Member projects

Organised by Greening Australia in collaboration with EfS Tas Youth Facilitator Toby Thorpe, the Tasmanian Climate Change Youth Leaders Conference recently concluded with sessions in Hobart, Launceston and Burnie. This year, over 400 students participated from 30 different schools State-wide, working alongside more than 40 community mentors and 30 teachers on practical projects to support sustainability and help reduce the impacts of climate change.

Student’s feedback “It was an amazing opportunity to meet inspiring and like-minded people who were ready for and enthusiastic about making positive change in our local, national and global community. Meeting people who could help because of their areas of expertise, or school students who had faced similar struggles and had advice to offer was incredibly useful. The program was amazing, prompting so many critical conversations within a safe and welcoming space. I learned heaps, got to connect with amazing leaders young and old, and even though my school community isn’t completely on board yet, I got to share my struggles and find some new strategies to go about making change! It was awesome!”

A key outcome of the Climate Change Youth Leaders program is in enhancing the leadership capacity and communication skills of young Tasmanians, to build awareness of climate change and share learnings and successes.  Four students who participated in the program will represent Tasmania at the United Nations Climate Change Conference COP25 in Madrid, December 2019.

The Nature School Holiday Program provides opportunities for children aged 2 -10 and their families to engage in hands-on activities in natural bushland settings that nurture their self-esteem helping them develop confidence whilst fostering environmental stewardship.

The program is based on the Forest School model developed in the UK which is also the inspiration for Bush Kinder programs here in Australia.

Aim of the initiative: To provide opportunities for children to spend time in nature. To foster a love of nature and empower children to connect with and care for nature.
Target audience: Children and families in Hobart and beyond, with kids ages 2-10.
Organisation mission: The Nature School Holiday Program is part of the Nature. Be in it. program, providing unique, high quality nature immersion experiences, workshops, training and professional learning that build connection to nature. We believe that rediscovering our true connection to nature will have a ripple effect to empower conservation, stewardship and kindness and care to yourself, each other and nature.
Contact: Kara Spence, kara@naturebeinit.com
Status: Ongoing
More information: Nature Be in it website or Nature. Be in it Facebook
Organisations involved: Greening Australia, Bonorong Wildlife Sanctuary, Department of Education.

What are your educational messages?

Spending time outside is good for our emotional and mental wellbeing. Working with others on physical and mental challenges not only increases problem solving and team work skills but also confidence, self esteem and environmental stewardship. We are inspired by the Reggio Emilia approach which values children as strong, capable and resilient, and active citizens.

How has your project contributed towards education for sustainability?

By helping to foster the next generation of environmental stewards through facilitating deep connections to nature.

Description of the education for sustainability initiative (including innovative features)

Primary for Ages 6-9 for 5 hours outside in a natural bushland setting. Lots of time for child led discovery and skill building activities by a certified forest school leader, primary teacher, Nature and Forest Therapy certified Guide.

Birthday Parties for ages 2-14 in a natural bushland setting. Lots of time for child led discovery and skill building activities by a certified forest school leader, primary teacher, Nature and Forest Therapy certified Guide.

Training, presentations and workshops for community, teachers, educators and leaders who wish to lead nature learning programs, classes and/or their own children in child-led outside natural learning and safe risk taking.

Key social, cultural, economic or environmental sustainability messages delivered

The nature school sessions and training allow leaders, teachers, parents and children to disconnect from their busy lives (and technology) and re-connect with their child in nature. The time is as much for adults as it is for children.

Specifically, the training brings together a community of like-minded educators who are supportive of each other and building skills and networks in nature play. The children in nature school make new friendships and parents are very welcome to stay for all or part of the sessions.

Changes in behaviour achieved (or expected)

The program gives children optimum opportunity to build their motor and physical skills through climbing, balancing, walking and fine motor skills during our marine discovery activities. Research clearly shows that the more time your child spends in nature, the better they are prepared for school, both physically and emotionally.

Expected changes are an increase in connection to nature, confidence and self esteem as demonstrated through working with others and taking safe risks.

Outcomes and measures of success

Outcomes to date include:

• Returning families to holiday program each term break.
• 5 star rating on facebook reviews from families attending nature school and teachers and educators attending training.
• Children demonstrating a deeper connection and understanding of the natural world through their use of language, conversation and sharing with peers, staff and their families.
• Children demonstrating increased confidence and self esteem after attending at least 3 sessions.

Likelihood that the organisation can sustain the initiative (for how long?)

The programs are growing every season.

Through the Culture in Schools initiative Nita Education is creating awareness of how our Aboriginal ancestors cared for Country and is inspiring students to discover more about sustainability. Tasmanian Aboriginal People have lived in Tasmania for over 42,500 years, through at least 2 ice ages and for more than 2000 generations. Our ancestors cared for the land, and in return it cared for us. Our ancestors are the original scientists, doctors, botanists, geologists, chemists, astronomers, navigators, story tellers, bakers and the experts at sustainable living.

Aim of the initiative: To increase awareness for Tasmania’s Aboriginal Culture, to give students insight into the oldest living culture on Earth.
Target audience: Students K-12
Organisation mission: Nita Education provides Tasmanian Aboriginal cultural experiences to all schools and businesses across Southern Tasmania.
Contact: Trish Hodge, trish@nita.education
Status: Ongoing
More information: NITA Education website
Organisations involved: Catholic Education, TAFE Tasmania, Aboriginal Education, Steiner Schools, Independent Schools, Rob Pennicott, Federal Group, Parks and Wildlife, Sustainability Center, Department of Health.

What were your educational messages?

Tasmanian Aboriginal People have lived in Tasmania for at least 42,500 years, through at least 2 ice ages and for more than 2000 generations. Our ancestors cared for the land, and in return it cared for us. Our ancestors are the original scientists, doctors, botanists, geologists, chemists, astronomers, navigators, story tellers, bakers and the experts at sustainable living.

How has your project contributed towards education for sustainability?

By creating awareness of how our ancestors cared for Country we are inspiring our students to discover more about sustainability.

Description of the education for sustainability initiative (including innovative features)

Schools book us to visit classes, or they arrange excursions on Country which we lead. Our lessons/excursions are linked to the Australian Curriculum and tailor the individual class needs. We cover many unique subjects as well as broad indigenous knowledge. There are very few people in Tasmania able to deliver what we do, we are also in the process of offering cultural traineeships to Aboriginal youth.

Key social, cultural, economic or environmental sustainability messages delivered

Tasmanian Aboriginal People have lived in Tasmania for at least 42,500 years, through at least 2 ice ages and for more than 2000 generations. Our ancestors cared for the land, and in return it cared for us. Our ancestors are the original scientists, doctors, botanists, geologists, chemists, astronomers, navigators, story tellers, bakers and the experts at sustainable living.
The very essence of what we do is sustainability, for education, environment, social, economic and most of all, for cultural sustainability.

Changes in behaviour achieved (or expected)

Increased awareness, understanding and empathy for Tasmanian Aboriginal people and heritage will inevitably change behaviours regarding reconciliation, racism and cultural awareness.

Outcomes and measures of success

Outcomes to date include:
– Ongoing employment for Aboriginal people – measured through increased school bookings
– More Aboriginal students being proud of their heritage and culture
– Support from high level business such as Federal Group and Rob Pennicott – measured through the ongoing consultative work such as cultural training for tour guides.
– 14 years working with the Parks and Wildlife Discovery Ranger (Summer Education) program
– Increased bookings with TAFE Tasmania for the Tourism courses – bookings are now coming through for 2019!

Likelihood that the organisation can sustain the initiative (for how long?)

This is ongoing. For as long Aboriginal culture is a part of the Australian curriculum and for as long as the need for cultural awareness is required.

Through this project online learning activities are being developed for schools, linked to the Australian Curriculum, on microplastic pollution in our coastal and marine environment. They are available on the Expedition Class (Bookend Trust) website and make use of data and observations from the Tasmanian South West Coastal Clean-up. They aim to build an increased awareness and understanding of plastic pollution sources and the breakdown of plastics to microplastics and the changing threat from plastics as they become smaller.

Aim of the initiative: Through this project online learning activities are being developed for schools, linked to the Australian Curriculum, on microplastic pollution in our coastal and marine environment. These new learning materials enrich existing online lesson plans and activities about marine litter developed and hosted on the Expedition Class (Bookend Trust) website and leverage from the ongoing partnership with the South West Coastal Clean-up whilst fostering new connections to schools, artists and scientists involved in the Vanishing Point Exhibition.

Expedition Class has a long track record of teacher and student uptake of their field based learning activities complemented by online lesson plans and activities. Through their Coastwatchers Program, Expedition Class has fostered strong links to the South West Coastal Clean-up by placing a teacher on the annual clean-up to interact with students online during the clean-up and gather data for students to explore with their teachers in the classroom throughout the year.

Target audience: Schools and students visiting the Vanishing Point Exhibition at IMAS, schools already using the Bookend Trust marine litter teaching resources on the Expedition Class website, and new schools interested in learning about microplastics.
Lead Organisation: University of Tasmania
Contact: Leah Page – l.b.page@utas.edu.au
Status: Ongoing
More information: You can find microplastic curriculum materials on the Expedition Class (Bookend Trust) website
Organisations involved: University of Tasmania; Bookend trust (Expedition Class); Vanishing Point Exhibition (IMAS); South West Coastal Custodians, Matt Dell,  UTAS and South West Coastal Custodians; Andrew Hughes, Expedition Class (The Bookend Trust); Leah Page, UTAS Faculty of Education; and Heidi Auman, IMAS. The project draws on the talent and experience of educators, scientists, and change-makers to highlight and inform about a global issue using local contexts. The stakeholders involved demonstrate leadership and the student participants learn about plastic pollution through sustainable education pedagogies that empower and foster participation and inspire change.

This project was funded by a University of Tasmania, Schools Engagement Grant.

What were your educational messages?

Increased awareness and understanding of plastic pollution sources and the breakdown of plastics to microplastics and the changing threat from plastics as they become smaller.

How has your project contributed towards education for sustainability?

Curriculum based online activities and learning resources are being created using Education for Sustainability principles. This is an opportunity to make connections between citizen science based approaches to marine litter education and broader concepts of sustainability.

Description of the education for sustainability initiative (including innovative features)

Microplastic curriculum on the Expedition Class (Bookend Trust) website linked to the Australian Curriculum and the Sustainability Cross-Curricula Priority, making use of data and observations from the Tasmanian South West Coastal Clean-up; and accessible by all schools across Australia.

Key social, cultural, economic or environmental sustainability messages delivered

A range of issues relating to microplastics can be explored including waste management, sustainability, ecology, chemistry, bio-physical processes. Learning areas across the F-10 curriculum including but not limited to HASS, English, Art, Maths, Science and the Sustainability Cross-Curriculum Priority can be catered for.

Changes in behaviour achieved (or expected)

The development of microplastic curriculum has the potential to enhance the learning opportunities for school students visiting the collaborative science/art exhibition, ‘Vanishing Point’ in October through to December 2017, developed and hosted at the Institute for Marine and Antarctic Studies (IMAS). This may lead to reduced use of plastics or better waste management by students and schools.

Outcomes and measures of success

Expedition Class will create, host and deliver curriculum based learning activities about microplastics drawing on data from the South West Marine Debris Clean Up and making connections to artistic representations of microplastics in the Vanishing Point exhibition.
In 2016, 700+ visits to the Coastwatchers website and 11 school visits; and five schools visited the last Vanishing Point Exhibition in 2015.

Access of web portal statistics will provide one tool for evaluation of project uptake. School visits and testimonials will also be measured.

Likelihood that the organisation can sustain the initiative (for how long?)

This project uses the existing web based platform and structure of Expedition Class hosted by the Bookend Trust to enhance the current online content about marine litter and plastic pollution; and foster stronger connections between UTAS, Expedition Class, the Bookend Trust and the South West Coastal Clean-Up that will facilitate future collaboration on school engagement opportunities.

Edu.Cat is an exciting new Australian Curriculum aligned feline education program focusing on fostering responsible cat ownership with the aim to create social change in how people care for cats and protect wildlife. The program is free and available to all schools in Tasmania. It includes Science STEM challenges, incursions, teacher guidebooks, activity plans, student workbooks, posters, online resources and more.

Aim of the initiative: To create social change through an exciting new Australian Curriculum aligned Feline Education Program whilst igniting student engagement in the science curriculum.
Target audience: Teachers and students K- Yr 7
Lead organisation: Ten Lives Cat Centre
Organisation mission: to improve the welfare of cats, community relationships and protect birds and wildlife.
Contact: Ten Lives, Rose Bray, rose.bray@tenlives.com.au
Status: Ongoing
More information: website, Facebook

What were your educational messages?

• Responsible Cat Ownership
• Desexing – to reduce the unwanted number of cats and kittens.
• Microchipping – to assist cats return to their owners.
• Containment – to improve the welfare of cats, community relationships and protect birds and wildlife.

How has your project contributed towards education for sustainability?

Edu.Cat is an Australian first Feline Education Program designed to create social change in how people care for cats and protect wildlife.

Edu.Cat is linked to the Australian Curriculum and Science STEM challenges.

Description of the education for sustainability initiative (including innovative features)

Edu.Cat is a new Australian Curriculum aligned Feline Education Program for students from Kindergarten to Yr 7.

The program was developed by consultant Kara Spence who is a professional Science Curriculum expert and teacher in conjunction with Ten Lives, to foster responsible cat ownership whilst engaging, empowering and inspiring students in STEM Challenges.

Edu.Cat provides a practical teacher guidebook with tailored activity plans based on hands-on team challenges relating to student’s everyday lives.

Edu.Cat is FREE to all schools in Tasmania, including incursions, teacher guidebooks, activity plans, student workbooks, posters, online resources and more.

The program focuses on 3 key areas of responsible cat ownership;

• Desexing to reduce the unwanted number of cats and kittens.
• Microchipping to assist cats back to their owners.
• Containment to improve the welfare of cats, community relationships and protect bird and wildlife.

The program content is tailored for the following year groups;

• K – basic needs, wants and features of cats. Students create tangrams of cats.
• Prep,- needs, wants and cat safety in the home. Students design and construct a diorama of a house to show all the items that meet the needs and wants of a pet cat.
• Yr 1 & Yr 2 – history of pet cats, cat features, offspring and the importance of de-sexing. Students design and construct a model of a cat using materials that reflect the function of its body parts. Cats are displayed in offspring groups.
• Yrs 3/4 – Students learn about cat containment and what cats need in an enclosure or inside. Reasons for microchipping are introduced. Students will design and make a model of a cat containment playground with living and non living things.
• Yrs 5/6 – Students learn how cats have adapted to be excellent hunters. They learn about feral cats’ survival skills and the suffering of stray and abandoned cats who have adapted to the life of a pet. Desexing and microchipping is discussed. Students design and construct a cat toy from reused materials to keep cats happy inside or in an enclosure which is suited to their hunting adaptations.
• Yr 7 – Students learn about the effect of feral cats on the food chain and food web in Tasmania and solutions to protecting native wildlife from feral cats. De-sexing microchipping and containment is discussed. Students design and produce a creative presentation or children’s game to raise public awareness and debate about mandatory cat containment and cat curfews, based on evidence gathered during research and direct surveys.

The program is delivered to all grades in the following way;

A 45 -60 minute incursion for individual classes. The incursion provides students with information that assists teacher with the STEM Challenges.

Each teacher is provided with a Teacher Guidebook which includes three 30min – 90min STEM Activities, links to the Australian Curriculum, online resources and student work book in one convenient book. Student workbooks are also provide for each student.

The structure of the program outlined above allows enhanced children learning every 1-2 years with scaffolding messaging on responsible cat ownership to create long term social change for cats, community and wildlife in Tasmania whilst engaging inquiring young minds in STEM challenges.

This is a truly unique and exciting Australian first program which has received praise and positive feedback from various principals, teachers, DoE Curriculum Services David Boon, the Deputy Premier Jeremy Rockliff’s advisor Anna Jones, DoE Curriculum Services Tasmania, Rosemary Atkinson, etc.

Key social, cultural, economic or environmental sustainability messages delivered

The program focuses on 3 key areas of responsible cat ownership with the aim to create social change through an exciting new Australian Curriculum aligned Feline Education Program whilst igniting student engagement in the science curriculum through STEM Challenges.

The 3 areas are;

• Desexing to reduce the unwanted number of cats and kittens.
• Microchipping to assist cats return to their owners.
• Containment to improve the welfare of cats, community relationships and protect birds and wildlife

The needs and wants of a cat are also taught.

Changes in behaviour achieved (or expected)

Edu.Cat is designed to create long term social change in how people care for cats, improve community relationships and protect wildlife.

Outcomes and measures of success

This is a truly unique and exciting Australian first program which has received praise and positive feedback from various principals, teachers, DoE Curriculum Services David Boon, the Deputy Premier Jeremy Rockliff’s advisor Anna Jones, Jenny Dudgeon from the Sustainability Learning Centre, DoE Curriculum Services Tasmania’s Rosemary Anderson, various council members across the state, Bonorong Wildlife Sanctuary and Parks and Wildlife.

As the program has only recently been launched we are unable to provide measurements of success in relation to social change, but will do this as part of the program.

Feedback received from a Yr 1/2 teacher “So we have made our cats out of recycled materials so I can send you some pics of the students with them tomorrow if you like? They did a fantastic job! They put lots of thought into what materials they used for each part of the cat. We have just started 3D shapes in maths, so they will now use their models of the cats to explore what 3D shapes their model is made of”.

Likelihood that the organisation can sustain the initiative (for how long?)

Ten Lives is a financially secure organisation committed to the long term sustainability of this program. We aim to employ additional staff to assist in the delivery of this program. state wide. We envision this program will run for a minimum of 10 years.

After many years of experimentation and tinkering, RopeBot has discovered a way to up-cycle discarded rope from fisheries into usable filament for 3D printing. There is an endless range of items that can be 3D printed, from replacement parts for home appliances and vehicles, to brand new products of all imaginable sizes and shapes.

Name of the initiative: RopeBot – Digital Fabrication from fishing rope

Aim of the initiative: To mitigate the problem of plastics. Hundreds of tonnes of plastic are consumed by the fishery industry in Tasmania every year, mostly as rope for cages and pens. Some of this material is sent to mainland Australia for recycling at the end of its life, but the vast majority is discarded as landfill.

Target audience: Students, employees and the community – it is STEM (steAmS) and VET based learning, a viable social (open source) enterprise and helps resolve the plastic problem in our community.

Organisations involved: Huon Aquaculture, Fuji Xerox Tasmania, Digi Labs (TasTAFE) and the City of Hobart.

Lead organisation: Southernstorm Environmental Consultants (by Detour Design)

Organisation mission: To recycle discarded fisheries’ rope into filament for 3D printing also substrates for other digital fabrication opportunities.

Contact: Marcos Gogolin

Status: The initiative will be sustained for as long as fisheries continue to introduce plastics to this pristine Island.

Awards won for the initiative: Hobart City Council Waste Minimization Grant 2015, TasTAFE Excellence Award 2015, TasTAFE DigiLabs Festival of Teaching Guest Speaker, Tasmanian ICT Innovations Award 2016 (iAward), Huon Aquaculture Helping Hand Grant 2016/17, Festival of Bright Ideas (2017 Exhibitor).

More information: RopeBot Facebook page

Educational message: Along with our discoveries of the laws, principles and patterns embedded in STEM (steAmS – with Arts and Sustainability included), we ought to investigate the laws and principles of ethics.

How has your project contributed towards education for sustainability?

• Developing the theoretical framework for improving the waste plastic recovery process;
• Designing and testing new technologies that enable higher efficiency conversion of waste plastic into usable filament for 3D printing;
• Liaising with industrial designers, marketers and product developers to bring upcycled plastic materials into real life products;
• Developing hands-on demos for local colleges through collaboration with STEM labs;
• Documenting the research findings for an open source repository to encourage widespread adoption of improved up-cycling methods and technologies.

Description of the education for sustainability initiative

We are working and developing the following knowledge base; know-how and innovations:

• Ascertaining the scale of the waste problem both locally and abroad – the amounts and types of plastics that come to Tasmania and where they end up (environment, landfill, recycling);
• The costs to the industry, councils, other businesses, wildlife, the environment and the community due to losses, accidents or dumping of plastic waste;
• The short and long-term impact of waste plastics entering the environment;
• Current solutions that are available for processing waste plastic, their costs and their effectiveness;
• The potential of new Digital Fabrication technologies to make the best use of recovered waste plastic. These technologies include 3D printing, laser cutters, CNC and multi access routers, and automated fabrication robots that are shifting the production and supply chain of manufactured goods;
• The chemistry of the most common waste materials and their suitability for recycling and up-cycling;
• Techniques to add value through up-cycling into commercially viable items or into raw materials for other industries;
• Design and test new technologies that enable higher efficiency conversion of waste plastic into usable filament for 3D printing;
• Liaise with industrial designers, marketers and product developers to bring upcycled plastic materials into real life products;
• Develop hands-on demos for local colleges through collaboration with STEM labs;
• Document the research findings for an open source repository to encourage widespread adoption of improved upcycling methods and technologies.

Key social, cultural, economic or environmental sustainability messages delivered

• Adding value to used plastics;
• Best use of new technologies locally (Digital Fabrication – 3D Printing; Laser Cutters; Robotic Arms);
• New business; research and skills opportunities;
• The formation of a social (open source) enterprise;
• Reducing the amount of plastic contaminating the waterways; land and wildlife!

Changes in behaviour achieved (or expected)

• Recognising the value of used plastics – as a resource;
• Recognising the value of new technologies and STEM (steAmS) knowledge;
• Recognising new technologies and business opportunities for the local neds.

Outcomes and measures of success

• Proof of concept;
• Extensive media interest;
• Good business interest and investment/sponsorships;
• First significant commercial spinoff under development;
• Local government interest and investment;
• VET and Colleges interest and investment;
• Huge educational and STEM (steAmS) potential.

Likelihood that the organisation can sustain the initiative

Since 2015 RopeBot has raised $15,000 towards equipment and general costs; The concept is getting momentum and the next steps to raise funds are:

• To continue to apply for grants and prizes via excellence awards;
• To be hired by schools; VET and and various entities on the delivery of workshops;
• Businesses and other sponsorships.

Let’s Get Together is designed for schools wanting to partner with their students and the wider community to create a more respectful school environment. The program addresses discrimination by building ‘diversity competence’ in students. It also motivates students to address bullying behaviours and become agents for change.

Aim of the initiative:  To addresses discrimination by building ‘diversity competence’ in students. It also motivates students to address bullying behaviours and become agents for change.
Target audience: Teachers and students, and through them to the community.
Organisations involved:  Schools. Equal Opportunity Tasmania is a partner. Many community organisations participate in school events as part of the program.
Lead organisation: A Fairer World
Organisation mission: Tasmanians working together for a just, peaceful and sustainable world future.Contact: A Fairer World, Helen Hortle, admin@afairerworld.org
Status: Ongoing
Education for Sustainability Tasmania endorsement ranking: Highly commended
Awards won for the initiative: Not yet
More information: website, Facebook

What was your educational message?

Diversity competence is the knowledge, skills and dispositions that contribute to a respectful school culture and a more equitable and peaceful world.

Equity (social justice) requires the full and equal participation of all groups in a society that is mutually shaped to meet their needs. An equitable society allows every person to achieve their full potential by providing an environment in which all members are physically and psychologically safe and secure (Adams, Bell & Griffin, 2010).

Diversity competence does not, of itself, create equity – this requires action to eliminate barriers to full participation. However, when diversity is valued, each person will see it as their responsibility to take action for a more equitable community and world.

A person with diversity competence will appreciate the value of a diverse community – the contribution that a variety of people (with varying characteristics, ideas, cultural practices, belief systems, worldviews, identities, experiences, and demographic differences) will bring to the life of the community.

Diversity competence is necessary to the creation of an inclusive, welcoming, and respectful community.

How has your project contributed towards education for sustainability?

The program fosters the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living, in particular those related to human rights, gender equality, peace, an appreciation of cultural diversity.

The program is built on key education for sustainability principles including:

• transformative learning
• student engagement & voice
• visioning for a better future
• critical & reflective thinking
• genuine community partnerships

Description of the education for sustainability initiative

The program provides a 20 hour suggested teaching sequence with detailed lesson plans. It has been developed in Tasmania to support the Respectful Schools, Respectful Relationships and Countering Bullying initiatives and links to the Australian Curriculum across a range of learning areas as well as the General Capabilities.

Key features and innovations include:

• Involvement of the whole school community, including the School Association
• Two levels of professional development – for teachers and facilitators
• A Student Handbook with activities, worksheets, videos, exemplars, personal inquiry questions and extension activities
• Community involvement including a visit by the Hobart Human Library, a Diversity Expo with a range of community organisations and a session with Equal Opportunity Tasmania
• An emphasis on student voice, transformative education principles and global perspectives
• Key social, cultural, economic or environmental sustainability messages delivered
• The Let’s Get Together program provides an 8 step learning process (the 8 Keys to Harmony) for students to explore the underlying causes of bullying and other discriminatory behaviours and to create tangible outcomes for themselves and the school in terms of improving the school environment. Through this they experience the power of being active citizens who can make a difference

The program taps into student issues, their need to explore their identity, their need for greater agency and thirst for greater meaning in their learning. It is designed to:

• Empower students in their own learning and help them to develop collective agency
• Enable students to use their school environment as a social learning opportunity to explore what it means to try to make a difference
• Enable students to work on their issues of concern while deepening their understanding of key concepts such as discrimination, identity, stereotypes, change, bystanders and conflict
• Provide opportunities for student personal inquiry so that they become more mindful of their interactions and develop social and emotional learning competencies
• Provide opportunities for students to collaboratively create social actions. These actions are designed to generate conversations in the school, provide students with authentic feedback and help them to develop their skills in changing cultural “norms”

Changes in behaviour achieved (or expected)

• Reduction in discrimination and bullying
• Increased empathy for difference

Outcomes and measures of success

• See short videos of student Action Days at Tasmania schools at afairerworld
• Evaluation Reports from Tasmanian schools available on request

The Bushrangers Program involves both rural and urban Tasmanian schools supporting the large scale on-ground restoration work in the Midlands Biodiversity Hot Spot. Students are assisting restoration ecologists, scientists from the University of Tasmania and farmers with research into genetic diversity of local provenance seed and wildlife monitoring, to assess native and feral animal movement patterns in the fragmented landscapes of the Midlands. This animal-centric approach to plant conservation provides an exciting opportunity for a meaningful curriculum.

Aim of the initiative: To support biodiversity in the Midlands of Tasmania through education. It involves partnerships with schools, the University of Tasmania and  farmers. The program is linked to the Australian curriculum with a focus on STEM.
Target audience: Teachers and students, and through them to the community.
Organisations involved:  Campbell Town District School, Oatlands School, University of Tasmania
Lead organisation: Greening Australia
Organisation mission: To conserve and restore landscapes at scale through collaborative, science-based and innovative conservation programs.Contact: Nel Smit, Greening Australia, nsmit@greeningaustralia.org.au
Status: Ongoing, began in 2013
Education for Sustainability Tasmania endorsement ranking: Highly commended
Awards won for the initiative: Not yet

About the initiative

Students from both Midlands and urban schools have been actively engaged in planting and caging trees on Midlands farms, undertaking replica planting in their schools, germinating local eucalypts and researching direct seeding trials. Highlights of the program have included a Big Biodiversity Night out at Campbell Town for students and the community.

In a pre-program survey it was found that not one student (of 180) could identify all four key species of threatened mammals in the Midlands but they could all identify four African mammals! Campbell Town teacher Lani Young has made Tasmanian mammals a focus for her science curriculum. Oatlands secondary teachers are working with Honours researcher Yolanda Hanusch investigating the effects of ants on the direct seeding trials on the school farm. The restoration has also been the focus of statewide forums and field days with 120 grade 11/12 Geography students.

A partnership with Campbell Town High School students and Architecture and Design students from the University of Tasmania is focused on creating a sculpture trail in Ross to showcase the large scale restoration. Students developed ‘Species Hotels’ which will be installed on site on the riverside at Ross. Design and Technology students at the University of Tasmania are developing a gaming app to further highlight this work. An ongoing program of regional forums and a combined Midlands field trip supported by scientists and researchers has engaged Grade 11/12 geography students statewide.

Bushrangers is an evolving program. Greening Australia and teachers are documenting their work in developing STEM curriculum units focussed on biodiversity. STEM education is the intentional interdisciplinary approach to learning where the curriculum is coupled with inquiry or project-based learning to address real world challenges. The real world challenge of restoring the Midlands biodiversity hot spot provides a perfect vehicle for engaging educational opportunities.

What is your educational message?

Tasmania is Australia’s last refuge for many threatened animals – species that are now virtually extinct on mainland Australia.
The Midlands Biodiversity Hot Spot is one of 15 biodiversity hot spots in Australia identified because of the high vulnerability of habitats and high irreplaceability of species found within the large geographic regions. Widespread land clearing in the Midlands has resulted in severe habitat fragmentation with only small and scattered remnants of native vegetation remaining. Vegetation loss and degradation, soil erosion, dryland salinity and invasion by weeds, are seriously threatening endemic nationally threatened plant and animal species.)

Greening Australia through Tasmania Island Ark is working to reverse the decline of biodiversity in the Midlands and reconnect people and nature in a globally significant landscape recreating over 6,000 ha of new habitat to create a stronghold for Australia’s critically endangered animals while revitalising local Tasmanian farming communities.

Bushrangers aims to engage students in taking practical action as agents of change and awareness in the wider community.

What are the benefits?

Better understanding of biodiversity issues in the Midlands. Broad uptake of biodiversity curriculum engagement.

Building capacity

The Bushrangers project is an evolving initiative which adapts and builds on the enthusiasm and skills of teachers and project partners to build a dynamic program responsive to curriculum initiatives and future sustainability directions.

Outcomes and associated measures of success

Greening Australia has planted 300,000 trees in the last three years in the Midlands Biodiversity Hot Spot. We have engaged five schools, Grade 11/12 Geography teachers, University of Tasmania researches and farmers who work together to support the biodiversity program.

The Hobart Human Library delivers diversity education workshops in schools and workplaces to address discrimination and bullying through the power of personal storytelling. It is a library with a difference – the books are real, living people who have been trained to tell their stories. Human libraries are used around the world as a simple way to challenge stereotypes and build empathy. They do this by providing a comfortable space for people to speak with a ‘book’ who has encountered discrimination because of their culture, religion, refugee background, gender, sexual orientation, physical or mental ability.

Organisation mission: Tasmanians working together for a just, peaceful and sustainable world future. Contact: A Fairer World, Helen Hortle, admin@afairerworld.org
Education for Sustainability Tasmania endorsement ranking: Highly commended
Status: Ongoing beyond March 2017
Awards won for the initiative:
More information: Website, Facebook

Description of the initiative

Don’t judge a book by its cover!

The Hobart Human Library has been created to address discrimination and bullying through the power of personal storytelling. It is a library with a difference – the books are real, living people who have been trained to tell their stories.

Human libraries are used around the world as a simple way to challenge stereotypes and build empathy. They do this by providing a comfortable space for people to speak with a ‘book’ who has encountered discrimination because of their culture, religion, refugee background, gender, sexual orientation, physical or mental ability.

During a ‘reading’, books tell their story and allow time for questions. Short introduction and debrief sessions ensure that participants have an opportunity to discuss the links between stereotyping and discrimination. Librarians supervise all events and reading is based on mutual respect: all books must be returned in the same condition in which they were borrowed. Workshops generally run for 90 minutes but this is negotiable to suit different formats.

The Hobart Human Library provides a diversity education workshop that can be booked for schools, workplaces, public or private events, including conferences. It is an excellent addition to workplace anti-discrimination and diversity training and for schools is an excellent support for the Respectful Schools and Workplaces Framework.

What is your educational message?

The Hobart Human Library strives to build an appreciation of the value of a diverse community – the contribution that people with varying  ideas, cultural practices, belief systems, worldviews, identities, experiences, and demographic differences bring to the life of a community.

What are the benefits?

Bullying and discrimination are most often based on stereotypes, myths and misinformation. These are maintained and perpetuated because people rarely have the opportunity to meet face-to-face with individuals from groups that are stigmatised or marginalised. By providing a safe environment – to meet, hear personal stories, and openly discuss the effects of discrimination – stereotypes and prejudices can be challenged and barriers broken-down.

Changes in behaviour achieved

These are some typical responses to the feedback form question “How will you apply what you’ve learned today?”: – Be kinder to others. – Acceptance of what is before me. Not to judge before speaking to the individual. – Thinking about biases more. – Be strong and speak out. – Changing my automated stereotypes. – Instigate more opportunities for discussion and take more time to listen to others. – Love the person even if you don’t agree with other aspects about their choices. – More listening and awareness of what people are going through/have been through.

Outcomes and associated measures of success

1. Number of workshops delivered and ongoing bookings. in 2016, 34 workshops were delivered to over 855 readers.
2. Comments on Feedback Forms, particularly:
– Rate how much this session has increased your understanding of other people’s lives. Average for 2016 has been 8.3 out of 10
– Rate your enjoyment of this session. Average for 2016 has been 8.8 out of 10
3. Endorsement by teachers, Equal Opportunity Tasmania, Department of Education.

Energy Wise is a partnership with Greening Australia and TasNetworks. The three-year program will see the development of secondary Science Technology Engineering and Maths (STEM) Units and resources on energy literacy.  In addition, an energy hub for visiting schools will provide resources for classes at the Sustainability Learning Centre from mid 2017.

Aim of the initiative:. Develop a meaningful energy literacy education program to inform and equip young Tasmanians to meet emerging challenges in the energy sector. The program is linked to the Australian curriculum with a focus on STEM.
Target audience: Teachers and students, and through them to the community.
Organisations involved:  It involves partnerships with schools, the University of Tasmania and TasNetworks.Lead organisation: Greening Australia
Organisation mission: To conserve and restore landscapes at scale through collaborative, science-based and innovative conservation programs.
Contact: Nel Smit, Greening Australia, nsmit@greeningaustralia.org.au
Status: A three and a half year program 2016-2009
Education for Sustainability Tasmania endorsement ranking: Endorsed
Awards won for the initiative: None yet

About the initiative

The Energy Wise Schools Program is an innovative and active collaboration with TasNetworks and Greening Australia that will deliver a meaningful energy literacy education program to inform and equip young Tasmanians to meet emerging challenges in the energy sector.

Teachers are developing and trialling STEM curriculum units (Years 7-10). The rapid technological changes and increased awareness of environmental impacts associated with carbon pollution, the STEM curriculum provides real world opportunities to investigate challenges in generation, storage and usage of energy to enable better informed decisions for the future.

Partner school Huonville High School will focus on the development of their STEM units on implementing their Zayed Future Energy Prize. The prize will enable the school to develop a range of renewable energy innovations. This will include students building a biodigestor and a wind turbine, installing a pedal driven cinema system, assessing school energy use and retrofitting a cottage to significantly improve the energy rating. New Town High School is trialling a Year 7 Unit on renewable energy generation, which includes sustainable housing and renewable energy generation.

What is your educational message?

Promoting energy literacy including renewables to support future thinking on emerging energy challenges through STEM.

What are the benefits?

Provides teachers with opportunities, networks, a framework and curriculum links on energy to support student understanding and finding practical solutions to problem solving. Actively engages students in STEM investigations of real world challenges.

Building capacity

Capacity to disseminate and communicate understandings into the broad community. The Energy Wise project is an evolving initiative which adapts and builds on the enthusiasm and skills of teachers and project partners to build a dynamic program responsive to curriculum initiatives and future sustainability directions.

Outcomes and associated measures of success

• Active network of teachers and students aware of energy challenges and working towards solutions
• Establishment of Energy Hub at the Sustainability Learning Centre with travelling exhibits
• Development of Stem Curriculum Frameworks and support resources for Years 7-10

Launceston Church Grammar School is building a recycling culture in their school by promoting good disposal practices and introducing co-mingled recycling and composting infrastructure. They are now spending $30,000 less each year in skip bin disposal costs.  The junior and secondary schools and the boarding house now recycle well and less contamination is seen as students, staff and parents learn about how to avoid waste and recycle and compost more effectively.

Aim: To significantly reduce the school’s total output of waste to landfill by means of materials reduction, reuse, comingled, paper and cardboard recycling and composting.

Project goal: To endorse the culture of recycling and reduction of waste into the psyche our students, staff and the wider community

Summary: In 2015 we were successful in attaining a Keep Australia Beautiful recycling grant of $5000. Our submission included our ideas to place the necessary infrastructure and signage around our senior school so that dual bin system was available across the whole campus. A lot of waste was being generated by our art, canteen and boarding house kitchen so waste disposal practices in these areas were improved and they were given the opportunity to recycle, which was not in place before.

We began an Agricultural ‘plot’ which encompasses composting (scraps from the boarding house kitchen), a large vegie patch that utilises much of the compost, a worm farm and chickens from which we obtain eggs. Much of the upkeep of this area has been taken on by our Agricultural Science students.

Our efforts have been recognised on a both a local and state platform, where in August 2016 we were  winners of the WASTE NoT awards in Launceston and earned  the honour of “Sustainable School 2016′ judged by KAB, (Keep Australia Beautiful) as part of their annual Tidy Towns presentation.

Co-mingled recycling was not available and now it is. There are 13 240L yellow lidded bins in dual red/yellow stations and one large comingled skip bin at the boarding house kitchen. These are emptied fortnightly and we are finding less and less contamination in these bins. This has greatly reduced our output of waste to landfill and saves the school in the vicinity of $30, 000 per annum with the reduction of skip bins being emptied half as often.

Students are proud of their proud of their school’s commitment to the environment. The junior school recently implemented recycling on a small scale also (2 comingled bins at the Lyttleton Street campus).

Student’s are eager to ‘do the right thing’ and junior students are educating their parents in what can and can’t be recycled due to educational sessions we have held in conjunction with RETHINK WASTE.

Launceston Church Grammar School

Source Community Wholefoods Cooperative is a fantastic initiative on the University of Tasmania Hobart campus. Source was initiated in 2005 by a group of students & community members interested in creating a more sustainable future.  Source provides a place to explore social and environmental issues, acting as a living example of urban sustainability that encourages community involvement and creativity.

• An organic food co-operative: providing affordable organic, local, minimally packaged & fair-trade goods. The co-op lives in a beautiful straw and earth bale building located on French St. on the campus of the University of Tasmania, in Sandy Bay.
• A community garden: provides a fun & healthy way for people to spend time together, share valuable skills & grow their own food. The garden includes a wood-fired pizza oven, a small apple orchard and composting facility.

UTAS CARES is a notable initiative whereby UTAS staff and students develop collaborative arrangements with community volunteer groups, including CoastCare, Wildcare, Bushcare, Landcare and NRM South.

By way of example, in partnership with UTASLife, the University of Tasmania joined with Kingborough Council, NRM South, Tasmanian Parks and Wildlife Service, and with local Bruny Island residents, to plant 400 trees as part of a nature rehabilitation project.

UTAS CARES is interested in promoting both volunteer and research (citizen science) engagement opportunities in Southern Tasmania.

An annual Festival run by Sustainable Living Tasmania with demonstrations, practical workshops and in-depth discussions designed to help people learn to live more sustainably.

The Festival, run by Sustainable Living Tasmania, is attended by approximately 10,000 people annually and celebrates sustainable living and aims to inspire people to make a positive difference.  The 2015 Festival survey results show 4,590 people made their lives more sustainable as a result of attending, 78% of attendees said they had learnt something (6,630 people), rising to 85% for first time Festival goers and 94% of attendees rated it at least 7 out of 10.

The Festival provides people with the opportunity to get beyond the headlines and look deeply at the practical sustainability implications of our lifestyle to determine the best path forward. The panel discussions for example, are lead by fascinating and diverse ‘thought-leaders’ who share their views and answer audience questions on topics such as localisation, sustainable food and living simply.

In addition to the talks, discussions and workshops, the Festival buzzes with live music, art installations, kids activities and exhibits from local businesses and community groups.

In a real-life learning opportunity with environmental benefits, TasTAFE Conservation and Land Management students have rehabilitated bushfire-damaged habitat adjacent to their Clarence Campus. The area provides habitat and food for the endangered Eastern Barred Bandicoot, as well as numerous insects, mammals and birds, but was severely damaged by bushfire in 2006.

Since then, TasTAFE students have been working to rehabilitate Flagstaff Gully Creek and apply their learning to a practical project. The students are working to increase the environmental, recreational and aesthetic values of the area, control weeds and erosion, improve water quality levels, reinstate endemic plant species and provide an opportunity for the local and TasTAFE community to engage with this natural area.