REsource+Smart+biodiversity+audit

** Audit of practices and plan for action ** ** School: Aquinas College ** ** Date: February 2011 Prepared by John Cull ** //38 practices required for certification// //Practices in place (19) practices for consideration (16) more immediate attention required (3 litter) // practices enacted 2011 ** A: ** Workplace/ Daily ** Operations ** A1 Systems Design & Management //__ All __// practices present indigenous/native plants and animals habitat quality (trees, understorey, ground cover weeds and soil management) linkages of school vegetation and habitats with surrounding areas || Database of plants established over the last 5 years by ESC. Students in year 10 Introduction to Environmental Science participating in a biodiversity audit in semester one 2011 ||
 * ResourceSmart Certification Tool - Biodiversity **
 * ** Towards best practice activities ** || **Examples/Comments** ||
 * Biodiversity (school ground) assessments undertaken, including identification and recording, using accepted media/data collection methods (e.g. LandLearn's Audit Tool "Biodiversity up Close"), of:
 * 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 ||  ||

A2 Development and Planning At least //__two__// practices present § planting schedules § protection of mature and local species § weed and pest control and arbor management || Plan needs to be developed Bush revegetation management plan being enacted  May 2011 Updating of planting schedule on going || // 2011 // //Victorian Schools gardens award entry judged August 7th Focus this year included a presentation from several students in year 10 and 11 and a walk around the school. The food garden was a major focus and the various students made a presentation to the judge just waiing on the results// ||
 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * Whole school biodiversity improvement development plan in place covering any or a)ll of:
 * Professional development for staff on biodiversity and associated themes ||  ||
 * The school has applied for biodiversity related grants and/or entered environmental awards and competitions (e.g. ResourceSmart Schools Awards) || // College won schools gardens award and has entered other competitions //

** A3 Biodiversity – Management, Maintenance & Monitoring ** //__ All __// practices present


 * ** Towards best practice activities ** || **Examples/Comments** ||
 * Mulching and weed control and litter management regularly undertaken in school grounds and gardens || Mulching and weed control does occur. Students in intro to environmental science working on weed identification and VCAL students to be involved in weed removal but litter management is an issue and has been identified in the CIS report. Request to Council for Weed removal in Jublee park in term 1 - action taken by council. Removal of weeds along western boundary by LB and other casual staff and students in year 10 Intro to Enviro term 1 and 2 2011. ||
 * Garden waste composted or mulched/chipped || consider purchase of mulcher. Composting sites set up as part of the BIoMaps strategy which identifies weed composting sites in the College and a location for the storage of prunings and offcuts The VCAL students have not set up composting bays to assist with management of vegetation form the food garden ||
 * Environmentally sensitive soil management processes and stormwater management for school grounds in place || //Stormwater pumped into tanks though excess drainage runs into bushland reserve. Current building works could be problematic// ||
 * All flora and fauna are regularly inspected to monitor for health and subsequent actions determined to promote biodiversity || //One staff position role in garden management (CC) and maintenance team regularly check vegetation Aquinas college supporter (LB) assists where needed// ||
 * Biodiversity monitoring systems in place and baseline data (index) updated annually on SETS ||  ||

** A4 Biodiversity - Enhancement & Protection ** At least //__six__// practices present

There has been an on-going developnment of the use of indigenoues plants on the boundaries of the College especially the boundary that joins with Jubillee park ||
 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * School ground or bushland area biodiversity index/rating increasing following regular auditing (where feasible) || but planting regime over the last 6 years and work in the Bushland reserve adjacent to Aquinas working with Maroondah City Council and CRISP nursery ||
 * Conservation area and remnant vegetation maintained and protected (where applicable) || Work has occurred to revegetate bushland reserve adjacent to school spraying of weeds, particulaly couch just south of water tanks to reduce spread and on-going maintenance of grassy areas along western boundary ||
 * Habitat development areas established or underway along with aesthetic works to enhance the school yard (e.g. frog bog, sensory gardens, wildlife corridors, wildscapes, nest boxes, butterfly gardens) || most of these features have been developed ongoing work and development of new gardens, outside IT area and near tennis courts ||
 * Planting regimes in line with school plan and local considerations (local provenance planting, drought tolerance) || Overall plan not sighted but planting has involved planting of local providence. Need to get a plan in pla﻿ce
 * Development of raingarden ||  ||
 * Appropriate fencing and guarding (especially of sensitive areas/trees) || Key areas are sectioned off some sectioning off off area ||
 * Nature trails and interpretive signage evident ||  ||
 * Vegetable and/or food gardens and/or animal husbandry activities established || Food garden area established 2010 operated by VCAL staff and students Food garden being further developed in 2011 ||

**A5 Biodiversity – Litter ** //__All __// practices present


 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * Yards and other areas are litter free and have signed rubbish bins with/out lids (as appropriate) or no bins || Yards do have bins and systems are in place for collection but litter is still a problem Litter identified as an issue in CIS report  ||
 * Meals eaten in designated eating areas or classrooms or process to minimise litter in yard (e.g. no wrapped food outside) || Outside seating area provided in forum but eating is not confined to this area ||
 * System in place to collect litter in yard (not used as a punishment activity) || various systems for stray rubbish collection students can be used to collect rubbish as part of a consequence of inappropriate behaviour ||

** B: Learning and Teaching ** ** B1 Landcare, Habitat, Ecology and Sustainable Land Management ** At least //__seven__// practices present

VCAL food production project developing Global green year 8 not sure if this targets biodiversity need to check || VCAL food production project Global green year 8 || use of the school grounds as an authentic learning space for nature-based, informal, outdoor learning about biodiversity and land management (e.g. vegetable and food gardens, husbandry activities) improvement in biodiversity within the school grounds and/or local areas excursions to provide students with first hand experience of land management, coast management (or environmental management), conservation sites and/or earth education centres, botanical gardens, conservation, wildlife and community education centres, zoos and endangered species links to home-based projects and behaviour change in biodiversity, Landcare, habitat, ecology and/or sustainable land management || Year 10 Introduction to Environmental Science Year 11 and 12 Environmental Science VCAL food production project Global green year 8 Geography field trip and course work at year 10 on Coastal management || Student choice in topics and delivery mode || Course work tasks designed around research investigations on biodiversity and landcare issues Year 11 and 12 Environmental Science Use of smart board and Active inspire to digitise resources occurring in year 11 Enviro ||
 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * There is an action plan which clearly targets classroom activities across the school to address school sustainability in biodiversity and/or local land care and/or natural resource management, habitat and ecology issues in policy/curriculum (see LandLearn (DPI)) || No action plan apparent. Copies of course outlines and programs ESC has set up a folder with course documentation. Year 10 VCAL food garden management ﻿ ||
 * Clearly targeted classroom activities in biodiversity and/or land management issues and/or sustainable food production that match the students’ stages of learning and personal development || Year 10 Introduction to Environmental Science biodiversity audit 2011
 * Classroom activities in biodiversity and/or land management issues and/or sustainable food production are clearly linked to outcomes in the Victorian Essential Learning Standards || Year 10 Introduction to Environmental Science
 * Learning and teaching in the classroom are linked to practical, ‘hands-on’ activities that encourage:
 * School curriculum provides students with the opportunity to take responsibility for classroom activities and programs in land management, land care, animal and habitat care issues and school ground planning. || Year 10 Introduction to Environmental Science
 * Interactive ICT resources used by students to gain information on and increase understanding of biodiversity, biodiversity and/or Landcare issues and/or sustainable farming || Year 10 Introduction to Environmental Science
 * School engages indigenous learning perspectives in curriculum development and relates this to biodiversity || Indigenous learning perspectives is starting to become more apparent through the RE program with the year 11 immersion to Northern territory students involved have presented to other year levels at assemblies of year 11 ||
 * Incursion to provide students and teachers with knowledge and motivation around biodiversity || Consider promoting plant data base to wider staff. Staff readily support plant propagation in science faculty through purchase of excess stock or taking plants given away. Staff have been involced in inservices on plant propagation of local species and have supported the science department trhught he purchase of native grasses grown by students. ||
 * Guest speakers as part of in-school education programs on biodiversity, Landcare and/or sustainable land management || Antony Taggart Ex Aquinas director of ZooPeru spoke to students for bookweek around what is happening in the Amazon and how theyare helping to save animals that get caught up in the animal trade ||
 * Using SETS as a curriculum activity to monitor progress in biodiversity in the school grounds and/or local areas ||  ||

** C: Whole School Community Engagement ** ** C1 Policy and Reporting ** //__ All __// practices present


 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * Biodiversity policies, targets and action plan approved by School Council/planning committee || No policies or plan in place as far as I know ||
 * Regular communication of biodiversity, Landcare, habitat, ecology and sustainable land management 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) || Promote programs in school newsletter and daily bulletin consider setting up task for students to supply information toMiddle School secretary (LC) for bulletin Introduction to Environmental Science students working on brochures on plants going in to our bushlands site on the south end of the schoolcommunication in "College lighthouse" aboaut tree planting day VCALstaff AR & PM ||
 * Regular feedback on the biodiversity, Landcare, habitat, ecology and sustainable land management activities and programs sought from the whole school (students, staff, parents, School Council/committee and school support personnel) || Speak to relevant staff about a report on the gardens and what is going on CC LB AR ||
 * At least one case study of school success completed and uploaded onto school/departmental/sustainability website || Look to publish results of Biodiversity audit in year 10 on the school website Habitat assessment done by year 10 students in Introduction to Environmental science and on sustainability matters wiki ||
 * Sustainability education in biodiversity included as a priority or focus area or emphasis in the school goals (in School Plan, Policy, Administration and/or Curriculum Charts) || Maybe need to check the way in which sustainability is referred in the Environmental policy and across faculty statements and in school operational plans ||
 * School events incorporate support/maintenance of biodiversity || National Tree planting day (Planet ARK) is registered for 2011 Tree planting opportunity to celebrate World Environment DAy 5th June 2011 ||

** C2 Student and Parent Leadership ** At least //__two__// practices present


 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * Students involved in planning and managing the biodiversity and school grounds program (e.g. Student Action Teams) || Year 10 intro to enviro weed eradication . Not really set up as a project but as class activity that everyone contributes to.Planning possibilities for tree planting planning possibilities for maintenance of gardens through enviro look to expand where possible Introduction to Environmental Science students at year 10 involved in biodiversity audits and assessment of needs for improvement and planting along south boundarySmall groups and classes involved in planting along Western side of school and near tennis courts ||
 * School environment leadership through students instituted in the school || Check on SRC student involvement in planting ||
 * School Environment Club active ||  ||
 * Parents and other members of the school community assist in the planning and management of the biodiversity module || Consider requesting support through newsletter more likely to occur in primary schools ||
 * Parents and other members of the school community assist in implementing actions of the biodiversity module || LB ||

C3 Community and Communications Links At least //__four__// practices present
 * ** Towards best practice activities ** || ** Examples/Comments ** ||
 * School liaises and/or works with local government or regional authorities and groups to develop school-based and joint projects || Potential to expand on working with CRISP for school planting Maroondah Bushland team consulted over planting for Soccer precinct at Jubilee and extension of planting in school grounds and along Reilly st. Crisp nursery supporting plnating through provision of plants ||
 * Staff and/or students attend local environmental network meetings || 6 students attending the Maroondah Sustainability Youth Forum on 21st October ||
 * Staff and/or students participate in local biodiversity and/or conservation project/activity to support and maintain local landcare, habitat, ecology and sustainable land management activities and programs (e.g. Landcare Australia, Keep Australia Beautiful, Coast Action, Coastcare, LandLearn, local Catchment Management Authority programs, Clean-Up Australia Day, Weed Warriors) || Promote Clean up Australia DayPromote local plant nurseries and look for feedback through parent surveys ||
 * School community and groups of students support wildlife protection and conservation projects by raising funds e.g. sponsoring an endangered animal, contributing to the World Wildlife Fund (WWF), propagating and/or donating trees to property owners || As a response to the presentation by Antony Taggart 2 students have joined for 2 years Zoo Peru www.zooperu.com ||
 * Questions about the attitudes and changes in home biodiversity behaviour included in annual parent surveys and wider school community surveys || <span style="display: block; font-size: 9pt; margin: 0cm 0cm 0pt; page-break-after: avoid; text-align: justify;">Speak to executive about biodiversity behavior questions in school surveys ||
 * Ideas and activities for being more biodiversity aware and active at home included in school newsletters to families || <span style="display: block; font-size: 9pt; margin: 0cm 0cm 0pt; page-break-after: avoid; text-align: justify;">Promote biodiversity in newsletter by advertising Maroondah - CRISP and KES nursery ||
 * Staff and/or students mentor other schools ||  ||
 * Students and staff open dialogue about biodiversity related issues with other schools across the nation and globe ||  ||
 * Staff and/or students give presentations on their school biodiversity and land care, habitat, ecology and sustainable land management activities and programs to other schools || ESC presentaion at Sustainability in schools seminar ||
 * School liaises with political representatives from local, state and federal governments and local business and local ‘friends of’ groups for support for projects ||  ||