Race2Zero Resource Pack
Contents
1. The Background
2. Competition Timetable
3. The Rules
4. The Carbon Audit
5. Your Mentors
6. Ideas, hints and tips
7. Links
If you have any questions regarding the competition go either direct to your mentor or get in touch
with anyone from the lead team. By taking part in Race2Zero you will make a real difference to the
carbon emissions of your school and know how to keep on making a difference in your daily lives,
both at school and home.
The Race2Zero lead team
James (Hampton School), Cara (Richmond College), Ollie (Hampton School), Chloe
(Richmond College), Josh (Hampton School)
The Background
Race2Zero is a competition designed and led by students, aimed at measuring and reducing their
school’s carbon footprint as much as possible. The competition will run from February until midJune 2011 and will encourage pupils to use tools and resources to carry out carbon audits of their
schools and come up with carbon reduction plans.
How will it work?
Each school will be assigned a mentor from AEA technology, Carbon Clear or Action for
Sustainable Living. After an initial face-to-face meeting with the mentors, weekly meetings will be
conducted virtually (to save time and carbon!), with the students encouraged to contact the
mentors between the meetings via Skype, email or on the telephone.
There is no specific formula that each school should adopt for participating in the competition as
the overriding aim of the project is that it is student-led. However, here are some examples of how
schools might organise the competition:




A Race2Zero committee of 5-10 students led by a teacher overseeing the overall project,
and its direction within the school.
A house-based competition, where each house given a particular set of targets, e.g. house
1 is given waste, house 2 electricity usage, house 3 heat, house 4 travel etc.
A form/year group-based competition.
Sections of school notice boards and websites featuring Race2Zero progress.
The school that achieve the best reduction in their carbon footprint will win some fantastic prizes
from npower and our other sponsors. But more importantly, Richmond’s students will have
discovered that they can approach climate change in a personal way, and have the satisfaction of
knowing that they have made a difference to both their local and global environment.
Competition Timetable
End
January
End
January
February
1st
February
1st
February 21st
February 28th
March 1st
March 2128th
April 1st
May 1st
May 15th
June 1st
June 14th
June 21st
June 21st
Schools build Race2Zero Student Teams
Schools Introduced to Mentors and provided with resource
packs
Competition Begins – let the ideas flow!
Carbon Audit begins
Carbon Audit complete and sent to R20 team
Carbon Audit verified and points awarded
League table updated
Climate Action Week – showcase achievement of
Race2Zero Schools
League table updated
League table updated
Dragons Den
Final Carbon Audit begins
Final Carbon Audit submitted
Carbon Audit verified and points awarded
Winner announced
Participating Schools
Twickenham Academy
Waldegrave School for Girls
Rokeby
Grey Court
Richmond Park Academy
Hampton Academy
Teddington School
Christ's Church of England Comprehensive Secondary School
Hampton School
Race2Zero Rules
We’d like to get to a zero carbon world, but understand that this is a stretched goal. So rather than
aiming at zero carbon, each School/College will be assigned 1500 points and will literally be
aiming to ‘Race 2 Zero’ by attempting to reduce their points to zero. Points are deducted as the
students take measures to measure and reduce their carbon footprint, with bonus points awarded
for special tasks completed available along the way. The team with the lowest score at the end of
the competition will win prizes for themselves and their school.
The first step is for each to team to submit an accurate baseline carbon footprint at the start of the
competition, calculated by the students using the spread sheet provided by Race2Zero and
completed under the supervision and help of their mentor.
Once teams have planned and undertaken activities to reduce their carbon footprint, another
carbon footprint is measured and compared against the original baseline carbon footprint to
calculate how much it has changed. To make the comparison fair to smaller schools, we’ll
calculate the proportion of the carbon footprint reduced.
For example, if a school has baseline carbon footprint of 1000 tonnes of CO2e and a final footprint
calculation of 600 tonnes of CO2e, the change in carbon output is calculated by:
Change in carbon output in tonnes of CO2e = 1000 – 600 = 400 tCO2e
Change in carbon output as a % reduction = (400 / 1000) x 100 = 40% reduction
Teams are rewarded a reduction of 20 points per half percent reduction in carbon output. So in
this example the school would have achieved a reduction of 800 points – over half way to zero!
All the points available to teams are shown overleaf:
Scoring criteria
Carbon Management
Baseline footprint calculation
Bonus for baseline footprint quality
Final footprint calculation
Bonus for final footprint quality
Measures school 'business travel' (e.g school trips)
Sub-total
‘
Points
Example
High
Score
100
50
100
50
50
100
50
100
50
50
350
Carbon Reduction
Footprint reduction from baseline per ½ %
Sub-total
20
800
800
Bonuses
Successful Dragon's Den pitch 1
Sustainable food - veggie / no beef / etc
Wildcard - great new ideas 2
Parent's take-home green pack
Sub-total
100
50
Variable
50
100
50
----50
200
Total
1350
1 In
this ‘Dragons Den’ style pitch, students will pitch to a panel of industry experts and company
representatives will come up with ideas for carbon reduction and explaining why their
school/college, rather than any of the others, should be given a green prize to help their school
reach zero and lower their carbon emissions.
2 For
this bonus, schools that contact the Race2Zero team and tell us about ways in which they
have lowered their schools carbon footprint that is not part of the scoring process will be rewarded
appropriately for their efforts with a point deduction at the discretion of the Race2Zero team!
The Carbon Audit
Each school will be sent a spreadsheet that their teams must gather data for and calculate their
schools carbon footprint. The spreadsheet is standardised and will contain the following
information. Your mentor has been fully brief on the required data for this sheet and can assist the
pupils as they carry out this task.
C
ARBON FOOTPRINT - CALCULATION
School Name:
Submitted by (name, contact
details):
Footprint period:
Direct Emissions
Natural Gas
Fuel Oil
Refrigerant Leakage
School vehicles - petrol
School vehicles - diesel
Total, Direct Emissions
Unit
Consumption
Data/Amount
Conversion Factor
kg CO2eq/Unit
kg
CO2eq
kWh
kWh
kg
litres
litres
0
0
0
0
0
0.22554
0.33093
1,526
2.7329
3.1787
0
0
0
0
0
0
Energy Indirect Emissions
Unit
Consumption
Data/Amount
Conversion Factor
kg CO2eq/Unit
kg
CO2eq
Grid Electricity
Electricity from CHP
kWh
kWh
0
0
0.61707
0.30107
0
0
Total, Energy Indirect
Emissions
0
Other Indirect Emissions
Staff Commuting
Petrol Car
Diesel Car
Train
Underground
Bus
Walk/Cycle
Pupil Commuting
Petrol Car
Diesel Car
Train
Underground
Bus
Walk/Cycle
Water Usage
Waste
General to landfill
Recycled paper
Recycled glass
Recycled plastic
Recyled aluminium
Paper (recycled)
Consumption
Paper (virgin) Consumption
Total, Indirect Emissions
Total Footprint
Unit
Consumption
Data/Amount
Conversion
Factor kg
CO2eq/Unit
kg CO2eq
Miles
Miles
Miles
Miles
Miles
Miles
0
0
0
0
0
0
0.40148
0.37668
0.06510
0.08457
0.10609
0.00000
0
0
0
0
0
0
Miles
Miles
Miles
Miles
Miles
Miles
m3
0
0
0
0
0
0
0
0.40148
0.37668
0.06510
0.08457
0.10609
0.00000
1.05000
0
0
0
0
0
0
0
tonnes
tonnes
tonnes
tonnes
tonnes
0
0
0
0
0
407
237
842
1,600
2,000
0
0
0
0
0
reams
reams
0
0
1.200
1.875
0
0
0
0
Ideas, hints and tips
Embedding carbon reducing behaviours in a school and its wider community often requires a
cultural shift. Along with the focused technical work from the student action group over the course
of the R2Z project there should also be considered a broader range of activities which focus on
developing understanding, sharing ideas and raising awareness of positive action for everyone to
get involved with.
Based on our work with primary and high schools in the north-west of England and Wales, Action
for Sustainable Living has set out a range ideas over the following pages. These are listed below.
FOR STUDENTS:
5 Student led School Activities
1.
Auditing - establishing a Base Line
2.
Setting up a Monitoring System
3.
Communication to the whole school
4.
5.
Student/staff collaboration
Feeding through to management
FOR TEACHERS & STUDENTS:
5 Activities for Classrooms
1.
All about Climate Change
2.
Understanding Fossil fuels
3.
The Reality of Renewables
4.
Solutions in our lives and our lifetime
5.
Solutions in our school
FOR COMMUNITIES:
5 Student inspired Community Activities
1.
Competitions with other schools
2.
Letters to parents
3.
Sponsorship from local businesses
4.
Work with not for profit specialists
5.
Run a community event
FOR STUDENTS:
Student led School Activity No. 1
Measuring our Energy Use
Aim: Students lead an Audit of energy use across the whole school to establish a Base
Line that future energy reductions can be measured against.
NB The following outlines a basic process that can be used by pupils and students in a
wide range of educational contexts – from primary schools to sixth form colleges. The R2Z
project has a much more in-depth and technical approach as described above, but the
following should be considered as an ‘easy access’ approach for use with other groups
when the R2Z team are no longer involved.
Action Teams
In order to carry out an audit of energy use across the school, students form an action
team. This might include members of the School Council and they might call yourselves
the Eco-team, the Energy Team or come up with an original name e.g. “Force4change”.
The important thing is that the team be the driving force behind eco-change and energy
reduction and be prepared to encourage and pass on information to the whole school.
Carrying out the Audit
- Ask the Facilities Manager where the electricity meter is for the school and take an initial
reading (accompanied by an appropriate member of staff). This will now be your Base
Line - the starting point after which your energy reduction begins.
- Like all good detectives, take a clip board, paper and pen and take a walk around the
school noticing where lights, equipment and other devices have been left on.
- Take note of the heating appliances - usually radiators. Are they on or off? They may be
centrally controlled but observe and take note of whether this is the case or not. Also, is
the heating on but the windows open? Is there air conditioning?
All of the information gathered forms a baseline from which future actions will flow. Write
up the results and share them with the whole school via assemblies, newsletters, notice
boards - also make sure that the information is forwarded to your school governors,
parents’ groups and the whole wider school community.
Useful links: http://www.eco-schools.org.uk/getting-started/action-team.aspx
FOR STUDENTS:
Student led School Activity No. 2
Setting up a Monitoring System
Aim: The Student Action Teams set up in Activity 1 devise an action plan and begin to
monitor the energy reduction.
Action Planning
- Following the Audit in Activity 1, students create an action plan.
They can now see where there is energy wastage e.g. projectors
or lights left on when nobody is there. They can appoint energy
monitors to remind those responsible for turning things off to do
so. If heating is too high, they can write to those who control the
temperature asking it be adjusted.
- Record your results clearly and your agreed actions. There are many templates of ways
you might record your information. (See previous useful links)
- It is important that those taking on responsible roles as part of the Action Team are
committed to energy reduction. To ensure this, they could be set an Energy Entrance
Exam. Of course, nobody should be excluded and anyone failing could be given a
chance to swot up and reapply.
- It is important that there is a named person willing to take on responsibility for each
aspect of the Action Plan so that it comes to life and leads to genuine and measurable
energy reduction. Great things can be achieved with the whole school working together
as a team!
FOR STUDENTS:
Student led School Activity No. 3
Communicating with the Whole School
Aim: The Student Action Teams communicate what they have learnt and how they aim to
reduce energy with the whole school.
involvement.
They also learn about effective whole school
Whole School Involvement
- For any real change to take place, everybody needs to be on board. If, for example, the
Caretaker is unaware of the need to save energy then he or she might turn all the lights
in the school on every morning believing that this is helpful.
- It is important not to blame or shame but rather inform. Even if they do not understand or
agree with all energy issues, everybody in the school will be keen to save money and
energy reduction can lead to massive savings - as much as a quarter or even a third off
energy bills.
- List all the means of communicating with the whole school at your disposal and use them
to spread your message and action plan. They may include:
- notice boards
- electronic display boards (used minimally of course)
- newsletters
- letters
- assemblies
- school celebration events
- Eco Notice Board - It is good to use all notice boards but also to have a designated econotice board where updates of measurements can be displayed and successes and
money saved announced.
- Eco-code - Many schools write an eco-code. This is an agreed set of eco-rules and
might be written in the form of a poem, a rap or simple statements.
- Posters, stickers, badges - all of these can be used to remind students and staff of the
important task to hand e.g. Switch Off ‘postcards’ by every light switch, special badges
for the Eco-team so everybody knows who they are and posters expressing concern
about the problems the earth is facing or encouraging action can be colourful, dramatic
and energise the whole school.
FOR STUDENTS:
Student led School Activity No. 4
Student/Staff Collaboration
Aim: The key students and staff congratulate each others’ efforts and work together in
finding ways to actively engage more students and more staff.
Competitions
Different classes can compete against each other to be ‘Energy Saving Class of the
Week’. The energy monitors will decide who wins based on their observations.
Eco-Posters and Switch Off ‘Postcards’
The whole school can be involved in designing encouraging posters and ‘switch off’
reminders that may be postcard size and stuck next to light switches and electrical
appliances.
It is best that postcards be positive, sharp and to the point.
Switch off…
Thanks!!!
Celebrating Success
Rewards could be given to individual students, groups of students, classes, year groups.
A part of the money saved on energy reduction might be spent on prizes that are eco in
nature such as stationary made from recycled materials.
The whole school and wider community could be invited to a daytime or evening ‘Energy
Saving Success’ event where energy saving tips are shared via a piece of drama or the
showing of a relevant film such as ‘A Change for the Better’ by Rite2no.
Useful links:
For recyclable stationary products www.remarkable.co.uk
For the film ‘A Change for the Better’ http://vimeo.com/2774495
FOR STUDENTS:
Student led School Activity No. 5
Feeding through to Management & Senior Leadership Team
Aim: The Eco-team made up predominantly of students is the best driving force for
energy saving. The aim here is to enhance its effectiveness by involving all layers of
management.
Forming an Eco-Committee
Students are generally the most enthusiastic and driven members of the school and can
make a great difference. However, if their energies are supported by all layers of influence
within a school the effects will be greater.
This can happen by the forming of an eco-committee made up of representatives of all
sections of the school community - students, teachers, parents, the facilities team
especially the Caretaker and Bursar, the Headteacher and management and members of
the school governors.
It is important that the student voice is heard and truly listened to and that communication
systems allow for an information flow in all directions of key information and agreed targets
and strategies.
Energy reduction is in everybody’s interests - in an immediate sense in terms of financial
savings and in the longer term by wide-scale carbon reduction to tackle the increasingly
serious problem of climate change.
“Coming together is a beginning. Keeping together is progress. Working together is success.”
Henry Ford, American Industrialist.
The School Improvement Plan
The Eco-committee can be the route via which all the ideas generated by students,
teachers, facilities management and parents can be woven into the projects and plans of
the school management and into the current ‘School Improvement Plan’. By this
achievement everybody is then singing to the same tune of a song they have written
together.
FOR TEACHERS & STUDENTS:
Activity for Classroom No. 1
“I’m no longer skeptical. I no longer have any doubt at all. I think climate change is the major
challenge facing the world.” Sir David Attenborough
All about Climate Change
Aim: Understanding on climate change varies very much across the general population
as this is an unfolding and ever changing problem. The purpose of this activity is to
facilitate an up-to-date understanding of the current situation and to consider what might
happen in the future if we do not reduce our energy consumption and carbon footprint.
Understanding Terminology: * Students research the following terms and become clearer
on the nature of the biggest challenge ever to face humanity.
- Global Warming
- Climate Change
- Greenhouse effect
Social and Environmental Impacts:
* They also research and list what might happen in the future because of this problem.
How will farming, water supplies, housing, wildlife be affected?
* They consider what consequences of climate change they, their family and friends have
noticed or experienced directly such as increasing storms, floods and other severe weather
events.
DVDs, games, creativity and music are all really useful ways to bring the topic to life. The
following links will help teachers and students explore the issue in colourful, imaginative
and fun ways.
Useful links:
http://epa.gov/climatechange/kids/cc.html
http://mrgreeny.com/STUDENTS/video/rite2no.php
http://coolkidsforacoolclimate.com/
http://tiki.oneworld.net/global_warming/climate_home.html
Extension Given such a serious situation, it is normal to expect
that those who govern are taking action too. Students research
what governments are doing and to what degree they are being successful.
http://environment.change.org/blog/view/kids_stage_climate_change_conference_in_copenhagen
FOR TEACHERS & STUDENTS:
Activity for Classroom No. 2
Understanding Fossil Fuels
Aim: The purpose of this activity is to explore the nature of fossil fuels in order to deepen
understanding of the causes of climate change and the processes involved in it.
The role of Carbon.
* STUDENTS look up the dictionary definition of ‘carbon’.
* STUDENTS are shown several pictures of creatures, plants and rocks
and asked which has carbon in them in order to help them grasp that
carbon is in all living things. (Creative students might draw some of the
items)
* The fossil fuels coal, oil and gas are focused on and an explanation
given that a high level of carbon is component to all three.
The release of that Carbon
* Students consider the process of burning fossil fuels for transport, heat, light and
mechanical processes and where the carbon goes. Understanding that it is released into
the atmosphere where it combines with oxygen to form Carbon Dioxide helps them to
understand the role of that gas - a gas that holds heat in the atmosphere
Where did all the Carbon come from?
* Students look back in time to the Carboniferous period where fossil fuels were formed.
They consider whether it is sustainable for us to use up in just a few hundred years this
energy that took 300 million years to form.
Our own Carbon contribution - ‘Carbon footprint’ - how much fossil fuel do we use as
individuals, families, schools? Use the carbon calculators in the links below.
Useful links (also see previous page):
http://www.carbondetectiveseurope.org/Country.aspx
http://www.zerofootprintfoundation.org/kids-parents-teachers/kids-calculators/
http://blog.austinkids.org/2008/08/08/kids-carbon-footprint-calculator/
http://www.planet-positive.org/how_2_kidscalc.php
FOR TEACHERS & STUDENTS:
Activity for Classroom No. 3
“In one hour, enough sunlight strikes the Earth to provide the entire
planet’s energy needs for one year”
The Reality of Renewables
Aim: So we’ve worked out that fossil fuels and carbon release causes climate change, but
what’s the alternative?
conundrum.
How realistic are renewables?
This activity explores the
Ancient sunlight vs today’s sunlight
* The plants and animals that lived during the Carboniferous Period 300 million years ago
approximately used ancient sunlight to grow and function. Fossil fuels have been
described as compressed ancient sunlight. If we think in terms of today’s sunlight we
become focused on non-carbon sources of energy. This perspective can be used to illicit
ideas on alternatives to fossil fuels that students discuss, research and list.
What are the pros and cons of the range of
Renewables?
* Students can consider, discuss, research and list the advantages and disadvantages of
solar, wind, offshore wind, tidal, geothermal, ground source, hydro-electric, hydrogen
energies as well as biomass and bio fuels and any others they discover.
* Students write a story entitled “Life after Fossil Fuels” imagining a world where all
supplies of accessible fossil fuels have been exhausted.
All previous mentioned links as well as the following will be useful:
http://www.ecofriendlykids.co.uk/RenewableNonRenewableSources.html
http://www.nef.org.uk/greenschool/energylinks.htm
Reading “The Last Hours of Ancient Sunlight” Thom Hartmann
Renewable or non renewable - how does energy reach us?
* Students research the national grid, micro-generation, community based energy
generation and schools that have renewables integrated into their energy systems. How
efficient is the national grid and our current energy provision? How do the alternatives
reach us and tie in?
FOR TEACHERS & STUDENTS:
Activity for Classroom No. 4
“You must be the change you want to see in the world.”
Mahatma Gandhi
Solutions in our lives and in our lifetime
Aim: Students explore the range of ways that we can reduce our energy use and also
switch, where possible, from fossil fuels to renewables. How can they make effective
changes and sustain their efforts.
Taking effective action
Most of us are aware of the simple ways we can save energy and the links on previous
pages include these tips and more. However, in the course of busy daily life we can
forget...
"The definition of insanity is doing the same thing over and over again and
expecting different results" Albert Einstein
... but taking action and maintaining that change is the only way that we
will ensure a safe future.
* Students discuss and list what actions they can take and also consider
what helps them make firm pledges to act and maintain action.
* They also write personal action plans and then monitor and mentor each other as they
carry those plans out.
‘Stuff’ and ‘Things’ and All That
* Students think about where the things they possess come from and the energy involved
in their manufacture, packaging and transportation.
* It becomes apparent that lots of carbon is spent and energy used in making those things
and students consider changes they could make in their personal consumption e.g.
arranging Swap Shops for clothes, mending things and making them last.
* “Less is more” - Students consider and discuss the possible meanings of this statement.
* Students also consider their family environment and how they can respectfully and
constructively influence any family members that are energy wasteful.
Useful links (also see links on previous pages):
http://www.storyofstuff.com/
FOR TEACHERS & STUDENTS:
Activity for Classroom No. 5
Solutions in our school
Aim: Students and teacher discuss manageable and workable whole school actions.
Teacher Action
Students often comment that they are taught about sustainability by teachers that then
leave the projector on or the lights on. Teachers are often so busy they have no time to
think about these things but students can’t understand why sometimes teachers ‘talk the
talk but don’t walk the walk’.
* In an atmosphere of constructive collaboration, students and teachers discuss the energy
saving measures teachers might take and how students can support them in that action.
Student Action
Students consider the many ways that they can support teachers and ensure energy
saving throughout the school. Measures such as:
Recruiting Energy Monitors to regularly cover classrooms & areas of the school
Taking meter readings and tracking energy use on a regular basis
Students discussing with IT staff systems ways of ensuring monitors and hard
drives are switched off as frequently as realistically possible and ICT equipment has low
power settings.
Increasing Energy Awareness
Teachers and students imagine how they would manage if there was a power cut. How
would they still see, keep warm, eat, drink, learn? Of course before the modern energy era
humans did manage so it can be done!
Whole School Action
Students think about who else in the school plays a part in energy devices being turned on
and off and communicates and plans with them.
High Achievers: Schools that have achieved highly in energy saving can serve as
inspiration and how they did it analysed. Useful links:
http://www.ashdenawards.org/school_award http://www.eco-schools.org.uk/
FOR COMMUNITIES:
Student inspired Community Activity 1
Collaborating with Other Schools
Aim: The purpose of this activity is to explore ways that schools in the same geographic
area can work together and enhance overall energy and carbon reduction. It also looks at
how schools can get involved in competitions to celebrate their efforts to increase
sustainability in their school.
Creating school networks
Schools actively investigate setting up partnerships and networks with other schools in
their local area to increase the reach and potential of their energy and carbon reduction
strategy. In school clusters and networks of feeder schools, there are networks who can
potentially carry on working together from nursery through to sixth form.
Tasks
• Students and teachers work together to investigate the types of school networks which
exist in their area. If there are no existing networks they can research networks in
other areas to get ideas on how to start their own.
• Students and teachers devise a strategy to increase their school’s networking
opportunities such as hosting a local eco-event in partnership with other schools in
their area.
Example of a school network: Manchester Environmental Education Network (MEEN) –
was started in 1994 and run on a voluntary basis by teachers who wanted to bring
environmental issues into their teaching practice. Over the past 16 years MEEN has
developed and grown to become an independent charity running training and networking
events and promoting sustainability in schools. More information can be found at:
http://www.meen.org.uk
Competitions
Schools investigate what types of competitions they can enter and work towards achieving
recognition for their work on energy saving and carbon reduction. A good example is the
Ashden Awards, Patron Prince Charles, where inspiring examples of eco change are
recognised and merited.
http://www.ashdenawards.org/
FOR COMMUNITIES:
Student inspired Community Activity 2
Letters to Parents and local community members
Aim: To encourage parents to become more involved in sustainability issues and suggest
ways they can do this at home, in the school and in the wider community.
Examples of letter to parents:
Dear Parent/Guardian,
We are happy to let you know that our students have been doing great work in the school
to help the environment. They have been taking part in workshops and activities to learn
about their eco-footprint and how to reduce it. In order to maximize their positive impact
they need your help. We are inviting you to make a few small changes towards saving
energy and reducing waste in your home. This could be anything from growing some of
your own vegetables to leaving the car at home and walking to school or changing your
regular light bulbs to energy saving ones.
You can become more involved by supporting the school’s Eco-Committee. The committee
includes students, teachers and parents who are dedicated to engaging people about
energy efficiency and other facets of sustainability. They raise awareness through
organising activities and events, such as a green fair, a junk fashion show and
competitions. If you are passionate about the environment, meeting new people and want
to make a real, positive impact in your local community, seize this opportunity and join the
Eco-Committee.
We will keep you informed about the various projects and hope you get involved. For now,
please complete and return the slip below.
Thank you.
Yours sincerely,
Name………………………………………………………………
A) I pledge to take the following two actions so that I can live more sustainably:
1....................................................................................................
2....................................................................................................
B) I would like to support the Eco-Committee
Yes No I would like to find out more.
FOR COMMUNITIES:
Student inspired Community Activity 3
Working with Local Businesses
Aim: The purpose of this activity is to explore ways that schools can work with
businesses in their local area to increase the quality and scope of their eco activities.
Sponsorship
Sponsorship is one tool for gaining from a relationship with a local business. This can
come in many different forms, such as funding for individual projects or even the donation
of goods or services, such as competition prizes or printing services. Some organisations
also have ‘community work days’ where their employees have an allotted time each month
to carry out community-based projects (subject to CRB checks if working within schools).
Tasks
• Students and teachers work together to investigate local businesses in their area and
divide them into different categories according to the types of goods and services
they offer.
• Students and teachers find out if any of their local businesses have a community work
program and find out how they can nominate themselves to take part.
• Students and teachers work out a strategy for contacting different types of
organisations based on the category they fall under. For example local shops may
be able to provide raffle prizes to raise funds, or local printers may be able to design
posters for an eco event.
FOR COMMUNITIES:
Student inspired Community Activity 4
Work with not-for-profit Specialists
Aim: Schools can explore and get involved with not for profit organisations to help them
to develop their eco activities.
Setting up partnerships with not for profit organisations
Schools investigate organisations from the not for profit sector who can actively assist
them in pursuing their sustainability agenda.
Tasks
• Students and teachers work together to investigate the types of not for profit
organisations in their area who work on sustainability issues.
Useful links: A directory of not for profit green providers http://www.search-for-me.co.uk/
FOR COMMUNITIES:
Student inspired Community Activity 5
Running a Community Event
Aim: The purpose of this activity is to explore ways that schools can run their own eco
community event.
Event organisation
It is crucial that the event be suited to an individual school and its community because in
order to attract parents, local merchants and businesses and other schools to attend. The
event might be held on school premises with the school becoming a hub that cascades out
good energy saving practice. Or it may be that another specific location is chosen in order
to best showcase and inform on energy saving practices.
Examples of community events:
- Student-led group Rite2No from Wythenshawe Manchester organized a park event that
was entirely powered by alternative technology including a solar and wind powered disco,
an MC competition and a graffiti jam.
- Woodheys Primary School in Trafford (Ashden Award winners) invited parents and the
local community into the school grounds for an Eco-Fair.
- Chorlton C of E Primary School organised a showing of Al Gore’s film ‘An Inconvenient
Truth’ followed by discussion of energy saving and climate change.
Other ideas for a Community event include:
•
•
•
•
Film shows - there are numerous good productions on energy and climate change
Recycled fashion show
Junk sculpture exhibition/sale
An energy fair providing information for the community on energy saving
Useful links:
http://www.energysavingtrust.org.uk/
Mentor Company Backgrounds
Carbon Clear is a carbon management consultancy based in London
that helps organizations around the world to reduce their carbon impact
in a commercially sound way. It’s CEO, Mark Chadwick, is a Kew
Resident and parent.
Carbon Clear has been a driving force behind the creation of the Race2Zero and has helped the
students to put their ideas into action in developing the rules of the competition and how the
carbon audits will work.
www.carbon-clear.com
AEA Technology is a leading energy and climate change consultancy,
delivering visionary, integrated environmental solutions worldwide.
The company has over 200 specialists in energy and climate change. As well as providing
resources for resource pack, AEA is providing four mentors for the project. To make sure
everyone knows about their achievements, PR and marketing advice will also be provided to help
the students to promote the competition within their schools.
www.aeat.co.uk
Action for Sustainable Living is a Guardian award-winning charity
that works with schools and communities to develop solutions to local
sustainability challenges.
In the last 2 years the AfSL team has worked in 20 schools, with over 5000 children and 300
teaching staff. AfSL’s experience at providing sustainability solutions in the schools will be
invaluable in providing tools and ideas for the students to work with, and supporting the teachers
leading Race2Zero Groups. AfSL has developed the resources above and is providing mentors
for the schools team, and teacher support.
www.afsl.org.uk
The Mentors
Laura Deller
Laura joined AEA in early 2008 and immediately became involved in programmes of carbon and
energy reduction. This required working directly with private sector clients - designing bespoke
Carbon Management Strategy and Energy Policy to reduce internal business costs whilst also
distinguishing clients from their competitors. More recently Laura played a crucial role in a
complex carbon footprint for a multinational freight company. This involved the rationalisation of
various datasets, the development of assumptions and the communication of these in a final
report. Laura has also conducted important research into the transport sector, investigating
various technologies and analysing potential market trends of the future.
Prior to this, Laura spent 7 months as a full time bid manager, successfully managing bids to many
different high profile organizations such as the European Commission, Energy Saving Trust,
Carbon Trust and a number of private sector clients. In particular, Laura has been responsible for
managing large and diverse teams to tight timescales, helping to ensure that the customer needs
are met and exceeded. Further, Laura has contributed technical ideas and helped to plan the
proposed project work, taking into account the associated costs and risks.
Email: Laura.Deller@aeat.com
Telephone: 0870 190 8390
Sophy Greenhalgh
Sophy is a business consultant at AEA with 8 years environmental project management
experience. Sophy has knowledge of the business landscape, drivers and barriers for resource
efficiency for business. Her areas of expertise include resource and economic efficiency,
environmental policy, climate mitigation and adaptation policy and management and facilitation of
government programmes.
With a background in environmental sustainability communications for business including energy
efficiency, carbon emissions reduction, waste, EMS and adoption of ISO14001, Sophy has written
environmental action plan reports for businesses and contributed to their environmental strategies
and CSR development.
Sophy has experience in review and analysis of climate change work on a national and regional
level on both mitigation and adaptation. She has project managed a number of high profile
projects to produce climate change action plans and strategies for regional government and local
authorities. Sophy has expertise in borough wide consultation on behalf of local and regional
government. This includes consultation with the general public and hard to reach audiences as
well as key stakeholders; government, NHS, PCT, police and private sectors.
Email: Sophy.Greenhalgh@aeat.com
Location: London
Telephone: 0870 190 8202
Simon Jack
Simon Jack is an environmental consultant, specialising in carbon management within commercial
buildings. He has worked across a broad range of sectors in identifying energy advising on costeffective solutions in order to reduce carbon emissions, as well as formulating policies and
strategies in order to assist companies in meeting their goals. Simon also plays a leading role in
constructing bespoke footprinting tools in order for clients to understand the impact of specific
processes. Clients worked with include: Reed Recruitment, The Oval, the London Development
Agency, Legal and General Investment Management, Saatchi and Saatchi, Liberty International
and Debenhams amongst others.
As well as experience gained in the field and through his own research, Simon has also received
formal training on a range of energy management techniques including: metering, monitoring and
targeting; and HVAC control systems.
A notable role in Simon’s career was in defining the carbon footprint for London’s Film and Theatre
industry. A large part of this work was to develop a carbon calculator for use across the industry
and to validate them with existing data available. Working closely with the GLA and a number of
key personnel from the industry, Simon’s task was instrumental in the successful determination of
the Mayor’s Climate Change Action Plan targets, as well as providing recommendations as to how
such targets are to be achieved.
Simon’s knowledge and ability in the mechanics of carbon consultancy build upon natural skills
possessed in leadership and relationship management enabling him to provide consultancy
services at a variety of levels of complexity.
Email: Simon.Jack@aeat.co.uk
Telephone: 0870 190 3414
David Wynn
David is a business consultant for AEA. As a Carbon Mentor for the Mayor of London’s Green500
scheme, David mentored 12 London organisations on how they can increase the sustainability of
their activities and reduce carbon. David has technical knowledge of the carbon opportunity
assessment process and has conducted audits for office buildings, hospitals and attractions
including the London Eye and Madame Tussauds. David is familiar with behaviour change carbon
management strategies as well as technical actions which can be taken to reduce emissions from
waste, water, energy and transport activities.
David’s technical knowledge lies within environmental policy and he has conducted policy
impact assessments and review for UK and international Government. In addition, he has worked
with private companies such as Toyota and Rolls-Royce to map current and future energy and
climate risks for their businesses. David has a high level of technical competency across a breadth
of environmental areas within the policy context and has proven Project Management experience
in delivering customer-focused work on these subjects.
Email: David.Wynn@aeat.com
Telephone: 0870 190 3474
Paulo Lopes - Carbon Management Consultant
Paulo is an international expert in carbon analysis and holds an MSc Environmental Technology
from Imperial College with specialization in the carbon market. His thesis, which reviewed seven
standards in the forestry carbon market, has been widely published and referenced. Paulo has
now been working with dozens of international organisations in delivering carbon analysis, carbon
footprint calculation and environmental standards in several countries around Europe and Western
Asia. Some of the clients include Primark, Raytheon Systems, Coca Cola and Chubbs Security. In
addition, he is working on project development for offsetting projects in Africa in order to produce
carbon credits certified to Gold Standard. Paulo has lived in four countries and is fluent in
Portuguese, French and English.
E: plopes@carbon-clear.com
M: +44 (0) 790 155 7476
D: +44 (0) 207 689 1612
T: +44 (0) 845 838 7564
Mehmet Olgun, Carbon Management Consultant
Mehmet is an advocate for the introduction of energy efficient and environmentally friendly
solutions. He prides himself on extensive knowledge of the renewable energy technologies and
UK energy policy. He holds a MSc in Renewable Energy from Newcastle University, a BSc in
Physics Engineering and a Certificate in General Entrepreneurship from Hacettepe University. He
is also a member of the Energy Institute. Mehmet specialises in waste to energy technologies with
a focus on anaerobic digestion. Mehmet is a carbon management consultant with experience of
carbon foot printing and CRC compliance preparation. Mehmet has worked with clients such as
Raytheon Systems, Geopost at subsidiary of La Poste, Southend Borough Council and PepsiCo.
E: molgun@carbon-clear.com
M: +44 782 604 5727
D: +44 845 838 7564
F: +44 208 181 7872
Joshua Steiner, Development Worker
for Schools & Communities
Josh has a passion to support others with innovative, grass-roots responses to the sustainable
development challenges we face as local and global communities and has worked in the
Community and Voluntary Sector to achieve this for the last 10 years. He spent 4
years overseas working on community and environmental projects in Asia.
Since his return to the UK, he has devised and managed numerous projects within the sector
which focus on education and engagement around positive solutions to sustainability issues.
These include the initiation and coordination of numerous community action groups and volunteerled events such as energy saving initiatives, allotment projects and sustainable fashion shows and
swap shops; and larger scale projects such as the start-up of an eco-education social enterprise.
He holds two trusteeships in sustainable development focused organisations, is a Community
Governor at a local school and chairs two community groups.
Josh started at Action for Sustainable Living as a volunteer in 2005 when he provided support and
assistance in schools and at local events. He is now the longest serving and most senior staff
member overseeing the development and delivery of AfSL’s schools and communities
programmes. His main responsibilities are to manage staff; develop, monitor and evaluate the
projects; and to cultivate relationships with partners to raise AfSL’s profile and extend the impact
of the organisations work in-line with their regional and national rollout.
E: josh.steiner@afsl.org.uk
M: +44 778 991 2055
D: +44 161 237 3357
Mark Haworth, Educational Programme Coordinator Schools & Education Officer
Mark joined AfSL as a volunteer in 2008 and soon became a member of staff within the team
dedicated to helping schools become more sustainable. He now splits his time between visits to
schools and coordination work based in the office.
Mark's main specialist areas are food, waste and particularly energy and he leads on researching
and writing lessons and activities for a range of age groups across a broad spectrum of topics.
Over the past couple of years Mark has contributed to developing AfSL's unique 'whole school'
approach to ensure that pupils, staff and the wider school community can all be involved and
empowered to take action to reduce a school's environmental impact.
Outside of his work at AfSL, Mark dedicates a lot of his time to positive action projects which help
to engage members of his community with approaches to sustainable living and set out to
influence strategic decision-making around the green agenda by local and regional government
bodies.
E: mark.haworth@afsl.org.uk
M: +44 772 589 6100
D: +44 161 237 3357
Links
www.race2zero.org - our website
http://www.climatecops.com/ - a great website with tips and hints from one of our sponsors
http://www.afsl.org.uk/ - Award winning charity that helped put together this resource pack
http://www.carbon-clear.com/uk/ - The author of our carbon footprint template and a leading
carbon consultancy helping corporations lower their carbon emissions
http://www.aeat.co.uk/cms/ - Provider of mentors for our project, contributor to the resource pack
and a leading carbon consultancy
http://www.withouthotair.com/ a great e-book on the practical issues around moving to a
sustainable energy policy. Great for budding physicists!
http://www.ecofriendlykids.co.uk/
http://www.teachernet.gov.uk/sustainableschools/
http://www.eco-schools.org.uk/
http://www.richmond.gov.uk/gogreen.htm
http://www.greeneruponthames.org/
http://www.google.co.uk/carbonfootprint/schools.html
www.richenvironmentnet.org.uk
Contacts
If you have any questions regarding the competition, please don’t hesitate to get in touch with any
of the lead team on Race2Zero, or go direct to your mentor.
Steve Jarvis steve@race2zero.org
Andy Lawrence a.lawrence@hamptonschool.org.uk
Mark Chadwick mchadwick@carbon-clear.com
Gareth McCarthy gmccarthy@greycourt.org.uk
Sam Holmes smhlms@googlemail.com