Environmental Sustainability in Schools

Policy

This policy outlines requirements, advice and supports for schools in relation to environmental sustainability and climate change. This policy contains 2 mandatory requirements outlined below. The remaining activities are suggestions for best practice.

Detail

This policy is designed to help schools that wish to take action on climate change by reducing the environmental impact of their operations and providing resources and guidance for teaching environmental sustainability, and engaging school communities.

The Guidance tab provides information for schools to plan, implement and monitor actions across the following 6 priority areas as part of a whole school approach to environmental sustainability:

1. school leadership
2. facilities and operations
3. teaching and learning
4. community partnerships
5. Koorie perspectives
6. student-led action.

The guidance tab also includes a range of case studies that illustrate how this policy may be implemented in practice.

The Resources tab includes a range of resources, grants and initiatives from Sustainability Victoria and other government and community organisations to support schools. Schools may also use the Environmental Sustainability Plan template (DOCX) for support to implement a whole school approach (but it is not mandated).

This policy may be implemented on its own or concurrently with Sustainability Victoria’s ResourceSmart Schools program.

Schools are not obligated to follow the 6 priority areas (and associated case studies and resources). They are also not required to have an Environmental Sustainability Plan or complete the Environmental Sustainability Plan template.

Mandatory requirements

This policy has 2 elements which schools must follow.

Schools must comply with legal requirements in relation to the Single-Use Plastics Ban policy and balloon releases. Releasing balloons into the environment is illegal in Victoria. Schools must ensure balloons taken outdoors are well secured while in use and deflated and disposed of appropriately when the activity is completed. For more information refer to Balloon releases and the law.

Definitions

Climate change adaptation
Any process of adjusting to actual or expected climate and its effects that:

1. in human systems, seek to moderate or avoid harm or exploit beneficial opportunities
2. in natural systems, may be facilitated by human interventions.

Climate change mitigation
Mitigation is about limiting the amount of climate change by reducing greenhouse gas emissions (for example, from burning fossil fuels) or enhancing the ‘sinks’ that accumulate and store greenhouse gases (such as increasing carbon sequestration in forests, mangroves and soil).

Climate change
A change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere and which is in addition to natural climate variability observed over comparable time periods.

Eco-anxiety
Mental distress or anxiety associated with perceptions of the negative impacts of climate change and worsening environmental conditions.

Environmental sustainability
Addresses the ongoing capacity of earth to maintain all life.

Greenhouse gas emissions
Emissions of:

1. carbon dioxide, methane, nitrous oxide or sulphur hexafluoride
2. a hydrofluorocarbon or perfluorocarbon that is specified in regulations made under the National Greenhouse and Energy Reporting Act 2007 (Cth).

Related policies

• Building Quality Standards Handbook
• Curriculum Programs Foundation to 10
• Emergency and Critical Incident Management Planning
• Mental Health Fund and Menu
• Procuring Low-Value Construction Works or Services
• Single-Use Plastics Ban
• School-Funded Capital Projects
• Sustainable Facilities

Relevant legislation

• Climate Change Act 2017
• Environmental Protection Act 2017
• Environment Protection Amendment (Banning Single-Use Plastic Items) Regulations 2022

This policy has been developed by the department in partnership with the Faculty of Education and with support from Melbourne Climate Futures, University of Melbourne.

Guidance

This guidance contains detailed information to support schools to plan, implement and monitor actions for each of the 6 environmental sustainability priority areas, including case studies and links to further resources.

The guidance contains the following chapters:

• Framework for a whole school approach
• School leadership
• Facilities and operations
• Teaching and learning
• Community partnerships
• Koorie perspectives
• Student-led action
  

Framework for a whole school approach

This policy supports schools to plan, implement, and monitor actions across 6 priority areas:

• school leadership
• teaching and learning
• facilities and operations
• community partnerships
• Koorie perspectives
• student-led action.

Example: implementing a whole-school approach to solar energy

Installing a solar panel system can help reduce carbon emissions and save money on energy bills (facilities and operations). This initiative requires planning for ongoing maintenance and ensuring school council support for shifting to renewable energy (school leadership). Having solar power systems in a school can provide valuable teaching and learning opportunities (for example, the science energy conversions in solar panels, issues of injustice related to affordability, the economics of supply and demand). Community partnerships with community groups can be opportunities for collaboration on learning about the benefits of renewable energy systems. These teaching opportunities can also integrate engagement with Koorie perspectives, such as learning about climate, habitat management and related cultural practices. Student-led action can spur such initiatives, and also be mobilised to monitor energy production and consumption and share learning with families and communities.

The above is an example only. Solar panel installation may not be appropriate for every school. For further information about solar panel installation refer to the Sustainable Facilities policy.

Plan, implement and monitor

Schools are encouraged to plan, implement and monitor environmental sustainability actions across all 6 priority areas. This should be done in a manner that is responsive to local context and involves students, families and communities. The approach described below is guidance only – not all schools will be able to prioritise environmental sustainability in their schools.

Plan

Schools may wish to start by developing an Environmental Sustainability Plan using the Environmental Sustainability Plan template (DOCX). The template will help identify how and when the school will advance sustainability in a manner that is flexible and responsive to local context. Schools’ plans should include goals and timelines within each of the 6 priority areas. The template encourages involvement of students, families and community organisations in planning to strengthen engagement and support successful implementation. Including students in this planning can also support wellbeing and reduce eco-anxiety by empowering students and giving them a sense of accomplishment.

Teachers may work together to develop a plan for teaching about sustainability across all levels of schooling from Foundation to Year 10. For example, teachers from different disciplines might identify the sustainability components of each of their curricula and map them onto a year-by-year planner. The Victorian Curriculum and Assessment Authority (VCAA) has published examples of curriculum content in the 8 learning areas of the curriculum as well as other online tools for whole-school planning.

Implement

School leaders, teachers, students and parents may all be given responsibility for activities as part of the school’s Environmental Sustainability Plan.

Sharing responsibilities across the wider school community increases the likelihood of success as this creates more buy-in and ensures accountability for environmental sustainability is diversified. Forming a committee is a common approach taken by schools that have achieved their environmental goals successfully. The Environmental Sustainability Plan template (DOCX) includes guidance for schools to bring committees together.

Monitor

Schools may wish to monitor progress closely to ensure they achieve the outcomes identified in their Environmental Sustainability Plan.

Tracking progress in achieving their environmental sustainability goals will assist schools to close gaps and identify next steps. The Environmental Sustainability Plan includes ways to set targets and track progress. The ResourceSmart Schools program tracks progress automatically for schools that sign up for the program.

Schools may also choose to:

• report against sustainability outcomes though curriculum achievement standards in learning areas that relate to sustainability concepts and link these to schools’ sustainability goals
• share evidence of progress and achievements with the school community.

School leadership

This domain of environmental sustainability action focuses on actions that may be undertaken by school leadership. ResourceSmart Schools is a program that complements this policy and provides direct support to schools wanting to improve environmental sustainability.

School leaders may choose to embed environmental sustainability in their operations by following these steps (none of these are mandatory):

Establish an environmental sustainability committee or 'Green group' with teacher and student representation. The inclusion of parents or community members may bring additional expertise, capacity and capability.

Create an Environmental Sustainability Plan using the Environmental Sustainability Plan template (DOCX) and actively involve students, staff, families and the wider community to complete it. It is recommended that the plan address all 6 priority areas of the Environmental Sustainability in Schools policy and specifies school actions under each priority area.

Communicate the school’s environmental sustainability plan with staff, students and the broader community. Schools can regularly report on school sustainability initiatives in the school newsletter.

Embed environmental sustainability where relevant across school strategic plans, annual implementation plans, maintenance plans and workforce planning processes. Environmental sustainability can be embedded into improvement plans as well as ‘business as usual’ for integrated and longer-term action.

Develop and implement a whole-school teaching and learning program and approach to enacting the Victorian Curriculum Foundation – 10 (Victorian Curriculum F–10) Sustainability cross-curriculum priority (SCCP). This includes ensuring the SCCP is visible in documents that describe classroom programs, and there is a documented whole school approach to teaching and assessing the priority. The VCAA document Learning about sustainability (DOCX) summarises the organising concepts of the sustainability priority and outlines all sustainability-related content descriptions Foundation – Level 9 and 10 across all curriculum areas.

Integrate climate risks and hazards including extreme weather events into school risk management. The Emergency Management Planning Portal provides guidance on preparing for extreme weather events.

School councils can choose to take one or more of the following actions to address environmental sustainability by:

• issuing a statement of support for environmental sustainability and/or climate action, including the need for school-level climate action, to demonstrate commitment to students, staff and the broader school community
• prioritising environmental sustainability issues and climate risk within council decision-making by actively contributing to the planning, implementation and monitoring of environmental sustainability goals and actions
• establishing a school council sub-committee or working group on climate mitigation, adaptation, and environmental sustainability
• encouraging a member/s of the school community with expertise in environmental sustainability to become a member of school council.

See the Policy and Advisory Library for information about school councils, council elections, subcommittees and council powers and functions.

Facilities and operations

Importantly, from 1 February 2023, schools must not provide any banned single-use plastic items as part of their school operations (for example, canteens, Outside School Hours Care, classroom resources, fundraising and other events), and will not be able to purchase any new banned single-use plastic items. This is a mandatory obligation for all schools in Victoria.

Environmental sustainability and climate goals can also be achieved through a focus on facilities and operations, including increased energy efficiency and water savings, behaviour change activities and activities that students can lead.

The Sustainable Facilities policy sets out schools’ responsibilities to reduce their environmental impact and apply environmentally-sustainable design principles when planning new facilities, including requirements for solar panel installation.

Refer to Case studies and Resources for additional guidance and resources.

In addition, schools may choose to undertake any or all of the following activities:

• Join ResourceSmart Schools to access systems and supports to reduce the environmental impact of school facilities and operations. For example, rather than making their own plan to reduce litter and waste going to landfill, schools can access resources and information from ResourceSmart Schools. The program provides a wide range of resources and support to assist schools in identifying and establishing waste-minimisation strategies. When developing waste-minimisation strategies that are to be implemented by families, remain cognisant that different families may have different resources available to them. For example, it may be difficult for low-income families to buy food in bulk and separate into containers as part of a nude food initiative. School-based waste minimisation actions include establishing compost bins and worm farms.
• Sign up to the Victorian Government’s Schools Water Efficiency Program to access guidance and support for tracking water consumption. Setting a target for water consumption is a great way to track progress and celebrate success. Schools are recommended to achieve the guideline benchmarks as set out in the Sustainable Facilities policy.
• Identify and implement actions to reduce school energy use which produces greenhouse gases. Recommended actions for reducing energy usage are set out in the Sustainable Facilities policy. The ResourceSmart Schools program provides support and guidance to schools on identifying the most appropriate actions.
• Install renewable energy systems, such as solar panels and wind turbines, in line with the guidelines provided in the Sustainable Facilities policy. Tracking energy use is an effective way to build business cases for solar power systems. Once installed, report to the school community on emissions and cost savings. From 2025, the government will facilitate all schools to derive 100% of their electricity from renewable sources, under the Whole of Victorian Government emissions reduction pledge – but this doesn’t mean your school can’t obtain significant benefits from installing their own solar (financial as well as resiliency/self-sufficiency in case of a power outage). The VSBA's Solar Power Systems Performance Specification (DOCX), outlines technical requirements and considerations for installers when planning and implementing solar at government schools. A number of application-based funding programs that support the Environmental Sustainability in Schools policy are available to schools via the VSBA.
• Buy recycled and environmentally friendly products. Considering the ‘whole of life’ environmental impact of goods and services when making purchasing decisions has a real impact on the amount of waste generated by a school. The supplier panels and state-contracts available to schools under department-managed procurement categories (including stationery, school cleaning, waste management) offer environmentally friendly product options. Schools should use Sustainable Victoria’s Buy Recycled Directory where appropriate. Supply Nation lists over 4,000 Indigenous businesses that provide many applicable products and services.

Teaching and learning

This domain of environmental sustainability action focuses on actions that may be undertaken by school leadership.

Refer to Case studies and Resources for additional guidance and resources.

Schools may choose to undertake one or more of the following activities:

• Support the implementation of the Sustainability Cross Curriculum Priority (SCCP) into classroom teaching from F – 10. Ensure that classroom programs are clearly and comprehensively aligned to the SCCP and ensure that coverage is visible in documents that describe classroom programs by year level or learning area/capability, and by unit/lessons. The SCCP provides students the opportunity to learn about environmental sustainability including climate change adaptation and mitigation. Rather than take the place of other learning content, the SCCP is designed to connect to other core learning areas. For example, teachers can make connections to sustainability across literacy by selecting texts about the environment or climate change. Further advice on implementing the SCCP is available from the Victorian Curriculum Assessment Authority (VCCA). The VCAA provides a summary of learning about sustainability by curriculum area and a summary of learning about sustainability against curriculum areas and specific content descriptions, organised by level.
• Foster a connection to place. Connecting teaching and learning to local places and local people can strengthen responses to environmental sustainability issues. This could include varying the location of some teaching activities, including excursions (for example, to local government, along a nearby creek bank) or incursions (for example, Traditional Owners visiting the school).
• Incorporate environmental and climate justice within the SCCP, including in the value and integration of Koorie perspectives. This includes the recognition that Aboriginal people are climate leaders. Climatic changes impact Caring for Country responsibilities and health and wellbeing. Ideas for incorporating this focus in teaching and learning can be found at Environment Education Victoria.
• Address evidence of feelings of anxiety and grief in students about climate change and give students opportunities to engage in action to combat these feelings. Your Climate Superpowers, Headspace and the Australian Psychological Society has information for young people, parents and other adults about eco-anxiety.
• Provide teaching and learning opportunities that allow students to explore and develop understandings based on real world contexts that are relevant and tangible. This approach also supports students’ feelings of connectedness and empowerment. Students experience less eco-anxiety when they can make a difference and affect change to improve environmental sustainability in their local environment. A wide range of teaching resources are available in the Resources tab. The Victorian Curriculum F–10 Capabilities provide opportunities to explore these dimensions.
• Include vocational education and training (VET) options linked to renewable energy and a clean economy in your senior secondary program. VET enables students to gain practical skills and develop industry-specific knowledge to take climate action in their future careers. For more information refer to VET pathways in schools. To understand the purpose of VET delivered to school students (VDSS), the ways schools may offer VET to school students and how VDSS funding is allocated, refer to Vocational Education and Training Delivered to School Students.

Community partnerships

This priority area of environmental sustainability action includes ways for schools to partner with others in the broader community to support their efforts in environmental sustainability. Each organisation will have its own way to connect and its own priorities, so schools should first ensure that they have clear priorities set out in their Environmental Sustainability Plan before reaching out to different organisations. Schools are not obliged to engage with their broader community in relation to improving environmental sustainability.

Refer to Case studies and Resources for additional guidance and resources.

Schools can choose to:

• improve natural habitats and create gardens. Community organisations support school gardening or tree planting opportunities for students. Relevant organisations include Environmental Education Victoria, Landcare Victoria and Victorian School Gardens Program
• create and promote active transport to and from school. Safe routes to school, Change to Walking program and Ride2School provide grants and support to schools to promote safe ways to get to school while reducing greenhouse gas emissions from school-related transport
• seek support to assist with climate-related natural hazards. For example, the Country Fire Association has resources for schools to assist in responding to bush fires. The Victorian State Emergency Service conducts school visits and provides resources to help keep their local communities safe.

Koorie perspectives

This priority area of environmental sustainability action includes activities that can be undertaken to consider Koorie perspectives on environmental sustainability.

See Case studies and Resources for additional guidance and resources.

Schools can choose to:

• get support from Koorie Education Coordinators. Schools, parents and community can obtain assistance with Koorie cultural inclusion, Koorie education guidance and support through their region by contacting the Koorie Education Coordinators with enquiries
• support Koorie families in your schools by engaging with Koorie Engagement Support Officers. Koorie Education Coordinators are able to arrange for a regional support officer to be assigned to any school where contact with Koorie families may be requested. They provide advice to schools about culturally inclusive learning environments, coordination of services to support engagement and improved outcomes for Koorie children and young people. More information can be found at Contact a Koorie education coordinator
• integrate Koorie perspectives when teaching sustainability and other subjects across the curriculum. The Indigenous Knowledge Institute provides a range of resources for years 3 to 10 across a range of subjects and themes. Use the search feature to find resources. Cool Australia also has a range of curriculum resources on Caring for Country in their Indigenous education teaching materials. Deadly Science is a not-for-profit organisation that contains resources embedding Indigenous science perspectives in schools
• apply Koorie perspectives when improving the environment in and around your school by planting an Indigenous Garden. Junior Landcare provides guidance on how to do this in a culturally appropriate way
• be inspired by how other schools have taught environmental sustainability and Koorie perspectives by visiting the Case studies chapter of this policy to understand how Reservoir East Primary School and Newham Primary School incorporated Koorie perspectives into their schools
• use reputable sources to give you confidence in the teaching of Koorie perspectives. Teachers who are not Aboriginal or Torres Strait Islander can confidently teach others about Koorie perspectives by relying on appropriate resources. Koorie Teaching Resources gives you information about how to deliver an Acknowledgement of Country and protocols for teaching Aboriginal and Torres Strait Islander Culture. Reconciliation Victoria has webinars in a range of subjects including cultural safety in the classroom. All Victorians can learn more about Aboriginal culture and history through Deadly Questions
• reach out to the Victoria Aboriginal Education Association Incorporated (VAEAI) for support and guidance. VAEAI provides a number of free resources on their website which provide Koorie Perspectives on a range of subjects including Koorie perspectives in STEM, National Sorry Day and the appropriateness of undertaking cultural activities such as dot painting
• engage with local Traditional Owners. Traditional Owners hold unique and special knowledge, rights and connection to their traditional Country, including deep knowledge of how to care for country, and land-based learning. Please contact your Koorie Education Coordinator before engaging with Traditional Owners directly. The First Peoples-State Relations website has further information about Traditional Owners groups. VAEAI can also help you to connect with Traditional Owners for guidance on learning about Caring for Country and Aboriginal names for plants and animals.

Student-led action

This priority area of environmental sustainability action includes activities that schools may choose to do to foster and support student-led action.

Refer to Case studies and Resources for additional guidance and resources.

Schools can:

• support student-led environmental sustainability initiatives. Students are showing leadership in environmental sustainability action locally and globally and want to see their schools supporting their action as well as taking initiative. Schools should support students where it is appropriate to do so. Students feel reassured and validated by visible and tangible climate change action when schools support them. For example, schools can respond positively to student-led initiatives to minimise packaging in school canteens, planting indigenous gardens, and reducing waste
• work with students to establish a student-led sustainability action group (such as this one at Tyabb Primary School) to foster student-led action on sustainability, and create an environmental leadership position within a student representative council. Schools can also include student members on school council sustainability sub-committee or providing a student-led action group with a regular speaking spot at school council, subcommittee or staff management meetings. Resources to help establish a student environmental group include the ResourceSmart Schools of the Future Challenge, and Primary English Teaching Association Australia.

Case studies

Whole school approach

Monbulk Primary School

Monbulk Primary School has been on a sustainability mission since 2015, with the aims of helping the environment, educating students on environmental issues and solutions and involving parents and the wider community. Since signing up to ResourceSmart Schools, Monbulk Primary School has become certified in all 5 modules: Core, Energy, Waste, Water and Biodiversity.

Monbulk Primary School embedded environmental sustainability across its school by:

• appointing some staff as sustainability leaders
• developing a strategy to engage students
• supporting senior school students to become part of a Sustainability Team
• reviewing the curriculum to understand and improve how schools teach sustainability
• installing solar power systems and decreasing electricity and gas usage
• reducing waste to landfill after implementing ‘rubbish free lunches’
• joining the Schools Water Efficiency Program
• partnering with Bunnings Warehouse and Home Hardware to plant trees on National Tree Planting Day.

Albert Park College

Environmental sustainability is a core value of Albert Park College. The college is committed to becoming a regenerative, carbon negative, resource smart, zero waste school, and to share their learnings with other schools. After embedding environmental sustainability into its strategic plan several years ago, the school has undertaken a range of initiatives to enhance the sustainability of their facilities and operations. This work has been significantly supported by the school’s involvement in the ResourceSmart Schools program.

Facilities and operations

Beaconsfield Upper Primary School

Beaconsfield Upper Primary School reduced their waste by having nude food days. Nude food is food that comes to school without disposable packaging – plastic bags, paper bags, wrappings, plastic water bottles or cling wraps.

By having nude food days, the school reduces waste, reducing costs for the school and the environment. Students and families have an additional opportunity to learn about sustainability in practice.

Albert Park College

Albert Park College has undertaken a number of initiatives to reduce the impact of school operations in the environment.

Initiatives the school has taken to date include:

• installing solar panels which have contributed to a 20% reduction of electricity consumption
• agreeing to take up the option (available to all schools) to pay for 100% electricity sourced from sustainable methods
• installing technology to monitor energy consumption and carbon emissions
• implementing an effective resource recovery and waste management system, including composting, soft plastics, paper/cardboard and comingled recycling to ensure waste production is kept to a minimum
• applying policies to reduce the environmental impact of procurement and resource transfers in the school’s operational decision-making
• participating in the Schools Water Efficiency Program.

Reservoir East Primary School

Sustainability initiatives at Reservoir East Primary School are led by a motivated and determined sustainability committee, consisting of families, teachers and members of the broader school community, who are constantly seeking to consolidate best sustainable practices and introduce new sustainable initiatives.

Thanks to the leadership of the committee, the school has been able to minimise its waste. Achievements include:

• 4 fully functioning worm farms for food scraps
• compost bins for all remaining food scraps (that is, bread crusts, meat and citrus) – the school no longer sends any food to landfill
• wicking garden beds for the compost and worm tea to fertilise
• going paperless with bi-weekly newsletters
• soft plastic recycling.

Teaching and learning

Newham Primary School

Each term Newham Primary School chooses a topic for the whole school to focus on that intersects with all areas of the curriculum including the Sustainability cross-curriculum priority. A recent focus was water which provided valuable opportunities to explore different dimensions of climate change and its impact across the world. Students explored different experiences of water shortages across different countries, connecting this to understandings of social justice and the historical legacies of colonisation, economic development, and conflict. The learning sequence included a focus on solutions for water shortages, such as sand dams and methods to mitigate erosion and improve water quality, providing students with a positive message.

Camp Hill Primary School

Camp Hill Primary School has used its participation in ResourceSmart Schools to embed the Sustainability cross-curriculum priority. The schools’ RSS facilitator led professional development for teachers, presenting a range of resources and activities for teaching Sustainability. Teachers found this useful for identifying ways to integrate sustainability into lessons across the curriculum, including literacy, reading, Science, Geography, Design and Technology, Civics and Citizenship and the Arts.

The 2022 school concert reflected sustainability teaching and learning at the school through the theme of ‘Wilderness’. Each grade level had a specific natural environment and group of animals to explore for their characters in the concert including:

• river and ocean creatures (Foundation)
• wetland insects and reptiles (Grade 1 and 2)
• birds and forests (Grade 3 and 4)
• mammals from different habitats (Grade 5 and 6).

Students learnt about the flora and fauna of each habitat, the sustainability challenges and solutions for each environmental or sustainability issue. Linking to the art curriculum, students created items for their costumes as well as the props and the backdrop for the concert depicting the different animals, plants and habitats. Students explored the movements of different animals and used this to inform their class dances in the concert. The music repertoire was developmentally appropriate and chosen to be relevant and to connect to the animal themes. Grade 5 and 6 students developed short drama sketches that tied into the concert narrative together by taking on the role of kid rangers from different locations around the world.

Their characters had the responsibility of addressing specific environmental challenges, such as how to prevent litter from going into river and ocean waterways, protecting and revegetating habitat for migrating birds, preventing and mitigating the effects of climate change for mammals. These roleplays allowed students to connect with Sustainability, Science, Civics and Citizenship curricula.

The concert opened with an Acknowledgement of Country, including a didgeridoo and clap stick performance, performed by Koorie students, who acknowledged the local traditional custodians of the land and their long history of caring for country. The concert provided students the opportunity to communicate these lessons to their families and the wider school community in a fun and meaningful way.

Community partnerships

Reservoir East Primary School

Reservoir East Primary School (REPS) embeds sustainability into its school with the support of its local community. REPS Community Garden is a space where students, families and community can gather while learning about growing food. The aim of the garden is to share fresh, nutritious produce with the school and local community, while educating and advocating for growing food locally and promoting community wellbeing. Parents and families regularly help in the garden on Wednesday mornings. The school holds working bees to provide the opportunity to strengthen ties within the school and local community.
To date the garden has provided the school community with organic herbs and vegetables. The school shares excess produce from the garden with Reservoir Neighbourhood House for their food relief program.

Camp Hill Primary School

Camp Hill Primary school uses its local creek and Melbourne Water’s River Detective Program to include science and sustainability into the curriculum. River Detectives is a citizen science program that connects students to their local waterway. Students test and analyse the water quality of the local creek and wetlands using River Detectives kits. They observe the water quality, the pH scale and the organisms living in the water and reflect on how water, land, plants, animals and human behaviours are linked to the waterways.

Additional teaching resources can be found on the Melbourne Water website.

Koorie perspectives

Reservoir East Primary School

Reservoir East Primary School is a leader in sustainability as well as Koorie education. The school won the 2022 Victorian Education Excellence Award for Outstanding Koorie Education for providing culturally competent, responsive and inclusive learning spaces reflective of Aboriginal culture and peoples.

Schools can review the Secretary's Marrung Award winners, recognise good practice in Aboriginal education and inclusion, to be inspired about actions they can take.

Newham Primary School

Newham Primary School acknowledges the Wurundjeri Woi Wurrung people as the Traditional Owners of the land on which it resides and integrates this acknowledgement into all learning. This extends to ensuring appropriate opportunities for students to learn about, and from, Koorie perspectives on caring for Country. The school recently established a Biodiversity Learning Hub (outdoor classroom) with the support of the Wurundjeri Woi Wurrung Corporation. This involved rejuvenating an area of its grounds, which runs adjacent to a local waterway and is part of a broader biolink trail. The Hub was designed to provide students with safe, accessible and hands-on environmental learning opportunities which contributes to the health of the local environment.

Recognising that Indigenous knowledge about flora and fauna needed to be accessed through appropriate protocols the school engaged with Traditional Owners on this initiative. Before reaching out to Traditional Owners, the school reached out to their regional Koorie Education Coordinator as a first point of contact to ensure they are following appropriate protocols and identify relevant information resources. The engagement with the regional Koorie Education Coordinator and Traditional Owners assured the school that appropriate protocols were being followed. It used Aboriginal plant names on the signage for the Biodiversity Learning Hub, as well as share information about the cultural values and uses of the plants to use in learning activities with students.

A Victorian Junior Landcare and Biodiversity grant partly funded the Learning Hub.

In another example of Koorie engagement in sustainability initiatives, students investigated the remediation of the waterways that has been taking place all around Victoria and wider Australia. Students explored the history of changes in the courses of waterways and the impact on fish life and surrounding habitats. This included learning about Indigenous practices of creating habitat for fish by building fish hotels in waterways.

When sharing information about Indigenous practices, the school is mindful to use only materials produced by Indigenous organisations or other approved authorities, to ensure that cultural knowledge comes from appropriate sources. The school complemented this with information gained from reputable, publicly available sources, such as Museum Victoria and Deadly Stories.

You can learn more from the Newham Primary School website.

Student-led action

Tyabb Primary School

Tyabb Primary School established a green team comprising members from each year level who encourage their peers and the wider community to care about health and the environment. Students connect with the natural world through indigenous plantings, vegetable garden, participation in 'I Sea I Care' and creek and bushland activities. The school invites students to participate in the Kids Teaching Kids Conference, organise and participate in activities for World Environment Day and Walk to School Day and take part in ‘nude food’ challenges.

Albert Park College

Student leadership drives sustainability at Albert Park College through the student-led sustainability subcommittee.

The Year 12 student captain takes on the leadership of the subcommittee and membership of the school council as a central part of their student captain role. The schools environmental program coordinator, one member of the school’s senior leadership team and volunteer parents provide support and guidance to the subcommittee. Although teachers are part of the subcommittee, all decision-making is led by the students. The subcommittee meets twice a term.

Every year the subcommittee gathers student ideas to plan for what they want to achieve. The plan is then reviewed by school council. School council can require the subcommittee to undertake further research to gather evidence for a proposal which gives students the experience of engaging in collective decision-making processes and building business cases.

In 2020 the subcommittee led an initiative to install more solar panels at the school. While the school leadership led the processes for procurement and installation, the subcommittee undertook school wide campaigns to reduce electricity consumption, such as Instagram challenges and awareness campaigns. The students also monitored electricity data to be able to demonstrate the impact of their campaign and the switch to renewable energy. These campaigns have led to the schools reducing electricity consumption by almost 20%, and the installation of solar panels has enabled the school to cover its consumption as well as feed power back to the grid during school holidays.

The work of the sub-committee is supported by the schools’ Environment Team, which is led by the year 11 environment leader, and is made up of younger students from years 7, 8 and 9. The Environment Team helps to carry out the school-wide actions of the sub-committee, enabling a wider group of students to develop experience in leadership roles and understand the environmental sustainability dimensions of the school. These actions have included performing waste-audits, organising ride-to-school days, and producing awareness posters to promote sustainability across the school.

Resources

Watch Environmental Sustainability in Schools on Vimeo to see how this policy can be applied in schools.

ResourceSmart Schools can assist schools across most of the priority areas.

Schools are not required to use any of the resources listed in this section.

Supports to implement a whole school approach to sustainability

ResourceSmart Schools is a free Victorian government program offered by Sustainability Victoria that supports Victorian schools to embed sustainability across everything they do. The program provides practical support to schools to reduce resource use, make cost savings, integrate sustainability into the curriculum and share learnings with the wider community. Schools can join the program at any time by registering on the ResourceSmart Schools website.

Supports for school leadership

• An Environmental Sustainability Plan template (DOCX) has been especially designed to help schools plan, implement and monitor their journey to improved environmental sustainability.
• The Emergency and Critical Incident Management Planning policy allows schools to plan for climate change related risks and adaptation in their emergency management planning by using information on PAL.

Supports for facilities and operations

• ResourceSmart Schools provides systems and supports to schools to reduce the environmental impact of facilities and operations.
• Sustainability Victoria has published a range of information about the single-use plastics ban to support implementation by organisations.
• Schools Water Efficiency Program allows Victorian schools to access their own water usage information through a fun educational online platform. Students and teachers can learn together about water consumption to help save water, save money and reduce environmental impacts. Participating schools receive access to a tailored curriculum program which uses the school’s water data in mathematics and science, as well as providing students with robust water saving messages to use at school and home.
• Victorian School Building Authority has information about school funding programs that schools can apply for to reduce their environmental impact.
• For information on installing solar in schools, refer to the Sustainable Facilities policy.
• Buy Recycled Directory lists suppliers of recycled materials and products in infrastructure, landscaping, parks and gardens. This service is part of Sustainability Victoria’s Recycled First Local Government program.

Supports for teaching and learning

• The Victorian Curriculum and Assessment Authority (VCAA) explains the focus and intent of the Sustainability Cross Curriculum Priority (SCCP) and provides guidance on embedding environmental sustainability by curriculum area and year level.
• Cool Australia has a range of materials to support education on the topics of climate change, cultural burning, recycling and sustainability. An account may be required to access resources.
• Your Climate Superpowers supports children and young people to share their wisdom and creativity through a strengths-based online resource. It was created with and for children and young people along with researchers from the University of Melbourne.
• Environment Education Victoria (EEV) offers a range of resources, case studies and tools to support environmental sustainability action across all areas of school operations. The EEV is Victoria’s peak body for sustainability and environmental education.
• Australian Association for Environmental Education (AAEE) manages a curriculum-linked teaching and learning resources portal which is accessible via this website. AAEE is Australia’s peak professional body for environmental educators.
• The Climate Change Education Network is group of academics working in climate change education which provides resources to support climate change education. The network is also able to run professional learning workshops on climate change and climate change education on request.
• The Victorian Government provides information about the VET pathways at Vocational Education and Training Delivered to School Students. Refer to the Policy tab to understand the purpose of VDSS, the ways schools may offer VET to school students and how VDSS funding is allocated.

Supports for community partnerships

• Landcare Victoria supports one of the largest environmental volunteer organisations in Victoria focused on supporting community-led action in relation to environmentally sustainable land care. Schools can partner with Landcare to arrange tree-planting days and other activities.
• Zoo’s Victoria provides various programs and resources with a focus on wildlife conservation, including the Fighting Extinction Schools Program (watch Fighting Extinction Schools Program on Vimeo).
• VicRoads provides grants under Safe Routes to School Funding. Schools can apply to create a safe route to school (from issues identification through to implementation and evaluation). A school may also apply for funding for specific activities (for example, analysis, mapping and marking of routes to school) if it can demonstrate project need and benefits.
• Victoria School Gardens Program comprises grants, awards, professional development workshops and garden support. The program recognises the importance of outdoor spaces in progressive modern learning. School gardens offer abundant opportunities for children to learn about productive cultivation, biodiversity and sustainable practices.
• Bicycle Network Ride2School is a nationwide program delivered by Bicycle Network, designed to support schools to encourage, empower and enable more students to get physically active on their journey to school.
• Victoria Walks supports school communities to motivate and encourage students, families and staff to become healthier, happier and more active by walking. It provides a range of services and educational resources for both primary and secondary schools.
• Melbourne Water provides lesson plans and classroom activity sheets to educate students on a range of water-related themes, grouped by year level. You can also browse resources by curriculum area.
• Country Fire Association (CFA)provides resources for schools to assist in responding to bush fires including lesson support resources, fact sheets and plan and prepare publications.

Supports for Koorie perspectives

• Koorie Education Coordinators provides assistance with Koorie cultural inclusion, Koorie education guidance and support through their region by contacting the Koorie Education Coordinators with enquiries. Service Support Managers can also be contacted to assist with referrals for Koorie Engagement Support Officers.
• Koorie Teaching Resources provides information to help people undertake an Acknowledgement of Country as well as guidance on protocols for teaching Aboriginal and Torres Strait Islander culture.
• Deadly questionsgives non-Aboriginal Victorians the opportunity to ask the questions they have always wanted to ask but may be too afraid or embarrassed to ask. You can use this resource to develop a deeper understanding about Aboriginal culture and history.
• Deadly Story has a range of teaching, learning and knowledge-building resources from and about Aboriginal and Torres Strait Islander culture, Country and community, including resources on food and agriculture and caring for Country.
• Indigenous Knowledge Instituteoffers curriculum resources integrating Indigenous knowledge, with a focus on the thematic areas of astronomy, fire, and water.
• Deadly Science provides STEM resources and learning experiences to regional and remote schools in Australia and connect young Indigenous people with STEM professionals through dedicated programs and grants.
• Reconciliation Victoria offers dedicated resources and support for schools on reconciliation in education. The Victorian state-wide body promoting deeper understanding, respect and justice for and with Aboriginal and Torres Strait Islander Peoples.
• Junior Landcare professional development webinar illustrates how to connect with Traditional Owners and provides supporting resources for schools.
• Melbourne Local Aboriginal Networks and Gathering Placeshelps to find a Local Aboriginal Network or Gathering Place in Melbourne, including Maribyrnong, Frankston and metro. Some of these gathering places can support schools in teaching students about local Aboriginal culture.
• Victorian Education Excellence Awards explains why Reservoir East Primary school won an award for Outstanding Koorie Education. Read the description to understand what it looks like when schools integrate Koorie perspectives into education.
• First Peoples – State Relationsgroup can advise on engaging with a local Traditional Owner organisation. Please engage with your Koorie Education Coordinator before reaching out directly to Traditional Owner organisations.
• Victoria Aboriginal Education Association Incorporated (VAEAI) represents the Koorie Community in relation to education policy development and strategic programming at the local, state and national levels. A range of Koorie Education Resources are available on their website. VAEAI can assist with engagement with local Koorie community representatives. Talk to your regional Koorie Education Coordinator before contacting VAEAI.

Supports for student-led action

• Primary English Teaching Association Australiacreated a webinar featuring a primary schoolteacherwho speaks about the climate action group he runs for his students. He talks about how the group was started, the activities they undertake, and how a group like this can be implemented in other schools.
• Solway Primary School explains how it reduced its environmental impact through the ResourceSmart School program. Watch the video to understand how the program works in practice.
• Tyabb Primary School explains how it delivers against its commitment towards environmental education on its website. Read the information via the link to understand how environmental education can work in practice.