eco-schools indian ocean

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Indian Ocean

ECO-SCHOOLS INDIAN OCEAN

TURN YOUR SCHOOL INTO AN ECO-SCHOOL: EVERYTHING YOU NEED TO GET STARTED A COMPREHENSIVE MANUAL FOR ECO-SCHOOLS TEAMS, STUDENTS, EDUCATORS AND ENVIRONMENTAL EDUCATION COORDINATORS. SHANE EMILIE

An ISLANDS initiative of the Indian Ocean Commission funded by the European Union

Partners

Indian Ocean Commission 4th Floor, Blue Tower, Rue de l’Institut, Ebene, Mauritius © Indian Ocean Commission, 2015 All rights reserved. The contents of this publication are the sole responsibility of the author and should in no way be attributed to the the European Union, institutions to which they are affiliated or to the Indian Ocean Commission (IOC). The Indian Ocean Commission encourages the use, reproduction and dissemination of material in this publication. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of the IOC as the source and copyright holder is given and that the IOC’s endorsement of user’s views, products or services is not implied in any way. No part of this publication may be reproduced for commercial purposes without the permission of the Indian Ocean Commission and the European Union. Author: Shane Emilie Published by the Indian Ocean Commission Design and layout: Inedito Editor: Claire Stout ISBN: 978-99949-38-15-5

This document is printed on recycled paper

Contents Contents i List of figures ii Eco-Schools programmes worldwide iii A word from the author iv Foreword from the Indian Ocean Commission v Message from the European Union vi Message from the United States (US) Embassy for Mauritius and Seychelles vi Message from WWF Madagascar & Western Indian Ocean Office vii Message from the Seychelles Eco-School programme, Ministry of Education viii The ISLANDS project 1 About the Eco-Schools Indian Ocean programme 3 Understanding Education for Sustainable Development 5 What is Eco-Schools Indian Ocean? 6 How does it work? 7 The three C’s 8 How to become an Eco-School 9 How does the Eco-Schools programme operate in the region? 9 Communicating with the Eco-Schools Indian Ocean programme 10 Registration 11 The benefits of the Eco-Schools programme 12 Resources 14 The seven steps towards becoming an Eco-School 17 Step 1: Establish an Eco-Schools Committee 19 Step 2: Inform and involve the community 21 Step 3: Conduct an environmental review 22 Step 4: Draw up an Eco Code 23 Step 5: Link themes to curriculum 24 Step 6: Develop an action plan 27 Step 7: Monitor and evaluate progress 29 The Eco-Schools Indian Ocean Awards 33 Self-assessment checklist – Bronze Award 34 Self-assessment checklist – Silver Award 35 Green Flag Assessment 37 Eco-Schools Indian Ocean Green Flag Award Criteria Checklist 38 The Eco-Schools Indian Ocean themes 41 Support and contacts 101 Guidelines to compile an Eco-School portfolio 107 Eco-Schools portfolio templates 109 Assessment guidelines for Green Flag 145

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List of figures Figure 1: The three C’s Figure 2: The seven steps towards becoming an Eco-School Figure 3: Some ideas for the agenda of an Eco-Schools Committee meeting Figure 4: Eco Code for Anse Etoile Primary School, Seychelles Figure 5: Inter-linkages between Eco-Schools themes

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Eco-Schools programmes worldwide

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A word from the author It is my intention that this manual is more than just a reference document for the implementation of the Indian Ocean Eco-Schools programme. I hope it will be used as a valuable handbook, and seen as an important tool for the successful implementation of the Eco-Schools programme in schools throughout the region and remain valid for years to come. This manual is not solely for teachers but is also for students. It is important that students are involved in the programme and take ownership of the daily operation of their schools. Eco-Schools Committees should pay close attention to the methodology of the programme to ensure that schools follow the various steps necessary to become Eco-Schools. It is well known that education has the power to shape and transform the lives of learners so that they become responsible, action-oriented citizens; citizens who take into account both their own needs and those of others. As humans, we depend on each other but often forget that there is only one planet that gives and sustains life. We are all therefore affected by sustainability challenges that create risks for everyone co-existing in such a complex, but yet, amazing environment. Through the Indian Ocean Eco-Schools programme, both students and adults will move towards a more sustainable future. Students will be given the opportunity to learn more about the environment and current sustainability challenges and in return, will be able to take action to protect its very existence. I hope that this manual will rank highly on the list of tools used to guide schools’ efforts to become sustainable institutions and that it will help educate and prepare younger generations for the challenges at hand and those ahead. Happy reading! Shane Emilie

Acknowledgements I would like to thank the following people for their invaluable support, availability and assistance with various requests: Olivia Copsey (Indian Ocean Commission, ISLANDS), Virginie Torrens (Indian Ocean Commission, ISLANDS), Jeanette Larue (Seychelles Ministry of Environment and Energy), Rachel Senn (WWF MWIOPO) and Abi March (Save our Seas Foundation).

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Foreword from the Indian Ocean Commission This manual has been developed and designed to educate and empower the young citizens of the region in a fun and action-oriented way, so they could become effective agents of change. The Eco-Schools Indian Ocean programme will enable children from island nations, sharing a common ocean and many similar challenges, to take collective action in their schools and communities and gain regional and international partnerships, support and awards. ISLANDS, a project implemented by the Indian Ocean Commission and funded by the European Union, is responsible for delivering mechanisms which address both the economic and environmental vulnerabilities of regional island states with a focus on cooperation, integration and SIDS-to-SIDS knowledge exchange. The Indian Ocean Commission highly values the leaders of tomorrow, i.e. our children and our youth. By supporting the implementation of this programme, we hope to give rise to educated and responsible citizens. We wish our children and youth to become men and women who will take good care of our island resources - our land, seas, coasts, water, air, biodiversity... We wish that our next generations will be sufficiently armed to face the challenges of climate change. Our desire is that Indianoceania will be able to keep on taking pride in its diversified yet undivided culture. The Small Island Developing States (SIDS) of the Western Indian Ocean are among the most vulnerable in the world. Children in schools across the region are already facing some of the damaging day-to-day effects of climate change: sea level rise, soil erosion, flooding, water shortages, a higher frequency of natural disasters, along with their related social and economic impacts. With SIDS-to-SIDS cooperation and knowledge exchange in mind, the Indian Ocean Commission is very grateful for the advice, practical assistance and financial support of our esteemed partners, the United States Embassy for Mauritius and Seychelles, the WWF Madagascar and the Government of Seychelles’ Eco-School programme. Through the Eco-Schools Indian Ocean programme, we hope to develop many more valuable partnerships along the way and work together as a region to help achieve real and positive changes in all our schools and communities. Mr. Jean Claude de l’Estrac Secretary General of the Indian Ocean Commission

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Message from the European Union The European Union has a longstanding relationship with the Indian Ocean Commission which dates back to the mid-80s. The EU fundamental objectives for its cooperation with the IOC remain poverty reduction and sustainable development in its three dimensions: social, environmental and economic. The European Union is also committed to the adoption of a new international sustainable development framework that will be universal and apply to all, on the basis of a partnership between all countries, as well as with civil society and the private sector because sustainable development is the responsibility of everyone. The future of sustainable development lies with children, who are the best guardians of the environment. They represent a vivid force for encouraging and influencing adults to adopt more sustainable behaviour patterns. We therefore commend the initiative of the Indian Ocean Commission to promote the Eco-Schools initiative, namely through this manual prepared in the context of the project ‘Support Programme for the Implementation of the Mauritius Strategy for SIDS of the ESA-IO Phase II’, funded by the European Union to the tune of € 7.5 million. We are glad that the Eco-Schools initiative, which was launched in Ireland in 1997 as Green-Schools, is now reaching the young citizens of the Indian Ocean region. His Excellency Mr Aldo Dell’Ariccia Chargé d’Affaires a.i. The Delegation of the European Union to the Republic of Mauritius, to the Union of the Comoros and to the Republic of Seychelles

Message from the United States Embassy for Mauritius and Seychelles Protecting the earth is a responsibility that all of us share. The Government of the United States is committed to building global relationships to help preserve our planet’s rich biodiversity and enable long-term climate solutions. We understand the challenges that island nations are facing and acknowledge that these challenges should be addressed collectively. Eco-Schools Indian Ocean is the type of innovative partnership between civil society, government, international and national groups that is needed to engage future generations in mitigating global climate change. We believe that young people have unlimited potential to generate solutions to environmental and energy challenges, and can make an impact in their homes, schools, communities and beyond. We are proud to partner with ISLANDS in support of the Eco-Schools Indian Ocean programme.

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Message from WWF Madagascar & Western Indian Ocean Office WWF has been a pioneer of developing and implementing environmental education in Madagascar since 1988. The majority of environmental education actions are often limited to knowledge and skills, however WWF has gone further by instilling essential conservation values in young people through the creation and mobilization of more than 700 environmental clubs in schools and universities. Since 2011, WWF has been developing and implementing education for sustainable development (ESD) in schools using the ‘whole institution approach’. As ESD is a lifelong learning process, the methodology of the Eco-Schools programme complements the approaches that have already been developed and proposed for the integration of ESD in the Malagasy education system. Both methodologies have many similarities, notably the holistic approach, links with curricula, the involvement and mobilization of school communities and the use of infrastructure and the schoolyard as educational tools. The ESD programme, developed by WWF in Madagascar, focuses on the adoption of values through learner-centred teaching methods, whereas the Eco-Schools programme provides opportunities for students to improve their skills and undertake concrete actions to fulfil the school’s commitment to sustainable development within the community through key themes.

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Message from the Seychelles Eco-School programme, Ministry of Education Educating the younger generation on local and global issues affecting the sensitive environment of the Seychelles is one of objectives of the Seychelles Eco-School programme. As a small island developing state, Seychelles is vulnerable to the impacts of different socioecological issues. For more than 20 years, the Seychelles Eco-School programme, managed by the Ministry of Education, has been focused on improving environmental learning and actions through Education for Sustainability (EfS) in schools. The Ministry of Education acknowledges that its educational programmes should respond to issues in context, so as to support other educational initiatives from its partners concerning the sustainable management of the Seychelles. With the involvement of community members, schools find ways to respond to local and global sustainability challenges through Education for Sustainability practices. These include wide participation in decision-making, holistic approaches to curricula, student-centred pedagogy through classroom and fieldwork interactions, links between school communities, resource use and management, and management of the schools’ physical environment. The Seychelles Eco-School programme is willing to share its experiences and network with schools in the region to help advance the Indian Ocean Eco-Schools programme. For more information on the Seychelles Eco-School programme, please visit www.ecoschoolseychelles.org The Seychelles Eco-School programme is not a member of the International Eco-Schools programme managed by Foundation for Environmental Education (FEE). It has its own programme theory and award scheme.

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The ISLANDS project ISLANDS is a project of the Indian Ocean Commission (IOC), aimed at increasing the level of social, economic and environmental development of Small Island Developing States (SIDS) located in the Eastern and Southern Africa and Indian Ocean (ESA-IO) region. ISLANDS is working with six member countries from the ESA-IO region: Comoros, Madagascar, Mauritius, Reunion, Seychelles and Zanzibar. The project is funded by the European Union and the funds are used to provide member countries with opportunities to identify, develop and implement mechanisms, frameworks and tools in response to sustainability challenges such as climate change, non sustainable management of resources, natural disasters and coral reef degradation. Eco-Schools Indian Ocean is a new programme for all schools in the region, implemented by ISLANDS and its partners, WWF Madagascar & Western Indian Ocean Office, the Government of Seychelles (through its 20-year Eco-School Programme), and the United States Embassy for Mauritius and Seychelles. For more information on ISLANDS education for sustainable development activities, please visit: http://31.222.186.27/moodle/course/view.php?id=36 To access the resources on this site, please click on ‘login as a guest’.

Do you know DILANS the crab? Your school may have already participated in ISLANDS through its recent story-writing competition, pedagogical guide, and comic book, which follows DILANS on a journey around the Indian Ocean. You may also have seen the “The Shark Squad” puppet show which brought a story about the protection of ocean life to many schools in the region.

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Understanding Education for Sustainable Development Education for Sustainable Development (ESD) empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education, which addresses the learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society. (UNESCO 2014) ESD therefore shapes educational programmes and systems to respond to sustainable development challenges in teaching and learning processes through improved learning content and outcomes, pedagogy and the learning environment. Sustainable development challenges include climate change, biodiversity, disaster risk reduction, poverty reduction, sustainable consumption and management of the ocean and its resources, amongst others. Including topics such as these in school curricula is expected to further enhance knowledge, skills and values within learners to change attitudes and behaviour for improved environmental protection and a more sustainable future. What is the Global Action Programme on Education for Sustainable Development? Following on from the United Nations Decade of Education for Sustainable Development (20052014), the United Nations Educational, Scientific and Cultural Organization (UNESCO), recently launched the Global Action Programme (GAP) on Education for Sustainable Development. All types of organizations will be working together to scale up ESD efforts through five key priority areas: 1) Advancing policy; 2) Integrating sustainability practices into education and training environments; 3) Increasing the capacity of educators and trainers; 4) Empowering and mobilizing youth; and 5) Encouraging local communities and municipal authorities to develop communitybased ESD programmes. How does the Indian Ocean Eco-Schools programme fit in with the Global Action Programme? The Indian Ocean Eco-Schools programme aims to engage in the GAP’s five priority action areas. The Indian Ocean Eco-Schools programme will help schools implement ESD in all elements concerned with the day-to-day running of the school, including existing programmes and policies, and school projects. Both young learners and adults will be given the opportunity to improve their knowledge of sustainable development issues and engage in appropriate ESD actions. The seven steps of the Eco-Schools programme will help towards this end, creating a platform for students, teachers and the wider community to engage in environmental learning and take action, making real improvements to their lives at school, local environments, and the community at large.

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What is Eco-Schools Indian Ocean? Eco-Schools is the largest sustainable schools programme in the world and is operated by the Foundation for Environmental Education (FEE). Eco-Schools empowers students to be the change our sustainable world needs by engaging them in fun, action-orientated learning. Through the new Eco-Schools Indian Ocean programme, nations of the Indian Ocean region will be joining 58 other countries and more than 18 million students already implementing EcoSchools worldwide. Eco-Schools Indian Ocean will help participating schools: • Integrate ESD in curricula, school campuses and throughout the wider community; • Connect with schools across the region to take collective action on common challenges; • Gain international partnerships, support and awards. Eco-Schools and the Foundation for Environmental Education (FEE) are lead partners in UNESCO’s Global Action Programme for ESD.

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How does it work? Eco-Schools promotes the integration of environmental learning and environmental management in the daily operation of schools. Eco-Schools Indian Ocean works under the framework of the three C’s: Curriculum, Campus and Community. The aim of the three C’s is to focus and improve knowledge, behaviour and actions within the school environment, and encourage students to apply knowledge and skills gained in the wider community. Eco-Schools Indian Ocean is a voluntary programme open to any school in the six participating countries. Schools will follow a simple seven-step process and work with ten common environmental themes that concern the island states of the Western Indian Ocean region. The ten Eco-Schools Indian Ocean themes are: Climate change; Energy; Water; Waste; Healthy living; Biodiversity; Soil and air; Livelihoods, Cultural heritage, and Ocean and coast.

DILANS says: The Eco-Schools themes of waste, water and climate change are compulsory for all Eco-Schools to consider when implementing the programme for the first time and should be maintained in the years that follow.

Schools’ efforts are compensated through a tiered award scheme: Bronze Award, Silver Award and ultimately the internationally recognized Green Flag Award, certified by FEE. Schools with Internet access can register, apply for awards and share their ideas, progress and challenges with other schools in the region through the Eco-Schools Indian Ocean website. Once registered online, schools without Internet access can apply for awards, receive messages and upload news via SMS.

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The Three C’s

Figure 1: The Three C’s

Curriculum

There is no set curriculum for Eco-Schools around the world. One way to improve environmental learning in schools is to take a good look at areas of the existing national curriculum and where possible, re-orientate it around sustainable development using the ten Eco-Schools themes as focus areas.

Campus

With the introduction of the Eco-Schools programme in the daily operation of schools, participating schools are encouraged to identify existing projects, policies and plans which touch upon any of the Eco-Schools themes. By providing more practical activities and initiatives for students and adults, real improvements can be made.

Community

Eco-Schools seeks to strengthen school and local community partnerships to support the school. When students are given the opportunity to learn about sustainable development issues within their community and beyond, they gain a better understanding of their own roles and responsibilities towards the environment and are empowered to make a difference.

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How to become an Eco-School

Planning

Implementing

1. Establish an Eco-School Committee

School community engages in environmental learning and environmental management activities/ projects

2. Inform and involve the community 3. Conduct an environmental review

Monitoring & Evaluating

Planning

7. Monitor and conduct an assessment of actions. Report progress to earn an award

4. Write an Eco Code 5. Link theme (s) to curriculum 6. Design an action plan

YEAR 1 Figure 2: The seven steps towards becoming an Eco-School

How does the Eco-Schools programme operate in the region? Eco-Schools Indian Ocean is centrally managed by the ISLANDS project, in partnership with national Ministries of Environment and Education and Non Governmental Organizations (NGOs) in each participating country. In each participating country, a National Eco-Schools Committee is responsible for the management and continued development of Eco-Schools Indian Ocean in their schools.

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The National Eco-Schools Committee consists of representatives from the Ministries of Education and Environment and representatives from other government departments, NGOs and other local agencies involved in ESD. National Eco-Schools Committees are responsible for: • Promoting the Eco-Schools programme to schools; • Communicating with and disseminating information and resources to schools; • Providing schools with advice and support; • Developing local partnerships with NGOs; • Carrying out Green Flag assessments in schools. Find out whom to contact in your country at www.eco-schools.io or in the Support and Contacts section at the back of this manual.

Communicating with the Eco-Schools Indian Ocean programme Eco-Schools Indian Ocean has a central website which allows schools to share their activities and ideas online and enables them to log progress towards the international Green Flag award. The website also provides schools access to local, regional and international materials centred around the ten Eco-Schools Indian Ocean themes to support educational activities. An interactive map on the website’s home page allows schools to upload information and pictures to their own ‘mini site’. By clicking on other schools, students can see what is happening across the region, send messages and develop partnerships for school-to-school support. Schools without Internet access can communicate with the Eco-Schools Indian Ocean programme by means of mobile phone technology. This technology allows project updates and photographs to be sent to a specific webpage via a text message. News and updates can also be received, students can communicate with other schools, and schools can register for awards and request Green Flag assessments. Regular updates are fed through the web, texts and social media to provide the latest news and highlight activities from participating schools around the region, together with updates from the Eco-Schools Indian Ocean team. Updated materials and resources for schools, periodically produced by the Eco-Schools Indian Ocean team and partner organizations, will be circulated in the same way. The Eco-Schools programme’s website is designed to facilitate networking between schools and local NGOs and other stakeholders that can help schools implement activities that fall under the ten Eco-Schools themes. Register online at www.eco-schools.io

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Registration Schools from all participating Indian Ocean countries can register on the Eco-Schools website www.eco-schools.io. The following information will be required: • Name of school • Name of principal • Full address of school • Postcode • Principal’s email address • School website • Phone number • Name of contact/coordinator • Job title • Email address of contact/coordinator • Mobile number for SMS updates • Name of a second contact/coordinator • Job title (second contact/coordinator) • Email address (second contact/coordinator) • Mobile number for SMS updates (second contact/coordinator) • GIS coordinates (if known) • Type of school (private, public, primary, secondary, college) • Age of students • Number of students • Number of staff Schools must confirm upon registration to the Eco-Schools Indian Ocean programme that it has the principal’s permission.

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The benefits of the Eco-Schools programme The Eco-Schools programme is currently being implemented in over 45,000 schools around the world. Schools have different reasons why they sign up for the programme, some of which are listed below: Eco-Schools can help develop new partnerships and connections The aim of the Eco-Schools Indian Ocean programme is to facilitate the collaboration of schools in the region on sustainable development challenges. Through the regional programme and the international Eco-Schools community, schools can share ideas, update progress, and gain support, advice and encouragement from other registered schools. It is also possible to gain assistance and resources from international NGOs and businesses that support Eco-Schools worldwide. The Eco-Schools programme can be integrated in the curriculum Eco-Schools is a great way to introduce sustainable development themes across almost all curriculum subjects. It encourages all types of learners to take part in practical, real-life activities and develops a creative learning environment for all students involved. Eco-Schools can help with community links The Eco-Schools programme is designed to involve as many people as possible, both inside and outside the school community. The programme raises awareness of sustainability issues, effects positive changes and improves community motivation, ensuring everyone is involved in the decision-making process in their local area and and encourages the sharing of knowledge and expertise. In addition, Eco-Schools develop and thrive within a caring school community where the views of others are valued and positive action is taken for the wellbeing of the students and staff. The Eco-Schools programme can improve the school grounds Eco-Schools can bring local communities together to help improve the school grounds, hereby providing an environment that is not only conducive to learning but is also safe. Students and adults take responsibility for improving and maintaining the school grounds, promoting a sense of ownership of their surroundings and developing a culture of social caring. The Eco-Schools programme ensures that all children’s rights are respected It is of fundamental importance that the rights of all children are respected. Children are a vulnerable group and need to be taken care of and nurtured for healthy growth and development. Eco-Schools provides a framework for all students to be treated alike, regardless of their gender, race, ability and learning styles; every child is special and should be given equal opportunities to grow and develop into responsible citizens. Additionally, students develop a sense of belonging when the school community values their contributions.

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Joining Eco-Schools will help your school save money Many people believe that being environmentally friendly means spending more on green goods, but this is not the case. In fact, being ‘greener’ is about reducing the amount of resources consumed and being responsible with those that are used. Making small changes to how schools are run can help save a considerable amount of money. Eco-Schools can help gain recognition! Involvement in Eco-Schools can increase a school’s profile not only in the community but also at the national, regional and international level.

DILANS says: Many schools report improvements in academic achievement and student behaviour.

Eco-Schools supports the implementation of national, regional and international sustainable development strategies Most Indian Ocean countries are affected by sustainability challenges on a local and global scale. These challenges include climate change, the non sustainable management of water, energy and waste, and deforestation. Education for Sustainable Development is vital to help people understand sustainability issues and their associated risks. Eco-Schools supports the implementation of national, regional and international sustainable development strategies and equips students with the necessary knowledge, skills, values and capacity to strive for the protection of the environment. Examples of sustainable development strategies: • The Mauritius Strategy for the Sustainable Development of SIDS. For more information visit http://www.sidsnet.org/about-sids/msi • The Earth Charter. For more information visit http://www.unesco.org/education/tlsf/mods/theme_a/img/02_earthcharter.pdf • The Global Action Programme. For more information visit http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/esdafter-2014/global-action-programme/

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Resources The Indian Ocean Commission and other organizations in the region have developed a range of resources to promote Education for Sustainable Development. These resources are easy to use and contain information on various environmental issues that affect Indian Ocean countries and include a variety of activities that support the Indian Ocean Eco-Schools themes. Resources published by the Indian Ocean Commission include: A Teacher’s Guide to Sustainable Development: A guide that provides information on various environmental issues that the region faces. The Great Trip of DILANS in the Indian Ocean: An inter-island comic book written by children from Comoros, Madagascar, Mauritius, Reunion, Seychelles and Zanzibar. This colourful and engaging book tells the story of the ISLANDS mascot, DILANS the crab, and the sustainable development challenges he faces on his journey around the region. The above resources are available in English, French, Malagasy and Swahili and can be found online: http://31.222.186.27/moodle/course/view.php?id=36 (login as a guest) The Coastal Environment as Seen by Children: A pedagogical guide designed to help teachers, supervisors, trainers and community leaders promote awareness and understanding of environmental coastal problems in the region. This guide provides a lot of basic information concerning the coastal environment and includes several activities for young people living in coastal areas. The Coastal Zone: A challenge for the youth: A pedagogical guide designed to help teachers, supervisors, trainers and community leaders in their attempt to create awareness, and improve knowledge and the application of coastal zone management. The guide is based on stories from young people living in coastal areas, and focuses on coastal challenges and solutions for better management.

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For more information on Indian Ocean Eco-Schools, visit: www.eco-schools.io Other useful websites http://coi-arpege.org/ www.ecoschoolseychelles.org ISLANDS short animated films Coral reef protection https://www.youtube.com/watch?v=bQ-_87wYuUA Waste management https://www.youtube.com/watch?v=nl0oPEsriFE Water management https://www.youtube.com/watch?v=zrfC9MAEI-4

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Step 1: Establish an Eco-Schools Committee The Eco-Schools programme does not only concern students and teachers but also involves adults from the community including parents and those in environmental organizations, businesses and local authorities. The Eco-Schools Committee should be the driving force behind the administration and management of the Eco-Schools programme at the school. There is no specific way to set up an Eco-Schools Committee: for some schools, the committee is formed from a group that is already active in the school, or is assembled from nominations by class members and teachers, or applications from interested pupils. The Eco-Schools Committee is responsible for: • Leading the environmental review, evaluating the findings and setting goals through an appropriate action plan; • Monitoring progress and promoting the Eco-Schools programme to the rest of the school; • Supporting the school in establishing links with the local community; • Consulting with members of the school community and the local community on activities or projects; • Ensuring that all views are well represented in decision-making processes; • Enforcing the implementation of the school’s Eco Code; • Planning activities to commemorate environmental theme days; • Advocating for the Eco-Schools programme to be integrated in the school’s development plan and teacher development sessions. Who is involved? An Eco-Schools Committee functions like any other committee, and should have a chairperson, a secretary, a treasurer and ordinary members. For example, an Eco-Schools Committee could consist of: • Students representing their respective levels/a student body; • A representative from the school council/board; • Teachers representing their subject department/levels; • A member of the school’s management team; • A member of the non-teaching staff, such as the janitor or gardener; • A representative from the Parent-Teacher Association; • A representative from a local environmental/educational organization. The Eco-Schools Committee should meet regularly, once or twice per term. The minutes of each meeting should be drawn up. Figure 3 below presents some ideas that could be included on the agenda of a committee meeting, together with some questions that committee members should think about when planning for the programme.

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Environmental projects Who will be involved in the implementation and monitoring of the project (s)?

Expected outcome (s)

Title of project, justification for project, timeframe, resources needed

Possible projects to respond to key issues identified from Environmental Review

Environmental learning What strategies could be adopted to facilitate learning on the themes?

What is already incorporated in the curriculum that relates to SD themes?

What are the curriculum subjects at school?

How could the themes be promoted across all curriculum subjects?

Fund raising

How much money is needed for expenses?

What are funds needed for?

What could be organized to raise funds?

Environmental activities/sessions How and when should the environmental activities/sessions be implemented?

What are the environmental activities/sessions for?

Who should be involved in the environmental activities/sessions?

Environmental theme days Which environmental organization (s) is responsible for the environmental theme days?

What are the environmental theme days?

What activities could be organized at school to commemorate the environmental theme days?

Networking & partnerships What could be organized to inform and involve the local community in the programme?

Who are the resource persons/groups from the community?

How could members from the local community support the Eco-Schools programme?

Figure 3: Some ideas for the agenda of an Eco-Schools Committee meeting Going for the Green Flag? Be sure to keep a record of all discussions held during committee meetings as these are essential as evidence for the Green Flag assessment. Continuity of the Eco-Schools Committee is very important to sustain efforts from previous years. A democratic approach maintains enthusiasm and allows students to feel valued in the school where they learn, play and grow. DILANS says: Make sure a list or photo of the committee members is displayed somewhere in the school so that everyone knows who to speak to about environmental concerns.

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Step 2: Inform and involve the community The whole school community should be involved in your Eco-Schools programme from the start and key issues from Eco-Schools Committee meetings that concern the whole school and the local community should be shared whenever possible: • During school assemblies; • At parent meetings; • At school management meetings and teacher briefings; • During morning registration; • At Parent-Teacher Association meetings and School Board meetings; • On a prominent Eco Notice Board; • In school newsletters or press releases for the local news; • During special open days at school The Eco-Schools programme reaches beyond the school gates: it has the potential to penetrate the every-day life of the students not only at school but at home, at the beach and at other public places. Involving the local community will increase knowledge, expertise and practical skills, and could lead to additional resources and financial support for the Eco-Schools programme. The wider community has a wealth of knowledge and expertise that the Eco-Schools programme might be able to use. For example, there may be a local plumber that could offer advice on how to set up a more eco-friendly water distribution system or help connect pipes for a rainwater harvesting project. DILANS says: Contact local NGOs and environmental groups to see if they can help with Eco-Schools projects in any way.

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Step 3: Conduct an environmental review The environmental review is a survey that looks at the school’s current activities and its environmental performance within the three areas of Curriculum, Campus and Community, and identifies areas for improvement. The results of the environmental review should inform the actions necessary for the other Eco-Schools steps. Based on the results, the school decides whether change is necessary, and if so, what exactly needs to be changed and how. A list can be drawn up to prioritize related activities. At the start of the programme, it might be useful to use the Eco-Schools Indian Ocean wall planner (supplied with this manual) to help select the areas of concern for the school. The wall planner allows you to brainstorm all the current activities at your school within each of the ten Eco-Schools Indian Ocean themes in the three areas of Curriculum, Campus and Community. As the programme develops, the environmental review survey template, found at the back of the manual, will be of more use.

Eco-Schools Indian Ocean wall planner

The Eco-Schools Committee will work with other staff members and students to carry out a review of the projects, activities and curricula that already exist across the ten Eco-Schools Indian Ocean themes. Findings from the environmental review related to Curriculum, Campus and Community, should be written down on the Eco-Schools wall planner. It is recommended that an environmental review be carried out annually to measure and evaluate progress. This review is an effective way to evaluate objectives and compare achievements with those of the previous year(s). DILANS says: One of the most important parts of the environmental review is to make sure that the results are well documented, displayed and disseminated.

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Step 4: Draw up an Eco Code An Eco Code is an individual statement of intent for the school, outlining its commitment towards addressing priority issues for environmental learning and environmental management. The Eco Code should be simple and easy for everyone to remember. It can be presented in any form: a poem, a song or an acrostic, etc. Figure 4. shows the Eco Code for Anse Etoile Primary School in the Seychelles.

Figure 4: Eco Code for Anse Etoile Primary School, Seychelles The Eco Code should include the main objectives of your Eco-School’s action plan, highlighting the actions that students, teachers and the local community intend to carry out. Students should be given the opportunity to contribute towards the development of the Eco Code: for example, by means of a competition after the Eco Committee has shared the priority areas from the environmental review. DILANS says: The Eco Code should be displayed throughout the school: on school notice boards, in the dining hall, classrooms, staffroom and meeting rooms. Schools could also share the content of the Eco Code in newsletters, with local media and other partners in the community. Going for the Green Flag? Make sure the Eco Code is known and understood by the majority of the students and staff.

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Step 5: Link themes to curriculum The results of the environmental review will guide the Eco-Schools Committee, the principal and teaching staff in identifying ways to integrate the sustainable development themes of EcoSchools in existing curricula. When linking the Eco-Schools programme with existing curricula, schools should identify specific areas of the curriculum that will enable students to: • Achieve required learning outcomes; • Enhance their learning experience; • Develop informed attitudes; • Develop skills (such as critical thinking, problem solving, communication, observation, classifying, recording results, numeracy); • Transfer skills across curriculum subjects; • Develop connections between environmental issues; • Develop international connections. The Eco-Schools programme engages students in learning opportunities that help them understand the environment around them and the issues affecting it. By letting students know why the work they are doing is important, and showing them where it fits in on a local and global scale, they can better appreciate its value, and are more motivated to do their part. Eco-Schools provides a framework of environmental learning for students and helps them understand how different issues are linked together, such as: • Connections between poverty and biodiversity; or • Connections between disaster risk management and disaster resilience; or • Connections between transport and pollution and climate change; or • Connections between growing healthy food and eating a healthy diet, etc. Going for the Green Flag? Make sure that all students have the opportunity to explore EcoSchools themes in at least three curriculum areas. DILANS says: Celebrating environmental theme days is a great way to bring learning to life. There are environmental theme days for each of the Eco-Schools themes.

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Some ideas of how to link the Eco-Schools themes to curricula are given below. LANGUAGES • Activities could focus on the discussion of various environmental issues. This could be explored through newspaper articles, magazines and other publications. Students could then complete reading comprehension activities on a specific text; • Students could work on one of the Eco-Schools themes to write an essay, a poem or a letter outlining their concerns or aspirations for an environmental issue; • Letters could be written to politicians, education officers and other local authorities concerning an environmental issue at the school or in the community.

MATHEMATICS Activities could include: • Designing and conducting surveys; • Collating results and presenting them as graphs or charts; • Specific environmental mathematical calculations; • Managing finances; • Auditing the use of resources such as water and compiling findings in a quantitative report;

SOCIAL SCIENCES Activities could include: • Reading/producing maps of the school and its location and using keys to highlight important sites; • Looking at news cuttings and local media to understand how humans interact with their environment; write ‘good news’ stories that propose imaginary solutions; • Students could use photographs, documents, oral accounts and other sources of information in activities to show how certain places and lifestyles have changed throughout the years.

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ART & DESIGN Activities in art and design classes could include: • Painting murals and producing sculptures to decorate the school, at the same time sharing environmental messages; • Designing posters, leaflets, stickers and badges to support different campaigns; • Re-interpreting environmental issues through dance, drama and music; • Organizing art festivals and exhibitions to celebrate the school’s progress in becoming an Eco-School.

SCIENCE Some activities for students to develop a better understanding of the living, material and physical world could include: • Making observations and gathering data about an environmental issue; • Exploring various habitats and the adaptations of plants and animals living in different habitats such as rivers and forests; • Investigating different materials and how they are used; • Looking at energy, water and waste use and how much is being lost and conserved; • Designing projects to respond to environmental issue identified; • Designing questionnaires to investigate a specific environmental issue.

HEALTH EDUCATION Activities for health education could include: • Learning how to maintain a healthy and active lifestyle through case studies, discussions, debates, video projections and songs; • Designing projects that promote healthy eating; • Designing questionnaires to gather information on the consumption patterns of students and staff.

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Step 6: Develop an action plan The action plan is the core of the Eco-Schools programme and should be based on the priority areas identified during the environmental review. The action plan is the tool that will transform the priority areas into achievable and realistic tasks with a timeframe for their implementation. The person responsible for each task and any resources needed should be clearly marked on the action plan. The action plan should also specify how each task will be monitored and evaluated. Once the action plan has been developed it needs to be implemented. It is up to each school to decide how many projects to undertake during the first year of the programme. The scope of projects may vary from school to school; if it is not clear how much needs to be done, use the environmental review as a guide. The project(s) need to make a difference that is noticeable through both school documents (students’ exercise books, lesson plans, utility bills, etc.) and physical and behavioural changes. There is no need to be overambitious and implement big projects; a small, well-executed project can make a big difference. Monitoring and evaluating any projects/tasks is important for keeping track of their progress and finding ways to sustain actions to work towards an award. It is important to involve as many people from the school community and the local community in activities. There are often people in the local community who have a wealth of knowledge and expertise that they are willing to share. Linking to individuals and organizations in the wider community will help the children develop a greater understanding of sustainable development principles at local, regional and global levels, and empower them to create change. An action plan template should look something like this: Name of school: Theme

Tasks/projects Objectives (Keep it (Should be simple, taking SMART* and into account fall under the the school’s three C’s) current challenges)

Estimated completion date (Could be one or more than one person)

Resources needed (Financial, material, human or other)

Did it work? Why/why not? (Results related to the objectives and suggestions for future actions)

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*Make sure your objectives are

S

m

a

r

t

The action plan should contain all the projects that the school is currently working on, as well as future projects they wish to develop in line with the selected Eco-Schools themes. The objectives and tasks should clearly indicate which priority area is being addressed (Curriculum, Campus or Community). Going for the Green Flag? Remember to gather evidence for the Eco-School portfolio while tasks/projects are being implemented (photographs, summaries, checklists and worksheets, etc.). The school portfolio provides baseline information for the Green Flag assessment. It also helps the school monitor those actions that need to be continued the following year, even if other sustainable development themes are selected.

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Step 7: Monitor and evaluate progress Projects in the action plan must be monitored and evaluated by the Eco-Schools Committee on a regular and continuous basis. This is one way to find out what progress is being made by the school. The results of the monitoring and evaluation will also highlight any problems with the programme and any necessary changes that the school needs to make. Simple and accurate ways to assess progress include: • Measuring the school’s local and global footprint: this is a great way of producing information to show how effective the school’s actions have been. This can be done for one, or several of the sustainable development themes; • Meter readings and calculation of utility bill savings: to show the monetary effect of energysaving/water saving actions; • Weighing/counting litter items or waste collected for recycling: to show the effects of litter collection/recycling initiatives; • Before, during and after photographs: to show the progress of specific initiatives; • Before and after species lists: to show the effect of biodiversity/school grounds developments; • The use of questionnaires and surveys to investigate opinions. Schools are encouraged to involve students and the whole school community in project monitoring wherever possible. This will help cultivate a greater sense of ownership of the school’s work. The Eco-Schools Committee should make sure that: • The results of monitoring exercises are displayed on the school’s notice board for everyone to see, this could be in the form of graphs, charts, reports, etc.; • The entire school is kept up to date with the progress towards achieving agreed objectives, results could be shared during staff meetings and general parent meetings or during school assemblies; • Information gathered is continuously documented, so that when the time comes to apply for an Eco-Schools Award, it can be presented as evidence in the Eco-Schools portfolio. A full follow-up environmental review should be done once a year. The same review document can be used; the comparison of any new responses will provide a clear indication of the school’s overall progress towards its objectives and will help with the planning of future tasks. Before and after progress should be clearly indicated in the Eco-Schools portfolio. DILANS says: Celebrating environmental theme days is a great way to bring learning to life. There are environmental theme days for each of the Eco-Schools themes. Going for the Green Flag? Make sure Eco-Schools monitoring data is used in curriculum work by at least one year group.

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The Eco-Schools Indian Ocean Awards

The Eco-Schools Indian Ocean Awards The Eco-Schools Indian Ocean is about ongoing commitment towards sustainability efforts within the three C’s (Curriculum, Campus and Community). Schools registered in the programme can work towards the following awards: Award Level

Requirements

Bronze Level

• Eco-Schools Committee in place; • Environmental review completed; • Eco Code drawn up; • Action plan developed, consisting of at least one theme linked to Curriculum.

Silver Level

• Maintenance of requirements for the bronze level; • 1 Campus and 1 Community based project and at least two themes linked to Curriculum (including themes from the first year).

Green Flag

• Three themes have been addressed under Campus with well-developed curriculum links; • At least one Community-based project for two of the three themes (including themes from Years 1 & 2) and having strong community involvement.

Both the bronze and silver award levels are self-assessed (appropriate evidence should be filed in a school portfolio). Remember to inform the Eco-Schools Indian Ocean Team via our website, by email or by SMS once you reach each level and when you are ready for your Green Flag Assessment.

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Self-assessment checklist – Bronze Award General Criteria The school is registered with Eco-Schools Indian Ocean. The school has an up to date portfolio of evidence of Eco-Schools activities. Eco-Schools Committee The school has set up an Eco-Schools Committee that meets at least once a term. Records are kept of meetings and progress is reported back to students and school governors. Students take significant responsibility for running the Committee, e.g. chairing, voting, minute taking, etc. A list or photo/drawing of the committee members is displayed in school and there is an agreed method for electing and training new members to ensure continuity of the Eco Committee. Environmental Review The Eco Committee completes an environmental review of the school at least once a year covering all of the Eco-Schools themes. Students should take the lead in carrying out the review. Results of the review are recorded, discussed by the Eco Committee and communicated with the whole school to generate project ideas. Eco Code The school has agreed and adopted an Eco Code. The Eco Code outlines the priority areas for action established during the environmental review. The Eco Code is known and understood by the majority of students and staff. Action Plan The Eco Committee has produced a detailed action plan based on the results of the environmental review, covering at least one Eco-Schools theme. The action plan details: timescales, targets and indicators, those responsible, and curriculum and community links to be made. Action plan updates and other evidence in the Eco-Schools portfolio show continuous improvement for at least one Eco-Schools theme. Curriculum Links The school can demonstrate that all students have the opportunity to explore one Eco-Schools theme in at least three curriculum areas. The school has organized activities to commemorate environmental theme days for selected Eco-Schools themes throughout the year. Monitor & Evaluate The Eco Committee collects evidence of completed Eco-Schools activities for the Eco-Schools portfolio, e.g. samples of work, before and after photos, relevant data, etc. The Eco Committee leads an ongoing monitoring & evaluation process related to the EcoSchools programme. The whole school is aware of progress of any environmental action.

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Self-assessment checklist – Silver Award General Criteria The school is registered with Eco-Schools Indian Ocean and has made steady progress through the bronze level. The school keeps a portfolio of documents related to Eco-Schools activities and completed projects. The school submits the relevant application form or phones the National Eco-Schools Committee or team member within the respective country prior to the assessment being carried out. Eco-Schools Committee The school has an Eco Committee that meets at least once a term, and members include: - Pupils from a range of year groups; - Teachers; - The Principal or Principal’s representative; - A parent and/or governor representative; - School facilities staff member. Records are kept of meetings and progress is reported back to students and school governors. Students take significant responsibility for running the Committee, e.g. chairing, voting, minute taking, etc. A list or photo/drawing of committee members is displayed in school and there is an agreed method for electing and training new members to ensure continuity of the Committee. Environmental Review The Eco Committee completes an environmental review of the school at least once a year covering all of the Eco-Schools themes. Students should take the lead in carrying out the review. Results of the review are recorded, discussed by the Eco Committee and communicated with the whole school to generate project ideas. Eco Code The school has agreed and adopted an Eco Code. The Eco Code outlines the priority areas for action established during the environmental review conducted at the beginning of the year. The Eco Code is known and understood by the majority of students and staff. Action Plan The Eco Committee has produced a detailed action plan based on the environmental review, covering three Eco-Schools themes. The action plan details: timescales, targets and indicators, those responsible, and curriculum and community links to be made. Action plan updates and other evidence in the Eco-Schools portfolio show continuous improvement for at least three Eco-Schools themes. Achievement of the Eco-Schools action plan is a priority in the school’s overall development plan or strategy.

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Curriculum Links The school can demonstrate that all students have the opportunity to explore three EcoSchools themes in at least three curriculum areas. Components of the Eco-Schools seven step programme such as the environmental review, monitoring & evaluation and informing & involving, are integrated into a range of subjects across the curriculum for the majority of classes or year groups. The school has a named individual responsible for promoting Eco-Schools/ESD throughout the curriculum and an Eco-Schools curriculum audit has been completed. The school has organized activities to commemorate environmental theme days for selected Eco-Schools themes throughout the year. Inform & Involve The school has a prominent, designated notice board, detailing Eco-Schools activities. The Eco-School Committee regularly communicates Eco-Schools activities to the whole school (eg. via assemblies) and to the wider community (e.g. via the school newsletter & website). Eco-Schools activities are integral to the school and the whole school engages in annual Days of Action (or similar activities). The wider community is occasionally involved in activities going on in the school; for example local council officers and members of local businesses, or environmental organizations. Monitor & Evaluate The Eco Committee collects evidence of completed Eco-Schools activities and projects in the portfolio (samples of work, before and after photos/drawings, data collection results, etc.). The Eco Committee leads an on-going monitoring & evaluation process related to the EcoSchools programme. Information collected is used to evaluate longer-term impacts against the themes in the action plan. The whole school is aware of the progress of any environmental action, and is given the opportunity to evaluate the related effects through discussion and debate. This enables the school to build on successes and decide on remedial action when activities are not proving successful. Eco-Schools monitoring data is used for curriculum work by at least one year group.

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Green Flag Assessment Step 1 - Schools that request a Green Flag assessment via SMS or an online application will be contacted by phone to ensure that they are ready. Step 2 - During the Green Flag assessment, schools must provide sufficient evidence that each step has been carried out properly. Step 3 - An assessment form must be completed by the assessor(s) who will determine on the day whether or not to award the Green Flag. The assessor(s) can spend up to one day with the school and can provide support and help plan next steps if necessary. Schools can be awarded a Green Flag with conditions if the assessor has doubts, and a date can be agreed, within one year, for a review to ensure that the conditions have been met. If a school is not deemed to be at the right level for a Green Flag or a Green Flag with conditions, plans can be made for another assessment within the year.

DILANS says: Achieving a Green Flag is not the end goal; in fact it’s just the beginning! Green Flag schools must reapply for their Green Flag every two years and during the assessment they must show how the programme has continued to grow.

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Eco-Schools Indian Ocean Green Flag Criteria Checklist General Criteria The school is registered with Eco-Schools Indian Ocean and registered steady progress through the bronze and silver levels. The school keeps a portfolio of documents related to Eco-Schools activities and completed projects. The school submits the relevant application form or phones the National Eco-Schools Committee or team member within respective country prior to the assessment being carried out. Eco-Schools Committee The school has an Eco Committee that meets at least once a term, and members include: - Pupils from a range of year groups; - Teachers; - The Principal or Principal’s representative; - A parent and/or governor representative; - School facilities staff member. Records are kept of meetings and progress is reported back to class and school governors. Students take significant responsibility for running the Committee, e.g. chairing, voting, minute taking, etc. A list or photo/drawing of the committee members is displayed in school and there is an agreed method for electing and training new members to ensure continuity of the Eco Committee. Environmental Review The Eco Committee completes an environmental review of the school at least once a year covering all of the Eco-Schools themes. Students should take the lead in carrying out the review. Results of the review are recorded, discussed by the Eco Committee and communicated with the whole school to generate project ideas. Eco Code The school has an agreed and adopted an Eco Code. The whole school reviews the Eco Code every year to make sure it remains relevant. The Eco Code is known and understood by the majority of students and staff.

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Action Plan The Eco Committee has produced a detailed Action Plan, based on the environmental review, covering six Eco-Schools themes (For Green Flag Renewal: +one additional theme incorporated per year). The action plan details: timescales, targets and indicators, those responsible, and curriculum and community links to be made. Action plan updates and other evidence in the Eco-Schools portfolio show continuous improvement against at least six Eco-Schools themes. Action plans are reviewed at Eco Committee meetings and updated based on evaluation of previous projects and the findings of the environmental review. Achievement of the Eco-Schools action plan is a priority in the school’s overall development plan or strategy. Curriculum Links The school can demonstrate that all students have the opportunity to explore Eco-Schools themes in at least three curriculum areas. Components of the Eco-Schools seven step programme such as the environmental review, monitoring & evaluation and informing & involving, are integrated into a range of subjects across the curriculum for the majority of classes or year groups. The school has a named individual responsible for promoting Eco-Schools/ESD throughout the curriculum and an Eco-Schools curriculum audit has been completed. The school has organized activities to commemorate environmental theme days for selected Eco-Schools themes throughout the year. Inform & Involve The school has a prominent, designated notice board, detailing Eco-Schools activities. The Eco Committee regularly communicates Eco-Schools activities to the whole school (e.g. through assemblies) and to the wider community (e.g. school newsletter, website, open days, etc.). Eco-Schools activities are integral to the school and the whole school engages in annual days of action (or similar activities). The wider community is actively involved in school activities; e.g. local council officers, members of local businesses, or environmental organizations. Monitor & Evaluate The Eco Committee collects evidence of completed Eco-Schools activities & action projects in their Eco-Schools Portfolio, e.g. samples of work, before and after photos, data collection. The Eco Committee leads an ongoing monitoring & evaluation process process related to the Eco-Schools programme. They use information they have collected to evaluate longerterm impacts against all themes addressed in their action plan. The whole school is aware of progress of environmental action, and is given the opportunity to evaluate its effect through discussion and debate. This enables the school to build on successes and decide on remedial action when activities are not proving successful. Eco-Schools monitoring data is used for curriculum work by at least one year group.

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Inter-linkages between the ten Indian Oceans Eco-Schools themes

Figure 5: Inter-linkages between Eco-Schools themes The ten themes of the Eco-Schools Indian Ocean programme enable schools to tackle the broad range of challenges facing the region. You will notice that most of these themes interlink. Climate Change is a theme that affects all the others. For this reason it is suggested that all schools use the Climate Change theme in their EcoSchools programme, particularly where it helps to develop understanding of global citizenship. Because of the particular challenges facing the Indian Ocean region we also recommend that Waste and Water are treated as priority themes. The following pages introduce each theme and give some suggestions for possible projects and activities within the areas of Curriculum, Campus and Community together with suggested resources for further information.

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Climate change All Indian Ocean countries are already experiencing the damaging day-to-day effects of climate change. Climate change refers to changes in the Earth’s climate whereby the atmosphere and oceans are getting warmer, sea levels are rising and weather systems are becoming more severe. Climate change is caused by human activities such as the burning of fossil fuel, transportation and deforestation. Climate change is thought to be the cause of most natural disasters affecting islanders of the Indian Ocean region. Natural disasters include: coastal erosion, soil erosion, prolonged drought, bush fires, floods, landslides and cyclones. Most natural disasters have a negative impact on both people and the environment. This is noticeable across the Indian Ocean island states and leads to loss of biodiversity, health complications, contaminated water, scarcity of potable water, land degradation and threats to livelihoods and endemic species. Climate change is a global environmental issue that can only be resolved through global actions. Developing an understanding of our roles and responsibilities as ‘Global Citizens’ is a vital part of the Eco-Schools journey. Possible related topics: The Earth’s climate; Today’s climate; The changing climate; The greenhouse effect; Factors of climate change; Signs of climate change; Effects of climate change on people and the environment; Responding to climate change; Environmentally friendly technologies; Natural disasters; Disaster preparedness and response; Mitigating risks at school; and First Aid. Possible Campus related projects on climate change adaptation and mitigation 1. Schools could design an emergency response plan with members of the local community. An emergency response plan will help the school prepare for any hazards that cannot be prevented or mitigated (floods, cyclones, etc.): it should enable all concerned to deal with any disaster safely and effectively. The plan should take into account: any natural disasters that could occur in the community; how the school will respond; and steps to be taken by the school, with support from the community, to recover. The school should carry out regular emergency drills to see how the plan works for each type of disaster so that staff, students and other people in the community are well prepared. Where possible, the school should seek help from experts in the community to assess hazards and risks at school and provide appropriate emergency response training for staff. 2. Students could be involved in assessing potential risks and hazards around the school. The findings will guide the school on possible projects that could be undertaken to reduce the impact of disasters. Potential projects could include: restoring barren slopes with vegetation to reduce soil erosion; improving drainage systems to ensure correct channels of water during heavy rain; placing sand/mud bags along river banks that have a tendency to flood the school during heavy rain, etc.

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3. As some schools have difficulties accessing treated water, schools could seek funding and support from local community members to install a rainwater harvesting system. The water tank should be well above the ground and the inlet should be well protected to avoid insects and debris to getting into the tank. 4. Schools could install solar panels to generate electricity for the classrooms. Some schools do not have electricity and such a project would help lighten the classrooms, provide cool air from fans during hot weather and heat water for drinking and washing. 5. Schools could plant more trees around the school grounds to provide shade for the students and staff. Possible Community related projects on climate change adaptation and mitigation 1. Schools could initiate a campaign that will inform students, teachers and community members on the science and impacts of climate change, and measures that could be taken to adapt to and mitigate climate change. Elements from the school’s emergency response plan can be modified for homes and local infrastructure and the school can play an important role in making sure the whole community is prepared for any eventual natural disasters. 2. Students could work with environmental organizations or groups from their local community to rehabilitate eroded coastlines and slopes and plants trees in areas of deforestation. 3. Students could produce pamphlets, posters and bookmarks with information on climate change and distribute these materials to members of the public at the market or in other public places. These materials could also give some examples of how people could mitigate and adapt to climate change. 4. Rainwater harvesting could be set up in residential areas so that households can store water for the dry season. Schools and other environmental organizations could work together on such a project. Possible Curriculum related activities on climate change 1. Students could learn about the climate in other countries around the world (developed and developing). Teachers could prepare information cards related to different countries that the students pick at random. Working in groups, the students read the information on the card and complete various activities that will enable them to understand the country’s local climate; how it contributes to climate change; the impact of climate change on its people and the environment; and details of projects undertaken to mitigate and adapt to climate change. 2. Students could work in groups to compare two sets of weather data (developing country versus a developed country). Students could compare rainfall patterns and temperature variation for both countries.

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3. Students could interview family members or community members to find out how the weather was in the past compared to now. Findings could be presented in pie charts or graphs. 4. Once students know more about climate change they could write a story, poem or a short play, draw cartoons or paint a picture, or build a model showing the possible effects of climate change on their local community. 5. Teachers could provide a list of actions that students could carry out to combat climate change at school or at home. Each student should keep a record of what they have done over a period of one week in the form of a table. After one week some students could share the results of their efforts with the rest of the class. Prizes could be awarded to the best students. Some environmental theme days World Day to Combat Desertification and Drought

17 June

The changing climate is having an impact on the overall state of the environment causing various issues such as land degradation and severe drought. Imagine the damage that this could have on livelihoods and all the different ecosystems.

Sustainable Development Day

10 July

It is still proving hard to link development and conservation. The Earth, with its bountiful resources, is still being exploited unsustainably. Is this happening in your country? What are some of the human activities that are hindering sustainable development? What are the consequences of these activities? Are there any policies and projects that promote sustainable development in your country? What could be done at the school to support the implementation of such policies?

International Day for the Preservation of the Ozone Layer

16 September

Without the sun’s energy, life on Earth would not be possible. All living things need the sun’s energy to survive. Humans also need energy from the sun and receive it by eating fruits and vegetables for a healthy skin and body. Too much sun is not good for us either, nor for all the different ecosystems. The Earth has a layer - the ‘Ozone layer’ - which protects all inhabitants from the harmful rays of the sun. However the ozone layer is being threatened by human activities. Human activities release dangerous gases into the atmosphere, which in turn destroy the ozone layer. Hold talks and present film shows to help students understand the different human activities that are affecting the ozone layer.

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International Day for Natural Disaster Reduction

13 October

Island nations have already experienced several natural disasters caused by the changing climate such as floods, landslides, soil erosion, coastal erosion, cyclones and tornados. Island nations have also been badly affected by recent tsunamis. How could the school raise awareness about natural disasters and take measures that will help towards disaster risk management?

International Day of Climate Action

21 October

With increased levels of greenhouse gases, such as carbon dioxide, in the atmosphere, the world needs to know that everyone is at risk. What could be done as a school to provide sustainable living tips to students, staff and community members to reduce the level of poisonous gases released in the atmosphere?

World Energy Day

22 October

The World depends a lot on energy. Countries are dependent on the Earth’s natural resources to generate energy for everyday activities. However, more and more efforts are being made nowadays to introduce energy-efficient and greener technologies that only run on renewable energy (i.e. energy from the sun, wind or ocean currents). Does your country have/use any green technologies? How are these technologies beneficial to the consumer and the environment?

Case study - Seychelles Anse Royale Primary School in Mahe, was badly affected by the December 2004 Asian tsunami disaster. Although the damaged school buildings were repaired quickly, confidence was shaken. To help schools protect themselves better, the government organised various educational workshops on tsunamis and related risks for primary and secondary schools. In a workshop at Anse Royale Primary School all teachers and staff members were trained on emergency procedures and contingency plans. These activities have since been replicated in other schools in Seychelles.

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Anse Royale Primary School in the Seychelles is one of the many schools in the region vulnerable to tsunamis. Photo courtesy of R. Senn.

Suggested links with more projects related to climate change: http://www.ecoschoolseychelles.org/rainwater-harvesting.html

Suggested links and material with more activities on climate change: Indian Ocean Commission. 2013. A Teacher’s Guide to Sustainable Development. Mauritius.

http://education.arm.gov/teacher-tools/lessons http://mynasadata.larc.nasa.gov/lesson-plans/climate-change-lessons/ http://www.epa.gov/climatestudents/ http://yunga-youth.weebly.com/activity-guide.html http://www.s4seychelles.com/uploads/6/1/6/7/6167574/cc.for.residents.s4s. part1.pdf http://education.natureseychelles.org/wp-content/uploads/2010/02/Learningfor-Sustainable-Living-in-Seychelles.pdf http://unesdoc.unesco.org/images/0021/002197/219752e.pdf https://www.facingthefuture.org/IssuesSolutions/TakeActionProjects/ InternationalDayofClimateAction/tabid/391/Default.aspx#.VJjtFsBBI https://www.undp-aap.org/sites/undp-aap.org/files/MANUAL%20SEC.pdf

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Water Water is necessary to sustain life. It is used for drinking, washing, hygiene, cooking and for growing food, amongst other things. Many countries around the world, including those of the Indian Ocean region, face water shortages, driven by inefficient water supply services and climate change. In the dry season this is a major challenge, particularly for drinking, cooking and hygiene and sanitation. Eco-Schools should ensure that students and staff have access to safe water for drinking, hygiene and sanitation, and other daily activities. Indian Ocean schools often have water management challenges such as leaks, no access to treated water or potable water, prolonged or sudden cuts in water supply, flooding and erosion of the school grounds and wastage. Water related education is important so that students and staff learn how to sustainably manage the use of water in their everyday lives. Some schools in Indian Ocean countries have access to treated water from dams and desalination plants. Other schools depend on water from streams/rivers, wells and rainwater. However, there are instances where water sources become polluted due to poor sanitation practices, dry up during droughts and even become salty due to sea level rise. Poor or no access to water is likely to affect the health of both students and staff. What could be done to address some of these challenges and at the same time encourage wiser use of water at school? Possible related topics: Water sources (rivers and wells); Deforestation and water sources; Water cycle; Uses of water at school, at home and in the community; Water related issues (water pollution, drought, etc.); Water borne diseases; Proper management of natural water sources; Water sanitation and hygiene; Treatment and conservation of water; and Water and climate change. Possible Campus related projects promoting the sustainable use of water 1. Schools could seek funding and assistance from environmental organizations or businesses in their community to establish a rainwater harvesting system or dig a well. Even schools with access to treated water could also harvest rainwater to reduce dependency on treated water and to ensure there is enough water stored for the dry season. 2. Conduct a water audit using measuring instruments to find out how much water students and staff use in a day and identify any leaks in the water system or activities at school that waste water. Any leakages should be reported to the person responsible for immediate repair. Appoint students to monitor water use during recreational time and demonstrate appropriate water management behaviour to the students. 3. Produce signboards showing the sustainable use of water. Such boards could be placed in the toilets, near drinking water dispensers, in the kitchen and near other water facilities. The boards could show information about the taps that provide safe drinking water, water that is not safe for drinking, proper hand hygiene and highlight the need to close taps

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properly. Work could be done on murals, posters and songs to spread messages about the sustainable use of water at school. Possible Community related projects promoting the sustainable use of water 1. Students could conduct a site visit in the vicinity of the school to identify water sources and their state. Students could work together with teachers and members of the local community to clean rivers/streams/wells on a regular basis. Students could discuss the number of rubbish bags filled and look at the most common type of rubbish collected from the rivers/streams. If there is a need to restore vegetation along the banks where rivers and streams flow or in water catchment areas, students could work with adults to plant trees and monitor their growth, to ensure they grow strong and tall enough to reduce evaporation levels from the surface of rivers and streams during hot and dry weather. 2. Schools that do not have access to treated water could conduct a survey of senior citizens in their community to learn more about any traditional/cultural practices of conserving water. The findings could be exhibited in school or in the community centre. Students could work together with adults at the school and other community members to build wells and harvest rainwater at several households. 3. Students could conduct a survey at home to find out how water is used and to record any signs of water pollution in their community. They could then share their findings in class and discuss how water is used at home, pointing out some of the unsustainable uses of water at home, highlight issues related to water distribution and any signs of water pollution in their community. Students could then draw up a list of recommendations to be presented to parents at general parents meetings or to district councils and other people concerned. 4. Schools that have set up rainwater harvesting systems could have students monitor the water bills at the end of each month and take note of how the rainwater has impacted the school’s water supply. Findings could be shared during community meetings and published in the local newspaper. The school could also set up an exhibition in the community centre to educate the local community on how to set up a rainwater harvesting system and its benefits with support from environmental organizations. Possible Curriculum related activities concerning the sustainable use of water 1. Students could carry out a survey to find out how much water students and staff use in a day. This could involve the use of measuring instruments to measure the volume of water used for hand washing, drinking, flushing toilets, etc. Students could record their findings in a table or pie chart to show which activities use the most water and make recommendations on ways to save water for certain activities. 2. Find pictures showing different scenarios related to water and health. In groups, students could identify and comment on situations that show actions that pollute water sources, actions that enhance the monitoring of water sources, actions that waste water and actions that promote the sustainable management of water. Students could then produce drawings, poems or role-plays to show their understanding of lessons learnt from the discussions.

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3. Students could listen to a story or watch a short documentary on the impacts of water pollution on human health and the environment. Students could then discuss whether they have been involved in any acts that might have led to water pollution and write down a pledge to express their commitment to ensure that water sources are kept clean at all times. 4. Students could be taken to a polluted river/stream and work together to clean the river/ stream using proper protective clothing. Discussions could focus on the amount of rubbish collected and the most common type. The teacher could get the students to sort the rubbish into different categories. Depending on the items that have been collected, students could work on projects to find new uses for some of the items (plastic bottles), and in this way, learn about recycling. 5. Ask students to find out the correct way to boil water for drinking to kill harmful microorganisms and water-borne diseases. Some environmental theme days World Wetlands Day

22 February

Students could discuss the role of wetlands in the water cycle. Discussions could be centred around the importance of keeping wetlands clean at all times because of its benefits for local communities and species that depend on its ecosystems.

World Environment Day

5 June

World Water Day

22 March

Each year World Environment Day focuses on a different environmental theme: schools should take note of the year’s theme and discuss how it could be linked with the theme ‘water’. During the week of World Environment Day, schools could present poems, songs and pledge to do more to save water during school assemblies. Projects that have helped reduce water consumption at school could also be showcased.

World Population Day

11 July

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Imagine a world without water or proper water services. Increasing population rates will have a huge impact on the demand for water. Will countries around the world be able to find ways to provide communities with improved water services? Given the various changes in climate that lead to severe droughts and floods, what could be done to adapt to water scarcity and at the same time mitigate issues that may have adverse impacts on human health? Organize class discussions, debates, games, etc. to help students reflect on the impacts that the above may have on populations around the world.

Ocean Day

International Day for Natural Disaster Reduction

8 June

13 October

The ocean is more than just a massive body of water covering 71% of the Earth’s surface, it also contains 97% of the Earth’s water supply. All countries depend on water from the ocean, which is usually treated through an expensive process called desalination. Is the ocean sustainably managed as a source of water for many countries? What could be done to ensure that the ocean is not polluted from human interferences such as oil spills, sewage, etc.? Organize debates and discussions on this theme at your school. Too much water and the unsustainable management of water can cause disasters such as floods, landslides and wide scale erosion. Hold debates, talks and discussions for students to learn more about natural disasters caused by water and find out ways to reduce the impacts of disasters on the environment by harvesting rainwater and the construction of proper draining systems, amongst others.

Case study - Seychelles

Rainwater harvesting, Seychelles. Photo courtesy of the Ministry of Education, Seychelles

In 2009, ten Eco-Schools in Seychelles were selected to benefit from a rainwater harvesting project. The project was aimed at helping schools learn about and experience the benefits of harvesting rainwater as a method to adapt to climate change. In 2012, another five Eco-Schools from Seychelles were selected for a second phase of the project coordinated by the Ministry of Education and Ministry of Environment and Energy. These schools now use rainwater to supply water to the toilets, kitchen and dining room. The water is also used for the gardens and to clean the school.

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Suggested links with more water-related projects: http://www.coiarpege.org/teaching_aid_project_sheets.aspx#eau http://www.education.com/science-fair/article/water-produce-energy/ http://www.sciencekids.co.nz/projects/water.html https://www.youtube.com/watch?v=kn5CiidUUMQ https://www.youtube.com/watch?v=zrfC9MAEI-4 Suggested links and materials with more activities related to water: Indian Ocean Commission. 2013. A Teacher’s Guide To Sustainable Development. Mauritius. Division of Environmental Policy Implementation. 2003. Water World Children’s voices. UNEP. WESSA. 2012. EnviroKids: Water and Climate change, 33 (1). http://www.coiarpege.org/teaching_aid_activity_sheets.aspx#here http://www.waterwise.co.za/export/sites/water-wise/downloads/water/What_ is_Your_Water_Footprint.pdf http://www.unep.org/training/downloads/PDFs/twd_show.pdf http://education.natureseychelles.org/wp-content/uploads/2010/02/Learningfor-Sustainable-Living-in-Seychelles.pdf http://www.tessafrica.net/files/tessafrica/01_shower_-_all.pdf http://www.fao.org/docrep/017/i3225e/i3225e.pdf

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Waste Waste could refer to garbage, refuse, sludge, construction debris and other discarded substances resulting from industrial and commercial operations or from domestic activities. Schools generate waste everyday, for example, used paper, left-over food, leaves from trees, cut grass from the school grounds, food packaging and plastic bottles, etc. Thousands of tons of waste is generated every year by countries in the Indian Ocean region. One of the common challenges for island nations is the improper disposal of waste; waste, which ends up in water sources, public areas and protected areas. This creates environmental issues such as land and water pollution, which could put the health of humans, other living species, and ecosystems at risk. Not all waste should end up in landfills or public places. Waste can be recycled, re-used, reduced and repaired. Eco-Schools should make it their goal to spread this message to all members of the community. Possible related topics: Waste and its producers; Sustainable consumption; Types of waste; Examples of unsustainable management of waste; Environmental issues caused by unsustainable management of waste; Waste management (recycle, re-use, reduce; repair, worming waste); and Gardening. Possible Campus related projects to promote the sustainable use of waste 1. Appoint students to be litter monitors, to regularly conduct litter collections and audits, record the information and share findings with the school. Encourage students to choose snacks and packed lunches with minimum packaging. Waste generated from each classroom could be sorted and categorised into paper/cardboard, plastic, metal and green waste. It can then be re-used for teaching and learning materials, note taking, art and craft projects, to decorate the school or be used for composting. Students could make use of recycled or re-used materials to make rubbish bins. All bins should have a lid either made out of plaited palm leaves, plastic or light metal sheets. Schools that are not provided with a waste collection service, in particular village schools, could consult with local authorities to build a waste pit in line with environmental and health regulations. Waste pits are usually dug in the ground and are not too deep: schools would be able to dump any rubbish that could not be recycled or re-used after sorting in the waste pit. The waste pit should be surrounded by a fence for the safety of students and to avoid any animals getting in the pit. The waste pit should be a suitable distance away from the classrooms and play areas. Most schools in the Indian Ocean region are in residential areas. Sometimes schools are not properly fenced, enabling neighbouring animals to wander around and making it difficult to keep

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the school clean. Schools could raise funds or work closely with community members to buy fencing materials for the school for the health and safety of students and staff. Possible Community related projects to promote the sustainable use of waste 1. Students could investigate some of the waste related issues at school and within their community through site visits, surveys or by reading the local newspaper. Findings should be reported to teachers and the head-teacher could draft a letter, with supporting evidence, to the District Council or the local authorities for action. 2. Students could identify places near the school that are polluted by litter. Students, with support from teachers and other community members, could team up to clean the area and place signboards to educate members of the public on the consequences of polluting the environment. 3. Students could try composting at home with the help of their parents. Students could then use the compost in one part of the garden and record observations over a few weeks. Students could then report on the difference between the different plants or vegetables in the garden. Possible Curriculum related activities concerning waste and its sustainable use 1. Teachers could show students how to make a compost heap and then get the students to make one in groups. 2. Students could conduct a survey to find out the types of waste generated at school and issues related to the mismanagement of waste. Students could take photographs and work on a PowerPoint presentation to share their findings with other students and staff. Findings could also be presented in the form of charts and displayed on the school’s noticeboard. 3. Students could conduct research and experiments to understand how long it takes for different materials (plastic, polystyrene, rubber, cardboard, food scraps) to degrade in the environment. They could use their findings to help explain to others why it is so important to dispose of waste in the correct manner.

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Some environmental theme days World Environment Day

5 June

Each year World Environment Day focuses on a different environmental theme: schools should take note of the year’s theme and discuss how it could be linked with the theme ‘waste’. During the week of World Environment Day, schools could present poems, songs and pledge to do more to reduce waste during school assemblies. Projects that have helped reduce waste at school could also be showcased.

World Population Day

11 July

Every year, the amount of waste generated from human activities is on the rise. Imagine the impacts that increased population levels will have on the amount of waste generated everyday if the consumption of goods is not improved? Students could research how Indian Ocean countries compare to developed countries in terms of the amount of waste generated and waste disposal. Organize class discussions, debates, games, etc. to help students reflect on these issues.

Clean Up the World Day

16 September

Many countries around the world join this international campaign to clean up public places, residential areas, industrial and commercial areas. Schools could get involved in this campaign by cleaning up the school grounds and surrounding areas. Schools could also decorate the school grounds, paint murals with special messages about the importance of a clean environment, promote waste management projects in the community, etc. Hold discussions based on the following questions: Why is generating a lot of waste a problem for Indian Ocean countries? Where does waste come from? What happens to waste that is not disposed of properly? What happens at landfills? What can be done to sustainably manage waste to reduce the amount of waste at landfills?

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Case study - Mauritius Vuillemin Government School is situated in a humid region of Mauritius between cane fields, the village and forest. The humid climate and quantity of organic waste present in the school grounds are great for composting. Some of the organic waste comes from the dead leaves and overgrown grass on the school grounds. The compost produced is used for the school vegetable garden, fruit trees, flowers and medicinal plants. Other people in the village near the school have also made compost heaps on their land for gardening.

Students composting, Mauritius. Photo courtesy of the Indian Ocean Commission

Suggested links and material with more projects on waste: Indian Ocean Commission. 2013. A Teacher’s Guide to Sustainable Development. Mauritius.

http://coi-arpege.org/teaching_aid_project_sheets.aspx#dechets http://www.epa.gov/osw/education/student_proj.htm http://www.eschooltoday.com/waste-recycling/what-is-recycling.html https://www.youtube.com/watch?v=nl0oPEsriFE https://www.youtube.com/watch?v=d008kOaJkAE Suggested links and material with more activities on the theme of waste: Indian Ocean Commission. 2013. A Teacher’s Guide to Sustainable Development. Mauritius.

http://www.tessafrica.net/files/tessafrica/08_creative_garden_design-all.pdf http://www.tessafrica.net/files/tessafrica/09_waste_-_all.pdf http://www.tessafrica.net/files/tessafrica/10_worming_-_all.pdf http://www.coiarpege.org/teaching_aid_activity_sheets.aspx#here

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Energy Not all schools or villages in the Indian Ocean have access to electricity; other sources of energy in these places include wood, petrol and charcoal. Schools that do have electricity use it to power air-conditioners, fans, computers, lights and other electrical appliances. There are two forms of energy: renewable and non-renewable. Renewable energy comes from sources that are always present and will never run out, such as the sun, wind and water. Nonrenewable energy comes from sources that once used up, will be gone forever such as oil, coal and gas. At present, energy in the majority of Indian Ocean countries comes from non-renewable sources. To produce energy, humans are using large amounts of oil, coal and gas, cutting down forests and burning lots of wood. Over the years, these activities have increased, resulting in changes to the Earth’s climate. In the Indian Ocean region, such changes are already affecting the population and will continue to do so unless substantial measures are taken. Possible related topics: Energy and its uses in everyday life; Saving electricity at school and in the home; Renewable and non-renewable sources of energy; Energy efficient appliances and designs; Advantages of renewable sources of energy; Disadvantages of non-renewable sources of energy; Energy use and generation in relation to sustainable development; Consumption patterns – lifestyles which use a lot of electricity; and Energy and climate change. Possible Campus related projects promoting the sustainable use of energy 1. Students, together with teachers, could embark on a project to reduce energy consumption at school. This project could include the following activities: identify actions which are unnecessarily wasting energy; identify ways to reduce energy consumption at school; prepare a campaign to educate the school population on energy wastage and how to save energy through simple actions; analyse electricity bills to monitor success. 2. Consider linking up with any organizations or community groups to embark on a microgeneration project to produce electricity from low carbon or renewable energy technologies. This kind of project is usually small scale and could also benefit other infrastructures close to the school. Students could monitor the amount of electricity produced by solar panels during different kinds of weather conditions and record observations. Findings from observations could be shared with the whole school and project sponsors to show the benefits of using renewable energy. 3. Schools that are connected to the national grid should make sure electrical appliances and light bulbs are energy efficient. See how many appliances have an ‘energy star’ label or other energy efficient stamp on them. When buying new equipment, consult organizations or merchants in your community who specialize in energy efficient appliances.

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4. Students could work in groups to design a ‘hot box’ or a ‘hay box’ using recycled materials a great tool to keep food warm after cooking to save reheating it. To find out more on how to make a ‘hot box’ visit: http://safcei.org/wp-content/uploads/2012/06/87-how-to-make-ahot-box.pdf 5. Schools that have special rooms for computers or other equipment, which use airconditioners, should set the temperature to a specific limit, such as 24°C. Possible Community related projects promoting the sustainable use of energy 1. Students could conduct a survey to find out the types of electrical and non-electrical items used at home. Students could then record how often the items are used. Students could then share their results with other students in class and work on a set of actions to improve the use of non-electrical or electrical items at home. Possible Curriculum related activities concerning energy and its sustainable use 1. Students could identify some of the renewable or non-renewable sources of energy used at school and classify them in a table. Students could then discuss the impact of each source on the environment. 2. Students could conduct an energy audit to find out the forms of energy used at school, the appliances or non-electrical items used at school, how often electrical appliances or nonelectrical items are used and the condition of the windows, doors and walls in some of the classrooms. Students could then draw up a list of potential energy-saving actions. 3. Energy-free day: Students and teachers could select a day where they do not use nonrenewable energy at all during school hours. Students could be asked questions to help them reflect on the advantages of their action in relation to carbon levels emitted from non-renewable sources of energy. Students could discuss how day-to-day activities might be affected by an energy-free day. Students could also discuss why the school still needs energy and think about what could be done to use it sustainably. 4. Students could research ways to save energy at school and at home and discuss the advantages of saving energy (saving money, protecting the environment from pollution, etc.). 5. Students could design murals for the school walls, or posters, stickers, and leaflets in order to share their energy saving ideas with other students and staff and members of the local community. 6. Organize competitions that would allow students to further explore the theme; students could identify energy-wastage issues at school and then design projects that demonstrate energy saving ideas. Projects could then be piloted at school with the help of resource persons from the local community.

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Some environmental theme days World Environment Day

5 June

World Energy Day

22 October

World Population Day

11 July

Each year World Environment Day focuses on a different environmental theme: schools should take note of the year’s theme and discuss how it could be linked with the theme ‘energy’. During the week of World Environment Day, schools could present poems, songs and pledge to do more to save energy during school assemblies. Projects that have helped reduce energy consumption at school could also be showcased. Imagine a world without energy. Rising population rates will have a huge impact on the amount of fuel burnt to produce electricity and for other daily activities. What will happen to the Earth as pollution from burnt fossil fuel increases? What will happen to forests around the world as more and more trees are cut down to produce energy? Organize class discussions, debates, games, etc. to help students reflect on the impacts that the above may have on the Earth’s natural resources.

Case study - Mauritius

Solar panels on the school roof, Mauritius. Photo courtesy of the Government of Mauritius

In 2012, several Bureau de l’Éducation Catholique (BEC) schools in Mauritius benefited from the installation of solar photovoltaic panels as part of the Bureau’s ecological footprint programme for schools. These solar energy systems are also connected to the national electricity supply grid. The schools use the solar electricity generated for lighting and other daily activities. The project is expected to have a significant effect on the energy demand of BEC schools in Mauritius. It is a very worthwhile project that demonstrates green technology aimed at zero carbon emissions.

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Suggested links with more projects on energy: http://unfccc.int/secretariat/momentum_for_change/items/6638.php http://www.coi-arpege.org/teaching_aid_project_sheets.aspx#energie http://www.sciencebuddies.org/science-fair-projects/Intro-Energy-Power.shtml http://www.education.com/science-fair/article/water-produce-energy/ Suggested links with more activities related to energy: http://www.greeneducationfoundation.org/green-energy-challenge-menu/ curriculum-and-activities/energy-activities.html http://www.eia.gov/kids/energy.cfm?page=6 http://www.sharenet.org.za/ http://www.coi-arpege.org/downloads/EN/Project_Sheets/6.1.pdf

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Healthy living Around the world, people are talking about staying healthy through a well-balanced lifestyle. However, some populations in the Indian Ocean region live in poor or remote locations; far from healthcare services, without access to treated water, poor sanitation facilities and with low monthly incomes. Many of these people depend on the environment for their livelihoods and to sustain their families. Not everything consumed is good for our health or the health of the environment. It is for this reason that it is necessary to understand how the environment works and understand those lifestyles that drain and pollute the Earth’s natural resources. The way the environment is managed plays a big role in determining land degradation and pollution. Degraded land can lead to shortages of locally grown food, polluted water and air, and can lead to airborne or waterborne diseases such as asthma and cholera. Eco-Schools are encouraged to make connections between health, safety and wellbeing, and the environment. What could be done to live more healthily? Does a healthy environment support healthy living? Possible related topics: Nutrition; Malnutrition; Gardening; Locally grown food; Outdoor games for a healthy body; Safety at school and home; Road safety; Disaster risk reduction; Hygiene; Sanitation at school and home; Living with HIV/Aids; Sexual health; Health disorders; Human activities that lead to health complications (smoking and drinking); Health risks associated with additives in food and drinks (such as too much caffeine, preservatives, antibiotics, growth hormones, etc.); Effects of pollutants on human health; Environmental health; Coping with stress; Safety for road users; Emergency first aid; and Sustainable consumption. Possible Campus related projects to promote healthy living 1. Ask the students to identify signs of pollution around the school and undertake a project to improve cleanliness. Students could work together with teachers to ensure that the school grounds remain clean during recreational periods and that litter is collected and put in bins. Consider dealing with any areas that are breeding places for insects or rodents. Activities could include: identifying factors that contribute to an increased number of breeding sites; consultations with health practitioners in the local community on environmentally friendly methods to control insects/rodents around the school, etc. Any measures taken should involve students, staff and other members of the local community. 2. Make a compost heap at school and use biodegradable waste for composting. The compost can be used for gardening instead of chemicals, which may have negative impacts on health and the environment. 3. Grow vegetables and fruits at school for students to eat in the morning or during lunchtime. Students could learn to prepare meals themselves and research important facts about the value of eating locally grown food compared with manufactured goods.

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A public exhibition could be organized to showcase locally made meals. Consider selling healthy food and drinks in school tuck shops. The tuck shop operator should be encouraged to make use of locally grown fruits and vegetables to prepare food and drinks for students and staff. 4. Consider rainwater harvesting or well construction with support from members of the local community. The water should be used for drinking, washing, gardening and maintaining a good level of hygiene amongst students and staff. Older students could be appointed and trained to show younger students good hygiene practices. 5. Schools could also work on planting trees to provide more shade around the school to protect students and staff from the sun. Trees could be planted near classrooms to provide cooler air for students during hot, dry weather. 6. Schools that do not have access to proper sanitation facilities should seek help from community members to either build pit latrines or install low cistern toilets dependent on rainwater. Hand-washing facilities should be installed next to each toilet block. Students should be taught the importance of hand washing after using the toilet to avoid illness. Possible Community related projects to promote healthy living 1. Have students make compost heaps at home using biodegradable waste. The compost can be used for gardening instead of chemicals, which may have negative impacts on health and the environment. 2. Invite members from the local community to school to learn more about the fruits and vegetables planted in the school garden and their nutritional values. Parents could also be asked to try growing some of the fruits and vegetables at home with the help of their children. Fruit and vegetable seedlings could either be sold by farmers in the community or by schools who have managed to set up a nursery. Meetings could then be organized in the community centre for parents to share the outcome of their participation in the project and its advantages with other members of the community. 3. Invite parents to the school to learn about some of the projects that promote sustainable living such as organic farming, rainwater harvesting or well construction. Parents could help each other to undertake joint projects for their households. Students could then work on information boards/charts to be placed at home to provide some tips on how to use the water for drinking, washing, gardening and other general hygiene practices. 4. Visit the local health centre or clinic to learn more about the most common diseases related to poor quality environments. Students could then produce posters and pamphlets with information on how people could improve daily healthcare practices. Posters could be displayed at health centres or in other public places. 5. Schools could team up with community members to identify any sites in the community that are breeding grounds for pests such as mosquitoes. Such places could then be cleaned. Students could share their experience with members of the public through the local newspaper or other forms of media.

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Possible Curriculum related activities about healthy living 1. Students could be given a list containing various local ingredients and are asked questions on the nutritional value of each ingredient. Students could then work in groups to use some of the ingredients on the list to prepare a well balanced diet with the help of a recipe. Students could take turns to taste the food prepared by their peers in other groups. Students could take the recipe home to share with their parents. 2. Students from schools in rural areas could conduct a survey on the food and drinks consumed by a group of students at school and at home over a period of a week. The findings could be presented in class. Teachers, students and parents could meet to discuss any findings that show signs of malnutrition and try to come up with a project to deal with this issue. 3. Organize talks, movies, games, drama, dance, or fitness activities for students to experience the benefits of healthy living. 4. Students could prepare leaflets and posters to share tips on healthy living habits. The leaflets could be printed and distributed to students and shared with parents. 5. Schools could organize regular fitness classes in the morning or in the afternoon for both students and staff. Some environmental theme days Human Rights Day

World Health Day

10 December Regardless of the changes to the environment due to the effects of climate change and other environmental issues, everyone has the right to a healthy environment. Hold discussions, or give presentations together with other activities to educate students and staff on their rights to a healthy environment. Look at individual responsibilities towards enabling/maintaining a healthy environment. 7 April

What does it mean to be healthy/to live healthily? What choices can we make to live healthily? What can be done at school and in the community to promote healthy living? Schools could hold talks/ presentations and discussions the questions above. Students could learn simple ways to maintain a healthy lifestyle and the advantages of doing so.

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World Environment Day

5 June

Each year World Environment Day focuses on a different environmental theme: schools should take note of the year’s theme and discuss how it could be linked with the theme ‘healthy living’. During the week of World Environment Day, schools could present poems, songs and pledge to live a healthier life and look after the environment. Projects that have helped promoted healthy living at school could also be showcased.

World Population Day

11 July

Schools could organize discussions, presentations and other activities to help students learn more about some health related issues affecting the population at large, such as HIV/Aids, water-borne diseases, airborne diseases, teenage pregnancy and allergies.

International Youth Day

12 August

Students could engage in different activities such as drama, dance, song, creative artwork and writing to explore various social and environmental issues affecting youth around the world. Social issues could be related to physical abuse, mental abuse and poor access to clean water, environmental issues could be related to poor sanitation and pollution.

World Food Day

16 October

A food fair could be organized at school for students and staff to buy and sell locally grown food and taste local delicacies. Competitions based on locally grown food (best dish, biggest vegetable, etc.) could also be organized per school year/school club.

Case study - Madagascar Madagascar School Project is a Canadian organization working closely with schools to respond to some of the social and environmental issues faced by rural communities in Madagascar through various projects. One of the projects is to provide hot school meals to students and their younger siblings to support their learning and well-being. The hot meal consists of locally grown rice and vegetables grown by the parents. Any malnourished students are given breakfast on school days.

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Children having lunch at the school canteen, Madagascar. Photo courtesy of Madagascar School project

Suggested links with more projects related to healthy living: http://coi-arpege.org/teaching_aid_project_sheets.aspx#sante http://www.healthylivingforlife.org/healthy-schools.php http://coi-arpege.org/teaching_aid_project_sheets.aspx#sante Suggested links with more activities on the theme of healthy living: http://coi-arpege.org/teaching_aid_activity_sheets.aspx#here http://www.tessafrica.net/files/tessafrica/04_greens_-_all.pdf http://handprint.in/Carbon_sequestration.pdf http://www.nourishinteractive.com/ http://www.learninggamesforkids.com/health_games_staying_fit.html

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Biodiversity The Earth as we know it is filled with life-support systems which consist of humans, along with a variety of other living creatures such as animals, plants and micro-organisms. All living species within an ecosystem rely on others and the environment. Many Indian Ocean countries are striving to protect their diverse ecosystems, whether they be found on land (forests, deserts and grasslands), in freshwater (rivers and wetlands), in coastal areas (mangroves and rocky shores) or in the ocean (coral reefs and open sea), to preserve their natural heritage and to enable a sustainable partnership between humans and the ecosystems themselves. Humans also depend on biodiversity for food, shelter, clean air and water and leisure activities. Ecosystems generate a lot of money for the economy of countries in the Indian Ocean region, especially in the tourism, agricultural and fisheries sectors. However, humans continue to cut down trees, hunt and poach endangered animal species, over-consume animals, misuse ecosystems to make way for factories and industries, thus affecting the health of the ecosystems and populations of various animal and plant species. Natural factors, such as climate change (as a result of human-induced activities), have also contributed towards changes in ecosystems, such as coral bleaching, bush fires, floods, landslides and many more. Possible related topics: Wildlife (flora and fauna) of the country; Sustainable consumption; Examples of ecosystems in the country; Endangered species; How things work in nature – ecosystems, food webs, nutrient cycle, etc.; Biodiversity in the garden/soil/coastland/forest/grassland; Introduced invasive alien species in the country and their impact on native plant and animal species; Coastal areas and the population; Forest and the population; Grassland and the population; Human-induced threats to biodiversity; Natural-induced threats to biodiversity; Biodiversity and sustainable development; Conservation efforts of biodiversity in the country; and Environmental laws regarding protection of biodiversity in the country. Possible Campus related projects to improve the school’s biodiversity 1. The school grounds can be used as a resource for environmental learning. Designate specific areas, away from recreational areas, to grow different plant species that are endemic or endangered. It is important to monitor the development of these areas without too much human interference. At a later stage the area could have benches, pathways and bird feeders. Plants could also be labelled and information boards could be put up to show some of the bird species spotted in the area. 2. Schools could plant trees that will provide shade during hot, dry weather. This will also reduce evaporation levels and help with land degradation issues. Trees also keep the soil moist for those species living in it. Schools could work together with members from the local community to grow grass in certain areas of the schoolyard. Harvested rainwater should be used to water any such projects.

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3. Schools that are near farmland or are in residential or commercial areas should be properly fenced. Fencing the school will ensure a safe and healthy environment, ideal for improved biodiversity, in designated areas. Schools could work closely with community members to seek funding and for the construction of the fence. The walls could be decorated with murals illustrating environmental messages and sketches. 4. Students could carry out a biodiversity audit of the school grounds to identify all plants, animals and habitats that living there. Contact local conservation groups to find out what you can do to help special species to thrive. Students could make murals and signs to provide information on any biodiversity found. Students could also prepare role-plays and poems on how some animals and plants are interlinked and threats faced by individual species. Possible Community related projects 1. Schools located in forest areas could create a botanical garden filled with a variety of plants and animal species that are also found in the forest. The botanical garden could be set up with the combined efforts of people from the local community, university students, and staff and students. Information boards could be placed in the garden and the garden should be properly fenced. Schools could invite businesses in the area to visit the garden for a fee and raise funds to support other environmental projects. A trail could be developed for eco-tourism. 2. Field visits could be organized for students to identify signs of deforestation in their community and gather information on the causes of deforestation. Students would then report their findings at school and propose solutions. A group of students, with the help of staff, could contact local authorities to suggest tree-planting in the worst affected areas. This activity could also involve environmental organizations and people from the local community. 3. Students could identify invasive alien species in their community. With the assistance of the District Council and environmental organizations in the community, a cleaning activity could be organized to remove any invasive plant species found in the area. Invasive plant species that are removed could be replaced by endemic/native plants. Possible Curriculum related activities concerning biodiversity 1. Ask questions to help students discover some of the flora and fauna at home, in a forest next to their house, in a river habitat near the school or home, in a garden at school, etc. Questions could include: a. Name any wild animals that live in or around your home (not domestic animals). b. Name any plants that you know that are useful to humans. c. Name any animals that live or have their home in a tree. 2. Students could prepare role-plays or write poems to demonstrate their understanding of how some animals and plants are interlinked and the threats faced by certain species. 3. Students could learn how to set up a wormery and use the liquid collected from it as fertilizer for the school’s vegetable garden. Students could be asked to try and set up a wormery at home and use the liquid produced from the wormery in their garden. Students could be asked

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to observe the before and after effects of using this liquid on the plants in the garden. 4. Students could make murals and signs to provide information on habitats found around the school grounds and the species found in them. 5. Field visits could be organized for students to identify signs of deforestation in their community. Students could complete a worksheet to gather information on the causes of deforestation in the area visited. Students could discuss their observations in class. Students, with the assistance of teachers, could then contact local authorities to suggest tree-planting in the worst affected areas. This activity could also involve environmental organizations and people from the local community. Some environmental theme days Protected Areas Day

31 January

Countries in the Indian Ocean have several designated areas that are protected by law. Design activities that could help students learn more about these areas and the diverse flora and fauna that live within them.

World Wetlands Day

2 February

Wetlands provide freshwater for various species and are home to a wide range of plant and animal species. Are there any wetlands near the school or in the community? Design activities that could help students learn more about wetlands.

World Heritage Day

18 April

Island nations in the Indian Ocean region fall under the group of SIDS around the world. Many tourists visit these islands to see the unique cultures and heritage, natural beauty and diverse plant and animal species. The natural heritage of Indian Ocean countries is a great source of income for the economy. Are there any World Heritage sites, protected by law, in your country? How could people work together to protect their natural heritage?

Earth Day

22 April

The Earth is our home, and has to meet specific needs for our very survival. Imagine a planet without ecosystems, plants and animals. Students could undertake projects that highlight what is so special about the Earth and emphasise specific issues that need to be taken care of.

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International Day of Biological Diversity

22 May

This is a day to celebrate the incredible diversity of plants, animals and ecosystems both in-country and around the world. What particular plants, animals and ecosystems can be found in your country? What is so special about them? What could you do as a school to help students appreciate living things that co-exist in their environment?

World Environment Day

5 June

Each year World Environment Day focuses on a different environmental theme: schools should take note of the year’s theme and discuss how it could be linked with the theme ‘biodiversity’. During the week of World Environment Day, schools could present poems, songs and pledge to protect biodiversity.

Ocean Day

8 June

The ocean is home to over one million marine species such as mammals, fish, crustaceans, corals, microscopic organisms, sea grass, etc. Underwater ecosystems are filled with diverse webs of life, incredible biological productivity, some of which are referred to as the marine rainforests. The ocean also plays a fundamental role in many of the Earth’s systems such as the weather and climate. As islanders, dependent on the ocean, how is it possible to sustainably manage the ocean and all that lives within it?

World Tourism Day

27 September

People travel far and wide to enjoy the amazing natural beauty and wildlife of countries in the Indian Ocean. What are some of the tourist attractions in your country?

World Bird Festival

Every two years (beginning of October)

There are nearly 10,000 bird species in the world, each with its own unique ecosystem and distribution. This global event highlights the vital role of birds, as well as their relationships with humans. What are some of the birds that are commonly seen in school grounds/in the community? Which birds are migratory/endemic/endangered in your country? How important are the birds in your country?

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World Habitat Day

4 October

Different habitats provide homes, food, water and clean air for a wide range of living things. Engage students in activities that will enable them to discover and explore the different habitats inside and outside the school environment.

Case study - Comoros Located on one of the Comoros islands, Djoezi Rural College decided to create a school garden and plant several trees. The school is built on lava near Moheli airport. As the area around the school had an abundance of trees, seedlings from the nearby forest were planted to improve the overall school environment. The project was aimed at improving the school’s biodiversity and to provide some shade for the students during the hot, dry season. The students use water from a rainwater catchment installation to water the trees and plants in the garden.

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Seedlings from nearby forests are used to plant a garden at school. Photo courtesy of the Indian Ocean Commission

Suggested links highlighting projects on the theme of Biodiversity: http://coi-arpege.org/teaching_aid_project_sheets.aspx#bio http://www.biodiversityinschools.com/pollinator-project.html http://www.wildaboutmanchester.info/biodiversity.PDF Suggested links and materials with more activities related to Biodiversity: Indian Ocean Commission. 2013. A Teacher’s Guide to Sustainable Development. Mauritius. Indian Ocean Commission. 2012. The Coastal Environment as Seen by Children. Mauritius. Indian Ocean Commission. 2012. The Coastal Zone: A challenge for the youth. Mauritius. http://education.natureseychelles.org/wp-content/uploads/2010/02/Learningfor-Sustainable-Living-in-Seychelles.pdf http://www.doc.org.nz/getting-involved/training-and-teaching/teachingresources/activities/ http://www.environment.nsw.gov.au/resources/education/ biodiversityteachersguide.pdf http://coi-arpege.org/teaching_aid_activity_sheets.aspx#here http://www.fao.org/docrep/014/i1885e/i1885e00.htm http://www.fao.org/docrep/017/i3157e/i3157e00.htm http://www.fao.org/docrep/018/i3465e/i3465e.pdf http://www.fao.org/3/a-i3856e.pdf http://www.fao.org/docrep/018/i3479e/i3479e.pdf

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Soil and air The majority of the countries in the Indian Ocean are affected by heavy rain and strong winds, which often leads to soil erosion. Soil makes up the outermost layer of the Earth. It is this layer that supports all land-based plant and animal species. Plants depend on the soil to remain firm in the ground and to grow: most of the nutrients that plants need are also found in the soil. Air is a mixture of gases that surround the Earth. It does not only provide all living things with the right gases necessary for survival, but also helps maintain the Earth’s surface at an ideal temperature . Many communities in the Indian Ocean region are affected by environmental problems such as soil erosion, land degradation and air pollution. Communities near industrial or commercial areas are highly affected by air pollution due to increased levels of carbon released into the atmosphere from road transport and factories. Soil biodiversity, especially in communities that depend heavily on agriculture and farming, is deteriorating because of pollution and natural disasters (severe drought, flooding). Possible related topics: Soil and its composition; Nutrients and living things found in soil; Soil types and layers; Soil food web; Uses of soil; Unsustainable management soil (release of chemicals and overgrazing); Land pollution; Air and its composition; Gases found in the air; Weather and climate; Air pollution; and The relationship between soil and air. Did you know that soil is a ecosystem in its own right? It is filled with a variety and abundance of life that is greater than the number of life forms found above ground. Some possible Campus projects promoting the sustainable management of soil and air: 1. Schools could work closely with local community members to build a school playground. The playground should not only contain benches made out of recycled wood or other materials, but should also consist of plants to provide shade, grass, bird-feeders, structures such as slides and swings, etc. The playground should be child-friendly (ground could be partly covered with grass or sand, but not concrete). The idea is to ensure that the playground is made out of natural materials and is safe for students. The playground could also be fenced. 2. Schools could landscape different areas of the compound with various types of plants and potentially introduce some species in the school’s soil biodiversity to enhance the variety of life forms found in the soil. Students could be given tasks to help with the maintenance of these areas (water the plants, weeding, etc.).

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3. Schools could create gardens to either grow food or for ornamental plants. If the school already has a compost heap, compost should be mixed into the soil to improve the nutrient content of the soil. Water from a nearby natural source or rainwater should be used to water the plants. 4. Schools could make wormeries. The liquid produced in the wormery could be used to restore the nutrients in soil used for gardening or in other areas of school where the state of the soil is not very good. Students could learn more about earthworms and the role they play in soil biodiversity. 5. Schools with sandy grounds could work closely with local community members to fence the school compound. Some areas could be landscaped, but the ground should be covered with sufficient soil to grow food and ornamental plants. It is best to grow trees first for shade, before embarking on gardens. Trees will help reduce surface evaporation allowing seedlings to grow without wilting in the hot sun. 6. The majority of Indian Ocean countries are affected by heavy rain and strong winds, which often leads to soil erosion. Students could observe and compare the effect of rain on a plot of land that is covered with vegetation and another without any vegetation. Schools that are badly affected by soil erosion could work with members from the local community to restore the school grounds. This kind of project should be carried out when there is not too much rain, to allow time for the plants or grass to grow. Schools could find out if there are any plants in their local community that are useful in holding the soil together: such plants reduce the amount of soil that is washed away during heavy rains. Schools with slopes could find the best way to construct a drainage system in areas affected by soil erosion. Possible Community related projects to promote the sustainable management of soil and air: 1. Students could work together with community members to plant trees in areas of the community that have been affected by bush fires, deforestation or land degradation. The local authorities should be contacted to ensure that the site is safe for tree-planting activities. The aim would be to try and restore the site into its natural state. Where possible, some species could be introduced into the soil biodiversity to enhance the variety of life forms found therein. 2. Students could try building wormeries at home. The liquid produced in the wormery could be used to restore the nutrients in soil used for gardening or other areas at home where the state of the soil is not very good. Students could teach their parents and other household members about earthworms and the role they play in soil biodiversity. 3. Students could observe and compare the effect of rain on a plot of land that is covered with vegetation and another without any vegetation. Schools could work with community members to restore any plots of land badly affected by soil erosion. This kind of project should be carried out when there is not too much rain, to allow time for the plants or grass to grow. Schools could find out if there are any plants in their local community that are useful in holding the soil together: such plants reduce the amount of soil that is washed away during heavy rains.

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The projects above will help the school improve soil biodiversity so that the school grounds do not become dry and degraded over time. Landscaped areas, both at school and in the community, will help reduce the amount of dust produced and also help provide more fresh air for the students and adults. Possible Curriculum activities related to soil and air 1. Students could answer a series of questions to help them reflect on daily activities that contribute to air pollution such as: How do you travel to school? How is food prepared at home? How is water heated at home? Based on the answers, the students could make a list of simple things they could do to reduce air pollution both at school and at home. Students could then record any action taken over a period of one week in the form of a table and share the results with peers at school. Prizes could be awarded to students who make the most visible changes/ most effort. 2. In groups, students look at a picture that shows different kinds of air pollution and then answer some questions. Students could then compare their opinions of the picture with their own experiences. Poems, posters, slogans or stickers could be made to pass messages about the air quality in their community and what needs to be done to improve it. The students’ work could be displayed on a school notice board or on notice boards in public places. 3. Hands-on activities could be organised for students to discover the variety of living things in the soil. Students could use a magnifying glass to take a closer look at any animals they find and the composition of the soil. Findings could be recorded on a checklist or worksheets. 4. A debate could be held on the different issues affecting the quality of soil and air in the community. Students could then make a list of recommendations to give to the people concerned in the community through the school’s principal/teachers. 5. Students could compare air pollution in an area heavily used by vehicles and an area where there are few or no vehicles. Stick a few pieces of tape on a few leaves in both areas. When the tape is removed, students should compare and discuss the difference in the colour of the tape between the two sites.

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Some environmental theme days Earth Day

22 April

Celebrate the soil and air provided by the Earth. Engage students in activities such as games, film shows and quizzes to teach them about the benefits of soil and air and encourage them to find out what could be done to ensure they are kept healthy.

Biological Diversity Day

22 May

Soil is filled with wide range of animals and plants that depend on each other. The majority of living things in the soil not only depend on it for food and shelter but also contribute to its balance in soil biodiversity. Hold talks and show documentaries that highlight some of the living things found in soil biodiversity and the roles that they play in maintaining a healthy soil environment.

International Day for the Preservation of the Ozone Layer

16 September

Human activities release large amounts of gas into the Earth’s atmosphere. Help students understand the importance of the ozone layer and inform them of what might happen to the planet if this layer is destroyed.

Case study - Comoros

Farming the steep slopes of Anjouan. Photo courtesy of the Indian Ocean Commission

Nyamboimro is a village situated in the hills of Anjouan Island, Comoros. The small farms are on very steep slopes and erosion is serious. As it is essential that the children learn about good farming practices, the children of Nyamboimro school planted a garden where they now grow manioc, bananas and sweet potatoes. The garden is used to help the children understand the fight against erosion whilst also improving their living conditions.

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Suggested links with more projects related to soil and air: http://coi-arpege.org/teaching_aid_project_sheets.aspx#sol http://coi-arpege.org/teaching_aid_project_sheets.aspx#air http://www.verticalveg.org.uk/how-to-make-your-own-wormery/

Suggested links with more activities on the theme of soil and air: http://www.fao.org/3/a-i3855e.pdf http://www.soils4teachers.org/lessons-and-activities http://coi-arpege.org/teaching_aid_activity_sheets.aspx#here http://www.brainpop.com/educators/community/lesson-plan/soil-activities-for-kids/ http://eeinwisconsin.org/resource/about.aspx?s=98939.0.0.2209

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Livelihoods Everyone has the right to live a life with the basic needs required for their own wellbeing and others in their household. People usually engage in a set of activities so that they can meet their needs in terms of access to food, water, shelter, healthcare, education, clothing, etc. Such activities also respond to issues related to poverty and productivity. People in rural communities are able to earn a living through jobs such as working in the forests, fishing, farming, nursing, teaching and running small businesses. Everyone is vulnerable to different social, economic and environmental factors that affect their livelihoods. Some people are able to adapt whilst others find it more difficult because of their own challenges, such as poverty and unemployment. Those who manage to adapt are able to enhance their standard of living in a sustainable manner while meeting their needs by: harvesting rainwater to water crops; organic farming; growing their own vegetables instead of relying on imported foodstuffs; buying affordable goods; and taking good care of the clothes that they have, etc. Sustainable livelihoods also mean that people are conscious of the environment around them. This involves sustainable management of the environment, so that future generations can also have the same opportunity to enjoy the fruits of the Earth. Possible related topics: Employment/unemployment; Eco-Tourism; Over-consumption and unsustainable livelihoods; The benefits of education; Citizenship; The environment and its natural resources; Sustainable management of the environment; Malnutrition; Poverty; Gardening; Budgeting; Small enterprise; Career guidance; Coastal livelihoods; People and the forest; Life in the city, Mariculture; and Aquaculture. Possible Campus related projects to promote sustainable livelihoods 1. Activities organized for students during technical and vocational subjects could be enhanced with the aim of promoting actions that lead to sustainable livelihoods. Professional development sessions could be organized for teachers and facilitated by experts in the local community. People in the community with sustainable livelihoods could be invited to share their experiences during professional development sessions. Teachers could then include the knowledge gained in activities for the students i.e. promote some good examples of sustainable livelihoods in the community/country. 2. Teachers could include a series of activities to teach teach students the necessary life-skills for current and future challenges. Students could also be challenged to try out some of the life skills at school and at home, these could include solving problems about real life issues, studying, setting targets for their wellbeing and that of the environment and writing down specific actions to be taken.

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3. Used materials could be recycled by students during technical and vocational subjects for artwork, which could then be shown as part of a school exhibition. Members from the local community could be invited to view the exhibition. If the artwork is good enough, it could be sold: a percentage of any sales could be given to the students to raise awareness on saving money. 4. Students could take part in various projects at school that promote sustainable living, such as rainwater harvesting, gardening and composting. Possible Community related projects to promote sustainable livelihoods 1. Students could take part in various projects at school that promote sustainable living, such as rainwater harvesting, gardening and composting. 2. Students could conduct a survey on particular community projects that support livelihoods and seek permission from parents/project leaders to participate in the project on the weekends, after school or during the holidays. Students would be given the opportunity to develop knowledge and skills of particular jobs that support livelihoods such as mariculture, aquaculture and organic farming, etc. Possible Curriculum related activities on sustainable livelihoods 1. Students could look at two households with different levels of income: middle-income and low-income. Students could then answer questions to deepen their understanding of some of the issues that differentiate the two and make suggestions on how the low-income household could adapt to its current challenges. 2. Teachers could present students with a picture showing different job opportunities in their community. Students could learn more about each job through short case studies, stories or newspaper cuttings. The students could then talk about those jobs that have a negative impact on the environment. 3. Students could look at a series of photos and select those images that show sustainable livelihoods and outline the advantages of each. Students could work on poems, posters, slogans and stickers to promote activities that reflect sustainable livelihoods. The students’ work could be displayed in the classroom or shared during parents’ meetings or in the school assembly. 4. Students could take part in roundtable discussions on the role of education in people’s lives, how it will contribute to sustainable livelihoods and the role of community members to help in these efforts. Members from the local community could be invited as guest speakers.

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Some environmental theme days World Population Day

11 July

Increased population rates around the world mean, more land is required to accommodate families, more employment opportunities are needed, more resources have to be found, etc. Hold debates and discussions with students to reflect on the advantages and disadvantages of increased population levels in line with selected themes.

Case study - Madagascar

Fisherwomen repairing nets, Madagascar. Photo courtesy of Blue Ventures

With the help of an international non-governmental organization in Madagascar, students and other members of a community along the South West coast of Madagascar decided to participate in a sea cucumber farming project. The project responds to issues of over-fishing and trains community members and students on how to breed sea cucumbers for daily consumption and as a means of income to cover daily living and school expenses. This farming project has helped this community establish alternative livelihoods.

Suggested links on the theme of livelihoods: http://www.developingworldconnections.org/index.php/projects/educationand-livelihood-projects Suggested links with more activities on the theme of livelihoods http://www.kidsgardening.org/school-gardening-activities

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Cultural heritage Countries in the Indian Ocean region have inherited a variety of cultural knowledge, beliefs, traditions, religions and values from those who co-exist in the same environment. ‘Cultural heritage’ which has been passed down from generation to generation, connects people and defines daily lifestyle choices and relationships with nature. Fostering respect for other people and rejoicing in different cultures in schools and communities will enable valuable cultural knowledge, experiences and information to be shared by all. In the Indian Ocean region there are communities who live closer to and depend on nature for food, medicine, water, shelter, etc. These communities have mastered the knowledge required to sustainably use their environment e.g. use of plants for medicinal purposes, specific gardening techniques, collection and storage of water, use of certain plants as insect repellents, protection of certain plant and animal species that maintain balance in the environment, etc. For some communities, culture defines male and female roles differently, however, each gender is responsible for ensuring that the environment around them is sustainably managed. As EcoSchools, all students, regardless of race, religion or gender should be given equal opportunities to participate in the different activities and projects. Possible related topics: Medicinal value of plants; Indigenous ways of growing healthy, local food; Our community – past and present; Sustainable partnerships between communities and the environment; Environment of your country – past and present; Indigenous knowledge of nature; Natural and cultural heritage as pillars of the economy; Gender equality; Citizenship; and Stewards of the forest and other eco-systems. Possible Campus projects related to promoting and conserving cultural heritage 1. Students could work together with the Eco Committee and the rest of the school community to identify cultural heritage and equality issues that could impact the school. Develop a policy to promote fairness and equality for all staff and students to be shared with the whole school. 2. Students could work together with senior citizens in their local community to establish a medicinal garden. The medicinal garden could have information boards made out of recycled materials with details of the plants in the garden. The school could also organize for knowledgeable senior citizens to conduct talks with the students and invite other members of the community to view/use the garden. 3. Students could produce traditional style artwork out of recycled materials and display them at a school exhibition for members of the public to see. If good enough, schools could decide to sell the artwork to raise funds for other school environmental projects/activities.

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4. Schools could have a day when students set up food stalls to sell traditional products made out of locally grown food, (jams, cakes, and drinks, etc.). Leaflets/pamphlets could be produced for people to take away some of the traditional recipes for the food and drinks on sale. Possible Community projects related to promoting and conserving cultural heritage 1. Students could research how people used to collect and store water in the past compared to the present. Findings could be presented in an exhibition/school assembly. 2. Students could work with community members to create a trail in a nearby forest that has endemic/native plant and animal species. Information boards could be placed near to some of the plant species to highlight their cultural value. Possible Curriculum activities related to cultural heritage 1. Students could learn more about medicinal plants and produce leaflets about them. These leaflets could be distributed to students and staff at the school. 2. Students could learn more about locally grown foodstuffs and their nutritional values compared with imported, processed foods. Posters could be designed highlighting lessons learnt and put up around the school. 3. Teachers could take students on educational visits to natural heritage sites to explore the flora and fauna living there. Students could then produce poems, posters and songs about the cultural and heritage value of flora and fauna identified. Some environmental theme days World Heritage Day

18 April

Celebrate your country’s natural heritage. Are there any natural heritage sites in your country? What can be found there? How do the natural heritage sites contribute to the economy of your country? Hold talks and undertake field visits for students to learn more about different heritage sites. Showcase any school projects related to this theme to members of the community.

World Tourism Day

27 September

Invite tourism agencies and businesses to inform students about tourism linked to culture and heritage. Students could design presentations to show how the school is working to promote and conserve the cultural and natural heritage of local communities or the country.

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Case study - Seychelles

School for the Exceptional Child in Seychelles created a medicinal garden in their school grounds. The garden was built by a group of students and teachers from the school’s Wildlife Club with support from members of the local community. Each medicinal plant is labelled and managed by students and the school’s gardener (a former student). Compost, produced at the school, is used to provide the soil with additional nutrients and rainwater is used to water the garden. The garden is fenced with recycled wood.

Medicinal garden in schoolyard, Seychelles. Photo courtesy of the Ministry of Education, Seychelles

Suggested links on the theme of cultural heritage: http://www.developingworldconnections.org/index.php/projects/educationand-livelihood-projects

Suggested links with more activities on the theme of cultural heritage: http://www.coe.int/t/dg4/cultureheritage/cooperation/kosovo/Publications/ Teachershandbook-ENG.pdf http://www.unesco.org/new/en/culture/themes/underwater-cultural-heritage/ research-and-training/educational-kit/ For more information on children’s rights visit: http://www.unicef.org/rightsite/files/rights_leaflet.pdf

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Ocean and coast The Indian Ocean and its coasts contain rich, diverse ecosystems such as coral reefs, which are not only important natural habitats for rare, endemic species, they are also critical for livelihoods, food and economic security and should be sustainably managed for present and future generations. As island nations, a large number of people and infrastructures in Indian Ocean countries are located along the coast and our populations are dependent on marine and coastal ecosystems. The ocean connects countries in the region and other parts of the world to trade and tourism. Both marine and coastal ecosystems generate revenue for the economy of the region through the tourism industry (which is one of the main sectors of the economy across all countries in the region) and many visitors spend holiday time fishing, relaxing on the beach, going on boat tours, snorkelling and taking part in other marine recreational activities. Several issues have had a major impact on the marine and coastal ecosystems of Indian Ocean countries, such as over-fishing, climate change, coastal erosion, coastal development, tourism infrastructure, pollution, and piracy. As island nations, there is a great need to tackle some of these issues to ensure maritime security, improved livelihoods, eco-tourism, sustainable fishing and sustainable management of marine protected areas. Possible related topics: Overfishing; Coastal erosion; Coastal livelihoods; Coastal and marine pollution; The fishing industry; Economic contribution of the fishing industry; Eco-tourism; Marine recreational activities; Marine trades; Oil exploitation; Aquaculture; Impacts of climate change on oceans and coasts; Alternative solutions for the protection of marine resources; Traditional fishing; Artisanal fishing; Sustainable partnerships between people and the ocean; Marine food security; Ocean based economic activities; Marine biodiversity; Coastal biodiversity; The protection of endemic and endangered marine species; and The blue economy. Possible Campus related projects to promote sustainable management of the ocean and coast 1. Students could conduct a survey on the types of fish/other marine species eaten at home over a given period. Afterwards, they could interview fishermen to collect information on the difference between the past and present state of the population of fish/other marine species. Students could also gather information from previous research on marine species within their country and likely factors related to the increase/decrease of marine species. Findings could be shared in a school exhibition. 2. Students could prepare dishes using alternative marine food sources such as sea cucumbers or sea urchins and provide information on their nutritional value. Students could showcase information on the importance of using alternative marine food sources as a means to respond to the decrease in the fish population. Special dishes could be sold to raise funds for the school.

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3. Students could try to make fashionable clothes using recycled materials from the ocean. The school could then organize a fashion show to present some of the ideas. Information on species/items used could be presented while students walk the runway. Possible Community related projects to promote the sustainable management of the ocean and coast 1. Students could team up with members from the local community to conduct a beach monitoring project. Issues identified could be dealt with through the collective efforts of all community members. Examples of activities include: beach clean up; coastal vegetation restoration; beach monitoring, etc. Any persistent issues affecting the coastal environment should be reported to the local authorities. 2. Schools near the coast could find out if there are any projects in the community promoting the sustainable management of marine resources. Students could get involved in the project after school hours and could either set up an exhibition or work on an article to share their experiences of the project and show how is it beneficial for coastal communities. 3. Schools could team up with environmental organizations to monitor several coastal/marine species in their community: turtle nesting sites; juvenile sharks; crabs and sea cucumbers, etc. Possible Curriculum related activities on the ocean and coast 1. Students could choose a marine/coastal species to research. Students could write an informative/‘day-in-the-life of an xxx’ article on the species and present it to the class. 2. Students could research the types of fish that are consumed in their community and then investigate if such fish are being over-exploited or not from the fisheries reserves. Findings could be shared in class or posted on the school’s notice board. 3. Students could find out what is being done in the community/country to protect the fisheries reserves. Findings could be presented in class or published in the local newspaper. 4. Students could conduct a survey to determine the type and quantity of seafood consumed at home over a period of one week. Students could also investigate the nutritional value of eating seafood compared with other foods that are imported or locally grown. 5. Students could research the different ways marine resources bring money in to their country; which species are important for fisheries, which for tourism? Students could find out how many different species are sold in fisheries and how much tourists pay to see the same species on a dive/snorkel/boat trip. Using such information, students could calculate how much a single species can bring to the economy through fisheries/tourism. Sharks would be a good example to look at.

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Some environmental theme days Protected Areas Day

31 January

Indian Ocean countries have several designated areas that are protected by law as marine parks or marine reserves. Find ways for the students to learn more about these protected areas and the diverse flora and fauna that live within them.

World Wetlands Day

2 February

Wetlands provide freshwater and are home to a wide range of plant and animal species. Are there any wetlands near the school or in the community? Design activities that could help students learn more about wetlands: their importance for the protection of the coast and for the population of marine species who depend on this fragile ecosystem to reproduce and grow.

World Heritage Day

18 April

Island nations in the Indian Ocean region fall under the group of SIDS around the world. Many tourists visit these islands to see the unique cultures and heritage, natural beauty and diverse marine and coastal ecosystems. These ecosystems are a valuable source of income for the economy. Are there any World Heritage sites that are partly ocean based, protected by law, in your country? How could people work together to protect our natural heritage?

Earth Day

22 April

The Earth is our home, and has to meet specific needs for our very survival. Imagine a planet without marine and the coastal ecosystems. Students could undertake projects that highlight what is so special about the Earth and emphasis issues that need to be taken care of?

Ocean Day

8 June

The ocean is home to over one million marine species such mammals, fish, crustaceans, corals, microscopic organisms, sea grass, etc. Underwater ecosystems are filled with diverse webs of life, incredible biological productivity, some of which are referred to as the marine rainforests. The ocean also plays a fundamental role in many of the Earth’s system such as weather and climate. As islanders, dependent on the ocean, how is it possible to sustainably manage the ocean and all that lives within it?

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World Tourism Day

27 September

People travel far and wide to enjoy the amazing natural beauty and wildlife of countries in the Indian Ocean. What are some of the marine/ coastal tourist attractions in your country?

International Shark Day

14 September

There are over 400 species of shark in the world. The Indian Ocean is home to a huge variety from the 25cm Pygmy Shark to the gentle giant, the Whale Shark. Sharks play an important role in the marine ecosystem but also in the lives of island communities. They provide the economy with income from fishing and tourism and are a good source of protein. Take the opportunity this day brings to learn more about sharks in your country and celebrate this amazing creature.

Case study - Zanzibar The coral reefs in Zanzibar are under serious threat due to overfishing, dynamite fishing, pollution, sediment and other destructive fishing practices. These issues have contributed to the deterioration of coral reefs around certain parts of Zanzibar. Fish is one of the main sources of food for people on the island because of its high levels of protein. The private Marine Conservation Project – Chumbe Island Coral Park Ltd. (CHICOP) has managed to restore several of the corals reefs along the shores of the Chumbe island where it has been working since 1991. In 1994, the Government of Zanzibar declared these same coral reefs as a protected area. CHICOP was given permission to manage and develop a sustainable marine park model and since then has generated substantial revenue for the economy of Zanzibar through eco-tourism projects. School children have also been given the opportunity to visit the marine park and are involved in various hands-on activities to learn more about the heritage and cultural value of the park.

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Snorkelling on the reef. Photo courtesy of Spiegel online

Suggested links related to the theme of the ocean and coast: http://www.developingworldconnections.org/index.php/projects/educationand-livelihood-projects http://www.newheavendiveschool.com/marine-conservation-thailand/ conservation-projects/ http://www.sharkguardian.org/category/school-projects-evants/ http://www.sandwatch.ca/ http://www.projectaware.org/issues Suggested links and materials with more activities on the theme of the ocean and coast: Indian Ocean Commission. 2014. Fisheries management: Children Seeking to Harness the Treasures of the Oceans. Mauritius Indian Ocean Commission. 2013. A Teacher’s Guide to Sustainable Development. Mauritius. Indian Ocean Commission. 2012. The Coastal Environment as Seen by Children. Mauritius. Indian Ocean Commission. 2012. The Coastal Zone: A Challenge for the youth. Mauritius. http://education.natureseychelles.org/wp-content/uploads/2010/02/Learningfor-Sustainable-Living-in-Seychelles.pdf http://education.natureseychelles.org/wp-content/uploads/publications/ Marine%20Manual%20for%20Coastal%20Schools.pdf http://www.education.noaa.gov/tocean.html http://www.wildaid.org/sites/default/files/resources/EndOfTheLine2007US.pdf https://www.youtube.com/watch?v=bQ-_87wYuUA https://www.youtube.com/watch?v=jD37neHlWbY

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Here are some environmental organizations in the region that your school could contact for support: Comoros Ministry of National Education and Research Address

B.P. 1196

City

Moroni

Phone

(+269) 7752130

Ministry of Production, Environment, Industry, Energy and Crafts Address

B.P. 41

City

Moroni

Phone

(+269) 7750001 or (+269) 7750000

Madagascar Ministry of National Education Address

B.P. 8450, Anosy, 101,

City

Antananarivo

Phone Ministry of Environment Address

B.P. 571, Ampandrianomby, 101

City

Antananarivo

Phone

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Mauritius Ministry of Education, Human Resources, Tertiary Education and Scientific Research Address

MITD House, 3rd Floor, Pont Fer, Nalletamby Road

City

Phoenix

Phone

(+230) 601 5200

Ministry of Environment, Sustainable Development, Disaster and Beach management Address

10th Floor, Ken Lee Tower, Cnr Barracks & St Georges Streets

City

Port-Louis

Phone

(+230) 203 6200 or (+230) 210 5151

Reunion Eco-Ecole Address City

French Office of the Foundation for Environmental Education in Europe / Green School, 115, Rue du Faubourg Poissonnière - 75009 Paris

Phone

(+33) 01 73 77 12 00

Fax

(+33) 01 45 49 27 69

Website

http://www.eco-ecole.org/contact.html

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Zanzibar Ministry of Education Address

P.O. Box 3955/394

City

Zanzibar

Phone

Tel: (+255) 24 22 32 827

Email

[email protected]

Website

www.moez.go.tz

Ministry of Environment Address

P.O. Box 159

City

Zanzibar

Phone

(+255) 024 2236745

Regional Indian Ocean Eco-Schools Coordinator Contact person - Olivia Copsey Address

Blue Tower, 4th Floor, Rue de L’Institut, Mauritius

City

Ebene

Phone

(+230) 59761567

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ISLANDS Team Contact person - Virginie Torrens and Riccardo Magini Address

Blue Tower, 4th Floor, Rue de L’Institut, Mauritius

City

Ebene

Phone

(+230) 52502904 (+230) 59424956

Email

[email protected]

Regional support from Seychelles Environmental Education Unit Address

Ministry of Education, Mont Fleuri, P.O Box 48, Seychelles

City

Mahe island

Phone

(+248) 4283057

Fax

(+270) 862363874 (Fax2email) / (+248) 4224859

Email

[email protected]

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Guidelines to compile an Eco-School portfolio Keeping an Eco-School portfolio is an important way to gather evidence and report on work done throughout the year. The pages in this guideline apply to all schools registered in the Indian Ocean Eco-School programme regardless of the award level. In order to qualify as an Eco-School, the portfolio of evidence needs to be kept up to date. During the Green Flag assessment, the portfolio will be reviewed by the assessor and National Eco-Schools Committee. The portfolio is also a useful way to keep track of the schools achievements from one award to another and will be required for future reference. Evidence in the portfolio can also be useful for marketing, fundraising and partnership initiatives. The following pages serve as a guide to the portfolio compilation process. Where available, additional evidence should be included in the file, such as photos, drawings, students’ work, teachers’ work, minutes of Eco-Schools Committee meetings, testimonials, and parents’ feedback, etc. The pages in this guideline are also available electronically and can be downloaded from www.eco-schools.io The Eco-Schools Committee is responsible for the compilation of the portfolio and should ensure that all evidence required is provided. Schools who are registering for Bronze and Silver Awards should use evidence from the portfolio to complete the self-assessment form.

NB: Portfolios should be compiled throughout the school year. Some sections should be completed at the start of the Eco-Schools programme, as they will provide a record of all decisions and actions previously taken and highlight future decisions and actions.

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School profile Provide a brief description of your school and the work done throughout the year. Photos, drawings, brochures, newsletters, etc. can also be added to this section. Where necessary, use additional pages to complete the information required. The majority of this section should not change over time however, there might be some information that needs to be updated each year for the benefit of new readers. Name of school: Address: Nearest town or city: Telephone number:

Fax:

Email: Number of students: Classes: From grade

Number of teachers: to grade

Language of instruction:

Native language of most students: Native language of most teachers: Provide a brief description of the school’s location. Use the questions below as a guide to provide the relevant information for this section: (i) What is the area where the school is situated like? (ii) Is it located in a forest, near the coast, in a residential area, a commercial area or an industrial area? (iii) What is the general status of the majority of the students coming to school (low-, middle-, high-income families)? (iv) What are the main issues affecting the homes, families and students in your community? (v) What is the physical environment like at your school? (vi) What are some of the environmental issues in the area surrounding the school?

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DILANS says: Use photos, drawings, newspaper articles, etc. to illustrate the information provided in this section. Previous Eco-Activities Use this section to provide a brief summary of any previous Eco-Schools involvement or environmental activities at your school. The summary could be split into different sub-sections representing the Eco-Schools themes and briefly describe each year’s work related to that theme. See below for ideas for suggested content. These summaries can be re-used in future portfolios. They should provide a comprehensive overview of the Eco-Schools programme for new staff members and partners. They will also help the school and the National Eco-Schools Committee keep track of themes addressed and outputs for each theme. Suggested content A. Have you been involved in the Eco-Schools programme before? Yes: No: If yes, (i) In which years did you register? (ii) In which years did you receive an award? (iii) What awards have you received? B. If you have NOT been involved in Eco-Schools before, has the school undertaken any environmental activities in the past three years? (i) What environmental activities, if any, did your school do in previous years? (ii) What were the main achievements? (iii) What more could be done? If you have already developed this section in a previous portfolio, it can also be used here for following years. However, this section should be updated if there have been any changes in the issues and risks affecting your community, and especially if Eco-Schools activities have made a positive impact in the community.

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Eco-Schools Committee The Eco-Schools programme promotes a ‘whole school’ approach. Everyone is encouraged to be involved: the school management team, teachers, students, parents and other members of the local community. The Committee is set up to administer and manage the programme at the school. Minutes of meetings should be provided to record decisions and actions throughout the year. These will also help the school reflect on what has been achieved and areas for improvement. (i) List the names of the Eco-Schools Committee Members (including whom they represent):

(ii) Write down the role of each Committee Member:

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Record of meetings Schools should provide the minutes of Eco-Schools Committee meetings. These could be presented as a mind map or in table format as suggested below: Date: Members present:

Members absent:

Agenda:

Points/Issues discussed

Decisions taken

1.

2.

3.

4.

5.

Any Other Business (A.O.B)

Meeting adjourned at

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a.m/p.m

Environmental review The following review checklist is divided into ten sections representing the Indian Ocean EcoSchools themes. Each section has a list of suggested questions that the Eco-Schools Committee could use to gather information on the current status of the school related to each theme. Schools can conduct the environmental review on the themes of their choice, but the following themes are compulsory: climate change, water, waste. Findings should be specifically related to ‘things that are working well’ and ‘points for action’, based on the Eco-Schools themes. A summary of findings should be produced and shared with all members of the school through various channels (displayed on school notice boards, shared during the school’s assembly or staff meetings, etc.). The Eco-Schools Committee should then draw up a list of priority actions for the year. Findings from the environmental review should be kept as evidence, as these are an essential element of the EcoSchools award scheme. The results of the environmental review should be included in this section. The results from the environmental review should show both the issues and opportunities identified at the school. Areas to be taken into consideration for action should be clearly defined and highlight which of the ten Eco-Schools themes relate to the areas of focus. Note: Another environmental review should be conducted at the end of the year to show the school’s progress in relation to the selected Eco-Schools themes and focus areas. This review should identify areas that need to be taken into consideration in planning for the next year’s Eco-Schools themes and projects.

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Eco-Schools Indian Ocean Environmental Review Checklist Climate Change School Name: People Involved: Date of Review:

Question 1 Question 2 Does your school use a lot of appliances that run on

Does your school experience water shortages during

non-renewable sources of energy during the day?

the dry seasons?

YES/NO Comments YES/NO Comments

Question 3 Question 4 Does your school use a lot of water during the day? Does the school engage in waste management activities such YES/NO Comments as recycling and waste reduction? YES/NO Comments

Question 5 Question 6 Does the school serve or sell a good balance of naturally Does the school have enough shade to protect students/ produced food and drinks? staff from the heat? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Are students encouraged to travel to school on foot

Are there any topics in the curriculum related to this theme?

or by bicycle? YES/NO Comments YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans that promote

Are there any previous school projects related to this theme?

this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Water School Name: People Involved: Date of Review:

Question 1 Question 2 Where does the water used at school come from? What is water needed for at school? Comments Comments

Question 3 Question 4 What is the state of the school’s water facilities? Which facilities use a lot of water? Comments Comments

Question 5 Question 6 Does the school receive enough water? Does the school store water to respond to any water YES/NO Comments shortages throughout the year? YES/NO Comments

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Question 7 Question 8 Do students and/or staff misuse any water facilities Are there any topics in the curriculum related to this theme? at the school? YES/NO Comments YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans Are there any previous school projects related that promote this theme? to this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Waste School Name: People Involved: Date of Review:

Question 1 Question 2 Where does the waste generated at school come from? Is there a lot of litter around your school? Comments How much litter can be found on an average day? YES/NO Comments

Question 3 Question 4 Are there enough bins around the school compound What type of waste is put in the bins? to store waste? How many are there? Comments Comments

Question 5 Question 6 Is any waste recycled at school? What kind(s)? How often is the waste collected from the school? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Is food and green waste composted? Are there any topics in the curriculum related to this theme? YES/NO Comments YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans that Are there any previous school projects related to this theme? promote this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Energy School Name: People Involved: Date of Review:

Question 1 Question 2 What is the school’s main source of energy? What is energy needed for at school? Comments Comments

Question 3 Question 4 What type of electrical appliances/ How often are these appliances used at non-electrical items are used at school? school? Are they left on unnecessarily? Comments Comments

Question 5 Question 6 Are there any electrical appliances/ Are there any topics in the curriculum related non-electrical items at school that to this theme? conserve energy? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Are there any school policies and/or plans that Are there any previous school projects related to this theme? promote this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Healthy living School Name: People Involved: Date of Review:

Question 1 Question 2 Are the school sanitation facilities in good working Is there enough water for students and staff for drinking, condition and often cleaned during the day? and hygiene and sanitation purposes? YES/NO Comments YES/NO Comments

Question 3 Question 4 Does the school grow its own food? Are there any first aid kits and first aid practitioners YES/NO Comments at school? YES/NO Comments

Question 5 Question 6 Are the food and drinks healthy for students and staff? Is there a good level of hygiene at all times during food YES/NO Comments preparation? YES/NO Comments

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Question 7 Question 8 Is there a range of fitness and extra-curricular Are there any topics in the curriculum related to this theme? activities for students? YES/NO Comments YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans that promote Are there any previous school projects related to this theme? this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Biodiversity School Name: People Involved: Date of Review:

Question 1 Question 2 Are the school grounds well maintained? Is there an area Do teachers take students on field visits to experience firstthat can be used as a resource for environmental learning hand animals and plant species in their own environment? on biodiversity and for wildlife? YES/NO Comments YES/NO Comments

Question 3 Question 4 Is there any human interference in the habitats close Are there any habitats near the school with endemic/native/ to school? endangered plant and animal species? YES/NO Comments YES/NO Comments

Question 5 Question 6 Could the school create a garden to grow some of native/ Are there any organizations in the local community working endemic/endangered plant species? on the protection of biodiversity? Could the school work YES/NO Comments with organizations in the local community to raise awareness on and engage in actions that demonstrate the protection of biodiversity? YES/NO Comments

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Question 7 Question 8 Does the school use environmentally friendly control Are there any topics in the curriculum related to this theme? methods to reduce pest infestation and damage YES/NO Comments caused by pests? YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans that promote Are there any previous school projects related to this theme? this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Soil and air School Name: People Involved: Date of Review:

Question 1 Question 2 How does the school manage any areas of soil in the

Is the soil washed away when it rains?

school grounds? YES/NO Comments

Question 3 Question 4 Is the school planning to transform barren land by using Are there any species living in the soil in the school grounds? grass/plants? YES/NO Comments YES/NO Comments

Question 5 Question 6 Is the air quality at school good? Are there any forms of air pollution at school? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Is the school undertaking any projects to ensure that Are there any topics in the curriculum related to this theme? there are enough trees to provide clean, fresh air? YES/NO Comments YES/NO Comments

Question 9 Question 10 Are there any school policies and/or plans that promote Are there any previous school projects related to this theme? this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Livelihoods School Name: People Involved: Date of Review:

Question 1 Question 2 Is the school aware of any social issues affecting students Does the school organize activities to empower the students in the community? to take care of their wellbeing and that of the environment? YES/NO Comments YES/NO Comments

Question 3 Question 4 Does the school provide a safe and conducive learning Are there any other projects at school that promote environment for the students? sustainable living? YES/NO Comments YES/NO Comments

Question 5 Question 6 Do the students receive any career guidance? Are there any topics in the curriculum related to this theme? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Are there any school policies and/or plans that promote Are there any previous school projects related to this theme? this theme? YES/NO Comments YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Cultural heritage School Name: People Involved: Date of Review:

Question 1 Question 2 What are the main cultures and religions represented in Are there any natural heritage sites near the school? your school and community? YES/NO Comments Comments

Question 3 Question 4 Do students learn about the cultural and traditional Are girls and boys given equal opportunities to participate in heritage of their community/country in activities/ projects at school? activities and projects at school? YES/NO Comments YES/NO Comments

Question 5 Question 6 Does the school grow any plants with medicinal properties? Does the school have a vegetable garden? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Are there any topics in the curriculum related Are there any school policies and/or plans that promote to this theme? this theme? YES/NO Comments YES/NO Comments

Question 9 Are there any previous school projects related to this theme? YES/NO Comments

Things that are working well:

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Points for action:

Eco-Schools Indian Ocean Environmental Review Checklist Ocean and coast School Name: People Involved: Date of Review:

Question 1 Question 2 Is your school located near the coast? What types of marine and coastal ecosystems are located YES/NO Comments along your country’s coastline?

Question 3 Question 4 Do students learn about marine and coastal Are any marine or coastal management projects being ecosystems at school? implemented in the vicinity of the school? YES/NO Comments YES/NO Comments

Question 5 Question 6 Is the school involved in community work for the Do students and teachers consume a lot of seafood at school sustainable management of coastal areas? and at home? YES/NO Comments YES/NO Comments

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Question 7 Question 8 Are there any eco-tourism projects on marine and Are there any school policies and/or plans that coastal management in the vicinity of the school? promote this theme? YES/NO Comments YES/NO Comments

Question 9 Are there any previous school projects related to this theme? YES/NO Comments

Things that are working well:

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Points for action:

Eco Code This section is for the school’s Eco Code. The Eco Code should take into account all the priorities identified in the environmental review and include key elements of the school’s general policy. It should reflect what the school intends to do about environmental learning and environmental management. If the school has a general policy, it can also be included here together with the Eco Code. If the school already has an Environmental Policy Eco Code, it can be included here, and it should be included for every year that the school is registered. The Eco Code could be reviewed and updated from time to time, to reflect different areas that require action.

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Action plan and project outcomes

Theme

Name of School:

Tasks/Projects

Estimated completion date

Person (s) responsible

Resources needed

Did it work? Why/why not?

The action plan is the core of the Eco-Schools programme and should be based on the priority areas identified during the environmental review. The timeframe, person responsible for each task and any resources needed should be clearly marked on the action plan.

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Project outcomes Information and evidence of any school projects related to selected Eco-Schools themes should be provided in this section. There is no need for a copy of the action plan in this section. Use the questions below to help evaluate your projects and provide supporting evidence for each. Evidence could be in the form of photos, drawings, project proposals, results of any audits, students’ work, student and teacher feedback, reports, etc. Project title: What informed your school’s decision to embark on this project? This could refer to the results of an audit of a particular theme or other forms of enquiry/ observations. Attach any evidence of enquiry or observations, e.g. an outline of how the enquiry was conducted including data, photos or drawings. What is the project about? Briefly describe the project and include key facts and figures where possible e.g. The project responds to the issue of waste disposal at school… etc. Who is involved in the project? List all the people involved in the project: members of the Eco-Schools Committee, environmental organizations, teachers, students, parents, other schools, etc. Briefly outline the contributions/ responsibilities of each group of people involved, e.g. students help monitor the use of rubbish bins, or parents sponsored the bins and gave a presentation on waste at school, etc. What are the main objectives? Briefly state your goals and relevant actions. What did the project achieve? Describe the project’s main achievements and briefly explain how it has helped the school and the community at large. Attach evidence where possible e.g. a specific audit, before and after photos or drawings, testimonials from people involved in the projects, etc. What were the lessons learnt? Reflect on the school’s successes, failures and lessons learnt. Which themes/action points should be continued in following years and are there any areas for improvement?

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Curriculum outcomes Evidence of any curriculum work which relates to the selected Eco-Schools themes (samples of students’ work, drawings or photos of students engaged in environmental learning, sample of work plans for the different subjects, etc.) should be provided in this section. Lesson plans (or field trips and excursions) of any subjects related to Eco-Schools themes and school projects could also be included. Use the template below as a guideline to provide the necessary information. Eco-Schools theme: Subject: Grade: What was the lesson about? Was the project used as part of this lesson? Was any survey or investigation carried out in this lesson? What should the students have learnt/understood by the end of the lesson? Provide some samples of students’ work as evidence

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Portfolio checklist The items below will help you to keep track of the school’s achievements. School profile and list of any previous Eco-Schools activities Description of the context Eco-Schools Committee Members and their respective roles Minutes of Eco-Schools Committee meetings The school’s Eco Code or general policy (if any) Environmental review results Action plan Project outcomes (including results, audits or assessments for selected Eco-Schools themes) Curriculum outcomes (including lesson plans, examples of students’ work, photos of student involvement and other evidence for selected Eco-Schools themes)

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Assessment guidelines for Green Flag For Official Use and Schools’ Information A team of assessors with a background in education and environmental education will use the following criteria to assess your school’s portfolio. Name of school: Year/s registered with the programme: Report submission date:

Report assessment date:

Previous awards/flag received?

Year/s received:

Report assessed by: • Name: • Name: • Name: Quick check (tick box if included in submission) Eco Committee

Audits

Eco Code

Themes

Action plan

Lesson plans

Student work

1. Eco-Schools Committee information: a. Coordinator YES / NO b. Students

YES / NO

c. Teachers

YES / NO

d. Community members/ parents/ SGB members



YES / NO

e. Others: 2. Record of meetings included: a. How many meetings were organized? b. Are dates of meetings spread out equally throughout year?

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3. Initial school review / audit completed? a. Date completed: b. Was it realistic and meaningful? c. Comments:

5. For each theme a table like the one below should be completed (Please give general comments on the following points) AWARD: GREEN FLAG Theme Selected • Climate change • Water • Waste Other:

Introduction Lesson plans included Comments on lesson plans Evidence of students work relevant to lesson plans included Comments on students work Action projects and evidence (photos, drawings, etc.) included Reflection on the theme included

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COMMENTS

6. Do the initial environmental review, the Eco Code and the selected themes link together well?

7. Reflection and review a. 2nd (Review) audit included?

YES / NO

Date of 2nd review: b. Reflection and review included?

YES / NO

c. Future plans indicated?

YES / NO

Comments:

8. Is the whole school involved in the Eco-School activities? • Teachers YES / NO • Students

YES / NO

• Non-teaching staff

YES / NO

• School management team

YES / NO

• Parents

YES / NO

• Other community members

YES / NO

Comments:

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9. Is there evidence of how the Eco-Schools programme has contributed to environmental improvement at the school? If yes/no, please provide reasons

10. Has the school made a special effort to engage students in environmental learning opportunities inside/outside the classroom? If yes/no, please provide reasons

11. Further comments and recommendations (including ideas of how the report could be improved, additional work that needs to be done if the flag is not awarded, etc.).

12. Recommendation: Should the school be awarded the Green flag? I, [Name of assessor] agree/do not agree that [Name of school] is of the required standard for Green Flag. Signature:

148 Eco-Schools Indian Ocean Manual

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An ISLANDS initiative of the Indian Ocean Commission funded by the European Union

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