Three Rs enlightening pupils
Eco-Schools inculcate values in children that could enrich the welfare of society, writes Omeshnie Naidoo
IT’S that moment, empty milk carton in mid-air, when you realise you’re doing the wrong thing and switch behaviour. Better still, it’s when you do the right thing without realising it…when an intrinsic value becomes second nature. For many young children it is. Largely due to schools that have adopted an eco-savvy attitude, many young South Africans are growing up with an awareness of the need to protect our planet.
They recycle, plant herbs and vegetables, and collect and conserve water, among other things.
The environmental management of the school is bolstered by environmental learning – eco-conscious themes in the curriculum – all of which foster deep respect and responsibility for Earth.
Tree Tops, an independent school in Musgrave, Durban, is an international Eco-School registered with Wessa (Wildlife and Environmental Society of SA).
Principal Carolyn Robinson said it takes a holistic, participatory approach. “In the classroom, educational themes focus on nature and biodiversity, community and heritage, as well as local and global issues.
“We promote the three Rs – re-use, recycle and refuse. We refuse plastic bags, bottles and straws. Our annual mini-walk is a proudly ‘plastic free’ event – no small task when you consider all the vendors that are vetted for the occasion.
“On a Thursday, the children bring ‘anti-waste’ to school for re-using in design and technology, box construction and art. For the third consecutive year, our Grade 3s are working with Umcebo Design, an art studio whose light fittings and other works from waste have been internationally recognised.
“We garden and do beach clean-ups. We have an eco-rangers club for our junior primary children – the list is endless.”
Robinson says the “green philosophy” needs to be a part of the school’s culture to thrive.
“At the outset, schools may need at least two devoted teachers to drive the programme, but, in time, it needs to be integrated into the curriculum and delivered by all staff.
“What we’ve found is that our children take home the active lessons learned at school, and grow the community of ‘eco warriors’ in society. With a history of more than 85 years, many have taken that philosophy into the world.”
Martin Gustafsson, an education economist at Stellenbosch University, writing for The Conversation, said: “Education already serves as a bulwark against existential threats. It helps communities to understand each other, weakens rampant nationalism, assists in population control and widens the talent pool from which innovation must come. But parts of the world need much more of it.”
Delana Eksteen, Eco-Schools programme manager at Wessa, says, “EcoSchools aims to encourage young people to engage in their environment, and promotes environmental education by allowing them the opportunity to actively protect it.
“It starts in class, expands to the school and eventually fosters change in the community.”
The programme, which began in South Africa in 2003, has been in existence for more than 90 years.
“In 2017, 853 schools were registered. We are aiming for at least 1 250 this year.
“The Eco-Schools is a holistic programme which consists of three structural elements – Seven Steps Framework, Eco-Schools Themes, and Assessment. Whole-school involvement is imperative as well as long-term commitment and the willingness to involve students in decision-making.”
Alice Surmon, an Eco-Schools co-ordinator at Amanzimtoti Primary which began its journey in 2011, says it is making a difference.
“Our recycling projects have developed to include a glass bottle bank, two paper recycling bins, paper bins in every classroom with eMoji images in three categories (happy/concerned /sad) to indicate the quality of paper being collected.
“We also collect pull tabs from cans to support the Guide Dog project. Plastic tabs from bread bags are passed on to a local church organisation to raise funds for a crêche. Bottle top closures are collected for a local recycling company and we are investigating other forms of plastic recycling.
“For Grade 7s Market Day, children are encouraged to look at repurposing materials to sell for fundraising. “Three permaculture gardens are in progress. We have two water tanks and are busy looking into ways of harvesting more rainwater and quantifying the water usage at the school.
“The Grade 2 classes look at the importance of worm farming and are using worm ‘tea’. They are also growing succulents from a leaf and plan to use them for Mother’s Day gift idea.
“The Lunchbox Theatre Company from Plettenberg Bay highlighted the importance of looking after and properly managing the water we have by presenting a show titled The Last Drop to grades 4, 5 and 6. It was a good way of getting the children to think about their water use habits. Many discussions and follow-up activities were sparked by this presentation.
“A group of our learners support the Clean Surf Project with their regular clean-ups of our local beaches. We undertake to clean the area around our school about three times in a year. We aim to encourage the children to think of ways of minimising the need to use single-use plastic products.” In March, the school held an Eco-Schools networking meeting and invited schools to participate.
Surmon says, “We shared ideas on how to become involved as an Eco-School and provided a platform for Clean Surf and Water Explorer representatives so they could share how we can improve our eco-awareness with the children.
“We were also fortunate to have an expert from a plastic recycling company who was able to shed light on what can be and is recycled currently.
“We aim to support and encourage schools that are looking at developing strategies to minimise the impact on our planet.”
She encourages you to share The Starfish story with your children.