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From YouTube: Multi Council Teachers Environment Network, Term 2, 2021
Description
Special World Environment Day networking event for 7 north-west Councils.
Thursday 3 June, 2021
A
Some
information
we
just
thought
we
wanted
to
give
some
information
to
teachers
about
the
services
that
the
different
councils
can
provide.
A
There
are
quite
a
lot
of
municipalities,
kind
of
covered
here
today,
so
we'll
so
with
with
hume
city
council,
which
is
where
I'm
from
and
also
I
should
just
take
a
minute
to
introduce
my
new
colleague
thomas
who
is
on
the
line
tom.
Did
you
want
to
just
wave
ahead
and
say
hello.
A
Thanks
for
letting
me
put
you
on
the
spot
there,
tom
and
tom
has
just
joined
me
in
the
role
of
sustainability,
engagement
officer.
So
together
he
and
I
will
be
good
contacts
for
schools
and
teachers
in
hume
and
there's
a
couple
of
main
things
that
hume
has
got
on
offer.
So
we
do
pretty
regular
waste
incursions,
which
series
actually
help
us
out
with
quite
a
lot,
and
we
also
have
a
program
called
seedlings
for
schools.
Now.
B
A
Wanted
to
just
google
hume
waste
education
for
schools
or
hume
seedlings
for
schools,
then
those
things
will
come
up
and
you'll
be
able
to
access.
You
know
you
can
find
out
how
you
can
kind
of
get
involved
with
those.
C
Thanks
liz,
sir
hi,
my
name
is
karina
from
brimbank
and
I
just
wanted
to
talk
to
you
a
little
bit
about
what
we
offer
schools.
So
we
offer
composting
in
schools
program
where
we
offer
interested
schools
a
50
discount
on
a
range
of
composting
products,
including
sort
of
worm,
farms
and
compost
bins.
C
We
have
a
vegetable
siblings
in
schools
program
where
we
work
in
conjunction
with
the
dane
phyllis
frost
women's
center,
who
kindly
grow
our
vegetable
seedlings.
For
us,
each
participating
school
is
offered
up
to
32
pounds
of
vegetable
seedlings
at
no
cost,
and
we
are
hoping
to
complete
two
rounds
of
vegetable
seedlings
to
schools.
This
year
we
have
a
program
called
wildflower
seedlings
for
schools,
where
we
offer
wildflower
seedlings
to
interested
schools,
which
are
also
grown
by
the
day
in
phillips,
frost
women's
center
because
they
have
like
a
commercial
nursery.
C
C
It
is
run
in
conjunction
with
wyndham
city
council,
zoos,
victoria
and
brimbank
city
council.
We
have
a
new
program.
The
young
environmental
leaders
program
this
year
will
actively
and
directly
involve
youth
in
environmental
education
and
climate
leadership
training
through
our
existing
community
leadership
program.
C
We
offer
teach
environmental
networking
opportunities
in
term
two
and
three
and
lastly,
we
offer
biodiversity
incursions,
volunteer
programs
and
project
support.
You
can
also
book
at
no
charge
amazing
volcano
dreaming,
12
panel
panel
panorama
it'll
help.
You
teach
your
students
about
the
complex
biodiversity
of
the
western
volcanic
plains.
D
So
I'll
talk
about
hudson
today
my
name
is
jen
mccoyney
and
I'm
the
environmental
engagement
officer
for
hudson's
bay
city
council.
The
things
that
we
offer
for
schools
include
a
schools
environment
program
where
we
get
groups
of
up
to
60
kids
at
a
time
from
grades,
three
to
six
to
go
on
excursions
to
a
local
reserve.
D
Normally
it's
newport
lakes,
but
it
can
be
whatever
reserve
is
closest
to
the
school
and
they
do
rotating
workshops
for
biodiversity,
water
and
litter,
and
a
sustainability
action
planning
one
as
well,
which
is
a
bit
flexible
depending
on
what
the
school
wants
to
focus
on
for
secondary
schools.
We
do
the
future
leaders
in
sustainability
program,
which
is
a
partnership
program
with
the
csiro
very
stem
based
hands-on,
where
students
have
to
choose
a
real-life
environmental
concern
within
hudson's
bay
and
find
a
stem-based
way
of
resolving
that
program.
D
D
School
as
well,
we
have
an
environment
center
based
in
eltona,
which
has
heaps
of
resources.
They
also
run
lots
and
lots
of
workshops
that
students
can
get
involved
and
community
as
with,
and
we
run
an
annual
environment
grants
program
where
schools
are
eligible
to
apply
it's
a
bit
different
each
year,
but
mostly
it's
around
two
thousand
dollars
that
schools
can
access
through
that
and
we've
actually
also
just
jumped
on
board
the
love.
Your
locals
program
that
kareem
spoke
about,
say.
F
Yeah
thanks
so
much
jen,
we'll
move
on
to
our
next
presenter,
so
mullin
city,
council,
schools
and
just
a
reminder.
Sorry
everybody
if
you
do
have
any
background
noise,
if
you
could
just
meet
yourself
so
that
we
can
just
clearly
hear
our
presenters
as
they
speak
so
yeah
it
is.
Were
you
speaking
on
behalf
of
mawlin
city
council,.
A
B
E
G
Matt
from
city
of
whittlesea,
so
we
run
a
few
programs
to
help
our
schools
out
in
the
environmental
space,
one
of
which
is
our
whittlesea
youth
environment
action
group,
which
is
run
by
hans
gregory
who's
with
us
today.
G
So
that's
a
group
for
young
people
who
meet,
I
think,
each
friday
afternoon
to
participate
in
activities
and
discuss
environmental
action.
So
that's
something
we're
really
pushing
to
get
off
the
ground
at
the
moment.
So
if
there's
any
schools
here
today
from
whittlesea,
we
do
encourage
you
to
let
your
students
know
about
that.
G
We
also
work
with
with
hume
city
council
on
our
collaboration
for
the
teachers
environment
network.
So
that's
sessions
like
this
one
today,
where
we
help
schools
by
providing
resources
to
help
them
get
some
environmental
projects
off
the
ground.
F
Perfect
thanks
matt
do
we
have
pip
here
today.
H
I
don't
think
so.
Do
you
want
to
speak
to
this
one
karina.
C
Sure
so,
maribernong
city
council
fund
a
range
of
environmental
workshops
and
activities
for
local
schools
and
child
care
facilities.
Students
can
learn
about
actions
that
we
can
all
take
to
reduce
our
impact
on
the
climate,
avoid
waste
and
care
for
our
waterways.
C
C
I
Hi
everyone
I'm
steph
from
moonee
valley
council.
So
like
most
the
councils,
we
offer
a
schools
environment
network
as
well
and
you
would
receive
regular
newsletters,
be
linked
up
with
grant
opportunities
and
get
to
meet
some
of
our
offices
and
resources.
I
We
also
have
the
volcano
dreaming
panorama
which
I'd
highly
recommend,
for
I
guess,
exhibitions
and
parent
open
days.
It's
a
gorgeous
exhibition,
it's
about
11
or
12
panels,
so
that
can
be
booked
and
picked
up
from
our
depot.
I
I
In
the
past,
we've
run
a
dedicated
wipeout
waste
program
to
support
schools
to
reduce
their
waste,
and
last
year
we
ran
an
energy
efficiency
program
called
flip,
the
switch
we
put
those
on
hold
for
a
moment
because
of
covert
and
budgeting
issues,
but
hopefully
watch
this
space
and
we'll
be
able
to
reintroduce
those
moving
forward.
I
Those
programs
were
really
designed
to
support
schools
to
get
through
their
resource,
smart
modules,
so
they
were
really
successful
and
be
keen
to
keep
doing
that
and
this
year
we
are
introducing
bush
kinder
as
well
through
our
conservation
team.
So
that's
another
exciting
place
that
we're
working
in.
Thank
you.
F
Perfect,
thank
you
so
much
steph.
I
thought
I
would
just
bring
the
main
screen
back
for
just
a
moment
to
thank
all
of
our
councils
for
being
here
today
and
for
sharing
those
resources
personally
working
with
schools
through
the
resource,
smart
schools
program,
it's
so
beneficial
to
make
the
use
of
everything
you
can
through
your
councils,
I'm
seeing
lots
of
nods
and
it
really
does
support
whether
it
can
be
through
an
audit
through
an
incursion
and
excursion.
Any
support
you
can
get
is
going
to
make
your
life
so
much
easier.
F
So
thank
you
so
much
again
and
I'm
going
to
actually
jump
into
a
slide
that
I
have
created.
So
let
me
just
jump
back
in
so
my
name
is
leah
and
I
work
for
series
and
I've
probably
been
with
series
for
about
three
and
a
half
years
now,
working
delivering
and
facilitating
the
resource,
smart
schools
program
in
the
eastern
and
southern
regions
of
metropolitan
melbourne.
B
H
F
As
some
others,
yep,
okay
cool
so
essentially
over
the
last
year
or
two,
we've
really
been
engaging
with
schools
around
the
concept
of
student
voice,
agency
and
leadership,
and
so
we
have
two
main
components
to
this,
where
we
work
really
hands-on
with
students,
but
also
with
staff.
F
So
when
it
comes
to
student
voice
agency
and
leadership,
it's
a
really
great
way
to
review
our
practices
and
understand
how
we
can
empower
students
through
climate
action
in
the
classroom
and
on
the
wider,
like,
if
zoomed
out
into
the
whole
school
area.
So
if
we're
looking
at
the
three
so
voice
agency
and
leadership,
they're
extremely
interconnected
and
intertwined,
however,
they
are
slightly
different
in
their
delivery
and
the
ways
in
which
we
can
embed
them.
F
F
It's
also
really
important
to
note
that
with
voice,
it's
not
just
about
providing
a
platform
for
them
to
speak,
but
it's
also
about
them
understanding
that
they
can
influence
change
through
their
voice,
so
through
their
ideas
and
through
the
knowledge
that
they
bring.
That
change
can
happen
from
that,
and
so
it's
also
really
important
to
note
that
different
students
work
in
different
ways.
F
So
this
could
include
things
like
brainstorming
sessions.
It
could
include
ideas,
boxes
in
the
classroom.
It
could
include
a
survey
for
a
student
to
fill
out.
However,
we
can
also
incorporate
voice
in
other
ways,
such
as
having
an
environmental
rep
in
our
src
teams.
F
Now,
when
it
comes
to
student
agency
agency,
is
all
about
giving
them
the
responsibility
and
the
power
to
act
out.
Those
ideas
that
they
have
just
voiced
so
agency
can
present
itself
in
many
different
ways.
In
a
classroom
or
in
a
school.
It
can
look
like
an
environmental
or
a
green
team.
It
can
be
a
planning
session
or
it
can
even
look
like
an
audit,
so
a
waste
or
an
energy
audit
that
you're
undergoing,
but
having
students
actually
involved
in
the
physical
activity
of
auditing
a
school.
F
So
it's
really
about
giving
them
that
responsibility
to
bring
something
to
life
and,
last
but
not
least,
is
student
leadership.
And
so,
when
we
talk
about
student
leadership,
it's
really
important
to
note
that
every
student
has
the
opportunity
to
be
a
leader,
and
it
is
not
necessarily
a
specific
role
that
some
that
a
student
is
given
so
through
a
student's
knowledge
through
the
actions
that
they
demonstrate
and
the
ideas
that
they
bring
forward.
That
can
demonstrate
true
leadership
and
it's
really
important
to
foster
that.
F
However,
if
we
are
looking
at
more
specific
practices
and
and
ways
to
incorporate
leadership
into
the
classroom,
this
can
present
itself
again.
I
think
a
really
great
one
is
allowing
student
voice
in
school
council
so
having
one
of
your
student
environmental
leaders
present
and
able
to
be
involved
in
the
decision
making
amongst
their
peers
and
their
adults
and
the
staff
and
leadership
within
your
school.
F
We
can
also,
then
have
kids
teaching
kids,
that's
a
really
great
way
to
demonstrate
leadership
so,
whether
it
be
within
your
school
setting
and
having
students
teach
another
class
or
whether
it
be
a
neighboring
school
that
you're
mentoring
as
well.
So
there's
many
different
ways
in
which
we
can
incorporate
these
practices
and
a
really
lovely
example
of
a
school
that
is
excelling
in
student
voice
agency
and
leadership
is
melbourne.
Girls,
college
and
so
melbourne.
Girls
college
create
this
really
wonderful
event.
It's
an
annual
event.
F
I
believe
that's
run
in
term
one
every
year
and
what
they
actually
do.
Is
they
organize
a
cinema
event
where
they
actually
generate
all
of
the
energy
themselves
through
bikes
and
rowing
machines
that
are
connected
to
batteries,
so
they
generate
the
kilowatt
hours
needed
to
host
a
community
screening
of
a
particular
movie
that
they
may
choose,
and
so
it's
really
giving
students
the
platform
to
pick
a
project
to
be
in
charge
of
acts
actually
facilitating
and
bringing
to
life
that
project
and
to
showing
that
off
to
the
community.
F
So
I
thought
that
was
just
like
a
really
lovely
example
to
kind
of
bring
together
what
student
voice
agency
and
leadership
are
and
how
we
can
demonstrate
them
in
a
school
setting
and
so
at
series
in
particular
a
way
that
we
like
to
foster
and
kind
of
explore.
Student
voice
agency
and
leadership
is
through
the
documentary.
2040-
and
so
I'm
sure
many
of
you
have
heard
of
this
documentary,
but
if
you
haven't
it
was
directed
and
it
stars
damon
gamer
and
what
it
entails.
F
The
story
explores
what
our
future
could
look
like
in
19
years
time
if
we
implement
all
of
the
technologies
and
the
ideas
that
we
currently
have
today.
So
we
don't
have
to
go
and
reinvent
the
wheel,
we're
celebrating
what
we
already
have
and
exploring
what
our
future
could
look
like,
and
so
it's
a
really
powerful
and
empowering
documentary
that
really
shines
a
light
on
student
voice
as
well.
F
And
so
I
really
encourage
you
to
incorporate
this
into
your
school,
whether
it
be
in
a
classroom
setting
or
even
on
a
larger
school
event.
F
Many
of
the
schools
that
I
work
with,
they
actually
hold
a
screening
for
2040
and
we'll
actually
provide
you
with
a
link
after
where
you
can
actually
apply
to
host
an
event
such
as
2040,
and
they
provide
you
with
a
whole
list
of
materials
to
make
this
process
really
really
easy
and
also
free,
so
a
really
great
resource
to
tap
into
and
to
bring
not
only
your
students
together,
but
your
community
as
well.
F
Now
tied
to
2040
and
the
idea
of
investigating
our
futures
and
having
empowerment
around
our
futures,
there's
a
number
of
curriculum
resources
that
are
out
there,
so
cool
australia.
I'm
sure
you've
seen
many
of
their
resources
before,
but
they've
actually
created
a
number
of
resources
around
the
documentary
2040.
F
So
there
are
31
lesson
plans
and
they're
linked
to
a
number
of
different
curriculum
areas.
So
you
can
see
here:
we've
got
permaculture
energy,
agriculture,
transport
and
education,
and
so
I
highly
recommend
and
again
we'll
link
all
of
these
resources
after
today's
session
that
you
have
a
look
through
these
already
developed
plans
and
see
if
you
can
incorporate
them
in
and
support
your
climate
action
within
your
school
another
tuning
in
activity.
That
series
run
that
ties
into
student,
empowerment
and
student
voice
agency
and
leadership
is
what
is
your
2040..
F
So
essentially,
all
we
get
students
to
do
is
draw
on
a
piece
of
paper,
an
outline
of
their
school
building
and
then
implement
or
draw
or
write
ideas
of
what
they
envisioned
their
school
to
look
like
in
20
years
or
19
years
time,
and
so
essentially
by
envisioning.
F
I
guess
their
environmental
utopia.
It
means
that
you
can
create
discussions
around
this
and
start
to
understand
what
your
students
would
like
to
implement
at
your
school
and
maybe
create
a
path
to
implementing
some
of
those
now
and
have
some
as
future
goals
as
well.
So
it's
a
really
celebratory
way
of
involving
your
students
in
the
future
of
your
school
and
the
direction
that
it's
heading
in
terms
of
climate
action.
H
So
there's
still
a
few
more
weeks
to
enter
there's
a
chance
if
you're
a
resource
smart
school,
that
is,
there
is
a
chance
to
win
one
of
the
1
000
cash
prizes
for
your
school,
which
is
fabulous
so
you've
got
till
the
24th
of
june
and
we'll
be
sending
out
all
the
links
and
details.
You
need
to
enter
this,
but
if
you
just
google
school
of
the
future
challenge
and
competition,
if
you're
super
keen
right
now,
you
can
also
do
that
yeah
tonight
and
have
a
good
look.
H
But
I
do
encourage
you
to
have
a
look
at
that.
It's
a
great
opportunity
right
now
to
incorporate
into
world
you
know
celebrating
world
environment
day
which
is
coming
up
tomorrow
and
another
yeah
opportunity
for
remote
learning
engagement
with
your
students.
H
Now,
climate
activism
at
school,
so
you
may
be
aware
that
back
in
2018,
this
has
all
become
with
their
wonderful
greta
thonberg.
When
she
we
started
fridays
for
a
future.
It's
a
global
strike
movement
that
began
to
empower
students
to
strike
for
climate.
H
A
few
pictures
up
there,
another
a
number
of
options
you've
got.
You
can
create
climate
flags
which
have
been
has
been
really
popular
with
the
early
years
and
lower
primary
and
prime
middle
primary
and
then
obviously
the
school
for
school
strike
for
climate
australia,
which
has
grown
exponentially
over
australia.
Now
over
600
locations
have
they've
been
strikes
over
600
locations
involving
over
350
000
students
and
adults.
H
So
absolutely
incredible
started
in
october
of
2018
that
same
year
by
three
teenagers
in
castle,
maine,
so
absolutely
incredible,
and
so
many
options
for
students
to
strike
the
climate
and
feel
engaged
and
feel
like
they're,
making
a
difference.
H
Now
this
is
the
list
of
the
resources
that
we've
sort
of
been
mentioning
through
our
the
last
few
slides.
There's
no
need
to
write
everything
down
now,
we'll
be
sending
out
links
to
all
of
these
there's
some
incredible
freely
available
resources
that
are
there
for
you
to
use
anything
from
kits
to
mp.
Template
letters,
challenges,
lesson
plans,
it's
all
there,
so
look
out
for
our
email,
which
will
include
all
the
links
to
all
these
fabulous.
H
Now
we
are
very
lucky
to
have
alison
lapin
here
today
from
our
lady
of
the
nativity
in
epipheldi
she's,
going
to
be
sharing
some
a
short
presentation
with
us
today.
So
I
will
hand
it
to
alison
now
she's
going
to
share
her
screen.
She's
got
her
slides,
ready
to
go
so
welcome
allison,
and
we
will
be
allowing
some
time
for
some
questions
when
she
finishes
up
her
slides
so
hold
on
to
them
or
pop
them
in
the
chat,
and
we
can
park
them
and
then
and
ask
them
when
she's
done.
J
Okay,
good
afternoon,
everyone
hi
I'm
ali
lappan
and
yeah,
I'm
from
our
lady
of
the
nativity
based
up
in
aberfeldy
in
the
essendon
area.
So
I'm
just
going
to
share
with
you
a
few
things
that
we've
been
doing
at
my
school
and
talk
about
the
support.
I've
been
getting
from
lots
of
different
people,
so
I'll
go
through
how
we
got
started
I'll
talk
about
some
of
the
actions
that
we've
put
in
place.
J
Some
of
the
achievements
we've
been
able
to
be
successful
in
so
far
and
then
maybe
some
advice
and
suggestions
just
to
summarize
at
the
end.
So
I
do
work
at
a
catholic
primary
school
and
we
do
follow
saint
francis,
so
obviously
a
big
connection
to
creation
in
god's
world
and
I'm
very
lucky
that
catholic
at
melbourne
a
couple
of
years
ago,
put
together
a
document
on
education
for
sustainability.
So
it's
been
able
to
help
drive
me
in
the
way
forward
and
we
are
an
international
bachelorette
pyp
school.
J
So
it
means
that
we
have
an
opportunity
to
follow
and
six
transdisciplinary
themes
and
one
of
those
being
share
in
the
planet.
We
are
in
the
city
of
moonee
valley,
so
I
saw
staff
there,
so
hi,
steph
and
you'll
get
a
mention
later
and
we
did
sign
up
for
resource
smart
schools
and
I'll
just
talk
a
bit
more
about
each
of
those.
So
within
catholic
education
we
do
have
the
sustainability
rubric.
That
was
a
really
great
starting
point.
J
I
went
and
shared
that
with
the
leadership
team
at
my
school
and
brought
in
obviously
my
persuasive
elements
of
saying,
I
really
think
we
need
to
have
a
sustainability
coordinator,
which
I
put
my
hand
up
for
and
now
that
has
been
embedded,
that's
gone
through
our
consultative
committee,
and
that
is
part
of
our
leadership
structure
and
then
I
ended
up
taking
the
step
to
join
resource
smart
schools
from
there.
My
action
was,
I
really
wanted
to
cut
down
on
our
energy
usage,
so
muni
valley,
we're
offering
a
program
called
flick.
J
The
switch
which
I
sorry
I
was
just
gonna-
jump
ahead
there,
but
I'll
come
back
to
I'll.
Come
I'll
talk
about
that
so
and
the
other
thing
that
we're
really
good
at
in
our
school
is
getting
the
kids
involved.
Just
like
leah
was
talking
about
student
agency.
We
do
try
and
do
that
from
a
young
age.
We
have
a
franciscan
action
team,
which
is
from
our
year
six
cohort.
J
That
has
been
happening
for
the
last
few
years
and
their
main
role
is
to
liaise
with
me.
I
mentor
them
and
we
do
a
lot
for
our
faith
and
life
and
our
sustainability
learning
at
school.
We
also
have
classroom
captains
that
sit
on
our
student
representative
council
in
every
in
every
classroom,
so
those
kids
get
to
me
and
with
me
fortnightly
and
they
get
to
bring
ideas
from
from
their
classes.
J
It
could
be
anything,
and
it
is
great
to
see
that
a
lot
of
what
the
kids
put
forward
is
things
that
they'd
like
to
see
implemented
at
school
and
what
they'd
like
to
see
that
they
could
help
with.
So
when
the
girls
that
I
have
this
year
that
are
in
the
franciscan
action
team
are
very
passionate
about
climate
change,
and
I
think
jen
mentioned
earlier
when
we
talked
about
you
know
how
we're
really
trying
to
get
kids
involved
in
different
things,
that
they
are
soaking
it
up
like
a
sponge.
J
So
having
that
basis
at
my
school
really
helped,
and
it
meant
there
was
a
lot
of
support
from
leadership,
and
then
that
took
me
to
look
into
outside
agencies
like
mooney
city
council
that
were
able
to
support
us
in
putting
together
a
program
called
flick.
The
switch
it
allowed
us
to
do
an
energy
audit
to
see
where
we
were
for
our
baseline
data.
It
allowed
me
to
have
some
professional
development,
which
I
could
feed
them
back
to
staff,
and
I
was
able
to
have
a
mentor
and
through
pat
armstrong
and
leadership
leaders
for
sustainability.
J
So,
for
example,
term
one.
We
do
a
cleanup
australia
day
and
lessons
and
a
lot
of
that
comes
from
cool
australia
as
well.
We'd
had
ludado
seaweek,
just
the
other
week
where
we
looked
at
prayer
and
how
we
can
care
for
care
for
god's
creation,
world
environment
day.
Our
kids
are
all
offline
tomorrow.
They
have
an
opportunity
to
get
involved
in
green
time
rather
than
screen
time
with
a
big
focus
on
the
environment.
J
So
I've
had
help
from
the
re
leader
and
head
of
teaching
and
learning
to
incorporate
that
and
then
moving
into
term
three
we'll
have
the
months
of
creation,
where
we
encourage
the
teachers
to
take
the
kids
out
at
least
part
of
the
day
each
day
for
that
month,
and
we
do
lots
of
prayers
to
do
that
and
then
in
term
four.
J
We
have
our
saint
francis
feast
day,
which
again
is
an
outdoor
classroom
day,
so
we
try
and
do
something
each
term
where
the
kids
can
really
see
the
importance
that
we
as
a
school
put
into
it
other
things
that
we've
done
and
are
sharing
the
planet
units
cover
about
68
weeks
of
lesson
time.
So
that's
normally
three
hours
on
top
of
the
three
r's
for
faith
in
life,
so
they
do
get
fully
immersed
in
that
and
and
over
ter
are
over
half
a
term's
worth
of
learning
and
some
years
are
year
sixes.
J
That
is
their
thing
that
they
focus
in
on
for
their
exhibition.
So
the
parents
and
community
members
get
to
come
in
and
see
what
they're
working
on
so
two
years
ago.
Our
year
sixes
did
a
big
exhibition
on
renewable
energy,
so
that
was
great
to
see
the
links
that
they
were
able
to
make
community
engagement
is
really
important
for
us,
and
I
get
a
lot
of
parent
helpers
that
help
with
eco
club.
J
So
thanks
again
to
staff
for
organizing
those
in
the
past
and
other
things,
just
keeping
an
eye
on
different
emails
and
so
forth.
What
you
can
get
involved
in
incursions
we've
been
able
to
do
some
uncaring
for
climate
and
change
for
our
middle
years.
Resource
management
we've
started
to
implement
and
put
together
some
regimes,
a
switch
on
switch
off
and
I've
coordinated
a
lot
with
the
it
person
to
make
sure
that
we
have
things
put
in
place
for
all
of
our
energy
usage
with
our
technology
and
in
the
school
grounds
itself,
and
in
the
classrooms.
J
We've
started,
putting
up
some
posters
of
how
to
take
turn
off
lights
and
so
forth,
and
the
franciscan
action
team
have
been
great
with
that,
and
I'm
also
in
grade
four
and
they've
been
super
busy
love
doing
all
their
little
jobs
as
well,
and
it
gives
them
a
sense
of
leadership
across
the
school
too.
J
That
have
gone
really
well
first,
they,
the
students,
are
really
well
prepared
to
take
action,
because
I
feel
it
has
been
embedded
in
our
curriculum
lessons.
They
have
a
good
understanding
of
what
it
is.
They
know
the
terminology,
they
know
the
language
and
they
have
the
chance
of
taking
action
because
we
use
the
inquiry
cycle
model
and
we
have
had
more
student-led
actions
coming
from
the
franciscan
action
team
and
from
the
school
captains.
They
have
that
opportunity
to
give
feedback
that
then
we
can
listen
to
and
then
act
upon.
J
So
I
know
leah
talked
about
the
importance
of
that
earlier
and
I
would
definitely
vouch
for
that
as
well,
and
we've
been
trying
to
maintain
those
good
habits,
we
do
spot
checks,
so
the
franciscan
action
team
and
I
go
around
every
so
often
just
to
check
that
the
lights
are
off.
Sometimes
it's
great.
Sometimes
it's
not
so
it's
just
a
matter
of
trying
to
monitor
that
and
keep
everybody
doing
the
right
thing
and
we've
got
a
better
presence
now
in
our
newsletter
that
goes
out
to
our
community.
J
We
do
a
sustainability
update
fortnightly,
so
the
girls
help
me
write
that
and
we
put
in
different
articles,
sometimes
it's
how
to
be
more
energy
efficient
at
home.
Sometimes
it's
about
what
we,
what
we've
done
at
school,
but
that's
definitely
helped
raise
the
profile
I
put
in
this
image
because
the
relapse
you
know
sometimes
it's
like
yourselves-
are
always
trying
to
do
the
right
thing,
but
sometimes
you
go
back
on
it.
So
it's
just
trying
to
keep
the
teachers
when
they're
really
busy.
J
I
know
what
it's
like
just
making
sure
that
we've
got
the
aircon
unit
at
the
right
temperature
and
so
forth,
because
it
can
make
a
big
difference
to
our
energy
bills
and
just
reminding
them
of
staff
briefings
and
stuff
normally
helps
with
that,
and
the
kids
are
very
good
at
going
around
and
we
have
had
a
reduction
in
our
energy
usage.
So
nicole
and
I
had
looked
at
some
of
the
bills
that
we'd
put
in
last
year
being
the
year
that
it
was,
it
wasn't
great.
J
We
didn't
have
all
of
the
data
that
we'd
have
liked
from
last
year,
because
obviously
we
had
two
terms
worth
at
home,
but
I'm
hoping
when
we
go
back
to
school
in
in
week.
Nine
fingers
crossed
that
we
will
be
able
to
monitor
and
keep
a
track
of
that
and
see
that
our
energy
usage
is
coming
down
with
these
behavioral
changes
that
we
are
putting
into
place.
J
So,
just
to
summarize,
I
definitely
recommend
carry
out
a
parental
survey.
You
just
don't
know
who's
out
there
in
your
school
community
that
actually
could
be
working
in
a
job
that
they'd
love
to
come
in
and
help.
So
I've
been
very
grateful
for
one
of
the
parents.
That's
been
able
to
help
me
with
the
lighting
and
looking
into
our
solar
panels
and
ask
for
help
from
other
staff,
and
some
of
them
just
even
like
getting
involved
in
the
garden.
Doing
the
biodiversity
and
being
outdoors
so
definitely
always
ask
for
help.
J
The
sustainability
rubric
was
a
great
starting
point
for
me
because
it
allowed
me
to
set
goals,
and
it
gave
me
four
clear
stages
of
how
I
could
progress
through,
so
that
would
be
really
beneficial
and
if
you,
google,
that
it'll
come
up
and
and
teaching
and
learning
trying
to
embed
that
and
getting
the
other
leaders
in
school
to
think
about
how
you
can
put
that
into
the
curriculum
for
all
year
levels
and
build
on
that
knowledge
throughout
the
seven
years
at
primary
school
is
definitely
recommended.
J
Keep
it
as
simple.
I
know
we're
all
busy.
So
when
I
try
and
do
the
how-to
posters
as
simple
as
possible,
not
to
over,
complicate
it
and
take
a
bit
of
the
load
off
the
classroom
teacher
so
that
I
can
train
up
those
leaders
that
they
can
go
back
in
and
share
that
with
their
classes,
and
it
gives
them
a
chance
to
have
a
voice
and
definitely
the
last
point
I'd
like
to
make
would
be
letting
the
students
take
action.
They
are
very
responsible.
J
Even
you
know
my
grade,
fours
nine-year-olds,
they
know
what
they
want
to
do.
They
know
how
they
can
get
there
and
with
a
bit
of
support
and
mentoring.
You
know
they
can
definitely
lead
the
way
in
it.
So
and
that's
what
I
was
hoping
to
share,
I
hope
that
all
made
sense
and
the
bird
didn't
go
so
nicola
must
have
kept
with
them
attacks
thanks
for
that
and
the
last
one
was
just
to
give
credit
to
protecting
the
environment.
Every
small
action
does
kind
and
we
can
all
make
a
difference.
H
So
much
alison,
if
you
just
stop
sharing
more
see
each
other
again,
we've
got
an
opportunity
to
ask
any
questions
at
this
point
in
time.
If
you
have
a
question
just
unmute
yourself
and
ask
away.
I
Hi
ellie,
can
I
just
ask
or
plus,
can
I
say
first
very
glad
to
see
that
your
energy
usage
has
gone
down.
I.
K
I
So
I
can
use
that
to
justify
flick.
The
switch
again
just
wondering,
though,
did
you
have
the
support
of
leadership
when
you
started
out
with
this,
or
is
it
something
you
had
to
really
pitch
hard
for.
J
Because
my
principal
is
very
open
and
because
we
are
a
franciscan
school,
she
could
really
see
the
importance
of
what
I
was
trying
to
get
across
and
obviously,
whenever
you
start
now,
you
have
to
go
in
with
your
data.
So
I
doing
that
rubric
helped
me
because
I
was
able
to
say
to
her
look
we're
doing
this
really
well,
but
there's
elements
here
that
we
aren't
and
I
brought
it
up
at
my
annual
review.
I
was
a
classroom
teacher
in
grade
four
and
I
did
equal
club
because
I
have
a
real
passion
for
it.
J
So
when
I
brought
that
up
in
my
annual
review-
and
I
proposed
to
her
that
we
should
have
a
sustainability
coordinator-
use
the
data
that
I'd
collected
about
where
we
were
and
she
was
actually
very
open
to
it,
and
then
we
put
that
through
the
consultative
committee
and
I'm
also
a
member
on
that,
so
that
definitely
helped
and
pushed
that
through.
So
we
talked
about
it
and
I
do
have
one
day
of
release.
J
So
I
do
I've
got
0.1
release
so
that
works
out
to
be
and
one
day
a
fortnight,
which
has
definitely
been
brilliant.
You
know
before
I
was
doing
stuff
at
lunchtime
and
in
my
own
time
now
I
can
spread
like
that
two
and
a
half
hours
through
each
week,
and
it
definitely
means
that
I
can
be
involved
in
the
resource,
smart
mentor
and
the
franciscan
action
team,
and
they
can
definitely
see
the
difference
that
we're
making
at
school.
J
So
I
think,
if
you
go
with
the
data,
you
know,
principals
are
always
good
at
trying
to
make
things
better
for
their
school
and
the
kids
are
very
engaged
with
it,
but
going
there
and
being
prepared,
knowing
what
you're
going
to
say
and
show.
This
is
what
I
think
I
could
do
would
definitely
help
so.
Okay,
steph
yeah
great.
F
Sorry,
amazing,
thank
you
so
much
ali
that
was
amazing.
I'm
going
to
pass
over
the
mic
to
ben
coleman,
I'm
from
saint
monica's
school.
So
thank
you
so
much
for
being
here
today,
ben.
I
will
get
your
presentation
up
for
you
now.
K
Excellent,
so
welcome
everyone,
I'm
a
science
teacher
at
saint
monica's
college.
I've
been
working
there
since
2010,
although
I
did
spend
four
years
from
2015
to
2019
teaching
in
the
kimberley
in
an
indigenous
school,
but
I
went
as
soon
as
I
came
back
to
melbourne.
I
went
straight
back
to
san
monica's.
K
I
was
the
sustainability
coordinator
from
2012
and
returned
to
that
role.
When
I
came
back
in
2020
last
year
feel
free
to
stop
the
presentation
at
any
point
and
ask
any
questions.
K
And
I'll
try
and
give
you
a
little
bit
of
an
idea
of
how
we
started
our
sustainability
journey,
how
we're
working
towards
achieving
climate
action?
Some
of
the
achievements
we've
made
in
student
and
staff
behaviour
changes.
I
mean
any
advice
I'll
be
able
to
offer
so
very
similar
to
the
last
presentation.
K
This
is
a
really
difficult
question
for
me
to
answer
the
principal
who
has
been
in
his
role
for
the
last
30
years
or
longer
has
always
placed
a
strong
emphasis
on
sustainability,
environment
and
before
I
started,
there
was
already
a
strong
and
student
environment
team
and
a
a
sustainability
coordinator
with
a
generous
time
allotment.
So
I've
stepped
into
a
really
strong
position,
although
we
were
very
new
to
the
resource
schools
program
when
I
first
started.
K
So
these
are
some
images
of
the
wetlands
from
2020
2010.
Until
now,
when
I
first
started,
the
previous
sustainability
coordinator
had
just
left
the
school
after
he
had
successfully
applied
and
received
several
grads
to
be
able
to
build
this
wetland
in
an
area
of
the
school.
That
was
a
natural
flood
plain
so
for
part
of
the
year
it
was
very
wet
and
unusable
through
researching
with
students
on
how
to
best
revegetate
this
area.
K
So
we
currently
open
the
wetlands
every
wednesday
at
lunchtime
for
a
variety
of
activities,
and
this
remains
to
be
the
most
popular
subgroup
within
my
team
of
enviro
friends
at
the
wetlands
students
do
things
like
biodiversity
audits,
the
habitat
in
general,
but
also
macro,
invertebrates
incursions
from
derby
creek
management
committee
often
support
these
activities.
We
regularly
remove
pest
species.
We
have
mosquito
fish
in
the
wetlands
that
really
reduce
the
biodiversity
of
the
native
macroinvertebrates.
K
We
get
lots
of
weeds
coming
in
from
the
creek
and
nearby
areas,
blackberries,
various
reeds
and
grasses
that
are
weeds.
K
Regular
litter
cleanups
are
an
important
part
of
what
we
do
at
lunch
times,
because
it's
a
lower,
lower
level
of
ground
and-
and
you
often
find
that
any
litter
on
the
ground
does
accumulate
down
at
the
wetlands.
We
do
regular
planting
sessions,
there's
a
number
of
nest
boxes
there.
We
clean
them
out
annually
and
monitor
what's
living
in
them.
K
So
getting
the
students
to
have
positive,
engage
in
exciting
experiences,
even
if
they
didn't
think
that
envirofriends
was
a
group
they'd
want
to
join
by
doing
these
activities
at
wetlands
really
gives
me
an
opportunity
to
build
a
rapport
with
a
wide
range
of
students,
slowly
develop
their
understanding
of
various
environmental
issues
while
they're
doing
these
activities.
K
So
it
really
is
a
powerful
gateway
tool
to
encourage
a
much
wider
group
of
students
to
get
interested
in
other
areas
of
sustainability,
for
example
from
a
waste
point
of
view.
Because
of
as
I
mentioned,
it's
an
area
where
a
lot
of
litter
gathers
the
kids
that
go
down
there
and
enjoy
being
in
that
area,
really
find
that
the
litter
stands
out
and
looks
horrible
and
they
want
to
get
rid
of
it.
So
they
become
passionate
about
this
without
me
even
having
to
point
them
in
that
direction.
K
From
water
module
point
of
view,
the
wetlands
filters
and
cleans
the
school's
stormwater
so
50
of
our
schools,
water
is
diverted
towards
the
wetlands
before
it
enters
the
durban
creek.
So
that
way
it
can
be
filtered.
We
do
regular,
nitrogen
and
phosphorus
tests
after
rain.
You
can
see
a
visible
layer
of
oil
coating,
the
water,
so
this
stimulates
conversations
about
the
sources
of
these
pollutants.
K
What
we
can
do
to
reduce
them
and
that
kind
of
thing
there's
less
to
talk
about,
I
guess
from
an
energy
point
of
view
down
at
the
wetlands,
but
we
do
talk
about
the
different
levels
of
carbon
sequestration
from
the
different
types
of
plants
that
we
plant.
We
discuss
the
possibility
of
areas
that
we
could
place
wind
turbines
and
that
sort
of
thing,
so
there
is
lots
that
happens
out
of
the
wetlands
next
slide,
please
leah!
K
So
what
are
we
doing
to
take
climate
action?
Well,
when
we're
talking
about
climate
action,
I
think
it's
important
to
mention
to
students
how
all
of
the
envirofriends
activities
really
do
relate
to
climate
change
in
some
way
or
other.
In
these
photos,
you
can
see
some
of
the
kinds
of
recycled
programs
we
have.
We
run
them
in
our
library
in
a
recycle
hub
all
the
time.
K
K
There
is
a
strong
culture
at
santa
monica's
of
students
getting
driven
to
school
when
it's
not
that
far
for
them
to
walk
or
ride,
or
they
have
the
ability
to
catch
public
transport.
So
it
has
been
difficult
to
move
students
towards
public
transport
and
more
sustainable
transport
methods.
So
we
found
that
once
a
year
right
to
school
days
were
not
enough
to
make
any
any
permanent
change.
K
So
we've
trialled
doing
this
once
a
term
since
last
year,
when
we're
at
school
and
regular
encouragement
and
reminders
of
riding
to
school
and
catching
public
transport,
and
that
has
started
to
make
a
difference
with
a
number
of
students
becoming
regular
riders.
Now,
at
the
beginning
of
the
year
this
year,
mr
hanley,
the
principal
asked
me
to
develop
a
school
statement
on
climate
change,
so
I
met
with
a
group
of
students
weekly
and
we
research
and
develop
this
statement
getting
their
feedback
and
their
peer
feedback.
K
K
Moving
on
to
achievements
in
energy
reduction
staff
and
student
behaviour
change.
This
is
really
difficult
to
calculate
because
over
the
last
10
years,
we've
had
new
buildings
and
new
facilities
being
added
to
the
school.
All
the
time
currently
we're
having
a
large
stem
building
being
built
and
the
year
nines
are
getting
a
brand
new
building,
double-story
building
being
built
because
the
school
is
continually
growing
in
student
numbers.
K
K
To
give
you
an
idea
about
how
much
time
it
has
taken
to
make
some
of
the
changes
that
can
result
in
energy
reduction
about
six
or
seven
years
ago,
we
hired
mark
smith
from
planetsavers
to
assist
the
school
in
conducting
a
comprehensive
energy
order.
K
Well,
initially,
it
was
a
shock
and
we
didn't
know
where
to
start
since
then,
we've
just
taken
one
one,
a
piece
of
advice
at
a
time
and
slowly
putting
initiatives
in
place
because
we're
such
a
large
school,
we
decided
that
we
would
replace
any
broken
equipment
with
more
efficient
devices,
rather
than
try
to
replace
all
the
devices
in
one
go.
K
Some
other
interesting
recommendations
I
can
mention,
if
you
put
timers
on
your
printers,
they
use
a
lot
of
energy
to
turn
the
heater
on
inside,
so
you'll
need
the
timers
to
turn
on
an
hour
before
you
want
to
use
them
to
give
the
heater
time
enough
to
warm
up.
But
that
will
save
you
a
lot
of
electricity.
K
If
you've
got
energy
saving
buttons,
they
can
certainly
help
but
they're
only
reducing
the
energy
produced
on
the
screen.
They're,
not
actually
turning
the
heater
off
so
overnight.
Definitely
having
your
printers
turned
off.
If
that's
not
something.
That's
that's
turned
off
manually
we've
moved
to
centralized
heating
and
cooling
systems
rather
than
individual
units
to
reduce
the
chances
of
them
being
left
left
on
or
set
to
temperatures
that
are
not
sustainable.
K
Although
some
staff
rooms
still
have
individual
units
and-
and
that's
that's-
an
ongoing
campaign
with
the
students
raising
awareness
with
teachers
and
staff
in
2019,
the
sustainability
coordinator
that
took
over
from
me
when
I
went
to
the
kimberley
worked
with
the
year
11it
class
to
audit
the
electricity
of
the
different
rooms
and
devices
being
used,
and
they
realized
that
it
didn't
match.
What
was
coming
up
in
our
bills,
there
was
a
large
discrepancy.
K
They
were
able
to
track
down
where
the
energy
was
being
used
in
a
larger
amount
than
expected,
and
it
was
the
iot
servers.
So
since
then,
we've
slowly
upgraded
them
or
downgraded
in
terms
of
energy
consumption
by
moving
towards
the
cloud
and
having
less
physical
devices.
So
I
guess
the
energy
is
being
used
somewhere
else,
hopefully
in
a
more
sustainable
manner.
K
We
don't
have
lifestyle
scale
solar
panels,
but
that
is
definitely
something
that
I'm
pushing
for
and
it's
looking
like
it
will
happen
in
about
2023..
K
You
can
look
into
grants
to
get
help
getting
help
from
staff,
and
parents
is
always
a
great
help,
as
mentioned
in
the
previous
presentation,
focusing
on
where
the
staff
and
students
that
are
doing
the
right
thing
rather
than
focus
on
on
staff
and
students,
you
see
that
are
not
doing
the
right
thing,
remembering
that
any
kind
of
behavior
change
takes
around
30
days
of
constantly
behaving
in
that
way
to
make
the
have
any
chance
of
that
behavior
becoming
permanent.
K
So
choosing
your
timing
carefully
when
you're
going
to
start
a
campaign
having
everything
set
up
and
ready,
so
the
students
receive
the
messages
from
all
angles:
social
media
awards
and
competitions
being
run
at
the
same
time
when
it's
being
taught
in
the
classroom,
because
that's
what's
part
of
the
curriculum
whole
school
displays
and
whole
school
assemblies
by
trying
to
put
all
of
that
timing.
At
the
same
time,
it
can
really
really
help,
particularly
in
a
large
school
like
the
school.
K
I'm
at
another
piece
of
advice,
focusing
your
time
and
efforts
based
around
the
national
days
and
national
weeks
like
tree
planting
day
or
right
to
school
day.
K
K
K
I've
done
a
lot
of
work
in
learning
about
visible
thinking,
so
I'm
more
than
happy
to
discuss
that
with
teachers.
So
very.
Lastly,
I
wanted
to
talk
about
one
of
the
programs.
I
did
recently
on
the
next
slide
ali
thwaite
from
oz
green
helped
to
facilitate
a
youth
leading
the
world
whittlesea
congress
through
funding
from
whittlesea
council
youth
leading
the
world
program
is
a
really
empowering
program.
It
was
a
two-day
workshop.
K
The
workshop
included
a
carbon
footprint
calculation
discussing
the
issues
that
the
students
saw
that
mattered
to
them.
Their
top
five
concerns
that
they
discussed
were
prejudice:
climate
change,
education,
using
indigenous
knowledge
of
land
management.
Like
back
burning
that
kind
of
thing
they
each
decided
to
choose
one
problem
that
they
wanted
to
work
towards
solving
and
worked
in
groups
with
similar
interests
to
create
an
action
plan.
K
Many
of
the
projects
did
focus
on
biodiversity,
which
is
probably
a
direct
result
of
the
types
of
activities
I
usually
focus
on
at
school,
but
one
of
them
did
focus
on
energy
reduction
and
we'll
look
at
ways
to
encourage
staff
and
students
to
reduce
their
energy
wasted
and
organize
no
energy
days
where
they're
going
to
encourage
staff
to
conduct
lessons
without
the
use
of
projectors
and
computers.
So
they
can
then
monitor
the
use
of
electricity
on
those
days
and
use
them
as
a
form
of
comparison.
K
Some
of
the
other
projects
focused
on
increasing
plant
diversity.
In
our
wetlands
for
local
pollinators
and
habitat
in
general,
or
how
we
can
reduce
the
mosquito
fish
in
our
wetlands,
some
focused
on
increasing
diversity
like
microbats
at
school,
through
designing
and
building
nest
boxes.
K
K
K
I
think
that's
about
all
I've
organized.
So
if
anyone
has
any
questions,
they
would
like
to
ask.
F
Thank
you
so
much
ben.
I
actually
do
have
a
question
from
the
crowd.
So
from
sasha
we've
got
ben.
Where
do
you
put
the
farm
growing
foods
in
your
curriculum?
Is
it
all
year
all
students,
particularly
year
levels?
So
I
guess
we're
just
wanting
to
understand
yeah
what
you
do
with
your
physical
produce
and
how
you
integrate
that
into
your
learning.
K
Awesome
that
has
definitely
been
one
of
the
strongest
biggest
challenges.
I
have
lots
of
students
wanting
to
work
in
the
garden
with
me
at
lunchtime's
recess
before
and
after
school.
The
envirofriends
team
help
out
getting
it
incorporated
into
the
curriculum
has
been
harder.
K
One
of
the
foodtech
teachers
is
working
towards
a
an
after-school
project
where
we
will
do
farm-to-plate
kitchen
garden
type
activity
where
we'll
actually
produce
some
meals
and
and
utilize
that
we
do
have
the
year
12
students
that
learn
to
cook
they
produce
a
meal
and
sell
that
to
staff.
Once
a
fortnight
at
lunchtime,
that's
a
very
positive
activity,
so
you
just
use
the
produce
there.
K
I
certainly
encourage
the
science
teachers
to
come
out
and
visit
the
garden
when
it's
relevant,
but
the
biggest
program
we
have
is
the
vehicle
class,
so
the
vcal
numeracy
class
once
a
week
last
year,
unfortunately,
moving
to
a
two-week
timetable
has
made
that
impossible,
so
they're
once
a
fortnight,
they
visit
the
vehicle
garden.
They
work
with
me
and
sometimes
external
staff
in
the
garden
working
out
spacing
for
the
planting
timing.
They
they
run
the
whole
garden
so
anywhere
where
maths
numeracy
can
be
incorporated.
K
That's
the
focus
of
that
class,
but
the
produce
itself
often
gets
sold
to
staff.
I
hand
it
out
for
free,
although
we
are
running
a,
we
ran
a
program
last
week,
food
collective
through
the
melbourne
polytechnic,
which
is
on
only
just
around
the
corner
from
us,
so
that
was
a
great
project
to
use
some
of
our
produce
as
well.
K
Yeah
campbell
grammar,
I
believe,
installed
solar
panels
in
their
school
and
their
business
manager
was
reluctant
at
first
but
has
done
a
180.
He
realized
how
beneficial
it's
been
and
how
easy
it's
been,
and
he
said
he
is
more
than
happy
to
talk
to
any
business
manager
that
has
any
concerns
so
contacting
camworldgram.
I
don't
have
his
contact
details,
but
I
can
find
them
and
email.
K
I
encourage
my
business
manager
to
contact
him
and
I
was
told,
let's
wait
until
closer
to
the
time
when
we're
actually
going
to
get
it
up
and
running,
and
I
did
mean
to
prepare
the
company
name
that
I
use
to
get
the
quotes.
I
will
have
to
look
that
up.
When
I
contacted
them,
they
provided
three
quotes
fulfilling
all
the
requirements
I
had
were
they
australian
made
or
were
they
locally
made,
and
the
quotes
were
really
really
clear
and
easy
to
see
the
advantages
and
disadvantages
of
each.
K
So
I
would
definitely
pass
on
those
details
for
that
company.
It
is
a
big
problem
problem.
You
have
to
contact
the
principal
and
get
them
on
board
contact
the
business
manager.
I'm
still
haven't
been
successful,
so
I'll
be
able
to
tell
you
more
once.
I've
been
successful.
F
Thanks
ben,
I
might
even
open
this
next
question
up
to
the
whole
floor.
So
in
terms
of
anybody
that
has
time
allowance
to
address
environmental
sustainability
subjects,
does
anybody
have
any
advice
to
give
other
teachers
and
staff
members
here
today
that
are
wanting
to
speak
to
leadership
about
how
to
navigate
asking
for
allowance
time
allowance?
J
Yep
sorry
yeah,
I
do
I
get
I
get
a
day
of
fortnight
and
I'd
said
earlier.
I
went
whenever
I
got
my
annual
review
with
my
principal,
I
put
together
a
slideshow
and
had
said
what
I
wanted
to
target
and
then
I
said,
look
to
be
able
to
do
this.
I
would
need
time
so
she
went
away
and
thought
about
it.
So
it's
definitely
there.
J
I
suppose
I
think
that
was
term
three
term
three,
when
principals
are
starting
to
think
about
timetables
for
the
next
year
and
allocating
loads
and
and
and
so
forth,
to
different
teachers
would
be
a
really
good
time
to
get
in.
It's
truly
going
in
turn.
Four,
I
think
so
that
would
be
good
and
if
they
do
see
the
benefit
of
it,
you
know
I'd
say
with
ben
I've
looked
at,
I
got,
I've
had
two
quotes.
I
need
to
get
a
third
quote
for
the
solar
panels
from
my
school.
J
F
Thanks
so
much
ali
now
hans
did
you
want
to
ask
ben
this
question
directly?
Did
you
want
to
turn
yourself
off
me?
I
don't
know.
E
How
sorry
hands
and
I'm
city
what'll
see
I'm
one
of
the
youth
workers,
but
I
hear
more
and
more
on
the
media.
I
suppose
that
the
victorian
network
power
network
is
having
trouble
with
the
amount
of
solar
in
the
future.
That's
going
to
be
fed
into
it
without
us
upgrading
and
there
don't
seem
to
be
a
lot
of
government
decisions
to
upgrade.
So
who
knows
what's
going
to
happen
with
that,
but
I'm
interested
from
the
schools
and
from
being
when
you
do
the
solar
stuff?
K
K
100
kilowatts
on
one
system
would
ever
generate
more
electricity
than
we're
using
during
the
day.
It
wouldn't
go
anywhere
near
fulfilling
that,
so
there
would
be
no
need
for
batteries
initially.
So
in
terms
of
a
cost
benefit,
we
would
install
a
solar
system
for
100
kilowatts
on
one
campus
and
then
set
it
up
in
a
way
the
batteries
can
be
added
later
on,
because
our
servers
do
use
quite
a
bit
of
electricity
overnight.
To
add,
the
batteries
later
on
would
definitely
add
benefit.
F
Okay,
now
I'm
just
aware
that
we're
coming
to
an
end
of
today's
session,
we
do
have
a
couple
of
last
questions
but
ben.
Are
you
happy
if
I
collect
these
questions
and
send
them
through
to
you,
yep,
perfect
and
potentially
ben?
If
you
were
happy
to
for
me
to
give
out
your
email
address
as
well
in
our
follow-up
email?
So,
therefore,
other
staff
can
kind
of
have
a
think
about
any
questions.
They
may
want
to
send
your
way.
F
Perfect
thanks
so
much
ben
okay.
Thank
you
so
much
to
both
of
our
schools
for
their
wonderful
presentations.
Thank
you.
So
much
to
our
councils
for
letting
us
know
all
the
amazing
work
that
they're
doing
and
how
they
can
support
your
your
schools
to
tune
out
of
today's
session.
We
are
just
going
to
jump
back
over
to
that
mentee
meter
page,
so
it
should
still
hopefully
be
open
on
your
phone
or
on
your
device.
I
will
I'm
really
sorry
as
well.
F
I'm
aware
that
it
wasn't
working
for
a
number
of
people,
so
I
do
apologize
for
that.
I'm
I'm
not
too
sure
what
was
happening
there,
but
hopefully
I
can
troubleshoot
that
for
next
time,
but
I
will
just
jump
back
over
to
our
presentation
and
get
that
page
for
you.
Let's
get.