“Nobody made a greater mistake than he who did nothing because he could only do a little.”

Edmund Burke, Whig MP for Bristol, 1774-1780

IDEAS FOR THE CLASSROOM

Government sets new sustainability agenda for schools

A new initiative from the Department for Education and Skills (DfES) is calling on all schools to be Sustainable Schools by 2020. “As places of learning, they can help pupils understand our impact on the planet; and become places where sustainable living and working is demonstrated to young people and the community,” says the DfES. At the heart of the Sustainable Schools agenda is care: care for ourselves, care for others, and care for the planet – across cultures, distances and generations.

To help get this work off the ground, 2006-07 has been designated as a Year of Action in which schools can start to embed sustainability into all aspects of school life. The idea is that sustainability should be considered in all that pupils see, learn and do in schools.

The National Framework introduces eight ‘doorways’ through which schools may choose to initiate or extend their sustainable school activity:

• Food and drink

• Energy and water

• Travel and traffic

• Purchasing and waste

• Buildings and grounds

• Inclusion and

participation

• Local well-being

• Global dimension

These doorways provide entry points from which we can explore elements of our journey towards greater sustainability. The approach will inevitably lead to the discovery of many interconnections. For example, the creation of a school vegetable plot as part of a food and drink focus could link into composting (‘Purchasing and waste’), rainwater harvesting (‘Energy and water’), food miles (‘Travel and traffic’) as well as ‘Buildings and grounds’. Any topic tackled as part of the first five doorways will have aspects that link it with the three final doorways in the list: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

This edition of “Learn” focuses on the ‘Energy and water’ doorway and also suggests opportunities to link activities in this area to the focus of three of the other doorways: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

Websitewww.teachernet.gov.uk/sustainableschools

Energy & Water

“By 2020, the Government would like all schools to be models of energy efficiency, renewable energy use and water management. They should take the lead in their communities by showcasing wind, solar and bio-fuel energy, low-energy equipment, freshwater conservation, use of rainwater and other measures.” Sustainable Schools, National Framework

The ‘Energy and water’ doorway offers a wealth of opportunities which can be explored in schools.

Energy and water in the curriculum

* ‘Energy and water’ – what do we know about energy/ water? How is energy/water linked with other aspects of the environment?

* Fossil fuels and climate change.

* Renewable energy sources – is there a role for nuclear power? Why don’t some people want wind turbines sited in their area? Are large hydroelectric dams a sustainable option?

* The link between water use and energy – water is heavy and lots of energy is used in pumping and treatment.

The school as a consumer of energy and water

* Efficiency – monitoring use, identifying opportunities for savings, implementing efficiency measures and evaluating results.

* Generation – identification of opportunities to generate own energy supplies, implementing generation schemes and evaluating results.

* Supply – evaluation of existing suppliers, alternative choices and exploration of the decision-making process.

Links to...

Inclusion and participation

* Involving pupils in decisions about energy and water.

* Involving pupils in monitoring and conserving energy and water.

Local well-being

* Efficiency and fuel poverty – sharing good practice, communicating ideas and being persuasive.

Global citizenship

* Exploring the consequences of global warming in other

parts of the world.

* Exploring other energy and water issues – eg access to clean water and sanitation, deforestation and indoor air pollution.

IN FOCUS

“Nobody made a greater mistake than he who did nothing because he could only do a little.”Edmund Burke, Whig MP for Bristol, 1774-1780

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WWF-UK

Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

Answers and interesting facts:2. Some basic facts might include: There is the same amount of water now as when the earth was formed. Approximately 75 per cent of our planet is covered by water. If all of the water on earth fitted into a 4 litre jug, there’d be enough fresh and accessible water to fill approximately 1 teaspoon. 3. Some basic facts might include: The sun is the primary source of the energy used on this planet. Fossil fuels were created by ancient sunlight. It would also be useful to discuss renewable and non-renewable sources, carbon emissions and global warming. 4. Hydro, wind, solar and biofuels (trees). 6. Water is heavy (1 litre = approx. 1 kg) and lots of energy is required in pumping and purification.

QQQQ

Q

QQ

QQQQQ

Welcome to Learn – WWF’s termly free poster resource for schools. Starting this term, we are launching a suite of “Learn” poster resources for you to collect, linked to eight key themes or ‘doorways’ – see ‘Opening the doorway...’ below.

As a special Spring offer, we are mailing the first issue – focusing on Energy and Water – to all schools so you can see the benefit of subscribing to this free resource. If you or a colleague would like to continue receiving future issues, it couldn’t be easier. Simply phone Liz Rossall on 01483 412494, email her at erossall@wwf.org.uk or complete our online form – www.wwflearning.org.uk/forms.

Welcome

Opening the doorway...

Schools have a vital role to play in preparing pupils for a sustainable future. That’s why the Department for Education and Skills (DfES) has set an aim for all schools to be Sustainable Schools by 2020. As part of a National Framework for Sustainable Schools, eight ‘doorways’ have been identified to help schools initiate or extend their sustainability activities and approaches:

• Food and drink • Energy and water• Travel and traffic • Purchasing and waste• Buildings and grounds • Inclusion and participation• Local well-being • Global dimension

For more information about the Sustainable Schools initiative, take a look at the ‘In focus’ section and visit DfES’ TeacherNet site at www.teachernet.gov.uk/sustainableschools.

Say thank you!

The Teaching Awards is an annual celebration of teaching and learning. A new category has been added for 2007 – the DfES Teaching Award for Sustainable Schools.

The Award recognises that safeguarding the planetis a subject close to the hearts of everyone, and that schools very often lead the way in taking on sustainable activities. The Award celebrates schools that successfully meet the challenge of educating responsible citizens of the future and that translate learning into action. If you know someone who deserves this award, visit www.teachingawards.com and make your nomination now. Deadline: 1 March 2007.

June jamboree – 8 June 2007, London

Would you like to find out more about sustainable schools, share experiences with other teachers, and take away some good ideas for taking your school’s sustainability work forward? Then WWF’s Learning for Sustainability 2007 conference could be for you. Through a mixture of inspirational speakers, interactive workshops and informative seminars, you will have a day to remember. And it’s just £25 to attend! Visit our www.wwflearning.org.uk/conference2007 for further information and to book your place.

Green School leadership seminar – 27 March 2007

NCSL are holding a seminar on Green School Leadership on 27 March 2007.

The seminar will explore how the challenge ofclimate change and the need for sustainable development have moved sharply up the education agenda in recent years. This seminar is intended to bring together school leaders to share their work, on Education for Sustainable Development, to hear findings from a NCSL research project and to inform the College’s own efforts to support sustainable development into the future.

The seminar is free of charge and will be heldat the Energy Clinic in London. Visit NCSL’s website for more details – www.ncsl.org.uk/leadingpractice. The closing date for bookings is 13 March 2007.

QUESTION TIME

1. Look at the photo. What can you see? What do you want to know?

2. What do we know about water?

3. What do we know about energy?

4. Can you spot any renewable energy sources in the photo?

5. Is it possible to use renewable energy resources without destroying the beauty of the natural environment?

6. How is water use linked to energy use?

7. Think about the way that energy is used in your school:

• Where is energy used? • How is energy wasted? •Whatcanbedonetoimproveenergyefficiencyinschool?

8. Think about the way that water is used in your school: • Where is water used? • How is water wasted? •Whatcanbedonetoimprovewaterefficiencyinschool?

9. What can schools and their pupils do to reduce water and energy use beyond the school gates?

10. How can you persuade more people to get involved in reducing energy and water use?

11. Who supplies your school’s energy and water? Who decides which supplier is used?

12. What could happen to places like the one shown in the photo if people continue to use more energy and more water?

How are you doing?Measuring your usage

Use utility bills, meters, measuring equipment and calculation skills to see how well your school is doing when it comes to saving energy and water.

Fossil fuels Electricity Water KWh/m2/year KWh/m2/year m3/pupil/year

Primary schools Good practice 110 25 2.7Poor practice 209 47 5.6

Secondary schools Good practice 117 28 2.7Poor practice 207 45 5.8

Source: www.thecarbontrust.co.uk

Why does it matter?

Use the following websites to help you persuade your school community that reducing energy and water use is important:

People: www.panda.org/about_wwf/what_we_do/climate_change/problems/people_at_risk/index.cfm

Wildlife: www.panda.org/about_wwf/what_we_do/climate_change/problems/impacts/index.cfm

Places:

http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/05/sci_nat_how_the_world_is_changing/html/1.stm

How can we help?

Use the following websites to find ways to reduce energy and water use at your school:

www.teachernet.gov.uk/_doc/10529 Top%20Ten%20tips%20v5.pdf

www.suschool.org.uk/poster.html

www.nationaltrust.org.uk/main/w-chl/w-countryside_environment/w-climate_change/w-smallstepsbigchange/w-ssbc-top_tips.htm

Think global, act localUse the links to research some global issues and help you decide if you agree with the following statement:

“Cutting water use in schools might save money but it won’t save those people who die because they don’t have clean water and it won’t save the planet.”

Water and people:

Every day, 5,000 children die because they don’t have access to clean drinking water.

www.wateraid.org

Water and wildlife

Freshwater species populations fell by 50% between 1970 and 2000.

www.panda.org/about_wwf/what_we_do/freshwater/index.cfm

Water, energy and the environment:

It takes 0.4 KWh of energy to provide 1,000 litres of water to a school and another 0.4 KWh to treat the waste water.

http://www.thinkleadership.org.uk/water.cfm

Water and consumption:

It takes 140 litres of water to create a mug of coffee (201 litres if you add milk and sugar!)

www.waterfootprint.org

Action speaks louder than wordsHow much water and energy will your school save this year? We want to know:

* what you’re going to do

* how you’re going to do it

* what you hope to achieve

* how you’ll know if you’ve achieved it.

Email your ‘story’ to Liz Rossall – erossall@wwf.org.uk – and we’ll give your school a free “Focus on Energy” photopack.

Time to stop and think! Ask pupils to reflect on the following:

* I think the key issues about energy and water use in schools are...

* This topic has helped me realise that...

* In future I will...

Invite pupils to reflect on the quote on the front of the poster. How does this relate to our use of energy and water?

These activity ideas fit within a learning cycle

approach. Visit the ‘Teaching and Learning’

section of www.wwflearning.org.uk for more

information and for activity outlines. Also visit the

www.wwflearning.org.uk/yearofaction section

for additional tools and links to help you with the

Sustainable Schools ‘Doorways’ themes.

Tell us what you think...

We are running an online evaluation of Learn. Please take the time to give us your comments. Visit www.wwflearning.org.uk/forms for further information. Your opinions are greatly valued.

IDEAS FOR THE CLASSROOM

Government sets new sustainability agenda for schools

A new initiative from the Department for Education and Skills (DfES) is calling on all schools to be Sustainable Schools by 2020. “As places of learning, they can help pupils understand our impact on the planet; and become places where sustainable living and working is demonstrated to young people and the community,” says the DfES. At the heart of the Sustainable Schools agenda is care: care for ourselves, care for others, and care for the planet – across cultures, distances and generations.

To help get this work off the ground, 2006-07 has been designated as a Year of Action in which schools can start to embed sustainability into all aspects of school life. The idea is that sustainability should be considered in all that pupils see, learn and do in schools.

The National Framework introduces eight ‘doorways’ through which schools may choose to initiate or extend their sustainable school activity:

• Food and drink

• Energy and water

• Travel and traffic

• Purchasing and waste

• Buildings and grounds

• Inclusion and

participation

• Local well-being

• Global dimension

These doorways provide entry points from which we can explore elements of our journey towards greater sustainability. The approach will inevitably lead to the discovery of many interconnections. For example, the creation of a school vegetable plot as part of a food and drink focus could link into composting (‘Purchasing and waste’), rainwater harvesting (‘Energy and water’), food miles (‘Travel and traffic’) as well as ‘Buildings and grounds’. Any topic tackled as part of the first five doorways will have aspects that link it with the three final doorways in the list: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

This edition of “Learn” focuses on the ‘Energy and water’ doorway and also suggests opportunities to link activities in this area to the focus of three of the other doorways: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

Websitewww.teachernet.gov.uk/sustainableschools

Energy & Water

“By 2020, the Government would like all schools to be models of energy efficiency, renewable energy use and water management. They should take the lead in their communities by showcasing wind, solar and bio-fuel energy, low-energy equipment, freshwater conservation, use of rainwater and other measures.” Sustainable Schools, National Framework

The ‘Energy and water’ doorway offers a wealth of opportunities which can be explored in schools.

Energy and water in the curriculum

* ‘Energy and water’ – what do we know about energy/ water? How is energy/water linked with other aspects of the environment?

* Fossil fuels and climate change.

* Renewable energy sources – is there a role for nuclear power? Why don’t some people want wind turbines sited in their area? Are large hydroelectric dams a sustainable option?

* The link between water use and energy – water is heavy and lots of energy is used in pumping and treatment.

The school as a consumer of energy and water

* Efficiency – monitoring use, identifying opportunities for savings, implementing efficiency measures and evaluating results.

* Generation – identification of opportunities to generate own energy supplies, implementing generation schemes and evaluating results.

* Supply – evaluation of existing suppliers, alternative choices and exploration of the decision-making process.

Links to...

Inclusion and participation

* Involving pupils in decisions about energy and water.

* Involving pupils in monitoring and conserving energy and water.

Local well-being

* Efficiency and fuel poverty – sharing good practice, communicating ideas and being persuasive.

Global citizenship

* Exploring the consequences of global warming in other

parts of the world.

* Exploring other energy and water issues – eg access to clean water and sanitation, deforestation and indoor air pollution.

IN FOCUS

“Nobody made a greater mistake than he who did nothing because he could only do a little.”Edmund Burke, Whig MP for Bristol, 1774-1780

© W

WF

-UK

, 200

7. P

ublis

hed

by W

WF

-UK

, Pan

da H

ouse

, Wey

side

Par

k, G

odal

min

g, S

urre

y, G

U7

1XR

Reg

iste

red

Cha

rity

No.

108

1247

.

A c

ompa

ny li

mite

d by

gua

rant

ee n

umbe

r 40

1672

5. P

anda

sym

bol ©

198

6 W

WF

Wor

ld W

ide

Fun

d fo

r N

atur

e (f

orm

erly

Wor

ld W

ildlif

e F

und)

. ®

WW

F R

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d tr

adem

ark.

Prin

ted

on 1

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pos

t con

sum

er w

aste

rec

ycle

d pa

per.

Spr

ing

2007

.

Pos

ter

fron

t im

age

© W

WF

-Can

on /

Edw

ard

PA

RK

ER

. Lo

wer

Yos

emite

Fal

ls, Y

osem

ite N

atio

nal P

ark,

Cal

iforn

ia, U

SA

. S

and

imag

ery

© A

dria

n B

urke

WWF-UK

Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

Answers and interesting facts:2. Some basic facts might include: There is the same amount of water now as when the earth was formed. Approximately 75 per cent of our planet is covered by water. If all of the water on earth fitted into a 4 litre jug, there’d be enough fresh and accessible water to fill approximately 1 teaspoon. 3. Some basic facts might include: The sun is the primary source of the energy used on this planet. Fossil fuels were created by ancient sunlight. It would also be useful to discuss renewable and non-renewable sources, carbon emissions and global warming. 4. Hydro, wind, solar and biofuels (trees). 6. Water is heavy (1 litre = approx. 1 kg) and lots of energy is required in pumping and purification.

QQQQ

Q

QQ

QQQQQ

Welcome to Learn – WWF’s termly free poster resource for schools. Starting this term, we are launching a suite of “Learn” poster resources for you to collect, linked to eight key themes or ‘doorways’ – see ‘Opening the doorway...’ below.

As a special Spring offer, we are mailing the first issue – focusing on Energy and Water – to all schools so you can see the benefit of subscribing to this free resource. If you or a colleague would like to continue receiving future issues, it couldn’t be easier. Simply phone Liz Rossall on 01483 412494, email her at erossall@wwf.org.uk or complete our online form – www.wwflearning.org.uk/forms.

Welcome

Opening the doorway...

Schools have a vital role to play in preparing pupils for a sustainable future. That’s why the Department for Education and Skills (DfES) has set an aim for all schools to be Sustainable Schools by 2020. As part of a National Framework for Sustainable Schools, eight ‘doorways’ have been identified to help schools initiate or extend their sustainability activities and approaches:

• Food and drink • Energy and water• Travel and traffic • Purchasing and waste• Buildings and grounds • Inclusion and participation• Local well-being • Global dimension

For more information about the Sustainable Schools initiative, take a look at the ‘In focus’ section and visit DfES’ TeacherNet site at www.teachernet.gov.uk/sustainableschools.

Say thank you!

The Teaching Awards is an annual celebration of teaching and learning. A new category has been added for 2007 – the DfES Teaching Award for Sustainable Schools.

The Award recognises that safeguarding the planetis a subject close to the hearts of everyone, and that schools very often lead the way in taking on sustainable activities. The Award celebrates schools that successfully meet the challenge of educating responsible citizens of the future and that translate learning into action. If you know someone who deserves this award, visit www.teachingawards.com and make your nomination now. Deadline: 1 March 2007.

June jamboree – 8 June 2007, London

Would you like to find out more about sustainable schools, share experiences with other teachers, and take away some good ideas for taking your school’s sustainability work forward? Then WWF’s Learning for Sustainability 2007 conference could be for you. Through a mixture of inspirational speakers, interactive workshops and informative seminars, you will have a day to remember. And it’s just £25 to attend! Visit our www.wwflearning.org.uk/conference2007 for further information and to book your place.

Green School leadership seminar – 27 March 2007

NCSL are holding a seminar on Green School Leadership on 27 March 2007.

The seminar will explore how the challenge ofclimate change and the need for sustainable development have moved sharply up the education agenda in recent years. This seminar is intended to bring together school leaders to share their work, on Education for Sustainable Development, to hear findings from a NCSL research project and to inform the College’s own efforts to support sustainable development into the future.

The seminar is free of charge and will be heldat the Energy Clinic in London. Visit NCSL’s website for more details – www.ncsl.org.uk/leadingpractice. The closing date for bookings is 13 March 2007.

QUESTION TIME

1. Look at the photo. What can you see? What do you want to know?

2. What do we know about water?

3. What do we know about energy?

4. Can you spot any renewable energy sources in the photo?

5. Is it possible to use renewable energy resources without destroying the beauty of the natural environment?

6. How is water use linked to energy use?

7. Think about the way that energy is used in your school:

• Where is energy used? • How is energy wasted? •Whatcanbedonetoimproveenergyefficiencyinschool?

8. Think about the way that water is used in your school: • Where is water used? • How is water wasted? •Whatcanbedonetoimprovewaterefficiencyinschool?

9. What can schools and their pupils do to reduce water and energy use beyond the school gates?

10. How can you persuade more people to get involved in reducing energy and water use?

11. Who supplies your school’s energy and water? Who decides which supplier is used?

12. What could happen to places like the one shown in the photo if people continue to use more energy and more water?

How are you doing?Measuring your usage

Use utility bills, meters, measuring equipment and calculation skills to see how well your school is doing when it comes to saving energy and water.

Fossil fuels Electricity Water KWh/m2/year KWh/m2/year m3/pupil/year

Primary schools Good practice 110 25 2.7Poor practice 209 47 5.6

Secondary schools Good practice 117 28 2.7Poor practice 207 45 5.8

Source: www.thecarbontrust.co.uk

Why does it matter?

Use the following websites to help you persuade your school community that reducing energy and water use is important:

People: www.panda.org/about_wwf/what_we_do/climate_change/problems/people_at_risk/index.cfm

Wildlife: www.panda.org/about_wwf/what_we_do/climate_change/problems/impacts/index.cfm

Places:

http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/05/sci_nat_how_the_world_is_changing/html/1.stm

How can we help?

Use the following websites to find ways to reduce energy and water use at your school:

www.teachernet.gov.uk/_doc/10529 Top%20Ten%20tips%20v5.pdf

www.suschool.org.uk/poster.html

www.nationaltrust.org.uk/main/w-chl/w-countryside_environment/w-climate_change/w-smallstepsbigchange/w-ssbc-top_tips.htm

Think global, act localUse the links to research some global issues and help you decide if you agree with the following statement:

“Cutting water use in schools might save money but it won’t save those people who die because they don’t have clean water and it won’t save the planet.”

Water and people:

Every day, 5,000 children die because they don’t have access to clean drinking water.

www.wateraid.org

Water and wildlife

Freshwater species populations fell by 50% between 1970 and 2000.

www.panda.org/about_wwf/what_we_do/freshwater/index.cfm

Water, energy and the environment:

It takes 0.4 KWh of energy to provide 1,000 litres of water to a school and another 0.4 KWh to treat the waste water.

http://www.thinkleadership.org.uk/water.cfm

Water and consumption:

It takes 140 litres of water to create a mug of coffee (201 litres if you add milk and sugar!)

www.waterfootprint.org

Action speaks louder than wordsHow much water and energy will your school save this year? We want to know:

* what you’re going to do

* how you’re going to do it

* what you hope to achieve

* how you’ll know if you’ve achieved it.

Email your ‘story’ to Liz Rossall – erossall@wwf.org.uk – and we’ll give your school a free “Focus on Energy” photopack.

Time to stop and think! Ask pupils to reflect on the following:

* I think the key issues about energy and water use in schools are...

* This topic has helped me realise that...

* In future I will...

Invite pupils to reflect on the quote on the front of the poster. How does this relate to our use of energy and water?

These activity ideas fit within a learning cycle

approach. Visit the ‘Teaching and Learning’

section of www.wwflearning.org.uk for more

information and for activity outlines. Also visit the

www.wwflearning.org.uk/yearofaction section

for additional tools and links to help you with the

Sustainable Schools ‘Doorways’ themes.

Tell us what you think...

We are running an online evaluation of Learn. Please take the time to give us your comments. Visit www.wwflearning.org.uk/forms for further information. Your opinions are greatly valued.

IDEAS FOR THE CLASSROOM

Government sets new sustainability agenda for schools

A new initiative from the Department for Education and Skills (DfES) is calling on all schools to be Sustainable Schools by 2020. “As places of learning, they can help pupils understand our impact on the planet; and become places where sustainable living and working is demonstrated to young people and the community,” says the DfES. At the heart of the Sustainable Schools agenda is care: care for ourselves, care for others, and care for the planet – across cultures, distances and generations.

To help get this work off the ground, 2006-07 has been designated as a Year of Action in which schools can start to embed sustainability into all aspects of school life. The idea is that sustainability should be considered in all that pupils see, learn and do in schools.

The National Framework introduces eight ‘doorways’ through which schools may choose to initiate or extend their sustainable school activity:

• Food and drink

• Energy and water

• Travel and traffic

• Purchasing and waste

• Buildings and grounds

• Inclusion and

participation

• Local well-being

• Global dimension

These doorways provide entry points from which we can explore elements of our journey towards greater sustainability. The approach will inevitably lead to the discovery of many interconnections. For example, the creation of a school vegetable plot as part of a food and drink focus could link into composting (‘Purchasing and waste’), rainwater harvesting (‘Energy and water’), food miles (‘Travel and traffic’) as well as ‘Buildings and grounds’. Any topic tackled as part of the first five doorways will have aspects that link it with the three final doorways in the list: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

This edition of “Learn” focuses on the ‘Energy and water’ doorway and also suggests opportunities to link activities in this area to the focus of three of the other doorways: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

Websitewww.teachernet.gov.uk/sustainableschools

Energy & Water

“By 2020, the Government would like all schools to be models of energy efficiency, renewable energy use and water management. They should take the lead in their communities by showcasing wind, solar and bio-fuel energy, low-energy equipment, freshwater conservation, use of rainwater and other measures.” Sustainable Schools, National Framework

The ‘Energy and water’ doorway offers a wealth of opportunities which can be explored in schools.

Energy and water in the curriculum

* ‘Energy and water’ – what do we know about energy/ water? How is energy/water linked with other aspects of the environment?

* Fossil fuels and climate change.

* Renewable energy sources – is there a role for nuclear power? Why don’t some people want wind turbines sited in their area? Are large hydroelectric dams a sustainable option?

* The link between water use and energy – water is heavy and lots of energy is used in pumping and treatment.

The school as a consumer of energy and water

* Efficiency – monitoring use, identifying opportunities for savings, implementing efficiency measures and evaluating results.

* Generation – identification of opportunities to generate own energy supplies, implementing generation schemes and evaluating results.

* Supply – evaluation of existing suppliers, alternative choices and exploration of the decision-making process.

Links to...

Inclusion and participation

* Involving pupils in decisions about energy and water.

* Involving pupils in monitoring and conserving energy and water.

Local well-being

* Efficiency and fuel poverty – sharing good practice, communicating ideas and being persuasive.

Global citizenship

* Exploring the consequences of global warming in other

parts of the world.

* Exploring other energy and water issues – eg access to clean water and sanitation, deforestation and indoor air pollution.

IN FOCUS

“Nobody made a greater mistake than he who did nothing because he could only do a little.”Edmund Burke, Whig MP for Bristol, 1774-1780

© W

WF

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WWF-UK

Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

Answers and interesting facts:2. Some basic facts might include: There is the same amount of water now as when the earth was formed. Approximately 75 per cent of our planet is covered by water. If all of the water on earth fitted into a 4 litre jug, there’d be enough fresh and accessible water to fill approximately 1 teaspoon. 3. Some basic facts might include: The sun is the primary source of the energy used on this planet. Fossil fuels were created by ancient sunlight. It would also be useful to discuss renewable and non-renewable sources, carbon emissions and global warming. 4. Hydro, wind, solar and biofuels (trees). 6. Water is heavy (1 litre = approx. 1 kg) and lots of energy is required in pumping and purification.

QQQQ

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QQQQQ

Welcome to Learn – WWF’s termly free poster resource for schools. Starting this term, we are launching a suite of “Learn” poster resources for you to collect, linked to eight key themes or ‘doorways’ – see ‘Opening the doorway...’ below.

As a special Spring offer, we are mailing the first issue – focusing on Energy and Water – to all schools so you can see the benefit of subscribing to this free resource. If you or a colleague would like to continue receiving future issues, it couldn’t be easier. Simply phone Liz Rossall on 01483 412494, email her at erossall@wwf.org.uk or complete our online form – www.wwflearning.org.uk/forms.

Welcome

Opening the doorway...

Schools have a vital role to play in preparing pupils for a sustainable future. That’s why the Department for Education and Skills (DfES) has set an aim for all schools to be Sustainable Schools by 2020. As part of a National Framework for Sustainable Schools, eight ‘doorways’ have been identified to help schools initiate or extend their sustainability activities and approaches:

• Food and drink • Energy and water• Travel and traffic • Purchasing and waste• Buildings and grounds • Inclusion and participation• Local well-being • Global dimension

For more information about the Sustainable Schools initiative, take a look at the ‘In focus’ section and visit DfES’ TeacherNet site at www.teachernet.gov.uk/sustainableschools.

Say thank you!

The Teaching Awards is an annual celebration of teaching and learning. A new category has been added for 2007 – the DfES Teaching Award for Sustainable Schools.

The Award recognises that safeguarding the planetis a subject close to the hearts of everyone, and that schools very often lead the way in taking on sustainable activities. The Award celebrates schools that successfully meet the challenge of educating responsible citizens of the future and that translate learning into action. If you know someone who deserves this award, visit www.teachingawards.com and make your nomination now. Deadline: 1 March 2007.

June jamboree – 8 June 2007, London

Would you like to find out more about sustainable schools, share experiences with other teachers, and take away some good ideas for taking your school’s sustainability work forward? Then WWF’s Learning for Sustainability 2007 conference could be for you. Through a mixture of inspirational speakers, interactive workshops and informative seminars, you will have a day to remember. And it’s just £25 to attend! Visit our www.wwflearning.org.uk/conference2007 for further information and to book your place.

Green School leadership seminar – 27 March 2007

NCSL are holding a seminar on Green School Leadership on 27 March 2007.

The seminar will explore how the challenge ofclimate change and the need for sustainable development have moved sharply up the education agenda in recent years. This seminar is intended to bring together school leaders to share their work, on Education for Sustainable Development, to hear findings from a NCSL research project and to inform the College’s own efforts to support sustainable development into the future.

The seminar is free of charge and will be heldat the Energy Clinic in London. Visit NCSL’s website for more details – www.ncsl.org.uk/leadingpractice. The closing date for bookings is 13 March 2007.

QUESTION TIME

1. Look at the photo. What can you see? What do you want to know?

2. What do we know about water?

3. What do we know about energy?

4. Can you spot any renewable energy sources in the photo?

5. Is it possible to use renewable energy resources without destroying the beauty of the natural environment?

6. How is water use linked to energy use?

7. Think about the way that energy is used in your school:

• Where is energy used? • How is energy wasted? •Whatcanbedonetoimproveenergyefficiencyinschool?

8. Think about the way that water is used in your school: • Where is water used? • How is water wasted? •Whatcanbedonetoimprovewaterefficiencyinschool?

9. What can schools and their pupils do to reduce water and energy use beyond the school gates?

10. How can you persuade more people to get involved in reducing energy and water use?

11. Who supplies your school’s energy and water? Who decides which supplier is used?

12. What could happen to places like the one shown in the photo if people continue to use more energy and more water?

How are you doing?Measuring your usage

Use utility bills, meters, measuring equipment and calculation skills to see how well your school is doing when it comes to saving energy and water.

Fossil fuels Electricity Water KWh/m2/year KWh/m2/year m3/pupil/year

Primary schools Good practice 110 25 2.7Poor practice 209 47 5.6

Secondary schools Good practice 117 28 2.7Poor practice 207 45 5.8

Source: www.thecarbontrust.co.uk

Why does it matter?

Use the following websites to help you persuade your school community that reducing energy and water use is important:

People: www.panda.org/about_wwf/what_we_do/climate_change/problems/people_at_risk/index.cfm

Wildlife: www.panda.org/about_wwf/what_we_do/climate_change/problems/impacts/index.cfm

Places:

http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/05/sci_nat_how_the_world_is_changing/html/1.stm

How can we help?

Use the following websites to find ways to reduce energy and water use at your school:

www.teachernet.gov.uk/_doc/10529 Top%20Ten%20tips%20v5.pdf

www.suschool.org.uk/poster.html

www.nationaltrust.org.uk/main/w-chl/w-countryside_environment/w-climate_change/w-smallstepsbigchange/w-ssbc-top_tips.htm

Think global, act localUse the links to research some global issues and help you decide if you agree with the following statement:

“Cutting water use in schools might save money but it won’t save those people who die because they don’t have clean water and it won’t save the planet.”

Water and people:

Every day, 5,000 children die because they don’t have access to clean drinking water.

www.wateraid.org

Water and wildlife

Freshwater species populations fell by 50% between 1970 and 2000.

www.panda.org/about_wwf/what_we_do/freshwater/index.cfm

Water, energy and the environment:

It takes 0.4 KWh of energy to provide 1,000 litres of water to a school and another 0.4 KWh to treat the waste water.

http://www.thinkleadership.org.uk/water.cfm

Water and consumption:

It takes 140 litres of water to create a mug of coffee (201 litres if you add milk and sugar!)

www.waterfootprint.org

Action speaks louder than wordsHow much water and energy will your school save this year? We want to know:

* what you’re going to do

* how you’re going to do it

* what you hope to achieve

* how you’ll know if you’ve achieved it.

Email your ‘story’ to Liz Rossall – erossall@wwf.org.uk – and we’ll give your school a free “Focus on Energy” photopack.

Time to stop and think! Ask pupils to reflect on the following:

* I think the key issues about energy and water use in schools are...

* This topic has helped me realise that...

* In future I will...

Invite pupils to reflect on the quote on the front of the poster. How does this relate to our use of energy and water?

These activity ideas fit within a learning cycle

approach. Visit the ‘Teaching and Learning’

section of www.wwflearning.org.uk for more

information and for activity outlines. Also visit the

www.wwflearning.org.uk/yearofaction section

for additional tools and links to help you with the

Sustainable Schools ‘Doorways’ themes.

Tell us what you think...

We are running an online evaluation of Learn. Please take the time to give us your comments. Visit www.wwflearning.org.uk/forms for further information. Your opinions are greatly valued.

IDEAS FOR THE CLASSROOM

Government sets new sustainability agenda for schools

A new initiative from the Department for Education and Skills (DfES) is calling on all schools to be Sustainable Schools by 2020. “As places of learning, they can help pupils understand our impact on the planet; and become places where sustainable living and working is demonstrated to young people and the community,” says the DfES. At the heart of the Sustainable Schools agenda is care: care for ourselves, care for others, and care for the planet – across cultures, distances and generations.

To help get this work off the ground, 2006-07 has been designated as a Year of Action in which schools can start to embed sustainability into all aspects of school life. The idea is that sustainability should be considered in all that pupils see, learn and do in schools.

The National Framework introduces eight ‘doorways’ through which schools may choose to initiate or extend their sustainable school activity:

• Food and drink

• Energy and water

• Travel and traffic

• Purchasing and waste

• Buildings and grounds

• Inclusion and

participation

• Local well-being

• Global dimension

These doorways provide entry points from which we can explore elements of our journey towards greater sustainability. The approach will inevitably lead to the discovery of many interconnections. For example, the creation of a school vegetable plot as part of a food and drink focus could link into composting (‘Purchasing and waste’), rainwater harvesting (‘Energy and water’), food miles (‘Travel and traffic’) as well as ‘Buildings and grounds’. Any topic tackled as part of the first five doorways will have aspects that link it with the three final doorways in the list: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

This edition of “Learn” focuses on the ‘Energy and water’ doorway and also suggests opportunities to link activities in this area to the focus of three of the other doorways: ‘Inclusion and participation’, ‘Local well-being’ and ‘Global citizenship’.

Websitewww.teachernet.gov.uk/sustainableschools

Energy & Water

“By 2020, the Government would like all schools to be models of energy efficiency, renewable energy use and water management. They should take the lead in their communities by showcasing wind, solar and bio-fuel energy, low-energy equipment, freshwater conservation, use of rainwater and other measures.” Sustainable Schools, National Framework

The ‘Energy and water’ doorway offers a wealth of opportunities which can be explored in schools.

Energy and water in the curriculum

* ‘Energy and water’ – what do we know about energy/ water? How is energy/water linked with other aspects of the environment?

* Fossil fuels and climate change.

* Renewable energy sources – is there a role for nuclear power? Why don’t some people want wind turbines sited in their area? Are large hydroelectric dams a sustainable option?

* The link between water use and energy – water is heavy and lots of energy is used in pumping and treatment.

The school as a consumer of energy and water

* Efficiency – monitoring use, identifying opportunities for savings, implementing efficiency measures and evaluating results.

* Generation – identification of opportunities to generate own energy supplies, implementing generation schemes and evaluating results.

* Supply – evaluation of existing suppliers, alternative choices and exploration of the decision-making process.

Links to...

Inclusion and participation

* Involving pupils in decisions about energy and water.

* Involving pupils in monitoring and conserving energy and water.

Local well-being

* Efficiency and fuel poverty – sharing good practice, communicating ideas and being persuasive.

Global citizenship

* Exploring the consequences of global warming in other

parts of the world.

* Exploring other energy and water issues – eg access to clean water and sanitation, deforestation and indoor air pollution.

IN FOCUS

“Nobody made a greater mistake than he who did nothing because he could only do a little.”Edmund Burke, Whig MP for Bristol, 1774-1780

© W

WF

-UK

, 200

7. P

ublis

hed

by W

WF

-UK

, Pan

da H

ouse

, Wey

side

Par

k, G

odal

min

g, S

urre

y, G

U7

1XR

Reg

iste

red

Cha

rity

No.

108

1247

.

A c

ompa

ny li

mite

d by

gua

rant

ee n

umbe

r 40

1672

5. P

anda

sym

bol ©

198

6 W

WF

Wor

ld W

ide

Fun

d fo

r N

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e (f

orm

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Wor

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Prin

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pos

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aste

rec

ycle

d pa

per.

Spr

ing

2007

.

Pos

ter

fron

t im

age

© W

WF

-Can

on /

Edw

ard

PA

RK

ER

. Lo

wer

Yos

emite

Fal

ls, Y

osem

ite N

atio

nal P

ark,

Cal

iforn

ia, U

SA

. S

and

imag

ery

© A

dria

n B

urke

WWF-UK

Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

Answers and interesting facts:2. Some basic facts might include: There is the same amount of water now as when the earth was formed. Approximately 75 per cent of our planet is covered by water. If all of the water on earth fitted into a 4 litre jug, there’d be enough fresh and accessible water to fill approximately 1 teaspoon. 3. Some basic facts might include: The sun is the primary source of the energy used on this planet. Fossil fuels were created by ancient sunlight. It would also be useful to discuss renewable and non-renewable sources, carbon emissions and global warming. 4. Hydro, wind, solar and biofuels (trees). 6. Water is heavy (1 litre = approx. 1 kg) and lots of energy is required in pumping and purification.

QQQQ

Q

QQ

QQQQQ

Welcome to Learn – WWF’s termly free poster resource for schools. Starting this term, we are launching a suite of “Learn” poster resources for you to collect, linked to eight key themes or ‘doorways’ – see ‘Opening the doorway...’ below.

As a special Spring offer, we are mailing the first issue – focusing on Energy and Water – to all schools so you can see the benefit of subscribing to this free resource. If you or a colleague would like to continue receiving future issues, it couldn’t be easier. Simply phone Liz Rossall on 01483 412494, email her at erossall@wwf.org.uk or complete our online form – www.wwflearning.org.uk/forms.

Welcome

Opening the doorway...

Schools have a vital role to play in preparing pupils for a sustainable future. That’s why the Department for Education and Skills (DfES) has set an aim for all schools to be Sustainable Schools by 2020. As part of a National Framework for Sustainable Schools, eight ‘doorways’ have been identified to help schools initiate or extend their sustainability activities and approaches:

• Food and drink • Energy and water• Travel and traffic • Purchasing and waste• Buildings and grounds • Inclusion and participation• Local well-being • Global dimension

For more information about the Sustainable Schools initiative, take a look at the ‘In focus’ section and visit DfES’ TeacherNet site at www.teachernet.gov.uk/sustainableschools.

Say thank you!

The Teaching Awards is an annual celebration of teaching and learning. A new category has been added for 2007 – the DfES Teaching Award for Sustainable Schools.

The Award recognises that safeguarding the planetis a subject close to the hearts of everyone, and that schools very often lead the way in taking on sustainable activities. The Award celebrates schools that successfully meet the challenge of educating responsible citizens of the future and that translate learning into action. If you know someone who deserves this award, visit www.teachingawards.com and make your nomination now. Deadline: 1 March 2007.

June jamboree – 8 June 2007, London

Would you like to find out more about sustainable schools, share experiences with other teachers, and take away some good ideas for taking your school’s sustainability work forward? Then WWF’s Learning for Sustainability 2007 conference could be for you. Through a mixture of inspirational speakers, interactive workshops and informative seminars, you will have a day to remember. And it’s just £25 to attend! Visit our www.wwflearning.org.uk/conference2007 for further information and to book your place.

Green School leadership seminar – 27 March 2007

NCSL are holding a seminar on Green School Leadership on 27 March 2007.

The seminar will explore how the challenge ofclimate change and the need for sustainable development have moved sharply up the education agenda in recent years. This seminar is intended to bring together school leaders to share their work, on Education for Sustainable Development, to hear findings from a NCSL research project and to inform the College’s own efforts to support sustainable development into the future.

The seminar is free of charge and will be heldat the Energy Clinic in London. Visit NCSL’s website for more details – www.ncsl.org.uk/leadingpractice. The closing date for bookings is 13 March 2007.

QUESTION TIME

1. Look at the photo. What can you see? What do you want to know?

2. What do we know about water?

3. What do we know about energy?

4. Can you spot any renewable energy sources in the photo?

5. Is it possible to use renewable energy resources without destroying the beauty of the natural environment?

6. How is water use linked to energy use?

7. Think about the way that energy is used in your school:

• Where is energy used? • How is energy wasted? •Whatcanbedonetoimproveenergyefficiencyinschool?

8. Think about the way that water is used in your school: • Where is water used? • How is water wasted? •Whatcanbedonetoimprovewaterefficiencyinschool?

9. What can schools and their pupils do to reduce water and energy use beyond the school gates?

10. How can you persuade more people to get involved in reducing energy and water use?

11. Who supplies your school’s energy and water? Who decides which supplier is used?

12. What could happen to places like the one shown in the photo if people continue to use more energy and more water?

How are you doing?Measuring your usage

Use utility bills, meters, measuring equipment and calculation skills to see how well your school is doing when it comes to saving energy and water.

Fossil fuels Electricity Water KWh/m2/year KWh/m2/year m3/pupil/year

Primary schools Good practice 110 25 2.7Poor practice 209 47 5.6

Secondary schools Good practice 117 28 2.7Poor practice 207 45 5.8

Source: www.thecarbontrust.co.uk

Why does it matter?

Use the following websites to help you persuade your school community that reducing energy and water use is important:

People: www.panda.org/about_wwf/what_we_do/climate_change/problems/people_at_risk/index.cfm

Wildlife: www.panda.org/about_wwf/what_we_do/climate_change/problems/impacts/index.cfm

Places:

http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/05/sci_nat_how_the_world_is_changing/html/1.stm

How can we help?

Use the following websites to find ways to reduce energy and water use at your school:

www.teachernet.gov.uk/_doc/10529 Top%20Ten%20tips%20v5.pdf

www.suschool.org.uk/poster.html

www.nationaltrust.org.uk/main/w-chl/w-countryside_environment/w-climate_change/w-smallstepsbigchange/w-ssbc-top_tips.htm

Think global, act localUse the links to research some global issues and help you decide if you agree with the following statement:

“Cutting water use in schools might save money but it won’t save those people who die because they don’t have clean water and it won’t save the planet.”

Water and people:

Every day, 5,000 children die because they don’t have access to clean drinking water.

www.wateraid.org

Water and wildlife

Freshwater species populations fell by 50% between 1970 and 2000.

www.panda.org/about_wwf/what_we_do/freshwater/index.cfm

Water, energy and the environment:

It takes 0.4 KWh of energy to provide 1,000 litres of water to a school and another 0.4 KWh to treat the waste water.

http://www.thinkleadership.org.uk/water.cfm

Water and consumption:

It takes 140 litres of water to create a mug of coffee (201 litres if you add milk and sugar!)

www.waterfootprint.org

Action speaks louder than wordsHow much water and energy will your school save this year? We want to know:

* what you’re going to do

* how you’re going to do it

* what you hope to achieve

* how you’ll know if you’ve achieved it.

Email your ‘story’ to Liz Rossall – erossall@wwf.org.uk – and we’ll give your school a free “Focus on Energy” photopack.

Time to stop and think! Ask pupils to reflect on the following:

* I think the key issues about energy and water use in schools are...

* This topic has helped me realise that...

* In future I will...

Invite pupils to reflect on the quote on the front of the poster. How does this relate to our use of energy and water?

These activity ideas fit within a learning cycle

approach. Visit the ‘Teaching and Learning’

section of www.wwflearning.org.uk for more

information and for activity outlines. Also visit the

www.wwflearning.org.uk/yearofaction section

for additional tools and links to help you with the

Sustainable Schools ‘Doorways’ themes.

Tell us what you think...

We are running an online evaluation of Learn. Please take the time to give us your comments. Visit www.wwflearning.org.uk/forms for further information. Your opinions are greatly valued.