each of the 10 questions.
• Each pair share your responses to the questions
  with another pair.
• Discuss the outcomes.

14
Answers to the Questions

• 1 15
• 2 53-47
• 3 25
• 4 839,000tonnes
• 5 72
• 6 72 million
• 7 5
• 8 1.3Mtonnes
• 9 90 million tonnes
• 10 19,300 pa

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Each Group

• Identify what you might expect to see, in
  sustainability terms, in any school built under
  BSF.
• Write your responses on flip chart under the
  following headings
• Campus
• Curriculum
• Community
• Be prepared to feedback briefly

16
Before Building!

• You need to address issues of
• Transportation/ orientation of the building /
  natural ventilation/ day lighting/ thermal
  impacts/ acoustic performance/ energy management/
  water efficiency/ impact of materials used /
  sources of materials to be used/ Life Cycle
  Analysis of materials to be used/ use of recycled
  materials/ waste management on site/ recycling
  facilities on site/ waste diversion/ impact on
  open space in the community/ utilisation of site
  by the community

17
Campus

• Recycled materials
• Environmental Management Systems
• Locally sourced food
• School travel plans
• Natural lighting orientation of the building
• Natural materials
• Natural ventilation
• Outdoor learning environments
• Minimum waste in construction
• Recycling
• Grey Water recovery
• Energy management system green energy
• Ground source heat pumps/ CHP plants
• Waste separation
• Community utilisation
• Stakeholder dialogue

18
Curriculum

• Education for sustainable development enables
  people to develop the knowledge, values and
  skills to participate in decisions about the way
  we do things individually and collectively, both
  locally and globally, that will improve the
  quality of life now, without damaging the planet
  for the future.
• English National Curriculum, QCA 1999
• 8 Doorways
• Food and Drink.
• Energy and Water
• Travel and Traffic
• Purchasing and Waste
• Buildings and Grounds
• Inclusion and Participations
• Local well Being
• Global Citizenship

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Curriculum

• English. Texts from other cultures/ media which
  explore themes e.g. KS2. improving their
  community KS4 How media portray SD.
• Maths. Data Handling Global travel
  analysis/utilising data obtained from within the
  school e.g energy data
• Science. Living things/care for the
  environment/Biodiversity of the school site
  materials and their properties energy
  sources/carbon cycle/ energy transfer/application
  of science/GMOs
• DT. Comparison of sustainability of commonly
  used products. Global impact of product
  development/ cost benefit analysis/materials
  selection/recycling/packaging/ impact of the
  supply chain
• ICT. International school linking/impact of
  Internet on SD/using graphics to remodel the
  school site/environmental monitoring systems/

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Curriculum

• History. Impact of decision making/trade and
  colonisation/Housing/Poverty in 19th century UK/
  impact of social change on people/places/environme
  nt
• Geography. Improving environment/
  Traffic/congestion/overseas aid/deforestation/eco
  systems/economic development/managing resources
• ART. Changing places/ public spaces/recycled
  materials
• Citizenship. Global thinking/participation/global
  interdependence/consumer rights/business
  development
• Economics. Impact of technological innovation/
  public health/poverty/health care
• PE. Fitness and Health/outdoor and adventurous
  activities/ fitness trail?

21
Community

• Local purchasing
• Local employment
• Extended schools.
• Promotion of local well being
• Diversity
• Consultation with local stakeholders
• Participative approach
• Personal Safety
• Extra curricular opportunities
• Life long learning promoted
• Develop students abilities/skills to participate
  in the sustainable development of their
  communities
• Inclusive approach
• Share best practice with the community
• Develop global perspectives in the community

22
Schools carbon emissions.
SDC Schools Carbon Footprinting Scoping study
2005.
23
CO2 emissions from direct energy consumption in
educational buildings.
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Facts 1

• UK schools are estimated to deliver 9.245 million
  tonnes of CO2 Sec.4.73mt/Pr.3.68mt
• Energy Consumption attributable to ICT doubled
  in 5 years.
• 1.3mt of CO2 attributed to transporting children
  to school
• 26 of Govt emissions attributed to school
  consumption patterns goods/services 16.5mt

25
FACTS.2

• Since 1950, global water use has more than
  tripled within 25 years, half the worlds
  population could have trouble finding enough
  freshwater for drinking and irrigation
• WHAT is the consumption level in your school?
• Average Pr.7.3m3 SEC. 11.m3 per student
• Cost.?

26
Building design?

• More than 80 of all product-related
  environmental impacts are determined by product
  design.
• What environmental impact will your BSF project
  have?
• Should you demand a sustainable BSF project? YES

27
Cost of Education UK

• 23 Billion Annually BSF 46Billion
• State sector 5 of Government expenditure
• Increasing consumption of physical resources
•    Paper
•    Furniture
•    Construction materials
•    Cleaning materials
•    Increasingly large volumes of energy and
  water
• ICT associated cost e.g. Air Conditioning
• Extended schools

28
Do nothing?

• Energy Costs in UK up by 42 in last 12 months.
• Water cost have risen by 23 in last 12 months.
• Waste costs are set to increase at Inflation 5
  for the next 10 years

29
Jonathon Porritt Forum for the Future.
One key aspect is not so much about teaching
about the environment, as living the
environment. How many UK schools get anywhere
near practicing what they preach in terms of
environmental performance?
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Can schools act sustainably?
Many school management teams suffer the common
perception that nothing can be done. Result Incre
asing consumption, larger and growing energy,
water and waste bills. Is it an inevitable?
NO!!!!
31
MONITOR YOUR PERFORMANCE
Most schools do little to monitor/ manage their
environmental impact. The impact of all of the
tangible goods and services they consume which
are directly controlled by the management of the
school must be monitored. If you dont monitor
it you cant measure it! And without measurement
you cant control it. So PLAN for such a process
32
The environmental impact of a school can be
reduced by management decisions to

• Reduce the impact of the mass flows
• e.g paper, energy,water ,construction
  materials,food
• HOW?
• by introducing efficiency measures or
  recycling within the school or changing to a less
  polluting supply e.g local sourcing.
• Reductions in emissions can be brought about
  by improvements in efficiency or changing to a
  less polluting fuel, e.g green energy source such
  as a CHP plant or
• e.g. Switch to a Green Energy supplier and
  save the Climate Change Levy on your energy
  bills. 5 moving to 7

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Sustainable Schools are about
34
Leadership on sustainability. Campus.
Leadership is about finding and implementing
new approaches. Sustainability in BSF begins
with finding out what people need and want in a
new/refurbished school. A school which does not
meet the needs of its community will not be
sustainable.


35
Think Differently

• Water Rainwater collection systems, push taps,
  efficient cisterns can reduce water consumption
  by 20
• Combined Heat and energy Plant CHP or ground
  source heating installations as well as Solar
  collection may significantly reduce energy costs.
  
• Passive design measures heating/ventilation,
  insulation /automatic controls produce Energy
  savings of 20.

36
Leadership on sustainability. Campus
Locally sourced food reduces food miles,
promotes a healthy lifestyle and supports local
producers. Purchase Fair Trade products. Promote
principles of sustainability to students and the
community. Encouraging biodiversity enhances
opportunities for learning experiences. e.g.
Outdoor Classroom. Refurbishment or building work
is underpinned with principles of sustainability.
E.g recycled materials utilised, sustainably
sourced materials. Working with businesses who
understand the principles. BEST VALUE does not
mean CHEAPEST!
37
Leadership on Curriculum

• The curriculum provides for the knowledge,
  understanding, skills and attitudes to help young
  people live successful lives now and in the
  future.
• A curriculum for the future?

38
ESD Curriculum

• Teaching and Learning.
• The school estate and its local area should be
  used as a resource for teaching about SD as well
  as teaching in core subjects. Is joined up
  delivery part of your school approach?
• Pupil Achievement.
• SD is about real concerns and problems. It helps
  make learning relevant, evidence that student
  performance increases.
• Pupil well-being.
• A safe, caring environment is good for students
  physical and emotional well being. Healthy food,
  safe and comfortable facilities, enhanced fitness
  increases pupils concentration and alertness.

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Leadership on Community.

• TRUST.
• Working with the local community on shared
  concerns demonstrates a schools commitment to
  its community
• PARENTAL INVOLVEMENT
• Projects addressing environmental, community or
  global concerns provide opportunities to involve
  other stakeholders in the school
• LOCAL INFLUENCE
• A Green/Sustainable image can be a significant
  marketing factor in an increasingly competitive
  market, attracting pupils whilst reducing
  environmental impact of the school.

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Sustainable Schools. How to achieve your
Sustainable BSF School!
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TASK. Picture the Present

• Using Flip Chart paper provided
• Draw your school as it exists today in terms of
  Sustainability.
• Focus on Campus/Curriculum/Community
• Discuss/ share your drawing with a partner

42
Vision the Future

• Now draw the vision of your BSF school in x
  years time
• Again focus on Campus/Curriculum and Community.
• Post your present and future scenarios on the
  wall.
• Examine other peoples pictures

43
Thoughts!

• Individually. Identify how you might incorporate
  an SD focus in your BSF Project
• Share your thoughts with a partner
• Whole Group. How can sustainability be integrated
  into BSF?

44
HELP is at hand!
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HELP. Tools.

• s3 Tool
• Leading for the Future
• Chronos
• Think Leadership
• LTL School Grounds Evaluation
• Waste Watch
• Resource Review Tool
• WWF whole-school pathway tool

46
Sustainable Development Commission 2001

• We should all take responsibility for promoting
  sustainability in our own lives and for engaging
  with others to secure more sustainable outcomes
  in society

47
Go 4 IT!

• Sustainability is a process.
• We co-create the world in everything we do each
  day.
• What you do is less important than starting the
  process.