Craigieburn Sustainability Snap shot 2017.
Aims and Targets.
Benchmarks targets are set by Sustainability Victoria.
| Biodiversity | Energy | Waste | Water |
| Increase habitat quality assessment score:
Every year from the baseline year. |
To achieve benchmark of:
250KWh – electricity .9 GJ – natural gas 0.4 tonnes CO2 Per student / per year. |
To achieve benchmark of:
0.3m3 per student / per year. |
To achieve benchmark of:
4 KL per student per year. |
| Aspirational Target | Aspirational Target:
250KWh – electricity .9 GJ – natural gas Per student / per year |
Aspirational Target:
0.3m3 per student / per year. |
Aspirational Target:
4 KL per student per year. |
Implementation
In this snapshot, we are documenting our centre, curriculum and community actions and identifying opportunities for improvement. We are also identifying opportunities to shift our whole central culture to take action on climate change.
| BIODIVERSITY | Current Practices | Future Goals | How we will achieve our future goals (who & when) |
| Centre
Audit Investigations, Habitat Gardens, Food Gardens, Maintenance & Protection. |
Centre currently houses 3 chickens.
Working vegie patch Worm farm Animals through-out the centre Fruit trees |
Effective Compost system
Individual bins for waste, recycling and compost. Bird bath Community vegie/herb garden Planting drought resistant plants (natural environment) Bigger logs Looking at the paper cycle to encourage saving our trees0 |
Compost bins have been purchased and have begun to be used
Individual buckets have been purchased and are in rooms labelled with where they are going to be used and the foods that can be in them so the animals don’t become unwell. Plants are being sourced from Bunnings which are native to the area and are known to be drought resistant. – Action plan attached |
| Curriculum
How Biodiversity is embedded into learning and teaching and creating opportunity for children to participate in hands-on projects. |
Children are included in the caring for the chickens including the collection of eggs, feeding the chickens our food scrapes, and raking over their yard. Children are planting and watering the vegie garden. Conversations about the plant structure, roots, stem and leaves and their roles for the plant and the environment.
Worm farm is monitored and watched by the children. As they feed and water them. |
Purchasing of a commercial type compost system.
Developing a year round planting guide. Planting with the children various plants, vegies and trees. |
The composting system has been purchased and is currently being used. It will be monitored by the older children in our OSHC programs. – Action plan attached |
| Community
Building links with the community and local community organisations and groups. |
We currently have a community herb garden, Fruit trees and vegie patch at the front of the centre where parents and other community members are able to help themselves to the plants. This garden is maintained by the older children with some support from parents | Will seek out gardening support groups in our local area.
Continue to work with Arcare introducing the children to the elderly who work on their garden. |
Once our gardens are established with produce we will be selling them for a small fee, this will also go back into the gardens to replenish the stock. Asking parents for cuttings or donations. |
| Culture
Whole-of-centre approach to increase awareness and knowledge of biodiversity issues. |
This is a process which we all do as a part of our day to day activities with the children. The children have a sound knowledge of where our foods scraps. |
| Energy | Current Practices | Future Goals | How we will achieve our future goals (who & when) |
| Centre
Audit Investigations, Habitat Gardens, Food Gardens, Maintenance & Protection. |
Dryer is used only when necessary.
Lights turned off when room is not in use. Heaters and air-conditioners to be set at recommended temperatures Waiting for a full load of washing. |
Move clothes line down to a safe level.
Curtains/blinds on windows to hold heat in or heat out from the children’s room. Have light switches changed so fewer lights are used at one time. 5 star rated appliances Solar panels Investigate hand dryers verse paper towel |
Clothes line has been moved up and two portable clothes lines have been purchased. |
| Curriculum
How Biodiversity is embedded into learning and teaching and creating opportunity for children to participate in hands-on projects. |
Children are involved in conversations about how to save energy at the centre and at home | Investigate the purchase of solar panels
Investigate Hand dryers verse paper towel |
Investigations will take place with a proposal for solar panels and hand dryers |
| Community
Building links with the community and local community organisations and groups. |
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| Culture
Whole-of-centre approach to increase awareness and knowledge of biodiversity issues. |
Children are aware saving energy by turning off lights, opening windows. |
| Waste | Current Practices | Future Goals | How we will achieve our future goals (who & when) |
| Centre
Audit Investigations, Habitat Gardens, Food Gardens, Maintenance & Protection. |
Recycling of paper and paper products.
Wet bags for soiled clothing (smelly bags) Reuse old but good condition materials and equipment. Encourage the children to use paper wisely, drawing on both sides of the paper. Acknowledge Recyling days Collect clothing, toys and other items for charities Organic fertilizer. |
Effective compost bins.
Cloth hand towels. Reduce use wipes. Providing rooms with clothes to clean tables which are washed daily. Air-dryers or individual towels instead of paper towels. |
Composting bins have been purchased and are been used.
The children are all learning to wash their hands and faces instead of using wipes. |
| Curriculum
How Biodiversity is embedded into learning and teaching and creating opportunity for children to participate in hands-on projects. |
Furniture, equipment and toys are reused or donated.
Making own playdough with the children. Create art works from recycled materials. Photocopier is set to a default to automatic print on both sides. |
Make a roster for children to participate in jobs.
Provide an experience where the children can sort through items and can revisit the experience. |
|
| Community
Building links with the community and local community organisations and groups. |
The centre participates in clean up Australia day.
Collecting items for collection for charity. |
Provide the community a place where they can swap books. | Under investigation for how this will work for our centre, maybe asking for assistance from our wider community. |
| Culture
Whole-of-centre approach to increase awareness and knowledge of biodiversity issues. |
Natural and environmentally friendly cleaning products are used through the centre.
Bins are labelled clearly to ensure the children and their families can recycle. Composting bins and worm farm. Chicken and other animals are throughout the centre. Garden waste is composted. Food scraps are used to feed centre animals as well other families’ animals. Electronic family statements, memos, reminders. |
Replace various containers to ensure they have lids instead of glad wrap or alfoil.
Continue using materials which are collected from families. Replace bins for recycling paper in the office and in children’s rooms. |
| Water | Current Practices | Future Goals | How we will achieve our future goals (who & when) |
| Centre
Audit Investigations, Habitat Gardens, Food Gardens, Maintenance & Protection. |
Recycled water for plants
Grey water for toilets Educating children about water usage. Dishwasher and washing machine used only when a full wash or load. Dual flash toilets. Drought tolerant plants used. Composting and mulching of gardens. Children are allowed to investigate water through play. Talk with the children about water and its various states. This service is already connected to recycled water as part of sustainable practises. |
Water tanks
Putting taps on low flow Placing green stickers on the toilet to identify half flashes. Replace water storage bottle for drinking water with a school type bubblers. |
Investigate costings and try to seek approval for water tanks.
Possible fundraiser to support water tanks. |
| Curriculum
How Biodiversity is embedded into learning and teaching and creating opportunity for children to participate in hands-on projects. |
Investigating different states of water through play.
Children are encourage to use water from their cups for the plants. |
Rain gauges
Participate in water days raising awareness for water conversation. |
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| Community
Building links with the community and local community organisations and groups. |
Children involved in the garden learn about tank water and usage | Promote water tanks
Teach environmental changes through play |
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| Culture
Whole-of-centre approach to increase awareness and knowledge of biodiversity issues. |
