By Ms Rosie Ferrier-Giordano ‘I wanted to join the eco-council to make a difference so that we have a planet to live on when we are older.’ (Matilda Y6EM) Resilience is a key function of a sustainable system1; on a global or a local scale, such as within a student group, classroom, our school and its wider community. Underpinned by adaptability2, it is a skill that will equip our learners to create resilient, sustainable communities in a future of unprecedented change. Emerging from the second wave of online learning, the longest this academic year and the third since COVID-19 upturned our lives in 2020, I realised the last 14 months has been precisely that. A time of unprecedented change. It also occurred to me that despite the adversities of online learning, so much has sprung forth from this year and Green Valley has achieved some remarkable sustainability milestones. This newsletter, inaugurated barely one month ago, brought to fruition by Mahiro Noda (Y12) Eco-Council’s Chair, and which now provides a platform to reach our wider community, is just one incredible example. Likewise, the GV Green Matters website, blog, swap shop, eco-shop and eco-activities, the Grow2Give community gardening project, composting, and a beach clean-up partnership with Ban-Chang Beach Buddies are just a few of the whole school initiatives which have grown this year and are described more fully in May’s edition of the newsletter. ‘I like the eco-council because we come up with great ideas to help save the world’ (Max, Y4CDB). Perhaps, one of the most significant of these milestones, however, has been the establishment of the GV Eco-Council; an opportunity for the students’ voice, passion and dedication to drive change now in preparation for the future. Primary Eco-Council members began the year by conducting an environmental audit of their classrooms and school grounds. This is part of the seven-step framework towards achieving the Eco-School Program’s prestigious Bronze and Silver awards, but moreover, it enabled the students to engage meaningfully with their environment, take notice of areas such as biodiversity, energy consumption or transport facilities, and take ownership of action and the change process. From observing their surroundings, students identified points of concern and drew up a proposal of suggestions which was presented to Ms. Michelle and from which the first Primary Eco-Council Action Plan was established on March 12th 2021. ‘I like the eco-council because I can help the environment through projects at school like making eco-bricks and collecting Tetra-Pak cartons and lots more.’ (Kathy Y5AOH). Playground litter was an area of concern identified in the Primary audit, from which the Eco-council suggested the need for more recycling bins so that plastic bottles, plastic wrappers and Tetra-Pak (drink carton) waste could be separated and allocated to their specific recycling initiatives. Since our return to school from online learning, the Year 6 Eco-Council reps have been able to take responsibility for the ordering of the new recycling bins and submitted the expense form to Ms. Michelle for approval. The new bins will be visible in the TB1 and TB2 playground from Term 1 of 2021-22 academic year. (Fig. 1: Extract from Primary Eco-Council Action Plan 12th March 2021). ‘I like the eco-council because we do really fun things and I want to help the environment.’ (Pete Yr4LB). Designs for a new bike shed for staff and student bikes, a Primary poster competition to raise awareness to reduce light and air-con energy consumption in classrooms, a ‘Greenest Classroom Award’ and lobbying for even more outdoor learning are just some of the March 12th Primary action plans that are still in process and will now carry over into the next academic year. (Fig. 2: Extract from Primary Eco-Council Action Plan 12th March 2021). It seems appropriate therefore, in a year when the student Eco-Council and GV Green Matters has accomplished so much, that ‘Green Awards’ will be presented for the first time as part of the Progress and Attainment awards ceremony, and, whilst the contributions of those individuals stand out, they are also reflective of the combined vision and commitment to action which has given life to so many incredible eco-projects within Green Valley this year; a true testimony to the adaptability and resilience that students and staff have shown during these challenging months towards creating a sustainable community today and a sustainable planet for the future. 1Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research (online)16(5-6): pp.511-528. Available at: DOI: 10.1080/13504622.2010.505427. 2 Gorden. S. (2020). Spark Talk Head of Green School Bali (online) https://www.youtube.com/watch?v=4tIbY65FkJU.
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