1. Welcome to the CSBM workshop: Managing the school environment

2. Session 1: Welcome and introduction to the workshop
The purpose of session 1 is to introduce participants to aspects of the Managing the school environment module and the rationale for the workshop.

3. Introductions • Name • School • Position
• Draw on your shield an illustration of one positive aspect of your school

4. Shield

5. Purpose The purpose of this workshop is to:
• outline the module contents and assessment requirements, and clarify any emerging issues
• enable participants to develop an understanding of the sustainable school
• consider the impact an SBM can have on the school environment
• familiarise participants with the principles underpinning whole-school approaches to sustainability

6. Rationale for the module
Ofsted (2008) recommended that every school should identify 'a key member of staff to manage and co-ordinate sustainable development' across a school.
In many schools this has become part of the SBM’s role. This requires the ability to implement strategies that address this increasingly important dimension for all schools.

7. Module aim
The module aims to equip participants to understand and put fundamental principles of sustainable development into practice by promoting a whole-school approach.

8. Units making up the module
Sustainable development and schools
Unit 2:
Whole-school approaches
Unit 3:
Energy and water management
Unit 4:
The school environment

9. Session 2: What is a sustainable school?
The purpose of session 2 is to raise participants’ awareness of what a sustainable school is.

10. Definition
A sustainable school is one that has care as its central value care for oneself, care for each other (distant and near, as well as for future generations), care for the environment (from the school grounds to the planet).
Governors' Guide to Sustainable Schools (DfES, 2007)

11. Responsibility
Ofsted (2008) recommended that every school should identify 'a key member of staff to manage and co-ordinate sustainable development' across a school.

12. Classifications of schools
• Schools respond to sustainability issues if prompted by external influences, eg Comic Relief, Water Aid.
• Schools respond to internal influences, eg to visit by ex-pupil or member of community involved in a sustainability project.
• Schools respond when sustainability is referenced in the curriculum.

13. Definition of a sustainable school
• conserves energy and water
• avoids the use of pollutants and potential pollutants
• takes steps to minimise the production of waste
• enhances and protects plants and wildlife
• meets local needs while respecting people and their environment through involvement
A Bursar's Guide to Sustainable School Operation (DfES, 2007)

14. Definition of a sustainable school
A sustainable school is one that has care as its central value: care for oneself, care for each other (distant and near, as well as for future generations), and care for the environment (from the school grounds to the planet).
Governors' Guide to Sustainable Schools (DfES, 2007)

15. Session 3: School environment
The purpose of session 3 is to raise awareness of the importance of school grounds in a sustainable school.

16. Activity 1
• Identify three positive features of your school environment mainly associated with school grounds (one being represented on your shield).
• Identify three features you would like to see improved.

17. Session 4: Whole-school approaches
The purpose of session 4 is to help participants understand how
they can have a role in developing whole-school sustainability.

18. Whole-school approaches

19. Activity 1
What are the key elements of a sustainable school?

20. Activity 2
Consider the energy and water doorway and answer the following questions:
• What’s already happening in your school?
• What actions could be taken quite quickly?
• What can be done in the future?

21. Learner involvement • energy saving • conservation topics
• water management
• school grounds projects
• anti-bullying strategies
• buddy schemes
• charity work
• global dimension

22. Inclusion and participation
The eight doorways
Local wellbeing
Energy and water
Food and drink
Travel and traffic
Buildings and grounds
Inclusion and participation
Global dimension
Purchasing and waste

23. Developing learner involvement
• Identify a practice or practices where learners are involved in your school.
• Identify a new area where learners can be involved.

24. Activity 3
• How and why would you like to be involved in the introduction of this new practice in your school?
• Which aspects of whole-school approaches could it address?
• What difficulties might you face in implementing this practice?

25. Session 5: Assessment requirements
The purpose of session 5 is to ensure participants fully
understand the module assessment requirements.

26. Module assessment tasks
These tasks are designed to develop your ability to access information relating to different aspects of school business management and use this to evaluate current systems and processes in the workplace and identify areas for improvement.
The tasks generally conform to the following pattern of learning and development:
• research into a specific aspect of the operational area
• application of that knowledge to a specific school setting
• evaluation of current policy/practice to identify any areas for action
• written communication of findings and recommendations
The word-count for each module assessment task is words.

27. Assessment: Module summary of learning
For each of the operational modules, you are also required to complete a module summary of learning. This is focused on the professional learning gained through completion of the module.
You should analyse and discuss your learning and its impact on the workplace. This task focuses on the ability to manage one’s own professional learning, reflect on experience, develop insights into self, and take action to enhance one’s knowledge and skills.
It also concerns the ability and willingness to be accountable for outcomes in a professional role and to make decisions in a context of limited supervision.

28. Online module test
On completion of each operational module, participants are required to complete the online test for that module.
This is a knowledge-based, computer-marked multiple-choice exercise.
Participants are able to access the test on any number of occasions until such time as they achieve a minimum score of 80 per cent or a score above this which they are satisfied with.
Online tests are accessed via the learning schedule within the ‘My Programmes’ area. .