Curriculum for Sustainability

Relevant knowledge and skills will be gained through taking action on all of the following themes but learning for sustainability, and developing relevant competencies such as critical thinking, is essential for all subjects and ages.

Sequenced learning about the natural world and humans’ relationship with it can deepen student’s own sense of enquiry and desire to act for the environment.

Did you know?

There is increasing evidence that outdoor environmental education improves educational attainment as well as social and emotional well-being. Sustainability and climate education provides a rich opportunity for students of all ages to learn with their head, hands and heart

Suggested actions

• Learners will have the chance to discuss with their teacher ideas and local opportunities for outdoor learning, and how they think it impacts their learning
• Teachers will collaborate on a climate themed project-based learning scheme of work with other subject teachers.
• Governors and senior leaders will create a formal role description for climate and sustainability curriculum lead (or equivalent).
• School Business and Estates Managers will enable sustainable features to be used as learning opportunities for students and local community and businesses where appropriate.

Buildings and Energy

Powering and heating buildings is the largest cause of greenhouse gas emissions in Waltham Forest. Actions taken under this theme to reduce heat loss or energy use have the potential to make the most significant reduction to the premises’ carbon footprint.

Did you know?

It is advised that classrooms should be at least 18ºC, corridors and sports areas 15°C, and areas occupied by young pupils or those with special needs 21°C. Turning down heating by 1°C can reduce energy usage by up to 10% so working out the right temperature for different spaces could lead to big savings.

Suggested actions

• Learners will participate in an energy audit of the school building and be given roles to carry out daily energy saving activities such as switching off lights, electronics.
• Teachers will sign up to use the Energy Sparks platform with their form class or in appropriate lessons.
• Governors and Senior leaders will build in energy reduction and efficiency into school planning and establish a monitoring process.
• School Business and Estates Managers will carry out a decarbonisation survey, or alternative carbon audit. Prioritise and manage resulting works through the Climate Action Plan. (If possible) switch to a renewable energy supplier.

Water

Saving water is an action everyone can get involved. Water is also a very pertinent topic for understanding the impacts of the ecological and climate emergency which are already affecting Waltham Forest seen as such in flooding, droughts and polluted rivers.

Did you know?

In the South-East of England, the average annual rainfall is approximately around 500-600mm. Despite a reputation for rain this is less than South Sudan, or Perth, Western Australia.  London is described by the UK Environment Agency as 'seriously water stressed’. Capturing rainwater for use in the garden reduces the need for treated tap water and can reduce flood risk during heavy rain.

Suggested actions

• Learners will use harvested rainwater on plants in the school grounds. Be involved in decisions and help fundraise for features such as a pond or new water fountains.
• Teachers will create a lesson which includes visiting an example of sustainable water management in the borough such as rain garden or wetlands.
• Governors and Senior leaders will look for ways to promote water sustainability and engage the wider community in this subject such as taking part in World Water Day, Water Blitz CitSci or a talk from industry expert.
• School Business and Estates Managers will arrange a Thames water audit for the school and follow up on recommendations.

Food

Food is relevant to everybody which makes it a great topic for engaging students in considering the environmental, social and economic impacts of our day-to-day lives. It can be explored through history, geography, arts and STEM subjects and there are clear opportunities for individual and whole school changes.

Did you know?

Food production globally contributes around 37% of global greenhouse gas emissions and uses an estimated 70% of extracted fresh water. Animal-based foods produce roughly twice the emissions of plant-based ones.

Learning idea

Food is one theme in this charter that can be linked to all of the other themes. Students could be given a case study about food production to examine and map the relationships to water, transport, climate justice etc.

Suggested actions

• Learners will have an opportunity to try vegetarian and plant-based food and discus their views - Grow food that they can learn to cook in simple recipes.
• Teachers will have a meat free/plant-based day in the staff room.
• Governors and Senior leaders will engage with the school catering provider to ensure they are offering sustainable, good quality, plant-based options.
• School Business and Estates Managers will reduce food waste by setting up food waste collections or composting on site, for example in a Ridan. Embed use of compost bins into the culture of the school.

Circular Economy

The ‘stuff’ that is used and thrown away by schools and colleges contributes significantly to the Waltham Forest carbon footprint, almost as much as buildings.

Did you know?

Around 30% of a household bin content is compostable, for most schools and colleges this % is likely a lot higher. Separating food waste for onsite composting or for collection will reduce the cost of general waste collections. Food waste collected in Waltham Forest produces energy and fertiliser through anaerobic digestion.

Learning idea

There is more to the waste hierarchy than 3 R’s. To minimise waste going in the bin we can share, hire, refurbish, repair, upcycle… how many more waste reducing verbs can students think of?

Suggested actions

• Learners will run an upcycled fashion show or IT take back event. It can be linked to learning skills such as sewing buttons and maintaining devices to maximise their lifespan.
• Teachers will use reusable water bottles and visibly demonstrate reusing, reducing and being resourceful, for example with materials in Design Technology
• Governors and Senior leaders will initiate a ‘Library of Things’ or similar sharing or swapping scheme to enable families to reduce.
• School Business and Estates Managers will develop and oversee a sustainable procurement policy and waste management policy. This should include reducing single-use packaging (plastic, cans, tetra pak) in catering and ensuring water fountains have bottle fill nozzles.

Transport

Making sustainable travel choices will reduce the overall carbon footprint of the school and has the added benefits of increasing daily exercise and improving air quality.

Did you know?

An idling car engine can fill up to 150 balloons with harmful emissions every minute. This is twice as many exhaust emissions as an engine in motion.

Suggested actions

• Learners will walk or cycle where possible for short journeys. Have opportunity to take part in cycle proficiency training.
• Teachers will plan school trips with consideration of the impact of different travel options and discuss these with students.
• Governors and Senior leaders will commit to achieving gold TfL stars in the next three years. Develop a sustainable travel policy for school trips and staff travel.
• School Business and Estates Managers will engage with the council Sustainable Transport team for support planning how students and staff can make more eco travel choices, and for signposting to funding.

Climate Justice

Climate justice relates to the different responsibility countries have for producing carbon emissions, and the vulnerability of different people to the impacts of climate change. It is linked to human rights and ensuring that everyone, everywhere can prepare for and recover from climate change impacts. The impacts of actions might not be easily visible but empowering students to connect climate to social issues and speak up about the issues they care about is vital for giving agency and hope.

Did you know?

Climate change is described as a “wicked problem”, its causes are multiple and complex, its impacts are uncertain, and some solutions to reduce climate change can cause other unintended problems. It can feel overwhelming for children and adults making it an important subject to explore through SMSC and PSHE.

Suggested actions

• Learners will have a regular platform for discussing a campaign they care about (locally or globally) and develop literacy skills through writing letters to their MP or other relevant person with influence.
• Teachers will bring real life stories of the impact of the climate emergency into the classroom and ensure it is seen as a social challenge as well as an environmental one. Upskill themselves on how to talk about climate justice.
• Governors and Senior leaders will get informed about eco-anxiety, emotional resilience and how, like Covid-19, the impacts of climate change will be experienced differently by students and staff in the school community.
• School Business and Estates Managers will aim to purchase Fairtrade, ethically sourced products where feasible.

Nature and Resilience 

Activities that promote care for nature create a close connection to the environment as well as improve biodiversity. Nature-based solutions also offer some important ways increase resilience and adapt to the changing climate.

Do you know?

Most pond life thrives in water less than 30cm deep. It is possible to make a mini pond out of a large washing up bowl or plastic storage container with at least one oxygenating plant and stones or logs to form a ramp for amphibians. Urban ponds are vital for wildlife that live in water and also provide animals such as bats and hedgehogs a necessary source of water and food.

Suggested actions

• Learners will monitor biodiversity on their school grounds such as join Cit Sci initaitves such as the Big Butterfly Count and collect data to map the school grounds biodiversity over years.
• Teachers will plan an outdoor lesson or form time once a month for students to learn from local natural and urban spaces.
• Governors and Senior leaders will plan for heat waves and flood events as part of the climate action plan.
• School Business and Estates Managers will develop a wildlife habitat area and leave a section of grass ‘No mow’ If space allows plant trees for shade.