A PRACTICAL GUIDE TO THE AUSTRALIAN SUSTAINABLE SCHOOLS INITIATIVE IN WESTERN AUSTRALIA (AuSSI-WA)

A PRACTICAL GUIDE TO THE AUSTRALIAN SUSTAINABLE SCHOOLS INITIATIVE IN WESTERN AUSTRALIA (AuSSI-WA)

CONTENTS Background and Overview 1 About this Guide 1 What might a Sustainable School look like? 2 Why become a Sustainable School? 2 Getting Started or Moving Forward 3 Where to go for Help 3 Participating AuSSI-WA Schools Examples of Activity 4 References 4

BACKGROUND AND OVERVIEW The Australian Sustainable Schools Initiative (AuSSI) is a partnership of the Australian Government and the States and Territories that supports schools to develop a whole school approach to Education for Sustainability (EfS). Sustainability is defined by AuSSI in Western Australia (AuSSI-WA) as: The protection and replenishment of our natural environment, and the development of just, diverse societies supported by effective economies. The initiative integrates existing environmental and social education programs and resources into a coordinated framework. In WA, partner organisations have formed the AuSSI-WA Alliance, further details of which can be found on the AuSSI-WA website: www.det.wa.edu.au/sustainableschools. AuSSI-WA supports the delivery of nationally agreed goals in the Melbourne Declaration (2008). It also supports implementation of the Australian Curriculum in which sustainability is a cross curriculum priority. Sustainability provides schools with a highly meaningful context for teaching and learning, with connections to all learning areas, other cross curriculum priorities and the general capabilities, specifically critical and creative thinking and ethical behaviour. The initiative supports considered and efficient use of schools resources (e.g. energy, water, products and materials) and the sustainable management of school grounds (e.g. biodiversity, waste, landscape design and vehicular traffic). In addition, it promotes key concepts and themes such as social justice, participation, fair trade, human rights and cultural diversity and respect consistent with an holistic, integrated model of sustainability. AuSSI supports action-learning based, transformative education that embeds sustainability within the culture of the school. ABOUT THIS GUIDE The information contained in this guide derives from the collective thoughts and ideas developed by schools (from the three education sectors) and key partners involved in the AuSSI-WA pilot program in 2005 with subsequent refinement by other schools. Its purpose is to outline a supportive process for school communities that: provides a rationale for EfS; acknowledges and celebrates existing EfS achievements; enhances understandings of the processes and practices that advance a whole school approach to EfS; increases capacity and motivation to engage in EfS; assists in the development of a Sustainability Action Plan; and -assists in the development of cross curricula programs appropriate to local context. 1

WHAT MIGHT A SUSTAINABLE SCHOOL LOOK LIKE? Most schools in Western Australia engage in many elements of EfS through areas such as utilities management, recycling programs, water wise / waste wise activities, bushland or dune re-vegetation schemes, reconciliation activities and student resilience and well-being programs. A decision to become a sustainable school ultimately signals commitment to the concept of embedding sustainability within the culture of the school i.e. the whole school engaging in an ongoing process of improvement in the practical operations of the school and enhancement of EfS across the curriculum. This commitment builds on various aspects of existing programs and practice, and provides a clear focus for continued whole school development via reference to a supportive framework and process. Some of the characteristics of a sustainable school would include: a shared vision with broad ownership from the school community; a commitment to achieving positive social, environmental and economic outcomes; a broad range of meaningful, cross curricular EfS activities involving all students and teachers; and good sustainability practice modelled in school operations e.g. decision making processes, purchasing policies. WHY BECOME A SUSTAINABLE SCHOOL? Curriculum implementation sustainability is an exciting, empowering context for teaching and learning supported by a comprehensive range of resources; EfS provides the basis for students to develop all general capabilities but specifically critical and creative thinking and ethical behaviour; EfS provides meaningful interconnections to the other cross curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia s engagement with Asia; and EfS has direct links to content within all Learning Area outcomes, most specifically History, Science, and Geography Student wellbeing student voice and engagement is a key focus that supports empowerment, self esteem and resilience; and differentiated learning styles are supported through action-based learning. Professional learning and networking opportunities Community leadership EfS supports the process of building vibrant, connected school communities with action-based learning providing a range of social, environmental and economic benefits; and learning flows between school and home environments are enhanced, supporting broader behavioural change and positive outcomes for sustainability. 2

GETTING STARTED OR MOVING FORWARD Every school is doing something within the context of EfS and, as such, sits somewhere on a sustainable schools continuum. Each school community is unique and will approach its journey towards sustainability in ways that best meet its local needs and context. Developing good EfS practice requires a commitment to an ongoing process of planning, implementation, monitoring and evaluation of learning and behaviour linked to participation in a broad range of activities. A whole school approach will take time to develop and consolidate. Some key steps The steps outlined below can be regarded as broadly sequential, but may not necessarily occur in the order stated some might be developed concurrently. The AuSSI-WA professional learning program Making the Connections and associated support tools provides support for this process, details of which can be found on the initiative website at: www.det.wa.edu.au/sustainableschools Bring together a group of interested people with the broadest representation from across the school community as possible. The group can discuss possible pathways for the school to develop a whole school approach to EfS. Support the development of a shared understanding of sustainability and, at the earliest possible opportunity, start the process of creating a vision for what the school could look like with sustainability embedded within its culture. Acknowledge existing EfS activities and celebrate achievements these are some of the initial building blocks for a whole school approach. Establish appropriate planning processes for EfS with the aim of developing a whole school Sustainability Action Plan. This will build on the review and evolve over a period of time, linking to, and being integrated with, broader school policy processes and documents, as appropriate. WHERE TO GO FOR HELP The AuSSI-WA website (including online toolkit) provides further details of the various elements of this whole school planning framework The website includes: school case studies; examples of sustainability action plans; templates for review, planning and celebration; links to funding opportunities; links to local resources and contacts including AuSSI-WA Alliance members; and communication tools The primary aim of the website is to showcase school case studies and stories examples of good EfS practice that will provide a meaningful resource in terms of inspiring and guiding other schools. AuSSI-WA website: National AuSSI website: www.det.wa.edu.au/sustainableschools www.environment.gov.au/education/aussi/index.html 3

PARTICIPATING AuSSI-WA SCHOOLS EXAMPLES OF ACTIVITY Sustainability Action Plans at various stages of development for some schools with a long history of EfS activity, strategic long term plans have been developed with staff, student, parents and local community involvement. Sharing of experience via a range of medium including website, DVD, school and community newsletters. Whole school visioning exercises the whole school community invited to contribute to a draft vision for a sustainable school. Sustainability committees or working groups formed to coordinate EfS activity. Staff exchange visits to share good practice in EfS. Renewable energy projects, some with partnerships established between cluster of schools and local business. Consideration given to including understanding of, and commitment to, sustainability and EfS in selection criteria for new staff. Allocation of resources provided to teachers (including time) to coordinate EfS activity across the school. Local community partnerships e.g. community workshops and recycling programs based at school; schools working in partnership with local government and other agencies to care for local wetlands and bushland areas. Cultural exchanges established by schools. Further examples of activity can be found by viewing school case studies on the AuSSI-WA website. REFERENCES Commonwealth of Australia (2009) Living Sustainably, The Australian Government s National Action Plan for Education for Sustainability Ministerial Council on Education, Employment, Training and Youth Affairs (2008) Melbourne Declaration on Educational Goals for Young Australians Curriculum Corporation (2005) Educating for a Sustainable Future, A National Environmental Education Statement for Australian Schools. Australian Government Department of the Environment and Heritage Henderson, K and Tilbury, D. (2004) Whole school Approaches to Sustainability: An International Review of Sustainable Schools Programs. Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of the Environment and Heritage, Australian Government 4