Energy Audits| Getting Started | Developing an Action Plan | Information for Schools  | Opportunities | Useful Websites   

Energy Audits in ACT Schools

The ACT Government Education and Training Directorate is demonstrating its 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.

AuSSI ACT works collaboratively with the ACT Education and Training Directorate in the delivery of this energy efficiency program.

All ACT government schools (with the exception of the two schools opened in 2011 - Gungahlin College and Namadgi School)

have received a comprehensive energy audit.

AuSSI ACT staff have delivered the energy audit reports to every school, discussed recommendations and delivered the AuSSI

ACT Energy Best Practice Guide.

AuSSI ACT accredits schools who have, over a twelve month period, implemented recommendations (from the audit report and

best practice guide) and have achieved a reduction in energy consumption.

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

Getting Started

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 jenny.dibley@act.gov.au

Developing an Action Plan

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

1. Meet with a Sustainable Schools Officer to receive an Energy Best Practice Guide 
2. 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,
3. Submit your energy audit for preliminary analysis to the Sustainable Schools team,
4. Consultant visits your school to discuss findings of the energy audit with team that collected data and performs additional data gathering and analysis,
5. Consultant writes up Energy Audit Report with recommendations on energy saving measures that can be undertaken,
6. School, (with any necessary support from consultant) comes up with School Environmental Management Plan (SEMP) to implement recommendations from 5, and 
7. School implements and monitors actions in the SEMP.

  

Information for Schools on Energy Audits

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. 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.

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. 

 

Opportunities to Reduce Energy in Schools

The comprehensive energy audits that were undertaken in ACT government schools found that the ten best opportunities for reducing energy use and greenhouse gas emissions in schools were (in decreasing priority order):

1. De-lamping the existing lighting. Many schools were found to be over-lit, even the newest to some extent, with levels exceeding the Australian Standards in many areas of the schools. This is the easiest, cheapest recommendation to implement and has the best cost-effectiveness.
2. Implementing the ACT Sustainable Schools Energy Best Practice Guide, a ‘behavioural change’ education program to encourage sustainable energy management in the school. Lights, computers and smart-boards are often left running unnecessarily. A staff and student education campaign to discuss these issues and develop better approaches to energy management could yield considerable reductions in energy use.
3. Adding a PV system to the roof for the generation of electricity.
4. Lighting upgrades, which means replacing existing T8 fluorescent lamps with T5 lamps or LED strip lighting. This could also include photosensitive and motion sensors.
5. Draught proofing. The great majority of schools could benefit from this relatively cheap measure. Install gap sealing to doors and windows where practicable, so heated air is not unnecessarily lost during winter.
6. Shading to the north and west facing windows.
7. Installing a power factor correction unit if the power factor remains low after a lighting upgrade. 
8. Better management of the heating and cooling systems/set points, which may involve training of the building services officer or another staff member.
9. Installing more efficient window treatments, both internally and externally.
10. Installing self-closing/automatic doors.  The constant flow of traffic in schools increases the likelihood that doors will be propped open or simply not closed

 

Useful Websites

www.actewagl.com.au

www.resourcesmart.vic.gov.au/for_educators.html