DEVELOPING GEOGRAPHY THROUGH ECO SCHOOL ACTIVITIES

http://www.geography.org.uk/eyprimary/primaryresearch/researcharticles/

Place and Spa ce Occasional Pape r No 4 2004 p.58-64 ISBN 0-9538154-4-7

DEVELOPING GEOGRAPHY THROUGH ECO SCHOOL ACTIVITIES

Sue Bown

Lately Geography Coordinator

Stifford Primary School, Grays

Many schools concentrate upon the cross-curricular possibilities of environmental education to enhance the

geography curriculum. The process takes time and collaboration some details of which are given here. The

curriculum planning details were to be found in the Autumn 2004 Primary National Strategy resources In

August 2011 they were sent to The National Archive

http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.u

k/search/primary/results/nav:46399?page=2 . [Editor)

Introduction

'Cor, Miss, this school ain't half big - takes me ages to deliver messages' yet one does not get the

feeling that the school is in several parts. It rambles, but the school works together. The reception

children have as much say in the character of the school grounds and the interior as the oldest

children. All classes contribute their opinions through assemblies and exhibitions, poetry and accounts

of Barnaby Bears travels, and all, children and staff, work to make this a Green Flag, the highest award,

Eco-school.

Stifford Primary is one of the largest primary schools in Thurrock with just over 500 pupils on roll. The

majority of pupils are from white and European families but twenty per cent come from a wide range

of minority ethnic groups. Ninety per cent of the children live locally in both owner-occupied and

rented housing though the area contains a certain degree of deprivation. There is a relatively high

mobility rate among pupils and the school's intake includes a small number of asylum-seeking families.

Nine per cent of pupils speak English as an additional language and some of these are at the early

stages of learning English. This in itself gives geographical impetus to school activities. Nursery

provision in the locality is limited and 28 percent of pupils have special educational needs including

physical needs. These circumstances require and obtain a broad and balanced curriculum with a range

of rich learning experiences. These include a full field visit programme

Environmental work

Several factors influenced the successful drive to being an Eco-School, from which has arisen several

continuing developments. Over a number of years there has been an increasing emphasis upon

environmental education


There is a whole-school commitment, led by senior management, to integrate Environmental

Sustainable Development (ESD) into the work of the school, ensuring that it is able to maintain the

momentum and sustainability of initiatives

The local education authority Sustainability officer is part of a well-developed local support

network, which includes non-government organisations provides support across a wide range of

projects e.g. the Schools Waste Action Club (SWAC) Education Officer gave much practical support.

(See http:// www.recyclezone.org.uk accessed August 2011}

.

Links with individuals and groups in the neighbourhood make effective use of the community as a

learning resource. In particular, pupils and their families, local firms providing expertise for the

allotment development and school ground development. These all develop citizenship through action

and using the wider school environment to provide interesting and stimulating contexts for personal

development and pupil engagement.

Pupils are given both individual and collective responsibility in looking after and improving their

learning environment, through murals and planning for different parts of the school grounds

An emphasis on inclusion in promoting positive attitudes and values which are intended to equip

pupils to develop as individuals and enable them to contribute to a sustainable common future.

A well-planned curriculum has developed for the whole school, which addresses key areas such as

environmental issues, alternative energies, rights and responsibilities and sustainability.

Clear objectives on the part of the teachers that

i) include physical outcomes. which have resulted in an effective recycling programme, a sensory

garden with donated triangular pond; three shelters have been built in the school grounds that were

designed by pupils following a first visit to the Earth Centre, Doncaster.(No longer available Ed)

ii) or aim to affect pupils' attitudes and behaviour (for example, looking at attitudes to asylum

seekers of which the school has several as well as developing as active citizens).

The active involvement of pupils in initiatives in all the subject areas .Thus once the idea of

sustainability was promoted ideas and the means of achieving success are immediately forthcoming.

For example, to conserve energy through MacDonalds ( who are buying the school a solar powered

water feature ); ways to recycle materials such as paper and glass and improve the whole school

environment, including the school grounds e.g. the new fitness trail around the school field recently

completed was the result of an invitation to bid for an award by NOF/Sport England/Learning through

Landscapes. This invitation arose because of the good practice in developing the school grounds. The


school had previously won a Tree Counci1 Award and a Shell Award. The school has worked for many

years with the local LTL officer and always tried to develop the grounds for the benefit of the children.

The programme

In 2001 a residential visit was made, during half term, to the Earth Centre, Doncaster. Three Year 5

teachers took 30 children from Years 4, 5 and 6. The Centre, based upon old coalmine workings, has

created examples of environmental regeneration and sustainable development amongst its buildings

and open-air attractions. The sustainable message that came across was outstanding and generated

enthusiasm, interest, and understanding of our global footprint and the need to work towards a

sustainable future in the children. This has become a regular residential five day visit tailored to the

schools new goal of becoming an effective 'Green' school.

The drive to becoming an Eco school began soon after the Earth Centre visit in March 2002. A theme

week, 'Global Village Week' in June 2002 was the start to the drive to become an Eco school. Every class

from Reception to Year 6 was involved in considering beyond their own locality, the relationship of

their 'own village' to the world community – the 'global village'.

Each year was given a specific theme to look at in detail, to plan activities and decide on what action

was needed. The themes were directed by the seven principles of sustainability (Fig 1 and 2) and

involved the whole school.

Following Global Village Week, the areas each year group looked at in detail have been incorporated

into the curriculum and many of the ideas and activities are in regular use. This in turn has created a

thinking environment in which not only the community but also the wider world is repeatedly

considered. It motivated all the children to think about environmental issues and gave a clear starting

point for involving everyone in the Eco -school project.

An Eco-schools programme (Fig 3) and action plan (Fig 4) were developed. All the children are involved

in the Eco Schools programme and many of the visitors concerned with the programme that come into

school have tried to gear work for all years where possible. This year reports are having a separate

section for sustainable development so that parents can see the participation and progress in this area

of the curriculum.

The links between sustainable development, environmental education, citizenship and PSHE are

becoming clearer as they become a focii for training day discussions.


Fig 1 The KS1 programme:

KS1 Principles of Sustainability

Interdependence

Understanding that what people, including themselves, do affects

themselves, the places they live, other people, and plants and

animals

Citizenship and stewardship

Knowing how to care for themselves and others and how to care for

their home, school and local environments

Needs and rights of future generations

Being able to talk about the way they live and the products and

services they use

Diversity

Knowing that there are many different kinds of plants and animals

living in the local environment and in distant environments

Quality of life

Understanding the basic difference between needs and wants

Sustainable change

Understanding the idea of finite resources

Uncertainty and precaution

Understanding the importance of considering the consequences of

their actions

Resolved as :

Year R & 1- The School

Grounds caring for the

natural environment. They

saw how the Earth harbours

a rich and diverse range of

plants and animal species

and that some species are

endangered by human

actions.

Year 2- focused on litter and

looked at new uses for waste

materials and how we can

make personal effort to

control litter and reduce

waste.


Fig 2 The KS2 programme:

KS2 Principles of Sustainability

Interdependence

Understanding how people, animals and plants are

interconnected through natural cycles and ecological /

biological systems

Citizenship and stewardship

Being able to work with other members of the school

community and feeling responsibility for making it

more sustainable

Needs and rights of future generations

Beginning to be able to distinguish between actions

and products that are wasteful or more sustainable

Diversity

Understanding what is meant by biodiversity in local

and global contexts and the importance of

maintaining biodiversity at local and global levels

Quality of life

Understanding that basic needs are universal

Sustainable change

Understanding how their home and school may be

managed more sustainably

Uncertainty and precaution

Being able to listen carefully to arguments and weigh

evidence

Resolved as:

Year 3- focused on waste minimisation.

They saw how reusing and recycling

resources would save money and energy

and make more available for all. They

learned that recycling would help

guarantee that resources are available for

future generations.

Year 4 -focused on transport. They learned

how cars used large amounts of resources

both in their construction and uses and

that they are a major polluter contributing

to acid rain and global warming. They

looked at ways we all could make changes.

Year 5 -focused on water .They discovered

that clean water is precious and that we

need to conserve water. They saw that

many worldwide problems are often

caused by lack of water.

Year 6- focused on Energy. They discovered

that Earth's energy resources are finite and

that we are consuming energy resources

at an unprecedented rate. They saw that

we could make more use of energy

sources that are renewable and, in so

doing, save costs and reduce pollution.


Fig 3 The Eco Schools programme

Date Element Action

June 2002 Eco committee fo rmed

Elected pupils from Ye ars 4, 5 and 6.; + 3

Senior Manageme nt teachers 2 school

governors; Site Manager ;

a Mem ber of Thurrock Council's

Sustainable Development de partment +

other te ache rs, parents and te aching

assistants

The committee has been meeting once a term but

now meets every half term. A formal agenda is

prepared and minutes are taken, a task that is

shared w ith the children. The children re port to the

Eco Club who then report to the rest of the school.

Many of the decisions and proposed actions are

shared in assemblies.

June 2002 Environmental Revie w

part of the application to be an Eco

school planned as a whole school

programme and became the focus for

the sustainability themes in 'Global

Village Week'.

Each ye ar group's theme took one section of the

review to look at in detail, to plan activitie s and

decide on w hat action w as needed. ( The school

regularly plan as year te ams, sharing ide as,

collection of resources, and arranging visits and

visitors.) At the end of the week the children

prese nte d their w ork in displays throughout the

school and in a special assembly. Each ye ar group

submitte d their f indings and points to go f orw ard

to the action plan. ( Fig 4)

June 2002

Global Vil lage week

Recycling e ducation began with visits

from the Waste Watch education office r

who c ame into school for a day and

introduced the whole subject of

reducing, reusing and recycling.

An audit helped plan a recycling programme.

Sept 2002 The Eco Club sta rted

It consists of children f rom years 4, 5 & 6

and varies be tween 60 and 70 members.

Adults include the SDC, f our other

teachers and teacher assistants.

Eco Code ( Fig 5)

A copy is displayed on the Eco notice

The club meets e very week

The club forms the w orking element of all eco

issues. In turn, these children report to the rest of

the school in assemblies or in the 'Eco News'

newspaper. At times children from other classes are

involved in special projects.

The school ECO Code was develope d by asking

each class throughout the school for suggestions.


board and in e ach c lassroom and it is

revised on a yearly basis.

ECO Club drew up the code f rom the suggestions

and it was then prese nte d to the classes for

approval.

Sept 2002 Action Plan

short, medium and long term plans of

action.

Based on the environmental review,

(Fig 4)

Autumn

2002

Recy cling units were co vered on the

curriculum involved using geographical

skills and knowle dge for locating

mate rials and disposal of mate rial (paper,

textiles, and such).

Walk to scho ol Week

Shelters have been bu ilt in the school

grounds

Visits to the local Rainham Recycling Ce ntre (Year

3) ; reside ntial visit to the N ational Earth Centre in

Doncaster(Ye ar 4) ; WWF Oil Alert Internet debate

(In Novembe r 2003)

Mobile phones and ink cartridges form part of an

ever growing list of recyclables

Begun in May 2002 this is now a re gular feature

. http://www.walktoschool.org.uk/site.htm

Designed by pupils following the first visit to the

Earth Centre. From the many designs, three were

chosen and built by a local builde r. One has a

sedum roof.

Spring 2003 Happy Helpers

The children who were intereste d in

being 'happy helpers' applied and were

inte rviewe d just before Christmas

Fruit and Vegetab les a nd the Allotment

Compost Making

Allotment c reation

The successful children we ar bright orange tabards

so they are easily recognisable and others know

they are available to help with sustainability,

citizenship and environmental creativity matters

Fruit or vege tables have been introduce d to be

eaten at break time Members of Eco club stand on

each of the playgrounds and collect the w aste for

the one compost bin .All fruit waste is composte d

More compost bins are planned in order to become

self suff icient for the allotment fertilisation.

Spring 2003 Sensory Garden

begun by Year 5 in the courtyard outside

their rooms

Supporte d by children and c ommunity. Every week

someone comes to contribute e.g. plants, wind

chime, windmill or plant pot. One local store

contribute d a small triangular pond. There is

practical help from parents, grand parents,

members of Thurrock council, the site m anage r as

well as c hildren and staff throughout the school.


Organic Allotment

Eco -News

Residential visit to the Earth Centre

Planting has begun When things are not going

quite right, i t is discusse d toge ther and jointly

agree ideas and view s. Expe rt advice is taken

frequently and there is contact w ith a professional

garde ner and with someone who can help refine

the composting eff orts.

First Issue 10 articles written by the children

Year 4

May 2003 Biodiversity Month for Thurrock C ouncil

Applica tion for Eco Status

The school has contributed by taking part in the

bird survey.

June 2003 Encams National Litter Action

Walk to scho ol Week

Healthy Li ving

The new fitness trail

The school joined other me mbers of the

community in cle aring up litte r along Grays

Riverside Walk.

Incre asing numbers; all children are encouraged to

walk at least part of the way to school and use their

diaries to record w hat they see, hear, smell.

The new fitness trail around the school field

complete d and is being used. Use of this will be

monitored to improve the fitness of children in

school. Community groups involved in this are the

local Cubs, Be ave rs and Brow nies, as well as the

primary section of the local Special School.


June 2003 'Trees' co nference

Murals

Sculptures

Part of a Science, Technology,

Engineering and Mathem atics ( STEM)

week

'Glassfo rever' recy cling

presentation[Rockware[

http://www.glassforever.co.uk/ accesse d

Aug 2011

Four c hildren and a te ache r atte nde d

See

http://www.focusedlearning.co.uk/portfoli/ttrees.h

tm

Part of c reativity Eco club has started painting four

large murals w hich represe nt the seasons. These

are to be positioned outside the Rece ption

classrooms and part of their Knowle dge and

Understanding of the world curriculum

Looked at redesigning the school grounds on a

continental f ocus that drew upon geographical

skills and knowle dge in order to conside r site

character, mate rial sources, scale, and location for

indige nous trees and sculpture s.

Presentation and mini sorting production l ine

which most classes experie nced.

July 2003 Eco News Second Issue with reports on all the year's

activities.

Summer

2003

Allotm ent Harvest

Awarde d t he EC O Sc hools Green Flag

Award

Harve st begun by Sustainable \developme nt

coordinator and completed by children in

September

Short te rm issue s comple ted by June 2003

Medium Term issues comple ted by September

2003

Autumn

2003-

Sept 2003

Summer

2004

Continued development in all a reas

Life skills Hou r created

Long term issues well in hand

Allotment now re ache d new c apacity of a be d for

each class.

Incorporates PSHE, Citizenship and ESD activitie s

for each ye ar group every week and continuing

ESD in the Geography slots


Figure 4 Action Plans

Short Term

Achieved by June 2003

1 Set up recycling point in

school,

Consult with Thurrock Council

2. Start a compost bin.

3. Encourage walking to school.

Join in with National and

International Walk to School

Weeks.

4. Introduce a fruit/vegetables

only policy for playtimes.

5. Find land for an allotment

within the school site.

6. Introduce 'Happy Helper'

scheme;

7 Create murals

8. Place Eco -School notice

board.

9 Research visits to farms.

Medium Term

Begun or achieved by July 2003

1. Move towards a waste free

lunch, initiate regular lunchbox

audits.

2. Compost kitchen waste.

3. Discuss menus with Catering

Service

4. Build a fitness trail around the

school field

5. Place bird boxes around the

school.

6. Initiate a bird feeding station.

7. Monitor use of lights,

computers, and so on Make sure

they are turned off when not

needed.

Long Term

All evolving at March 2004

1 Investigate the packaging

issue.

2. Investigate possible gate at

rear of school for safer walk to

school.

3. Investigate use of local artist

to be affiliated to school to

construct sculptures from

wood and/or natural stone.

4. Consider a raised pond.

5. Create a meadow area.

6. Create a log pile habitat.

7. Rejuvenate the wildlife area.

8. Monitor water and energy

usage

9. Research the possibilities of

using renewable forms of

energy


Progress of an Allotment Garden

Measuring out March 2003

Rotovating March 2003

Crops July 2003 News beds measured March 2004

Editorial comment

Too often ESD often stays at the 'litter gathering' stage There are many case studies but of the 35 studies only

14 could be said to be truly geographical. This is an area which will reward further investigation in many

directions

The QCA site alone gave much food for thought and development None of the websites recommended

can now be found (August 2011)

Further web sites

Eco schools

http://www.eco-schools.org.uk / or

http://www.keepbritaintidy.org/Programmes/EcoSchools/Default.aspx accessed August 2011


Case Studies

http://www.nc.uk.net/esd/teaching/geography/case_studies.htm Archived August 2011

Let's walk to school

http://www.walktoschool.org.uk/ accessed August 2011

DfES Sustainable Development site

http://www.dfes.gov.uk/sd/action.sht

Sustainable development

http://www.direct.gov.uk/en/Environmentandgreenerliving/Thewiderenvironment/DG_069735

http://www.direct.gov.uk/en/Dl1/Directories/UsefulContactsByCategory/EnvironmentandGreenerLivin

gcontacts/index.htm

http://www.defra.gov.uk/environment/economy/sustainable /

These are the current websites concerned with sustainability – there are no special schools sites.The

Sustainable Development Commission site is now archived

The Scottish Government

http://www.scotland.gov.uk/Topics/Environment/SustainableDevelopment

launched a new action plan Learning for Change, ( May 2010) which includes schools.

Documents

DEVELOPING GEOGRAPHY THROUGH ECO SCHOOL ACTIVITIES