Use of the Eco Schools Programme in Standard Grade Science with development into a whole school initiative

Sandra Buchan, Principal Teacher Science
Tobermory High School
Isle of Mull
Argyll and Bute

Rationale:

Tobermory High School is a rural, island school, which has a primary and secondary department.   The primary has approximately 70 pupils from Tobermory itself and the Secondary has approximately 170 pupils from the Isle of Mull, Ardnamurchan and Morvern.

Until recently, environmental education in Tobermory High School has generally depended on the subject area, expertise and interest of individual staff. Stand-alone activities have been carried out but often not repeated or developed due to lack of time, staff changes or changes in priorities.

There are some excellent historical and current examples of environmental education in action, but no cohesive programme, which ensures that all pupils and staff have access to the opportunities offered.   Examples include specific areas of the curriculum e.g. Science (recycling, biology field studies), Art (sketching and specific projects), Environmental Studies (local history), Geography (field studies), and individual activities e.g. Primary Playground Improvement Project, Health Day, Recycling schemes.  There have also been some collaborative projects between Primary and Secondary staff and pupils e.g. Primary Playground Painting and Litter campaigns.

As a Science teacher I had knowledge and experience of the international environmental management and education programme, Eco Schools, having used it in 1999-2000 with an S5 PSE class to carry out a short course on environmental issues.

This programme was devised in 1994 by the Foundation for Environmental Education and supported by the European Commission as a means of involving young people in schools in two main areas:

	Raising awareness of local and global environmental and sustainable development issues through the curriculum
	Involving pupils in decision-making about practical steps to improve their school environment

There are seven elements in the Programme, which are used to measure a school’s achievement leading to Bronze, Silver or, ultimately, Green Flag awards. This involves a review process similar to that used in development planning.

The Eco Schools Programme was used to deliver the Environments topic of the Standard Grade Science course to a mixed ability S3 class during 2002-2003.   Having witnessed the improved interest of pupils in their class work, the recognition they received from their peers and staff and the value that they placed on their ownership of the work that they had done, it became clear that this programme could be a suitable mechanism to allow pupils to experience citizenship within their own environment and community and in the wider world.

Discussions with other colleagues across school curricular areas and in the primary department confirmed that there was interest in using the programme to enable teachers to deliver other areas of the curriculum in a fresh or novel way.   This could also encourage pupils and staff to participate in activities, which would benefit the physical environment of the school and enhance ethos by fostering stronger links between pupils and staff from across the school and increase their sense of belonging to the school.   It was also noted that, as the school is located in a rural, island environment, it should be looking to utilise this environment to provide learning and teaching opportunities.

I was invited to give series of presentations articulating the rationale behind the programme to staff from Primary and Secondary Departments, School Board and Friends of Tobermory High School (parent/school support group) showing examples of current good practice and explaining how the programme could be used to enhance the curriculum, improve ethos and citizenship and lead to whole school improvement.

Following the positive and supportive response from staff and in discussions between the Head Teacher, SMT and myself, and HT and teaching staff, it was decided by the staff (primary and secondary teachers, support staff and SMT) that the Eco Schools Programme be used as a means by which Tobermory High School would deliver education provision which supports National Priority 4: Values and Citizenship

“To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and to teach them the duties and responsibilities of citizenship in a democratic society.”
This was included in the Tobermory High School Plan 2003-2004, Target 4.

Eco Schools in Standard Grade Science

This particular class was chosen because the 15 pupils involved were an enthusiastic group who had demonstrated in S2 that they would benefit from a practical approach to Science.   I also required a change of approach to the Standard Grade Science course due to the particular needs of the wide range of pupil abilities and personalities in this class.   The Eco Schools programme handbook had arrived in school and it seemed to be ideal for this mixed ability group to give them a challenge and to motivate them at the time in S3 when they had just started a new course and felt, in some cases, that studying “Spud Science” was not going to be very interesting for two years.

Year One

The class began work towards the Eco Schools programme in June 2002 when they also began studying the Environments topic of the Standard Grade Science course.   One period per week was identified as Eco School time and the class used that time to work on projects, create posters, discuss progress etc.   A classroom assistant and Learning Support teacher worked with the class in all lessons.

The S3 Standard Grade Science class began by reviewing the school performance in the seven elements of Eco Schools.   This was carried out using the checklists provide in the handbook and by pupils volunteering to take responsibility for the different elements, collecting data and preparing a short report.

The class then discussed the review and they made up an action plan to carry out during the school year 2002-2003.   This action plan had activities for each of the elements, which the class thought that they could realistically achieve.   A display of their work was prepared and displayed at the Celebration of Achievement in June 2002 and was also shown to the judges of Scotland in Bloom who were then evaluating Tobermory village.

The Eco Schools lessons continued throughout the year and pupils used the time to organise their individual projects, to invite outside speakers to discuss environmental issues, to speak to other pupils at assemblies and Student Council, to speak to staff and to record their work.

The class prepared a video to promote Eco Schools and contributed to the school newsletter with updates on the work they had done.

Discrete projects were undertaken to improve the school grounds.   Pupils were given a choice of activity and the importance and value of their work was emphasised.   A new garden was planned in class and the work was completed over two separate days when the S3 Science class and I were taken off timetable and spent the whole day outside on this project, digging, planting etc.   At the same time other pupils in the class worked with a local environment officer to begin to create a greenhouse from plastic bottles.   Other staff were happy to release the pupils to work on these projects as the pupils ensured that they worked well to catch up on any work that they missed.

At the end of S3 the pupils reviewed their progress and commented on the success or otherwise of their efforts.  The class discussed when to apply for awards based on the criteria given on the web site.

The school was awarded the Bronze level award in March 2003 and the Silver award in August 2003.

The work that the school has done featured in Tobermory’s entry to Scotland in Bloom and was complimented by the judges.

The highlight of this year was the recognition given to the work that the S3 Science pupils had done by HRH Prince of Wales when he visited the school on June 12th 2003.   He particularly asked to meet the Eco Schools class and was very interested in the work that they had done.

Many pupils, teachers, support staff and members of the community gave of their time and advice to enable the pupils to complete their projects successfully.   This was mainly due to the positive manner and enthusiasm, which the pupils carried out their work and the commitment that they demonstrated to their projects.

Specific projects undertaken in 2002-2003

Improving the School Grounds: Solar System Garden

	Local garages were approached to donate tyres, which the pupils then dug into a bank, which had previously been bare and quite scruffy following the removal of bushes.
	They planted seeds and bulbs in March for summer flowers. These were then thinned in May.
	Snowdrops have been planted under the trees.

Waste Minimisation: Plastic Bottle Greenhouse

	Having seen an example of a greenhouse made using plastic bottles, the pupils had three attempts at modifying the design to get a structure, which they thought would be practical.
	The school community donated bottles and there were enough to complete one wall properly.

Worm Compost Bin

A compost bin was purchased which contained 1000 worms! It is kept in the Science Department Store and organic waste from the staffroom and primary fruit project goes into it.

Noticeboard

A noticeboard was made by one of the pupils in his Craft and Design class from used corks donated by staff.

Litter Campaign

	Pupils from the class have spoken to the Student Council, at Assemblies, to Primary classes about the issue of litter. They have also made posters and written letters to the council.
	The funding of the compost bin and plants was made possible by a grant of £250 from the Scottish Executive, given when the Bronze award was achieved.

Year Two

The original group have continued to have some S4 Science time set aside for Eco schools work but they have limited the projects they are involved with. They will maintain the garden, complete the greenhouse and carry out an energy audit of the school.   This will allow them to continue the work they started and to retain their input to the school programme and sustain their position as the leaders of the programme in the school.

The S3 Science class 2003-2004 are also using the Eco Schools programme as part of their course.   In discussion this class had enjoyed the results of the previous year’s gardening project and decided that they would like to create a Zen Garden for the school.   One period per week is used to plan and design this and then time will be found to allow the pupils to carry out the practical work.   It is hoped that the work done for this project will enable the pupils to achieve Access 3/Intermediate 1 in Managing Environmental Resources.

Elections have been held to create an Eco Schools Committee consisting of one or two pupils per year group.  The pupils involved will make decisions about whole-school implementation of the Eco Schools programme from the pupil point of view.   They have already made suggestions for events such as an Eco Day or Health Day in line with the workshop day format used by the school to deliver RME to S1/2 and S5/6.  They are very positive about events, which bring the whole school together.

They have also chosen to review the school’s progress towards meeting the criteria for the Green Flag assessment.

A working group of teacher volunteers has been established to carry out work from the Eco Schools target in the school plan.  They will audit and evaluate the current and potential use of the programme in learning and teaching across the curriculum.

The Primary department are using the programme with the P7 class to raise awareness of environmental issues and also to give the pupils responsibility.
The school pupils, staff, parents and the local community all recognise Eco Schools as being a part of school life at Tobermory High School.

Curriculum relevance and opportunities
The work that pupils do for the Eco Schools programme relates directly to topics studied for the Learning Outcomes of Standard Grade Science.

The audit of subjects will enable us to identify curriculum areas and aspects of learning and teaching where the Eco Schools elements are already used and those where the programme could provide opportunities to offer alternative learning and teaching experiences for pupils and teachers.

Key Objectives for Tobermory High School in 2003-2004

1.  Embed the programme as an integral part of learning and teaching across the curriculum and whole-school life
2.  Provide increased opportunities for pupils and staff to experience and become aware of local and wider environmental issues
3.  Encourage active citizenship by pupils and staff
4.  Celebrate work done in the programme and contribute to local community initiatives

In discussion with the Head Teacher and SMT, I formulated a target for the School Development Plan.   This was done by matching Quality Indicators from “How Good is our School, 2002” to the broad plan I had devised in consultation with colleagues and through experience of the Programme.   This would allow current practice to be audited and enable me to lead and coordinate the processes required to develop and widen participation in the Eco-Schools programme and to begin to evaluate its success in adding value to Learning and Teaching and Ethos in Tobermory High School through achievement of criteria necessary for the Green Flag award and evidence of departmental use of the principles and practice of the elements of the programme.

Participation in the Eco Schools Programme and work produced from that would allow the following QI’s to be met fully or partially.

Conclusion

The Eco Schools programme has provided the pupils and staff of Tobermory High School with a rich and varied programme of events and initiatives throughout the 18 months since the Standard Grade Science class agreed to take responsibility for using the programme in class and beyond.

The Scottish Executive slogan “Do a Little, Change a Lot” has been true in more than just environmental ways.   The pupils involved have enjoyed being part of something, which has had an obvious physical impact on their school environment.  They have been very proud of the work that they have done and have been happy to tell other pupils and adults about their efforts.   By making it part of the course work and making sure that every pupil in the class found something which interested them, it was easier to motivate them to sustain their effort over the year.   Flexibility of teaching approaches and a more informal atmosphere in the class arose because of the pupils’ attitudes and efforts.   There has also been interest from other classes who have thought of ways in which they could contribute having seen the work done by the Science class.

Starting with a small group of pupils using a structured approach and guided by the teacher before moving the Programme into the whole school has been key to the success and positive image of the Tobermory High School Eco Schools work so far.

Secondary pupils are often motivated by image and if the Eco Schools programme had begun as a lunch-time club or voluntary activity then the pupil group would not been as diverse and would not have had the impact that it had on the whole school.   When the observation was made to the new Eco Schools Committee that pupils in many schools do not deem it to be “cool” to be part of Eco Schools, a very active member of the Science class who is quite influential within his peer group, retorted that “it must be cool because I’m in it!”   Sustaining this image will be a challenge for this year and years to come!

Enthusiasm is essential to get the programme off the ground.   I had always had an interest in the principles of the programme and could help the pupils with ideas for their work in the different elements and in planning out their projects.   I do not, however, profess to be an expert in the practical aspects of garden design!   But, other staff in the school then came along when work had started to advise, lend equipment, help with planting etc.   Using our local authority waste management contact helped too, as she became very involved in the work for the greenhouse and acted as a project manager for a group of pupils.   Having one member of staff or a small group who takes responsibility for the overall running of the programme is essential.   They act as a point of contact and reference for pupils, staff and outside agencies.

Enthusiasm can also overtake developments, especially as exams and holidays loom.   Careful and realistic planning, and an acceptance that some projects will always take longer to complete than was envisaged, is a learning experience for pupils and teachers alike, but makes the experience more valuable. 1000 plastic bottles still waiting to be made into a greenhouse also requires a very understanding janitor!

I did not imagine in June 2002 that my Science class would take on the Eco Schools Programme so whole-heartedly and that it would lead them to be recognised across the school community as leaders in environmental action.   They have received help from many sources and have thrived on their successes and worked through and around any problems which arose.

The Eco Schools programme suits Tobermory High School in many ways.   We are a small school with an enthusiastic group of teachers and support staff who are willing to support and join in with pupil efforts.   The Head Teacher and SMT are fully behind the work that is being done and recognise it as contributing to the positive ethos in the school.   We have a wealth of individuals and organisations in the local community who are able to give advice and time and to encourage the pupils.   The pupils are, like pupils everywhere, wanting to take part but just waiting for a suitable “cool” opportunity!

This approach to implementing the Eco Schools programme could work in all types of secondary schools.   However, there are many other approaches and schools have to look at the programme and the implementation options and decide what would best suit their own circumstances.   It clearly provides opportunities to include Education for Sustainable Development, Citizenship and Environmental Education in Learning and Teaching in Scottish schools.
"As well as achieving the award, those involved will leave a lasting legacy of changes to the way the school works - as some of the pupils here have defined, sustainable development is about not taking more out of the world than you can put back in."
 

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