Updated Nov 2006

 

 

STATEMENT OF INTENT

 

Through the implementation of this management plan the school will promote the commitment to act for the environment by supporting long-term solutions to environmental problems.

 

In the areas of curriculum, management of resources and the management of the school grounds we will encourage the adoption of practices which “Avoid, Reuse, Reduce and Recycle.”

 

SITUATION

 

Established in 1850, Albury Public School is a large school of more than 650 students situated in the heart of Albury.  Business and commercial buildings surround it so there is limited playground space and no opportunity for the future expansion of school grounds.

 

Any development of the school site must take into account the heritage considerations of the school buildings. Classes still operate in the original 1861 Annexe Building, the 1882 West Building and the 1891 Castle Building.

 

Albury Public School is one of nine Albury district schools participating in a pilot environmental education initiative called Sustainable Schools Program (SSP).

 

A. ISSUES

 

An evaluation by staff during 2002 identified the following:

 

I           CURRICULUM

Environmental Education links are present in the key learning areas of English, Maths, Science and Technology, HSIE, PD / H / PE and Creative Arts.

 

II         MANAGEMENT OF RESOURCES

Many individual teachers promote sound environmental education practices, but from a whole school point of view:

·        Electricity over consumption is evident, particularly with fluorescent lights throughout the school.

·        Waste disposed of via the Cleanaway bin contains a large proportion of material, which could be recycled. Recycling is reasonably successful at the classroom level, but is virtually non-existent in the playground.

·        Water is wasted due to leaking taps and bubblers.

 

 

III        MANAGEMENT OF SCHOOL GROUNDS

Various improvement programs have been implemented over the years in conjunction with the P & C and community groups. Current focus areas involve:

·        A reduction in the amount of litter left in the playground and subsequent run off into the Murray River via the stormwater system.

·        Implementation of the Learnscapes project recommendations.

·        Upgrading of the primary play equipment.

·        Ongoing tree and shrub planting within the context of the limited space available.

·        A shade enhancement program is in progress.

 

B. ACTION PLANS

 

The following will be addressed in 2006 / 2007

 

I           CURRICULUM

The following curriculum objectives will be reflected in class programs at various stages throughout the school:

Students will develop knowledge and understandings about;

·        the nature and function of ecosystems and how they are interrelated

·        the impact of people on environments

·        the role of the community, politics and market forces in environmental decision making

·        the principles of ecologically sustainable development and

·        career opportunities associated with the environment.

 

 Students will develop skills in:

·        applying technical expertise within an environmental context

·        identifying and assessing environmental problems

·        communicating environmental problems to others

·        resolving environmental problems

·        adopting behaviours and practices that protect the environment

·        evaluating the success of their actions.

 

            Students will develop values and attitudes relating to:

·        a respect for life on earth

·        an appreciation of their cultural heritage

·        a commitment to act for the environment by supporting long term solutions to environmental          

                  problems.

 

Students, staff and community members will be involved in the following Annual Environmental Events:

a)  K - 6

Term One

March              Clean Up Australia Day (Even Years)               World Water Day (Odd Years)

 

Term Two       

June                 World Environment Day (different focus each year)

July                  National Aborigines and Torres Strait Islanders Week

 

Term Three

August              National Tree Day

 

Term Four

October           Bird Month

November        Skin Cancer Awareness Week

b) STAGES

 

ES1

September        Keep Australia Beautiful Week (Bin Painting)

 

Stage 1

July                  Arbor Day

October           World Animal Day

 

Stage 2

March              Autumn Water Bug Survey

September        Spring Water Bug Survey

 

Stage 3            

May                 Phoswatch Initiative

September        Endangered Species Day

 

c) OPTIONS

 

Special Forever (across all stages)

Teachers may like to acknowledge extra events. (Some suggestions on Attachment)

           

II         MANAGEMENT OF RESOURCES

 

A major emphasis will be placed on energy conservation, particularly electricity, water and waste disposal. Students will be involved in environmental audits in these areas.

 

III        MANAGEMENT OF SCHOOL GROUNDS

 

Each class will be involved in picking up litter on a rostered basis.

 

Grounds development will proceed with the following projects;

            West Block shade structure (completed)

            Kindergarten play equipment shade cover (completed)

            Senior play equipment (Peppertown upgrade completed)

Tree / shrub planting along David Street, front of hall and around West Block  (most completed but will be ongoing)

Ongoing awareness program for stormwater

Planting of a hedge along the boundary of the school car park (completed)

Upgrading of grass covers (some completed but ongoing)

Installation of watering systems (completed))  

Composting of leaves (ongoing)

Mulching (ongoing)      

 

C. STRATEGIES TO SUPPORT ACTION PLANS

 

I           CURRICULUM

 

There is evidence in teaching and learning programs that the curriculum objectives as outlined are being addressed. Further to this we will

·        Identify links between Syllabus outcomes and environmental objectives

·        Identify existing relevant school resources that support E.E.

 

II         RESOURCES

 

Conduct desktop review using Oasis data for general waste, paper recycling, purchasing paper products, water usage and energy consumption. This key data can be used as a base figure for this school’s environmental impact.

The school’s billing history for energy use will be entered onto the SSP website

 

 

III        SCHOOL GROUNDS

 

There will be a reduction in the amount of litter left in the grounds after play periods. The rostered class involved will monitor this.

 

 

D. MONITORING AND EVALUATION

 

Developed in August 2002, reviewed in October 2003 and June 2004 with the SSP consultant.

 

E. REPORTING

 

The school will report on its progress in terms of this environmental management plan in the Annual School Report. Action plans from this new SEMP are listed on the school management plan.

·        Desktop review

·        Litter reduction

·        Curriculum and resources for E.E.

 

 

F. ACTION - 2006/2007

Continue whole school recycling program for

·        toner and cartridges

·        paper

Continue with the active involvement of students monitoring energy use and paper recycling (Environment Monitors.)  Two students from each class are selected each week to wear an ‘Environment Monitor’ badge

 

Involvement of one/two sYear 6 students in the Wonga Wetlands Summer School - Dec 2006 

 

The key words - “Avoid, Reuse, Reduce and Recycle”  were enlarged, decorated and laminated by students for display to raise awareness within the school community

 

Implementation of Environment Award (green certificate)

·        To be presented to the class who has cleaned up the playground at the following Monday morning assembly.

·        Can be presented to individual students

 

Participation by a class/es in School Tree Day – Tree planting at Wonga Wetlands (Term3)

 

Participation in the CSU Environmental Awareness Day (Term2)

 

School participation in World Environment Day –  

·        As a litter-free day

·        By monitoring electricity wastage through the annual survey of lights left on in unoccupied classrooms)

 

      Information about the following competitions is being photocopied for senior teachers

·        Create a board game in the ARC competition

·        WRG (World Recycling Games) a web based initiative

·        Hands On Habitat Awards 2006

 

G. FUTURE DIRECTIONS

 

The school will continue to monitor progress. Other environmental problems identified through surveys or audits will be addressed in next year’s SEMP. In 2007 the following areas will also be addressed.

 

1. Awareness and Communication

·        Of Sustainable Schools Program and SEMP

·        Publicise SEMP related initiatives to whole school community.

·        Continuation of participation in special events, performances and competitions.

 

2. Whole School Participation In Decision Making

·        Involvement of SRC in problem solving.

·        Involve canteen, cleaning and SASS staff and students in various initiatives throughout the year.

 

3. Access SSP consultant for involvement with

·        Development of staff resources folder

·        Awareness raising with broader community

 

4. Identify links for excursions and use of other agencies

·        e.g. recycling centre and Wonga Wetlands.