Sustainability Program for
Community Housing
Organisations
Trainer Guide
Produced by Compass Housing Services
Supported by the NSW Government as part of the
Energy Efficiency Training Program — visit savepower.nsw.gov.au
Copyright and disclaimer
The Office of Environment and Heritage and the State of NSW are pleased to allow
this material to be used, reproduced and adapted, provided the meaning is
unchanged and its source, publisher and authorship are acknowledged.
The Office of Environment and Heritage has made all reasonable effort to ensure
that the contents of this document are factual and free of error. However, the State of
NSW and the Office of Environment and Heritage shall not be liable for any damage
which may occur in relation to any person taking action or not on the basis of this
document.
Office of Environment and Heritage, Department of Premier and Cabinet
59 Goulburn Street, Sydney NSW 2000
PO Box A290, Sydney South NSW 1232
Phone: (02) 9995 5000 (switchboard)
Fax: (02) 9995 5999
TTY: (02) 9211 4723
Email: info@environment.nsw.gov.au
Website: www.environment.nsw.gov.au
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2011
Compass Green Sustainability
Efficiency for Community
Housing
Trainer Guide
Name:
____________________________
Location:
Date:
Facilitator:
____/___/ _____
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Table of Contents
TABLE OF CONTENTS ........................................................................................................................................ 3
INTRODUCTION ............................................................................................................................................... 4
OVERVIEW OF BSBSUS301A ............................................................................................................................. 5
IMPLEMENT AND MONITOR ENVIRONMENTALLY SUSTAINABLE WORK PRACTICES ........................................ 5
COURSE OUTCOMES: ....................................................................................................................................... 5
Course Content: ....................................................................................................................................... 5
TIMETABLE ....................................................................................................................................................... 9
RESOURCES REQUIRED FOR DELIVERY ........................................................................................................... 10
DAY 1 GUIDE .................................................................................................................................................. 11
DAY 1 SESSION 1 - LESSON ORIENTATION AND OVERVIEW:.......................................................................... 11
Activity One–Define Sustainability ......................................................................................................... 11
Activity Two- Environmental Footprint Calculator ................................................................................ 12
Activity Three - How did we get here and where do we go? .............................................................. 12
Activity Four –Write ‘10 Commandments for the World’: .................................................................... 13
A System approach to Sustainability - Discussion .............................................................................. 13
A BRIEF INTRODUCTION TO ENVIRONMENTAL COMPLIANCE ........................................................................... 15
DAY 1 SESSION 2 - POWERPOINT 1: A GLOBAL PERSPECTIVE .................................................................... 16
DAY 1 SESSION 3 -POWERPOINT: UNDERSTANDING ENERGY ....................................................................... 16
PART 2: COMMUNICATING THE RUNNING COSTS OF APPLIANCES TO THE HOUSEHOLDER............................ 16
DAY 1 SESSION 4: POWERPOINT: WATER ...................................................................................................... 16
Water Flow Rate Activity ...................................................................................................................... 17
Stratco Rain Water Calculator Activity ............................................................................................. 17
DAY 2 GUIDE .................................................................................................................................................. 18
DAY 2 SESSION 1 - REVIEW DAY1 WORKSHOP.............................................................................................. 18
POWERPOINT: THERMAL PERFORMANCE ....................................................................................................... 18
DAY 2 SESSION 3 POWERPOINT: APPLIANCES AND LIGHTING ....................................................................... 18
DAY 2 SESSION 4 POWERPOINT: THE CASE STUDIES ................................................................................... 19
Case- study 1. 6 BR house.................................................................................................................. 20
DAY 2 SESSION 5 – WORKSHOP MAJOR ASSESSMENT TASK ....................................................................... 23
ACTIVITY– COLLECTING ASSIGNMENT DATA ................................................................................................... 23
CONDUCT A HOME SUSTAINABILITY ASSESSMENT.......................................................................................... 23
HOME SUSTAINABILITY ASSESSMENT .............................................................................................................. 0
DAY 2 GUIDE (CONT.) ..................................................................................................................................... 24
ASSIGNMENT OVERVIEW ..................................................................................... ERROR! BOOKMARK NOT DEFINED.
DAY 3 GUIDE .................................................................................................................................................. 10
DAY 3 SESSION 1 - REVIEW DAY 2 WORKSHOP. ............................................................................................ 10
DAY 3 SESSION 2 – PRESENTATION OF SUSTAINABILITY ASSESSMENTS...................................................... 10
REFERENCE LIST: ............................................................................................................................................ 11
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Introduction
A course designed for Compass Housing Services Co Ltd (Community and Affordable
Housing Provider) to assist community housing workers; to develop an understanding of the
major factors which create a sustainable home. Participants will also learn to identify areas
of resource wastage and inefficiency, understand the importance of occupant behaviour in
achieving sustainability, and develop the ability to specify a course of action to improve
energy and water efficiency.
This course is part of the Compass ‘GROW’ Program (Compass Housing Total Sustainability
Initiative) that includes the following:
 Environmental Sustainability
 Economic Sustainability
 Social Sustainability
 Personal Sustainability
…..in association with the existing Compass Housing structures and practices which support
and encourage the following:
 Community sustainability
 Security of tenure
 Organisational sustainability
Upon completion of the course, the participant should be able to:
 Analyse current resource use practices
 Set targets for improvements
 Implement performance improvement strategies
 Monitor performance.
With the knowledge and experience gained over the course, community housing workers will
be able to identify:
 Housing design upgrade potential, for the purpose of sustainability
 Advise tenants on the most effective behavioural strategies to manage costs
 Minimise energy consumption while maintaining a comfortable living environment.
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Overview of BSBSUS301A
Implement and Monitor Environmentally Sustainable Work
Practices
Course Outcomes:
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At the end of the course, learners are expected to have the ability to assess
appropriate levels of sustainability.
Collaborate, initially, then have the ability to design appropriate strategies to reduce
household energy consumption
Work towards continuous improvement in energy and water reduction for compass
housing tenants
Follow up all assessments and ensure efficiency is being improved, and resource
consumption is continuing on a downward trend over time.
Develop a level of comprehensive understanding of sustainability techniques to be
able to comfortably and accurately communicate sustainable practices to tenants
Be able to effectively communicate to clients that energy efficiency is closely tied to
reduced cost of living
UNIT NAME
UNIT Code
National Competency Number
Implement and Monitor Environmentally Sustainable
Work Practices
BSBSUS301A
Course Content:
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The major factors influencing household sustainability.
Include an introductory global overview to establish a context for action.
Understanding and quantifying energy, energy sources and supply.
What are the architectural features which create comfortable and sustainable homes,
and which features which don’t support comfort and resource efficiency.
Home appliances, efficiency ratings and usage patterns.
Water use, rainwater, efficient use and appliances relating to water use.
Virtual case studies to conduct in class sustainability assessments as preliminary to
real world assessments.
An assessable teamwork based case study of a household/dwelling.
Timetable of Training
This unit will be delivered in 3x 1 day face-to-face sessions with trainers.
With completion of assessment to be submitted in class on day of the last session.
Content
This unit (BSBSUS301A) describes the performance outcomes, skills and knowledge
required to analyse environmentally sustainable work practices effectively.
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This unit requires students to demonstrate the ability to:
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analyse current work practices
seek information from key stakeholders and specialists
set improvement targets
implement improvements and
Monitor their effectiveness.
Major Assessment Task
The task for this assessment is a report that forms 100% of your assessment for this
unit.
This task has 4 compulsory parts.
The evidence guide located on the last page of this assessment outlines how
competency can be achieved in Implement and Monitor Environmentally Sustainable
Work Practices.
Student task – Sustainability Implementation Report
The aim is for the student to demonstrate that they can identify areas of household activity
and/or behaviour not currently sustainable that can be improved by implementing a linked
strategy to reduce household costs incurred and its environmental impact. Whilst placing
strategies to monitor those environmentally sustainable practices to those household
activities. This will be achieved by demonstrating a capability for scoping a dwelling based
on the gathering data sheet and then creating a report on implementing and monitoring
performance and improvement strategies for sustainable household practices. This
assessment must be completed on an individual basis.
Learner’s reports should be based on an actual current tenant dwelling, but exceptions
where staff are unable to source such, their own or familiar relative’s household will be
accepted.
Context of Assessment:
This unit should be contextualised for specific applications.
Assessment is due within the period of the training or as discussed with your facilitator.
Resources used and environmental hazards vary significantly from sector to sector and must
be reflected in the delivery and assessment.
Learners are required to provide evidence of:
 Access to an actual workplace or simulated environment
 Relevant information, systems and documentation to the workplace.
Assessment may use evidence generated in the workplace that may need to be
complimented by other evidence to ensure unit coverage.
Unit Grading Information
This unit is graded as UNGRADED
The result AC or NC is recorded, representing competent or not yet competent respectfully.
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The learner must pass all tasks to receive a competent result.
Information about the Elements and Performance Criteria for this unit is available from BSB
07 Training Package @ www.ntis.gov and will be discussed during training.
Assessment Details
Report content
Learners must address the following points in their report;
1. Conducting an environmental review (or audit) of at least one area of resource
usage
From conducting an environmental review of the workplace, identify the resources
consumed, resource purchasing practices and applicable environmental regulations
and policies. Identify any areas of non-compliance. Suggest possible improvements
for each area identified.
2. Identifying improvements in practices for sustainability
For each of the above suggestions, identify possible strategies and actions to
achieve the improvement. Base your improvements on research into best practice
using internal and external sources of information. From this research, set specific
objectives and measurable targets for improvements in environmental sustainability
and resource efficiency.
3. Implementing performance improvements
Demonstrate how their performance improvement strategies will be (or have been)
implemented and who is responsible for their implementation. Describe suggested
tools and strategies that will measure and monitor the effectiveness of the
recommended practices.
4. Reporting on, promoting and reviewing the sustainability targets and
improvement strategies
Explain how the sustainability performance outcomes can be (or are) reviewed,
reported on and promoted to the organisation’s senior management, staff and
external stakeholders to ensure continual improvement.
Suggested report structure
Structure your report by the following sections.
1. Introduction.
Provide a brief overview of the tenanted property you have chosen. Be specific about the
report scope and cover the following items:
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What is the general aim of the report?
What specific objectives are to be covered?
Who is the report intended for?
Why are you doing the report?
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2. Environmental review, current practices and key findings
2.1 Property description and surrounding land/building use including photographs
etc.
2.2 Resource survey methodology (include tools, techniques, and other methods of
data and information collection.)
2.3 Resources consumed (consider the use of graphs, tables and bar charts)
2.4 Current resource purchasing practices
2.5 Procedural compliance with environmental legislation, policies and regulations (if
applicable)
2.6 Areas for improvement
3. Specific methods of improvement
For each improvement area identify prioritised objectives for improvement in resource
efficiency. Justification for priorities needs to be included. In many instances, this is likely
to include ‘return-on-investment’. Provide specific targets to be reached within the
timeframes.
4. Implementation of performance improvement strategies
4.1 Strategies and actions for implementation (demonstrate sourcing of external
information for decision-making)
4.2 Responsibility for implementation
4.3 Methods for measuring and monitoring effectiveness of performance
improvement strategies
5. Outcomes
5.1.
Reporting of outcomes to senior management, staff and stakeholders
5.2.
Promotion of outcomes to stakeholders
5.3.
Methods for ensuring continual improvement
6. Conclusion
7. References (including websites)
Appendix
- Include evidence of data collected to assist decision-making
- Consider the inclusion of up-to date technology solutions
Final comments:
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Include a table of contents with page numbers
All tables, figures and photos to be labelled
As a guide, the length of the report should be within the range of 1500-2000 words.
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Timetable
DAY 1
9.30
10.00
10.30
10.45
1.00
1.30
3.30
Session 1: Orientation and course overview
Session2: Global Perspective
Morning Tea
Session 3: Understanding Energy
Lunch
Session 4: Understanding Energy
Afternoon Tea
3.45
5.00
Session 5: Water
Finish
DAY 2
9.00
9.30
11.00
11.15
12.30
1.00
2.30
2.45
4.30
5.00
Session 1: Review of day 1
Session 2: Thermal Performance
Morning Tea
Session 2: Thermal performance
Lunch
Session 3: Appliances
Afternoon Tea
Session 4: Case Studies
Session 5: Home Sustainability Activity
Finish
DAY 3
9.00
10.30
10.45
12.30
1.30
3.15
3.30
5.00
Session 1
Review of previous material
Review of power and water bills
Morning Tea
Session 2
Presentation of assessments to class
Lunch
Session 3
Pathways to rectify problems
Discussion based on assessments
Afternoon Tea
Session 4
Preparation of reports
Assistance in class
Finish
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Resources Required for Delivery
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A data projector or a ‘Smart-board’, and a computer.
Software supporting ‘PowerPoint’ presentation.
Full set of course ‘PowerPoint’ presentations.
Printed course documents for all students
Room with light control
Whiteboard
Functional whiteboard markers
Accessible internet connection
Thermal mass samples – a light coloured tile, a dark coloured tile, and one tile, e.g.
with carpet on it. To be put in the sun in the morning, prior to class about thermal
performance.
General 10 amp Power Meter
Flow Rate Meter
Examples of Signage and energy rating stickers
Lighting appliances e.g. LED, CFL, etc.
Sustainability assessment data gathering sheets for all students.
Slab of recycled paper for activities.
Computers- a ratio of 1 computer between 2 people for the following units: - – for
looking up efficiency website.
http://www.energyrating.gov.au/
Sustainable homes website.
http://www.yourhome.gov.au/
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Day 1 Guide
Summary: In day one the primary objective is to introduce the students to the topic and
ensure effective engagement for all. It is valuable to make the connection that we all have
many opportunities every day to live and work more sustainably without any major sacrifices
to either lifestyle or performance. All we need to do is just take the time out to think before
we do. While this is certainly a global issue the everyday work starts everywhere indeed
with everyone. We all have the capacity to make a difference when it comes to being
sustainable.
Initially please ensure that all housekeeping paperwork is completed and collected.
Given that this topic can be divisive it will be beneficial to develop a collaborative
environment fostering open non-confrontational discussion on sustainability. This will help
you create a healthy learning environment and generally set the scene for a good learning
experience for all.
Make sure that you give the participants a clear outline of the course requirements including
organising a site to do their Home Sustainability Assessment between day two and day three
sessions. Also take the time to investigate the learner’s expectations.
NB: PLEASE FAMILIARISE YOURSELF WITH THE SPECIFIC SPEAKER’S NOTE
CONTAINED WITHIN EACH OF THE POWERPOINTS.
Suggested program of specific topics to be covered are as follows.
Day 1 Session 1 - Lesson Orientation and Overview:
 Students to complete:
o
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Learner Pre course Survey.
Student Assessment Guide and Orientation.
 Review of unit program.
 Review of the unit’s major assessment task.
 Overview of the unit topics.
Activity One–Define Sustainability
Facilitate discussion with learner and workshop a definition of sustainability from the
perspective of Compass Housing.
To define sustainability
The Brundtland report (1987) defines sustainability as
“…being able to meet the needs of the present without compromising the
ability of future generations to meet their own needs.” Another common definition
of sustainability is “Enough, for all, forever” – (World Summit for Sustainable
Development – 2002).
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However, there is more to sustainability than just serving the needs of humanity.
A broader definition of sustainability (from the Swinburne resources for the Diploma in
Sustainability) comes from the verb ‘to sustain’ which means: to hold up; to support; to
provide for; to maintain; to sanction; to keep going; to keep up; to prolong; to support the life
of... (Chambers Concise Dictionary). Sustainability can be thought of as the ‘property of
continuance’ can more ideally encompass a healthy ongoing for the whole...as ultimately
reflected in a natural holistic ecosystem perhaps with humanity acting as an aware steward.
What is sustainability (ENVIRONMENTAL, ECONOMIC, PERSONAL AND SOCIAL) from a
Compass Housing perspective in terms of the organisation, the staff and for its clients
(tenants)?
Get participants to form four groups and come up with a general definition of sustainability
and then put it into context for Compass. Spend 5-10minutes to discuss then each group will
present to the whole group.
Activity Two- Environmental Footprint Calculator
Click here to discover how many planets your lifestyle needs. Earth Hour's animated
Footprint Calculator can show you how to live with resource efficiency.
http://wwf.org.au/footprint/calculator/?gclid=CMTmnePI66gCFUeApAodoBvTDg
Participants should follow the instructions to calculate their footprint. It will then give
participants a figure of how many Earths would be required for us all to survive if everyone
on this planet lived as we do in developed nations. Typical lifestyles of developed nations
can cost from 2 to 5 earths to sustain according to current evaluation of environmental
auditing.
In a world where developing nations are moving ever more rapidly towards needing more
resources what do you feel this says about the future and our need to modify resource
usage?
Participants should consider their vision of the future and the lifestyle that you project that we
all might need to live.
Trainer should start a discussion.
Activity Three - How did we get here and where do we go?
First let’s watch some great animated videos that give some background to how we got
unsustainable in the first place and then also look at some ways that we might need to revise
the way we live as we picture the future.
300 years in 300 seconds animated video
http://www.youtube.com/watch?v=cJ-J91SwP8w
GreenStick Man animated video,
http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/
(Click on the links above and then discuss the ideas contained in these videos).
Review our understanding of the past, the need to evaluate and account for the present and
then the process of envisioning the future.
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So here is your task...Picturing the future:
Activity Four –Write ‘10 Commandments for the World’:
Congratulations, your group have just been voted in as the environmental committee for the
planet. Your first job is to write the ultimate 10 commandments for the environment.
So first let’s start by imagining the world as you would have it and then write the 10 things
that are going to make the world the way you all want it to be –this is your group’s vision for
the planet, 10 commandments as environmental policy for Earth.
Example:
1. Thou shalt not dump your waste on the third world.
2. Limiting food imports or exports
3. McDonald shalt serve food only on a plate
4. Re-educate the family to value resource
5. Households dispose of their waste on their own land
Don't limit yourself to just bullet points, express what you think.
This is a fun activity, each group will come together and write their 10 commandments and
nominate someone from the team to be chairman and present to us all so we can share in
your ideas. Participants have just 10 minutes to make your world so get thinking.
A System approach to Sustainability - Discussion
A system to develop sustainable process that involves measuring, improving, implementing
and reviewing sustainability:
Think of this as four phases of activity become essential topics for environmentally
sustainable practice1.
2.
3.
4.
Gathering data
Developing strategies to improve performance
Pathways for implementation (setting aims, targets and timelines)
Review.
Choose the focus of a sustainability evaluation e.g. Energy use in the room you are in, then
develop a small plan to minimise energy use in the room using the four passed process
outlined above.
How can we do this for Compass Housing? Discuss the following points with the
group.
(a) Let’s explore the idea of “resource efficiency” in the context of your workplace? What
does being resource efficient mean for the tenants of Compass Housing.
(b) Identify 3 examples of ”resource efficiency issues ” resource types
E.g. Water use
(c) Determine a method for collection of data in regard to “resource efficiency issues”.
You can record your group’s findings in the following table. You may use the 3
examples from part (b).
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Resource
How do we
measure
Resource
Consumption Data
E.g. Energy
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Invoices
Smart meters
Energy meters
Audits
Units of Measure
Watts / kilowatts
Suggested
Improvements to
Minimise
Resource
Consumption
Strategy 1. Open
curtains to let more light
into the rooms
Strategy 2. Paint rooms
light colour to reduce
light wattage
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A brief introduction to Environmental Compliance
It is everyone’s responsibility in the workplace to ensure environmental compliance. This is
the framework of laws that insist we behave more sustainable within the environment.
Environmental compliance fall under the Protection of the Environment Operation Act
(POEO) 1997 No.156
Comprehensive details are available at the Environmental Defender’s Office website.
http://www.edo.org.au/edonsw/site/factsh/fs04_1.php
(a)
The four subject areas that the POEO act regulates.
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Water
Air
Noise
Waste and litter
The act is administered by the NSW Office of Environment and Heritage (OEH) who have
funded the development of this training in partnership with Compass Housing.
The bodies that regulate the POEO Act are:
NSW Environmental Protection Authority (EPA)
Local Councils
NSW Waterways authority
NSW Marine parks authority
Under the Act, licences to pollute are called 'environment protection licences' (called
'pollution licences' in this Fact Sheet). The EPA issues pollution licences. Pollution licences
can be issued to cover one or more forms of pollution (i.e. air, water and noise pollution).
So what constitutes an event that requires a person to notify an appropriate regulatory
authority of a pollution incidence?
The types of incidents which must be reported are those which cause (or threaten to cause)
material harm to the environment (i.e. actual or potential harm to the health or safety of
people or to ecosystems, or actual or potential loss or property damage of more than
$10,000).
The duty to notify applies to the person carrying out the activity, the occupier of premises,
employers and employees including their agents (who must notify their employer, and then
the EPA if their employer cannot be contacted).
It is an offence to fail to notify the appropriate regulatory authority of a notifiable event.
Maximum penalties for a corporation are $1 million and $120,000 for each day the offence
continues and for an individual, $250,000 and $60,000 for each day the offence continues.
A person must notify even if they may incriminate themselves or their company
What penalties apply to the occupier of premises, employers and employees if they do not
notify a regulatory authority of a pollution event?
If you fail to report a pollution incident posing material harm to the environment as required
under Part 5.7 of the Act, you commit an offence. The maximum penalty is $1,000,000 for
corporations or $250,000 for individuals.
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Day 1 Session 2 - PowerPoint 1: A Global Perspective
The aim of this resource is to explore sustainability in terms of a global perspective and for
us to recognise our part in development of a sustainable planet.
One of the primary objectives is to engage in active discussion. In this session we explore
topics such as; bio capacity, diminishing peak fuel, the hidden costs of our offsetting
environmental damage in the third world and the fundamental issue of climate change.
Day 1 Session 3 -PowerPoint: Understanding Energy
Ultimately, everything comes down to a matter of energy. In fact all things are essentially an
expression of energy in one form or another.
However the energy we are looking at in this session are the typical kinds of energy that we
use every day to power our lives. Things like gas and electricity as well as renewable
sources like solar, water and wind energy.
We will review energy consumption and measurement as well as explore typical sources of
energy and the related services that deliver them to us.
Exercises
1. From Understanding Energy PowerPoint - P15
Cost of running appliances for 2 hours
Part 1.Comparing tariffs for different appliances.
Divide into teams and work through the following calculations.
This is only worked out at the 9 cent tariff to show method.
The units used for the calculations are KW, $ and hours.
TV
Small Fan Heater
Large oil Filled heater
2.6KW A/C
18 watt lamp
0.3 KW x .09 x 2 = $0.054
2.2 KW x .09 x 2 = $0.39
2.4 KW x .09 x 2 = $0.43
2.6 KW x .09 x 2 = $0.47
.018KW x .09 x 2 = $003
5.4cents
approx. 40cents
43cents
47cents
.3cents
When all teams done, write results on the whiteboard
Set out: the column of item and the rows are the 5 different tariffs. (Just write the results, not
the whole equation to compare costs over tariffs)
Part 2: Communicating the running costs of appliances to the householder.
Groups to split and role play Property Manager/ Client
Outcomes:
To reinforce the cost variations of different tariffs and relative costs of different appliances.
Day 1 Session 4: PowerPoint: Water
In the Water PowerPoint we look at the critical value of water and the water cycle. We
discuss how water is used in the home and how we can measure water usage.
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Water Flow Rate Activity
Items required: Kitchen jug (with litres marked) and a watch or timer.
Learner Instructions:
To determine the flow rate of a shower head take the measurement jug and your timer (just a
watch is fine) into the bathroom/shower area. Then turn on the shower to usual flow rate.
Catch the water in the jug for 10 seconds and then multiply this amount by 6 to find the flow
rate in terms of litres per minute... it’s that easy. Try this at home as an activity for the next
session.
Stratco Rain Water Calculator Activity
Learner Instructions:
Go to the site below and enter your postcode to get accurate seasonal rainfall for your site.
Follow the instructions on the site to calculate how much supplemental water you would
need (based on your current water usage) to survive without town water. You can also
modify your usage to see how you can better this e reduce shower times to see savings.
http://stratco.com.au/products/rainwater_tanks/Calculator/rainwatertanks.asp
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Day 2 Guide
Summary: Day two is critical to the delivery of the specific information and knowledge on
sustainability assessment. The activities enable participants to collect data accurately and
therefore make effective, reasonable assessments. This includes the fundamental skill set
to enable the learner’s to make accurate, sensible and effective Home Sustainability
Assessments for their clients, which their clients can then implement.
Make sure that you leave plenty of time in the later part of this session for the two case study
exercises. Use the Case Studies as an effective demonstration of what they will need to be
able to do when they go out into the field and do it for themselves. They will need to
complete this activity prior to the next session - Day Three.
The Case Studies represent the effective core of the unit outcomes and are the best
preparation for learners not only to achieve competency in the unit assessment but also give
them opportunity to make long term benefits for the clients, the organisation and ultimately
for us all.
NB: PLEASE FAMILIARISE YOURSELF WITH THE SPECIFIC SPEAKER’S NOTE
CONTAINED WITHIN EACH OF THE POWERPOINTS.
Suggested program of specific topics to be covered in Day 2 are as follows.
Lesson Overview:
Day 2 Session 1 - Review Day1 Workshop
Let’s briefly retrace Day 1 and look at some of the things that we have covered so far. Refer
to the Day 1 Guide (see above) and let’s have a discussion as a review.
PowerPoint: Thermal Performance
Here we begin to look at the complex topic of how to evaluate a home’s efficiency. Is the
home functioning well and are you making the most of available resources.
Things like how heat can be avoided or dispelled in summer and how it is captured and
retained in the winter. The thermal performance of our built environment is a function of both
design and also the behaviour of the occupants. It’s also a reflection of our perception of
adequate comfort levels. Let’s look through the Thermal Performance PowerPoint and notes.
Day 2 Session 3 PowerPoint: Appliances and Lighting
Here we begin to look at the critical importance of the efficiency of appliances and how to
use them more efficiently. We discuss the relative efficiency of different types of light fittings
and the importance of understanding energy and water ratings.
Appliances Activity: Go to the Energy Rating site and explore how we can find out how just
how efficient (or inefficient) various common appliances are. This is a good way to evaluate
the costs of our choices for appliances.
http://www.energyrating.gov.au/
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Exercise:
Calculate how much to run a load at Smart meter peak tariffs. (.40c/KWh)
Day 2 Session 4 PowerPoint: The Case Studies
This activity is a critical step in identifying the participant’s grasp of the whole process. This
is fundamentally a problem solving exercise where the individual potentials and constraints
of the site and the occupant’s behaviour need to be integrated into a plan with actions and
timelines outcomes and effective review process.
This is where the ideas and information we have been exploring comes into action. Being
able to do a home sustainability assessment requires both an understanding of the main
issues of resource efficiency and specific skills to help us accurately assess them.
You need to be able to interpret information, gather data, analyse circumstances and
develop strategies to improve resource efficiency.
This needs to be done in a way that aims at realistic and actionable goals and needs to
measure against some expected levels of performance (indicators).
Most importantly, it requires that we set into place a review process to ensure good
outcomes and a process engaged in continuous improvement.
Let’s look at a couple of examples of situations that you could encounter when trying to do a
home sustainability assessment. We will work through the PowerPoint and discuss.



The case studies are a student exercise as a preliminary to field studies.
These notes assist the trainer with providing the right outcomes for the 2 case
studies. The trainer will use these notes to assist with his/ her observations of the
accompanying slides.
The Case Studies are PowerPoint presentation exercises. The point below refers to
the program of the PowerPoint resource.
Page 19 of 38
Case- study 1. 6 BR house
1. Title page
2. Google earth image showing aspect, North etc.
3. Measuring tool for measuring roof area/ living space area
4. Street view
5. Front and west side
6. Note the following
7. Window positions, some windows set back on verandah, can get winter sun only in
the morning, bedroom windows good for all day sun
8. Pale coloured bricks- good for not getting too hot, as light colour
9. Dark coloured roof- gets very hot in the summer- needs to have insulation checkedi.e. reflective foil under tiles, or retrofitted under rafters potentially.
10. Insulation blanket on ceiling ideally R4
11. Western wall shaded from summer sun- beneficial
12. Eastern wall has I large window- dining room- good for light at all times
13. Eastern window good for winter heating in am,
14. This window causes overheating during summer mornings
15. Front veranda
16. Reflective carport roof can cause severe reflection during hot summers
17. Beneficial in the winters
18. Fortunately a pale coloured front porch- otherwise possibly too hot in the summer
19. House plan – upstairs only available
20. General house structure
21. Living room
22. Vertical blinds shut, bright sun out, dark and cool inside
23. Ducted air con
24. Identify lighting by switching on Incandescent lamp
25. Dining room
26. Vertical blinds- all closed, even though day is cool, interior is very dark
27. Mostly warm, bright sun outside
28. Dining ceiling
29. Air conditioner present- ducted
30. CFL lighting
31. Fan
32. Dining room RC/AC
33. Reverse cycle air con
34. Living room appliances- (see learner notes for list)
35. Fish tanks- especially tropical species generally use continuous energy for heatingaround 100 watts is common, also filter and lights at similar wattages
36. Note the other gear, all on standby
37. Kitchen
38. Ceiling fan
39. The only room in the house which doesn’t have the curtains drawn shut- (because
there are no window coverings)
40. (Note that at 9am on a bright sunny day, it was dark inside in all rooms
41. The curtains were also excluding beneficial heat)
42. Kitchen cooking43. Gas and electric---- (why)
44. The gas cooking is the only reason for town gas.
45. What could be done potentially that could save the occupant large amounts of cost
over time…. Disconnect town gas and replace with LPG for reduced or eliminate
connection costs (at around $175/ year 2011)
Page 20 of 38
46. Kettle- do they fill up and use only 1 cup, or just enough for the serving. Heating
water is very expensive, and a good place to conserve energy.
47. Fridge48. 875 units x 19 cents/ unit divided by days/ year= cost/ day
49. Having just one fridge per house is very good practice
50. Microwave
51. On standby, wasting energy. Easy to switch off at plug, which in this case is easy.
52. Vertical blinds on south side of house
53. Bedroom 1 and 2 both with blinds shut on a sunny morning.
54. Same as BR1
55. Both rooms have fans
56. Possible have electric blankets, clock radios
57. Bedroom 3
58. Bedroom 4 curtains all shut, trees to west side
59. Leaky manhole, losing substantial heat during winter
60. Shower, with a fan directly over the shower compartment. The best way to check for
shower efficiency is to measure with a jug and timer, for litres/ minute Bathroom air
vents. Passive heat loss. Generally in all cases, it is best to have control of air vents,
but requires vigilance. In some cases, it is better to have vents than no vents to avoid
mould. Windows must be easy to operate to have any chance of being used properly
in relation to ventilation.
61. Old style roof vents
62. Aerators on taps63. 4 toilets in house, all early style high range dual flush Toilets Replacing high flow
toilets with low flow holds enormous potential for water saving
64. No door between levels- high heat flow both ways. Problems associated with heat
loss when not able to block off. Downstairs becomes difficult to heat, as heat fly’s
upstairs, unless rooms are shut off. Upstairs may stay warm, but this depends on the
number of draughts there is coming in from outside. In this case, there are numerous
permanent vents and gaps to let cold air in during winter. If there are any gaps
upstairs, as the heat is rising and escaping through them, cold air is drawn inside and
it is a losing battle with wastage of energy and comfort is difficult to achieve without
spending substantial money on heating.
65. Garage has air leaks, and the dividing door has leaks underneath, directly to both
levels. Serious problem.
66. Air leaks through gap in floor
67. Downstairs rumpus- uncontrollable air vents will cause wastage of conditioned air,
and allows drafts to upstairs.
68. Downstairs remains relatively cool in summer, regardless of air conditioning if the
walls are shaded- in this case they are.
69. Downstairs bedrooms5 and 6 not appliances and window coverings- east facing
70. Laundry appliances. A dryer and washing machine combo, and an old dryer.
71. Uninsulated pipes Large outdoor electric HWS. Hot water system. Substantial
wastage of heat is likely to be occurring. At the very least, all the hot water pipes
should be lagged with R0.6 tubular insulation. The pressure relief valve should also
be lagged, but the operating lever part must not be covered or obscured.
72. Air conditioners- note the enormity of the monster Air conditioners
73. 5 air conditioners for a single house is not very common, potentially costing $5.68 an
hour, until the thermostat comes on. As this house has TOU metering. (Time of use)
remember that there are heaps of holes in the building for air leakage.
74. Gas and elect. TOU metering
75. Water bill
76. Electricity bill
77. Half an hour to work out conclusions
78. Break
Page 21 of 38
79. Detached unit Case –study 2. Detached unit. E.S.E. orientation. House is shaded
from the north side, limiting passive solar access. The opportunities here are for
limited morning winter sun. The building to the north is going to seriously limit winter
solar opportunities (see previous and next slide.)Note the plant species are local
native and therefore are suitable for low water requirements.
80. Near map, showing aspect
81. Front view
82. Front, note white roof- cool in summer, no north sun into house possible
83. Gas and water, along nth side of house- no windows
84. Kitchen- regular appliances
85. Modern 2 star fridge, bench top cooker used instead of oven is a good energy
savings strategy.
86. Kitchen down hall
87. Open plan living, window to south
88. Looking towards east wall and window
89. Combined Bathroom Laundry
90. Dryer not used since being there Washing machine used 1 time / week
91. Bedroom. Fan and light and TV. TV not on standby
92. Spare bedroom
93. Note well insulated pipes to house (hot)
94. Note rainwater
95. Well used clothesline, occupant does not use the dryer.
96. Bill 3 KWh for the electricity/ day, 1 MJ for the gas
97. Patterns of use TOU metering
Water Invoice Activity
Refer to the speaker’s notes on the water usage invoice on slide 37 of Case Study
PowerPoint
This is for a home with 7 occupants

4570 litres/day- current bill,

3310 Litres/day - last bill
Explain how to calculate the average daily usage per person?
(NB. A target average daily usage of150 litres/person is broadly considered reasonable)

What is the average daily
usage per person here?

The council target average
daily usage is 150 litres/
person

Efficient usage can be around
55-80 litres / day /person, with
efficient appliances, toilets and
efficient usage behaviour.
Page 22 of 38

Comments/ recommendations?
Day 2 Session 5 – Workshop Major Assessment Task
For the purposes of day to day sustainability assessment a simple worksheet will often do
the trick. This is a tool to collect the data. Sometimes, however, a more formal report based
assessment may be valuable and this is what we will focus on for our major assessment
(Refer to the Major Assessment on pages 4-6).
It outlines content criteria and then suggests a map for the structure of the report. Explain
how to use this to effectively develop a report and ensure all the criteria is covered.
This session will also include:
1. Activity – Collecting Assignment data
2. Day 3 presentation outline
3. Overview of the assessment task.
Activity–Collecting Assignment data
Assignment data is to be gathered between session 2 and session 3
Conduct a Home Sustainability Assessment
Conduct this assignment in pairs
Assignment Task:
Each individual is to conduct a sustainability assessment of a selected house occupied by
Compass Housing clients with the client’s permission at a time which suits you, your team
mate, and the client.
Take note on the assessment form all the details required to complete the assessment.
You are required to do a complete assessment yourself, with the assistance of your
colleague.
You are also required to assist your colleague complete their assessment.
Content learners need to bring for their presentation on day 3:
 View from street level- Please take 1-2 photographs of the home you assessed (of
the exterior), (but only with the client’s permission.
 View form above - take a screenshot, of Nearmap, or Google Earth or Google maps
image of the house you assessed.
 View from street / house level (ONLY do this if your client did not allow you to take a
photo of the house, take a screenshot of the Google ‘Streetview’ image.)
 Completed detailed home sustainability assessment
The photo or image is essential for the assignment, as it will allow the class group gain an
understanding of the house you assessed, the aspect, landscape features, glazing, housing
design features and housing materials used.
Page 23 of 38
The presentation is designed to assist with everybody to gain an understanding of the
complexity of the problem there is with existing building stock, which was largely designed
without considering the local climatic assets and features.
Day 2 Guide (cont.)
Day 3 Presentation Outline:
Presentation
Participant’s photos will be projected onto the screen and must be clear. Participants need to
check them before presenting
After their presentation, class time will be given for feedback from the trainer and peers on
the effectiveness of the reports.
Content for completion of the assignment:
Participants will complete the written assignment component, incorporating
recommendations for home sustainability improvements.
This is to include:
 Any changes you think would improve thermal performance
 Any appliances and energy systems which would improve sustainability
 A list of recommendations that you should like to offer your client
 A recommended schedule to follow up and monitoring.
The assignment is divided into 3 main parts
1. Conduct assessment
2. Class presentation of results (2 parts)
3. Complete the Major assessment for this unit, which is the environment sustainability
report. This will be workshopped in day 3 and be completed by the nominated date.
Page 24 of 38
Home Sustainability Assessment
Data Gathering Sheet
Part 1
Establish north point of building
Approximate building dimensions
Ceiling ht
Cladding type
M
MM
Internal wall material
Roof structure type (i.e. skillion/ hip,
etc.), material and colour
General comments from occupant in relation to comfort, I.e.-
i.
Are there generally any hot or cold rooms?
ii.
Power bills excessive?
iii.
Ease of house to live in and control comfort, etc.?
Electricity use
Billing cycle - total units
Time period
KWh units per day-household
KWh/ day per person
Comment on the seasonal trends in electricity
use
Other comments related to electricity use
Gas Use
Gas use/ billing cycle - total units
____________________________________
Time period
________________________
MJ per day-household ______________
MJ per day per person ______________
Seasonal trends in gas use:
Other comments related to gas use.
Oil or Wood fuel …. (If applicable)
(Oil in MJ, wood in whatever quantities occupant purchased it in)
Water Use
Litres/ day household: _______________
Litres/ day per person: ______________
Thermal performance
External factors
Landscaping/ trees for summer shade on east
and west walls?
What potential is there for heat control using
plants/ trees?
Awnings, eaves of some other external shading
device for summer shading for all windows?
Correctly positioned eaves on north side to allow
winter sun, but prevent summer sun entry?
Describe how they do , or don’t perform
Observations
Principle Recommendations
Thermal performance
Internal factors
(especially note window covering types)
Presence of pelmets?
Page 1 of 38
General observations
Principle Recommendations
Energy use / wastage
Observations
Principle Recommendations
Water use
Observations
Page 2 of 38
Water Use
Principle Recommendations
Appliances
Observations
Note here a summary of general usage patterns.
I.e. if appliances are left on standby, or left
running, overall quantity, tendency to use dryers
or not, etc.
Please ask reasons for use of particular
appliances if applicable
Principle Recommendations
Page 3 of 38
Lighting
Observations
Principle Recommendations
Major appliances
Record star ratings, KWh, and litres where
available
Comments on usage
Electric heater 1
Electric heater
2
Electric heater 3
Reverse cycle air-conditioners
Electric heater 4
Large or small (please circle)
Refrigeration
Refrigerator capacity-_____litres
Refrigerator capacity-_____litres
Refrigerator capacity-_____litres
Clothes dryer
New or Old
New or Old (please circle) condition
New or Old (please circle) condition
New or Old (please circle) condition
yes / no
Capacity 4-6KG
8-10 KG
Times used per week___________
Page 4 of 38
Washing machine
yes / no
Front or top loader
Capacity4-6KG
8-10 KG
Times used per week_________
Primary recommendations and suggested timelines for actions
Recommendations for Implementation
Client –
 Informed of planned changes,
 Instructed on best use practices
Maintenance staff
 Needs to be informed about problems
 Note all decisions need to include long term sustainability considerations.
Management
 In line with Compass Housing guidelines
My follow-up schedule
Implementation start date:
Completion date:
Scheduled follow up timeline:
Sketch Page
Simple sketch of issue. (A photograph may also be useful)
Page 5 of 38
Page 6 of 38
Thermal performance and lighting specific data gathering sheet.
Room ID.
living
living
living
kitchen
dining
bed 1
bed 2
bed 3
average
Above
average
excellent
1
Below
average
poor
performance ratings
2
3
4
5
thermal performance
comments
Reason for rating. I.e.
Features about thermal
performance- e.g. eaves,
curtain types, gaps, holes,
etc.
PART 2
comments about appliances and lighting
Usage patterns and efficiency
bed 4
bed 5
bed 6
Above
average
2
3
4
poor
average
1
Below
average
poor
performance ratings
thermal performance
comments
comments about appliances and lighting
Reason for rating. I.e.
Features about thermal
performance- e.g. eaves,
curtain types, gaps, holes,
etc.
Usage patterns and efficiency
5
bath 1
bath 2
toilet 1
toilet 1
garage
Page 8 of 38
outdoors
Water
new/ efficient
medium
toilet
cistern
estimate
size/age/
efficiency
litres/ minute
old/large
shower
head 1
shower
head 2
shower
head 3
Note older dual –flush toilets often have large water volumes of water.
As a benchmark, compare against a modern low-flow cistern/ toilet
system.
toilet 1
toilet 2
toilet 3
Page 9 of 38
Day 3 Guide
Summary: Day three is an important a time for review and feedback on the work so far. The
presentations from the home sustainability assessment are an opportunity to use trainer and
peer feedback to get the most from each of the participant’s experiences with their first
Home Sustainability Assessments.
In the second half of this session the aim is to guide the participants through the
requirements of their report for the final major assessment.
Depending upon learning styles it may be beneficial to step section by section through the
criteria so that by the end of the session the majority of the assessment report is effectively
scaffolded in place leaving only details, graphs, pictures etc. to be added and finalised at
home. The Final Major Assessment is to be later submitted at a nominated date for
assessment.
NB: PLEASE FAMILIARISE YOURSELF WITH THE SPECIFIC SPEAKER’S NOTE
CONTAINED WITHIN EACH OF THE POWERPOINTS.
Suggested program of specific topics to be covered in Day 3 are as follows.
Pre-requisites for day 3
 Review of material to date
 Review of billing, (participants bring your own water and energy bills.)
 Participants deliver a presentation of the house you have assessed
 Photographs must be in JPEG format(standard digital camera format)
 Open group discussion of assessments.
 Class work and assistance with assignment material
 Role play activity
 Course review
Lesson Overview:
Day 3 Session 1 - Review Day 2 Workshop.
Time for participants to retrace Day 2. Refer to the Day 2 Guide (see above) and discuss.
Now let’s bring it all together for the following presentations of your Home Sustainability
Assessments
Day 3 Session 2 – Presentation of Sustainability Assessments
This is time for learners to show and share with everyone what they’ve discovered with their
individual home assessments. Let us all know their findings and retell their experiences in a
concise 5 to 10 minute presentation. Have sufficient pictures on a USB or a PowerPoint
presentation to take us to the home.
Then as a group lets evaluate the findings and even make further suggestion’s to help
improve the selected home’s efficiency for the occupants.
Page 10 of 38
Reference list:
http://www.yourhome.gov.au - specifically refer to ‘your home technical manual’ section.
http://www.energyrating.gov.au/
Google Earth http://www.google.com/earth/index.html
Nearmapshttp://rm.4933471.nearmaps.com/
Day 1 Session 2 - http://fossil.energy.gov/education/energylessons/coal/gen_howforme
PowerPoint 1: A d.html
Global Perspective
http://www.energyquest.ca.gov/story/chapter08.html
http://terresacree.org/petrole4anglais.htm*
http://www.habitatadvocate.com.au/?tag=human-pathogen
http://www.smh.com.au/environment/climate-change/ozone-holelinked-to-east-coast-weather-20110422-1drht.html#ixzz1KIUJl0gI
http://www.esrl.noaa.gov/gmd/obop/mlo/programs/coop/scripps/co2/c
o2.html
http://www.manicore.com/anglais/documentation_a/greenhouse/ener
gy_consumption.html
http://siteresources.worldbank.org/INTINDONESIA/Resources/22627
1-1170911056314/3428109-1174614780539/SternReviewEng.pdf
Day 1 Session 3 - http://www.greenpower.gov.au/home.aspx
PowerPoint:
http://utting.net.au/doc/RISE.html
Understanding
http://www.environment.nsw.gov.au/soe/soe2006/chapter2/chp_2.3.ht
Energy
m
http://www.environment.nsw.gov.au/resources/climatechange/10923w
indfacts.pdf
http://www.energymatters.com.au/coal-carbon-counter/
http://www.climatechange.gov.au/what-you-need-toknow/buildings.aspx
http://www.coag.gov.au/reports/index.cfm#energeff
http://www.beyondzeroemissions.org/
http://www.yourhome.gov.au/technical/fs66.html
http://www.energymatters.com.au/renewable-energy/solarpower/solar-hot-water/solar-heat-pumps.php
http://www.primeenergy.com.au/
Day 1 Session 4 PowerPoint: Water
http://www.waterrating.gov.au/
www.gtz.de/ecosan/english/thema1
http://www.hunterwater.com.au/Save-Water/Save-WaterInitiatives/Home-Retrofit-Program.aspx
Day 2 Session 2 - http://www.yourhome.gov.au/
PowerPoint:
www.yourhome.gov.au/technical/fs45.htm
Thermal
Performance
Page 11 of 38
http://www.environmentdesignguide.com.au/
http://www.google.com/earth/index.html
http://www.nathers.gov.au/eer/index.html
https://www.nearmap.com
http://www.sustainability.vic.gov.au/www/html/1517-home-page.asp
http://portal.hud.gov/portal/page/portal/HUD
http://www.energy.sa.gov.au/
http://www.luxaflex.com.au/au/en/sb.cn
http://www.yourhome.gov.au/technical/fs47.html
http://www.yourhome.gov.au/technical/fs48.html
http://www.agga.org.au/
Day 2 Session 3 - References
PowerPoint:
The Fridge Buyback Scheme – phone# 1800 708 401
Appliances
and
http://www.environment.nsw.gov.au/rebates/ccfhwsfaq.htm#13http://
Lighting
www.homeimprovementpages.com.au/article/nsw_phases_out_electri
c_hot_water_systems
http://www.homeimprovementpages.com.au/article/nsw_phases_out_
electric_hot_water_systems
http://www.health.gov.au/internet/main/publishing.nsf/content/ohpenhealth-unflued-gas-heater-cnt.htm
http://www.health.nsw.gov.au/factsheets/environmental/gas_heaters_f
s.html
http://www.health.nsw.gov.au/factsheets/environmental/gas_heaters_f
s.html
http://www.epa.sa.gov.au/xstd_files/Air/Brochure/hot_tips.pdf
http://www.climatechange.gov.au/what-you-need-toknow/buildings/publications
http://www.energyrating.gov.au/library/pubs/sb200414garagedoors.pdf
http://www.youtube.com/watch?v=qD9MUhAlRbg
http://en.wikipedia.org/wiki/Luminous_efficacy
http://brightgreen.net.au/
http://www.lighting.philips.com/main/lightcommunity/trends/led/
Day 2 Session 4 PowerPoint: The
Case Studies
References
http://www.google.com.au/search?q=google+earth&rls=com.microsoft
:en-au:IE-SearchBox&ie=UTF-8&oe=UTF8&sourceid=ie7&rlz=1I7RNWE_en
http://www.energyaustralia.com.au/
http://www.housing.nsw.gov.au/
Page 12 of 38