With a shift of the Enviroschools holistic reflection process towards a simplified student-centric approach, Enviroschools Regional Co-ordinator Manawatū Whanganui, Sarah Williams, was curious to find out from the students at Ōpiki School what changes they could see since becoming an Enviroschool and what this means for them.
Sharing learning and action
Visiting Enviroschools facilitators enjoy the stories and the produce.
The sharing of what has been happening at Ōpiki School started with each of the enviro-group leaders giving an overview of their group and projects: Biodiversity group, Fruit and Vegetable group, Sustainability group and the Poplar Reserve group.
What was awesome about their presentations was their simple format – each talked about the aims of their project/group, what they have done, what difference their mahi was doing, and what their next steps were.
You can check out their slide show here: 2024_ES_Manawatu Whanganui_Opiki School Enviroschool Holistic Reflection Presentation
The school gives students lots of opportunities to share their knowledge and build confidence. They understand that, although it may not come naturally to them, public speaking is a useful skill to have.
As we were guided around school grounds, the student leaders showed they were a very confidence bunch of 11-12 year olds. They were knowledgeable, articulate and enthusiastic about their learning and actions. Many of the enviro-leaders had wanted this role of responsibility as they were passionate about the environment and wanted to help.
Lachy who is in the Poplar Reserve group (which aims to improve the local DOC reserve for wildlife), said “at first I was really nervous talking to people, especially other students but then I realised that I knew my stuff and that I didn’t need to be nervous”.
The leaders had already given the other senior students a tour around the reserve. But this was put to the test when one of the schools from Palmerston North brought three classes out to the reserve to learn what the Poplar Reserve group were doing. Lachy said he enjoyed the fact that the other kids were looking up to him and seemed excited about what he was talking about. Next term the senior leaders are giving tours to the younger students from the school. This is helping to pass on and build their skills further.
Celebrating growth!
The Fruit and Vegetable group have a garden to table aim. They grow a range of food, then prepare and cook with their produce. Sometimes they eat the result or sell it (such as their yummy pumpkin soup which was sold to whānau, spinach and feta muffins made at enviro action day, and apple crumble). Students say they feel confident to make these recipes at home now.
“Fruit and Vegetable Project, our next steps: Firstly, is to produce more fruit and vegetables that we know we can use and eat. Secondly is to increase the use of our produce within our school and have less being wasted. Lastly is to plant some more fruit trees in our school garden area. We hope to grow feijoas, plums, mandarin and plant more strawberry plants.” – from the group presentation
Celebrating change
Another student Georgie, part of the sustainability group (which aims to reduce plastic by reducing waste and reusing and recycling), was asked why she wanted to be an enviro-leader. She said that she has been at the school for seven years, and has always had a passion for the environment, the outdoors and hunting etc. She lives on the family farm, and she says that sustainability has changed her heaps. For example, now instead of dumping baleage wrap in the bin, they re-use it on the gardens to keep weeds down. She has been honing her leadership skills by teaching younger students enviro activities such as making bees wax wraps.
Integrated local curriculum
Lead Enviroschools teacher Roger Keedle says student buy-in has always been high as they are a rural Enviroschool and many are from farming/outdoor backgrounds and love being outside. In the beginning there was a handful of students but there is a massive change, and they have a much larger leadership group now as so many students want to be part of this. Younger students are seeing what they do and are striving to be part of the enviro leadership teams.
When we asked what difference he has seen in the other staff at the school, Roger had this to say:
“When we first started as an Enviroschool it was just me. It was my passion project. Then another teacher asked what they could help with, such as coordinating things, and more staff came on board from then.” – Roger Keedle, Enviroschools lead teacher Ōpiki School
Now all teachers at Ōpiki School are on board with several running their own class sustainability projects – a step change for Enviroschools at Ōpiki.
Everything is connected – expression through creativity.
Some teachers still worry about how to balance curriculum needs and other pressures of being a teacher whilst weaving sustainability into what they do. But the school continues to look for ways to integrate it more and it’s those visionary people who lead the way in doing things differently. For example, at the annual market day event across all classes, a sustainability lens is now a key part so all products being made and marketed need to have resources which are recycled, reused or locally sourced.
Deputy Principal Richard Lawton, who has been at the school for 16 years, says that being an Enviroschool has changed the school. Waste minimisation is a way of life now, there is increased student ownership in what they do and there’s a sustainability lens across school life.
Sustainable community
Whānau who attended the reflection sharing and celebration enjoyed the experience and one, Lois, said that they often saw little bits of projects here and there, but a reflection pulls it all together [and shows breadth and depth] which is great.
Most parents indicated they were already into sustainability/enviro initiatives, but one dad mentioned that even though he didn’t mind a bit of gardening, now that his son was really getting into vegetable gardens and flowers at home, he is now more interested and is keen to be out in the garden with his son learning more together.
The students have heaps of ideas for next steps in their projects and how some of these could be added to their whole school enviro-action day. Their held their first enviro-day back in August with senior students from Rooms 5 and 6 leading different activities along with the students and parent volunteers.
Reflective practice
The Ōpiki school fruit trees showing potential.
What I think was getting in the way of reflections in the past was the time that it took to work through the process, especially managing to have dedicated time with the lead teacher and student enviro-group together. Like parent Lois says above, these reflections now bring everything together, especially if the teachers or students are working on their own projects. Holding regular reflections (like doing an annual review) can show where and/or how far they have travelled each year.
- Linking a Holistic Reflection to other regular whole school events embeds Enviroschools and models that it isn’t an add-on, it’s a way of life at the school/centre
- Most previous reflections have involved select group of people such as the enviro-group and lead teachers rather than the whole school or centre. Integrating reflection as part of a bigger event helps to engage more teachers and the community (and allows breadth to the reflective kōrero)
- This simplified approach makes reflections less arduous and focuses on being together for sharing and celebration
- Hopefully this means there is no ‘performance’ or feeling of being assessed. It’s more relaxed and integrated, fun and celebratory!
Sarah Williams, Enviroschools Regional Co-ordinator Manawatū Whanganui