Enviroschools Newsletter no. 11 - May 2007 - Waikato Regional ...

Waikato Enviroschools
newsletter no.11
Welcome to the eleventh edition of the Waikato
Enviroschools newsletter.
This newsletter includes information on a new rubbish
resource book, school profiles, classroom units and
much more.
Please see the dates for workshops and upcoming coffee
and cake afternoons planned for 2007 on the back
page of this newsletter.
If you or your school would like to contribute to this
newsletter please contact me or your facilitator to
arrange it.
If you would like to talk to me about the Enviroschools
programme or any of Environment Waikato’s resources
for schools, email dean.king@ew.govt.nz or call
Environment Waikato’s freephone 0800 800 401.
Dean King
Regional Enviroschools Coordinator
National Hui
The 2007 National Hui will be held at Living Springs
Camp and Conference Centre, Lyttelton, Christchurch
from 2-4 August 2007. The hui will begin with a powhiri
at 4pm on Thursday, 2 August and conclude at 2pm on
Saturday, 4 August.
There will be an opportunity for those who wish, to visit
local Enviroschools in the Christchurch area prior to the
commencement of the hui. Details about the bus tour
are still to be finalised but it looks like there will be a
visit to a secondary school and a kindergarten. The bus
will depart approximately midday and people will be
dropped at the hui venue in time for the powhiri. There
may be a small additional charge for the bus tour.
The theme for this year’s hui is based around ‘teachers
as facilitators’ or ‘facilitating learning’, to draw teachers’
attention to the facilitation process and understand the
role of a facilitator.
Registration forms will be sent out to regional
coordinators in May, and registrations will close on 29
June 2007.
What’s inside...
• National Hui
• Enviroschools Scrapbook for 2007
• Just released – great new kids book!
• Waste education with Xtreme Waste
• Kiwi Forever
• Education for sustainability
• Undertaking the challenge of linking learning in,
about and for the environment for students
• Integrating environmental education is the key to
success at Vardon
• New environmental software for primary schools
• Key dates to remember
• Kids Voting
Enviroschools Scrapbook
The theme for this year will be centred around presenting
the process a school went through in planning for or
carrying out a certain event or action in their school.
Letters will be sent to regional coordinators in May, for
distribution to schools. School entries are due in to the
national office by Wednesday, 29 August 2007.
There will also be a competition open to all students from
Enviroschools to design a drawing for the scrapbook cover.
Entries for this also close on Wednesday, 29 August. We
will send out details about the necessary dimensions and
format for this drawing after meeting with our designer later
in May. Note that this competition is not for schools but for
individuals.
For more information about the
Enviroschools programme, visit
www.enviroschools.org.nz

Just released great new kids book!
Reed Publishing have just released a great kids book by local Rachael Goddard called
‘Rubbish! – Everything you ever wanted to know about rubbish, landfills, recycling and
worms’. The 32 page book is packed with facts, big colour photos, activities and a cartoon
narrator called Kevin Cockroach who guides kids through the book – introducing them to the
less savoury environmental impacts of waste and landfills.
Kids will find out exactly what is in landfills, how much we are throwing away, how to carry
out a waste audit and how to make a worm farm. This book is a very timely publication
with the popularity of ‘Wasted’ on TV3.
The book is available at Whitcoulls and Paper Plus and retails for $19.95. For more
details visit the Reed Publishing website www.reed.co.nz.
Rachael is an environmental consultant and manager for Te Kauri Waikuku Trust, who
teach 1000 school children in environmental education each year. For more information visit www.
tekauri.org.nz.
Waste education
with Xtreme Waste
Xtreme Waste, a non-profit community organisation based
in Whaingaroa/Raglan, offers a wide range of education
services regarding waste minimisation and zero waste
to schools for free. Xtreme Waste offers tours of its site
to visiting groups, providing an in-depth insight on the
different types of waste and how each is reused or recycled.
Alternatively, an Xtreme Waste educator can visit your
school.
Xtreme Waste is able to provide this service through a
contract with Environment Waikato to provide mentoring
and advisory services within the Waikato region, and a
contract with Waikato District Council to run a pilot waste
education in schools programme.
Services available to schools include:
• assistance and advice with setting up recycling facilities
and reducing waste in the school – including
composting and worm farming with ongoing support
• waste audits
• teaching resources – loan of materials
• site visits and tours of Xtreme Waste combined with zero
waste activities (Tuesdays and Thursdays)
• general school visits for talks and information about
Xtreme Waste, what they do and other related topics
• teaching units delivered by an Xtreme Waste educator
(available only to schools within the Waikato district).
Please don’t hesitate to contact either Jacqui or Lindsey by
phone (07) 825 6509, or email
education@xtremewaste.org.nz for more information.
Kids Voting
Kids Voting gives year 9 students the opportunity to
participate in an authentic voting experience. Students vote
for real candidates, on a real ballot paper, and compare
the results from the kids’ election with the results of the real
election.
Kids Voting is designed to raise awareness among young
people about New Zealand’s electoral processes. In
New Zealand, as in most developed democracies, voter
turnout is falling and levels of political engagement are
low among young people. Building first-hand experience
of active participation by young people will increase their
personal understanding, belief and confidence in electoral
participation.
Visit the Kids Voting website www.kidsvoting.org.nz.
The website provides you with information about Kids
Voting and how you can be part of it for the 2007 local
government elections. Kids Voting will be run each year
in conjunction with local government elections (2007),
Parliamentary elections (2008) and a third option in 2009.
Is Kids Voting only for local authorities
Kids Voting is only available for city and district councils for
the 2007 local government elections, and not for regional
council elections. Kids Voting will not be available for district
health board elections.

Kiwi Forever 31 March to 5 April 2007
Lynette Brown
EFS Adviser – School Support Services
The Kiwi Forever scholarship programme for secondary students has been created as a
partnership with Bank of New Zealand Save the Kiwi Trust, Untouched World Foundation,
Department of Conservation, University of Waikato and Ngati Rangi. It is based on the
concepts outlined in the Kiwi Forever education resource, field-worked with DOC, culturallyimmersed
with Ngati Rangi, and modelled on Untouched World Foundation’s student-led,
teacher-supported programmes throughout New Zealand.
Fourteen senior students from six central North Island secondary schools came together at Tirorangi Marae (Ohakune) for
six days at the end of term 1. Students, teachers and pre-service teachers participated in a range of hands-on conservation
work including pest trapping and control, foliage counts and kiwi tracking, while gaining an in-depth understanding of the
holistic nature of the native bush and how it provides valuable habitat for New Zealand’s unique flora and fauna. One of
the main highlights of the week was the release of a kiwi chick returned to the area from Bushy Park. The egg had been
uplifted last year and hatched in captivity before being returned to Karioi Rahui, where the expected rate of survival is over
90 per cent.
Students endeavoured to keep their ecological footprint light by travelling in vans, composting food scraps and by planting
native rongoa species in the marae grounds. Regular reflection by all adults and students repeatedly acknowledged the
personal growth of students during the week, the increased understanding of the relationship local iwi have with the land,
the significance of kiwi to our identity as New Zealanders and the importance of saving the kiwi.
At the conclusion of the week students presented to an audience of iwi representatives, DOC personnel, representatives
from BNZ and the local education community. Their presentations addressed four key questions.
• What is the importance of the recovery and enhancement of the habitat to ensure the maintenance of healthy kiwi
populations
• What is the significance of kiwi to the local iwi
• What is the purpose of a national icon and how does this influence our identity as New Zealanders called ‘kiwis’
• What would be the social, cultural, political, economic and environmental impacts of losing the kiwi as our national
identity
Students now return to their respective schools and are expected to make presentations both within their schools and the
wider community. Throughout these they will be addressing the long-term benefits of moving towards sustainability and the
role of young adults in achieving these positive outcomes.

Undertaking the challenge of
linking learning in, about and for the environment for students
By Marianne Robertson and Robyn Irving
A living curriculum is one of the key areas of school life in the
Enviroschools programme that continues to challenge schools.
“A living curriculum is integrating the environmental education
(EE) curriculum into all aspects of school life.
This will enable students and teachers to:
• take action on real issues in the school and community
• use the whole school environment as a learning resource
• promote critical questioning on resource use and lifestyle
• promote reflection on personal values and behaviours.”
(Enviroschools Handbook, 2005).
The Environmental Education Guidelines for New Zealand
Schools were introduced to schools in 1999 by the Ministry of
Education. The guidelines outline the aims of environmental
education, the key concepts and the dimensions of
environmental education. Links are made to the curriculum
statements and examples of integrated units are given.
However, research within New Zealand schools has identified
that this resource is under-utilised by teachers. Many teachers
are unaware of this document’s existence and/or are unfamiliar
with the contents. This presents a problem for schools actioning
the Enviroschools programme as it appears many teachers
are unsure how to integrate environmental education into their
curriculum and Enviroschools programmes.
The guidelines define environmental education as:
A multi disciplinary approach to learning that develops the
knowledge, awareness, attitudes, values and skills that will
enable individuals and community to contribute towards
maintaining and improving the quality of the environment.
(Environmental Education Guidelines for New Zealand Schools,
p. 9).
Because of the complexity of this, a holistic approach to
learning for sustainability is appropriate.
Therefore students need to develop:
• awareness and sensitivity to the environment and
related issues
• knowledge and understanding of the environment and
the impact of people on it
• attitudes and values that reflect feelings of concern for
the environment
• skills involving identifying, investigating and problem
solving associated with environmental issues
• a sense of responsibility through participation and
action as individuals, or members of groups in
addressing environmental issues.
(Environmental Education Guidelines for New Zealand Schools,
p. 9).
In reality this has proven difficult for schools to achieve.
The key dimensions of environmental education stated in
the guidelines promote education in, about and for the
environment. (Environmental Education Guidelines for New
Zealand Schools, p. 14).
Education in the environment provides experiences beyond
the classroom for students and teachers. The benefits of
learning in the environment raise students’ knowledge and
awareness, give opportunities to develop practical skills
and help develop an appreciation of, and concern for the
environment.
Practical opportunities might include measuring, classifying,
observing and data collection. Contexts could be the school
grounds, the transfer station or recycling centre, a local stream,
beaches, bush areas or restoration sites.
Education about the environment provides the opportunity
to gain knowledge and understanding of environmental
concepts and issues. These should include the key concepts
of environmental education (interdependence, biodiversity,
sustainability and personal and social responsibility for action).
The curriculum statements provide links for considering
environmental issues which may include political, cultural,
ecological and economic factors. There are clear connections
between these and the Enviroschools guiding principles and
kaupapa.
Approaches could include action, experiential and inquiry
learning. See the action learning cycle in the Enviroschools
handbook for ideas. There are many resources available to
help support learning, including the Enviroschools kit. Learning
can be facilitated through the learning theme areas (zero waste,
living landscapes, precious energy, healthy water and ecological
buildings) and the Enviroschools videos and annual scrapbooks.
Education for the environment is students taking action
towards improving the quality of the environment. It is
based on students’ knowledge and understanding about the
environment and their practical experience in the environment.
Education for the environment occurs when students have
undertaken the process of learning, exploring alternatives,
consulting, planning and decision making around an
identified issue. This is a critical step in students’ learning and
understanding.
All three dimensions to learning are interdependent if the
aims of environmental education are to be achieved. However,
often what occurs is that at least one dimension is omitted from
the learning experience. Here lies the challenge!
If we want our students of today to be able to make informed
decisions and take effective action they need to have
learning in all three dimensions. It might be that there is a
misunderstanding of what an action as opposed to an activity is.
The following table presents different scenarios and examples to
explain the three dimensions.

Scenario 1: Teachers (and students) think rubbish is a problem in the school. The school incinerator needs to be decommissioned. It
costs a lot to pay for a rubbish skip.
Issue: Is there a need to do something about the existing waste management methods
Action: Teachers and students of a senior syndicate, or class, plan a zero waste unit.
Education in the
environment
A waste audit is completed by a class or Envirogroup. Data is recorded and shared with the rest of the
school at a school assembly or display. Carry out activities from the zero waste section of the Enviroschools
kit.
Education about the
environment
Visit a local transfer station to investigate what happens to rubbish in the community.
Investigation about reducing, recycling and reusing resources. Carry out experiments and activities from
building science concepts booklets about recycling and rubbish.
Research organic and inorganic materials. This leads to an understanding about classification and sorting
of different types of waste.
Write letters to the local council or community providers to ask about their services.
Research about decomposition, worms and composting methods.
Education for the
environment
Organise a visit from a community expert. This might lead to knowledge about different ways of dealing
with waste. Search through the Enviroschools scrapbooks to see what other schools have done. Visit or
email another school to find out more information about an action project.
Students complete an action plan to develop a paper recycling system. They design a whole school system
for sorting rubbish into different categories. Permission gained from school’s management. Students
fundraise to pay for containers or bins by selling calico shopping bags. A design group makes labels for
the different categories. Paper, plastics and food recycling is trialled within a class or syndicate. Another
group makes a video to explain methods and systems for sorting and collection. The students monitor
and evaluate the process and communicate ideas at a school assembly or with buddy classes. They write
instructions for class notices and introduce the recycling system school wide using a roster management
system. They aim to reduce resource use and develop a sustainable system. An article about food
packaging is written for the school newsletter to share learning with the school community.
Scenario 2: As part of a whole school vision process, students recognise that there are not many native trees within the school grounds.
The students would like to encourage the native birds to visit their school. With support from teachers they learn about the native plants
that grow naturally in their area. After a lot of discussion and consultation with their community they decide they could use an area of
school land for a bush. They seek help from an expert who helps them learn about seed collection from a nearby reserve. Students use
books to identify plants. A group of parents help them to plant the seeds. These are nurtured over years by these and subsequent
students. Young trees and shrubs (grown, purchased and donated) are planted in autumn.
Education in the
environment
Education about the
environment
Students carry out experiential activities from the living landscape section of the Enviroschools kit. They visit
a local reserve and investigate plants and bush communities (the biodiversity of native bush ecosystems).
They observe changes in the plant from seed to seedling, and then growth over the years.
Students investigate the diversity of organisms (plants, birds and insects) that are special to their area using
books and field guides. They learn how seeds grow and become trees. They learn how to differentiate
between common plant features.
Education for the
environment
Students discuss the impact man and introduced animals have had on our bush and birds. An article in
the local newspaper about releasing a kiwi pair into a reserve stimulates discussion about why we need to
protect and restore native areas. They research how some species have become endangered.
Students, supported by teachers and the local community, design and plan an area of bush to be planted
on school land. They use an action planner to help them decide what needs to be done, what is needed to
do it and who needs to be involved. They collect yoghurt pots and ice-cream containers to reuse as pots.
They apply for a permit to collect seeds. They fundraise and apply for grants. They decide on a timeline for
actions. They write articles for the school newsletter asking for help. They are involved in a community
planting day. They accept responsibility for ongoing care of the plants.
By providing opportunities for all three of the key dimensions young people will be able to develop the knowledge, skills and
attitudes to become confident leaders in sustainability. Collaborative planning for a range of approaches to teaching and learning
will help foster sustainable decision making in all areas school life.

Education for sustainability
Kia ora koutou! Welcome back to school. We hope the year
is going well for you and that you are settling in after the
holidays.
It is exciting to see the variety of ways teachers and schools
are incorporating environmental education (EE) and aspects
of education for sustainability (EFS) into their programmes.
We are your school support services advisors in education
for sustainability. We:
• provide support for you when incorporating EFS or EE
ideas or contexts into curriculum
• put you in touch with others
• hunt out resources for you
• help with planning for learning.
We work closely with Enviroschools facilitators and other
environmental educators in the region, and look forward to
providing support in your schools. Please feel free to contact
any of us.
Integrating environmental
education is the key to
success at Vardon
By Jeff Bryant
Year 5 and 6 students at Vardon School raised money for
their school camp in a different way last year. Each class in
the senior syndicate was asked to design a game,
something edible and something creative for their end of
term gala to raise money for the school camp. The
difference was that the gala was re-named an Enviro Expo
and all products had to be ecologically friendly, using waste
materials wherever possible.
The students started their learning with a focus on the zero
waste objectives, in particular, on the three Rs. Over two
terms they built on their ideas, bringing their maths, social
studies, technology, science and other curriculums into a
holistic learning project. Students in Room 10 discovered
(during a shared reading response) that people in England
were selling bags with environmental messages on them.
This inspired the class to design a range of eco-friendly
cloth shopping bags. The students even went on an outing
to the local mall to interview shoppers about how much they
might pay for such a bag.
Mary Loveless
loveless@waikato.ac.nz
027 471 9736
Mary works mainly in primary
schools across the region and
is also a science advisor.
Lyn Rogers
lynr@waikato.ac.nz
027 278 1124
Lyn works mainly in secondary
schools across the region.
When asked how she found time in an already full
curriculum to have such a big environmental focus, senior
syndicate teacher Reshma Patel Harman replied “You have
to integrate, you can’t be the type of classroom that says
lets do three weeks on this and three weeks on that. It can’t
just be a unit, it has to be constantly worked at”. Reshma
also commented that she was surprised how the project also
led students to “recognise a community problem and move
from thinking ‘I have done my part’ to working as a team to
assist everyone”.
Tania Mills
taniam@waikato.ac.nz
027 252 7162
Tania is a Te Kotahitanga
facilitator and also works in
social studies in both primary
and secondary schools.
Lynette Brown
lynette.brown@clear.net.nz
027 252 7165
Lynette is working in both
primary and secondary
schools, mostly in the
southern part of the region.
As an Enviroschools facilitator, I was impressed with the
achievements of the students at Vardon. The work the
students produced provided great examples of simple
action projects that captured the four dimensions of our
environment. Too often we focus simply on improving the
natural environment, leaving out the social, economic and
decision-making aspects.
The four dimensions of our environment
Natural
Who
decides
Social
Economic

NEWS RELEASE – APRIL 26 2007
“Plant for the Planet”
Can one million trees be planted in New Zealand during 2007 The Trees for
Survival Trust is sure they can and has taken on the task of encouraging all New
Zealanders to join them in planting one million trees this calendar year.
Why The United Nations Environment Programme (UNEP) has an objective of planting one billion
trees throughout the world in 2007. As the Kiwi contribution to the world-wide effort, the Trust is
coordinating the campaign to plant and care for at least one million trees.
The proposal to get involved in the campaign came from a suggestion by Rotary International
President Bill Boyd. Involved in the New Zealand Trees for Survival Trust from its beginning with the
Rotary Club of Pakuranga, Bill says the value of planting trees is well documented. "Despite our
clean and green image on the world stage, New Zealand needs more trees and we hope that this
campaign will go some way towards addressing the issue."
"Through Trees for Survival we are offering not only an environmental focus but also an invaluable
educational tool for our young people, " he said.
Rotary and other service clubs throughout the country are being urged to assist schools and their
communities to become involved in achieving the goal. Arbor Day on 5 June and Conservation
Week from 6-12 August will be focuses for the 'Plant for the Planet' message.
The coordinator for the Billion Tree Campaign in New Zealand, David English, says a website
www.tfsnz.org.nz provides information on the New Zealand pledge to plant 1 million trees.
"People who wish to support the initiative can email btcnz@tfsnz.org.nz to become involved. The
campaign is open to all individuals, children and youth groups, schools, community groups, farmers,
private sector organisations and local authorities. Each pledge can be for a single tree to many
thousands," he added.
The campaign is seeking to enlist the support of the nursery and garden industry in the supply of
trees to enable the campaign to reach its goal.
"Pledges from around the world in support of the campaign now exceed 800 million trees," says
David. "UNEP says favourable growing conditions give nations in the southern hemisphere an
advantage over most countries when it comes to growing trees, so we are sure of reaching and
sustaining our target.
"Now is a great time to highlight the need to revegetate our country and we hope this campaign will
educate our young people on the value of trees in our environment. Their aesthetics, their part in
the prevention of erosion and in improving stream water quality, in creating new habitats as well as
their role as carbon sinks emphasises the need to plant more trees.
"The Plant for the Planet: Billion Tree Campaign encourages planting in all areas, whether rural or
urban, school grounds or community parks and of trees, not just natives, that are well adapted to
local conditions. Councils throughout the country have been very supportive of this campaign, so the
process is well under way," he said.
Information on the UNEP programme can be found on the website
www.unep.org/billiontreescampaign/index.asp.
For further information contact David English phone 09 526 0296 or 027 281 4108.
Released on behalf of the Trees for Survival One Million Trees Campaign
by CAL Public Relations, contact Rob Crabtree 09 273 2065.

New environmental software
for primary schools
A new children’s digital book range – “Jacknohi’s Motion
Books” – will be launched in June, starting with a collection
of four books about important environmental issues. The
software has been created in cooperation with teachers
and environmental specialists in New Zealand for primary
school children aged 8–12.
The CD-ROM contains four fully interactive, animated and
narrated motion books covering four major environmental
issues facing New Zealand and the rest of the world:
• recycling
• global warming
• saving energy
• conserving water.
The CD-ROM is also packed with loads of extras, such as
fun activities and an online challenge, to reinforce learning
and encourage proactivity.
With environmental education being part of the school
curriculum, this software aims to assist educators and
parents in teaching children about these important issues,
as well as offering suggestions about what can be done to
make a difference.
For more information email info@jacknohi.co.nz.
Key dates to remember
For more information on any of these events email
Dean King.
Term two
Thursday, 26 April
Enviroschools awards workshop
This workshop will cater for the needs of three different
groups, with different workshops running concurrently for
schools to:
• find out about the Enviroschools awards
• learn about and begin to prepare bronze applications
• learn about and begin to prepare silver applications.
Teacher release days are available to schools who register
to attend this workshop.
This workshop is now fully booked.
Wednesday, 2 May
Enviroschools orbiter bus tour
Using the orbiter bus route.
This workshop is now fully booked.
Term three
Wednesday, 8 August
Coffee afternoon 4pm-5.15pm
www.ew.govt.nz
Environment Waikato’s website
features a range of resources to
help you teach students about our
natural environment.
Download our FREE curriculum-linked
classroom units:
• rivers and us
• coasts and us
• stream Sense
• soils and us
and check out our range of classroom
activities.
Our website also includes pages
especially for students, packed with
useful information about the natural
environment.
For more information, check out
our website at www.ew.govt.nz/
forschools or contact Dean King on
Environment Waikato’s Freephone
0800 800 401.
An opportunity for Enviroschools teachers to share ideas.
We would love to see all lead teachers attend (and others
too of course).
Wednesday, 19 September
Enviroschools information evening 3.45-5.30pm
This presentation will showcase some existing Enviroschools
and give an overview of the programme. There will be
opportunities to answer any questions you have.
Term four
Monday, 15 October
Applications for Enviroschools awards close
Applications to join the facilitated Enviroschools
programme close
Wednesday, 24 – Friday, 26 October
Visit schools for Enviroschools awards judging if
necessary