An Educational Carbon Reduction Programme for Secondary Schools

An Educational Carbon Reduction Programme for Secondary Schools in Norfolk Sue Falch-Lovesey Head Environmental and Outdoor Learning Team susan. falch-lovesey@norfolk. gov. uk

Norfolk County Council Target: to reduce CO 2 emissions by 25% by 2013 Sustainable Community Strategy: Norfolk Ambition Climate Change Strategy for Norfolk National Indicators 185 and 186

Carbon emission reduction through minimising fossil fuel consumption Empowering pupils to take action to improve their school environment. Objectives of Energy Outreach Education programme Covering important aspects of Education for Sustainable Development curriculum Cost saving for schools

Where it all began. . . • Primary School Energy Busters programme began in 2005 • Pupils aged 7 -11 • Over 100 Primary schools in Norfolk involved so far • By 2013 over 300 more Primary Schools will have participated 2005 – 2007 in partnership with: UEA’s CRed team, NPS, Norfolk County Council, Broads Future Project (Broads Authority Sustainable Development Fund) & Small Steps Big Change

Outcomes of the Primary project: Average electricity savings per school currently 10. 25% (for schools involved since September ’ 08 – April ’ 09) Short listed for national EEA Awards 2008 Cost £ 1300 per school. Average payback: 2 years Long-term energy savings remain sustained compared to an increase in electricity consumption in schools that did not participate in the programme (see graph)

Long-term electricity savings following Energy Busters input: 2004 - 2008

Secondary School Energy Outreach Programme * * April 09: Name changed from Energy Futures to e. Futures to modernise and avoid copyright issues

Energy Futures: The Pilot Study Bungay High School Northgate High School 5 High Schools Thorpe St Andrew High School Approx 20 Year 8 (12 -13 yr old) students (+ approx 5 Yr 10 mentors) Methwold High School Broadland High School Energy Futures Pilot Study Phase 1 only Launched 2008

Results of e. Futures Pilot Study 38% 31% 20% 17%

Evaluation of Energy Futures Pilot Project • Successful reduction in energy use • Students demonstrated increased understanding of sustainable development issues and climate change on a local and international level • Students were empowered and motivated • Feedback suggested there could be difficulty sustaining long-term energy savings without support

Session 1 2 day project THE BIG SWITCH Energy saving week Re-launch Big Switch PHASE 1 Session 2 Big Switch Evaluation & results (half day) Unsuccessful (-saving) Free energy audit (value £ 450) Progress to PHASE 2

e. Futures Programme Staff present: Tour of school Headteacher Lead teacher Site Manager Business Manager Head of Year Group Initial meeting Establish individual school needs Site Manager Questionnaire Discuss programme content Meter reading tutorial

Session 1 – Day 1 Fossil fuels and climate change Climate Change Debate: The Global Dimension

Session 1 – Day 1 Climate Change Debate Learning Objectives: • To understand the relationship between energy consumption and climate change • To develop understanding of allocated country (USA, Sweden, Kenya, Bangladesh, China) and factors influencing Carbon Footprints. • Prepare a presentation for each country summarising key points • To discuss whether all countries should be held accountable for climate change • To recognise the need for global action and how this can be achieved

Session 1 – Day 1 School Energy Survey Identify Key Findings

Session 1 – Day 2 Planning and Preparation for The Big Switch Week

Session 1 – Day 2 • Students prepare questions for a panel of experts from different school departments: – ICT – Staff representative – Administration Presenting questions to panel of ‘experts’

Promoting the Big Switch Week Informing Campaigning

The Big Switch Week Behavioural reminders Monitoring

The Big Switch Off

Session 2 – Evaluation (Half-day) Evaluating behavioural changes during The Big Switch Analysing meter readings and energy consumption levels

Session 2 – Action Plan • Use professional audit to identify key actions to continue energy savings (cost benefit/payback) • Record in form of Action Plan • Present Action Plan to Headteacher – then to NCC

End of Phase One The Big Switch Week Successful Big Switch Week Unsuccessful Big Switch Week ( - savings) Phase 2 [Release of £ 2500 Capital For visible monitoring system] Taking account of lessons learnt school is supported to hold another Big Switch week

CASE STUDY : Rosemary Musker High School, Thetford, Norfolk: A Specialist Technology School • • • 774 pupils, mixed comprehensive / non selective School opened in 1983 24 year 8 pupils in one class, chosen by staff based on their skills and motivation Average monthly energy bills over £ 11, 000. Staff very supportive of project Energy meters read remotely by electricity supplier

Energy Survey Results Students identified a lot of lights and IT equipment left on when not in use

Key findings from Students’ energy survey Problem Solution Easy, Medium or Hard to resolve? Windows open when the heating on. Turn down the heating M Electric Fans on to compensate for heating on too high Turn off the heating M Lights on unnecessarily Turn them off E Single glazing Buy double glazing H Teachers Laptops on Improved technology increasing speed of loading time – to encourage more teachers to turn them off H Computers on unnecessarily Turn them off. Timed switch off Timed energy saving i. e. screen saver. M H H

Rosemary Musker High School Meter reading results

PHASE TWO Successful Big Switch £ 2500 released for Visible Energy Monitoring System School continues to save energy (and prove it through monitoring) Energy savings submitted SESSION 3 (Half day) Committee of students / staff decide on energy saving technology to purchase with £ 10, 000 Complete and submit application Application approved. £ 10, 000 released. School purchases energy saving technology

Visible Energy Monitoring Systems • Real-time data • Staff/student engagement • Live energy display screens across school • Enables students and staff to monitor energy saving • Cross-curricular opportunities • Live and historical data

Visible Energy Monitoring Systems Data can be presented in different formats Can analyse historical data

Visible Energy Monitoring Trials 2009 Dereham 6 th Form College: Envido http: //dereham. kama yaq. com/display. html Notre Dame High School, Norwich: GEO (Green Energy Options) http: //attleborough. meter web. com/Pages/Default. a spx? m=1&Aspx. Auto. Dete ct. Cookie. Support=1 Attleborough High School: LJ Components

Visible Energy Monitoring Systems Comparisons GEO + Buildings/individual Envido + items can be ‘sub metered’ Complete package for monitoring all energy and water + Wider community monitoring via. Portable household display units + Data available to fulfil NI 185 reporting + Visually inviting display with ‘blob’ character whose colour indicates status of energy use - + Wide range of interactive web pages (dashboards) + Ability to interrogate data Monitoring electricity use only so not fulfilling National Indicator 185 requirements + Alarms and SMS alerts - Cost (£ 12, 000 - £ 13, 000) + Ability to sub meter system + Data imported/exported - Costs unknown as yet LJ Components + Data available to fulfil NI 185 reporting + Data can be imported/exported + Ability to sub meter + Cheapest option (so far) - No ready made user interface / web pages currently available.

Whole Programme – What have we learnt so far? • Programme struggles to succeed without the support of all the staff • Project can be unsuccessful when lead teacher is not senior member of staff • Students may not be motivated if they are nominated by a staff member, rather than ‘applying for a place’ on the project. • Younger students can feel ‘intimidated’ when campaigning to older students • Inaccurate or irregular meter readings will make results invalid • Can energy savings be sustained without ongoing support? • Schools being used for other purposes, e. g. community use, can affect results • Monitoring systems currently still being piloted. Unknown success as yet.

International Opportunities • Global dimension: Great Energy Debate between schools on international level • International programme links e. g. INTERREG ‘ANSWER’ programme • International league tables • Sharing good practice • Video conferencing, virtual and real links http: //sites. google. com/a/holthall. norfolkedunet. gov. uk/answerpilot/ ANSWERpilot

Motivated & inspired young people Embed within curriculum All staff are motivated and committed Monitoring through ICT Make integral part of school culture / ethos Motivating display screens Automated meter readings Embed within long-term SIP Community involvement & support Best Practice ? Engage locally/ nationally, sharing successes, asking questions Engage young people internationally, to understand energy politics Positive cost/benefit Local cluster schools work in partnership / support each other Higher order thinking Strong school / home links Young people as community ambassadors Local business involvement & support

Contact Details Sue Falch-Lovesey Head Environmental and Outdoor Learning Team Clare Eke Energy Outreach Programme Manager Andrew Coles Energy Education in Schools Programme Coordinator Children's Services Norfolk County Council West Norfolk Professional Development Centre Kilhams Way, Kings Lynn, Norfolk PE 30 2 HU t: +44 (0)1553 774023 e: susan. falch-lovesey@norfolk. gov. uk e: andrew. coles@norfolk. gov. uk www. norfolk. gov. uk/outdoorlearning Bowthorpe Youth and Community Centre Bowthorpe, Norwich NR 5 9 AA T: 01603 742389 E: clare. eke@nationaltrust. org. uk