This document discusses opportunities for schools to offset carbon emissions from equipment like photocopiers through the Toshiba African Energy Efficient Stove Project. It notes that schools are responsible for a significant portion of public sector emissions and sustainable procurement is important. The stove project provides educational benefits by allowing students to learn about other cultures and compare energy use and impacts. It also aligns with the national curriculum in numerous subject areas from citizenship to geography to science. Resources for teaching about the project are provided.

1. Toshiba / African Energy Efficient Stove Project
Opportunities and support for schools
1. Introduction: The opportunity for schools to offset their Toshiba
photocopier’s carbon footprint through CO2 Balance’s African Energy Efficient Stove
Project presents excellent potential for both environmental and educational benefits.
This is a project that should be attractive to both school managers, looking to reduce
the impact of their school’s procurement, and to teachers who can use the link as an
educational resource.
The school sector is responsible for 15% of public sector carbon emissions (just
under 2% of UK carbon emissions) and there are many positive steps schools can
take to reduce this. Sustainable procurement, such as buying goods that last a long
time, are efficient and can be reused or recycled at the end of their use, is an
increasingly important element in helping to reduce emissions.
Greenhouse Gas Emissions from the school sector - Source: DCSF, Sept 2009
It is important to consider the future impacts of all purchases of goods and services–
the environmental effects as well as the benefits to the community both locally and
globally. Where electrical appliances are necessary, offsetting their carbon output
through practical carbon reduction schemes can be of great benefit.
2. National Educational initiatives: There are a number of national initiatives for
schools that encourage and support sustainable actions and make global links.
These are real drivers for schools in all aspects of their operations.
Sustainable Schools: The government is encouraging all schools to become more
sustainable. The Department for Children Schools and Families (DCSF) is
encouraging would like all schools to become sustainable schools by 2020 and to
prepare young people for a lifetime of sustainable living. The DCSF has published a
National Framework for Sustainable Schools which comprises three interlocking
parts: a commitment to care, an integrated whole-school approach and a selection of
‘doorways’ or sustainability themes. Sustainable Schools is not another initiative but
is a managing principle for schools that overarches all of their activities.
The ‘global citizenship’ doorway of Sustainable Schools encourages schools to
review their campus and ‘the extent to which their management and purchasing
choices affect people and the environment globally, and establish policies that reflect
their commitment to global citizenship.’ Children are encouraged to be globally aware
37%
16%
45%
2%
Buildings
Transport
Procurement
Waste

2. citizens and to use their ‘communications, services, contracts and partnerships to
promote respect for the well-being of other cultures, countries and the global
environment among their stakeholders.’
Global development education: Global developmental education is a vital
component of education, helping to make interconnections between the local and the
global whilst considering the key concepts of global citizenship, conflict resolution,
diversity, human rights, interdependence, social justice, sustainable development
and values and perceptions. The global dimension is integrated into the National
Curriculum and should secure children’s ‘commitment to sustainable development at
a personal, national and global level.’
Every Child Matters: This important initiative was launched by the government in
2003 and has five key aims for every child, no matter what their background or
circumstances. The aims are – be healthy, stay safe, enjoy and achieve, make a
positive contribution and achieve economic well being. Work undertaken on the
global dimension and sustainable development contributes to all of these key aims of
ECM.
http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/
3. National Curriculum opportunities:
The African Energy Efficient Stove Project presents teachers with some excellent
educational opportunities. There is the opportunity to look at cultural comparisons
through food, cooking and staple crops. The use of the stove and its fuel could be
compared to the UK’s use of electricity and gas and the relative environmental
impacts of each. The design of the 3 stone stove and the energy efficient stove could
also be compared, looking at fuel efficiency, emissions and temperature.
The use of the photocopier itself could also be a source of learning (e.g. energy
consumption which could lead to an energy audit, paper use and its recycling after
use, toner cartridge recycling if applicable etc). Resource use, climate change and
environmental impacts are all rich sources of possibilities for teaching.
Listed below are some of the strong National Curriculum links for the project across
Key Stages 1 to 4.
Key Stage 1
The primary curriculum has recently had an overhaul and from September 2010 will
include a number of over arching themes that ‘have a significance for individuals and
society’. Global dimensions and sustainable development are two of these themes
and as such are intended to have a whole school approach.
Citizenship:
2g: Preparing to play an active role as citizens: Children should learn… what
improves and harms their local, natural and built environments and about some of
the ways people look after them
4: Developing good relationships and respecting the differences between people.
5c: Breadth of opportunities: Take part in discussions [for example, talking about
topics of school, local, national, European, Commonwealth and global concern, such
as 'where our food and raw materials for industry come from']

3. Geography:
5b: Knowledge and understanding of environmental change and sustainable
development. Recognise how the environment may be improved and sustained.
Science: There is scope for activities under section 2, Investigative skills.
Key Stage 2
Citizenship:
2j: Preparing to play an active role as citizens - that resources can be allocated in
different ways and that these economic choices affect individuals, communities and
the sustainability of the environment.
4: Developing good relationships and respecting the differences between people.
Geography:
5a: Knowledge and understanding of environmental change and sustainable
development - recognise how people can improve the environment or damage it, and
how decisions about places and environments affect the future quality of people's
lives.
5b: recognise how and why people may seek to manage environments sustainably,
and to identify opportunities for their own involvement.
6e: Breadth of study - an environmental issue, caused by change in an environment
[for example, increasing traffic congestion, and attempts to manage the environment
sustainably [for example, by improving public transport, creating a new nature
reserve, reducing water use].
Science: There is scope for activities under section 2, Investigative skills.
Links to DCSF/ QCA Schemes of work:
Geography - Unit 8 Improving the Environment, Unit 24 Passport to the World
Citizenship - Unit 5 Living in a diverse world
Key Stage 3
Citizenship:
Global interdependence is an important issue for the KS3 citizenship curriculum.
Key concepts - 1.3 Identities and diversity: living together in the UK. Considering the
interconnections between the UK and the rest of Europe and the wider world.
Key processes – b. work individually and with others to negotiate, plan and take
action on citizenship issues to try to influence others, bring about change or resist
unwanted change, using time and resources appropriately. c. analyse the impact of
their actions on communities and the wider world, now and in the future.
Geography:
Key concepts - 1.4 Interdependence. Exploring the social, economic, environmental
and political connections between places.
Science:
Curriculum opportunities – g. recognise the importance of sustainability in scientific
and technological developments

4. Links to DCSF/ QCA Schemes of work:
Citizenship – Unit 10 Debating a global issue, Unit 17 School linking, Unit 21 People
and the Environment
Geography – Unit 20 Comparing countries
Science – Unit 7l Energy resources
Key Stage 4
Citizenship:
Global interdependence is also an important issue for the KS4 citizenship curriculum.
Key concepts - 1.3 Identities and diversity: living together in the UK. Considering the
interconnections between the UK and the rest of Europe and the wider world.
Key processes – 2.3 Taking informed and responsible action: d. assess critically the
impact of their actions on communities and the wider world, now and in the future,
and make recommendations to others for further action.
Science:
1.4 Applications and implications of science – b. to consider how and why decisions
about science and technology are made, including those that raise ethical issues,
and about the social, economic and environmental effects of such decisions
Science should enable ‘students to consider the ethical and moral implications of
science and the importance of sustainable development.’
Links to DCSF/ QCA Schemes of work:
Citizenship – Unit 12 Global issues, local action
4. Teaching Resources:
Action Aid provides a range of free downloadable resources on global issues. One
KS1 worksheet focuses specifically on the issue of food in Kenya.
http://www.actionaid.org.uk/doc_lib/202_1_ks1_food.zip
All Action Aid’s other resources are available here:
http://www.actionaid.org.uk/100343/all_free_downloads.html
The Glade Centre in Somerset, one of a network of global and development
education centres in the UK has a range of links on its website. This page lists all of
the global and development centres in the UK as well as a range of other education
sites and links to organisations championing sustainable development, human rights
and other developmental organisations. http://www.gladefrog.plus.com/
Other resources:
Interest-free energy-efficiency loans
Salix Finance provides interest-free loans to public-sector bodies, including schools
(which should apply through their LA), to invest in energy-saving products.
Apply for a free energy meter for your school
The DCSF is offering free energy meters to English state-funded schools.
http://www.energydisplaymeter.co.uk/

5. Global Schools Partnerships
The Department for International Development runs a Global School Partnership site
to encourage global links between schools. There is also information and support for
schools.
http://www.dfid.gov.uk/globalschools
International Schools Award
The International Schools Award is run by the DCSF and is an accreditation for
schools undertaking curriculum based international work. The site offers help and
support in making international links with schools and in curriculum ideas.
http://www.globalgateway.org.uk/default.aspx?page=5057
Publications:
Developing the Global Dimension in the School Curriculum, DCSF – for primary and
secondary schools, this document lists all the curriculum opportunities across the key
stages for the global dimension.
A Big Picture of the New Primary Curriculum – this document gives an overview of
the new primary curriculum coming into action in September 2010. Global dimension
and sustainable development are two of the overarching themes.