Sustainable Schools

The ACT Department of Education and Training is demonstrating it’s commitment to the ACT Government’s climate change strategy, Weathering the Change, for ‘all schools to be carbon neutral by 2017’, by embarking on a major energy efficiency program.

The program has commenced with energy audits being undertaken in all 82 public schools.

The program includes:

1. Workshops for schools, to explain the audit process, the ACT Solar Schools Program, and importantly, opportunities for ongoing behavioural change through ACT Sustainable Schools.

2. An Energy Audit detailing energy consumption and offering recommendations to improve energy efficiency.

3. An Energy Audit Report to be delivered to each school where DET/AuSSI representatives will discuss ecommendations and implementation of the AuSSI-ACT Energy Best Practice Guide.

4. Provision of information to support applications by schools for funding from the Australian Government National Solar Schools Program (NSSP).

5. Energy-wise accreditation following reduced energy consumption. The Department of the Environment, Water, Heritage and the Arts (DEWHA) which manages the NSSP has temporarily suspended processing NSSP applications. However, they have advised ACT DET that ACT will still receive its appropriate share of NSSP funding and that “the program’s next tranche of funding will be available in July 2010”. However, the NSSP will open the program to new claims before then in May 2010.

The Catholic Education Office is considering conducting similar audits in ACT Catholic schools.

Similar to water conservation, the first place to start with saving energy in your school is a walk through energy audit. This is of particular importance as energy is easily overlooked. We tend to think about warmth, computers, lights etc but not the underlying energy used to provide these services. By performing a self-audit, staff and students can identify where energy is being used and start thinking about possible ways of saving energy.

For your school to receive support in conducting an energy audit please email vanessal.whelan@act.gov.au

Following the steps outlined below will help your school develop an Action Plan to achieve Energy Savings:

Meet with a Sustainable Schools Officer to receive an Energy Best Practice Guide
Obtain template for Walk Through Energy Audit and student team (with guidance from an adult, e.g. teacher, parent, BSO, etc.) and conduct energy audit over a week-long period,
Submit your energy audit for preliminary analysis to the Sustainable Schools team,
Consultant visits your school to discuss findings of the energy audit with team that collected data and performs additional data gathering and analysis,
Consultant writes up Energy Audit Report with recommendations on energy saving measures that can be undertaken,
School, (with any necessary support from consultant) comes up with School Environmental Management Plan (SEMP) to implement recommendations from 5, and
School implements and monitors actions in the SEMP.

Guidelines for Specific Energy Using Appliances

Lights:

Most lights in schools are 1200 mm (4 ft) fluorescent tubes. These are usually in paired configurations, i.e. two tubes per fixture. Both the number of lights, and their switching configuration is important. Note size and location of windows, as these are the only truly free lights around. Draw a sketch showing the lighting configuration and window layout on the back your Dingo Saver Sheet (this will be provided by the HEAT team when they visit your school). Rather than climbing a ladder to check the wattage that is printed on the bulb, why don’t you ask your building service officer (BSO) where the spare globes are kept. Also note the condition and cleanliness of light fixtures.

Estimate the daily hours of usage, by visiting the rooms:

before school,
during morning classes,
at recess and lunchtime breaks,
during afternoon classes,
after school, and
night time

Check the school’s timetable to see if rooms are used at night. Ask the cleaner how long lights are on during cleaning. Try to take into account weather conditions on the day of the survey; on a dull day, lighting use will be above average, and on a bright day, below average.

Computers:

Both the monitor and box draw considerable amounts of power. Desktop computers will have separate appliance labels for the box and the monitor. Laptops will only have one label. Generally a school will only have a few types of computers so you don’t have to crawl under every desk once you have recorded representative power numbers.

Interactive Whiteboards:

These are becoming increasingly common and use a relatively large amount of energy. Rather than climbing to read the unit on the projector, ask the front office if they have a manual for board.

Hot Water Services:

Coming in two forms these might be built-in units to provide boiling water for hot drinks, or might be storage units providing hot water for showers, taps, etc. They may be either gas or electric powered. Ask your BSO to help you locate these units.

Photocopiers:

Have variable wattages - record the range as it is shown on the label (if accessible). Alternatively, note the make and model and ask the office staff if they have a manual for the photocopier.

Clocks:

Most school clocks are hard wired and don’t have accessible appliance labels. Assume 10W for a power draw.

Security systems:

Generally the easiest way to get specifications for security systems is from the front office or BSO. Note the rooms that have security sensors.

Miscellaneous Appliances:

Don't forget other appliances, such as kettles, fax machines, televisions, DVD or VCRs. If they are left on standby, this can use quite a lot of power.

Heating:

Most schools use circulating hot water to keep the school warm in winter. The water is warmed using a gas boiler, which your BSO can show you. It should have a plate similar to electric appliances. Look also for a maintenance sticker, which will show when maintenance was last performed and how the boiler rated. Ask teachers and students for anecdotal evidence of particular rooms in the school being too hot or cold in winter this may also indicate a problem with the heating system.

Portable classrooms will often have heat pumps (reverse cycle air conditioners) and some classrooms in the school may be cold so teachers sometimes use electric resistance heating to supplement the school's central heating. Look for fan forced or column heaters or ask the class teacher.

Energy Audits in ACT Schools

Getting Started

Developing an Action Plan

Information for Schools