Welcome to the Schools Climate Action Planner!
Transform Our World and its partners have developed this free, easy-to-use digital tool to enable teachers, students and staff to identify actions they can take to reduce their school's environmental impact. After answering some yes or no questions, the tool will show you the personalised actions that would have the greatest impact at your school by pointing to resources, initiatives and programmes from various organisations.
The tool is designed to help your school:
- Reduce your school's carbon footprint
- Help everyone in the school community understand the issues surrounding the climate crisis and what they can do to take action
- Build on wellbeing and personal development in the actions you take
How does it work?
Learn what your school can do to take climate action in a few simple steps!
- First, answer a few questions about your school. This helps the tool tailor the suggested actions to best suit your school’s situation. These are simple questions that you should be able to answer without much support.
- Select what actions you would like to do first. You will be presented with a schools climate action plan that also links to helpful resources, programmes, organisations and case studies to help you to implement your recommended actions.
Over to you! You can print out or save your action plan to remind you of the actions or share with colleagues.
Localised Schools Climate Action Planner
Are you a local authority or an individual who has oversight over multiple schools in a locality? We offer a localised version of the Schools Climate Action Planner that you can adapt to reflect the local actions that schools can take within a geographical area. To find out more about how a localised version of the planner works, see this document, or contact [email protected]
To use the action planner, please make sure you are signed in to the Transform Our World Site.
Now it's time to build your climate action plan. We suggest you pick up to six of the recommended actions to get going. Once you have completed them, you can return to the tool to add more to your action plan.
Your recommended actions have been selected based on their relevance to your school (in response to your answers in the survey above) and are ranked by their effectiveness, based on their impact on reducing your schools carbon footprint, cost, effort and co-benefits such as community engagement and educational value. If you are after more detail, each action displays symbols that represent the predicted effort, cost and overall impact to help you decide if this action is right for your school.
The actions that first appear at the top of each pathway are those we recommend your school starts with and we suggest you select at least one from each pathway. You can choose these actions to implement by clicking 'Add to action plan'. Or if you would rather select a different action in the pathway simply pick another one or select 'We already do this' or 'Not applicable' .
You can discover more about each action, and the important resources to help you implement your actions, by selecting 'Read more'. There will then be links to relevant toolkits, guidance and materials to help you do each action, as well as case studies from other schools to provide inspiration. For actions funded by GMCA, you will also see a short description of what area of their 5-Year Environment Plan has been covered by this action.
Goal:
Have a positive impact on the school grounds & operations
Creating a rain garden helps alleviate localised flooding.
A rain garden is designed to temporarily channel and contain rain water. Often on a slope it collects water run-off from roofs and hard surfaces into a depression in the ground. Like any garden the depression will be landscaped and planted according to the conditions.
1) Talk to senior leaders about your idea.
2) Consider the site and, if there is flooding, where the water comes from and runs to. Consider where a hole could be dug deep in order to be filled with materials that allow water to sit around them.
3) Bring in expertise to help you consider the need, its position and the costs.
Co-benefits
It keeps the air cooler, provides habitat and can look good.
If you want to see school rain garden there is a local garden at Moorlands Primary in Trafford, whilst the University of Salford have a demonstration rain garden on their campus called the Living Lab. Groundwork, City of Trees and the RHS have experience building rain gardens. Rain gardens can be expensive so it is worth exploring grants and getting quotations.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Teaching outside is good for young people's health, fitness and well-being.
An outdoor classroom is about defining an area where learning can occur. It can be as simple as using sawn logs to create a seating area, building a wooden roofed structure or landscaping an amphitheatre.
1) Consider the sites available and the kind of classroom you want to provide.
2) If it is forest school style it can be as simple as sourcing logs and an awning;
3) If you need a wooden structure or the area needs landscaping you will need to find a suitable organisation to deliver your goals.
Co-benefits
It is good for pupils to gain knowledge of local fauna and flora.
To create your own outdoor classroom you are likely to need sustainably sourced logs and woodchip. Treestation have a Community Benefit Scheme for their sustainably sourced wood-based products. There are also plenty of organisations that can help build structures or re-landscape an area. The Lancashire Wildlife Trust, Sow the City can help create a forest school's area whilst Groundwork can also re-landscape.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
A green roof absorbs heat, water and CO2.
A green roof is a covering of vegetation for a flat or elevated roof which has been planted over a waterproof membrane. They can be micro roofs, such as being on the roof of a bus stop or macro-roofs covering a whole building.
1) Consider the site, whether its on a school outbuilding or the school roof.
2) Consider the different kinds of green roof planting you want.
3) Decide who will do the work: if you build your own make sure you have the right skills and equipment.
4) Otherwise contact a listed organisation who can advise and give you a quote.
Co-benefits
It also provides insulation to the building and so lowers energy bills. It provides new habitats.
Groundwork Greater Manchester have a resource on how to build your own green roof and Greater Manchester's Ignition project findings can help you understand the benefits of nature-based solutions. Organisations you can hire to build a green roof include Groundwork Greater Manchester and Sow the City.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Creating a rain garden helps alleviate localised flooding.
A rain garden is designed to temporarily channel and contain rain water. Often on a slope it collects water run-off from roofs and hard surfaces into a depression in the ground. Like any garden the depression will be landscaped and planted according to the conditions.
1) Talk to senior leaders about your idea.
2) Consider the site and, if there is flooding, where the water comes from and runs to. Consider where a hole could be dug deep in order to be filled with materials that allow water to sit around them.
3) Bring in expertise to help you consider the need, its position and the costs.
Co-benefits
It keeps the air cooler, provides habitat and can look good.
If you want to see school rain garden there is a local garden at Moorlands Primary in Trafford, whilst the University of Salford have a demonstration rain garden on their campus called the Living Lab. Groundwork, City of Trees and the RHS have experience building rain gardens. Rain gardens can be expensive so it is worth exploring grants and getting quotations.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Leaving an area of grass to grow is beneficial for biodiversity.
Leaving an area of grass to grow wild can simply mean not cutting the grass in the Spring. The grass will grow and wild flowers are likely to appear, but it will need cutting back in late Summer.
1) Talk to senior leaders to contact and discuss the No Mow Plan with the grounds maintenance team.
2) Agree a new mowing regime depending on how you want to manage the area. Wild flowers will grow through the grass but it will not be a wild flower meadow as this needs the grass to be removed and the area seeded.
3) Work with the Eco team or classes to compare the biodiversity before the grass grows and when it is long.
Co-benefits:
Having wildlife in the grounds can be woven into a richer curriculum.
The No Mow May project advises that grass is not mown during the month of May. If you want to create a wild area go to The Wildlife Trust. If you want information on creating a wild flower meadow go to the RHS.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Trees absorb carbon dioxide and provide oxygen, improve air quality, retain water, cool air and provide valuable habitat.
Planting trees implies buying, or sourcing, small whips or larger trees and finding the right space in the school grounds where they can grow. But it could also mean creating a tree nursery and growing trees from seed.
1) Assess your site and consider the soil and how the trees will grow across their lifetime.
2) Consider if you want to bring in an organisation to support or,
3) Consider the equipment needed to plant the trees and whether they will need safe-guarding from being strimmed, trampled or eaten.
4) Consider who will help to plant them - the whole school, or a class, or the Eco team.
5) Consider how they will be maintained in the future.
Co-benefits
They are proven to increase our sense of well-being.
City of Trees have a school tree planting programme and can organise a day's planting. The Woodland Trust will send schools free packs of small tree whips. Smaller trees easily get damaged so it might be better to find a programme where larger trees can be planted.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Making compost reduces the amount of green and vegetable waste that needs to be recycled off site.
Schools produce plenty of fruit and vegetable waste, which if composted, can provide the means to refresh the school's growing area. It also offers opportunities to learn about decomposition.
1) Find a suitable site. Too much sun will dry it out but it needs some warmth to keep the microbes alive. Make sure it is on soil rather than a hard surface.
2) Buy a plastic bin or build one with the Eco team from pallet wood.
3) Make sure the Eco team take fruit and vegetable waste out each day and check it is not too wet or too dry.
4) Turn it occasionally.
Co-benefits
School makes its own compost to refresh beds and it is good for biodiversity.
If you want to build a pallet compost system using recycled wood there is an excellent film from GrowVeg showing you the whole process. The Wildlife Trust resource tells what to include and what not and gives advice about composting for wildlife. A plastic bin is easy to use but not if your grounds are plastic-free. Sow the City can provide support. MEEN's Save Our Soils project supports composting.
This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.
Having more sustainable food options can significantly reduce the school's carbon footprint.
The provision of sustainable food implies eating less meat and dairy, buying local, seasonal and organic food, purchasing Fair Trade or Marine Stewardship Council fish, wasting less food, growing your own and maintaining a balanced diet.
1) Have discussions around food and climate change with pupils, kitchen staff, the business manager and senior leaders.
2) Discuss whether there is a particular programme the school could join.
3) Discuss whether changes can be made with your current food provider or needs to change.
4) Research alternative providers.
Co-benefits
More sustainable food is often healthier.
Food for Life is The Soil Association's school food programme. Joining costs but it will guide school to more sustainable eating practices. Peasplease is a campaign from the Food Foundation which can help food providers increase the vegetable use in cooking. Organic North is an organic wholesale cooperative. Bite Back is a youth lead campaign organisation.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
Doing an audit can help a school cut its waste which helps save money.
Doing a recycling audit helps school find out what is already being recycled: this means you can explore whether more of these materials can be either refused, reused or recycled.
1) Work with the Eco team to find out what is already being recycled in school.
2) Do a waste audit. Are there materials in the bin that could be recycled? Are there materials that could be reused?
3) Organise a system for cutting waste materials and, where you can recycle more.
Co-benefits
The school's carbon emissions will be reduced.
Recycle for Greater Manchester's website has information about recycling and sites which schools can visit to learn about where our waste goes. WRAP's website has a lot of background information. MEEN has produced a waste audit resource.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
Electric school buses will ensure cleaner air, reduce carbon emissions.
Find out if local school buses are electric if not campaign for your school buses to become electric. If your school has its own bus or a mini bus up-grade to an electric vehicle.
1) Engage pupils in a letter writing campaign to ensure local council school buses are electric.
2) Talk to senior leaders about your school's bus.
3) Research the different EV minibuses to find one that is suitable for your school.
Co-benefits
Electric vehicles make for a quieter environment.
The Energy Saving Trust provide information for those buying electric vehicles. If you want an electric bus look at The Low Emission Bus Guide. Electric minibuses are currently more expensive than a petrol/diesel minibus but they could be cheaper to run.
This action supports the key area of "our transport and travel" which is part of the GMCA's 5 year environment plan.
Electric vehicles charging points will reduce the school's travel carbon footprint and ensure cleaner air in the local community.
The installation of electric vehicle charging points on the school site provides for staff and visitors, and possibly the local community, with the infrastructure to use electric vehicles.
1) Assess the demand from school staff and visitors for EV.
2) Consider where the EV charging points might be situated.
3) Explore the Workplace Charging Scheme Guidance.
4) Talk to senior leaders.
Co-benefits
Less noise from vehicles in school.
Transport for Greater Manchester and the Energy Saving Trust give advice about EV whilst the Workplace Charging Scheme Guidance is helps you apply for funding for EV.
This action supports the key area of "our transport and travel" which is part of the GMCA's 5 year environment plan.
Heating costs increase by around 5-10% for every 1̊C increase (Carbon Trust) so setting the right temperature reduces the school's carbon emissions.
Setting the right temperature for everyone in school can be difficult but the Health and Safety legislation suggests a minimum of 18C in most teaching rooms and 15C in areas of circulation. It is also important to consider the times that the heating comes on and off part of effective heat regulation.
1) Working with the Eco team find out who controls the heating.
2) Discuss how the temperature is set.
3) Make suggestions to reset the temperature controls and that they are adjusted to reflect different uses and activities in different areas or rooms.
4) Check timers so they reflect actual hours of use and are set to the right date and time (particularly after the clocks go forward or back).
5) Talk to the building's inhabitors to discuss the changes.
Co-benefits
It will save school money on heating bills. Can improve the learning environment for students
The National Education Union offers advice on temperature settings in schools and workplaces whilst the Department of Education advice states that cutting back your heating for an hour a day can save another 5-10% on the bills.
This action supports the key area of "our homes workplaces and public buildings " which is part of the GMCA's 5 year environment plan.
Well glazed windows reduce heat loss, money on energy bills and the school's carbon footprint.
18% of a building's heat loss is through windows. If a school has single glazed windows upgrading them to double or triple glazing can make a big difference to energy costs.
1) Examine the state of the school's windows with the Eco team. If they are single glazed or not shutting properly, can they be insulated or do they need to be replaced?
2) Talk to senior leaders about your assessment and what needs to happen next.
Co-benefits
They will reduce external noise and condensation.
The Energy Saving Trust gives advice on window types. Refer to Salix for possible financial support.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
Low energy lighting can reduce electricity bills and the school's carbon footprint.
In a typical school lighting makes up for nearly 50% of the electricity use. Replacing old lighting systems with more energy efficient ones, such as LEDs, can dramatically reduce electricity costs.
1) Talk to the site manager who will know about the current lighting.
2) Research which lights would best replace the current lights and consider potential savings over time. LED lights will be the most efficient.
3) Discuss your findings to senior leaders.
The Department for Education have some simple top tips and recommend improving glazing.
Refer to Salix for possible financial support.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
Being able to control the temperature of school buildings can save money on heating bills and reduce the school's carbon footprint.
To reduce the school's heating it is necessary to consider how the heating system is run and how it can be improved. Measures could include small adjustments such as installing manual or thermostatic radiator valves (TRUs), to installing a building management system.
1) Find out who controls the heating in school.
2) Contact the heating controls service engineer to review, reset and advise on the current system and outline what improvements could be made. Ask the heating engineer to map the heating needs on a room by room basis and/or as a whole school.
3) Consult with the building users for their opinions.
4) Use the map and consultation to plan solutions.
Co-benefits
It can improve working conditions.
The Department for Education have produced a guide on energy and water saving for schools.
Refer to Salix for possible financial support.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
If the school taps are drippy, leaking and difficult to turn on and off the likelihood is that water is being wasted. A school using water saving devices can reduce their water consumption by 50%. Replacing the old taps with timed taps is one device likely to help make savings.
1) Do a water audit to find out how much water you use and to discover where water is being wasted.
2) If the toilet taps are the problem research with the Eco team the costs of new taps against the costs of wasted water.
Co-benefits
It saves money and reduces clean water production which has a carbon footprint.
Waterwise provide water saving advice and Anglian Water have a good water audit. If you want to save water and energy remember that timed taps work on pressure whilst automatic taps need energy from a battery.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
Good insulation can make a big reductions to the school's carbon footprint.
Ensuring your school buildings are well insulated is key to becoming sustainable. Leaky buildings and unlagged pipes are responsible for wasting huge amounts of energy.
1) Work with the site manager to check the insulation in the school roof. If it is not at the recommended depth increase it.
2) Check whether the walls are insulated or could be insulated.
3) If you have a hot water tank make sure it is insulated.
4) Check any hot water pipes to make sure they are lagged.
Co-benefits
It can also reduce your energy bills and enable effective use of a ground source heat pump.
The Department for Education have specific advice for schools whilst The Energy Saving Trust have more general advice. Make sure that if the walls are insulated that they the material is sustainably sourced and safe from fire hazard.
Refer to Salix for financial support.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
Ground source heat pumps do not replace gas boilers but can significantly reduce heating or air conditioning bills by using renewable energy from underground. This will reduce the school's carbon footprint.
Ground source heat pumps draw heat from pipes that have been laid underground. The pipes absorb heat which is then extracted and fed into radiators, water or into an air-heating system. They can also cool buildings by relaying hot air into the pipes underground.
1) Raise the issue with senior leaders.
2) Check Salix for funding opportunities.
3) Consider where the pipes could lie in the school grounds.
4) Employ an external consultant or renewable energy company who can advise on the suitability of installing a ground source heat pump. Ensure they are accredited by the Chartered Institution of Building Services Engineers.
A ground source heat pump system can be vertical or horizontal. Vertical systems are more expensive as a borehole needs to be drilled, whereas horizontal systems have piping buried in in trenches spread over a large area of land. Check out The Energy Saving Trust for advice.
Refer to Salix for grant opportunities.
This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.
Most heating systems are fired by methane (natural) gas: air source heat pumps provide the opportunity to generate heat from a renewable source cutting the school's carbon footprint
Air is drawn into the building by an electric pump and, like the back of a fridge warming up as the inside cools down, a process called heat exchange occurs. This means warm air is exchanged for cold air and can be used for heating or hot water in a building. The process can also work in reverse to provide cool air. However, in order to work well your building needs to be sufficiently insulated.
1) Raise the issue with senior leaders.
2) Check Salix funding opportunities.
3) Ensure your building is well insulated first.
4) Employ an external consultant or renewable energy company who can advise on the suitability of installing an air source heat pump in your school and ensure they are accredited by the Chartered Institution of Building Services Engineer.
Co-benefits:
Your school could gain air conditioning.
Refer to Salix for grant opportunities.
The fan on the air source heat pump needs electricity so the system is only as renewable as the electricity which runs it. Check out The Energy Saving Trust for advice.
This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.
Having solar panels will turn your school from an energy user into a renewable energy producer and immediately reduce the school's carbon emissions.
Solar photovoltaic panels convert the sun's energy into electricity. Putting solar panels on the school roof means your school is generating renewable electricity. Most panels are connected to the national grid which means any surplus can be sold back to the grid.
1) Talk to the site manager as you need to check the status of the school roof and its weight bearing capacity.
2) Decide whether school wants to own the solar array or allow another another organisation to use the space.
3) Research the financial and practical implications of each offer. The Eco team may be able to help.
4) Find the right solar installer who can meet the school's needs.
Co-benefits
Your solar array can become a teaching resource on energy.
Refer to Salix for grant opportunities.
Contact GMCR, a not-for-profit, who install solar on schools in Greater Manchester. The school uses the electricity whilst surplus is fed into the grid. GMCR also manage the solar panel array.
Solar for Schools is a national organisation which helps schools raise the funds to install their own solar. Both offer climate change educational opportunities.
This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.
Changing the school's energy tariff to a renewable supply instantly reduces carbon emissions from electricity use.
The school's current energy tariff is likely to be the cheapest but could it also be the greenest? Purchasing renewable electricity is a quick win for reducing the school's footprint.
1) Find out who controls the school's energy supply and if changing supplier is an option.
2) Investigate renewable tariffs including the current supplier.
3) Consider forming a purchasing consortium with other schools to lower costs.
4) Work with pupils to calculate the financial and environmental implications and support them to communicate why change is necessary.
Co-benefits
Your school's reduction helps Greater Manchester work towards being Zero Carbon by 2038.
You may need to learn about the different kinds of green energy tariffs on offer. Some only offer renewable electricity whilst others work on a certificate system. The Energy Saving Trust explains this here. The renewables only option may cost more. Both Trafford, Manchester and Bolton schools can access advice from the Council's energy advisors. The Department of Education are providing advice from their online energy 'School Switch'.
This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.
By taking part in RSPB's Wild Challenge Award, your school will increase biodiversity in the school grounds to help insects and wildlife thrive.
Co-benefits
Increases biodiversity and gets students out in nature which has a positive impact on wellbeing.
RSPB's Wild Challenge Award, not only provides schools awards for their efforts to increase biodiversity but, provides educators structure to follow which supports enriching curriculum delivery and builds children's lasting emotional connection to nature.
Coupled with actions to support nature, Wild Challenge Award has an equal number of experiencing nature activities which provide excellent creative stimulus and build time for children to reflect on the awe and wonder of nature. Wild Challenge helps to build children's sense of agency. They develop the passion to make change happen whilst feeling empowered by the impact their actions have on the nature around them.
Sign Up to Energy Sparks for free to access various energy activities for your school, one of which helps you to run an energy audit.
Co-benefits
Cost savings from energy bills, reduction in local air pollution from reduction in gas combustion.
Check out the various case studies from schools who have taken part in Energy Sparks.
The LESS CO2 sustainable schools programme is a free energy efficiency programme available to any UK school for teachers and non-teaching staff.
Through a series of 4 half day workshops spread through the year, peer mentoring, expert advice and resources, staff are empowered and equipped to make changes and improvements to their school.
Co-benefits
School staff feel inspired and empowered to reduce the schools CO2 emissions. As well as lowering CO2 emissions, the outcomes will also reduce energy usage and save money on bills.
Scroll down on the schools page of the LESS CO2 website to find out how Thornhill Primary School made big energy savings.
Over the past few years, the UK has experienced very changeable weather patterns; droughts, floods and really heavy rain for short periods of time, which when combined with fluctuating temperatures have made growing our own food much more difficult.
Co-benefits
It will increase biodiversity in your school and helps to get students outside.
Explore Anglian Water's Growing for the future pack where your pupils can create their own sustainable water gardens to grow their own fruit and veg. You'll be advised on what to plant and how to create a sustainable garden that needs little water.
Carrying out a water audit will help your school to identify where leaks and inefficient water usage is taking place.
Co-benefits
As well as saving water, this activity will support the school in saving energy and reduce it's water costs. This activity can also help schools achieve their eco awards.
Anglian Water's free water audit pack can help you and your students, reduce water use at school. The audit supports the creation of a water school action plan, collecting data on your school’s water use and involving your community.
Call for action from the government to support schools in being zero carbon.
Co-benefits
Join a movement of schools. The campaign calls for policy change and supports schools to reduce their carbon footprint.
Let's Go Zero is a campaign demanding government backing for zero carbon schools. Every school that signs up is pledging to work towards a more sustainable future, while also urging the government to support this vital mission.
1) Provide electric vehicle charging points on site to encourage visitors to drive an electric vehicle
For journeys that can't be walked, cycled or taken on public transport, choosing to drive an electric vehicle will produce less air pollution than a petrol or diesel vehicle. By providing an electric vehicle charging point at school you can help the transition to electric vehicles.
2) Reduce air pollution from deliveries by reducing the number, arranging them to arrive at quieter times and opting for lower pollution delivery vehicles
Reduce the number of delivery vehicles coming to your school by grouping deliveries together. Ask for deliveries to be made outside of peak hours to reduce congestion. And where possible choose providers that use cargo bikes or electric vans.
Co-benefits
Reducing the number of delivery vehicles, choosing lower emission providers and encouraging the use of electric vehicles can help reduce noise pollution and provide a safer environment for students.
Check out TfL's: Efficient Deliveries guidance on lower pollution deliveries.
Pod Point's Electric Schools Clean Air Campaign examines the role electric vehicles have to play in securing a clean air future.
1) Organise an air quality focused assembly for your school
An assembly is a great way to reach the whole school at once with information about air pollution. A class that has been learning about air quality could present their findings to the rest of the school. The assembly could also be used as a moment to launch other initiatives, such as a no-idling campaign.
2) Lead action-focused lessons on air pollution with students of all ages
Engage your students through activity kits, lesson plans, and tailored PowerPoint presentations.
Co-benefits
This is a good opportunity for students to gain confidence in presenting to a group. The 'ready to go' resources have been reviewed by teachers and link to the current curriculum, assisting teachers through lesson plans and multi-subject topics.
Clean Air Day's 'assembly pack' provides ideas and materials to help you run an air pollution assembly.
Browse our collection of curriculum-linked teaching resources that explore the topic of air pollution for different key stages. These include curriculum-based resources for subjects including PSHE, Geography, Maths, Science, Design, Art and English.
Clean Air Day schools resources have been designed specifically for students in Key Stages 1, 2 and 3.
Healthy Air offer creative and practical teaching activities for Key Stages 1 and 2 with links in to National Curriculum Science, Maths and English.
Greenpeace has created an air pollution teaching pack for Key Stage 2
Introduce your students to the topic of air pollution through this fun, Lego stop-motion video from Arup.
Grandma's Footsteps, and associated learning resources, is a story that encourages children to take note of changes in the environment around them, and to imagine what they want their own future to look like.
Goal:
Students and school community to learn about the climate crisis and sustainability.
Climate change and sustainability is a big topic, and we are not expected to know all the answers. However, whatever your role in a school and stage of your journey you are at, there is more training that you can do.
UK Schools Sustainability network have created an Inset training video for all Secondary school staff and includes thoughts, ideas and tips from over 30 individuals from across the UK - including teachers, students and representatives from various organisations - culminating in a call to action from Lord Jim Knight, former Minister of State for Schools. It is aimed at secondary schools and sixth-form colleges but some sections will be relevant to primary schools and other educational settings. All involved has rallied together to produce this short introduction to the issues of climate and sustainability, resources, what you can do and who is out there to support you.
There are also various other free and paid (marked by a £) CPD options on the Transform Our World website.
Food and drink production and distribution contributes 20% of UK carbon emissions every year and is the leading cause of deforestation, land use change and biodiversity loss. Therefore, our diet can have a huge impact on the climate.
Greenpeace have developed two resource packs, one aimed for 7-11 year olds and one aimed at 11-14 year olds.
The 'Monster in my Kitchen' resource builds on an animation called 'Monster' that Greenpeace created and helps young people to understand the link between industrial meat and deforestation. It offers a range of inspiring activities to help save the forests!
Food and drink production and distribution contributes 20% of UK carbon emissions every year and is the leading cause of deforestation, land use change and biodiversity loss.
Co-benefits
Encouraging sustainable and healthy eating.
The Food for Life programme is about making good food the easy choice for everyone – making healthy, tasty and sustainable meals the norm for all to enjoy, reconnecting people with where their food comes from, teaching them how it’s grown and cooked, and championing the importance of well-sourced ingredients.
Support students in exploring the various different types of careers out there and how all jobs can be green no matter what industry you choose to work in.
Co-benefits
Students consider how their values can inform their career choices in order to make a difference to their local and global community and how holding and acting upon these values can affect wellbeing. Positive impact on long-term decisions.
The PSHE Association worked in partnership with the Environment Agency to develop their Growing Careers for Positive Change teaching resource for Key Stage 4. It includes 2 lessons and accompanying resources which explore personal values and how these relate to our career choices and the decisions we make about our lives.
It is key for students to see and understand they are not alone in caring for nature and the environment to encourage and inspire them to take action.
Co-benefits
Young people will learn about actions people are taking around the world to tackle the climate crisis.
Share and discuss the case studies, videos and stories from around the world of those who have won the Ashen Climate award.
It’s estimated that 80% of litter in the ocean comes from inland sources, showing that no matter how far we live from the sea, our actions can affect marine life.
Co-benefits
Helps to get students to raise awareness in their community.
Marine Conservation Society provides a lesson plan and worksheets for 7-11 year olds, to help students understand the ocean and humans are inextricably interconnected.
Providing climate change education to students inspires young people to become passionate about learning about our global environment and how we can all come together to help protect it.
Wicked Weather Watch enables children to hear directly from those who have witnessed climate change first hand. Their fantastic volunteers who have either travelled to the Arctic or are experts in climate change, visit schools to tell children about their adventures and experiences.
It is important for students to understand that even in the rainy UK it is important to look after our water.
WaterAid's trained speakers are experts in water, sanitation and hygiene. Speakers can give an online talk or workshop to your group about WaterAid's work to tackle COVID-19, climate change, periods and more! Book a free talk or workshop.
Present an assembly to help raise awareness and understanding of Fairtrade across the whole school.
Fairtrade have a range of assemblies to choose from in the assembly section of their teaching resources library or you could make one of your own.
Co-benefits
The student-led role play assemblies support children to become confident individuals, boost self-esteem and develop empathy.
A Fairtrade message from Lothersdale Primary School in West Yorkshire.
Are you and your school new to Fairtrade and want to learn more?
There are many people that you could invite to speak at your school – your local Fairtrade community group may have somebody who would like to come and speak to pupils about Fairtrade. You could get in touch with a local Fairtrade-supporting supermarket to see if they have somebody who can talk about Fairtrade in your school.
It is also possible to request a visit from a member of staff from the Fairtrade Foundation using the request form.
Co-benefits
Your students can hear from an expert on Fairtrade.
You can find out where your nearest Fairtrade Community Group is on this map.
When we consume less power, we reduce the amount of greenhouse gases released by factories, conserve the earth’s natural resources and protect ecosystems from destruction. By taking steps to reduce our energy intake, we are contributing to a healthier and happier world.
Co-benefits
Pre-prepared high quality lesson plan and supporting resources.
Young Citizens provide lesson plans through their subscription. In their Saving Energy lesson, students will learn what is meant by the term energy source. They will consider how they use energy in their lives and be introduced to the basic environmental concerns raised when creating electricity from burning fossil fuels or through nuclear reactions.
Students will then be shown how they can help the environment through saving energy in their day to day lives.
Begin your Fairtrade journey by becoming a FairAware school. FairAware is the first Fairtrade Schools Award and is about finding out where your school is in terms of understanding Fairtrade and using Fairtrade products.
Your FairAware Award will last for two years giving you plenty of time to renew or think about moving on to the FairActive Award.
The following lesson kits, films and Fairtrade activities can support you and your school in understanding FairTrade.
How our clothes are made, where we get them and how we consume them all have impacts on our environment as well as social implications. Students will gather a holistic understanding of the production, consumption and disposal of clothing.
Co-benefits
Equips young people with the knowledge and actions needed to shape a more sustainable society.
The Behind the Seams toolkit is aimed at KS3 and KS4 but has been designed to be used as widely as possible. It contains six lesson plans across three themes – production, consumption and waste – and includes worksheets, slideshow presentations and factsheets to support educators to deliver lessons.
Spread awareness throughout your whole school community on the issue of air pollution and how it impacts our health as well as the environment.
Co-benefits
This is a good opportunity for students to gain confidence in presenting to a group.
For Clean Air Day, Global Action Plan created a collection of school resources to inspire schools to create cleaner air.
If you are new to the topic there are learning resources for KS1, 2 & 3 available.
If you are keen on involving a whole year group or the entire school, they also provide an assembly pack that includes a PowerPoint and plan that can be used by teachers, volunteers or adapted for students to run an in person or digital assembly on clean air.
Goal:
Changing attitudes and creating behaviour change.
By putting your carbon reduction plan into your school plan it is at the heart of the school's planning.
The DfE advice is to develop a 'green policy' which includes a mission statement; objectives and targets; roles and responsibilities; a framework for action planning and milestones to review progress. Your school plan will, undoubtedly, already include all of these, so the carbon reduction plan could be slotted in.
1) The school leadership must agree as it is to ensure that carbon reduction is not marginalised.
2) Once agreed run an audit to discover what needs to be prioritised.
3) Ensure the actions on the carbon reduction plan are regularly reported on.
The Department of Education advises on creating a 'Green Policy'. Electricity NW's website shares technical information and case studies. For a more school's focused resource you could use the S3 School's Self Assessment tool.
This action supports the key area of "our resilience and adaptation to climate change" which is part of the GMCA's 5 year environment plan.
It takes 70% less energy to recycle paper than it does to make it new from raw materials. This lowers the school's carbon footprint.
Purchasing sustainably sourced recycled paper is good practice as it stops trees from being felled for paper and creates a market for recycled goods. It closes the loop between schools recycling their paper and buying back what has been recycled.
1) Working with the Eco team find out what kind of paper school currently buys. Is it 100% recycled fibre; does it have the FSC paper mark (a mark of stewardship for sustainable forestry), or better still both? Is it chlorine bleached paper or chlorine free?
2) Research the costs of different papers and make a proposal to the school administrator about what to purchase.
Co-benefits
Saving trees from the sawmill.
The cost of paper needs to be considered but bulk buying with other schools would reduce the cost. Green Matters discusses eco-friendly paper.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
This can reduce plastic and other waste streams created by the school canteen.
School canteens can produce lots of non food waste such as throw away plates, cutlery, cups, drink cartons and various types of food wrapping. The simple question is can more sustainable options be found?
1) Working with the Eco team to organise a non-food waste audit with the kitchen.
2)Analyse the findings and create an action plan with the kitchen staff, pupils and the business manager to reduce waste. Consider whether compostable plates can be composted, if a dish washer would be better or if food could be stored better.
Co-benefits
This could reduce costs and the school's carbon footprint.
By joining Food for Life you can get support materials. Oxfordshire has provided a useful resource to help you think through non-food waste.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
Stopping food waste reduces the school's carbon footprint.
Working with pupils in the Eco team and the school kitchen devise a campaign to prevent food waste. Consider food wasted in the kitchen and food waste that is not eaten.
1) Work with kitchen staff and the Eco team to organise food waste audits including food wasted in preparation, spoilage and from plates. It may be necessary to run the audit several times to identify trends.
2)Create an action plan to share your findings with the whole school and sets targets to reduce food waste for a certain period.
3) Organise how you will promote your campaign.
Co-benefits
It saves money on food purchasing and waste disposal.
The Foodsave DIY audit is a useful tool for recording the type of food waste being generated. WRAP's report on food waste in schools may be old but is still useful.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
Organising a TerraCycle Hub means school can help others recycle more difficult items which would otherwise go to landfill.
TerraCycle is a recycling scheme that asks you to collect hard to recycle waste, such as crisp packets, and remoulds the plastic into something new.
1) School needs to sign up to TerraCycle on-line and find out which waste stream would be most suitable to work with.
2) Decide if the school will become a hub or send materials to a local hub or both.
Co-benefits
This can reduce your school's carbon footprint.
Hubs can earn points for recycling. One issue is that a stream may be specific to a particular company so difficult to collect. Working with other hubs could be mutually beneficial.
This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.
Understanding the school's energy usage is an important step in identifying ways to save energy which will in turn reduce the school's carbon footprint.
An energy audit is a survey of the school's buildings and is the first step in identifying opportunities to reduce energy use and lower the school's carbon footprint. Do an audit and decide on three actions school needs to take to reduce energy use.
1) Work with pupils to do an energy audit. School users will understand school energy from experience, such as cold and hot spots and provide behavioural knowledge.
2) Employ a professional consultant to advise on energy efficiency and renewables. Look for a CIBSE accredited low carbon consultant.
3) Check if your local authority has an energy manager who could advise.
MEEN has created an energy audit based on 3 different investigations. Check if your local authority has an energy manager as they should be able to advise.
This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.
Understanding your own environmental footprint can help you understand how your students and school could also reduce their footprint.
Giki Zero provides a personalized programme which helps people understand, track and reduce their carbon footprint and protect the environment. It’s a tool for everyone with over 100 steps, tailored for every lifestyle, priority and budget.
Empower students to lead a project on an environmental topic they care about. They will then be able to apply their learnings by taking action.
Co-benefits
Student's develop skills on leading their very own project that will have a positive impact on their local area.
The WildED workshop programme consists of a series of 3 two-hour workshops where Action for Conservation supports young people to take action on environmental issues that are interesting and relevant to them.
Students will develop an understanding of building environmental knowledge, project management and teamwork.
"Action for Conservation has not just inspired our students but has also given them practical ways of acting on their inspiration. Their staff were friendly, engaging and highly effective at communicating the urgency and relevance of environmental conservation"
Mr Jones, Brentside High School, Ealing
Goals for Good is a series of four, one-hour sessions to help young people explore how our values impact on our wellbeing and environment.
It draws from research into positive psychology and sustainability to consider what really does, and doesn’t, make us happy. Exploring feelings about what we own, and how we choose to spend our time, the course offers an approach to goal setting which cares about values, wellbeing and our planet.
Co-benefits
Students are able to reflect and recognise what they really care about and make positive decisions and goals going forward that are good for them and the planet.
Watch the following 90 second video to find out why Goals for Good was created.
Meet Paddy and Emily, previous participants of the programme, to hear what they thought of the programme.
Cycle training helps to make bike journeys safe and enjoyable. Cycling training builds confidence and increases the likelihood of students cycling at an older age.
Co-benefits
Cycling is an important life skill and provides physical and mental health benefits.
The Bikeability training teaches cycle safety skills such as good road positioning, signaling and visibility.
Sustrans have resources available to help encourage children to cycle to school.
1) Start a walking bus
Work with parents/carers to set up walking buses. A walking bus is a group of children and adults who walk to school along a set route, picking up more students along the way. When done on a regular basis, adults can take it in turns to accompany the walking bus.
2) Create and share a map of low pollution walking routes to school
A walking zone is a defined area around the school within which children and families are encouraged to walk. Work with students to use mapping software to create a map of low pollution walking routes within the walking zone, and distribute this across the school community.
3) Launch a week-long active travel challenge to encourage your students to try walking or cycling to school
By trying walking and/or cycling to school as part of a fun challenge week, new travel habits can be formed as families and students experience the benefits of active travel.
Co-benefits
Physical activity improves physical and mental health. There are also beneficial social outcomes.
Living Streets hosts an annual Walk to School Week.
Living Streets' 'Walking Zones' lesson plan involves children in the set up of a walking zone. Use the 'Creating a map of low pollution walking routes' guide to lead your students through a map-making activity.
Take a look at our case study of a school using Clean Air Day to launch their brand-new walking bus as a way to reduce children's exposure to pollution.
Download Clean Air Day's the 'How to: Organise a walking bus to school' guide or 'Walking bus banner' and get walking.
Check out our case study of a Clean Air Route map design helping 96% of children to walk to school in Bow.
Sustrans have resources available to help encourage children to cycle to school.
1) Hold a play street
Work with parents/carers and the council to close the road outside your school for a few hours, run fun activities and games using the space the road provides when there are no cars and experience traffic-free, cleaner air streets.
2) Close the road outside the school to cars permanently
Work with your local authority to permanently remove cars from the street outside your school. Modal filters still allow for bicycle, pedestrian and emergency vehicle access, and a bus gate can provide access to buses, taxis and those with mobility issues.
3) Organise a car free day
Work with the local authority to close the road outside the school to vehicles for the day to experience traffic-free, cleaner air streets. Use the space to encourage active play and collect feedback from your school community on the types of temporary and permanent road closures to see if a permanent road closure is possible.
4) Make your street a school street by adding traffic restrictions during school pick up and drop off times
A school street closes the road to traffic during drop off and pick up times to discourage the use of cars to get to and from school.
Co-benefits
A car free day can be a useful trial towards a more permanent road closure. Removing cars from your street will encourage families to use active travel to get to school. This will have physical and mental health benefits, as well as reducing noise pollution.
Playing Out: Play Streets provides heaps of useful guidance and tip on organising a play street.
Car Free Day and Clean Air Day are the perfect opportunities to hold a car free day.
School Streets Initiative provides accessible information and guidance to empower local communities who want to see School Street schemes implemented.
The 'Hackney School Streets Toolkit for professionals' is a detailed guide to setting up a school street scheme, ideal for working with local authorities.
The 'Living Streets School Streets toolkit' is a guide to creating car-free school streets, ideal for teachers and community members.
The 'Mums for Lungs campaign toolkit' provides examples of school streets and they have useful letter templates for community groups campaigning for road closures.
Check out our case study of a school tackling pavement parking with teddy bears in Newcastle.
1) Talk to your local authority about reducing speed limits on the streets around your school
Reducing speed limits and encouraging smooth driving on roads near the school can cut pollution and improve road safety.
2) Talk to your local authority about moving the bus stop away from the playground
In some cases, bus stops near the school may be a significant source of emissions with buses frequently braking and accelerating to and from the stop. This may also contribute to queuing traffic and congestion. Relocating the stop further away from the school may help to lessen these issues.
3) Ask the council to replace heavy polluting public buses with low emission alternatives
Public transport is a lower air pollution option than the car per passenger. However, older buses can still contribute significantly to air pollution. The good news is that low emission buses are available.
4) Ask your local authority to limit heavy weight vehicles from using the roads around the school
Introduce a weight restriction to prevent large polluting freight vehicles driving past the school.
5) Ask your local authority to introduce Ultra Low Emission Vehicle (ULEV)-only streets around the school
Take a look at the case study on page 19 of the Mayor of London's 'Toolkit of Measures to Improve Air Quality at Schools' for inspiration.
Co-benefits
Reducing speed limits will also improve road safety.
Encouraging ULEVs around the school will help with the transition away from petrol and diesel vehicles.
Request a speed limit reduction here.
The Low Emission Bus Guide provides advice on procuring new buses and retrofitting diesel buses.
Page 19 of the Mayor of London's 'Toolkit of Measures to Improve Air Quality at Schools' is an excellent source of inspiration for introducing an Ultra Low Emission Zone.
1) Allocate a location for a Park and Stride
A Park and Stride involves allocating a parking point for parents and carers away from the school (e.g. a public car park or supermarket or cinema car park) from where students can complete their journey on foot.
2) Promote car sharing for those who need to drive
Car clubs and car-share schemes can help reduce the number of cars on the road. Encourage staff and families who can't walk/cycle/scoot to school to share the school run with others.
3) Implement a no idling zone around your school
Make your school a no idling zone so that drivers always turn off their engines when stationary, and it is safe to do so.
Co-benefits:
Physical activity improves physical and mental health. There are also beneficial social outcomes.
Car sharing can be cost-effective and sociable.
Involving students in the campaign can provide opportunities for students to gain confidence in speaking and engagement.
Living Streets' 'Swap the whole ride for Park and Stride' is a guide to setting up a formal Park and Stride scheme as well as general guidance on encouraging walking to school.
Sustrans provide guidance on car clubs and car sharing.
Liftshare is car-share platform and includes advice on COVID-19 safe car sharing.
Clean Air Day's 'No idling pack and leaflet' can help you run a no idling campaign with your school community.
Take a look at our case study of a school campaigning against idling cars in Greater Manchester.
Goal:
Involving individuals beyond the immediate school community
The Transform Our World (TOW) website, is a dynamic hub with a huge pool of environmental resources for teachers to freely use.
Through signing up to the monthly TOW newsletter, you will receive helpful links to the most up to date and relevant resources as well as hearing about important news and events, to keep you fully informed and engaged along your climate action journey.
Go to edit your TOW profile, and tick yes under 'receive news and updates from Transform our World and the latest about the Youth Climate Summit.'
Encouraging parents to get involved in environmental action at their child's school is a great way to get them motivated to take action.
When this action is happening at school and at home, we can expect longer term, long lasting change in a community.
The green school's alliance gives some good advice about how to cultivate environmental awareness in schools, including how parents play a key role in continuing to educate at home.
The topic you choose could be anything from composting to conservation!
This action will encourage parents not to drive to school, reducing air pollution, congestion and carbon emissions.
The school run can be problematic. Parents park up in places they are not meant to, engines are running and accidents can happen. By organising young PCSOs to patrol outside school parents can be encouraged to leave their cars at home.
1) Contact your local Police Community Support Officers to support and engage with young people willing to act as Junior PCSOs.
2) Order road side traffic signs to place outside school during the school run as a reminder to park away from school.
3) Purchase Traffic Enforcement pouches and advice tickets to slot inside.
4) Send letters to parents about the campaign.
5) Ask for the PCSOs to talk to the pupils engaged.
6) Run the campaign.
Co-benefits
Pupils will feel empowered and will be more likely to engage in active travel to school.
The Head at Russell Scott Primary School, Steve Marsland, has written a guide on their Clean Air campaign which includes setting up a scheme for Junior PCSOs.
This action supports the key area of "our transport and travel" which is part of the GMCA's 5 year environment plan.
Encouraging parents and pupils to use public transport for the school journey, means less cars creating air pollution and less petrol and diesel cars means a reduction in carbon emissions.
New parents receive plenty of information about the school and this can include local information about public transport. Encouraging families to use public transport can have an impact on the school run making the locality safer and less polluted.
1) To encourage the use of public transport to school provide information about local transport to new parents.
2) Add the links to the school website and to any other suitable promotional materials such as the school newsletter.
Co-benefits
There will be less traffic on the school run outside school.
Free bus passes are available for pupils in certain circumstances such as the journey to school being more than 3 miles. Purchasing an igo card means that pupils travelling on public transport aged 5-16 can pay the child fare rate.
This action supports the key area of "our transport and travel " which is part of the GMCA's 5 year environment plan.
Saving energy saves money and reduces the school's carbon footprint. Co-benefits: pupils find they can make a real difference through the campaign and it reduces the need for energy production.
Running a Switch-off campaign needs a whole school push to turn off electrical items when they are not in use or not needed. Challenging assumptions about what is deemed necessary can be important. Do all the lights need to be switched on in a room? Does the projector need to be on all lesson?
1) Find out who keeps a check on the school's energy use.
2) Use their data, or data collected in an energy audit, to find out where most energy is used as this is a good place to save it.
3) Get staff and pupils on board by promoting the Switch off.
4) Ask the Eco team to monitor what energy is being used across the school during the Switch off.
5) Ask the pupils to report back to the whole school on the results.
Eco Schools run Switch-off Fortnight every Autumn term and if you join The Pod you can access lots of support materials.
This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.
When clothing is thrown away it goes to landfill sites. These landfill sites do not provide an atmosphere where clothing can biodegrade which leads to the clothing releasing harmful greenhouse gases.
If we recycled 100 million lbs of our pre-loved clothing that would be the same as taking 35,000 cars off of the road.
Co-benefits
This action redirects and stops unwanted clothes going to landfill, develops students' awareness of textile recycling. Money could be raised for school or a charity.
Recycle 4 School help organise collections of good quality unwanted clothing by encouraging parents, students and staff to recycle their unwanted items, and make a BACS payment into your school fund within 5 working days of the collection.
The Recycle 4 School scheme is designed to develop students awareness of textile recycling while providing them with a platform to generate much needed funds for their chosen cause.
Alternatively, be creative! Contact the Stitched Up team here, and enquire about a re-fashioning session at your school.
Clean water, decent toilets and good hygiene are basic human rights. They should be a normal part of daily life for everyone, everywhere – but they aren't. WaterAid work on making these basic rights accessible for millions of people across the world as well as supporting communities to breakthrough from poverty and change their lives for good.
Co-benefits
Students learn how to organise events and are united in compassion to raise money for a cause.
There are loads of great ways to raise money for WaterAid at your school, with activities that kids will love. WaterAid provides you ideas, resources, templates and more to help schools organise fundraising events.
Litter not only makes our environment look unpleasant, but it impacts the health of thousands of animals every year, as well as reaching and polluting our oceans and rivers.
Co-benefits
In the process students will be clearing up litter in their local area.
In Marine Conservation Society's Litter in the Environment lesson plan and worksheets, students will experience litter in the environment first-hand by taking part in a litter survey. Results will then be analysed, looking at the sources and properties of litter, considering how it could impact the environment.
We share the UK with around 88,000 different species of animals, plants and fungi. All playing a key role in balancing our ecosystems. Developing and protecting habitats is essential to preserving biodiversity.
Co-benefits
Increases biodiversity and gets students out in nature which has a positive impact on wellbeing.
In this lesson provided by Young Citizens, students will learn about the importance of habitats and explore endangered British species and the threats to their habitat.
Students will be guided through ways in which they can take action against habitat loss by developing the habitats in their local area.
Inform the wider school community of the importance of consuming Fairtrade, which demands the highest standards from business and government, ensuring people and planet are not exploited to create the products we all enjoy.
Co-benefits
This brings local schools together and helps to reach the wider community.
Holding a Fairtrade conference would involve inviting other schools to come along to a day or an afternoon of Fairtrade activities. You can use the Fairtrade schools map to find out which other schools in your area are working towards their Fairtrade Schools Awards. If you would like any help with this challenge please let the Fairtrade Foundation know at [email protected]
Support your school in consuming Fairtrade, which in turn demands the highest standards from business and government, ensuring people and planet are not exploited to create the products we all enjoy.
Co-benefits
Making a Fairtrade switch can contribute to a Fairtrade School Award and becoming a Fairtrade School means joining a worldwide movement.
Making a Fairtrade switch could involve working with your canteen, catering company or even local authority to switch to Fairtrade bananas in your canteen or encouraging local cafés or restaurant to switch to Fairtrade ingredients.
Find out how your school can switch to Fairtrade here.
Inform the wider school community of the importance of consuming Fairtrade, which demands the highest standards from business and government, ensuring people and planet are not exploited to create the products we all enjoy.
Co-benefits
Holding an event can contribute to a Fairtrade School Award and becoming a Fairtrade School means joining a worldwide movement.
Once your students have learnt about Fairtrade whether that be through the teaching resources or by having a speaker visit the school. The next step would be to take action by running a Fairtrade event.
This could be a Fairtrade bake sale, a Fairtrade fashion show or running a stall at a local event to raise awareness of Fairtrade.
Inform the wider school community of the importance of consuming Fairtrade, which demands the highest standards from business and government, ensuring people and planet are not exploited to create the products we all enjoy.
Co-benefits
Children who have taken part in a campaign understand their own sense of agency to create change.
Running a campaign can contribute to a Fairtrade School Award and becoming a Fairtrade School means joining a worldwide movement
Take a look at Fairtrade's Take Action pages and see if there are any national campaigns that your school would like to be involved with or perhaps younger pupils could create a campaign to encourage staff to switch to Fairtrade tea and coffee in the staffroom.
1) Talk to families about the air pollution actions you are taking at school in your school newsletter
Adding air pollution content to your school newsletter will help to inform parents/carers about the problem and what they can do to help tackle it.
2) Add a link to the Clean Air Hub on your school website
Providing information about air pollution and what people can to do improve it will help people to protect their health and reduce air pollution in the community. The Clean Air Hub is a one-stop shop for information on air pollution.
3) Send out text alerts to families informing them of high air pollution days
Informing families about high air pollution episodes can help protect people's health.
4) Make provisions for those with health issues to stay inside during periods of high air pollution
For some students with health conditions such as asthma, air pollution may exacerbate their symptoms. It is important to be aware of the possible implications of high pollution days and have a plan in place.
5) Display air pollution information on notice boards around the school
Clean Air Day posters and the leaflet helps you to share key information about air pollution and what you can do to avoid it.
Co-benefits
Helping the school community to understand and act on air pollution will help improve people's health and help meet the school's objectives on reducing air pollution.
The Clean Air Day school resources webpage gives you access to lots of school resources including; sample newsletters, leaflets and other top tips for engaging with the school community on air pollution.
Air pollution forecasts can be found on the Clean Air Hub.
Look at government guidance on creating individual health care plans.
The Department for Environment, Food and Rural Affairs releases air pollution alerts and notifications when pollution levels are high. Visit the website and text your families with the corresponding health advice.
1) Provide showers and locker facilities for staff to encourage active travel
2) Offer a cycle to work scheme to your staff to encourage active travel
The Cycle to Work scheme is designed to help your staff save money on a new bike and spread the cost of the bike over monthly tax-free instalments throughout the year.
3) Improve cycle and scooter parking to encourage active travel
The recommended minimum levels of scooter and cycle parking are:
Primary schools: 1 scooter space per 10 pupils and 1 cycle space per 20 pupils
Secondary schools: 1 cycle space per 10 pupils. In Scotland, funding is available to help implement cycle/scooter parking through Sustrans.
All schools: 1 cycle space per 20 staff in a non-pupil area
Co-benefits
Physical activity improves physical and mental health.
Suitable bike/scooter parking will promote physical activity, which improves physical and mental health.
Cycle UK provides useful guidance on cycle-friendly employers and cycle-commuting.
Check out Sustrans' helpful guidance called 'The Cycle to Work scheme explained'. Plus, they have lots of excellent ideas and actions that you can use to change your workplace.
Businesses play a crucial role in tackling air pollution, both through cutting their own air pollution emissions and by providing solutions to make low air pollution lifestyles easier. Use the student voice to approach local and national companies to ask them do more on air pollution.
Co-benefits
Involving students in a campaign can help to empower them and build confidence in their ability to make a valuable contribution and to change things within their own lives and communities.
Business for Clean Air Initiative provides guidance and support to help businesses create their own Clean Air Plan.
Use the student voice and the school community's experience of tackling air pollution to ask local decision makers to do more on reducing air pollution in your local area. Taking part in local decision-making could include: writing to and meeting your local councilors or MP, responding to consultations and/or attending consultation events. Students' experiences and opinions can be very influential.
Co-benefit
Involving students in a campaign can help to empower them and build confidence in their ability to make a valuable contribution and to change things within their own lives and communities.
Living Streets have a guide to getting involved in air quality consultations.
Unicef have a guide to involving children in local decision making.
Clean Air Day provide a template letter to a councillor.
A joint investigation by the Guardian and Greenpeace’s investigations unit has revealed which schools across the UK are in air pollution hotpots. This is a useful tool to support your conversations with local decision makers.
Check out our case study of a school tackling pavement parking with teddy bears in Newcastle.
Take a look at our case study of a school campaigning against idling cars in Greater Manchester.
The school community can significantly influence decision-makers and in turn help shape the world we live in, for example, from influencing national transport and car manufacturing regulations to securing national school funds and updating the curriculum. Write to the Prime Minister, Secretary of State for the Environment and your MP asking for the changes your school and students would like to see on air pollution, sending pictures can also help grab attention. Ask to meet, share what you have been doing to tackle air pollution and what more you want to happen.
Co-benefits:
Involving students in a campaign can help to empower them and build confidence in their ability to make a valuable contribution and to change things within their own lives and communities.
British Heart Foundation are running a campaign to write to your MP.
The Clean Air Parents Network are calling for Clean Air Zones, Clean Transport and a new Clean Air Act. To join them and show your support, click here.
Twinkl offer a fantastic worksheet, created in partnership with the Parliament Education Service, to plan a letter to your local Member of Parliament.
Congratulations, you have now created your school climate action plan! You can download a PDF copy of your action plan, to share with others for example with your senior management team or governing body.
As you work through the actions come back to the tool to update your progress. You can ‘Tick’ actions that you have completed (these will then move to the bottom of the table), ‘Share’ an update on how you are implementing each action, and ‘Delete’ an action from your action plan that you no longer intend to implement. Actions that you have marked as ‘We already do this’ will be listed below the table.
If you have completed any climate related actions already at your school that are not listed here, which you think would be a great addition to this tool, please get in touch. We will take this into consideration when adding new actions in future.
If you have any questions, please get in contact with us at [email protected]
Well done! The progress chart below shows your school's progress, represented by the circle icon.
Progress Bar
This represents your progress made, including actions you already do and those you've completed.
Actions Yet To Complete
This represents the actions you have selected that you have not yet completed within your action plan.
Further Actions
This represents further actions you can go back and select once you've completed your selected actions!
You can always select more actions to make even more progress by revisiting above!
And let us know how you're getting on! Share updates on your progress so that we can share them with other Transform Our World schools.
Greater Manchester Combined Authority contributed towards the funding of the Schools Climate Action Planner tool.
Contact
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Access catch up content from the Transform Our World Youth Summit
As a Transform Our World user, you can access the content from the Transform Our World Youth Summit and catch up on the content across three themed days, looking at individual actions we can do, people in power we can influence and the importance of living our true values.
Follow the links below and check out the timestamp guide to navigate the content.
- Are you a teacher? Learn about how to use the website here.
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- Want to see what other schools have been up to? Have a read of some case studies here.
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The Transform Our World team
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