Eco-Schools

Empowering young people to make

sustainable change for the environment!
 Aims
• Have an understanding of the Eco-
Schools process.

• Be able to identify areas to support

your Eco-COORDINATOR
(NAME)

• Identify curriculum links in your

AoLE that link to the Eco-Schools
topics.

• Empowering Students to be ethical

and informed citizens. 

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 Insert new Eco-Schools video

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 What is Eco-Schools?

• Global programme engaging 19.5 million children across

68 countries, making it the largest educational programme
on the planet. 

• Wales specific data

• It is designed to empower and inspire young people to make

positive environmental changes to their school and wider
community.

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 Why Being an Eco-School is Important
• Empowers young people (and staff) to make a positive environmental impact
• Facilitates change makers who leave school knowing that their voices can
and do make a difference 
• Develops skills including leadership and critical thinking
• Empowers our students (and staff) to take action on climate change
• Athenic links to the New Curriculum for Wales
• Builds on key skills thus supporting the LNF and DCF and
encompassing ESDGC
• Compliments the Estyn Inspection Framework 
• Can lead to financial savings 

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 The Eco-Schools Awards
The Flow of
Flags
Registration

Bronze

Silver

Green Flag Re Award (every 2 yrs) Platinum Status (4th Flag)

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 Eco-Schools Process

Linking to
the
Curriculum Eco-Committee

Environmental
Review

Monitoring
Action Plan
and Evaluation

Informing
and Eco-Code
Involving

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 Eco-Committee
• Represent the whole school

• Meet at least once a half term (ideally more often)

• Feedback to the rest of the school

• Have an element of democracy

• Keep a record of the meetings

• Involve support of SMT and governors

Environmental Review
 What are the Topics?

Global Litter
Citizenship Biodiversity

Waste
Minimisatio Transport Energy
n

School Health,
Wellbeing and Water
Grounds
Food
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 So how do we get there?
How will we measure What difference
Who’s
Target Action Cost Timescale progress? have we made?
Responsible
(Monitoring) (Evaluation)

             

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Monitoring Measuring Success and Evaluation

Monitoring is not: ‘Is the action plan target being

done?’

Monitoring is: ‘What difference are we making by

carrying out this action?’

This will enable us to measure our progress, evaluate the

success of our activities and plan any necessary changes
 A feeling of Pride…..
At the end of the school year, which of the following makes you feel the
most proud?
A: We set
up a second
C: We set up a second
hand hand uniform stall and
uniform rehomed 100 items of
clothing. This would have
stall. saved a whole swimming
pool worth of water from
B: We set up a second being used to produce new
hand uniform stall and clothes!
rehomed 100 items of
clothing

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Linking to SHRN
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A pupil driven approach to learning and
taking environmental action
 Classwork driven targets
Pupils learn about
environmental issue in
class/topic work

Class works out how

to measure the change Pupils feel passionate
and share with the and want to use what
whole community and they’ve learnt to take
wider world! action

Add ideas to class-led

Action undertaken by action plan and share
class, Eco-Committee, with Eco-Committee
wider school and whole school.
Linking to the New Curriculum
Litter Art – creating murals with litter collected from around the school grounds
ghfghfghfhfghfhfhfhfgh

Wate DT – fast fashion, designing repurposed clothing

Minimisation

Geography – water cycle

Water

School Maths – measure areas of natual spaces, heights of tress etc. 

Grounds

Global Languages – including terminology such as Fairtrade 

Citizenship

IT – spreadsheet skills to collate and graph the school's energy use data

Energy

Biodiversity Science - Measuring biodiversity in the school grounds, mown vs unmown 

Health, Well-
being and English – Poetry exploring connections with nature
Food

PE – Develop skills to encourage students to walk and cycle to school

Transport
 All 9 topics

Languages, Literacy and Expressive Arts

Communication
• Languages – learn phrases such as • Using 'waste' to create sculptures 
'Fair trade' when learning about • Junk modelling 
food  • Produce observational drawings
• YRE competition – journalism piece showcasing Welsh biodiversity
on marine litter
• Explore Eco-Schools campaign in
relevant countries – possibly linking
up in some way 

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 All 9 topics
Mathematics and Numeracy
• Survey and data presentation
• Litter survey and graph and
analyse data
• Calculations of school energy use.
• Transport survey
• Analysis of School Health
Research Network data (SHRN)  • Climate change
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Health and Wellbeing 
• Ethical choices – fair trade, fast
fashion.
• Plastic free periods option during
menstruation lessons
• PE lessons high light Fair Trade
equipment  e.g. Footballs
 
• Rights of the child
 All 9 topics
Science and Technology Humanities
• Materials – look at plastics and • Mapping litter around the school
recycling (polymers) basic use of GIS
• Sustainable materials and closed • Ecosystems affected by marine
loop manufacturing  in DT litter
• Building planters, school furniture  • Cotton production
• Water and sanitation – filtration • Fair Trade
techniques and chlorination • RPE discussions around sending
• Biodiversity studies in the school clothes to be recycled in other
ground before and after seed countries
planting/ every year for a
longitudinal study
• RSPB School Watch – citizen
science, large data sets 
• Identifying and designing eco-
friendly solutions to issues within
the school

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  Where can your subject help out?

Department Science
Eco-Schools Litter Biodiversity School Grounds
Topic
KS3  Biodiversity, KS 4 Populations
Where We populations food chains and fieldwork
currently teach  webs
Include Key
Stage
Plans to teach 
Global Goals 
Used? Gardening club
Extra Curricular
activities links
Notes

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Further Support
Secondary Specialists
Fran.Watkin@keepwalestidy.cymru

Aimee.Hallett@keepwalestidy.cymru

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