Education
Resource Kit
Keep
Queensland
© Keep Queensland Beautiful 2013
All rights reserved. Except for teaching purposes and classroom use, no part of this
publication may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without the written permission of Keep Queensland Beautiful.
Beautiful
clean & litter-free
A MEMBER OF THE
KAB NETWORK
Keep
Queensland
Beautiful
clean & litter-free
A MEMBER OF THE
KAB NETWORK
Please address all enquiries to:
Keep Queensland Beautiful
PO Box 3260
South Brisbane QLD 4101
Telephone: (07 3252 2886
Facsimile: (07) 3852 1186
Email: info@keepqueenslandbeautiful.org.au
Website: www.keepqueenslandbeautiful.org.au
Keep Australia Beautiful Queensland was established in 1971 as an
independent, not-for-profit, community-based environmental organisation. Our
programs, competitions and campaigns motivate people to improve their local
environment through personal initiative and community action.
Sponsers;
Schoolzziine
a smarter way to communicate
BRISBANE
P R O DUC E
MARKET
Under the Keep Australia Beautiful Network, Keep Australia Beautiful
Queensland has recently adopted the new brand name Keep Queensland
Beautiful to make Queenslanders more aware that we all need to do more.
Queensland is the most littered mainland state in Australia, so it is important to
send a message loud and clear to Queensland that we need more action.
We would like to have more people taking local action through our other
established programs - Tidy Towns, Brisbane’s Spotless Suburbs, Adopt a Spot,
and Clean Beaches – which all aim to motivate and recognise community
commitment and resourcefulness in making a difference to the environment.
Our Adopt-a-Road program, for example, encourages volunteers to “take
ownership” of a section of road and undertake coordinated litter cleanups at
least four times a year. (see www.keepqueenslandbeautiful.org.au/programs)
It is with great pleasure that I introduce our new Cleaner Greener Schools
(formerly Green & Healthy Schools). It is more tightly focused around litter
and waste which takes us back to the foundation of our organisation while
also providing better outcomes for our schools. The program recognises and
promotes the achievements and competency of schools’ “cleaner and greener
actions” through accreditation.
We know all Queensland schools aim to be a hub of their community in
education and action. Some are making better progress with cleaner and
greener actions and some may need a bit more support. Any school can
register as a Cleaner Greener School, and we will provide those schools with
a more formal recognition (1-5 Stars) for their commitment while providing
guidance for those that would like to strive for higher accreditation.
keepqueenslandbeautiful.org.au
WHY?
Keep Queensland Beautiful encourages and assists
Cleaner Greener Schools to create and maintain a
positive approach to a cleaner litter-free environment.
The Cleaner Greener Schools Accreditation provides opportunities for students,
teachers, leadership teams and/or principal teams to follow an action plan that
targets key focus areas such as LITTER, RECYCLING, WASTE MANAGEMENT
and OTHER SUSTAINABLE PRACTICES. It will allow participants to be
involved in a range of initiatives generating educational experiences and social
awareness.
Becoming involved in the Cleaner Greener Schools Accreditation will allow
your school to develop a more integrated approach to teaching and learning by:
•
empowering school communities to formulate and implement a range of
activities that focus mostly on litter and waste
•
rewarding school communities that undertake environmental improvement
and community action programs supporting the continuation and/or
enhancement of activities by encouraging outstanding schools to share their
achievements and experiences
•
guiding schools in a friendly format that directly assists school or teacher
improvement and is transferable to Teacher’s Professional Development
Plans and School Implementation and/or Implementation Plans
Aim:
•
To build further knowledge, skills and more advanced attitudes to issues
relating to litter and waste
• To inspire students and teachers to explore their school’s choices
• To develop the capacity and networks of regional and remote teachers
and inspire those involved to lead through actions
• To align with the Australian Curriculum in Maths, Science and
Sustainability
• To align with teachers and schools requirements of professional
development and implementation plans
Students will achieve a greater understanding:
• the benefits of recycling and waste reduction
• of issues surrounding litter, waste, recycling and other sustainable
practices
• of how waste and litter impacts the school and wider community
• of actions they can take to reduce waste and litter and improve practices
in other areas
A Cleaner Greener School:
• encourages waste management efforts to benefit the school and the
entire community
• reduces the overall demand on local landfills
• encourages recycling
• reduces litter on land and in our waterways
• decreases the burden on municipal water in waste treatment
• conserves energy and natural resources
• manages storm water runoff
• promotes habitats
• improves environmental literacy
• saves money
As a Cleaner Greener School you not only receive this Resource Kit, but
will have the support from our KQB Education Officer, free e-newsletter
subscription, networking opportunities and accreditation for your school with
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recommendations. Your school might achieve the highest level of accreditation,
and share the pride of being a 5-star Cleaner Greener School!
Registration is free and open to all Queensland Schools.
Simply visit our web-site and register online www.keepqueenslandbeautiful.org.
au/schools
Keep Queensland Beautiful assessors will take into account every school’s
geographic, environmental, cultural and economic circumstances, and assess
how efficiently and effectively the school community uses the resources.
The commitment to be a Cleaner Greener School is spread throughout all
aspects of the school’s operations including:
•
Teaching and Student Leadership
•
Curriculum, Co Curriculum and Programs
•
Resource and School Grounds Management
•
School Annual Implementation Plans, School Annual Report and Teacher’s
Professional Development
•
Networks and Partnerships within the Community
Cleaner Greener Schools need to make a whole school commitment. Without
a whole school commitment, change can only occur in isolated pockets of the
school.
Gordonvale State High
School: ‘Battery World
has provided a bin to
enable the school to be a
community collection centre
for recycled batteries. The
school has also provided
small collection bins to the
Pyramid Retirement Centre,
Gordonvale Hospital and
Tropic Kids Day-care Centre.’
Cawarral State School: ‘...we
are growing tomatoes, beans,
lettuce, strawberries. With adult
support, volunteers tend these
gardens - watering, weeding,
trimming plants, adding organic fertilizer, removing old plants, adding new plants
etc. The produce is harvested and generally shared amongst the students who give
up some of their lunch breaks each week to ensure the survival of these gardens.
Spoiled fruit and damaged plants are fed to the chickens or added to compost bins.
Our ultimate aim is to supply some salad vegetables to the tuckshop.
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ACCREDITATION
How to enter?
1. Register as a Cleaner Greener School on our website
1. Complete the Cleaner Greener Action Plan to guide your actions and submit it by the
13th September 2013 deadline.
2. Schools will be assessed against the accreditation criteria and an accreditation level will
be published and a plaque for your school entrance will be awarded to you.
3. Your school will receive feedback and recommendations from the assessor to help you
further develop your school’s accreditation process.
You do not have to complete all actions, however, to be eligible for 5 Star accreditation, you
MUST meet ALL Actions and Focus Areas (outlined in the Cleaner Greener Action Plan Guideline
and Cleaner Greener Action Plan). Even the smallest actions can go a long way to improved
outcomes, so don’t be deterred from entering. Every school must start somewhere!
ACCREDITATION STARS
1 Star – Awakening
This is the beginning of the Cleaner Greener School accreditation journey for your school.
Individuals and groups guide actions and begin to understand and identify issues related to
litter, recycling,, WasteManagement and Resource Recovery, Seperation of Waste , and Other
Sustainable Practices.. The school sees a need to become cleaner and greener and includes this
as a focal point for the school and its planning. At this stage your school will engage in a variety
of actions using the Cleaner Greener Action Plan keeping focus areas in mind while gathering
and establishing what data you want to collect to help you get on track with your action plan. You
will track your progress through waste counts and by investigating resources and their recycling
value, and how much money you can save by reducing “general waste” collection costs. 1 Star is
the time to bring everyone along on the journey together.
2 Star – Discovering
The next stage is for your school to discover and actively engage in finding out more about how
to be a Cleaner Greener School. Questions arise - what’s around you and who might be able to
help you on your journey. Students are invited to take on leadership roles, to take on actions, and
to investigate and explore issues. The whole school community will now be on board to support
your school’s Cleaner Greener Action Plan and is introduced to one of the focus areas: LITTER,
WASTE MANAGEMENT or OTHER SUSTAINABLE PRACTICES. Data collection is important to
start at this stage and can be examined by collecting and counting litter, lunch waste, paper
waste and resource waste. 2 Star is the time to start investigating litter and introduce a litter
prevention campaign.
3 Star – Transforming
This stage is when your school community as a whole really starts to change the way it does
things day-to-day. You’ll be putting further thought into planning for the Cleaner Greener Action
Plan for your school. Two focus areas within the action plan will need to be targeted, while still
maintaining the previous star requirements along with your data collection and sharing. 3 Star is
a time to look at what else your school community can do to further transform your school and
how you can improve on what you’re doing. Revisit your data? Do you have a waste management
policy or plan? Take on further actions in the Cleaner Greener Action Plan and additional focus
areas. (It’s also time to look to your community for partnerships and continue to build the profile
of your school.
4 Star – Sustaining (your practices)
Sustaining the practices learnt and introduced at your school is the key to becoming a 4 Star School along with making sure your school’s programs, curriculum, extra/co-curricular and management,
are always being monitored and reviewed. This will show how your school community (including
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staff, students, parents and the wider community) has developed its practices and knowledge
along the way. You’ll be able to complete all actions of the Cleaner Greener Action Plan in all three
focus areas - LITTER (litter campaign, litter prevention), WASTE (Management , 4R’s: Reduce,
Reuse, Recycle, Recovery Food & Packaging), and OTHER SUSTAINABLE PRACTICES (Water,
Energy, Biodiversity) will need to be targeted, while you’re still maintaining the previous star
requirements along with data collection and the sharing of those findings. School communities
who have completed all of this have now become stewards of their environment, habitat and
community.
5 Star – Leadership
It’s time to share knowledge and actively help others as your school community continues to
improve its own processes. As a 5 Star school community, you’ll maintain the whole school
approach, resource reduction as well as previous star requirements, collecting data and the
sharing of those findings. You’ll also demonstrate significant leadership in all actions of the Cleaner
Greener Action Plan in each of the 3 focus areas -LITTER (litter campaign, litter prevention),
WASTE (Management , 4R’s: Reduce, Reuse, Recycle, Recovery, Food & Packaging), and OTHER
SUSTAINABLE PRACTICES (Water, Energy, Biodiversity). Leadership for school communities
means you’ve become role models for your wider community and can now show others how to
start their own journey.
The Bunyaville Environmental Education Centre (BEEC): In 2012, BEEC received a Coles Junior Landcare Grant to
fund its ‘Learning to Care for Country’ (LCC) project. This has allowed BEEC, in collaboration with the Queensland
Parks and Wildlife Service, to extend planting around the Bunyaville ponds - replacing plants and habitats that
were lost in the 2011 floods. Since the beginning of the year over 400 local and international students have
planted more than 150 lomandra, sandpaper figs, swamp box and paperbarks around the BCP ponds, including
132 Year 3 and 4 students from Eatons Hill State School who were engaged in bush care to support their practical
understanding of erosion and its management.
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ACTIONS & FOCUS AREAS
Please refer to the Cleaner Greener Action Plan Guideline and Cleaner Greener Action Plan to
use as a guide for Actions and Focus Areas. The Cleaner Greener Action Plan has been formatted
with the Actions and Focus Areas in mind which can be easily transferred to Professional Development
Plans and/or School Implementation and/or Annual School Plans.
ACTIONS
Allocate a Group or Committee to Drive Actions.
Student representatives should lead this group. Teachers,
students, parents and community groups can be involved.
FOCUS AREAS
LITTER
Litter Campaign
Do a Waste Count and Resource Investigation.
This key information will initiate change through further
action. Can be measured in waste, paper use, lunch,
litter and waste counts. Litter/Waste counts can start
off as being classroom or area based, but with further
accreditation they should be more in depth such as a
partial or an entire school count. Use the quick Litter/
Waste Count resource link provided by KQB to help
reduce workload of counting.
Water use and water runoff can also be measured as a
resource count and savings recorded after new practices
(eg rainwater tanks, and/or irrigation) are adopted.
Litter Prevention
WASTE
Waste Management Plan
Share Findings with Goals
Setting goals and targets, the school will focus on
achieving measurable achievements within the actions.
What focus areas need most improvement? What is the
school already doing? What is your waste management
policy/plan?
4R’s:Reduce, Reuse, Recycle, Recovery
Food & Packaging
Litter Prevention Campaign.
Catch phrase, common terminology used, reinforced,
signage, awards, recognition.
Extra/Co-curricular, Curriculum and Community
Programs
Inside and outside school links and partnerships where
students have genuine learning experiences. Making a
difference in the wider community involving government,
councils, businesses, groups as well families.
OTHER SUSTAINABLE PRACTICES
Water
Energy
Monitor and Evaluate Actions
Measure progress and continuously improve on focus
areas and actions. Submitting your Cleaner Greener
Action Plan is a way to evaluate and celebrate how far
your school has come, where it is at, and where it needs
to go next.
keepqueenslandbeautiful.org.au
Biodiversity
Page 7 of 27
FOCUS AREAS & RESOURCES
LITTER
Provide school assembly presentations on why litter is a
problem, what is being done about litter and other litterrelated issues.
•
Create a litter monster, a rubbish bin character, to
encourage younger primary school children to put
litter in the bin.
•
Promote messages about the correct disposal of
chewing gum. It’s simple: wrap it in some paper and
put it in the bin. Use a campaign message such as
‘Wrap it then bin it’ or ‘Be waste wise’.
•
Paint bins in attractive colours and designs to
encourage students to put litter in them. Install
basketball hoops over bins to make disposing of
rubbish fun.
•
Encourage attitudes of personal responsibility
for litter. If everyone is careful about placing
their rubbish for collection and separating their
recyclables, litter will be greatly reduced and might
even disappear!
•
Develop awareness of hazardous and dangerous
litter items. Glass, discarded needles and sharp
objects need to be handled with great care and
disposed of responsibly.
•
Using a plan of the school grounds, undertake a
count of the amount of litter and locate it on the
plan. Litter/Waste Count resource link. What are
the most littered areas? Why?
•
Survey the school community to find out what the
attitudes are to litter. Some questions might be: Why
do people litter? What harm does litter cause? What
should be done to reduce litter? What is the worst
type of litter? What should be done with collected
litter?
•
Conduct a simplified litter survey! Students record
data on the first 100 items of litter they encounter.
Identify different litter types – wrappers, glass,
cardboard, paper, cans, gum, other litter. Analyse
and present findings! Do this again later in the year
after actions have taken place. Compare the results.
What is working, what isn’t?
•
Develop signage, school awareness campaign to
promote school litter as a focus.
•
Invite media or photography students to put
together a creative piece that displays your
campaign message. Can be shown at an assembly or
on the school message screens.
•
Take part in a day or part day of action. Adopt the
Road outside your school, and keep it litter-free. Pick
up litter in a local wetland or park.
Loreto College: ‘...we took part in Clean‐Up Australia
Day at a wetland near our school. We promoted
the event throughout the school and especially
encouraged younger grades to come along and help
us clean up the area.’
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Litter Resources & Grants
Visit Keep Queensland Beautiful to view the latest
National Litter Index. Also visit us for the Litter/Waste
Count resource tool to use for your whole and partial
school, and for a before or after lunch litter count
www.keepqueenslandbeautiful.org.au
Keep Australia Beautiful Western Australia has an
excellent resource on Clean Schools (a program to
reduce litter in schools)
www.kabc.wa.gov.au/schools.html
Keep Australia Beautiful New South Wales
www.kabnsw.org.au/programs/EnviroMentors.aspx
The Wrigley’s Company proud sponsors of a number
of school education programs developed to
engage children in responsible litter behaviour and
environmental awareness, creating good habits for a
lifetime
www.wrigley.com.au/aboutwrigley/Environmental.asp
TeachWild is a national program that tackles the global
issue of marine debris and how it impacts Australian
wildlife. It brings scientists together with teachers,
students and employees to carry out hands-on field work
www.teachwild.org.au
Visit Australian Marine Environmental Protection
Association to read about information on the Rhonnda
Alexander Memorial Education Grant
www.ausmepa.org.au/other.asp?pageId=34
Department of Environmental & Heritage Protection
offer details, awards, grants, initiatives and partnerships.
www.ehp.qld.gov.au
Queensland Litter Prevention Alliance (QLPA) develops
and coordinates strategically planned litter prevention,
education and management activities, projects and
events
www.qldlitter.com
The ‘Butt Free Toolbox’ has everything you’ll need to
run your own Butt Free projects, activities and we’re also
here to help.
www.buttlitteringtrust.org
Greenpeace
www.greenpeace.org/international/en/about
keepqueenslandbeautiful.org.au
Stormwater & litter search on Clearwater website
www.clearwater.asn.au
Healthy Waterways; litter in our waterways
www.healthywaterways.org/HealthyWaterways/
PlasticPollutionRevolution/Litterinourwaterways.aspx
Litter Costs You; Kids can be part of the litter solution!
Explore this section to find games, activities and
programs that get tomorrow’s leaders involved in
cleaning up our litter problem today.
www.litteritcostsyou.org/schools.aspx
An example of a litter survey for schools. Ready to use.
www.recycle-more.co.uk/images/static/schools/pdf/
sp_lit_survey.pdf
Kids, Litter and Rubbish Bin Design; A unit of work.
www.teachers.ash.org.au/sandysite/My%20
Webs5/blockcad_designtask.htm
Gorilla in the Greenhouse is an animated web
show that inspires kids to take green steps.
www.youtube.com/watch?v=yO9R5K8aofo
Global Marine Litter Information Gateway offer
educational material and special activities for
children. www.marine-litter.gpa.unep.org/kids/kids.htm
Anti-litter resource site brings together some fun
anti-litter activities to remind all of us that litter is
not cool.
www.plastics.ca/EnvironmentalSustainability/AnitLitter/
index.php
Litter Free Lunch_Information Pack
www.tweed.nsw.gov.au/Education
Sainsbury’s has come up with a great
template of a lunchbox where students can
draw their own healthy and zero waste lunch
www2.sainsburys.co.uk/NR/rdonlyres/5D4C8431-38D9440A-9BBA CF9693A516B/0/AKGCLunchboxOutline.pdf
Gold Coast Council has resources, activities, actions and
examples of schools’ strategies to reduce litter
www.greenergc.com
Page 9 of 27
WASTE
•
•
List the products that your school buys, for example:
office materials, tuckshop goods, classroom items,
paints, cleaning products, gardening needs, white
goods. Analyse and describe the contents and
packaging.
Assign an area of the school grounds to an action
group. After lunch one day, survey all bins in each
area and record how much rubbish each contains:
empty, half-full, full? Do this on different days of the
week and see if there are any differences. If so, why?
•
Conduct a random waste count of a few lunch boxes
to determine how much waste is approx created
from the whole class, year level, school.
•
Students draw their own healthy and zero waste
lunch. Display in hall or classroom.
•
Conduct a class or school lunch waste count.
Document the rubbish by identifying specific waste
– paper, plastic, glass, other. Use Keep Queensland
Beautiful’s Litter/Waste Count resource to record
findings.
•
Organise zero waste lunch days where students
and staff need to bring lunches with no disposable
packaging.
•
Create a waste management plan/policy (See
Communication section of this Resource Kit) Assess
what is being recycled, wasted (through a waste
count) in your school, and develop recycling plans
for each recyclable item. The waste management
plan should include collection within the school,
reduction processes and regular collection from a
recycling agent.
•
Develop school policies about general waste
management. School policies on double-sided
photocopying, paper use and reuse, refilling ink
cartridges and composting/worm farming of organic
waste etc.
•
Work out how much rubbish could be reduced if
the school minimised waste and followed the 4 Rs
principle. Determine what the financial savings would
be.
•
What is done with tuckshop waste? Is organic waste
compost or placed in a worm farm? Are plastics,
cardboard, paper and metals recycled?
•
Evaluate packaging in your school. Is the packaging
adequate or overdone? Does the packaging create a
litter problem and add to waste management costs?
keepqueenslandbeautiful.org.au
•
Develop signage and public awareness initiatives to
promote aspects of how the school supports the 4 Rs
principle.
•
Set up compost and worm farm facilities for organic
waste so the resulting compost and worm castings
are used in the school gardens.
•
Collect useful items for use in art and craft and as
containers: paper, card and material off-cuts, wool,
wood, containers and old cd’s.
•
Set up a second-hand uniform clothing pool and
hold a used textbook sale.
•
Is it possible to develop some fundraising aspect
with the recycling processes by collecting ink
cartridges for refilling?
•
Consider establishing a school-wide recognition
system or award/badge to recognise and reward
students who are active in the community.
•
Encourage community groups or organisations to
visit the school to discuss various topics. They may
be able to provide advice and expertise and offer
opportunities for students to gain valuable hands-on
experience.
•
Contact your local council’s community development
officer. They may be able to provide contact details
for various community groups or assist in providing
community-based resources.
•
Volunteer to help a community group or organise a
fundraising drive.
•
Become involved with your community in Keep
Australia Beautiful’s Adopt-a-Road program to help
reduce litter on Queensland roads.
•
Participate in Clean Up Australia Day, or working
groups to clean up public areas
•
Invite representatives from waste management
companies to talk to your school community. Seek
their advice on products that can be reused or
recycled.
•
Invite representative from Keep Queensland
Beautiful to talk to students in an assembly or Skype
with a class.
•
Challenge a class (or more) to keep a waste diary for
a week, tracking trashed food by recording what you
throw away after every meal, the reason for chucking
it and how much is being tossed. Also write down
where the food went - did you compost it, feed it
to the dog, dump it down the drain or toss it in the
garbage bin? This can be done again at later date to
do a comparison. Analyse!
Page 10 of 27
Waste Resources & Grants
Apply to Coles Junior Landcare School Garden Grant.
www.juniorlandcare.com.au/grants-2/coles-grant
The Story of Stuff is a 20-minute, fast-paced, fact
filled look at the underside of our production and
consumption patterns.
www.storyofstuff.com
Australian Food and Grocery Council looks into
sustainability issues, packaging and recycling.
www.afgc.org.au/sustainability/packaging-recycling.html
Carbon Kids is a program that combines the individual
actions of children and young people into a united force
for environmental protection.
www.carbonkids.org
Sita provides educational information, signage,
partnerships, reports, monitoring and waste counts
(usually for free!)
13 13 35 or www.sita.com.au
Kitchen Garden provide edible, aromatic and beautiful
resources for a kitchen. The creation and care of a
Kitchen Garden teaches children about the natural world,
about its beauty and how to care for it, how best to use
the resources
we have, and an appreciation for how easy it is to bring
joy and wellbeing into one’s life through growing,
harvesting, preparing and sharing fresh, seasonal
produce.
www.kitchengardenfoundation.org.au
Solid Waste Agency of Northern Cook County’s
website provides resources to educate about solid
waste Technologies and the benefits of waste reduction
practices www.swancc.org/index.php/resources
Apply for the Coca-Cola Beverage Container Recycling
Community Grants through the KAB website
www.kab.org.au
Visy not only provides recycling services to schools
but also education tools to help teachers and students
understand how each product is recycled so that
everyone can learn to recycle
as much as possible!
www.visy.com.au/recycling
Don’t dump it, recycle it! This is the Planet Ark and
Sensis ‘Recycling Near You’ website.
www.recyclingnearyou.com.au
The Packaging Stewardship Forum (PSF) works with
partners across Australia to increase the resource
recovery of food and beverage postconsumer packaging
and reduce littering.
www.afgc.org.au/psf.html
Cansmart® - the steel can recycling website.
www.cansmart.org
Ollie Saves the Planet Join Ollie and his friends as they
Reduce, Reuse, Recycle and Rethink their actions in the
areas of Waste, Water, Energy, ...
www.olliesworld.com
Planet Ark works to show people the many ways they
can reduce their day to day impact on the environment.
www.planetark.org
Visit the Brisbane Produce Market website for
e-newsletters, resources, zero waste and healthy
lunchboxes, lunch recipe book, register for their Kids
Education Program-promotions and primary school visits
www.brisbanemarkets.com.au
Zero Waste Lunch information for parents, teachers and
kids.
www.wastefreelunches.org
keepqueenslandbeautiful.org.au
Kuranda College: ‘For the last 5 weeks of Term 2, 2012
Kuranda College launched and embarked on a huge
campaign to promote ‘Litter Free Lunches’. Awareness
and promotion was achieved through newsletters,
emails, school webpage, posters, Kuranda newspaper,
teacher’s encouragement, school captains, Junior Council Reps, and a separate letter home. During this 5 week
period, new compost buckets were placed at eating
areas and all children were educated about what can
and can’t be placed in to the buckets. Biodegradable
food scraps, cardboard and paper bags were sent to the
school’s Compost Bins.’
Page 11 of 27
OTHER SUSTAINABLE PRACTICES
ENERGY
•
‘Investigate ways of reducing the school’s energy
usage (for example, car pooling, turning off fans and
light switches, installing sky lights, green energy) and
implement these ideas.
CitySmart is Brisbane City Council’s environment
program, aimed at making Brisbane a carbon neutral city
by 2026.
www.citysmart.com.au
•
Investigate the possibility of visiting a nearby power
station and/or waste facility. This will increase your
understanding of how energy is produced and how
much unnecessary waste is placed in landfills.
CS Energy runs a grant program at its Kogan Creek
Power Station to support projects that improve
community facilities or benefit the local environment.
www.csenergy.com.au/content-(84)-grants-program.htm
Energy Resources & Grants
Ergon Energy man will teach you all about
energy, where it comes from, how you can use
it safely and efficiently and help the environment.
www.ergon.com.au/ergonia
Kids Saving Energy! website was developed by the
US Department of Energy to educate children about
renewable energy and energy-wise behaviours through a
variety on online activities, games and information. The
Education & Training Resources Section of the website
houses a searchable database of lesson plans, projects
and classroom activities for years P 12 on energy-related
topics.
www.sustainableschools.qld.edu.au/Default.
aspx?tabid=867
Department of Mines and Energy details energy in
Queensland.
www.dme.qld.gov.au/Energy/index.cfm?1=1&CF
ID=17141038&CFTOKEN=42830604
Energex interactive website, Switched On helps kids
reduce the amount of energy they use.
www.energex.com.au/switched_on/index.asp
Origin Energy free education resources helping our
communities to shape a brighter future.
www.originenergy.com.au
TravelSmart encourages us to reduce our car use
and instead consider environmentally-friendly
travel options such as public transport, cycling,
walking and carpooling.
www.tmr.qld.gov.au/Travel-and-transport.aspx
Power for a Sustainable Future, Environmental
Protection Agency’s educational website.
www.sustainableenergy.eq.edu.au/sources/index.html
Solar Schools website allows schools across Australia
the opportunity to share information and reduce their
schools impact on the environment.
www.solarschools.net
keepqueenslandbeautiful.org.au
Moreton Bay Boys College: ‘Further carbon footprint
reduction has been enabled through our installation
of solar panels and wind turbines. These generate
electricity which reduces our need to consume energy
from community electrical plants.’
Page 12 of 27
WATER
•
Investigate methods of reducing the water flow with
rocks, logs, plantings, establishment of swales and
other methods to stabilise slopes.
learning of Queensland’s minerals and energy
sector.
www.oresomeresources.com
•
Signage around taps ‘Don’t be a Drip, turn off the
tap’.
•
Install water saving devices, tanks, re-direct water on
school roof.
Ocean Life Education ‘Brings the Sea to You’ with
fun environmental education programs designed
to inspire students of all ages to appreciate and
take responsibility for the marine ecosystem.
www.oceanlifeeducation.com.au
•
Water your school garden in the cool of the early
morning or in the evening reduces water loss
through evaporation.
•
Adding organic matter such as cow manure, mulch
or compost to your soil will increase the amount of
water available for your plants.
•
3 star rated low flow taps or tap aerators are more
efficient than ordinary taps and reduce splashing.
•
Communicate water saving ideas using bulletins,
newsletters, emails and posters. You can encourage
people to send water saving ideas via email or
suggestion boxes.
Water: Learn it for Life! Has comprehensive online
curriculum resources incorporating lesson plans,
activities and background information for primary and
middle years teachers—including materials specifically
developed to support the Australian Curriculum.
www.derm.qld.gov.au/waterwise/education/index.html
Use Queensland Sustainable Schools as a resource
to begin investigating water use and investigate areas
where water can be reduced.
www.sustainableschools.qld.edu.au/Default.
aspx?tabid=716
Water Resources & Grants
As a Waterwise initiative, the Department of
Environment and Natural Resources, Water:
Learn it for life!—an exciting new education
program for Queensland schools.
www.derm.qld.gov.au/waterwise
National Water Week teaching and learning
resources for use in the classroom, home or
elsewhere.
www.savewater.com.au/programs-and-events/nationalwater-week
Bambaroo State School: ‘Water Saving devices are
installed at the classroom sinks.’
Water Watch Queensland offers a variety of Waterwatch
resources, including curriculum based activities and
publications, designed especially for primary and
secondary students.
www.qld.waterwatch.org.au/resources/education.html
Urban Utilities offers information to everyone about
water.
www.urbanutilities.com.au
Land & Water Australia a wealth of information
available.
www.wa.gov.au
The Queensland Resources Council education
program consists of free on-line educational
resources and a Teacher Professional
Development Program which aims to assist
teachers and students in the teaching and
keepqueenslandbeautiful.org.au
Page 13 of 27
BIODIVERSITY
•
•
•
Note what birds and other wildlife are seen in your school
grounds. Compile a sighting list for your school. Are they
common animals that are found throughout the year or
are they only seen from time to time as they migrate with
the seasons? Are they found only at night? You may need
to do a night spotlight audit.
Use local experts to assess the habitat values of these
areas of the school grounds.
Establish a wildlife corridor, find out what habitat
conditions are necessary for the wildlife that use the
corridor. If native trees, shrubs and grasses need to be
planted to widen and enhance the corridor, find out what
plants are suitable.
•
Provide natural food for native wildlife by planting suitable
trees and shrubs.
•
Design and build nesting boxes, find out what box designs
are most suitable and place them on site.
•
Develop a weed identification and removal program.
•
Create a bird watchers’ ‘hide’ to enable students to
observe wildlife. Create posters and set up displays to
educate the school community, eg. purchasing organic
food
•
Conduct a random health survey of the school, to find out
the common illnesses in the school, eg headaches, sore
throats, breathing difficulties.
•
Undertake an audit of sources of pollution, eg dust from
the playground
•
Investigate environmentally-friendly alternatives or
farming techniques that may reduce pollution, eg growing
hydroponic strawberries
•
Develop ideas for dealing with pollutants and minimising
their impact on the environment, eg planting trees
•
Reduce the number of vehicles entering the school
grounds and releasing exhaust fumes, eg walk to school
day
•
Learn how to undertake water quality monitoring and
assess the results. Keep the data to determine changes
over time.
•
Use trees and shrubs in areas in the school grounds for
shade, as habitats, as noise buffers, for privacy or for
visual improvement to the school’s facilities?
•
Identify greening needs in your school grounds. Are
your existing plants and trees providing habitat/food for
insects, birds, wildlife which you would like to attract more
of?
•
Investigate revegetation sites outside your school and
compile a list of possible project opportunities.
•
Identify the trees already in the school grounds. Display
name tags near specimens or written on a plan that shows
keepqueenslandbeautiful.org.au
the trees so that other members of the school community
can learn the names and how to identify these trees.
•
Find out how Aborigines/Torres Strait Islanders used
indigenous plants.
•
Visit environmental education centres to gain knowledge
and understanding of the unique Australian bushland.
•
Design vermin-proof waste bins and storage facilities.
Minimise waste and reduce litter.
•
Use classroom studies to research life cycles of crows, rats,
mice, fleas, cockroaches, lice and other pests.
•
Find out which plants and animals are native, introduced
and feral.
•
Enlist the help of an expert in weed/pest identification
(grounds staff or gardener) and undertake an audit of your
school gardens.
•
Work with the grounds staff to find evidence of pests
(droppings, gnawed materials, litter near bins).
•
Research and record the number of media stories about
climate change over a set period. Has the number
increased or decreased? Combine this research activity
with a survey of your school community to ascertain
general awareness and understanding of the issue.
•
Developing your own climate change awareness
campaign. This should be tailored to your regional
circumstances and designed to broaden current
understanding.
Gordonvale State School: Bandicoot Trapping
Page 14 of 27
Biodiversity Resources & Grants
Greening Australia will be able inform your
school in regards to appropriate native plants for
your region, with a network of over 350 staff in
locations across the continent.
www.greeningaustralia.org.au
Weed Warriors is an innovative national program
that provides participants the opportunity to
learn, hands-on about invasive pest plants, a
major environmental menace to Australia, and
to become part of the solution to the problem.
www.eduweb.vic.gov.au/edulibrary/public/teachlearn/
student/weedwarriortch.pdf
CSIRO offers science programs and resources for
schools, special events around Australia and a great
range of at-home science for all ages.
www.csiro.au/Portals/Education.aspx
Weeds Australia is a comprehensive resource for
weed identification and information.
www.weeds.org.au
Department of Primary Industries
www.dpi.qld.gov.au/cps/rde/dpi
Australian Government Department of the
Environment, Water, Heritage and the Arts
develops and implements national policy,
programs and legislation to protect and
conserve Australia’s environment and heritage
and to promote Australian arts and culture.
www.environment.gov.au
Invasive Animal Cooperative Research Centre
Australia’s largest integrated invasive animal
research program.
www.invasiveanimals.com
and repairing our environment.
www.landcareonline.com
www.coastcare.com.au
Kitchen Garden provide edible, aromatic and
beautiful resources for a kitchen. The creation
and care of a Kitchen Garden teaches children
about the natural world, about its beauty and
how to care for it, how best to use the resources
we have, and an appreciation for how easy it is
to bring joy and wellbeing into one’s life through
growing, harvesting, preparing and sharing fresh,
seasonal produce.
www.kitchengardenfoundation.org.au
2024 Dreaming explores what will it be like in 2024.
www.abc.net.au/science/2024dreaming
Planet Slayer is an interactive website that tells
the shocking truth about how the environment is
being destroyed.
www.abc.net.au/science/planetslayer
Redlands IndigiScapes Centre showcases
indigenous plants and promotes nature-related
workshops and events.
www.indigiscapes.redland.qld.gov.au/Pages/default.aspx
Audit Ideas
The Story of Stuff Project is a fast-paced, fact-filled
look at the leading climate solution being
discussed at Copenhagen and on Capitol Hill.
www.storyofstuff.org/about/
Youth Climate Coalition is a coalition of
Australia’s largest youth organisations and over
The Feral website and database contains
information on vertebrate pest animal species in
Australia and New Zealand.
www.feral.org.au
World Wildlife Fund has more than 40 years
experience at an international level, and more
than 25 years of operation in Australia, WWF is the
world’s largest and most influential conservation
organisation.
www.wwf.org.au
Plant Smart is a vegetation management
program developed by Ergon Energy and
Greening Australia to raise the awareness of
appropriate vegetation under and around
powerlines.
www.greeningaustralia.org.au/our-projects/
corporate-responsibility/plant-smartLandcare is a uniquely Australian partnership
between the community, government and
business to ‘do something practical’ about protecting
keepqueenslandbeautiful.org.au
Page 15 of 27
ADDITIONAL RESOURCES
COMMUNITY & PARTNERSHIPS
•
Conduct a survey of the school community to
determine what current community activities
or partnerships exist with external/community
organisations.
Community Resources &
Programs
Millennium Kids Projects are designed by young people,
in an effort to solve a problem they have identified
in the local, regional or international community.
Using the Millennium Kids Ten Step process young
people plan and implement a strategy to solve the
problem they have nominated in partnership with key
stakeholders-schools, universities, industry, state and
local government, community groups and corporate.
www.millenniumkids.com.au
•
Undertake research into the various fundraising days,
community events and organisations that the school
might like to be involved with – consult with your
student body.
•
Assess if there are green projects that require
external expertise or assistance and investigate
which external organisations might be best to help.
For example, council, a plant nursery, Greening
Australia etc.
Kids in the Community raises awareness of the positive
role young people play in our local communities.
www.kic.com.au
Develop a school community notice board to
help promote fundraising days and community
events? Include a community section in the school’s
newsletter.
Facing the Future believes in the transformative
power of widespread, systemic education to improve
lives and communities, both locally and globally.
www.facingthefuture.org
•
National Youth Week This week is a celebration of
youth that encourages all young people aged 12 25 years to take part in activities and enjoy special
events that celebrate their individuality and diversity.
www.youthweek.com
Scouts Australia, educating young people to play a
constructive role in society and to create a better world.
www.scouts.com.au
The YMCA delivers programs and services to help build
strong people, strong families and strong communities
from over 500 YMCA centres across Australia.
www.ymca.org.au/Pages/default.aspx
Bambaroo State School: Community assists to
re-establish school grounds following Cyclone
Yasi.
keepqueenslandbeautiful.org.au
The Young Leaders Program is a school-based
program that teaches the skills and attitudes
needed for effective student and youth leadership.
www.youngleadersprogram.com.au
Page 16 of 27
Community Resources &
Programs
The Duke of Edinburgh Award is a flexible, interesting
and fun-packed program for all young people between
the ages of 14 and 25 to participate in a number of
activities over a set length of time. It is entirely voluntary
and is structured so the participants can design their
own unique program centred around their interests and
passions. www.dukeofed.org.au
Volunteering Australia is the national peak body
working to advance volunteering in the Australian
community. www.volunteeringaustralia.org
Inspire combines technology with the direct involvement
of young people to deliver innovative and practical
online programs that prevent youth suicide and improve
young people’s mental health and wellbeing. www.inspire.org.au
Civics and Citizenship Education website, Australia’s
pre-eminent civics and citizenship education web portal.
This website contains resources, information, activities
and links for teachers, students and parents involved in
civics and citizenship education. www.civicsandcitizenship.edu.au/cce
Valuing Volunteers kit helps recognise the significant
contribution volunteers make to sport and recreation
in the community. www.ourcommunity.com.au/boards/boards_article.
jsp?articleId=1622
Our Community is a world-leading social enterprise
that provides advice and tools for Australia’s 700,000
community groups and schools, and practical linkages
between the community sector and the general public,
business and government. www.ourcommunity.com.au
Community information and services for Australians
www.fahcsia.gov.au/our-responsibilities/communitiesand-vulnerable-people/overview
Kids Media is a communicative, educating, empowering
website for kids. www.kidsmedia.com.au
Citizenship, discover some fascinating facts about being
an Australian citizen. There have cool interactives too!
www.citizenship.gov.au
The Common Good site brings together a wide range of
resources for learning about civics and citizenship.
www.abc.net.au/civics
Community Builders aims to help local communities
across the State share ideas on how to enhance and
strengthen their community. www.communitybuilders.com.au
Center for Community Change strengthens, connects
and mobilizes grassroots groups to enhance their
leadership, voice and power. www.communitychange.org
Community Door offers case studies of different
community based initiatives. www.communitydoor.org.au
Warwick State School: ‘A joint initiative of Condamine
of Condamine Headwaters Landcare Group and
Warwick Central State School the day showcased
businesses and producers who are committed to
improving our environment’-Warwick Daily News, 6th June
2012
keepqueenslandbeautiful.org.au
Page 17 of 27
STATS & FACTS
Every Australian generates around one tonne of waste
each year. This is a mixture of household rubbish and
industrial waste created by things we buy or use.
Around 45% of waste material is organic and could be
composted. The remaining 55% comprises paper, glass,
metals, plastics and other products, much of which
could also be reused or recycled instead of ending up as
landfill.
Most of what we throw away is not rubbish, although we
treat it that way. Throwing away materials that we could
reuse or recycle not only increases our overall resource
use, but also creates the problem of rubbish disposal.
The world is rapidly running out of places to dump
‘waste’ and it is becoming more and more expensive to
dispose of waste.
Litter can be almost any material that is disposed of
incorrectly. It includes cigarette butts and drinks bottles
dropped on the ground, fast food wrappers carelessly
thrown out of the car window, a load that hasn’t been
secured properly in a trailer, or grass clippings swept into
the gutter.
Research identifies three main reasons for littering:
•
laziness
•
perception that litter is not an important
environmental concern, and
•
contexts (such as at a football stadium or cinema, or
on New Year’s Eve) – a feeling that someone else is
paid to clean up anyway.
•
In general, research shows that the lack of rubbish
bins is not a major factor in littering and that many
people are not consciously aware they are littering.
Littering behaviour seems to be affected by:
•
people thinking the item is not litter (e.g. cigarettes,
food scraps)
•
people not being willing to look for a bin
•
lack of social pressure to do the right thing
•
absence of realistic penalties or consistent
enforcement
•
social rebellion
•
lack of knowledge of the environmental effects of
littering
•
poor packaging design
•
amount of litter already present at a particular site
•
presence and wording of signs referring to litter
•
the number, placement and appearance of bins.
keepqueenslandbeautiful.org.au
Litter can be spread by wind, water, traffic and animals.
The Ocean Conservancy estimates that 80% of marine
litter originates from land. Spreading effects can make
the collection of litter extremely difficult and often
dangerous.
Litter is a world-wide problem. Apart from being ugly
and an irresponsible activity, litter can be a health hazard,
an environmental hazard and costly to clean up.
Litterers need to be aware of their individual responsibility and
the impact of litter on the environment and their health.
Litter can cause these problems:
•
visual pollution
•
habitat, soil and water pollution
•
harm to people and animals
•
costly clean ups
•
pests such as rats, mice, flies, cockroaches and fleas
•
the spread of germs and disease
•
fire hazards
•
being treated as food by wildlife
•
polluting and clogging stormwater drains and waterways
Bundaberg Christian College: ‘High fences around our
College prevent the spread of rubbish.’
Page 18 of 27
STATS & FACTS
Since ancient times people have chewed on natural
materials including sweet grasses, leaves, grains and
waxes. Ancient Greeks chewed mastic gum for centuries.
Mastic gum is formed from the resin contained in the
bark of the mastic tree, which is found mostly in Greece
and Turkey.
Time it takes for litter to breakdown in the Environment:
Polystyrene Cups= Never
Glass Bottles= 1 million years
Fishing Line= 600 years
Grecian women favoured chewing mastic gum to clean
their teeth and sweeten their breath.
Plastic 6-pack Holder= 550 years
Today chewing and bubble gum are made from latex,
to which sweeteners, flavours, colouring and softening
agents are added.
Disposable Nappies= 450 years
Chewing gum is not biodegradable and does not rot
away, so a littered footpath, for example, will end up
stained and messy. Did you know that the black spots
you see marking footpaths and other areas are the
remains of chewing gum?
Local councils spend large amounts of money cleaning
up gum litter, and the majority of the gum residue is
washed down the stormwater drains.
Plastic Bottles= 450 years
Aluminium Cans= 80-200 years
Rubber Thongs= 50-80 years
Tin Cans= 50 years
Foam= 50 years
Leather up to 50 years
Painted Wooden Stake 13 years
Plastic Bags 10-20 years
Littering is against the law and individuals can be given
on the spot fines for;
•
General littering: $200 fine
•
Littering from a vehicle: $300 fine
•
Dangerous littering: $400 fine
•
Illegal dumping: $400-$1650 fine
Cigarette Butts 1-5 years
Bamboo Stick 1-3 years
Rope 3-14 months
Statistics from the 2013 National Litter Index show that
Queensland’s “Dirty Dozen” are:
1.
Cigarette butts
2.
Paper/paperboard: other
3.
Plastic: other
4.
Plastic: food container or utensil
5.
Metal: other
6.
Miscellaneous: total
7.
Paper/paperboard: food container or utensil
8.
Plastic: non-alcoholic beverage container
9.
Metal: non-alcoholic beverage container
Sarina State High School: ‘The Wetlands catches a lot of rubbish
and the school uses this area to clean up
the water catchment going to the Great
Barrier Reef.’
10. Paper/Paperboard –cigarette packets
11. Glass: other
12. Paper/paperboard: publication
keepqueenslandbeautiful.org.au
Page 19 of 27
COMMUNICATION
Presenting
Presenting information to an audience is a good way
to get messages out and promote ideas to groups of
people at one time. Effective presenters actively engage
their audience providing an environment conducive to
good listening.
It is important to prepare carefully so that the message
is relevant to the audience and that they will come
away with some useful information. Practise giving the
presentation and time it. This sort of preparation will
develop self confidence.
Keep the message simple and to the point. Use familiar
words and build on information and ideas that the
audience should already know. The information should
be presented clearly in logical steps. To calm the nerves
– take a deep breath before starting.
An effective presenter:
• is stimulating and arouses interest.
• makes good use of appropriate body language,
has good eye contact, and a well modulated vocal
tone.
That ‘real world’ beyond the school grounds, however,
often works within entirely different constraints from
those of a school community. Wasting time by not
knowing exactly what is required and when, may create
frustration for someone in a busy commercial enterprise.
Choose an issue and make a list of all the organisations,
businesses, institutions, groups and individuals that may
become involved. Many external organisations are very
large. It is important to find out who is the best person
to speak with and to have their contact details. Your local
council may be able to help you and offer suggestions
for your list.
Contacting and working with external organisations
may best be handled by the older students or adults of
the school community. However there is a tremendous
opportunity here for ‘real world’ situations to enhance
student skill development.
In an action project group consider having an External
Liaison Officer. This person would liaise with external
organisations. The external organisation would need to
have this person’s contact details and the best times and
ways of making contact. Always try to develop the most
efficient and effective procedures in communication and
the results will follow.
• does not distract listeners with his/her attire or
mannerisms, therefore dress comfortably and
suitably.
Feedback
Gaining feedback from the school community is essential
in the development and implementation of Cleaner
Greener Schools.
Feedback can be positive, negative, neutral or a mixture
of positive and negative. Negative feedback is easy to
come by but may be disruptive and unhelpful. Positive
feedback often praises and supports but may not
contribute much. A mixture of both positive and negative
feedback, provided in a constructive way, can generate
fresh ideas that may lead to improvements. Feedback
should never be ignored. Remember: many heads are
greater than one.
Alligator Creek State School: ‘ The school greenhouse
is able to produce all plants needed to rehabilitate the
Hay Point Coastline. The greenhouse, sprinkler system
and planting resources are funded by BMA Hay Point
Services. Students and staff work with Sarina Landcare
and Conservation Volunteers Australia.’
Communicating with External
Organisations
An effective Cleaner Greener Schools Program
communicates regularly within its school community
and also to the world beyond the school grounds. This
encourages support and input, both from the student
body and the local community, and can help when you
are seeking expert advice.
keepqueenslandbeautiful.org.au
Page 20 of 27
COMMUNICATION
Promotion
The External Liaison Officer needs to be an effective
listener who is able to take accurate notes, ask questions
to ensure that the information is correct and then pass on
that information accurately.
Promotion will be a key to the success of all Cleaner
Greener projects. Ideas, information and actions will
need to be promoted throughout the school community
and out into the broader community using various
promotional mediums.
Here is a checklist to follow when dealing with external
organisations :
o Correct name and contact details of the outside
organisation are essential.
o What is required from this contact?
o Pen and paper to take notes.
o Information ready to be given to the contact person meeting date, location, time.
If the contact person is not available, leave a message
with these details:
o Your name
o Your school
o Your contact telephone, fax number and email
address
o A message outlining why you called
o An appropriate time to telephone you or find out
when they can be contacted and telephone back.
Always be prompt when providing information to outside
contacts and give them at least a week’s notice for
meetings.
You may like to consider designing a business card for
your External Liaison Officer or a brochure about your
action project so that external organisations can find out
what you are doing and make contact easily.
Your promotional plan should sit underneath or within
your Cleaner Greener Schools actions.
There is a need to liaise and promote all Cleaner
Greener Schools information in and through the:
• Principal and administration staff
• Teaching staff and grounds staff
• Parents/Friends Association and relevant school
committees
• Parents and carers
• Students
• Before and after school care provider
• Local community and external organisations
Linking with the local newspapers, radio and television
facilities will boost community awareness and
involvement.
There are many ways to promote Cleaner Greener
Schools activities. It is important to know, or find out,
what the promotional procedures are within the school
community and link into those procedures. If there
are no promotional procedures to follow, it might be
worth developing some and exploring the promotional
potential.
The Internet is a useful medium to promote your Cleaner
Greener Schools to the world. Design and set up a
website or web page. Link in to other school websites
and network with them. Keep in touch with KABQ and
check out our website at www.keepaustraliabeautiful.org.
au/schools.
Design a PowerPoint or video presentation and use it to
promote what you are doing in your school community.
The list of promotional ideas and mediums is endless.
There are many options depending on your school and
the processes already in place.
The Promotional Ideas chart on the next page shows
that some promotional mediums reach wide audiences.
However, these mediums give quite generic information
that is not as effective as targeting a message to a
certain group. Use a mix of promotional mediums. The
more the message is repeated the more likely members
of the school community are likely to hear it, read it, take
notice and become involved.
Loreto College: Even the school mascot ‘Jerry the Lion
joined in to help us spread the word throughout the
school!
keepqueenslandbeautiful.org.au
Page 21 of 27
•
•
•
•
List your objectives
for each action
project plan. This
will ensure that each
Green & Healthy
issue or activitiy
is covered in the
promotional plan.
Consider who the
target audience is
for each activity –
who are you trying
communicate
with, who needs
to be aware of the
activity? There may
be multiple groups
involved but try to
be as specific as
possible.
What do you
want your target
audience to know
about the activity
and importantly,
what do you want
them to do? What
do you want to
communicate? Be
specific.
Outside Community
Students
Tuckshop Committee
Parents
Parents / Friends Assoc
Promotional
medium / action
Grounds Staff
Once you have
decided on your action
project plans and
compiled your Green
& Healthy Schools
Management Plan (or
School Environmental
Management Plan),
it’s time to consider
how you will promote
your Green & Healthy
activities. You will
need to develop a
promotional plan.
Follow these steps
to develop your
promotional plan:
Target Audience
Teachers
Writing a
Promotional
Plan
Principle
COMMUNICATION
Regular meetings to liaise
Talks at assembly
Flyers on the library and office
notice boards
Posters in the eating areas
Presentations to classes
Displays in the library, tuckshop
area, shopping centre, council
Events (food expo; World
Environment Day)
Articles in local media newspapers, radio, TV
Fundraisers
Environmental & Health Tips
in daily messages read to class
Presentations to Parents /
Friends Association
Presentations to community
organisations
Regular column in school
newsletter
Think about your target audience and how they
currently receive information. Can you tap into
this communication medium? How else can you
communicate with them? Consider your timeframes
and how regular contact needs to be.
keepqueenslandbeautiful.org.au
•
•
Who will be responsible for carrying out promotional
activities?
Write your promotional plan.
Presentation Ideas
The grid above highlights some different promotional mediums
and actions. The shaded boxes indicate the target audience for
a particular promotional medium or action.
Page 22 of 27
COMMUNICATION
Contacting the Media
The local media can play an important role in promoting
your Cleaner Greener Schools program by educating
your community about the issues and motivating the
community to help. There are likely to be media contact
procedures in your school so find out what they are
and use them. If this aspect of your school’s promotions
needs to be developed, get into it!
Any Communications Officers from the action project
groups should work through the school’s media contact
procedures when wanting to contact local media outlets
(ie newspapers, radio and television). A list of deadlines
and publication dates for local newspapers is useful.
The Communications Officer in an action project group
is responsible for writing media releases and keeping a
diary of events and activities. Media contact will probably
be done through the school principal or office.
For the media to attend an event, they may need up to a
week’s notice, as well as details of the location and story,
with a list of photograph opportunities.
Use the local media to promote what is happening in your
Cleaner Greener School. For example:
• promote an environmental audit to members of
your school community.
• announce that your school has reduced water
usage by 10 per cent.
• encourage careful driving, to help reduce threats to
koalas.
Writing a Media Release
Before a media release is written:
• identify your audience (students, parents, the
general community).
• select which print and electronic media
organisations you are targeting
(local newspaper, radio and/or television).
• telephone the media organisations and obtain the
name and contact details of the person to whom
the media release should be sent.
Identify the most newsworthy part of the event or issue
being promoted. Current, local interest stories are
preferred. Events or issues can be reported in many
different ways so think about what will make your project
most interesting to others.
Some people might be interested to know the school
has established an environmental area. However,
more people would be interested to learn that the
environmental area has attracted an endangered species
of bird, or that students are so keen to work on it that
they come in on weekends.
Media releases are not advertisements. Stick to the facts
and rely on your project, plus your follow-up, to win
attention.
The checklist on the next page should help you to write
and send a successful media release.
Gordonvale State High School: Not only did
students involved themselves with litter initiatives
but they also provided reporting to the local
paper.
keepqueenslandbeautiful.org.au
Page 23 of 27
COMMUNICATION
Checklist
o
Make each media release no more than one page if
possible (two at the most).
o
Print the release on school letterhead, to establish
its authenticity and credibility.
o
Head it with the date, and the words ‘media
release’ and ‘for immediate release’.
o
Use a straightforward, descriptive headline (‘All
welcome at school clean-up day’).
o
Make each paragraph only one sentence long.
o
Start the release with a lead paragraph that
summarises the main points you want to make:
the who, what, when, where, why and how of your
story.
o
Use the paragraphs after the lead to present your
information in decreasing order of importance.
(This is so a sub-editor can cut your story from
the bottom if need be, without losing the most
important information. It is called the ‘inverted
pyramid’ method.)
o
Use quotations to ‘flesh out’ your release. Make
sure you give the name and title of any person you
quote. Be accurate!
o
If you are seeking publicity for an event, give the
exact date, time and location of the event.
o
At the end of the release, provide a contact person
and telephone number for further information.
Ensure this person is fully briefed on the content of
the release and available.
o
If there are good visuals for your story, at the
bottom of the release write the words ‘Photo
opportunity’ and explain the opportunity.
o
Write the word ‘ENDS’ at the end of the release. (If
it runs over two pages, write the word ‘MORE’ at
the bottom of the first page.)
o
Address your release to a contact person at each
organisation you are targeting.
o
Fax or email your media release to the contact
person at the newspaper, radio or television
station.
o
After you have sent your media release check that
it has been received, read and understood and ask
if you can provide further information.
keepqueenslandbeautiful.org.au
The Hall State School: ‘Rockhampton Regional
Council…acknowledged the Hall State School for
their commitment to the adopt-a-beach program and
the donation of a recycled plastic beach seat.’ Keep
Queensland Beautiful offers programs such as Clean
Beaches, Adopt-a-Road, Spotless Schools, Spotless
Suburbs and Tidy Towns for a whole community
involvement.
Page 24 of 27
COMMUNICATION
Media Release Example
Shady Mountain High School
22 November 2007
Media Release
For immediate release
SHADY MOUNTAIN HIGH HALVES RUBBISH AND BOOSTS SCHOOL INCOME
Students, teachers and parents at Shady Mountain High School have taken just six months to halve the rubbish
produced by the school, and earned money for new school equipment in the process.
School Environment Committee Chairperson Jane Ross said an environmental audit carried out by Year 12
students showed that the school had cut rubbish sent to the refuse station from 40 tonnes to 20 tonnes since
April this year.
Ms Ross, a Home Economics teacher at the school, said this outstanding reduction had been achieved by
starting school recycling and composting programs.
“We did our first environmental audit in April and realised we were just throwing away a lot of things that could
be recycled,” she said.
“So we established a school recycling centre, where students, teachers and their families can bring aluminium
cans, glass and paper. We also started a composting program for organic waste such as food scraps, lawn
clippings and the like.”
Ms Ross said the programs had many benefits.
“As the latest figures show, the recycling and composting programs have really reduced our impact on the
environment,” she said.
“The programs have also taught students a lot, across a range of subjects, including science, social studies and
mathematics. An added bonus is that sales to local recyclers have earned money for the school, which we will
put towards a much-needed new computer for the library.”
Principal Geoff Baker said everyone in the school community had contributed to a ‘great result’.
“Everyone — from the Grade 8 students, right up to staff in my office — has become involved, whether
it’s been making sure the right thing goes in the right bin, or getting out there and turning the compost, or
preparing paper for the recyclers.
“I can’t recall a more successful school project, and I’d like to thank students, parents, staff and local recyclers
for a great result.”
Shady Mountain High School now plans to apply what it has learned to slashing energy consumption at the
school.
For more information, please contact: Jane Ross 07-3369 1234 or Geoff Baker 07- 3369 1216 (8.30am-3.30pm)
PHOTO OPPORTUNITY: Photographs can be arranged of the school recycling centre, which has large piles of
aluminium cans, glass and paper. Students involved in the project will be available for the photographs.
keepqueenslandbeautiful.org.au
Page 25 of 27
COMMUNICATION
Writing a Management Plan/
Policy
Policies are documents that have been agreed upon by
all relevant parties and are accepted as the practice that
will be taken.
Policies exist in schools for a range of things such as
Workplace Health and Safety, sun safety, smoking,
purchasing, food sold at the tuckshop, use of chemicals,
dealing with visitors in the school grounds and so on.
These policies help to protect the health and safety of
students, teachers and the entire school community.
They also help to reduce any misunderstandings of the
process which should be followed.
The Cleaner Greener Schools program encourages
action project groups to create policies about issues, and
aim to include steps in existing policies to ensure the
protection of the environment and health.
When developing a policy use this checklist as a guide,
consult the school community at each stage and
encourage feedback:
Once this has been achieved you can implement your
policy and work towards a healthier, safer and more
environmentally-friendly school.
Useful Publications
Education for Sustainable Futures: Schooling for the
Smart State – A Report to the Queensland Minister for
Education and Training and Minister for the Arts on
Education for Sustainability in Queensland Schools,
Ministerial Advisory Committee for Eduational Review,
2006, Queensland Government, Brisbane.
EnviroSmart – An Educational Resource for Students
in the Middle Years of School, Developing a School
Environmental Management Plan, Minerals Council of
Australia, Kingston.
o
Give your policy a title relevant to the issue. Make
the title short and simple, and obvious for the issue.
For example, Smoke-free Policy, SunSmart Policy or
Litter Policy.
State of the Environment Report 2003, The State of
Queensland Environmental Protection Agency, 2003,
Queensland Government, Brisbane.
o
Develop a rationale. The rationale gives an overview
of why the policy is needed.
o
Develop aims of the plan/policy. These will include
statements like:
State of the Environment Report 2006, Department of
the Environment and Wate Resources, 2006, Australian
Government, Canberra.
• protect the health of students from smoke.
• protect students from excessive sun exposure.
Whole-School Approaches to Sustainability: An
International Review of Whole-School Sustainability
Programs, Australian Research Institute in Education for
Sustainability, 2004, Macquarie University, Sydney.
• gain savings from reduced litter clean ups.
• increase students’ nutritional intake.
o
Develop procedures for the plan/policy that detail
what is expected of students, teachers and other
staff and visitors to the school. The procedures also
outline how people will be dealt with if they do not
follow the policy.
o
State how the policy will be implemented.
o
Outline how the plan/policy will be monitored and
reviewed.
o
Before the plan/policy can be implemented it needs
to be considered and accepted by the principal and
staff, the Parents/Friends Association, the Student
Council, the Cleaner Greener Schools’ Management
Committee etc.
keepqueenslandbeautiful.org.au
National Litter Index reports for Queensland can be
found by visiting;
www.keepqueenslandbeautiful.org.au
Page 26 of 27
OTHER USEFUL WEBSITES
Australian Association for Environmental Education Inc – www.aaee.org.au
Department of Education, Training and the Arts – www.education.qld.gov.au
Department of the Environment and Water Resources – www.environment.gov.au
Eat Well Be Active - www.eatwellbeactive.org.au
Eat Well & Healthy Schools – www.health.qld.gov.au/ph/documents/hpu/29187.pdf
International Baccalaureate Organisation – www.ibo.org
Keep Australia Beautiful Queensland – www.kabq.org.au
Queensland Environmental Protection Agency – www.derm.qld.gov.au
Queensland Museum – www.qm.qld.gov.au
Reef Guardian Schools - www.reefed.edu.au/home/guardians/reef_guardian_schools
The Learning Place – www.learningplace.com.au
Threatened Species Network – www.wwf.org.au
Waterwatch Queensland – www.qld.waterwatch.org.au
Queensland Environmentally Sustainable Schools (QESSI) –
www.education.qld.gov.au/schools/environment/outdoor/qessi.html
Outdoor & Environmental Education Centres (QLD) –
www.education.qld.gov.au/schools/environment/outdoor/oeclist.html
keepqueenslandbeautiful.org.au
Page 27 of 27