Resource+Smart+Energy+Audit

** Audit of practices and plan for action ** ** School: Aquinas College ** ** Date: February 2011 ** ** Prepared by John Cull -Environment and Sustainability Co-ordinator Aquinas College **  //40 practices required for certification// Practices in place(17) Practices for consideration (22) Practices for immediate consideration in new building design (14) Student Benchmarks per student : 400 KWh/ year 0.6 tonne CO 2 1.4GJ current figure is ___? A: WorkOperationsplace/ Daily
 * ResourceSmart Certification Tool - **** Energy **
 * A1 Systems Design and Management //__ All __// practices present || **Examples/comments** ||
 * Energy and greenhouse emissions assessments undertaken (may include transport (e.g. Walk to School Days, Public Transport Days, Sustainable Transport Week, International Walk to School Month (October), Walking Bus program, TravelSmart plans) ||  ||
 * Baseline data completed and on School Environment Tracking System (SETS) ||  ||
 * Use of DEECD’s advice to principals to help support targets (Administrative Guidelines) or similar systemic initiatives for Catholic & Independent schools || ESC to Speak to Principal about the advice ||

SM and ESC did PD in 2010 for introduction of STELR ||
 * A2 Development and Planning At least //__three__// practices present ||  ||
 * Whole school energy use/greenhouse gas reduction development plan in place || Speak to Laurie ||
 * Professional development for staff on energy/air quality/passive solar design/renewable energy technologies and associated themes || Year9 STELR program new teachers involved in 2011-02-12
 * The school has applied for energy related grants and/or entered environmental awards and competitions (e.g. ResourceSmart Schools Awards, Home Energy competition) || ESC to Check on this to determine status we have entered garden awards ||

** At least seven practices present ** ||  ||
 * ** A3 Energy Efficiency – Management, Maintenance and Monitoring **
 * Interpretive signage re energy conservation practices evident in staffrooms, toilets/bathrooms, canteen, art rooms and general classrooms || ESC to investigate signs done ||
 * Maintenance regimes implemented (e.g. for cleaning light fittings/ reflectors, heaters, air conditioners) || ESC to take up with Business manager to determine current practice ||
 * Energy monitoring systems in place and figures on SETS || Energy monitoring in new building we would need to enter data in SETS ||
 * Green purchasing taking place regularly (e.g. Green Purchasing Plan adopted (4, 5 or 6 star energy rating for all appliances), phase-in of green energy supply over next 2 years) ||  ||
 * Switch off regimes implemented in staffroom, utility rooms, specialist rooms, corridors, toilet/bathrooms and general classrooms (e.g. green dot rooms, holiday arrangements) ||  ||
 * Heating/cooling regimes implemented in staffroom, specialist rooms, corridors and general classrooms || New building design requirement ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 1.7pt;">Computer monitor sleep time regimes established || Shut down regimes in place check with IT ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 1.7pt;">Standby and shut down energy regimes established || Check on status ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 1.7pt;">Natural air flow (cross ventilation) systems or regimes implemented || Need to have this incorporated into new building designs discuss with Business manager and Executive ||
 * Appliances used on timer systems where appropriate (e.g. staff water urn, air conditioners and individual space heaters) ||  ||

Trombe wall ||
 * ** A4 Renewables and Energy Efficiency - Sustainable Building Design  **At least //__one__// practice present || ** Examples/comments ** ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Use of green or passive heating and cooling systems (e.g. blinds, deciduous tree planting) || Senior school building (need details here) ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Use of solar hybrid, interactive or stand alone systems for lighting ||  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Use of solar collection systems, including glasshouses, for heating or solar hot water || Solar passive heating in senior building
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Use of solar powered water pumps or air movement systems || Demonstration water feature pump in Founders garden ||
 * <span style="background: lime; color: black; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Use of solar PV panels/wind generator/biomass energy generator || <span style="color: black; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">PV panels above Science area ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Plan to be carbon neutral and include use of passive solar design principles in all new buildings || Consider this feature in new building designs ||


 * ** A5 Energy Efficiency – Retrofitting and Technology ** At least //__six__// practices present || **Examples/comments** ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">De-lamping and re-lamping (to energy efficient globes) programs implemented ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Replacement or addition of light fitting reflector panels and/or painted surfaces for light refraction/reflection ||  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation of movement-sensored lighting || Senior school building 2011 ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation of timer switches or switched lighting ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation of Smart meters ||  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation of skylights and/or natural lighting and/or energy efficient windows and/or coverings || Senior school building 2011 ||
 * Installation of 4, 5 or 6 star rated appliances where appropriate (e.g. dish washers, fridges etc) ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation of weather stripping, draft proofing and/or double glazing, where appropriate ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Security lighting clean and timing set to operate effectively (e.g. only during hours of darkness) ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Correct use of ceiling fans (reversible) ||  ||
 * <span style="background: aqua; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Installation/improvement of insulation (wall, ceiling and/or floor) ||  ||

<span style="background-color: #ff00ff; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">tree planting happening 2011 plan toput in 300 local indigenous canopy trees ||
 * <span style="display: block; font-size: 9pt; margin: 6pt 0cm 3pt; text-align: justify; text-indent: 5.65pt;">A6 Other Carbon Reduction Measures <span style="display: block; font-size: 11pt; font-weight: normal; margin: 6pt 0cm 3pt; text-align: justify; text-indent: 5.65pt;">At least //__two__// practices present || Examples/comments ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Protection of existing trees in school Masterplan || Protection and enhancement of trees has occurred but no School Masterplan in place. There is a database of garden beds listing plant species and a map of these garden beds Maybe discuss a masterplan concept with Business manager and Principal  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Planting and maintenance of indigenous/native trees as a carbon sink (on school property or in local area) || Some planting has occurred as a carbon sink on a one off occasion and various planting has occurred on tree day etc
 * Purchase of renewable energy certificates (mitigation) from accredited providers for school carbon emissions ||  ||
 * Creation of school carbon trading group ||  ||
 * Purchase of carbon offsets from accredited providers for travel based school carbon emissions (e.g. GreenFleet) ||  ||

B: Learning and Teaching

year 9 Geography year 11 and 12 Environmental Science || § use of the school premises and infrastructure as an authentic learning space § excursions to provide students with first hand experience of energy conservation, renewable technologies and energy education centres § links to home-based projects and behaviour change in energy and air quality/Greenhouse reduction (e.g. monitoring home/personal usage and using save energy calculators, using EPA Ecological Footprint calculators and the Australian Greenhouse Calculator, Greenhouse Challenge, Cool Communities, Home Energy Project) || Year 9 STELR alternative energy activities Year 9 Geography CERES excursion Year 11 Physics Energy monitoring and link to Chibobo site Year 10 Introduction to Physics || Year 8 Global Green || Year 9 Geography ||
 * ** B1 Energy, Global Warming and Climate Change ** At least //__six__// practices present || ** Examples/comments ** ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">There is an action plan that clearly targets classroom activities across the school to address school sustainability in energy or global warming/climate change policy/curriculum (see SaveEnergy@School CD, TREES, Environment Protection Authority (EPA), AirWatch resources) || ESC to look at the preparation of an action plan as I dont believe we have one at the moment. Maybe this is the intention of Global green so speak to Head - middle years but this is only year 8. A curriculum action plan is needed perhaps speak to Deputy Principal curriculum ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Clearly targeted classroom activities that match the students’ stages of learning and personal development || Year 9Science STELR Year 8 Global Green
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Classroom activities in energy, air quality and greenhouse issues are clearly linked to outcomes in the Victorian Essential Learning Standards ||  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Learning and teaching in the classroom in energy and air quality/greenhouse reduction are linked to practical, ‘hands-on’ activities that encourage:
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">School program provides students with the opportunity to take responsibility for classroom activities and programs in energy, air quality and greenhouse issues || Year 9 Stelr Program
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Interactive ICT resources used by students to gain information on and increase understanding of energy conservation and greenhouse cycle, energy issues and air quality or renewable energy sources || Year 9 Stelr
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">School engages indigenous learning perspectives in curriculum development and relates this to energy || Opportunity here on Central Australia aboriginal mission immersion ???? not sure ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Incursion to provide students and teachers with knowledge and motivation around energy conservation || Speak to head professinal practicet around PD on this maybe try to combine with guest speaker ||
 * Guest speakers or in-school education programs on energy ||  ||
 * Using SETS as a curriculum activity to monitor progress in energy reduction in the school ||  ||

C: Whole School Community Engagement
 * ** C1 Policy and Reporting ** At least //__six__// practices present ||  ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Energy policies, targets and action plan approved by School Council/planning committee || Overall Energy policy needs to be written speak to Principal and Business Manager for discussion on action ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Regular communication of energy, air quality, ecological footprint, and greenhouse activities and programs provided to the whole school (e.g. reports at school assemblies, annual school reports, newsletters, displays and end of year assemblies, parent teacher night presentations, School Council reports) || Communication through newsletter with data from various groups consider publishing information to wider school about things like Knox electronic recycling or advertising school mobile phone collections etc set up regular column in newsletter or bulletin ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Regular feedback on the energy, air quality, ecological footprint, and greenhouse activities and programs sought from the whole school (students, staff, parents, School Council/committee and community support personnel) || ESC to ask for feedback from various staff Including VCAL staff AR and PM Humanities and year 9 geography teachers, SRC Business Manager and assistant around energy bills etc ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">At least one case study of school success completed and uploaded onto school/departmental/sustainability website || Speak to AR and have VCAL kids do report about paper recycling program to go on school website ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Sustainability education in energy included as a priority or focus area or emphasis in the school goals (in School Plan, Policy, Administration and/or Curriculum Charts) || Sustainability education mentioned in mission statement and within Environmental Policy but no specific reference to energy or as a focus area or emphasis in school goals. Speak to Principal to get this raised at Executive to go in school goals and KLA heads as part of operational plans for 2011 ||
 * School events, target being energy smart and keep energy use to a minimum ||  ||


 * ** C2 Student and Parent Leadership ** At least //__two__// practices present ||  ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Students involved in planning and managing the energy and air quality program (e.g. Student Action Teams) || SRC to co-ordinate a program around energy reduction – turning off lights, management of windows in year 9 building especially as this is air conditioned and windows are often open creation of signs and information posters ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">School environment leadership through students instituted in the school || SRC Environment representatives status of roles and duties to be established ||
 * School Environment Club active ||  ||
 * Parents and other members of the school community assist in the planning and management of the energy module ||  ||
 * Parents and other members of the school community assist in implementing actions of the energy module ||  ||

Check if others attend meetings || A few staff travel to school on bikes but not as part of a organised group maybe some publicity here needed and a survey to establish travel patterns And then promote what is going on Look to get students involved somewhere to conduct surveys. Again could be part of global green maybe || Opportunity here to engage international visitors in conversation about energy related matters or on international visits by Aquinas staff and students. ||
 * <span style="display: block; font-size: 9pt; font-style: normal; margin: 6pt 0cm 3pt; text-align: justify;">C3 Community and Communications Links At least __ //four// __ practices present  ||   ||
 * School liaises and/or works with local government or regional energy authorities and groups to develop school-based and joint projects ||  ||
 * <span style="background: lime; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Staff and/or students attend local environmental network meetings || ESC participation on Knox Environment Advisory Committee
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Staff and/or students participate in local energy activities to reduce personal car based transport (e.g. Walking School Bus, Ride2School, TravelSmart, car pooling or bike riding encouragement programs) || We have previously been involved in Great Vic Bike ride
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Questions about the attitudes and changes in home ResourceSmart behaviour included in annual parent surveys and wider school community surveys || Discuss with Executive for inclusion in parent surveys ||
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Ideas and activities for being more energy smart at home included in school newsletters to families || Could be managed through VCAL at year 10 and 11 ||
 * Staff and/or students mentor other schools ||  ||
 * Students and staff open dialogue about energy related issues with other schools across the nation and globe || LET Chibobo Shine Project 2009 staff involved SM from Science department
 * <span style="background: yellow; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0cm 0cm 0pt 4.05pt;">Staff and/or students give presentations on their school energy and air quality programs to other schools || Opportunity here to publicise the features of the new building or look for opportunities to engage other schools at Environmental conferences or Principals meetings etc. ||
 * School liaises with political representatives from local, state and federal governments and local business and local ‘friends of’ groups for support for projects ||  ||