CERES SUSTAINABLE SCHOOLS – Action Plan
Sustainability & Environment Management Plan
YEAR 2005/06
MODULE ~ Water
OVERALL TARGET
Goals
10% REDUCTION
Targets
Operations
Install an integrated watering system for gardens and frog bog area
Quotes collected and installation plan by end 2005
All gardens to be planned and operated using WaterWise principles
Ongoing
‘AAA’ Shower head in staff toilet/bathroom
Ongoing – maintenance plan devised and integrated by end 2005
Installation of water tanks – tank to toilet where possible or vegie garden & frog bog area
Ongoing – propagation area tank by term 2, 2004
Investigation solar hot water systems
Ongoing – whole school new building schedule
Waste water quality in classrooms closely monitored eg art room
Ongoing
Conservation Checklist (at least 3 of below practices)
 Effective signage re water conservation practices evident in staffrooms, toilets/bathrooms, canteen, art
rooms and general classrooms
 Wash regimes implemented in staffroom & food tech rooms Eg. dishwasher full before use
 No leaky taps and fittings present inside rooms or in school grounds
 Water pressure and heating adjusted to appropriate settings
 Water monitoring systems in place
Reuse (where applicable) Checklist (any 1 of below practices)
 Reuse of grey or storm water for toilet water supply
 Reuse of grey or storm water for garden water supply
 Stormwater diversion for wetland, bio retention or irrigation systems evident
 Storm water collection tanks (or alternative systems) used for the collection and redistribution of water
Reduction Checklist (at least 1 of below practices)
 Flow restrictors fitted to main use areas
 3 – 5A flow standard fittings to key usage areas eg staffroom, Food tech and bathrooms
© CERES 2007
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 Installation or retrofitting of dual flush toilets
 Installation of composting toilets and/or waterless urinals
 Installation of automatic flush urinals
 Installation tap timers and auto shut off taps
 Installation of 3-5A star rated appliances eg dish washers
 Evidence of non water based approaches to cleaning
Grounds/school yard Checklist (at least 4 of below practices)
 Composting systems used to build soil in garden beds
 Mulching of garden bed areas
 Garden waste composted on site
 Irrigation regimes in place – eg night watering
 Collection of stormwater for garden watering
 Installation of subsurface irrigation systems
 Planting of appropriate tolerant plants to suit local environment and climatic conditions
 Oval watering regimes in place including seasonal dry out
Stormwater Checklist (at least 4 of below practices)
 Rubbish free storm water pits evident
 Maintenance and cleaning regimes in place for all stormwater pits
 Control processes in place for yard litter
 Rinse/wash protocols in place for  Science rooms
 Art room/s
 Food Technology and Material Technology room/s
 First aid room
 Stormwater diversion for wetland, bio retention or irrigation systems evident
 Stormwater gutters and pipes in clean and good condition
3
Curriculum
Create professional development for key staff in relation to pre-existing resources – eg. Our Water
Our Future, Water learn it live it.
Attend PD session by end term 3, 2005
Implement water related themes and areas of study for P to 6 classes – eg water wise, salt watch and
water watch concepts, drains to bay etc
Areas of study introduced beginning term 4 and consolidating over into
2006
Introduce themes related to water conservation across all year levels – Save Water message
Ongoing with key emphasis on summer watering habits
Student led water audits in classrooms
Utilise the FREE Yarra Valley /South East/City West water presentation for CSF level 3/4
Curriculum Checklist (at least 4 of below practices)
 Drama / music / arts activities used in water programs to engage and motivate students
 Practical, ‘hands-on’ water and storm water activities
 Interactive ICT resources used by students to gain information on and increase understanding of water
and the water cycle, water issues and storm water quality (e.g. computer games with a water theme)
 Excursions to provide students with first hand experience of: catchments and local waterways / natural
areas or to water education centres, such as CERES, MRF
 Guest speakers or in-school education programs on water
 Home projects on water including home usage and save water calculators
 Participation in Waterwatch or equivalent programs
 Completed scope and sequence plan demonstrating the implementation of curriculum from Water
Resource Manuals 
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Water Live it Learn It – Save Water manual
AWA Schools water manual
Local catchment management authority manual
Any recognised utility or government workbook.
Whole School Community
Full support of the school council
Engage the expertise of - Local water provider, WaterWatch & SaltWatch
Ongoing
Promote activities with local ‘Friends of’ creek group
Ongoing
Increase school profile – eg Sustainability Hub
Ongoing
Place student work and water tips in the school bulletin
Term 2 2005
Parental Satisfaction survey sent out and assessed
April 2006
An increase in support for the water use reduction program as measured through the Parent
70% or more by parents’ opinion survey by Dec. 2006
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Satisfaction Survey.
Whole School Engagement Checklist (at least 6 of below practices)
 Students involved in planning and managing the water and storm water program
 School environment club or School Environment Captains
 Water policies, targets and action taken to school council for endorsement
 Sustainability education included as a priority or focus area or emphasis in the school charter
 Parents and other members of the school community assist in the planning and management of the
program
 Professional development for staff on water and associated themes
 Regular feedback on the development of the program provided to the whole school, e.g. through reports
at school assemblies, annual school reports, newsletters, displays and end of year assemblies
 Questions about the attitudes and changes in home water wise behaviour included in annual parent
surveys
 The school applies for grants and enters environmental awards and competitions
 Ideas and activities for living more water wise at home included in school newsletters to families
Community Links Checklist (at least 4 of below practices)
 School worked with local or regional waste or litter groups, e.g. regional / council education officer, litter
task force
 Staff attended local environmental network meetings
 The success of the school’s water program promoted through the media
 Staff and students participated in local waterways project and activities, e.g. Clean-Up Australia Day,
revegetation projects and Waterwatch or other catchment programs
 Staff and / or students mentor other schools
 Staff and / or students give presentations on their school water and storm water programs to other schools
5
YEAR 2004\05
MODULE ~ Waste
Goals
OVERALL TARGET
25% (50%) REDUCTION
(25% target in recognition of previous waste practice)
Targets
Operations
Maintain and extend recycling and reuse systems
Conduct audit of waste and litter
Explore the opportunities a green & nutritious canteen
Reduce amount of newspapers purchased
No packaged food outside of classroom policy
Maintain chooks in the waste system
Purchase of duplexer for printers to reduce paper wastage
Introduce printing on one side printed paper in classrooms
Reduction Checklist (at least 3 of below practices)
 School practises green purchasing e.g. recycled photocopy paper, china mugs instead of disposable cups
 Students encouraged to use drink bottles and reusable lunch boxes
 Paper reduction plan in place, e.g. double-sided photocopying, class sets of worksheets, family newsletters
emailed
 Rubbish Free Lunch Days
 Other reduction practices, e.g. plastic containers, photocopy paper
Reuse Checklist (at least 2 of below practices)
 Paper reuse containers in place in classrooms
 Paper reuse containers in place in staffroom and administration areas
 Other products collected for reuse, e.g. plastic containers, photocopy paper
Recycling Checklist (at least 4 of below practices)
 Paper recycling containers in place in classrooms
 Paper recycling containers in place in staffroom and administration areas
 Bottles and can recycling containers in place in classrooms
 Bottles and can recycling containers in place in staffroom and administration areas
Consolidated through 2004/05 with emphasis on reuse systems for early
2005 – CERES
Green purchase plan devised by end term 4 2005 – CERES
Immediate
Immediate
2005
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 Other products collected for recycling, e.g. corks, bottle tops
Composting Checklist (at least 4 of below practices)
 Food scraps collected in classroom and eating areas and taken to composting / worm composting area
 Food scraps collected in staffrooms and taken to composting / worm composting area
 Garden waste composted on site
 Large objects of garden waste chipped on site and used as mulch on school gardens
 Well managed compost bins or heaps
 Well managed worm farms
Litter Checklist (all of below practices)
 Rubbish bins with lids in yard or no bins
 Lunch eaten in designated eating areas or classrooms or a plan to minimise litter in yard
 System in place to collect litter in yard
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Curriculum
Excursions to MRF centre and CERES
Grades 3 & 4 excursion
Local shire waste officers work in school
Term 2&3 2004/05 – CERES
Introduction of WasteWise schools curriculum
A BPS staff member to attend WWS workshop
Introduction of Aware packaging programs
Term 2, 3 & 4, 2005 – CERES
Rubbish free and lunch order free days
Ongoing – CERES
CERES staff to work with students on small system projects and waste wise themes
Term 1 & 2, 2005 – CERES
Explore opportunities for ‘better’ composting ~ with CERES help
Term 2, 3005
Use Chooks or worms as an integral part of system & waste curriculum
Student led Waste audits in classrooms
Curriculum checklist (at least 4 of below practices)
 Drama / music / arts activities used in waste and litter programs to engage and motivate students
 Practical, ‘hands-on’ waste and litter activities
 Interactive ICT resources used by students to gain information on and increase understanding of waste and
litter (e.g. computer games with a waste and litter minimisation theme)
 Excursions to provide students with first hand experience of: landfills and local waterways / natural areas
or to waste education centres, such as CERES or Gould League etc.
 Guest speakers or in-school education programs on waste and litter
 Home projects on waste and litter
Whole School Community
Full support of the school council
Ongoing
Maintain mulching schedule with local projects – Grades 3 & 4
March 2005/06 – though can be at anytime local shire
Engage services of Nutrition Australia
Ongoing
Place student work and waste tips in the school bulletin
Increase school profile – eg Sustainability Hub
Parental Satisfaction survey sent out and assessed
April 2006
An increase in support for the waste and litter program as measured through the Parent Satisfaction
Survey.
70% or more by parents’ opinion survey by Dec. 2006
Whole school engagement checklist (at least 6 of below practices)
 Students involved in planning and managing the waste and litter program
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 School environment club or School Environment Captains
 Waste and litter policies, targets and action taken to school council for endorsement
 Sustainability education included as a priority or focus area or emphasis in the school charter
 Parents and other members of the school community assist in the planning and management of the
program
 Professional development for staff on waste and litter
 Regular feedback on the development of the program provided to the whole school, e.g. through reports at
school assemblies, annual school reports, newsletters, displays and end of year assemblies
 Questions about the attitudes and changes in home waste wise behaviour included in annual parent
surveys
 The school applies for grants and enters environmental awards and competitions
 Ideas and activities for living more waste wise at home included in school newsletters to families
Community links checklist (at least 4 of below practices)
 School worked with local or regional waste or litter groups, e.g. regional / council education officer, litter
task force
 Staff attended local waste / environmental network meetings
 The success of the school’s waste and litter program promoted through the media
 Staff and students participated in local waste and litter activities, e.g. Clean-Up Australia Day
 Staff and / or students mentor other schools
 Staff and / or students gave presentations on their school waste and litter program to other schools
9
YEAR 2005/06
MODULE ~ Energy
OVERALL TARGET
Goals
15% REDUCTION
Targets
Operations
Energy and air quality assessment (audit) undertaken
Term 3, 2004/05 -
Energy conservation policy written
Term 2 & 3, 2005
Introduce turn off & shut down regimes – computers, lights etc
Term 1, 2005
Complete an EPA EcoFootprint of the campus
Term 1, 2005
Plan for possible implementation of flat screen monitors for all computers
Ongoing – whole school schedule
Sign up to green electricity
Ongoing – whole school schedule
Walking school bus- investigate, apply for grant through Vic Health
Conservation Checklist (at least 4 of below practices)
 Effective signage re energy conservation practices evident in staffrooms, toilets/bathrooms, canteen, art
rooms and general classrooms
 Lighting regimes implemented in staffroom, utility rooms, specialist rooms, corridors, toilet/bathrooms
and general classrooms eg, green dot rooms
 Heating/cooling regimes implemented in staffroom, specialist rooms, corridors and general classrooms
 Space and water heating adjusted to appropriate settings
 Natural air flow systems or regimes
 Appliances used on timer systems where appropriate eg. staff water urn, air conditioners and individual
space heaters
 Energy monitoring systems in place
Renewable Sources Checklist (where applicable) (any 1 of below practices)
 Use of solar hybrid, interactive or stand alone systems for lighting
 Use of solar collection systems, including glass houses, for heating
 Green or passive heating & cooling systems eg. blinds, planting etc
 Use of solar powered water pumps or air movement systems
Reduction Checklist (at least 6 of below practices)
 De-lamping program
 Installation of movement sensored lighting in corridors and utility rooms
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 Installation of timer switches or switched lighting
 Installation of skylights and/or natural lighting
 Installation of energy efficient windows and/or coverings
 Installation of energy efficient globes eg compact fluorescents, triphosphor tubes
 Installation of 4-5 star rated appliances eg dish washers , fridges etc
 Computer monitor sleep time regimes established
 Standby energy regimes established
 Painted surfaces for light refraction/reflection
 Installation of double glazing
 Installation and maintenance of weather stripping and draft proofing
 Security lights clean and effective
 Use of ceiling fans
 Installation of insulation
 Participation in energy smart transport programs – ie reduction in personal car based transport
 Car pooling or bike riding encouragement programs evident
 Maintenance regimes for cleaning of heaters & air conditioners
 Selection of appropriate paint and coverings to minimise Asthma contagions
Curriculum
Create an Energy Monitors team at grade 5&6
Term 2, 2005 – CERES
Re -Integrate Energy Smart Schools and Save Energy @ Schools curriculum and themes – levels 2 & 3
Terms 1 – 4, 2005 – CERES
Use the EPA/DSE Greenhouse Calculator
Student conducted EcoFootprinting at home
Term 1 , 2005
Participate in Energy Quest 2006 – grades 3 – 6
Term 2, 2005
Walking school bus- investigate, apply for grant through Vic Health
Term 2, 2005
Expand Bike Ed.
Aiming for bicycle riding daily to school- 25% increase in students
walking or riding bikes on a daily basis.
Create an Energy Monitors team at grade 5&6
Participate in Origin energy Home Energy Project
Participate in the Sustainables Challenge
Student led energy audits in classrooms
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Curriculum Checklist (at least 4 of below practices)
 Drama / music / arts activities used in energy programs to engage and motivate students
 Practical, ‘hands-on’ energy and air quality activities
 Interactive ICT resources used by students to gain information on and increase understanding of energy
conservation and Greenhouse cycle, energy issues and air quality or renewable energy sources (e.g.
computer games with a energy theme)
 Excursions to provide students with first hand experience of: energy conservation and renewable
technologies energy education centres, such as CERES etc.
 Guest speakers or in-school education programs on energy
 Home projects on energy including home usage and save energy calculators
 Participation in AirWatch or equivalent programs
 Completed scope and sequence plan demonstrating the implementation of curriculum from Energy
Resource Manuals such as 
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SEAV – Energy Smart Schools
AirWatch workbook & manual (EPA)
Origin Energy Manual
DSE – Greenhouse Challenge
DSE – Greenhouse Unit Initiatives/programs
Travel Smart Initiatives
Cool Communities Manual
EPA – Energy initiatives
EPA – USA – Indoor Air Quality manual
SmogBusters Manual
MEFL – Initiatives & programs
AGO – Initiatives & programs
Any recognised utility or government workbook
DET-Save energy at school
DET- School energy shut down guide
Whole School Community
Full support of the school council
Ongoing
Place student work and energy tips in the school bulletin
Contact ‘Our Planet Enterprises’ term 3, 2005
School Incursion performances
Increase school profile – eg Sustainability Hub
Parental Satisfaction survey sent out and assessed
April 2006
An increase in support for the energy program as measured through the Parent Satisfaction Survey.
70% or more by parents’ opinion survey by Dec. 2006
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Continue to hold Smogbusters Days.
Participate in Origin energy Home Energy Project
Bike racks so students can ride bikes to school.
Participate in the Sustainables Challenge
Whole School Engagement Checklist (at least 6 of below practices)
 Students involved in planning and managing the energy and air quality program
 School environment club or School Environment Captains
 Energy policies, targets and action taken to school council for endorsement
 Sustainability education included as a priority or focus area or emphasis in the school charter
 Parents and other members of the school community assist in the planning and management of the
program
 Professional development for staff on energy, air quality (AirWatch – EPA) and associated themes
 Regular feedback on the development of the program provided to the whole school, e.g. through school
assemblies reports, annual school reports, newsletters, displays & end of year assemblies
 Questions about the attitudes and changes in home energy wise behaviour included in annual parent
surveys
 The school applies for grants and enters environmental awards and competitions
 Ideas and activities for living more energy smart at home included in school newsletters to families
Community Links Checklist (at least 4 of below practices)
 School involvement in Walking Bus program
 School involvement in Travel Smart program
 Staff attended local environmental network meetings
 The success of the school’s energy program promoted through the media
 Staff and students participated in home based energy programs eg, Greenhouse Challenge, Cool
Communities etc
 Staff and / or students mentor other schools
 Staff and / or students give presentations on their school energy and air quality programs to other schools
1/ term increasing to 2/term, with 50% increase in participation of the
wider school community in school Smogbusters Days
Aiming for bicycle riding daily to school- 25% increase in students
walking or riding bikes on a daily basis.
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YEAR ongoing
MODULE ~ Biodiversity
OVERALL TARGET
Goals
Targets
Operations
Develop biodiversity audit plant [listing] for Campus gardens
May also be done for frog bog or butterfly attracting garden and surrounds
Term 3, 2004
Develop a frog bog and outdoor study center
Ongoing
Develop a integrated Native/indigenous planting guide for school campus, including bird & butterfly
attracting designs
Term 3, 2004
Potted plants for ‘beautification’ of classrooms
Ongoing
Develop a propagation area
Term 4, 2005
Plant culinary plants, such as vegetables and herbs and an orchard and an indigenous culinary garden
Development/planning Checklist (All practices listed below present)
 Whole school development plan or school Masterplan in place
 Planting schedules evident
 Indigenous and native plants identified and recorded
 Maintenance regimes in place – in particular weed control and arbour management plan
 Habitat audit and identification recorded
Maintenance Checklist (at least 4 of below practices)
 Mulching and weed control regularly undertaken
 Garden waste composted or mulched/chipped
 Soil building processes evident
 Litter management evident
 Water management evident
 Expansion Checklist (At least three practices present)
 School grounds biodiversity index/rating increasing following regular auditing
 Remnant vegetation protected
 Conservation area presently maintained – may include areas adjacent to the school
25% INCREASE
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 Habitat development areas established or underway. Eg, frog bog, sensory gardens, wildlife corridors,
wildscapes
 Planting regimes in line with school plan and local considerations
Litter Checklist (All Three practices present)
 Rubbish bins with lids in yard or no bins
 Lunch eaten in designated eating areas or classrooms or plan to minimise litter in yard
 System in place to collect litter in yard
Curriculum
Maintain a Worm Farm system
Term 1 & 2 2005 – CERES
Conduct a bird census of school and surrounds
Term 3 2005 – CERES
Continue Vegie garden themes and curriculum
Ongoing
Devise and promote frog bog activities
Term 1 & 2 2005 – local shire &Frogwatch
Continue and develop propagation and planting activities
Ongoing
Consolidate ‘ Biodiversity’ themes in CSF levels 1- 4 including coastal, wetlands, forest ( temperate &
rain) deserts and urban as well as Australian. Animals
Ongoing
Explore the opportunities for the introduction of animals into p – 2 program
Term 1, 2005
Student led biodiversity audit in schoolyard
Adopt the local creek
Curriculum Checklist (at least 4 of below practices)
 Drama / music / arts activities used in biodiversity and school grounds programs to engage and motivate
students
 Practical, ‘hands-on’ biodiversity and school grounds activities
 Interactive ICT resources used by students to gain information on and increase understanding of
biodiversity, biodiversity issues & habitat loss (e.g. computer games with a biodiversity theme)
 Excursions to provide students with first hand experience of: nature reserves and local waterways /
natural areas, conservation sites earth education centres, such as CERES
 Guest speakers or in-school education programs on biodiversity and school grounds
 Home projects on biodiversity and habitat creation
 School undertakes major LearnScapes or School Masterplan program
 Completed scope and sequence plan demonstrating the implementation of curriculum from Biodiversity
Resource Manuals  DSE/DPI Biodiversity in Schools manual
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Council or Shire land care and local conservation programs
Landcare Aust. initiatives/programs
Saltwatch initiatives/programs
CoastCare Aust. initiatives/programs
Greening Aust. initiatives/programs
DSE/DPI programs
LandLearn (DPI)
LearnScapes program
School Grounds Masterplan program
Regional or local catchment programs
 Weedbusters initiatives/programs
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Whole School Community
Full support of the school council
Maintain tree planting schedule with local projects – Grades 3 -6
Ongoing
Participation in Clean Up Australia Day
March 2005/06
Participation in cluster and restoration projects
Ongoing
Maintain on going support of local Creek projects
Ongoing
Participate in seed saving and propagation workshops
Ongoing
Develop and maintain mulching program to campus gardens
Ongoing
Place student work, project photos and biodiversity tips in the school bulletin
Increase school profile – eg Sustainability Hub
Parental Satisfaction survey sent out and assessed
April 2006
An increase in support for the biodiversity program as measured through the Parent Satisfaction
Survey.
70% or more by parents’ opinion survey by Dec. 2006
An increase the numbers of parents involved in the school’s science program and working bees
Whole School Engagement Checklist (at least 6 of below practices)
 Students involved in planning and managing the biodiversity and school grounds program
 School environment club or School Environment Captains
 Biodiversity and school grounds policies, targets and action taken to school council for endorsement
 Sustainability education included as a priority or focus area or emphasis in the school charter
 Parents and other members of the school community assist in the planning and management of the
program
 Professional development for staff on biodiversity and school grounds
 Regular feedback on the development of the program provided to the whole school, e.g. through reports
at school assemblies, annual school reports, newsletters, displays and end of year assemblies
 Questions about the projects and contexts undertaken in school community homes in relation to
biodiversity and habitat creation
 The school applies for grants and enters environmental awards and competitions
 Ideas and activities for creating more biodiversity and habitat at home included in school newsletters to
families
Community Links Checklist (at least 4 of below practices)
 School worked with local or regional landcare or conservation groups, e.g. regional / council education
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officer, Landcare Australia, Keep Australia Beautiful, DSE/DPI
 Staff attended local environmental network meetings
 School community undertakes a local conservation project – adjacent to the school grounds
 School community and groups of students support wildlife protection and conservation projects by raising
funds – eg sponsoring an endangered animal, contributing to the WWF, donating trees to property owners
 The success of the school’s biodiversity and school grounds program promoted through the media
 Staff and students participated in local biodiversity and school grounds activities, e.g. Clean-Up Australia
Day. Weedbusters
 Staff and / or students mentor other schools
 Staff and / or students gave presentations on their school biodiversity and school grounds program to
other schools