Entrant's address and contact details

School name:	Inverteign Community Primary School
School/college address:	Mill Lane Teignmouth Devon TQ14 9BB England
School phone number:	01626 772320
Number of pupils in school(s) - male:	136
Number of pupils in school(s) - female:	113
Number of staff in school(s):	27

Our team leader and our team

Name	Position (e.g. Headteacher, parent, etc.)	Organisation
Miss Laura May	Teacher	Inverteign Primary School
Ms Sandra Law	Teacher	Inverteign Primary School
Mrs Hilary Hooker	Teacher	Inverteign Primary School
Mrs Sue Henley	Family Learning Centre Manager	Inverteign Family Learning Centre
Mr Matthew Rayner	Student Architect	Plymouth University
Dr Mark Jones	Family Learning Centre Tutor	Inverteign Family Learning Centre

The key skills, strengths and roles of each team member are: (200 words)

Laura May
Teacher and Science Team Member. Enthusiastic about bringing experimental science into primary education.
Laura will organise the implementation of the project and be involved in redesigning the science curriculum.

Sandra Law
Teacher and Science Team Member. Committed to environmental issues and making science fun. Sandra will help identify areas within the science curriculum, which can support environmental issues.

Sue Henley
Family Learning Centre Manager. Committed to developing family learning and experienced in involving the local community. Sue will work with the science team to develop family science activities and deliver them at the Family Learning Centre.

Matthew Rayner
Student architect. Knowledgeable about procedures of building and planning environmentally friendly sites. Matt will support with the planning application and ordering wind turbine.

Mark Jones
Family Learning Centre Tutor and Parent. Bringing expertise in the application of science. Mark will design and deliver activities at the Family Learning Centre.

Hillary Hooker
Teacher and Science Team Member. Enthusiastic and knowledgeable about the teaching and learning of science in Early Years. Hilary will be involved in developing the science curriculum from a Early Years viewpoint.

Our proposal

Topic area of proposal: Processes and Living Things - Ecology/environment

Briefly, the aim of our proposal is: (50 words)

We propose to complement our new environmental curriculum and facilitate exciting, creative science teaching, thereby improving pupil and family learning of environmental issues. We wish to increase pupil and family awareness of a wide range of environmental issues through practical ideas and scientific research. We want to install energy saving devices to reduce the school’s carbon footprint and allow access to hands-on experience with sustainable resources. We hope that this will make a difference to the environment and the local community, accessed through family activities and workshops. We also plan to share our resources with other local schools.

Pupil type to benefit: All

Age range to benefit from proposal: 3-11

Learning outcomes from our proposal: (50 words)

Pupils will learn:

• How electricity can be generated using renewable sources.
• To discuss global warming and its effects.
• To persuade people to reduce their carbon footprint.
• The benefits of recycling and sustainability.
• About human impact in the locality.
• To carry out a scientific investigation and present findings using ICT.

Our reasons for developing this particular proposal: (100 words)

• The science team found that environmental issues were not being taught systematically throughout the school.
• Discussion with pupils has shown that they wish to improve the sustainability of the school.
• After careful scrutiny of our science curriculum, we identified areas that could be extended to include a more comprehensive coverage of environmental issues.
• Pupil learning and scientific enquiry would be improved.
• Environmental issues are an exciting, real life context that could help pupils to apply their scientific knowledge to practical situations.
• All pupils would develop a responsibility for their local environment.

Detailed description of our proposal: (300 words)

We plan to write specific environmental learning objectives into science schemes of work in Key Stages 1 and 2.

The new resources would allow pupils to have hands on experience of researching, monitoring and evaluating environmental issues.

Key Stage One

• Investigate weather using kites and windmills.
• Monitor the weather over periods of time and state the efect on the wind turbine and water levels in the water butts.
• Make compost. *
• Go litter picking, consider the impact of litter on local habitats. *

Years 3 and 4

• Sort man made and natural materials. *
• Make paper and test its absorbency. *
• Destruction of natural habitats and the effect on local wildlife.
• Where electricity comes from and how it is generated (energy generation from fossil fuels and renewable sources would be compared).

Years 5 and 6

• Effects of global warming.
• Monitor the energy usage in school, calculate the school’s carbon footprint.
• Monitor how much electricity the wind turbine is producing.

* Activities conducted in conjunction with school’s Family Learning Centre.

There would be opportunities for children to present their findings to parents and carers.

A data harvest logger with a variety of sensors (wind speed, temperature and carbon dioxide) could be used to make accurate measurements in a variety of experiments. For example, measuring wind speed to investigate the optimum wind speed for turning a handheld wind turbine.

Year 6 will have an opportunity to spend time in the summer term researching renewable energy resources and designing their own wind turbine. This could involve making a series of prototypes that tested different variables (the best size blades or the best height from the ground). The children would make a series of measurements and interpret their data.

The resources would be used in all year groups as part of the science curriculum. It is hoped that the project would inspire families to introduce energy saving devices or ideas into their own homes.

Putting our proposal into practice

Outline of how our team would implement our proposal over a period of not more than 24 weeks: (300 words, bulleted lists accepted)

Week 1

• Apply for planning permission.
• Hold staff meeting to introduce the project.
• Discuss how to monitor school’s carbon footprint.
• Team compile checklist with target dates.

Week 2

• Science team to meet and finalise environmental curriculum.
• Representative group of children from every year group to decide what equipment should be purchased.

Weeks 3–5

• Order equipment.
• Order wind turbine.
• Team to design carbon footprint questionnaire for families to complete.

Week 6

• Team meeting to assess progress.

Week 7-10

• Introduce staff to new science curriculum. Staff training on subject knowledge and use of new equipment.

Week 12

• Team meeting to assess progress.

Week 14

• Family assembly to introduce project to the children.
• Staff begin pilot of delivery of environmental curriculum.
• Issue carbon footprint questionnaires to families.

Week 15

• Install wind turbine.
• Gather family questionnaires.

Week 18

• Team meeting to assess progress.
• Staff to conduct pupil progress meetings to assess pupil knowledge and understanding.

Week 20

• Reissue carbon footprint questionnaires for families.

Week 21

• Gather family questionnaires.

Weeks 22–23

• Team to analyse results from carbon footprint questionnaires.
• Science meeting to review delivery of the curriculum.

Week 24

• Team meeting to evaluate whole project.
• Staff conduct pupil progress meetings to assess pupil knowledge and understanding.
• Pupil presentation from every year group about what they have learnt so far.

Monitoring and evaluation

The monitoring procedures we will use during the project are: (200 words, bulleted lists accepted)

Team to compile a checklist with target dates so that remedial action can be taken.

• Family questionnaires at the beginning and end of the project to assess environmental awareness and how their habits have changed.
• Pupil progress meetings with a mixed ability group of children from every year to assess pupil knowledge and understanding of the environmental objectives.
• Regular team meetings to ensure that the project is meeting our targets.
• Staff feedback from pupil progress meetings and delivery of environmental curriculum.
• Regular science meetings to monitor the delivery of the revised curriculum.

The evaluation procedures we will use at the end of the 25 weeks to check the effectiveness of our project are: (200 words, bulleted lists accepted)

• We will use the questionnaires to judge how effective we have been in raising awareness of environmental issues
• Science team will evaluate staff feedback on the delivery of the curriculum
• Make changes to the environmental aspects of the curriculum where necessary
• Evaluate improvement in staff’s increased knowledge.
• Plan more staff training for developing expertise.
• Children to evaluate improvements to school’s carbon footprint.
• Children to identify ways of further reducing school’s carbon footprint.
• Children to evaluate improvements in families’ recycling and energy usage.
• Children to identify ways of further reducing families’ impact on the environment.

Budget

Itemised costs of putting your proposal into practice within a maximum budget of £5,000 or equivalent in Euros:

Budget Item	Cost (GBP)
Planning permission, wind turbine, accessories and installation	2000
10 handheld wind turbines	1000
Variety of science equipment to be chosen by the children	1000
Datalogger and sensors	500
10 wormeries	120
20 solar cell batteries	100
10 anemometers	100
Water butts	50
Rain gauges	50
Energy usage monitor	50
Solar powered biker	17
TOTAL	4987