NRM Education twelve-monthly report · 2017-12-04 · The NRM Education program is funded by the...

NRM Education twelve-monthly reportJanuary to December 2016

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to ensure the contents of this publication are factually

correct, the Department of Environment, Water and

Natural Resources makes no representations and accepts

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Licensed under Creative Commons

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Copyright Owner: Crown in right of the State

of South Australia 2017

The Adelaide and Mount Lofty Ranges Natural

Resources Management Board acknowledges and

respects the Kaurna, Peramangk, Ngadjuri and

Ngarrindjeri Nations as the traditional owners of

the Adelaide and Mount Lofty Ranges region.

We pay homage to their ancestors, who maintained

the natural processes of the land we are now on and

whose spirits still dwell on Country. The board also

acknowledges the role that the traditional owners of

this region continue to have, and should increasingly

have, in purposefully shaping and caring for the area

that we now know as the Adelaide and Mount Lofty

Ranges region.

Contents

Executive summary . . . . . . . . . . . . . . . .1

Our vision . . . . . . . . . . . . . . . . . . . . . . . .2

Our program values . . . . . . . . . . . . . . . .2

Our team values . . . . . . . . . . . . . . . . . . .2

Strategic context . . . . . . . . . . . . . . . . . .3

State strategic plan . . . . . . . . . . . . . . . . . . . . . . . . . . .3

State NRM plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Department of Environment Water and Natural Resources’ corporate plan . . . . . . . . . . .3

Adelaide and Mount Lofty Ranges Natural Resources Management Board’s regional plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Introduction . . . . . . . . . . . . . . . . . . . . . .4

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Goal 1: Embedding Education for Sustainability (EfS) in schools and preschools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Progress indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Goal 1 Case study: EDEN Project . . . . . . . . . . . . . . . . . . . . . 7

Goal 2: Skilling and motivating school and preschool staff to implement Education for Sustainability (EfS) . . . . . . . . . . . . . . . . . . . . . . . .10

Progress indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Goal 2 Case study: Encouraging the community to get involved in sustainability . . . . . . . . . . . . . . . . . . . . . 12

Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Goal 3: Empowering young people to create change in their schools, preschools and community . . . . . . . . . . . . . . . . . . . .15


Youth Environment Leadership Program . . . . . . . . . . . . . 16

Youth Environment Council . . . . . . . . . . . . . . . . . . . . . . . . 17

Youth mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

SACE research project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Goal 3 Case study: Wipe Out Waste group . . . . . . . . . . . . 21

Goal 4: Encourage schools and preschools to work with their communities on local sustainability initiatives . . . . . . . . . . . . . . . . . . . . . . .22


Our Big Back Yard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

STEM @ Fleurieu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

BioBlitz citizen science program . . . . . . . . . . . . . . . . . . . . . 23

Fire recovery plantings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Goal 4 Case study: School and community group partnership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Goal 4 Case study: School and industry partnership . . . . 25

Goal 5: Deliver a high-quality program based on the latest research and evaluation . . . . . . . . . . .26


Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Partnerships, collaboration and community events . . . . 27

Goal 5 Case study: Aberfoyle Hub schools and DECD video partnership . . . . . . . . . . . . . . . . . . . . . . . . 28

Teacher professional development . . . . . . . . . . . . . . . . . . 29

Resource development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Where to next? . . . . . . . . . . . . . . . . . .31

AMLR Education annual report 2016 | iii

The NRM Education program is funded by the Adelaide and Mount Lofty Ranges Natural Resources Management Board with a vision of seeing all schools and preschools working with their communities to develop knowledge, skills and values to live sustainably.

The program is delivered by staff (10.3 FTE) who are hosted at Barossa Regional Council, KESAB environmental solutions, and the cities of Marion, Onkaparinga, and Salisbury through an investment in 2016 of $1,040,012.

The primary role of the NRM Education team is to facilitate culture change in schools, preschools and the tertiary sector. In 2016 co-investment by schools, preschools and universities in sustainability initiatives is conservatively estimated at $1,736,304 (direct and in-kind investment).

In addition, the NRM Education program works in partnership with local government, NGOs, business and other State Government departments on projects that have increased support and resources available to schools and preschools to learn with their communities about living more sustainably.

This report outlines in detail activities undertaken by the NRM Education team, as well as outcomes achieved by schools and preschools working in partnership with NRM Education.

Executive summary

402 schools and preschools engaged with NRM Education, 299 of them are registered with AuSSI-SA*, with 31 sites newly registered

99 schools and preschools achieved their goals towards sustainability.

Partnership with Australian Association for Environmental Education to deliver the Biennial AAEE conference in Adelaide

738 site visits or phone/email contact events to support 267 schools and preschools

Over $1.7 million of investment by schools and preschools (direct and in kind) leveraged from the board’s

$1 million plus investment in NRM Education in the 2015-16 financial year

240 instances of schools and preschools setting EfS goals against the Core Indicators

4236 instances of educator engagement with NRM Education (‘instances’

consider individual people at events/presentations)

398 schools and preschools registered with AuSSI-SA* statewide

* The AuSSI-SA initiative is promoted and managed by the NRM Education team with support from DECD, and involves schools and preschools committing through registration to embedding sustainability in their learning and overall site culture. Registration entitles schools and preschools to the full level of support from NRM Education.

1 | AMLR Education annual report 2016

All schools and preschools working with their communities to develop knowledge, skills and values to live sustainably.

Our program valuesEducation for Sustainability and the role it plays in building resilient and connected (pre)school communities.

Engagement with nature and the positive impact it has on the physical, mental, emotional and spiritual wellbeing of young people to foster environmental stewardship.

Authentic youth voice and the ability of young people to be meaningfully involved in decision-making processes, influencing outcomes and taking action within the community.

High quality resources and professional support that enhances capacity for (pre)schools to understand and embed sustainability at their site.

Our vision

Our team values

We are:• professionals: being the best we can be

• innovators: bringing our ideas to life

• communicators: telling our story and listening to yours

• committed: doing what we love.

State strategic plan

Vision 1: South Australians think globally, act locally and are international leaders in addressing climate change.

Vision 2: We look after our natural environment.

State NRM plan

Priority 3: Build on and improve education programs to ensure the importance of the environment and managing our natural

resources sustainably is learnt at an early age.

Department of Environment Water and Natural Resources’ corporate plan 2016-2019

Goal 2:Sustaining the natural resources of our state

Goal 3:

Connecting people to nature, parks and places

Strategic context

Adelaide and Mount Lofty Ranges Natural Resources Management Board’s regional plan

K2: Support school sustainability initiatives and opportunities to extend education to their connected communities.

K6: Build urban residents’ understanding and capacity to change behaviour in relation to natural resources management, sustainable living and food production.

NRM Education, through its strategic plan, connects to these broader strategic frameworks:


The purpose of this document is to showcase the achievements of the Adelaide and Mount Lofty Ranges Natural Resources Management (AMLR NRM) Board’s NRM Education program.

The NRM Education team works with school/preschool communities to embed sustainability principles in their learning and management practices. Students, staff and parents are provided with resources and support to take informed action at a local level. Benefits include enhanced learning experiences, and a reduction in ecological footprints and associated school running costs. This whole school approach is known as Education for Sustainability (EfS).

Activities include assisting schools to investigate waste, water and energy savings; build frog ponds, veggie beds and butterfly gardens; manage food waste with worm farms and compost bins; and investigate wildlife in the school/preschool yard and beyond. EfS also supports the development of problem solving and critical thinking skills which link to the Australian Curriculum and Early Years Learning Framework.

Our achievements are outlined under five areas from the NRM Education Strategic Plan which guides our work in schools and preschools:

1 . embedding EfS in schools and preschools

2 . skilling and motivating school and preschool staff to

implement EfS

3 . empowering young people to create change in schools

and preschools and their community

4 . encouraging schools and preschools to work with their

communities on local sustainability initiatives

5 . delivering a high-quality program based on latest

research and evaluation.

These goals inform a range of initiatives that are implemented via the NRM Education program and influence our partnerships and resource development.

Introduction

99 schools and preschools achieved their goals towards the Core Indicators

240 instances of schools and preschools setting EfS goals against the Core Indicators

485 instances of face to face or phone/email support

to 1036 educators and 863 students from 276 schools to support progress to embed EfS

40 schools and preschools documenting sustainability initiatives in their School Environmental Management Plan

402 schools and preschools engaged with NRM Education. 299 of these are registered with AuSSI-SA*, with 31 sites newly registered in 2016

Goals

Goal 1: Embedding Education for Sustainability (EfS) in schools and preschools

Progress indicators The primary focus of the NRM Education team is to encourage the uptake of Education for Sustainability (EfS) in schools and preschools because it builds lasting shifts in culture that support students, staff and families to develop the knowledge, skills and values to live more sustainable lifestyles. Through embedding EfS, sustainability becomes an important part of the business of the school and preschool and is valued across the community, so that when key staff leave, programs and initiatives such as green teams (staff, parents and students), recycling, composting, food and butterfly gardens are maintained and continue to be an integral part of the learning program for students.

Goal 1 is central to the work of the NRM Education team. It underpins all our work and is an overarching goal, guiding the work delivered under goals 2, 3 and 4.

Embedding EfS at a school or preschool is a process that involves patience, persistence and perseverance. It may begin with a few interested students, teachers or an inspired leader, seeking support from NRM Education staff who assist with identifying possible pathways and overcoming roadblocks. As the school or preschool progresses with its efforts to embed EfS, a greater proportion of children, staff and families are engaged in learning about and participating in sustainable practices.

NRM Education staff focus their efforts in schools where there is a desire to make change. Schools and preschools that are willing to develop a School Environmental Management Plan (SEMP), have leadership support, and are motivated to make sustainability a focus receive priority support from staff (designated Culture and People category of support).

* The AuSSI-SA initiative is promoted and managed by the NRM Education team with support from DECD, and involves schools and preschools committing through registration to embedding sustainability in their learning and overall site culture. Registration entitles schools and preschools to the full level of support from NRM Education.


NRM Education team members presenting to Australian and international educators at the 2016 Australian Association for Environmental Education conference on the process to measure progress to embed EfS

EfS goals are set and a range of support is offered including:

• assistance in developing a SEMP incorporating learning

• tailored long-term sustainability programs and projects

across the school community

• professional development for staff and the

broader community

• support for establishing youth voice initiatives.

As EfS goals are achieved by schools and preschools these are recorded by NRM Education as instances of ‘progress to embed EfS’ and provide a measure of the impact that our support is having in the school. This method of measuring program impact is seen as innovative and during 2016 was commended during conference presentations in Australia and the United States of America.

A case study is provided that showcases a school that has achieved progress to embed EfS goals in 2016.

AMLR Education annual report 2016 | 6

Goal 1 Case study: EDEN Project

Good Shepherd Lutheran SchoolThe EDEN Project (‘Explore, Discover Engage with Nature’) is a precious patch of land with a creek at the back of our primary school in the Barossa Valley consisting of 109 students and 17 staff.

A few years back it was to become a hockey field; however parents envisioned it as an area for nature play.

The school has had a SEMP for the past three years, which has recently incorporated the use of EDEN, and is using the Core Indicators EfS rubric, as well as including sustainability in its Professional Learning Plan where staff will use EDEN as an exciting learning area.

EDEN Project seen from the air, showing separate sections, each of which is adopted by a different class; the whole is greater than the sum of its parts (2015)

Our vision and values for a more sustainable worldOur draft vision statement reads: ‘EDEN is a place for the community to appreciate and be curious in God’s creation of nature. We aim to use natural materials whenever possible and to plant local native plants. It will be a place where we can learn and play.’

Our sustainability initiativesWhat started as a parent initiative as an on-ground project to rehabilitate some school land has evolved into a much deeper project that is becoming embedded into the school culture. This has come about by creating and viewing the space as both a play and learning space, the latter by making connections to the curriculum.

Curriculum connectionsMoving beyond on-ground actions, the exciting challenge for 2016 is to embed the project into curriculum, to ensure it truly becomes a part of the school culture. To this end several EfS initiatives have been undertaken (aligning with our Core Indicator rubric: Culture/Challenging stage):

• the EDEN Project is flagged as an agenda item at

each staff meeting and teachers report on their class’

individual progress

• staff are required to report on curriculum integration

of their space in their Professional Learning Plan,

demonstrating how they are using the nature space in

their structured learning.

We acknowledge the potential for both structured (teacher-directed) and unstructured (nature play) learning taking place in EDEN.


Connecting with communityThe project has input from some passionate parent key drivers, Governing Council, a sustainability group, God’s Little Helpers (student groups), staff and students all working together. The information gained at staff meetings shows what has been happening in classes has been recorded in a book, so the different groups are able to keep up to date with progress.

Our key parent driver secured a $31,000 grant which helped get the project started.

Staff also include in their newsletters what has been happening in the class with EDEN, to keep the parents informed and involved when they can.

The 6/7 class is planning to join with the adjacent Early Learning Centre to help with maintenance and their projects, as it will be an area they can use too.

Parents have been invited to tree planting sessions with the students and working bees in EDEN.

Our story has been shared in the NRM Education ‘Weekly digest’ and ‘The Lutheran’ magazine (Australia-wide).

The EDEN Project attracts many visitors from other schools

Meeting challengesSite maintenance: since the area is quite bare, a lot of weeds have come up.

We are trying to overcome that by allocating areas for classes to maintain. Classes have buddied up and every fortnight they go out together to weed, especially around the plants. We have also been given a grant for weed control, which has helped.

Watering: there hasn’t been enough rainfall to water the trees, so buddy classes have also been watering the trees.

Time: classes have found it difficult to find time to work on the project during class. It has helped sharing at staff meetings what we have been doing, as it gives us ideas on how to use it in the curriculum and reminds us what we can do.

NRM Education supportNRM Education staff have assisted at meetings to discuss how we can incorporate EDEN into the curriculum and to encourage deeper learning and connection.

They have also provided local resources, such as information about native birds and made us aware of resources online.

Communication and participation

The EDEN Project consists of some 10 discrete areas, each of which has been adopted by different buddy classes. Two things happen here:

1 . class Action Teams help maintain their area Friday

afternoons once a fortnight

2 . the teams also develop the space by taking

responsibility for creating and designing an activity

in that space. Students are thereby involved in the

process.

Many schools have come to inspect the EDEN site and have asked questions about the journey and curriculum links.

We hosted a Nature Space PD, which was attended by over 30 staff and included an interview with two main drivers of the project. We also invited Sarah Sutter, CEO of Nature Play SA to talk to the community about the benefits of Nature Play.


OutcomesStewardship: Principal Anne Marschall says being a Christian school gives EDEN extra relevance: ‘there is an aspect there of caring for God’s creation and stewardship, using what we’ve got wisely’.

Curriculum integration is beginning to happen, aided by staff formally sharing how they are using EDEN in their teaching. This is helping embed the project into the school curriculum.

Education: it is an opportunity to help staff, students and parents develop an appreciation and understanding of the natural world.

Fun and play, well-being: the creation of an invaluable playspace where children naturally head to after school.

Environment: there are many benefits to the environment. Students are becoming educated in the process of finding out how to care for the natural environment.

Ownership: it is an opportunity for students to feel ownership of the project by contributing ideas and actions to their allocated areas (of which there are 10).

Inclusivity: an inclusive approach involving all the groups, such as the Governing Council, Facilities subcommittee, parent volunteers, NRM Education, students and staff.

Next steps• consolidate the strategic initiatives by reviewing

progress at staff and principals’ meetings

• formalise a working group to meet once a term that

will include parent driver, key teacher, principal and

NRM Education representative

• get funding to help with individual class projects within

the larger EDEN project

• present a paper on the EDEN Project at the AAEE

national conference in Adelaide in October 2016

• lead a workshop for the 2017 Australian Conference on

Lutheran Education in Adelaide to show how students

connect with the awe and wonder of God’s creation via

the EDEN Project

• make authentic connections with our Units of Inquiry

wherever possible, such as looking at the needs of

wildlife and planting appropriate local native species.


3 cluster groups supporting school and preschool staff sharing, networking and professional learning meeting at least twice per year

Goal 2: Skilling and motivating school and preschool staff to implement Education for Sustainability (EfS)

Progress indicators Supporting staff at schools and preschools to develop knowledge and skills about EfS and to value the way it can create the change they’d like to see at their sites, is a key focus of NRM Education. We assist staff to develop this knowledge through sharing case studies, teacher professional development, on site visits, and through provision of resources.

NRM Education aims to:

• inspire and motivate (pre)school staff to use an

EfS approach

• build the capacity of staff to deliver quality EfS learning

• build a collaborative atmosphere within and across

(pre)schools in sharing EfS resources and knowledge.

1168 educators from 166 schools and preschools attended teacher training; a

total of 61 events

485 instances of face to face or phone/email support to 1036 educators from 276 schools to support implementation of EfS

Teachers learning to incorporate natural environments into teaching programs at Warradale Primary School


Over the last 12 months NRM Education continued to focus on encouraging the uptake of EfS amongst school and preschool staff, measuring the shift in the school and community’s capacity to live more sustainable lifestyles.

Strategies and tools that support this focus include:

• investing increased NRM Education staff time with

schools and preschools that are willing to embrace EfS

as part of a whole of site sustainability inquiry (Culture

and People category of support from NRM Education)

• developing a video to showcase the process

St Michael’s College staff used to adopt and

implement a whole of site EfS approach

• presenting regular examples of outcomes from

embedding EfS in schools and preschools via the NRM

Education ‘Weekly Digest’

• sharing EfS goals set by schools and preschools on

our website.

The Aldgate Kindergarten case study below highlights its goals on how to encourage the community to get involved in sustainability in their local area.

Activities that support (pre)school staff in schools include:

• providing tools, resources and training to improve the

knowledge, skills and confidence of staff to deliver

quality EfS learning

• setting up a sustainability committee to work intensely

with groups of staff within sites to build EfS capacity

• facilitating opportunities for staff to network with staff

at other sites to share ideas and learn from each other

in achieving EfS outcomes

• working with principals and other leaders to

motivate and support their staff in developing a

culture of sustainability

NRM Education provides assistance to staff with all of these activities through on-site visits or via phone and email.

Curriculum beyond the classroom training for teachers was repeated due to demand of educators wishing to incorporate outdoor spaces into their teaching practice


Goal 2 Case study: Encouraging the community to get involved in sustainability

Aldgate Kindergarten

Identification of birds to enhance literacy and numeracy skills

The site includes the Kindy Wirra, a patch of Stringybark woodland, as an integral element in the children’s outdoor learning program about sustainability and Aboriginal culture, and how those things relate to the children’s and their families’ lives. Parents and students are involved in improving habitat through weeding, planting and learning about the creatures and cultural links. NRM Education resources, including all the identification charts, are used constantly as an integral part of learning.

The vision of the kindergarten is “to be lifelong learners who care for and respect ourselves, each other and the environment”.

The kindergarten’s 2016 Statement of Philosophy states that “We value our role as educators to share our knowledge and provide children, their families and the local community with resources and an outdoor environment that promotes a greater awareness of their interconnectedness with nature”.

The kindergarten, with help from their NRM Education Officer, has developed a School Environment Management Plan (SEMP), mapped where they are on their core indicator journey and developed goals over the last 12 months.

Their sustainability initiatives over that time have focussed on:

• developing a Quality Improvement Plan that

includes commitment to (EfS)

• including EfS on the agenda at all Governing

Council meetings

• providing experiences that help children to become

connected with and contribute to their world, through

the Early Years Learning Framework for Australia

• continuing to work with and support interested staff

and parents from the Aldgate Primary School

• contacting the local council and Aldgate Valley

Landcare Group to build relationship that supports

EfS with a focus on the Wirra

• providing sustainability learning opportunities

for interested parents/grandparents in the

kindergarten and school and encouraging

interested children, staff and families to action

their areas of interest in sustainability

• implementing a whole of site approach connecting

curriculum to kindergarten/community initiatives to

achieve sustainability outcomes

• two professional development sessions on the Wirra

with kindergarten staff and Aldgate Primary school

staff with support from NRM Education.

They have put strategies in place to gain support from new families and engage the children with the Wirra and sustainable practices.


A range of partnerships assist NRM Education staff to achieve Goal 2, with significant achievements listed below.

Department for Education and Childhood Development (DECD)Engagement with the education department continues across a broad range of activities including:

• co-development of a video showcasing how

Thiele Primary Students have engaged in quality

student-led learning through developing a frog

pond in their school grounds

• working with the education department’s assets

team to ensure the management of schools’

infrastructure and resource use is connected to

student learning programs

• ensuring schools are considering sustainability projects

as they enhance and develop their Science, Technology,

Engineering and Maths (STEM) programs

• developing an MOU which formalises the partnership

(including a funding arrangement for continuing the

AuSSI-SA program and the Youth Environment Council.

NRM Education has also provided mentoring support and advice to four preschools as part of the DECD Preschool Outdoor Learning Area projects which involves the redevelopment of outdoor learning spaces.

Australian Association of Environmental Education (AAEE) SA ChapterSeveral members of the NRM Education team are represented on the SA Chapter committee of AAEE, and as such the team was involved in planning for the AAEE Conference held in Adelaide in October. NRM Education staff sat on various working groups tasked with coordinating different aspects of the conference. Members of the AAEE committee also attended committee meetings and contributed to the development of the group’s activities in general, bringing ideas from NRM Education to AAEE and vice versa. This is a successful partnership that has been ongoing for several years, but has been strengthened through planning for the conference.

Partnerships

The conference provided a forum for the NRM Education team to showcase the work they are doing with the (pre)school and wider communities. The program received recognition of its work from the local, national and global audience, affirming its strategic direction and importance.

NRM Education staff were also provided with networking and professional development opportunities through participating in and presenting workshops. Past and current members of the Youth Environment Council (YEC) of South Australia (an NRM Education program) also presented on issues that are currently facing the youth of South Australia, empowering them to stand up for their peers and contribute to discussions around future directions.

KESAB Sustainable Communities Awards and ExpoThe NRM Education for Sustainability Showcase and Awards were coordinated by the team and were wrapped into the broader KESAB Sustainable Communities Awards and Expo on 15 November. Outcomes were that 11 sites from the AMLR region received recognition and four of these presented a five minute showcase about their efforts to 200 guests; with feedback that attendees identified new ideas on initiatives to try at their own schools.

The AMLR sites to receive recognition were:

• Adelaide North Special School

• Aldgate Kindergarten

• Clapham Primary School

• Glenunga International High School

• Good Shepherd Lutheran School

• Lady Gowrie Child Centre

• O’Halloran Hill Kindergarten

• Southern Montessori School

• Star of the Sea School

• Trinity College

• West Beach Primary School.

A new NRM Education display linking existing school initiatives with our Core Indicators tool was developed for the expo attached to the awards, which was well received by the 100 expo attendees and many of the awards ceremony guests.


Nature education collaboration sub-groupA new collaboration between Nature Play SA, the education department, NRM Education, and the Department of Environment, Water and Natural Resources’ Parks and Aboriginal Engagement staff has been developed with the aim of ensuring teachers have the knowledge, skills and values to provide opportunities for children to have experiences in nature as a key part of their learning program. Key outcomes have been the co-development of a teacher PD in Belair National Park, the development of terms of reference for the group, and supporting the development of the NRM Education video showcasing learning in nature at Upper Sturt Primary School.

Flinders University partnershipThe partnership continues to grow with the aim of ensuring students attending teacher education programs at Flinders University have a stronger awareness of EfS principles and practices, how they can apply these to their teaching practice, and understand the support and resources available from the NRM Education program. During 2016 a range of activities towards building EfS into course content have been explored including:

• NRM Education staff attending three

planning meetings

• presenting at three guest lectures to 335

teacher education students

• identifying sites where EfS is being embedded so

that Flinders staff can match these with teacher

education student practical placements and

providing links to resource materials to add to

the Flinders University Intranet site that support

teacher education student learning.

At a recent meeting, additional ideas for collaboration emerged including the desire by NRM Education and Flinders University staff to document the intentions of the ongoing work in a letter of intent which will be signed off in 2017.

The NRM Education display at the KESAB Sustainable Communities Awards and Expo


245 instances of Youth Voice-related support activities (on site, via phone and email) to 1805 students and 504 staff to support achievement of EfS progress

379 students from 39 schools attending Youth Voice clusters to network, share and develop

leadership skills

Goal 3: Empowering young people to create change in their schools, preschools and community

Progress indicators Engaged and empowered students can add new dimensions to school and preschool culture, policy and Site Environment Management Plans. NRM Education supports students to become involved in decision making, planning and taking action. These rich learning experiences help students become responsible citizens who are resilient and have the skills to recognise and solve local problems.

Through student capacity building programs, NRM Education endeavours to:

• raise the profile of authentic youth voice in

the community

• create a culture of youth voice in (pre)schools so

students can meaningfully contribute to decision

making structures in (pre)schools

• increase the number of young people leading and

role modelling sustainability in their communities.

Student capacity-building programs include:

• Youth Environment Leadership Program (YELP):

Students research, take action and present on a topic

that will help their school community achieve greater

environmental sustainability.

• Youth Environment Council (YEC): YEC members in

years 7 to 10 are selected from across SA to participate

in leadership workshops, take action on environmental

issues facing their communities and share their

initiatives with government and school representatives.

• Youth mentoring: NRM Education staff visit student

environment groups to assist in developing plans and

projects within their school. Resources are available to

assist students and their supporting teachers to explore

sustainability and the importance of youth voice in

sustainability initiatives.

46 students from across the state involved in the Youth Environment Council

54 schools and preschools, with students as partners or drivers,

achieving progress to embed EfS


This program focuses on empowering young people by bringing youth together who are passionate about the environment, have a desire to contribute positively to their school community, and the pursuit of personal growth. The program builds strategies and processes to support student decision making and planning, helping young people take action through a sustainability project of their choice.

In 2016, NRM Education ran eight YELP events with three cluster groups, successfully engaging 118 students from 25 schools. The program supports student groups, and the wider school community, to embed sustainable projects into school culture and processes ensuring the sustainability of the projects in the years that follow, as well as strengthening authentic student voice.

Students develop friendships and begin their leadership journey at the Adelaide Botanic Gardens

Youth Environment Leadership Program


The Youth Environment Council is an initiative of the board and education department. The 2016 Youth Environment Council consisted of 46 student representatives in years 7-10, selected by application from 29 schools across South Australia. Students participated in a series of events designed to build their leadership and project planning skills, which culminated in a taking action project for sustainability in their local school communities.

“I have enjoyed the teamwork best of all. At all the different gatherings throughout the year, I have learnt that there really are many people who feel passionate about the environment like me.” – Kira, Year 9YEC Mentor Camp, Monarto Zoo 29–30 March

Eight former YEC representatives were selected on a basis of merit to be YEC mentors in 2016, and attended an overnight camp at Monarto Zoo. The aims of the camp are to provide mentors with the skills and confidence to progress their mentoring journey, develop their leadership styles, build trust between their peers and NRM Education staff, and to plan upcoming events such as the YEC Sustainability Forum and the three-day YEC Leadership Camp.

The mentor role includes being a positive role model, supporting new students to settle in and feel welcome, leading activities, and demonstrating leadership skills. YEC mentors also play an increasingly strategic role in the continual development of the YEC program and promoting the importance of empowering youth voice for the environment.

YEC Sustainability Forum, Adelaide Botanic Gardens 9 April The new student members of the 2016 Youth Environment Council met for their first event of the year at the Adelaide Botanic Gardens. The forum gave the students an opportunity to get to know each other, prepare for their YEC projects and the year ahead. Students explored how we are connected to the environment through one or more of our senses and reflected on the ecological and social systems that operate around us. Students also discussed the importance of Youth Voice, by sharing their own school examples of what it can look like and providing suggestions of how to grow student involvement back in their communities.

YEC Leadership Camp, Arbury Park 1–3 JuneArbury Park Outdoor School was the perfect setting for YEC members to learn and experience nature first-hand, work with like-minded people and develop their communication and leadership skills.

The camp program is designed to support YEC members develop skills to take sustainability action through a project of their choice, with the aim of making a difference in their school community.

Student projects were a major theme over the three days, with students working in groups and brainstorming ideas around their areas of interest.

Youth Environment Council

Students deepening their connection with nature at Arbury Park


Students sharing their brainstorming ideas around tackling energy use in their schools

Some exciting and innovative YEC projects developed this year included creating and planting seed bombs in the Indigenous Protected Area of Nantawarrina; planting Iron Grass to support Pygmy Blue-tongue Lizard habitat; setting up a school aquaponics system and an urban farming orchard project.

“I have gained an incredible amount of knowledge of environmental issues which I’ve been able to share with my school community. Along with developing my public speaking and team work skills... enabling me to take these skills and implement them in many areas of my life” –Madelene, Year 10

“It has influenced me to make more of a change in my community and school. The YEC has shown me that it is definitely possible for young people to take action and make a change, no matter how small that change is.” – YEC Representative

YEC online discussion forum June–OctoberFollowing the camp, students took their evolving project ideas back to their regions for further development, and to gather support from their school communities to action their project. Students stayed in touch with their YEC peers using the YEC online forum to share project updates, achievements, run surveys and to troubleshoot their challenges.

This online tool was also used by NRM Education staff to remotely mentor YEC representatives across the state. Staff supported students to navigate their project planning and delivery, answered student requests and posted links to relevant resources. The online forum was also used to support students to prepare their project displays for the last event of the year.


Promoting environment department careers and research project ideas to year 11 students at the SACE expo

YEC sharing and celebration forum, Cleland Wildlife Park 24 OctoberYEC students came together for the last time to share and showcase their completed YEC projects in an ‘expo’ style event. Each YEC member presented a creative display detailing the sustainability project they delivered over the year. Guests were invited to view project displays, and students had the opportunity to promote and celebrate their efforts. Invited guests included AMLR NRM Board member Russell Johnstone, education department and Natural Resources staff from across the state, principals, teachers and families. The State Member for Fisher Nat Cook attended the forum and viewed student projects, providing them with the opportunity to advocate for sustainability concerns facing their communities. Students were presented with a certificate recognising their efforts and participation over the year.

“I got involved through my schools environmental group… I am passionate about making change and social justice activities. To me educating others is a social justice act, a necessity” – Madalene, Year 10

“To all involved in YEC (SA) I would like to say a big thank you for all your support. Being part of YEC has given me lots of confidence and allowed me to follow my passion. In part to my experience and role as part of YEC with my Capacity to Act project I was awarded (joint) Conservation SA Young Achiever of the Year (also due to other projects I have been part of) last Thursday night. On Wednesday night I was also awarded with the Trees For Life Young Achiever (first time given), and then today I was so proud and honoured to receive a Pride of Australia medal. I also did an interview for the local messenger (City Coastal/Messenger West) which will go to print next week…Cannot believe it!” – Mark, Year 7


Youth mentoring SACE research project

As part of a focus to encourage secondary schools to embed EfS the NRM Education team held a stall at the SACE expo where year 10 and 11 students were encouraged to consider topics related to sustainability for their SACE research project.

An important component to youth voice is providing the opportunity for student mentoring with an emphasis on developing leadership skills to take local action. Mentoring includes individual school visits to attend student meetings; development and distribution of resources to build the capacity of teachers around effective youth voice, provision of technical advice for on-ground student-driven projects; and training for students to encourage a ‘kids teaching kids’ culture.

Throughout 2016, NRM Education staff provided assistance to 504 teachers and 1805 students through 245 events (‘events’ include mentoring visits to individual youth voice groups, providing resources, assistance with school planning and general support activities) to support Youth Voice.

To create a culture and raise the profile of authentic youth voice in (pre)schools, NRM Education showcases positive school stories, case studies and youth voice models to promote and inspire effective youth voice strategies in schools. In 2016, three case studies were developed, promoting student participation in EfS-related decision making processes. Below is a case study of West Beach Primary School’s student Wipe Out Waste group and its role in driving change in the school’s native garden.


Goal 3 Case study: Wipe Out Waste group

West Beach Primary SchoolThe following is an excerpt from West Beach Primary School’s EfS learning story.

For the last 12 months we’ve been wanting to set up nature play in the school, to help and support young learners who find it hard to know what to do at play time. Some kids (as well as some parents) said they’d heard of nature play initiatives, so could we bring that to our school?

Our kids have a culture of saying “we want this, the toilets are smelly, they’re throwing rocks”. Now we throw it back to them: “what do you want from me?” so that students own it. We are using the vehicle of SRC and the Wipe Out Waste group (WOW) to address student concerns, supporting them to brainstorm possible actions, and selecting how we’re going to get there.

We visited sites that had set up nature play, such as Fulham North, Brighton and Glenelg primary schools. Our students developed questions to ask people at each of these sites, wanting to know costs, why particular spots were chosen, and from this decided to make “playpods” that use recycled materials for construction and imaginative play. Students then asked each of their classes what they would like to be able to do in a nature play area. WOW students love going to other classes to teach a lesson, love getting ideas from kids and getting data so they know what their school community wants.

“One of the best things WOW has done is the native garden, and why I like being in this group is having a say in what is happening around the school, I like nature and it also helps my public speaking skills.” – WOW student

We provide unconditional support to students to make changes themselves, to support their ideas. There was a time when kids were regularly throwing rocks in the garden, and leadership said they couldn’t go into that space. Some WOW students then gave up their lunch time to help those students. Students also showed initiative; noticing that the mosaic needed cleaning and asking to do it, which of course we encouraged them to do.

“I remember when we didn’t have the nature play garden there was a big tree and it fell over and they got rid of it and it was a wasteland, and we turned it into something that everyone goes to and talks in.” – WOW student

This year we are setting up an Executive within WOW. Students will need to do a speech to the group to be chosen and they will then get first pick on speaking roles in the community, maybe become a director in the group, attend Governing Council and SRC with information and ideas. Some WOW Year 7s have also had the idea and asked if they can buddy up with the younger members and mentor them, as they’ll be leaving for high school next year.

Student Voice is on the Site Improvement Plan and our Principal is fantastic at valuing and supporting children to have an active role in creating change. Everyone has been involved – WOW students, teachers, other schools, leadership and awesome support from NRM Education, it is great.


119 instances of progress achieved by schools and preschools to embed EfS with the broader community as partners or participants

Goal 4: Encourage schools and preschools to work with their communities on local sustainability initiatives

Progress indicators The NRM Education team developed a new goal in their 2015 strategic plan to strengthen schools’ abilities to work with and influence their communities to take action on local sustainability initiatives. The Families and Communities Working Group was formed within the team to focus on this area and value-add to the work the whole team is already doing with communities on sustainability initiatives.

The team has focussed their efforts on working with key schools, where exploring sustainability initiatives with the community has been a priority, and two quality projects have been documented as case studies; the STEM at Aberfoyle Hub R–7 school project and the Brownhill Creek Education and Revegetation Group.

A range of partnerships have been developed to encourage more schools and preschools to work with their community and have been outlined in the following pages.

Our Big Back YardOur Big Backyard (OBBY) is an initiative developed by City of Onkaparinga in partnership with NRM Education staff that strengthens communities’ connection with natural spaces in their local area. Maps developed by the community identify these natural spaces and things you can do there. OBBY is gaining momentum across the region.

NRM Education and City of Onkaparinga presented at the Australian Association for Environmental Education Biennial Conference in Adelaide to 25 participants. NRM Education also presented at the International Association for Public Participation Conference to 50 participants. Both presentations received positive feedback and interest from the audience.

STEM @ FleurieuThe team has a representative on the STEM @ Fleurieu Steering Committee working with schools in the Fleurieu region on STEM. NRM Education staff also helped judge STEM projects submitted by high schools.

138 instances of behaviour

change in the community as a result of school initaiatives reported by 50 teacher survey responders.

54 schools and preschools achieving progress to embed EfS with the broader community as partners or participants


During 2016 NRM Education supported three UniSA Discovery Circle Bioblitz events delivered at Breakout Creek Wetland, Cobbler Creek Conservation Park and Warriparinga Wetlands. Outcomes and activities to engage the community included:

• increased awareness of local frogs through walk

and talk sessions; and an introduction to the new

FrogSpotter app

• displays to provide resources on local plants and

animals

• increased understanding of the importance of

hollows and nest boxes for possums and birds and the

opportunity to examine nest boxes with a pole camera

to check for use

• linking with Kaurna educators to understand and

appreciate the cultural connections, historical

knowledge and significance of these sites.

Outcomes include an increase in the number of community members uploading information on the FrogSpotter app.

BioBlitz citizen science program Fire recovery plantings

Seven schools from the southern region are part of two ecological inquiry clusters. They are All Saints, Antonio, Galilee, St John the Apostle, Emmaus, St Catherine’s and St Joseph’s Murray Bridge. NRM Education helped facilitate the major project which is supporting landowners who were affected by the Sampson Flat bushfire. Over 100 members from the school communities participated in revegetating a property at Gumeracha.

Goal 4 Case study: School and community group partnership

Brownhill Creek Education and Revegetation Group

NRM Education Officer Steve Walker demonstrating the FrogSpotter app to students

The Brownhill Creek Education and Revegetation Group is a community based partnership involving the Brownhill Creek Association, NRM Education, Natural Resources AMLR rangers, Urrbrae Agricultural High School, Scotch College, Mercedes College and Mitcham Primary School.

The partnership was formalised early in 2016 to explore ways to engage schools in on-ground action to improve biodiversity in their local community, namely Brownhill Creek.

On 21 October the group ran an event led by Urrbrae students along with staff from NRM Education and the Brownhill Creek Association. At the event 12 concurrent sessions were run throughout the day to train around 180 students from the other three schools in the group on how to monitor their local environment and develop skills to take action.

All four schools involved in the cluster are adopting a section of Brownhill Creek to work on to improve the biodiversity over the long term with support from the Brownhill Creek Association, and Natural Resources AMLR’s Community Group Action and NRM Education teams. The project focuses on linking the schools with the community, providing authentic outdoor learning opportunities and achieving positive biodiversity outcomes.

Some of the themes covered on the Environmental Monitoring Skills Day included the biodiversity and natural history of the Adelaide region with a focus on the Brownhill Creek area; the importance of getting out and engaging with your local environment; creating a positive impact; and making a difference by taking action to improve biodiversity (even small scale activities can make a difference).

The 12 concurrent sessions run throughout the day included cultural perspectives, aquatic macro invertebrates, water testing, frogs, birds, soils, plants, butterflies and birds.

The students attending then went back to their schools to train other classes. As a result multiple classes from each school will have the skills required for the work that will be undertaken at their adopted section of Brownhill Creek.


Goal 4 Case study: School and industry partnership

STEM at Aberfoyle Hub R-7 SchoolIn the second semester of 2016 Aberfoyle Hub R-7 School was involved in the Science, Technology, Engineering and Mathematics (STEM) Problem Based Learning (PBL) with Industry Program.

It was organised through the education department and involved teacher workshops at the Australian Science and Mathematics School where teachers worked together to create units of work for their school.

The school chose to be involved in this program as it allowed students to work on authentic problems that were negotiated with industry/community partners, which the education department helped organise.

Charlene McGrath, a year 6/7 teacher was responsible for running the program at Aberfoyle Hub R-7 School, with help from Kelsey Conlin, a year 5/6 teacher.

Students measuring temperatures inside tree guards

Education and industry/community partners were NRM Education, education department, and the City of Onkaparinga.

The school’s STEM investigations were centred on Thalassa Creek, part of the Urban Creek Recovery Program, a project initiated to remove introduced woody weeds and revegetate creek lines in the City of Onkaparinga. The council carried out the work which was funded by Adelaide and Mount Lofty Ranges NRM Board and the Federal Government.

The City of Onkaparinga outlined to students their five year plan to control the weeds and replant with native species, and the problems they had encountered along the way. NRM Education helped facilitate student thinking around the issues to tackle and provided technical advice to students. Students were then placed in groups to work on these issues to come up with possible solutions and present their ideas to a panel at the end of the semester.

The issues addressed by year 5, 6 and 7 students included educating residents about woody weeds, how to identify juvenile plant species to do plant survival counts, and how to improve tree guards’ cooling ability and capability to withstand water flows from the creek.

One great thing about this program is that it has been very student-centred, which has allowed teachers and NRM Education staff to step back and be the facilitators guiding the students through the process.

While they all tackled a particular problem, learning was not focused around the end product as much as it was around the processes students went through to get there, including developing prototypes that did not work, learning from that and then rethinking how to get to an end point. This approach aligns with the guiding principles of EfS.

Charlene McGrath said it provided a positive experience for the students who have been engaged in a meaningful unit of work.

The students applied mathematical and science concepts, while building their time and project management skills and developing their critical and creative thinking skills.

They also developed skills to do with teamwork, leadership, communication, digital literacy and problem solving; all great STEM skills that students will need in the future.


230 partnership engagement activities (events, resources and projects co-delivered, support activities) involving 36 partners; engaging 1312 teachers, 1904 students and 1720 parent/community members from 90 schools

Goal 5: Deliver a high-quality program based on the latest research and evaluation

Progress indicators The NRM Education program design is reviewed and improved by considering latest research, partnership opportunities, funding priorities of the board and program audience needs. An Issue of Concern has been developed as part of the board’s Local Level Planning approach which explores the evidence of a lack of EfS in schools and preschools and identifies best practice interventions to reverse this situation.

EvaluationFeedback from school and preschool staff and students is regularly sought at training and cluster events, and through broader program evaluation.

In 2016 a new process was developed for measuring the impact of the program in terms of culture shifts and changes created in schools and preschools working with NRM Education. The internationally-recognised EfS indicators tool is the basis of this method and it doubles as an evaluation and goal setting tool for schools and preschools.

A stakeholder summit was held as part of broader board programs review with strong feedback about the impact and effectiveness of the program leading to this assessment in the evaluators final report; “The effectiveness of the NRM Education team is a function of the development of valued, practical resources, but more particularly the skills of staff in engaging and supporting educators and young people.”

Evaluation feedback informs NRM Education’s strategic planning and project development prioritisation at its annual strategic planning meeting.

30 new resources developed (includes case studies, teacher packs, web pages and ID charts)

Top 10 program support activities rated as ‘highly useful’ by majority of teachers accessing the activities (range between 64% and 75% of teachers)

61 professional development sessions, networking events and cluster meetings facilitated for 1168 staff, and 231 students from 166 schools


Partnerships are a key ingredient to success. In particular the hosting of program staff at Barossa Regional Council, KESAB Environmental Solutions, and the cities of Marion, Onkaparinga and Salisbury and is essential to ensure NRM Education is able to deliver effectively on behalf of the board.

In 2016, NRM Education staff worked in partnership with 36 partner organisations on a range of activities already included in this report as well as activities outlined below:

• Three school holiday family ‘connecting with nature’

events, a beach detective experience, and an interactive

stall at the Ramsay Street Nature Play Space launch with

City of Onkaparinga.

• Hands on activities at the festival of mud with City

of Unley.

• Coordinating training on education department

priorities and Kaurna Language to the environment

department’s Educators Network.

• Teacher training as part of the City of Adelaide and

Adelaide Youth Climate Coalition’s switched on

schools summit.

• Teacher training linking mental health activities

in schools with sustainability for the Principals

Australia Institute.

• World Environment Day activities for schools at the

Adelaide Botanic gardens.

• Macro-invertebrate activities for Aboriginal youth and

NAIDOC week with the Living Kaurna Cultural Centre

and City of Marion.

• Hands on activities for the community at Belair National

Park Family Day, Birds, Bikes and Bugs Day, as well as

Parra Wirra National Park open days.

• Supported the delivery of the KESAB 50th birthday

celebration event.

• Delivery of careers in Natural Resources Management

for youth in City of Salisbury.

• Community events run in partnership with KESAB and

the cities of Onkaparinga, Marion, Salisbury, West

Torrens and Holdfast.

• Ran habitat and water activities as part of the Highbury

Aqueduct planting day.

• Supported school involvement in a Sampson Flat

Bushfire Recovery planting day at a property near

Gumeracha.

• Supported running the Nature Play SA conference.

• Presented on Education for Sustainability to a statewide

Lutheran Principals meeting.

• Frog talks to students and the general community for

University of Adelaide, University of South Australia,

Adelaide Hills Natural Resources Centre and City of

Marion.

• Delivered hands on activities and provided information

at Science Alive and the SACE Research Project Fair run

by the SACE board.

Partnerships, collaboration and community events


Goal 5 Case study: Aberfoyle Hub schools and DECD video partnership

NRM Education staff worked in partnership with DECD to capture two stories about quality learning by students connected to sustainability and natural environments. The partnership was significant as DECD staff brought expertise that helped teachers and NRM Education staff draw out the components of quality learning students experienced at Sauerbier Creek and through the development of a frog pond.

1 . View the experience of Thiele primary students

learning in partnership with the City of Onkaparinga

and NRM Education

www.naturalresources.sa.gov.au/

adelaidemtloftyranges/education/for-educators/

plants-and-animals/freshwater-environments

2. View the experience of Aberfoyle Hub students

learning through the development of a frog pond

www.naturalresources.sa.gov.au/

adelaidemtloftyranges/education/

for-educators/youth-voice-and-mentoring

Thiele Primary School students are doing hands on and real world learning at their local creek


Teacher training and networking events are a key element of the NRM Education program delivery. The program receives regular feedback through post-event evaluation, email and in conversations, highlighting the teacher learning experiences that support and motivate them to embed EfS in their teaching.

The 61 training events were across a range of topics including:

• linking nature, parks, and gardens to curriculum

• sustainability and powerful learning

• engaging families in sustainability projects

• tools for planning and embedding EfS

• developing and using nature spaces in schools

• links between wellbeing and EfS.

The 1168 teachers and 231 students who attended training events were from a range of backgrounds and organisations including; Flinders University, Geography Teachers Association, preschools, child care centres, primary and secondary schools, Australian Education Union, school councillors, local government, NGOs, home schools, and state government.

Grant writing – professional development workshopTo support (pre)schools applying for NRM Schools Action Grants, NRM Education held a grant writing workshop in June at Eden Hills Kindergarten. The kindergarten received a grant the previous year for exploring their bush block further. The workshop covered a tour of the bush block, tips for writing grant applications and thinking about the application from the assessors’ perspective. The workshop saw 23 educators gain an understanding of the grant writing process. NRM Education played an important role in supporting schools to develop quality projects that are embedded in the management and learning of the school.

Teacher professional development

Schools and preschools receiving grants in the 2016-17 schools grants round


Resource development

Development of new resources occurs after a teacher need is identified and scoping reveals resources to meet the current need are not available. The following resources were developed in 2016 including: let nature be your teacher, Upper Sturt Primary School learning in nature video, Nuriootpa High School blue gum woodland as an outdoor learning space video, migratory shorebird game, butterfly garden taking action module and core indicators of sustainability for preschools by stages document.

The Upper Sturt Primary School learning in nature video received positive feedback from educators as far afield as Scandinavia. You can view it here: www.naturalresources.sa.gov.au/adelaidemtloftyranges/education/for-educators/natural-learning-spaces

The Nuriootpa High School blue gum woodland as an outdoor learning space video can be viewed here: https://youtu.be/R0pzBKacCG0

Weekly digestThe Weekly digest e-newsletter is a key communication tool for NRM Education to publicise to schools and communities its professional development opportunities, latest resources, inspiring and thought-provoking articles, and case studies. The digest has over 2230 subscribers.

Marine and coastal biodiversity education resource web hubA new online hub is being developed which will allow students, teachers, university and TAFE students, and the wider community to gain access to marine and coastal education and other resources in one place. Key partners include the environment department’s Marine Parks and Adelaide International Bird Sanctuary, and the non-government organisation Experiencing Marine Sanctuaries. A number of other non-government coastal and marine organisations are also involved.

FrogWatch SANRM Education staff have been involved in the development of the new FrogWatch SA program, which was launched by The Hon Ian Hunter MLC on 5 May at Breakout Creek Wetland. With support from Professor Chris Daniels Presiding Member Adelaide and Mount Lofty Ranges Natural Resources Management Board and

students from West Beach Primary School, Minister Hunter announced the new community monitoring program which is built around the FrogWatch SA website and FrogSpotter app. Minister Hunter, Professor Daniels and students spoke to the media and engaged in photo opportunities to promote the program. Also in attendance were supporters of the program, including funding partners from Zoos SA and the City of Onkaparinga, and members of the FrogWatch SA state steering committee. During 2016, 715 community members downloaded the FrogSpotter app or registered directly with the FrogWatch SA website and between them they completed a total of 542 surveys, recording 14 different species of frog from across the state.

Using the FrogSpotter app to monitor our state’s frogs

Families explore the beach at Snapper Point Aldinga


The team has worked hard to deliver on K2 Support school sustainability initiatives and opportunities to extend education to their connected communities as specified in the Adelaide and Mount Lofty Ranges Natural Resources Management Plan.

The next 12 months promises to be a busy, challenging and exciting time for NRM Education. Its new working groups have been in place for 12 months and are informed by the NRM Education strategic plan along with its work programs. The team now has a stronger focus on engaging with communities through schools and working with Natural Resources AMLR’s Urban Sustainability and Community Group Action teams, as well as other community-focussed organisations including small businesses (The Refresh Project and Sarah’s Sister’s Café).

NRM Education’s strong partnerships with the Department for Education and Child Development will continue with an emphasis on Science, Technology, Engineering and Maths (STEM), student voice and connecting student learning to the community. The major push on STEM will see continued involvement in Aberfoyle R-7 School’s program and membership on the STEM @ Fleurieu Steering Committee, whose schools will have a sustainability focus for 2017 aligning with Future Earth for Science Week

Work with other environment department programs and natural resources regions will continue to evolve and be an important focus; including being key drivers of the department’s Educator’s Network, which aims to build the capacity of its educators from across the state to apply best practice when working with schools and preschools.

NRM Education continues to develop its partnership with Flinders University Education Faculty and will give guest lectures on its program and resources, with the focus on sustainability with teacher education students. In addition a project will focus on placing teacher education students with schools NRM Education is involved with, to enhance their professional development.

NRM Education is looking to expand the Our Big Back Yard (OBBY) model in Marion and Salisbury working with those councils and the Urban Sustainability team. It continues to work closely with Nature Play SA on events and conferences and anticipates growing the SA Nature Education Collaborative Steering Group to include membership from Zoos SA and collaborate on initiatives such as teacher PD in national parks with other members including the education department and park rangers. NRM Education is also working with Citizen Science participants, national park rangers (including marine parks and the Adelaide International Bird Sanctuary) and completing the final stages of the Marine and Coastal Education Web Hub with partner groups.

The NRM Education team is integrating Aboriginal cultural and engagement elements into the program at a number of levels. Part of the process will involve working with the Natural Resources AMLR Aboriginal Engagement Officer to discuss where there may be overlapping priorities in relation to Aboriginal engagement. From there opportunities will be identified to value-add to both programs.

The team is organising Cultural Competency training, and working to increase the number of resources in the Aboriginal Cultural Studies inquiry questions, with an education department Aboriginal Cultural Consultant. We will also look at the possibility of co-developing inquiry questions that include two cross-curriculum priorities: Sustainability and Aboriginal and Torres Strait Islander Studies. There is an ongoing strategy to develop relationships with local Aboriginal people and organisations. A case study highlighting the links between the two cross-curriculum priorities is currently underway and will focus on sites that received grant funding for projects in 2016-17.

Where to next?


NRM Education staff will continue to prioritise working with People and Culture schools and supporting them to embed sustainability into their site culture with activities such as establishing working groups, integrating sustainability into learning programs, tracking progress by completing a Site Environment Management Plan and setting goals against the Core Indicators evaluation tool.

Youth Environment Leadership Program clusters and the Youth Environment Council will continue in 2017; the YEC with continued support from DECD.

In 2016 a formal link was established with the Lutheran Schools Association and this strategic, top-down approach has promoted greater awareness and the uptake of our program with more Lutheran schools. In 2017 NRM Education will present at the National Conference of Lutheran Education in Adelaide.

Other activities that will continue for 2017 include:

• school engagement with the Adelaide International

Bird Sanctuary

• partnership events with Nature Play SA, Engaging

People in SA Parks Network (DEWNR) and Discovery

Circle with University of SA

• working with host organisations to value add to

their sustainability programs including community

engagement in the Adelaide International Bird

Sanctuary, the Creek Discovery Program, OBBY, school

holiday programs, the NRM Education EfS Showcase

presentations, Litter Less training and Wipe Out Waste

audit support

• supporting The Refresh Project with its Go Green

Challenge which includes a smart phone app that

encourages families to take a 12 month home

sustainability challenge – corporate sponsorship will

see 10 schools offered free places in the program

and evaluation will capture the impact of the program

in terms of encouraging families to undertake more

sustainable practices

• climate change education scoping in partnership

with Natural Resources AMLR’s Climate Change

Officer that will lead to a range of projects being

identified for implementation.


FIS

9308

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Natural Resources Adelaide and Mount Lofty Ranges

205 Greenhill Road

Eastwood SA 5063

Telephone +61 (8) 8273 9100

Facsimile +61 (8) 8271 9585

www.naturalresources.sa.gov.au/adelaidemtloftyranges

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NRM Education twelve-monthly report · 2017-12-04 · The NRM Education program is funded by the...

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