A | B | C | D | E | F | |
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1 | Learners will | Teachers will | Governors & Seniors Leaders will | School Business & Estates Managers will | ||
2 | Curriculum for Sustainability | Have the chance to discuss with their teacher ideas and local opportunities for outdoor learning, and how they think it impacts their learning. | Collaborate on a climate themed project-based learning scheme of work with other subject teachers. | Create a formal role description for climate and sustainability curriculum lead (or equivalent). | Enable sustainable features to be used as learning opportunities for students and local community and businesses where appropriate. | |
3 | Toolkit links | Teaching resources page listing a wide range of lesson plans by theme | Example role description which can be edited to suit a particular setting | Energy Sparks - Activities Use the search function to find ideas about feastures such as LED lighting and solar | ||
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5 | Buildings & Energy | Participate in an energy audit of the school building and be given roles to carry out daily energy saving activities, e.g. switching off lights, electronics | Sign up to use the Energy Sparks platform with their form class or in appropriate lessons | Build in energy reduction and efficiency into school planning and establish a monitoring process. | Carry out a decarbonisation survey, or alternative carbon audit. Prioritise and manage resulting works through the Climate Action Plan. | |
6 | Toolkit links | Energy Sparks | NGA Greener governance | Climate Action Plan template | ||
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8 | Water | Use harvested rainwater on plants in the school grounds. Be involved in decisions and help fundraise for features such as a pond or new water fountains. | Create a lesson which includes visiting an example of sustainable water management in the borough e.g. rain garden or wetlands. | Look for ways to promote water sustainability and engage the wider community in this subject. i.e. taking part in World Water Day, Water Blitz CitSci or a talk from industry expert | Arrange a Thames water audit for the school and follow up on recommendations. | |
9 | Toolkit links | RHS Water: collecting, storing and using | Map of WF rain gardens/wetlands - note, is going to be updated with new sites | World water day | Thames Water - Smarter Business Visit guide | |
10 | Rainwater harvesting tutorial | Fresh water watch | ||||
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12 | Food | Have an opportunity to try vegetarian and plant-based food and discus their views. - Grow food that they can learn to cook in simple recipes. | Have a meat free/plant-based day in the staff room. | Engage with the school catering provider to ensure they are offering sustainable, good quality, plant-based options. Work with students to come up with questions to ask. | Reduce food waste by setting up food waste collections or composting on site, for example in a Ridan. Embed use of compost bins into the culture of the school. | |
13 | Toolkit links | NHS eat well food guide | RHS composting tips | |||
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15 | Transport | Walk or cycle where possible for short journeys. Have opportunity to take part in cycle proficiency training. | Plan school trips with consideration of the impact of different travel options and discuss these with students. | Commit to achieving gold TfL stars in the next three years. Develop a sustainable travel policy for school trips and staff travel. | Engage with the council Sustainable Transport team for support planning how students and staff can make more eco travel choices, and for signposting to funding. | |
16 | Toolkit links | Bikeability | Travel carbon footprint calculator | TFL stars | WF Sustainable Travel | |
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18 | Circular Economy & Waste | Run an upcycled fashion show or IT take back event. It can be linked to learning skills such as sewing buttons and maintaining devices to maximise their lifespan. | Use reusable water bottles and visibly demonstrate reusing, reducing and being resourceful, for example with materials in Design Technology. | Initiate a ‘Library of Things’ or similar sharing or swapping scheme to enable families to reduce. | Develop and oversee a sustainable procurement policy and waste management policy. This should include reducing single-use packaging (plastic, cans, tetra pak) in catering and ensuring water fountains have bottle fill nozzles. | |
19 | Toolkit links | Fashion resource by The Hive | Ethical consumer: LoT guide | Green procurement template | ||
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21 | Climate Justice | Have a regular platform for discussing a campaign they care about (locally or globally) and develop literacy skills through writing letters to their MP or other relevant person with influence. | Bring real life stories of the impact of the climate emergency into the classroom and ensure it is seen as a social challenge as well as an environmental one. Upskill themselves on how to talk about climate justice. | Get informed about eco-anxiety, emotional resilience and how, like Covid-19, the impacts of climate change will be experienced differently by students and staff in the school community. | Aim to purchase Fairtrade, ethically sourced products where feasible. | |
22 | Toolkit links | London Climate Curriculum lesson 4 | Climate Justice resources by The Hive | Force of Nature | National Fairtrade purchasing guide | |
23 | Climate Anxiety: an introduction for teachers | |||||
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25 | Nature & Resilience | Monitor biodiversity on their school grounds. i.e. join Cit Sci initaitves such as the Big Butterfly Count and collect data to map the school grounds biodiversity over years. | Plan an outdoor lesson or form time once a month for students to learn from local natural and urban spaces. | Plan for heat waves and flood events as part of the climate action plan. | Develop a wildlife habitat area and leave a section of grass ‘No mow’. If space allows, plant trees for shade. | |
26 | Toolkit links | RSPB Bio-blitz - Wild Challenge | How schools & early years settings can adapt to climate change - Mayor of London/ London Assembly | |||
27 | Big Butterfly Account |