Eco Schools: waste

Aboriginal and Torres Strait Islander Histories and Cultures

• knowledge in environmental management, conservation
• symbols and images e.g. recycling

Sustainability

• reduce litter and waste
• minimize waste
• recycle
• re-use materials

Literacy

• research, analyse, evaluate, communicate
• comprehend and compose a range of texts
• use language and images effectively

Critical and creative thinking

• think logically
• think deeply and creatively
• seek possibilities
• consider alternatives
• solve problems

Personal and social capability

• contribute to communities
• make responsible decisions
• question, solve problems, explore and display curiosity
• make informed choices

Ethical understanding

• own roles and responsibilities as a citizen
• stand up for right and wrong conduct
• be an ethical and informed citizen

Asia and Australia’s engagement with Asia

• impacts of human activities in region and globally e.g. littering and marine debris

Information and communication technology capability

• access, create and communicate information
• spreadsheets and charts

Numeracy

• construct and interpret tables and graphs
• interpret and analyse data and statistics

Civics and citizenship

• be informed and active citizens
• foster individual and group involvement

Difference and diversity

• challenge stereotypes
• engage with opinions different to own
• intercultural understanding
• respect cultural diversity

Work and enterprise

• companies using sustainable practices e.g. copy paper producers
• environmental effects of production and consumption

Science and technology

Working scientifically

• questioning and predicting
• planning
• investigating
• processing and analysing
• communicating

Working technologically

• exploring and defining
• generating and developing ideas
• producing solutions
• evaluating

Products

• use of science and technology in rechargeable and recyclable products
• design for resource conservation e.g. recyclable and reusable

HSIE: Geography and history

Geography

Features of places

• care for places

How places are organised

• organisation of spaces within places e.g. waste bins

Geographical concepts

• place
• space
• environment
• interconnection

History

Present and past family life

• daily life in the past

The past in the present

• impacts of changing technologies e.g. recycling

Historical concepts

• continuity and change
• cause and effect
• significance

Mathematics

Working mathematically

• problem-solving
• representation of mathematical ideas

Addition and subtraction

• mental and written strategies, estimation

Multiplication and division

• solve multiplication problems
• problem-solving strategies

Fractions and decimals

• represent fractions

Volume and capacity

• measure volume
• record volume

Data

• data interpretation

English

Speaking and listening

• use persuasive language

Writing and representing

• informative and persuasive texts
• text structures and language features
• audience and purpose
• publish in different modes and media

Reading and viewing

• comprehension strategies
• author intent
• sequencing
• visual elements
• fact and opinion

Personal development, health and physical education

Communicating

• active listening

Decision making

• making safe choices

Interacting

• cooperating in group activities

Problem solving

• analysing
• planning
• problem solving

Active lifestyle

• daily activity

Interpersonal relationships

• cooperating with others
• caring for others
• communication skills

Personal health choices

• environmental health

Creative arts

Visual arts

Making

• art media and tools from reusable materials
• sculptures and artworks from waste materials

Appreciating

• representations in artworks

Music

Performing

• playing made percussion instruments

Organising sound

• exploring sound

Science and technology

Working scientifically

• questioning and predicting
• planning
• investigating
• processing and analysing
• communicating

Working technologically

• exploring and defining
• generating and developing ideas
• producing solutions
• evaluating

Living world

• how science knowledge helps people understand effect of actions on the environment

Products

• ways products can be reused and recycled for environmental considerations e.g. designed from recycled pet bottles

HSIE: Geography and history

Geography

The Earth’s environment

Perception of environments

• ways people value environments

Protection of environments

• sustainable practices to protect environments e.g. sustainable waste management

Geographical concepts

• place
• space
• environment
• interconnection
• sustainability

Mathematics

Working mathematically

• problem-solving
• representation of mathematical ideas

Addition and subtraction

• mental and written strategies
• estimation

Multiplication and division

• solve multiplication problems
• problem-solving strategies

Fractions and decimals

• represent fractions
• percentages

Volume and capacity

• measure volume
• use scaled instruments

Mass

• measure mass
• use scaled instruments

Data

• data collection, interpretation

English

Speaking and listening

• use persuasive language

Writing and representing

• informative and persuasive texts
• language features
• evaluative language
• audience and purpose
• express a point of view

Reading and viewing

• skimming and scanning
• comprehension strategies
• summarising paragraphs
• audience, purpose, context
• visual elements
• language choices and devices

Personal development, health and physical education

Communicating

• communicating within groups

Decision making

• advantages and disadvantages of options

Interacting

• contributing in group activities

Problem solving

• analysing
• planning
• using problem solving strategies

Interpersonal relationships

• group participation
• communication skills

Personal health choices

• environmental health
• recycling

Creative arts

Visual arts

Making

• sculpture and 3d work

Appreciating

• meaning of artworks

Music

Performing

• playing made percussion instruments

Organising sound

• exploring sound

Science and technology

Working scientifically

• questioning and predicting
• planning
• investigating
• processing and analysing
• communicating

Working technologically

• exploring and defining
• generating and developing ideas
• producing solutions
• evaluating

Built environments

• use of recycled materials in design and construction

Products

• environmental impact of a product from production to disposal e.g. pet bottle
• redesign a product in response to an environmental consequence e.g. package design to reduce waste

HSIE: Geography and history

Geography

Factors that shape places

Factors that change environments

• ways people change the natural environment

Humans shape places

• how people influence places

Geographical concepts

• place
• space
• environment
• interconnection
• sustainability

Mathematics

Working mathematically

• problem-solving
• representation of mathematical ideas

Addition and subtraction

• mental and written strategies, estimation

Multiplication and division

• solve multiplication problems
• problem-solving strategies

Fractions and decimals

• represent fractions

Patterns and algebra

• word problems and number sentences

Volume and capacity

• calculate volume

Mass

• measure mass
• use scaled instruments

Data

• data collection, interpretation

English

Speaking and listening

• deliver presentations

Writing and representing

• informative and persuasive texts
• analyse persuasive devices
• compose persuasive texts,
• research

Reading and viewing

• text structures and language features for purpose
• impact of first and third person narration
• evaluative and emotive language
• multimedia elements
• audience, purpose, context
• comprehension strategies
• summarise texts

Responding and composing

• compose for purpose and audience
• strategies to influence

Personal development, health and physical education

Communicating

• communicating in various situations
• using negotiation skills

Decision making

• makes healthy choices

Interacting

• contributing in co-operative situations e.g. recycling
• caring for the environment

Problem solving

• selecting alternatives
• planning
• enlisting support

Interpersonal relationships

• group participation
• communication skills

Personal health choices

• environmental health
• consequences of personal lifestyle choices e.g. effects of recycling

Creative arts

Visual arts

Making

• sculpture
• audience and purpose

Appreciating

• properties of different materials
• artistic intent

Music

Performing

• playing made percussion instruments

Organising sound

• improvises and experiments with sound

Science

Working scientifically

• questioning and predicting
• planning
• investigating
• processing and analysing
• communicating

Living world

LW5 Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems

• predict how human activities can affect interactions in food chains and food webs e.g. waste in marine ecosystems

HSIE: Geography

Place and liveability

Access to services and facilities

• influence of accessibility to services and facilities on liveability

Environmental quality

• impact of environmental quality on liveability e.g. reducing landfill waste

Geographical concepts

• place
• space
• environment
• interconnection
• sustainability

Mathematics

Working mathematically

Computation with integers

• compare, order, add and subtract integers in real-life situation

Fractions, decimals and percentages

• find percentages of quantities and express one quantity as a percentage of another
• solve a variety of real-life problems involving percentages, interpret and use statements about the environment involving percentages

Volume

• choose appropriate units of measurement for volume and calculate volumes

Data Collection and representation

• identify and investigate issues involving numerical data
• collect numerical and categorical data
• collect and interpret information from secondary sources
• construct and compare a range of data displays

English

EN4–1A Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

• structures and features of informative and persuasive texts
• language of opinion
• compose persuasive texts

EN4–4B Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

• create informative and persuasive texts for issues

EN4–5C Thinks imaginatively, creatively, interpretively and critically to respond to and compose texts

• express points of view and arguments on sustainability and the environment accurately and coherently in speech or writing

EN4–7D How texts can express aspects of their world and their relationship within it

• analyse how words, sound and images create perspectives of the same issue e.g. sustainability

Creative arts

Visual Arts

Artmaking – conceptual framework

• the world as a source of ideas and concepts to make art
• use their diaries to research and investigate the world, including the environment

Artmaking – frames

• cultural frame
• use their cultural and community identities and social perspectives of interest to them in the development of ideas and interests to represent the world in the making of art

Science

Working scientifically

• questioning and predicting
• planning
• investigating
• processing and analysing
• communicating

Earth and space

ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions of the atmosphere, biosphere, hydrosphere and lithosphere

• evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems e.g. long-term effects of waste management

HSIE: Geography

Changing places

Australia’s urban future

• management and planning of Australia’s urban future, implications for sustainability

Environmental change and management

Environmental change

• human-induced environmental changes

Geographical concepts

• place
• space
• environment
• interconnection
• sustainability

Mathematics

Working mathematically

5.1 Single Variable Data Analysis

• collect data from secondary sources involving at least one numerical and at least one categorical variable
• evaluate statistical reports in the media and other places e.g. environmental data

5.3 Bivariate Data Analysis

• investigate reports of studies in digital media and elsewhere for information on their planning and implementation
• critically review surveys, polls and media reports
• investigate the use of statistics and associated probabilities in shaping decisions made by governments and companies

English

EN5–1A Responds to and composes increasingly sophisticated and sustained texts

• analyse ideas, information, perspectives, contexts and ideologies in texts
• create sustained texts that reflect upon challenging and complex issues

EN5–3B Uses language forms, features and structures of texts

• present a point of view on a subject
• use persuasive language and voice effects to argue a point of view or persuade an audience

EN5–7D Understands and evaluates the diverse ways texts can represent personal and public worlds

• use and analyse increasingly complex language features to present a viewpoint on issues

Creative arts

Visual arts

Artmaking – conceptual framework

• artworks using an extended range of material and techniques and various investigations of the world
• make artworks that build a body of work using an extended range of materials and techniques and various investigations of the world
• the world as a source of ideas and concepts to make art
• develop research and investigative skills using their diary

Artmaking – frames

• cultural frame
• focus on issues of significance to their school and culture to generate ideas for artmaking and the conceptual interest of works e.g. the environment

Stage 1

Students to investigate how waste is managed at school. They will learn how to use the school’s recycling system, and what happens with their food scraps. 

Science and technology

ST1–16P 

• Investigate the materials and containers that are used by students and the school canteen. explore options for use of reusable containers in the canteen or those that can be recycled.

Stage 2

Purchase a worm farm and/or composting system for the whole school to recycle their fruit and vegetable scraps. 

HSIE – Geography

GE2–3 

• Investigate ways waste can be managed sustainably at school.

Science and technology

ST2–10LW, ST2–16P 

• Investigate the life cycle and needs of compost worms. establish and manage worm farms for the school as a way of reducing waste.

Stage 3

Love food, hate waste. Produce a publication on uses of leftover food. Students research recipes and tips from the school community and produce a digital publication for the community. 

Science and technology

ST3–5WT, ST3–15I 

• Use collaborative online tools to communicate with others in researching, developing and promoting a digital publication on ways to use left-over food.

Science and technology

ST3–5WT, ST3–16P 

• Animate, using stop-motion, the environmental impact of an everyday product from its production through to its use and disposal e.g. a PET bottle or newspaper.

Creative arts – drama

DAS3.2

• Create a dramatic performance that conveys the story of a recyclable product to encourage recycling at school.
• Students produce an animated or dramatic performance film on recycling (e.g. using iPads, information app and iMouse app).

Stage 4

Design and construct a worm farm and compost bins, to recycle food scraps back into the veggie garden. This may also include a recycling zone for resource recovery and reuse of other items such as PET bottles and aluminium cans. 

Science and technology

SC4–14LW 

• Describe interactions between organisms in food chains and food webs, including producers, consumers and decomposers and describe the effects of micro-organisms.

Science and technology

SC4–15LW 

• Predict how litter can affect interactions in marine ecosystems. develop recycling and waste systems to reduce school litter entering drains and waterways.

Stage 5

Conduct a waste audit in the school grounds and initiate a comprehensive recycling program at the school. 

Science and technology

Life skills – living world 

• Recognise waste, including personal and school waste or waste in the local community.
• Recognise the effects of plastic bags and bottles in the school environment.

Most of Wingham High School’s rubbish was going to landfill, with only a small amount of paper being recycled. Students, teachers and the community had identified this as an area of concern. After the school finished the first stage of its environmental management plan – reducing water usage – it set out to tackle the next – reducing waste and recycling.

The first step was to obtain containers for collecting materials. Greater Taree City Council provided 120-litre recycling bins for plastic, glass and cans. Twenty of these bins were placed around the school. Boxes for collecting waste paper were placed in each classroom. Each week the school’s environment team sorts through these bins and boxes, removes any non-recyclable materials, and transfers the recyclables to Council recycling bins.

To spread the message about waste reduction and recycling, we had talks at staff meetings and school assemblies, put up signs in the school grounds, ran a school blog, and had articles published by the local Wingham Chronicle.

The school had originally proposed to build a waste transfer station but then it found an existing area for this purpose. The money this saved was used to expand the recycling program to include organic waste by buying worm farms and tumbling compost bins. These are managed by the environment team. Compost is used in the agriculture plot around the fruit trees and vegetable gardens. 

The hardest thing about running an environment team is finding the time to meet. We offered the environment team as an option for school sport which meant we had a regular time to collect and sort the bins at the end of each week. The good-quality litter claws that we bought with our Eco Schools grant were very useful for these students.

— Environment team coordinator, teacher James Rourke

Top Tip

Start a student environmental team so that there are many students who are prepared to share the ‘dirty work’ of sorting through recycling.

Staff and students are saving Evans River School about $3,000 a year by re-using and recycling paper. Under the motto ‘reduce, re-use, recycle’, the school has taken several steps:

• reduce – the school dramatically cut the amount of paper it uses by switching to double-sided printing and distributing the school newsletter by email
• re-use – the school collects and re-uses paper that has been used on only one side
• recycle – with help from NRMA, the school bought wheelie bins for collecting paper. These are placed around the school and are emptied by student volunteers.

So much wastepaper has been captured that the school needed to get a bigger skip bin for it.

The school also set up systems to recycle organic food scraps through composting and worm farming for use in the school nursery and vegetable gardens. Students in the school’s Green Team helped build compost bays. All students in the Green Team and Work in School Program have learned how to make compost and produce fertiliser from the worm farm.

The waste-reduction program has made all students much more aware of litter and the importance of recycling, while the organic recycling has increase the sustainability of the school’s vegetable gardens and native nursery.

Change of attitude builds slowly but with patience even sceptics become teachers of change. There has been a marked improvement in the amount of waste being generated by staff, teachers and students. No classrooms have their waste bins full of paper anymore – it all goes into recycling or reuse. Last year when the school purchased new copying machines they were set on double sided copying. This was a definite win from our waste education program.

— Lynette Thomson, Community Liaison Officer, Evans River K-12 School

St Michael’s Primary School at Thirroul had a paper recycling program in place in its classrooms and decided to also reduce waste in the playground. With its Eco Schools grant it bought compost bins and worm farms and encouraged staff and students to ‘reduce, reuse and recycle’.

To begin the project an environment officer from Wollongong Council came to the school to talk about organic recycling options and best practice. The school then created an environment team. Seven students from Year 6 were the leaders. Each of these students was responsible for another 5 students from Years K–6.

A previously unused area of the school is now a practical and visible recycling station with 2 compost bays and 3 portable composting barrels. Food waste is collected in buckets from the playground for composting. Four worm farms add another dimension to the recycling program: students monitor the worms and adjust their feeding. The organic products from the recycling station are used throughout the school grounds. The compost goes on 3 new raised garden beds while fertiliser from the worm farms nourishes the school lawns. Water for the gardens comes from a new 6000-litre water tank.

New signs around the school tell staff and students how to recycle and compost and the benefits of these practices. The signs have been well received and are also being read by parents and visitors to the school. The students have extended their messages by adding information to the school website

From time to time the environment team weighs the collected playground waste. There can be up to 10 kg a week. The school has estimated that in just its first year the waste-reduction program saved more than 400 kg of waste from going to landfill.

Top Tip

Collecting data before and after a recycling program is introduced helps to reinforce the benefits of recycling and show that small changes can make a difference over the long term. call out text comes here.