What is Eco-Schools?

Eco-Schools is a European project designed to encourage schools to investigate and acknowledge the impact they have on the environment and then provide advice on what they can do to reduce that impact.

Eco-Schools is managed in Great Britain by Encams (formally the Tidy Britain Group and Going for Green) from their offices in Wigan.

What's different about Eco-Schools is that it is a programme of work as well as an award scheme, and it is very flexible. Schools are able to apply for three different awards. A bronze award, a silver award and the ultimate Green Flag Award. Eco-Schools is concerned with sustainability, so once a school achieves Eco-Schools status, the work doesn't end. Schools must reapply for their award every two years, showing that existing projects are continuing and that new initiatives are being developed.

To find out what is happening at European level check out the Eco-Schools website developed by FEEE (Foundation for Environmental Education in Europe).

Alternatively you can go to the UK Eco-Schools website.

The Seven Steps to Eco-Schools

1. The Eco-School Committee

The committee is the core of the Eco-Schools process, both organising and directing Eco-Schools activities. Consisting of the stakeholders of the school environment - pupils, teachers, cleaners, caretakers, parents and governors - the committee is democratic and run by the students themselves. Whatever the type of school or age group, student involvement in the committee is essential.

2. Environmental review

Work begins with a review of the environmental impact of the school and identification of issues for action. Pupils are involved in this work from assessing the level of litter on school grounds to checking the building for inefficiencies such as leaky taps or electric equipment left on overnight. The Eco-School can work with local organisations and industries during the review.

3. Action Plan

The information from the review is used to identify priorities and create an action plan, which sets realistic targets to improve environmental performance. The action plan could involve and promote, for example, a paper recycling policy, eco-friendly cleaning materials, car sharing, turning off lights, fitting push water taps or litter strategy.

4. Monitoring and evaluation

This ensures that progress towards targets and any necessary changes to the action plan are made and that achievement is recognised. It also ensures that environmental education is an on-going process in the school.

5. Curriculum work

Classroom study of themes such as energy, water and waste are undertaken by most students. The whole school should be involved in practical initiatives - for example, saving water, recycling materials and preventing litter. Where environmental education is not part of the national or regional curriculum, recommendations are made as to how these themes can be incorporated.

6. Informing and involving

This brings Local Agenda 21 directly into schools as local authorities, businesses and the wider community are involved in the Eco-Schools process. Eco-Schools are encouraged to make ties with external organisations in order to benefit from their experience and expertise. In some schools, environmental consultants have offered to take part in the environmental review process. Others have offered advice on school grounds and energy management. Eco-Schools are also encouraged to consider the wider community when preparing action plans - for example, schools could offer to be the local recycling point. A publicity programme keeps the school and the community informed of progress through classroom displays, school assemblies and press coverage.

7. Eco-code

Each school produces its own code setting out what the students are striving to achieve. The Eco-Code is displayed in various places within the school and is recognised by the students as a statement of beliefs and intents.

(Taken from FEEE Eco-Schools website)