Camberwell Grammar Sustainability Plan 2023-26

Disclaimer

Prepared for: Camberwell Grammar School

Prepared by: CERES Consulting

Date: December 2022

CERES Consulting has prepared this plan for Camberwell Grammar School, hereinafter “the Client”, based on an agreed scope of work and acts in all professional matters as an advisor to the Client and exercises all reasonable skill and care in the provision of its professional services in a manner consistent with the level of care and expertise exercised by members of the environmental profession.

The plan is commissioned by and prepared for the exclusive use of the Client. This is subject to and issued in accordance with the agreement between the Client and CERES Consulting. No responsibility is accepted for the use of or reliance upon this plan in whole or in part by the Client or any third party. The plan is prepared with information supplied by the client and other stakeholders. While care is taken to ensure the veracity of information sources, no responsibility or liability (including arising from negligence) is accepted for information that is withheld, incorrect or that is inaccurate. This plan has been compiled at the level of detail specified in the plan and no responsibility is accepted for interpretations made at more detailed levels than so indicated, by the Client or by other parties.

Plans prepared by CERES Consulting cannot be copied or reproduced in whole or part for any purpose without the prior written agreement of CERES Consulting. © CERES Consulting, Camberwell Grammar School

Acknowledgement of Country

Our school is located in Canterbury, on land originally inhabited by the Wurundjeri People of the Kulin Nation.

We acknowledge the Wurundjeri people’s elders, past and present, and their educational vision and stewardship of the land.

We were ‘Welcomed to Country’ by Joy Murphy Wandin, a Senior Elder of the Wurundjeri people in 2005.

Executive Summary

Camberwell Grammar is dedicated to working towards a sustainable future by holding sustainability as a core value in our decision making process. In doing so, we aim to lead the education sector and inspire others around the state and country to learn from our experiences.

- Camberwell Grammar School Sustainability Vision

Net-Zero by 2030

Camberwell Grammar School has a deep commitment to sustainability and this is reflected in its Strategic Plan. The Strategic Priority of Conducting Sustainable and Secure Operations is one of its six strategic priorities and identifies responsible, ethical global citizens and leaders in sustainability. Its work in environmental sustainability contributes to all of its Strategic Priorities and helps to make the world a better place.

Over the past 7 years, the school has participated in many projects and initiatives aiming to reduce the school’s environmental footprint, largely in waste and energy, including participating in the ResourceSmart Schools Program (run by Sustainability Victoria).

Camberwell Grammar School has achieved so much already in environmental sustainability and this Sustainability Plan builds on this work to further reduce its environmental impacts and plan for a whole-of-organisation approach.

In 2022 the school embarked on a journey to achieve Net-Zero by 2030 and to be Climate Positive beyond that. This is inline with the progressive actions needed to keep global emissions within safe levels for our planet and proactively be part of the solution on climate and nature.

Camberwell Grammar’s goal of Net-Zero by 2030 is a commitment to balancing its carbon emissions and playing its part in taking action to secure a sustainable future.

Reaching this goal will achieve an overall balance between carbon emissions produced and carbon emissions taken out of the atmosphere. As important as achieving this balance is, the inescapable focus must be on overall "reduction" (outputs, waste, use, etc. ) in the first place.

In addition to focussing on emission objectives, this journey will optimise operational efficiencies and consumption of goods and services, as well as actively educate students and staff to be responsible and ethical citizens, and promote leadership for sustainability.

To achieve the goal of Net-Zero by 2030, targets have been set to reduce energy, transport and water consumption, and to reduce the level of waste going to landfill.

Emissions that remain after implementing all possible strategies to reduce consumption and increase efficiency will be offset by high quality projects in areas such as reforestation and renewable energy and will achieve an overall balance between carbon emissions produced and carbon emissions taken out of the atmosphere.

Camberwell Grammar

Climate Positive

Going beyond Net-Zero by 2030, the school commits to become Climate Positive.

This commitment means the school will create a deeper environmental benefit by removing more carbon emissions from the atmosphere than it emits, as well as addressing environmental factors like water conservation, waste reduction and biodiversity improvement.

This ambition is also about engaging with others on a Climate Positive journey. In pursuing a Climate Positive target, Camberwell Grammar School will also actively work with its suppliers to enable and engage others to do more together. This will ensure that the production of goods and all services are delivered in a manner that is focussed on reducing emissions and its entire value chain is covered by policies and actions aligned to Climate Positive actions.

CGS will also strive for a curricular response that actively engages students in the classroom - helping our students “think globally” while “acting locally”.

Climate Positive

The UN¹ and C40² Cities use Climate Positive to describe broader actions in mitigating climate risk and promoting a green transition, in addition to removing more emissions than produced.

The University of Melbourne adopted the term as a target to achieve Climate Positive status by 2030 and position itself at the forefront of climate action in the higher education sector.³

Businesses are increasingly adopting a Climate Positive commitment to spur other businesses towards climate and nature positive action and corporate climate leadership, while the Olympic Games are also committed to be Climate Positive in 2032.⁴

Climate Positive is a term that will maintain relevance moving forward while explaining the nature of our intentions.

1.United Nations.(2020). Six Climate-Positive Actions to Help Rebuild Economies From COVID-19 Pandemic. https://www.un.org/en/climatechange/recovering-better/six-climate-positive-actions

2. C40 Cities (2016). Good Practice Guide: Climate Positive Development. https://www.c40.org/wp-content/uploads/2022/02/C40-Good-Practice-Guide-Climate-Positive-Development.pdf

3. The University of Melbourne commits to Climate Positive status by 2030. https://www.unimelb.edu.au/newsroom/news/2021/october/university-of-melbourne-commits-to-climate-positive-status-by-2030

4. Olympic Games to become “Climate Positive” from 2030. https://olympics.com/ioc/news/olympic-games-to-become-climate-positive-from-2030

This Sustainability Plan 2023-2026 provides actions to reduce emissions from energy, transport, and waste, and reduce consumption of water and other resources inline with the targets set to achieve emission reduction and lessen environmental impact by 2030. The plan will support Camberwell Grammar School to continue to excel in environmental sustainability and take actions in a whole-of-organisation approach.

Camberwell Grammar is dedicated to working towards a sustainable future by holding sustainability as a core value in its decision making process. In doing so, it aims to lead the education sector and inspire others around the state and country to learn from its experiences. This plan guides the decision making process, the sustainable actions taken and the school's approach to sustainable education.

About this Plan

A Sustainability Plan has been created to set out Camberwell Grammar School’s sustainability commitments for the next four years. This will be followed by an updated plan to guide the following four years of the journey to Net-Zero by 2030.

This plan has a holistic approach to guide reduction of emissions and provides commitments and clear priorities across operations, education programs, internal culture, and community engagement. The priorities listed in this plan are further detailed in the Camberwell Grammar School Sustainability Action Plan 2023-2026.

The plan sets out commitments and priorities in six sector areas, with sub-plans and policies in each of the sectors.

Circular Economy Transport Energy

For a holistic approach to environmental sustainability, each sector has a focus on priorities that reduce emissions (impact) and on empowering students, staff and the broader school community.

Reducing Impact

Resource Recovery Plan, Sustainable Purchasing & Procurement Policy

Sustainable Transport Policy

Water Biodiversity

Energy Conservation Plan

Education

The work across each sector will be monitored to track progress against targets, identify areas that need improvement and opportunities for innovation.

Emissions reporting.This plan supports reporting of scope 1 and scope 2 emissions as well as building reporting on scope 3 emissions to provide a more holistic emissions assessment by 2030. Scope 1 emissions are direct emissions from company resources and vehicles. Scope 2 emissions are indirect emissions from purchased energy. Scope 3 emissions are the result of activities from assets not owned or controlled by the organisation, but that the organisation indirectly impacts in its value chain such as purchased goods and services, employee community, and investments.

Quarterly monitoring will ensure the school’s carbon emissions are measured regularly and consistently, allowing for timely reporting on yearly targets. This helps the school stay on track yearly to reach Net-Zero by 2030 and create a transparent and accountable journey. It can also help drive the education and behaviour change and empower staff and students through learning, challenges and evidence-based insights from the data.

Water Conservation Plan

Biodiversity Improvement Plan

Sustainability Education Plan

An Annual Report will show progress against targets, emission reductions and delivery of priorities in each sector. The report will showcase success achieved across each previous year in reducing impact through improvements in infrastructure and operations, and empowering community through education, behaviour change and communications.

Infrastructure Operations Targets

Empowering Communities

With a vision of learning that encompasses all aspects of life - not just intellectual, but also the social, cultural, physical and spiritual. Our programs are deliberately structured to educate the whole student - not just the mind. We hope to educate committed citizens of the future, interested and passionate about the problems facing our world with the skills necessary to do something about them.

Relationships to other plans

October 2021

Roadmap to Net-Zero 2030

July 2022

Baseline Report

This plan has a focus on priorities that create opportunities for students and staff through formal education programs, everyday behaviour change activities, and ways to engage the school community through communications and engagement activities. It is anticipated that its student group ‘Towards 2050’ will lead and participate in many of the sustainability initiatives and bring other students and staff along.

The priority actions outlined in this plan and those required to reach Net-Zero by 2030 are directly aligned with several United Nations Sustainable Development Goals (SDGs).⁵

This plan will activate education opportunities for all 17 SDGs, and particularly for Goal 4: Quality Education.

This goal is centred around creating lifelong learning opportunities for all, and to help learners acquire and harness skills to promote sustainable development and sustainable lifestyles.

The climate and ecological crisis is a key global issue now and in the future. The 17 United Nations Sustainable Development Goals, as part of the 2030 Agenda for Sustainable Development, is a response to this. It is a global call to

January 2023

Sustainability Plan 2023-26

January 2023

Sustainability Action Plan 2023-26

In 2021, Camberwell Grammar School engaged CERES Consulting to develop a Roadmap to Net-Zero by 2030, with a focus on three areas of work: Environmental Auditing, Environmental Education and Environmental Management.

As part of Environmental Auditing, CERES developed the 2022 Baseline Report. This reported on the environmental impact of the school’s activities and set targets for reducing the associated carbon emissions to reach net-zero by 2030.

CERES Consulting has developed this Sustainability Plan 2023-2026 and the related Sustainability Action Plan 2023-2026.

This Sustainability Plan and Action Plan is informed by the Baseline Report as well as organisational policies and educational plans.

- Camberwell Grammar School Education Statement 2022

Camberwell Grammar School Sustainability Plan 2023-26

Priorities at a glance

Sector Priorities

Circular Economy

Reduce landfill waste through recycling of all food, bio-packaging and, garden waste

Implement consistent 3-bin stations for food, commingled, landfill

Reduce single-use food and beverage packaging, and divert from landfill

Source products and consumables from suppliers committed to sustainability

Implement Zero Waste Hubs to reuse and recycle preloved and pre-used items

Review COVID protocols as requirements change to reduce waste generation

Prioritise purchase of items that can be easily reused and/or easily recycled, and can be responsibly disposed of

Use clear and consistent signage and communications about waste separation

Use education to engage students and staff in the life cycle of materials and products, waste minimisation, and the circular economy e.g reusable food wraps and food containers

Support community recycling through education and communications to support community use of the Zero Waste Hubs

Purchasing & Procurement

Commence an inventory of single-use and disposable goods in the school’s supply chain and move towards goods that can be part of a circular economy

Commence an inventory of vendors and suppliers mapped to Sustainable Purchasing & Procurement guidelines

Use the Purchasing & Procurement Policy in all operations e.g. facilities, administration, grounds, canteen, events

Ensure responsible management over the life of goods and materials e.g. correct resource recovery and waste management

Guide vendors and suppliers through the Purchasing & Procurement Policy

Commence an inventory of Scope 3 emissions in the school’s supply chain

Use education to engage internal and external stakeholders and community in sustainable purchasing and procurement

Transport Hire (or purchase) electric or hybrid vehicles for education and business travel

Offset 100% emissions for air and road transport

Use videoconferencing or other remote methods of communication to substitute staff and student travel where suitable

Map types of travel students and staff use and provide incentives to use sustainable transport

Increase sustainable transport infrastructure to support cycling, scooters etc. including increasing electric vehicle charging from existing two charge points

Use education to engage students and staff in sustainable transport concepts and participate in sustainable and active transport

Use signage for sustainable transport concepts and features

Reducing Impact Empowering Communities

Sector Priorities

Energy Investigate low performing buildings, after-hours consumption of energy, and thermal performance of buildings

Install the highest energy rated infrastructure and appliances when replacing and installing new ones

Electrify inefficient and end of life gas heaters and gas hot water units

Reduce pool gas use through temperature set point adjustment

Investigate alternatives to transition away from gas in the aquatic centre partnering with local government & industry

Use signage for energy conservation practices & features e.g. temperature set point adjustments for HVAC and building attributes

Conduct an Energy Assessment to make improvements to the energy performance of buildings

Use education to engage students and staff in sustainable energy & energy conservation

Water Verify the existing rainwater systems through: metering, repair & maintenance, and connecting to reuse outlets

Use water efficient products and appliances that meet the highest WELS star rating available

Follow the Victorian permanent water saving rules to help manage water efficiently

Investigate alternatives to transition away from gas in the aquatic centre partnering with local government & industry

Integrate water and water efficiency into education programs through subject areas and programs eg. GTAV, Waterwatch Victoria

Increase awareness about water as a precious resource and ways to engage in water saving habits at school e.g communications, and events such as World Water Day

Biodiversity Increase the quality of habitat to help native plant and animal species, and local ecosystems to thrive over time

Create a climate resilient and water sensitive landscape suited to the locality, the changing climate and the conservation of water

Connect to local places by learning about native plant and animal species found in the adjacent Deepdene and Belmont Parks

Engage students and staff in activities to protect biodiversity and regenerate ecosystems in line with the needs and opportunities identified by the local Council.

Help Care for Country by learning from and celebrating ecological and cultural knowledge from the Wurundjeri Woi-wurrung peoples

Establish a biodiversity partnership with local schools to increase local impact in biodiversity protection and regeneration

Connect students and staff to nature for the co-benefits of health and well-being

Reducing Impact Empowering Communities

Resource Recovery Plan

The Resource Recovery Plan sets out Camberwell Grammar School’s resource recovery and waste reduction commitments, targets, and priorities.

Resource Recovery Commitment

Camberwell Grammar School commits to the following:

Waste hierarchy: Decisions made in resource recovery will follow the waste hierarchy, and prioritise the most effective action as defined by the hierarchy.

Circular Economy: Purchasing and procurement of products will take into account the life cycle, environmental and social costs, and avoid unnecessary purchasing and associated waste.

Maximise recovery: Materials are reused or recycled to maximise diversion from landfill.

UN SDGs Alignment

Zero Waste Hierarchy

The zero waste hierarchy prioritises the reduction of waste and keeps materials in circulation as long as possible. It is designed to support the wider zero-waste system and ranks the possible solutions for resource recovery which should be prioritised for a sustainable resource recovery system.

The top 4Rs - rethink, reduce, reuse and recycle align with CGS resource recovery goals.

Rethink is learning to reconsider consumption choices and habits to minimise waste, or changing the design so that the ‘waste’ can be repurposed. Reduce is minimising waste where possible. Reuse is having products that can be used more than a single time, or directly repurposing it. Recycle is converting waste into new products of high quality and avoiding downcycling where possible.

Circular Economy

Circular economy principles should also be integrated into resource recovery management. The circular economy is based on three principles, driven by design:

● Eliminate Waste and Pollution

● Circulate products and materials (at their highest value)

● Regenerate nature

A circular economy is underpinned by a transition to renewable energy and materials, and decouples economic activity from the consumption of finite resources. It is a resilient system that is good for business, people and the environment.

CIRCULAR ECONOMY

Resource Recovery Plan

Targets ↓

REDUCE LANDFILL EMISSIONS BY 86%

FROM 2018 BASELINE

YEARLY REDUCTION OF 9.6%

BETWEEN 2023-24 & YEARLY REDUCTION OF 19% BETWEEN 2025-26.

INCREASE RECYCLING OF ORGANICS, CO-MINGLED, & PAPER/CARDBOARD BY 75% FROM 2018 BASELINE

REDUCE PAPER USE BY 20% FROM 2018 BASELINE

There are a range of recycling and associated education initiatives in place at CGS which aim to divert hard to recycle items from landfill, such as e-waste, batteries, and soft plastics, and use education to engage students in specialist recycling programs.

This plan includes a priority to build on these initiatives and implement Resource Recovery Hubs on campus. The hubs will create a place for staff, students and families to purchase pre-loved uniforms, books, and computers, and participate in recycling e-waste, batteries, soft plastics, and other hard to recycle items.

The resource recovery challenges at CGS include high volumes of food waste going to landfill. This is a focus area, as it is contributing to methane emissions, a potent greenhouse gas released into the atmosphere when food and other organics decompose in landfills. Instead, we will divert food waste to industrial composters to produce nutrient rich compost.

Another key challenge is single-use food packaging, which comes from both the canteen and from homes. Waste auditing (which will be ongoing and yearly) has found high volumes of bio-packaging, soft plastic food packaging and wax coated (non-compostable) paper wrapping going to landfill.

A focus area and priority in this plan is to reduce all single-use food-packaging in the school and use education to engage students and families in programs to use sustainable alternatives.

To make these improvements, another focus area is the purchasing and procurement of sustainable products, for example employing Green My Plate to provide reusable crockery for catering at school functions. This will take into account the life cycle, environmental and social costs of items purchased and prioritise items that can be easily reused and/or recycled. We have also reduced single use packaging in lunch orders by implementing reusable containers for some meals.

Resource Recovery & Waste Reduction Priorities

To deliver on these commitments, priorities in the following focus areas were set: 3 FOCUS

AREAS

Reduce waste to landfill by 57% by the end of 2026

Reducing food waste, bio-packaging, and garden waste is key to this.

Reduce single-use food & beverage packaging

Reduce single-use food and beverage packaging. Removing problematic items such as bio-packaging and packaging made from plastics such as drink bottles is key to this.

Support priorities through purchasing & procurement

Support priorities in waste reduction through procurement and purchasing of products and consumables sourced from suppliers committed to sustainability.

Priorities mapped to resource recovery & waste reduction outcomes

Rethink Reduce Reuse Recycle

Reducing Impact

1. Reduce landfill waste through collection of all food, bio-packaging and, garden waste

2. Implement consistent 3-bin stations for organics (food), recycling, landfill

3. Reduce single-use food and beverage packaging, and divert from landfill

4. Source products and consumables from suppliers committed to sustainability

5. Implement Zero Waste Hubs to reuse and recycle preloved and pre-used items

6. Review COVID protocols as requirements change to reduce waste generation

7. Prioritise purchase of items that can be easily reused and/or easily recycled, and can be responsibly disposed of Empowering Community

8. Use clear and consistent signage and communications about waste separation

9. Use education to engage students and staff in the life cycle of materials and products, waste minimisation, and the circular economy e.g reusable food wraps and food containers

10. Support community recycling through education and communications to support community use of the Resource Recovery Hubs

Purchasing

& Procurement

Policy

The Purchasing & Procurement Policy sets out Camberwell Grammar School’s purchasing & procurement commitments and priorities.

Procurement & Purchasing Commitment

Camberwell Grammar School

commits to the following:

Responsible purchasing of goods and services: Use guidelines for sustainable purchasing across operations to ensure purchasing considers the environmental, social and ethical impacts of the products we buy and the services we employ.

Responsible procurement of goods and services: Materials are reused or recycled to maximise diversion from landfill.

UN SDGs Alignment

Sustainable Purchasing & Procurement

Sustainable purchasing and procurement helps organisations to:

● Ensure purchasing considers the environmental, social and ethical impacts

● Ensure procurement helps achieve supply chain sustainability

● Select goods and materials that can be reused, repurposed, and recycled

● Avoid unnecessary purchasing and associated waste

● Communicate specific standards to stakeholders to make improvements

● Positively influence suppliers to be more sustainable in their businesses

● Identify and reduce Scope 3 greenhouse gases in the school’s supply chain

Camberwell Grammar School’s Purchasing & Procurement Policy

The Purchasing & Procurement Policy creates a framework to guide sustainable purchasing and procurement of goods and services at Camberwell Grammar School.

The Policy helps guide the sustainability assessment of suppliers, goods and services, drives improvements in purchasing and procurement practices and ensures we practise in our operations what we preach in our sustainability strategy.

Improvements in sustainable purchasing and procurement practices will also assist the school towards its Net-Zero by 2030 targets and supply chain sustainability.

Targets ↓

INCREASE IN % OF GOODS & SERVICES

CONSISTENT WITH RESPONSIBLE PURCHASING & PROCUREMENT GUIDELINES IN THIS PLAN ACHIEVE A POSITIVE BIAS TOWARDS VENDORS & SUPPLIERS THAT HELP CGS MEET NET-ZERO BY 2030 & ACHIEVE SUPPLY CHAIN SUSTAINABILITY THROUGH SIMILAR COMMITMENTS IN THEIR OWN BUSINESS MODELS

2030

Photo credit: Lynton Crabb

Camberwell Grammar School

CIRCULAR ECONOMY

Sustainable Purchasing & Procurement Priorities

To deliver on these commitments, priorities in the following focus areas were set:

4 FOCUS AREAS

Responsible purchasing of goods & services

To ensure purchasing considers the environmental, social and ethical impacts

Priorities mapped to Sustainable Purchasing & Procurement Guidelines

Responsible Procurement

Responsible Purchasing Circular Economy Scope 3 Emissions

Responsible procurement of goods & services

To ensure vendors and suppliers products and services have a positive impact on the environment and the community, and that they improve sustainability in the supply chain to CGS.

Reducing Impact

1. Commence an inventory of single-use and disposable goods in the school’s supply chain and move towards goods that can be part of a circular economy

2. Commence an inventory of vendors and suppliers mapped to Sustainable Purchasing & Procurement guidelines

3. Use the Purchasing & Procurement Policy in all operations e.g. facilities, administration, grounds, canteen, events

Reduce Scope 3

Value Chain Emissions

Collect data from vendors and suppliers for goods and services to calculate Scope 3 emissions.

4. Ensure responsible management over the life of goods and materials e.g. correct resource recovery and waste management

Reduce single-use & disposable goods & materials

Preference the purchase of goods, materials and equipment that can be part of a circular economy.

5. Guide vendors and suppliers through the Purchasing & Procurement Policy

6. Commence an inventory of Scope 3 emissions in the school’s supply chain

Empowering Community

8. Use education to engage internal and external stakeholders and community in sustainable purchasing and procurement

CIRCULAR ECONOMY

CIRCULAR ECONOMY

Sustainable Purchasing & Procurement Guidelines

Resource Recovery & Waste Reduction

Minimise Unnecessary

Purchasing: Where practical and cost effective, products should be ordered in required quantities to avoid having to dispose of obsolete or out of date products, or, where appropriate, ordered in bulk quantities to reduce packaging and transport emissions.

Maximise Circular Economy: Where practical, choose products and materials that are designed, from the outset, to be reused, repaired, repurposed.

Recycling: Avoid waste to landfill by purchasing products, materials and equipment that can be easily recycled at the school or through the school’s suppliers. Products, materials and equipment should be safe and non-hazardous to recycle.

Waste Reduction: Embed waste avoidance and reduction into leases and contracts for contractors, and identify potential ‘future waste’ to avoid wasteful materials being brought

onto the school. Where avoidance is not possible, maximise reuse, repurposing and recycling.

Building Buildings: Design for green buildings to enhance the benefits of Green Schools.These include: a more productive place to learn, a better place to teach, attractive to students, reduced environmental impacts.

Landscaping: Design for green landscaping to increase habitat quality and create climate resilient and water sensitive landscapes.

Material Selection: Choose suppliers whose products reduce the impacts to the environment in the extraction of raw materials, e.g timber building products and wooden office equipment made from FSC-certified (Forest Stewardship Council) timber to ensure timber is sourced from well managed sources, and green cement products to reduce Carbon emissions.

Material Disposal : Where possible, avoid future waste to landfill by selecting materials that are safe and non-hazardous to recycle.

Safety

Minimise Toxicity: Products, materials and equipment should not release toxic or polluting substances that can affect human health and pollute water, land or air e.g. products used in cleaning, gardening.

Prioritise improved social outcomes: Choose suppliers and vendors from diverse (e.g. Indigenous-owned) and social enterprises and others with social certifications such as Fairtrade and business certifications such as Climate Active, B-Corp. Be mindful of labour exploitation: Choose suppliers, products and services that are not at risk of modern slavery and labour exploitation in the manufacture of goods, especially low value and consumable items including apparel and promotional items.

Events

Sustainable events: Use the Sustainable Purchasing and Procurement Guidelines to ensure the use and sale of products, materials and equipment at school events are sustainable

Habitat

Minimise Habitat Destruction: Paper and wood products should be obtained from recycled, plantation, salvaged or sustainably managed FSC certified sources. Aim for paper products made from 100% post-consumer waste recycled paper, from Australian sourced recycled products.

Energy

Maximise Energy Efficiency: Choose electrical and lighting systems with the highest energy efficiency rating available.

Minimise Greenhouse Gas Emissions: Choose products, materials and equipment that avoid or minimise GHG emissions, replace natural gas with biogas or use an accredited gas offset program to account for our gas usage and to compliment our Green Power program.

Water

Maximise Water Efficiency: Choose water products and equipment with the highest water efficiency rating available.

Food

Local: Keep food miles low. Support local farmers and producers to help secure local food systems into the future, or if local is not available, choose Australian made and grown.

Minimal Packaging: Choose food in minimal packaging and avoid waste to landfill by ensuring any packaging can be easily recycled at the school. Where possible, buy food in bulk to eliminate unnecessary waste and reduce transportation emissions.

Community Social Support: Support Fair Trade enterprises with items such as coffee and chocolate.

Palm Oil Free: Avoid products that contain palm oil, unless it can be proven to be coming from a certified sustainable source.

TRANSPORT

CIRCULAR ECONOMY

Sustainable Transport Plan

The Sustainable Transport Plan sets out Camberwell Grammar School’s sustainable transport commitments, targets, and priorities.

Sustainable Transport Commitment

Camberwell Grammar School commits to the following:

Transport hierarchy: Decisions made in transport will follow the transport hierarchy, and prioritise most effective action as defined by the hierarchy.

Sustainable vehicles: Future purchase and hire will prioritise electric or hybrid vehicles.

Transport emissions: Air, car and bus travel will be 100% offset.

Active transport: Ensure there is sufficient infrastructure to support bicycle transport by staff and students and all future refurbishments design this in.

UN SDGs Alignment

Transport Hierarchy

The transport hierarchy⁹ classifies which types of travel should be prioritised for a more sustainable transport system.

Active transport - which includes walking and cycling, public and shared transport such as railways or buses, and electric vehicles are the three key transport outcomes that CGS is targeting.

Reducing overall mileage travelled, which includes substituting in person communications with digital communications where suitable, is also a focus.

Sustainable transport education then reinforces the school’s sustainable transport commitments, targets, and priorities through educational activities.

9.Transport Hierarchy: https://energysavingtrust.org.uk/an-introduction-to-the-sustainable-travel-hierarchy/

CIRCULAR ECONOMY

TRANSPORT

Sustainable Transport Plan

Targets

Sustainable Transport Priorities

YEARLY REDUCTION OF 1.1%

BETWEEN 2023-26.

4.4%EMISSIONS REDUCTION REMAINS AFTER 2026.

The 2022 Baseline Report shows that car and bus transport are the most significant types of travel. The school is committed to offsetting 100% of all emissions from car and bus transport. This will occur through the transport provider or, where this is not available, through an accredited carbon offset product.

Air travel is very emissions intensive and the school is committed to offsetting 100% of all emissions from air travel through the airlines.

We will develop further efficiencies around transport through established technologies, such as videoconferencing and remote attendance at conferences.

2030

*2022 was set as the baseline year for road travel, as previous years with sufficient data were affected by COVID lockdowns.

To deliver on these commitments and outcomes, priorities in the following focus areas for the next four years were set:

Hire (or purchase) electric or hybrid vehicles: As a school with regular educational activities in sport, excursion, and camps, the priority is to maintain these activities whilst finding sustainable transport solutions. Where possible, the school will select service providers that offer

electric or hybrid buses and cars. There is currently a lack of providers of these vehicles so a priority is selecting providers that offset 100% of transport emissions with high quality offsets. If high quality offsetting is not available through the provider, the school can engage a third party to offset transport emissions.

Air and road travel emissions: Offset 100% of air and road travel.

Digital communications: Prioritise the use of digital communications such as video conferencing where physical travel is unnecessary. This is consistent with the 10% reduction in emissions from road and (business) air travel by 2030.

Incentivise: Map the types of travel students and staff use to commute to school and school-related activities and provide incentives to use sustainable transport e.g. walking, cycling, taking public transport, private vehicle sharing, or using electric vehicles.

Transport infrastructure: Increase sustainable transport infrastructure for staff and students to support cycling, scooters etc and electric vehicle charging.

FOCUS AREAS

Reducing Impact

1. Hire (or purchase) electric or hybrid vehicles for education and business travel

2. Offset 100% emissions for air and road transport

3. Use videoconferencing or other remote methods of communication to substitute staff and student travel where suitable Empowering Community

4. Map types of travel students and staff use and provide incentives to use sustainable transport

5. Increase sustainable transport infrastructure to support cycling, scooters etc. including increasing electric vehicle charging from existing two charge points

6. Use education to engage students and staff in sustainable transport concepts and participate in sustainable and active transport

7. Use signage for sustainable transport concepts and features

Priorities mapped to transport outcomes

Digital comms Active Transport Public & shared transport

Transport Emissions Education

Energy Conservation Plan

The Energy Conservation Plan sets out Camberwell Grammar School’s energy conservation commitments, targets, and priorities.

Energy Conservation Commitment

Camberwell Grammar School commits to the following:

Energy Hierarchy: Decisions made in energy will follow the energy hierarchy, and prioritise most effective action as defined by the hierarchy.

Renewable energy Future refurbishments or construction of new buildings will prioritise renewable energy infrastructure and sources for lighting, heating and cooling.

Buildings & infrastructure: All new buildings will be rated to a high NABERS¹⁰ or Green Star¹¹ rating to follow best practice environmentally sustainable building practices.

UN SDGs Alignment

https://www.NABERS.gov.au/

11.

Energy Hierarchy

The energy hierarchy classifies which actions need to be prioritised first to achieve a more sustainable energy system.

The top 3 options in the energy hierarchy align with the energy outcomes CGS is aiming for - conservation, efficiency and renewable energy.

Conservation is reducing energy consumption by changing wasteful behaviours. Efficiency is using technology to both reduce demand and eliminate energy loss and waste. Renewable energy is increasing the amount of sustainable energy (non-fossil fuel based) in the mix.

A fourth energy outcome - energy education - is also prioritised by CGS, as it helps upskill the school community with sustainable energy concepts and skills which will in turn, assist in progressing actions in conservation, efficiency and renewable energy.

https://new.gbca.org.au/

12. Energy Hierarchy. https://ourfuture.energy/in-focus/the-energy-hierarchy/

10. National Australian Built Environment Rating System (NABERS)

Green Building Council of Australia

Camberwell Grammar

Energy Conservation Plan

Significant progress has already been made due to the installation of an 888 kilowatt rooftop solar plant in 2018 - one of the largest solar installation projects in the education sector. This completely transformed the environmental impacts of electricity consumption which prior to the solar installation was the most significant source of emissions in 2017.

YEARLY REDUCTION OF 1.7%

BETWEEN 2023-26. A 6.7% REDUCTION REMAINS AFTER 2026.

improvements in the energy sector, this plan sets out priorities to reduce power consumption, and ensure highest energy rated infrastructure and appliances are in place when replacing and installing new. This is in line with the top 2 options in the energy hierarchy for - conservation and efficiency.

Energy Conservation Priorities 3

YEARLY REDUCTION OF 3.1%

BETWEEN 2023-26. 12.5% REDUCTION REMAINS AFTER 2026.

In other energy initiatives in 2016, the school built an ‘environmentally smart’ Sports Centre, introduced LED lighting, installed movement sensors (to manage lighting more dynamically during the day) and better managed heating and air conditioning systems.

In 2022, power is 100% renewable. Currently the school generates 48% of its electricity needs and exports 14% of this electricity as it is generated outside of operating hours. The remaining electricity needs are purchased from wind and solar projects in eastern Australia.

To continue to make

Reducing power consumption assists in reducing demand on the electricity grid which currently doesn’t have the capacity to support wide-scale electrification as society transitions out of fossil fuels such as gas. Reducing power consumption also allows for behaviour change at school and opportunities for staff and students to make energy conservation choices at home and in other places.

The 2022 Baseline Report shows that gas is projected to be the most significant source of emissions by the school in 2030 if no changes are made. As such, there is a call to arms to invest in conservation, efficiency and electrification initiatives. To

continue to make reductions in gas consumption, this plan sets out priorities to meet the targets of reducing gas by 3.1% each year. This includes a reduction of gas used by the school (e.g electrification of gas hot water infrastructure and reducing demand through behaviour change) and the heating of the pool in the aquatics centre (e.g temperature set points adjustment). As alternative options for heating the pool through electrification or using solar thermal may be possible in the near to medium term, reductions beyond the 28% target may be possible and would clearly reduce any remaining emissions at 2030.

To deliver on these commitments, priorities in the following focus areas were set:

3 FOCUS AREAS

Reducing energy consumption

Reducing energy consumption overall through efficiency upgrades and behaviour change. Using the building management system and energy auditing to monitor energy use and identify opportunities is a key part of this. This includes efficiency initiatives such as adjusting temperature set points for heating and cooling, and improving thermal performance of buildings.

Preparing to transition away from gas

Preparing to transition away from gas infrastructure, and this includes the school aquatic centre and other gas heating and water gas infrastructure. This involves investigation into long-term options such as PV/thermal solar-assisted heat pump (PVT-SAHP), water solar-assisted heat pump (W-SAHP), or a waste heat recovery system.

Transition away from gas is currently limited due to existing gas infrastructure and lack of commonly used renewable pool heating technology in Victoria. However, local governments in Victoria, including the City of Boroondara, are looking at alternatives. This may offer an opportunity to partner with local government and/or an industry partner to progress and work together on solutions for CGS.

Engaging the community

Engaging the community to be part of the change through education and behaviour change activities in sustainable energy, concepts and skills which will in turn assist in progressing actions in conservation, efficiency and renewable energy.

Priorities mapped to energy conservation outcomes

Energy Conservation Energy Efficiency Renewables Education

Reducing Impact

1. Investigate low performing buildings, after-hours consumption of energy, and thermal performance of buildings

2. Install the highest energy rated infrastructure and appliances when replacing and installing new ones

3. Electrify inefficient and end of life gas heaters and gas hot water units

4. Reduce pool gas use through temperature set point adjustment

5. Investigate alternatives to transition away from gas in the aquatic centre partnering with local government & industry Empowering Community

6. Use signage for energy conservation practices & features e.g. temperature set point adjustments for HVAC and building attributes

7. Conduct an Energy Assessment with students to identify and make improvements to the energy performance of buildings

8. Use education to engage students and staff in sustainable energy & energy conservation

Water Conservation Plan

The Water Conservation Plan sets out Camberwell Grammar School’s water conservation commitments, targets, and priorities.

Water Conservation Commitment Camberwell Grammar School commits to the following:

Water efficiency: Follow Victorian Government’s permanent water saving rules¹³ to help manage water efficiently.

Water reuse: Optimise water reuse at the school by ensuring the rainwater systems are fully optimised, and opportunities to increase the collection and reuse of recycled water are investigated.

Water saving buildings: Building design and refurbishments to maximise conserving and reusing water, reducing flooding and runoff, and using water efficient products and appliances that meet the highest star rating¹⁴ available for the product.

Water saving landscapes: Landscape design and refurbishments to maximise native and Indigenous planting (suited to the local place and region), regenerative practices, and integration of rainwater and stormwater for maximum water efficiency and conservation e.g raingardens, permeable landscapes

UN SDGs Alignment

Valuing Water

Valuing water brings awareness to how vital it is for life, the food we eat, the parks, gardens, waterways and wildlife around us, and the everyday services we rely on.

Conserving Water

Melbourne can’t rely on rain anymore to meet our growing water needs and the challenges to our water supply, including population growth and climate change.

We can help to conserve our water supplies by being ‘water sensitive’ and recognising that fresh water is a finite and vulnerable resource. By applying water saving approaches to our buildings and landscapes, and following common sense rules on water use, we can help to maintain a secure supply of fresh water.

WATER

CIRCULAR ECONOMY

Water Conservation Plan

Targets ↓

REDUCE WATER CONSUMPTION* BY 45%

FROM 2017 BASELINE.

7.7% REDUCTION HAS ALREADY BEEN ACHIEVED AS OF 2021

YEARLY REDUCTION OF 5.1%

BETWEEN 2023-26. A 20% REDUCTION REMAINS AFTER 2026.

There are a range of water conservation initiatives in place at CGS, particularly ones aimed at optimising recycled water use by collecting rainwater, mainly for irrigation purposes.

CGS has 882kL capacity of rainwater storage in a total of 16 tanks at the Sports Centre, on Walsh Street, and at the Junior School. That’s almost a million litres of storage!

Additional information is needed on the stormwater drainage network by undertaking a CCTV assessment of existing drains, testing pumps and reviewing the layout of inground pipes. This will provide a more comprehensive understanding of the availability of recycled water for a site wide system.

Water Conservation Priorities

To deliver on these commitments, priorities in the following focus areas were set:

4 FOCUS AREAS

2030

*The target will help to conserve fresh water supplies in Melbourne, drive improvements in water-related infrastructure and management, and strive for best practice water conservation and water sensitive behaviours. It will also help with reducing Scope 3 GHG emissions which are associated with the supply, removal and treatment of water, and save on a significant financial cost.

A recent review¹⁶ of the 3 rainwater harvest systems revealed that there are opportunities to expand rainwater collection and reuse, but first the existing systems need to be verified and optimised. This involves metering the storage tanks to assist in determining the extent of available rainwater, putting the systems in correct working order, implementing a regular maintenance schedule, and connecting systems to irrigation outlets. Utilising the existing systems for toilet flushing where possible will drastically reduce the use of potable water for this purpose. To ensure this is possible in future buildings, architects should be asked to design separate flushing services to be supplied with recycled water.

These actions will increase the volume of recycled water in use, and create opportunities to increase the use of recycled water in systems that are currently reliant on mains water e.g toilet flushing, laundry facilities, and some irrigation systems.

A key opportunity for water conservation is in the design of buildings and landscapes to be informed by Integrated Water Management (IWM) and Water Sensitive Urban Design (WSUD) principles.

The City of Boroondara¹⁷ has highlighted both WSUD and IWM as key to managing water in the local municipality and provide guidance on Water sensitive buildings and gardens and Sustainable building and design.

Optimise existing rainwater systems

Implement rainwater recycling recommendations and, where possible expand the rainwater collection to take advantage of the rainwater catchment.

Water efficient design

Use water efficient products and appliances that meet the highest WELS star rating available when purchasing for replacement, refurbishments, and future buildings.

Water efficient standards

The Victorian Government’s permanent water saving rules are aimed at providing efficient, permanent state-wide rules to help manage water efficiently.

Manage water efficiently

Integrate Water Sensitive Urban Design and Integrated Water Management principles into building and landscape refurbishments and new projects.

16. A.G. Coombs Advisory. 17 March 2022. Camberwell Grammar Rainwater Recycling Review.

17. City of Boroondara. 2014. Integrated Water Management Strategy 2014-2024. https://www.boroondara.vic.gov.au/media/7126 /download?inline=

WATER

CIRCULAR ECONOMY

Priorities mapped to water outcomes

Reducing Impact

1. Verify the existing rainwater systems through: metering, repair & maintenance, and connecting to reuse outlets

2. Use water efficient products and appliances that meet the highest WELS star rating available

3. Follow the Victorian permanent water saving rules to help manage water efficiently

4. Investigate alternatives to transition away from gas in the aquatic centre partnering with local government & industry

Empowering Community

5. Integrate water and water efficiency into education programs through subject areas and programs eg. GTAV, Waterwatch Victoria

6. Increase awareness about water as a precious resource and ways to engage in water saving habits at school e.g communications, and events such as World Water Day

Biodiversity Improvement Plan

The Biodiversity Improvement Plan sets out Camberwell Grammar School’s biodiversity improvement commitments, targets, and priorities.

Biodiversity Improvement Commitment

Camberwell Grammar School commits to the following:

Habitat quality: Target conservation activities to increase biodiversity and generate annual improvements in the quality of habitat on campus for native plant and animal species.

Climate resilient & water sensitive landscape: Planting native and indigenous species suited to the local place and region (recognised as the grassy undulations of the Gippsland Plain Bioregion¹⁸) will regenerate biodiversity while also developing a campus resilient to the projected climatic events resulting from climate change.

Care for Country: Help Care for Country by learning from and celebrating ecological and cultural knowledge from the Wurundjeri Woi-wurrung peoples.

Connect to local places: Designing conservation activities to foster our connection to nature and our local places and regenerate ecosystems in line with the needs and opportunities identified for Deepdene Park and Belmont Park by the local Council.

Urban Forest Strategy

Urban Forest Strategies are being adopted across local governments in Victoria. The City of Melbourne’s Urban Forest Strategy has three outcomes that are emphasised as important to all biodiversity works: resilient landscapes, liveability and sustainability and community health, wellbeing and values.

The City of Boroondara aims to have an urban tree canopy that is resilient and future proofed, and have mapped and protected significant trees and canopy trees under local law.

UN SDGs Alignment

18. Inventory and Assessment of Indigenous Flora and Fauna in Boroondara. 2006.

https://www.boroondara.vic.gov.au/media/11671/downl

oad?inline=

These align with CGS biodiversity improvement outcomes of having climate resilient and diverse landscapes with native flora and fauna that are sustainable to maintain and provide canopy cover to protect the school community from heat while also connecting them to nature.

Education on how to create biodiversity and climate resilient habitats and gardens is also a key emphasis.

CIRCULAR ECONOMY

Biodiversity Improvement Plan

Targets ↓

INCREASE BIODIVERSITY QUALITY BY 13% FROM 2017 BASELINE. 8.3% IMPROVEMENT HAS ALREADY BEEN ACHIEVED AS OF 2021

YEARLY IMPROVEMENT OF 2-3%

BETWEEN 2023-26. A 11% REDUCTION REMAINS AFTER 2026.

Biodiversity at Camberwell Grammar School is already of good quality, as the habitat quality assessment scored (HQAS) higher than the ResourceSmart Schools aspirational target in both 2018 and 2022.¹⁹

However, the assessments identified improvements to increase habitat and biodiversity quality through adding climate-resilient and

water sensitive gardens, especially in the area of planting native species. Planting specific native & Indigenous species suited to the local place will help protect endangered flora & fauna.

Additionally, habitat quality will be improved to better support native wildlife through the installation of ‘habitat extras’, including insect hotels, bird and possum boxes, lizard lounges, and frog bogs, along with a program to improve soil health and moisture with additional and regular mulching.

As healthy ecosystems are crucial for good health and well-being, the potential co-benefits for both biodiversity and human health will be highlighted at the school. For example, canopy cover is important as it increases microclimates for flora and fauna to thrive in, as well as providing shelter for the community during heatwaves, as well as boosting energy efficiency by shading buildings. Green walls and vertical gardens are also excellent ways to increase biodiversity while helping regulate temperature and improve air quality.

In a broader context, there is

also a huge opportunity for CGS to support the City of Boroondara’s efforts in biodiversity protection and regeneration. The school is adjacent to Deepdene and Belmont Park, with the first being a site with significant trees, and the second a site of local ecosystem significance.

²⁰ Appropriate plantings, design, and management in CGS in line with the needs and opportunities identified in those parks by Council, as well as the wider region could help expand habitat and improve ecosystem connection and biodiversity corridors.²¹

Engaging students and staff in activities on campus and in those nearby parks, for native and invasive species identification, removal of invasive species where possible (e.g. weeds), and identification of healthy ecosystem signs, can support Council efforts.

Partnering with the neighbouring schools in these activities can further increase local impact in biodiversity protection and regeneration, and develop CGS as a place for nature to thrive in.

Biodiversity Improvement Priorities

To deliver on these commitments, priorities in the following focus areas were set:

4 FOCUS AREAS

This involves maximising native and Indigenous planting including canopy cover to create wildlife-friendly gardens and healthy ecosystems for flora and fauna to thrive in over time. As healthy ecosystems are crucial for good health and well-being, the co-benefits for human health will be highlighted at the school.

This involves planting species well suited to the location and the changing climate while also taking into account regenerative practices and the integration of rainwater and stormwater for maximum water efficiency and conservation, e.g rain gardens and permeable landscapes.

The school is adjacent to Deepdene Park and Belmont Park, with the first being a site with significant trees and the second a site of local ecosystem significance. Connecting to local places will help in biodiversity protection and regeneration in line with the needs and opportunities identified in those parks by Council.

Learning from and celebrating ecological and cultural knowledge from the Wurundjeri Woi-wurrung peoples respects the Traditional Owners of the land and highlights everyone's role in caring for local places and for taking care of Country.

BIODIVERSITY

CIRCULAR ECONOMY

Priorities mapped to biodiversity improvement outcomes

Reducing Impact

1. Increase the quality of habitat to help native plant and animal species, and local ecosystems to thrive over time

2. Create a climate resilient and water sensitive landscape suited to the locality, the changing climate and the conservation of water

Empowering Community

3. Connect to local places by learning about native plant and animal species found in the adjacent Deepdene and Belmont Parks

4. Engage students and staff in activities to protect biodiversity and regenerate ecosystems in line with the needs and opportunities identified by the local Council.

5. Help Care for Country by learning from and celebrating ecological and cultural knowledge from the Wurundjeri Woi-wurrung peoples

6. Establish a biodiversity partnership with local schools to increase local impact in biodiversity protection and regeneration

7. Connect students and staff to nature for the co-benefits of health and well-being

Glossary

B-Corp B Corps are certified businesses that meet high standards of social and environmental performance, accountability, and transparency.

Biodiversity corridor Biodiversity corridors are areas of vegetation that allow animals to travel from one patch of native forest to another. They can function on a local or regional scale.

Bio-packaging Compostable packaging, often made of plant-based materials. However, these types of packaging can usually only be composted in commercial grade composters. They do not go in the recycling stream, and as a compost collection specific for these types of packaging does not exist, it goes to landfill.

Carbon emissions Emission made up of carbon dioxide. Carbon dioxide is the primary greenhouse gas emitted from human activities.

Carbon offset A carbon offset is a reduction or removal of greenhouse gas emissions to make up for emissions produced elsewhere. Credits attributed to an offset can be used by an organisation or person to show that they have reduced their emissions. Offsets are measured in tonnes of CO2 equivalent.

Caring for Country

There is no one definition for Caring for Country. However, it does centre on the relationships between Indigenous peoples and their Country - which includes their lands, waters, plants, animals, heritage, culture, ancestors, laws, religions and more (AIATSIS 2011). It refers to the integrated and sustainable land management practices and responsibilities Traditional Owners have always carried out, and the key role these practices play in continuing culture.

Deeply ingrained in the concept is the idea that “If we care for Country, Country will care for us”, and how health of peoples is interlinked with everything that makes up Country.

Circular Economy

The circular economy is a systems solution framework that tackles global challenges like climate change, biodiversity loss, waste, and pollution by decoupling economic activity from the consumption of finite resources. It stops waste being produced in the first place through design. It is based on three principles:

1. Eliminate waste and pollution

2. Circulate products and materials (at their highest value)

3. Regenerate nature

Climate Active Climate Active is an ongoing partnership between the Australian Government and Australian businesses to drive voluntary climate action. They provide Carbon Neutral certification and support businesses to account for and reduce carbon emissions rigorously and transparently.

Climate and Ecological Crisis

The climate and ecological crisis is one of the greatest collective challenges facing the planet. Human activity is warming the planet and destroying ecosystems, severely impacting current and future generations on Earth. Many local governments and organisations have declared a Climate & Ecological Emergency in recognition of the consequences if change does not happen, and to drive mitigation and adaptation action.

Climate Positive Climate positive means that an activity goes beyond achieving net-zero carbon emissions and creates an environmental benefit by removing additional GHGs from the atmosphere. It can be used to describe broad actions that promote a fair and green transition, investment in green jobs, and climate risk consideration in all decisions, as well as reduction in operational GHGs. Businesses are increasingly adopting a Climate Positive commitment to spur other businesses towards positive action on the climate, nature and corporate climate leadership.

Climate resilient gardens Gardens with plants and design that are adaptive to season, tolerant to projected climate change temperature and weather changes in the area, and low in resource consumption for maintenance e.g. drought resistant plants.

CO2 The chemical formula for carbon dioxide, the primary greenhouse gas responsible for climate change.

Ecological and Cultural Knowledge

Green gas programs

Ecosystem connection

This term refers to the Traditional Ecological and Cultural Knowledge of Indigenous peoples. These bodies of knowledge and practices that come from generations of Caring for Country are complex, localised, adaptable, and are passed from generation to generation.

The degree of connection between various natural environments present within their landscape, in terms of their components, spatial distribution and function. This is often represented by the ability of species to move between spaces.

Gippsland Plain Bioregion

A green gas program is switching to source gas from green/bio sources instead of underground natural gas. Green gas, also called biogas, is the methane produced by the fermentation of organic matter. It is considered a renewable source of energy as it is produced by organic fuels (e.g. food and agricultural waste) that will be generated in perpetuity. However it should be noted that while it is considered greener than natural gas and renewable, it is not a zero carbon source of energy.

Energy Hierarchy

The energy hierarchy classifies energy options and actions that policy makers, industry, and consumers need to make when it comes to energy sources and use, prioritised in order from most sustainable to least.

Fairtrade Fairtrade is a globally recognised sustainability label. It aims to make trade fairer for farmers and workers in developing countries, by creating standards and compliance around better prices, working conditions, and other economic, social and environmental matters.

Forest Stewardship Council (FSC)

The FSC works to nurture responsible forestry so forests and people can thrive. They do this through their sustainable forestry standards and a certification system that verifies sustainable sourcing - with the most visible certification being the FSC ethical label.

Greenhouse Gas Protocol (GHG Protocol)

Bioregions are a landscape-scale approach to classifying the environment using a range of attributes such as climate, geomorphology, geology, soils and vegetation. The Gippsland Plain Bioregion is 1 of 28 bioregions in Victoria. It includes flat low lying coastal and alluvial plains with gently undulating terrain, and a range of soils that support a range of ecosystems e.g. Lowland Forest ecosystem, Heathy Woodland ecosystem, Swamp Scrub. It has a temperature climate with the most rainfall in winter.

GHG Protocol has established global standardised frameworks to measure and manage greenhouse gas emissions from private and public sector operations, value chains and mitigation actions. They are the world’s most widely used greenhouse gas accounting standards. This was done in a 20-year partnership between World Resources Institute (WRI) and the World Business Council for Sustainable Development (WBCSD).

GLOSSARY

Green Schools A school with a high Green Star rating. Due to the quality and comfort of these facilities, Green Schools can deliver health benefits, in addition to higher student performance and teacher satisfaction. It is also a commitment to the environment as building green uses less resources and emits less greenhouse gas.

Green Star Founded by the Green Building Council of Australia, Green Star is an internationally recognised certification and rating system that sets Australian standards for healthy, resilient, positive buildings and places. 6 Stars is the highest rating possible, with building design that showcases world leadership; 5 Stars is for those that demonstrate Australian Excellence by being a high environmental and social performer; while a 4 Star building is a Best Practice environmental performer.

Green walls Green walls are panels of plants, grown vertically using hydroponics, on structures that are either free-standing or attached to walls. They are also called vertical gardens. They are known to have health benefits as they improve air quality, improve mental health and wellbeing, as well as help with temperature regulation, boosting energy efficiency of buildings.

Habitat extras Habitat creation for native wildlife using things like insect hotels, bird and possum boxes, lizard lounges, and frog bogs.

HVAC An acronym for heating, ventilation and air conditioning.

HQAS An acronym for Habitat Quality Assessment Score, which is part of the Victorian ResourceSmart Schools Program Biodiversity Module. It helps schools understand the quality of biodiversity on their campus and identifies areas of improvement.

Integrated Water Management

Integrated water management brings together all facets of the water cycle to maximise social, environmental and economic outcomes, and considers the whole water cycle in planning and delivery services. This can help build more water sensitive and resilient communities.

Life Cycle Life cycle refers to the entire length of time a product or service is in development, use, and disposed of. Life cycle assessment of a product is a methodology that accounts for the environmental impacts of a product or service throughout its lifetime, which can include emissions as well as other consumed resources e.g. water.

Local ecosystem significance

A local area that has an ecosystem with particularly important attributes and performs some key functions (e.g. habitat for key species, linkage to other patches) that elevates its value.

Modern slavery Modern slavery is when an individual is exploited by others for personal or commercial gain. Whether tricked, coerced or forced, their freedom is undermined or lost. The Modern Slavery Act was passed in Australia in 2018, and establishes a reporting requirement from large businesses or entities.

Microclimates Microclimate is the suite of climatic conditions measured in localised areas near the Earth’s surface that are different to surrounding areas. They exist due to local verifying features eg. hills, mountains, bodies of water, man-made features.

NABERS The National Australian Built Environment Rating System (NABERS) is a sustainability rating system that ranges from one to six stars, which measures and compares the environmental performance of buildings in terms of their energy, water, and waste efficiencies, as well as the indoor environment quality.

Native and Indigenous plants

Native flora and fauna

Nature for Health and Wellbeing

Native plants are plants that originate in Australia. Indigenous plants refer to plants that occur naturally within your local area.

Plants and animal species that are endemic to Australia.

A rapidly growing body of research provides evidence that time spent in nature is good for us - physically, mentally and emotionally. It lowers stress which impacts on our health in many complex ways, changing our mood as well as the way our nervous, endocrine and immune systems function. There is evidence that frequent visits to green spaces are associated with lower levels of perceived stress and cortisol levels and that a dose of as little as 10–20 minutes sitting or walking in green spaces can reduce stress, anger, anxiety.

Potable water Potable water, also known as drinking water, comes from surface and ground sources and is treated to levels that meet state and federal standards for drinking water.

PV/Thermal Solar Assisted Heat Pump (PVT-SAHP)

A photovoltaic (PV)-thermal collector is technology for solar energy conversion that combines electric and thermal energy production. This combined with a heat pump - which is currently the most suitable clean technology for heating - allows for a high coverage of thermal needs.

Raingardens Raingardens are specially-designed garden beds that filter stormwater runoff pollutants (e.g. nutrients, rubbish, sediment) from surrounding areas or stormwater pipes. Raingardens are also called bioretention systems because they use soil, plants, and microbes to biologically treat stormwater.

Net-Zero

Refers to achieving an overall balance between greenhouse gas emissions produced and greenhouse gas emissions taken out of the atmosphere.

Palm Oil A vegetable oil that comes from the fruit of oil palm trees grown only in the tropics. The oil is used for cooking in developing countries, and also used globally in a wide range of food products, detergents and cosmetics. However, expansion of the industry has come at the serious expense of tropical forests and animal species due to deforestation and land use change.

Permeable landscapes

A surface that allows water to seep through it or around it - some examples are bare soil, mulched beds and gravel. A permeable landscape designed to suit the soil structure and area can help reduce stormwater runoff and allow water to soak through to replenish groundwater.

Rainwater catchment

A catchment is where rain collects when it rains. It is often bounded by natural features, but can refer to man-made features as well e.g. a roof.

Rainwater harvest Rainwater harvesting is the collection and storage of rainwater, most often from roofs, rather than letting it run off. Depending on the quality of the rainwater and treatment in place, it can be re-used for a variety of purposes like toilet flushing, irrigation, and laundry.

Recycled water Recycled water is highly-treated and processed wastewater with all impurities removed and disinfected that is ready for reuse or even to produce drinking water.

Regenerative practices

Regenerative practices are practices that improve and restore health of the environment, and do not perpetuate harmful consumption patterns. It is most often used in the context of agriculture where practices such as cover crops, rotation crops, reduced tilling, composting, and substitutes for synthetic fertilisers/pesticides help soil health and biodiversity recover.

Renewable energy Renewable energy is produced from renewable power sources such as solar PVs, hydro dams, wind farms, and biofuels.

ResourceSma rt Schools (RSS) Program

Sustainable Development Goals (SDGs)

Scope 1 emissions

A program administered by Sustainability Victoria that supports schools to embed sustainability across their school curriculum and operations, thereby maximising resource efficiency.

Direct emissions from company-owned and controlled resources. These are emissions released into the atmosphere as a direct result of a set of activities, across company operations and company vehicles.

Sustainable Purchasing & Procurement

The Sustainable Development Goals are a universal call to action to end poverty, protect the planet and improve the lives and prospects of everyone, everywhere. The 17 Goals were adopted by all UN Member States in 2015, as part of the 2030 Agenda for Sustainable Development which set out a 15-year plan to achieve the Goals.

Sustainable purchasing and procurement practices helps build a circular economy, with an aim to reduce adverse social, environmental and economic impacts of purchased goods and services throughout their life.

Victorian Government’s Water Saving Rules

These water saving rules are aimed at providing efficient, permanent state-wide rules. There are rules concerning use of hand-held hoses, watering of residential or commercial gardens and lawns, public gardens and lawns and playing surfaces, fountains and water features, and cleaning of hard surfaces.

WELS star rating

The Water Efficiency Labelling and Standards (WELS) scheme is designed to help consumers make informed choices about the water efficiency of products they buy and to provide regulation and transparency for water products and services. The more stars, the more water efficiency, with 6-stars being the most sustainable and efficient.

Scope 2 emissions

Indirect emissions from the generation of purchased energy, from a utility provider. These are emissions released to the atmosphere, from the consumption of purchased electricity, steam, heat and cooling.

t CO2-e Tonnes of carbon dioxide equivalent or t CO2-e, is a term used to describe the different types of greenhouse gases emission in a common unit.

Waste heat recovery system

Scope 3 emissions

Scope 3 emissions are the result of activities from assets not owned or controlled by the reporting organisation, but that the organisation indirectly impacts in its value chain. Scope 3 emissions include all sources not within an organisation’s scope 1 and 2 boundary.

These indirect emissions are also referred to as value chain emissions of the reporting company, and include both upstream and downstream emissions e.g. business travel, purchase of goods and services, investments etc. There are 15 categories of Scope 3 emissions as defined by the Greenhouse Gas Protocol

Sustainable Development Sustainable development is broadly defined as: ‘development which meets the needs of the present without compromising the ability of future generations to meet their own needs’.

Towards2050 A Camberwell Grammar School student collective empowering young people in the fight against climate change. In 2018 they moved into the public eye and became an established part of the school with significant influence, driving the action of several initiatives such as the installation of over 2600 solar panels in a 880kW system.

Urban Forest Strategy

Water solar-assisted heat pump (W-SAHP)

Waste heat minimisation and recovery is a significant opportunity to improve efficiency and reduce energy use. It works by re-using the thermal energy from heat that is lost from other processes, for other purposes such as pre-heating, refrigeration processes, conversion to electricity. However, following the energy hierarchy, this should only be done after action has been taken to reduce unnecessary heat generation and loss.

Wurundjeri Woi-wurrung

The Wurundjeri Woi-wurrung of the Kulin Nation are the Indigenous clan who originally inhabited the land that Camberwell Grammar School now sits on. Wurundjeri is the combination of the Woiwurrung words ‘wurun’ meaning the Manna Gum, and ‘djeri’, the grub which is found in or near the tree.

Zero Waste Hierarchy

Value Chain Emissions

Vertical gardens

Local Council strategies that seek to mitigate and adapt our cities to climate change, population growth and urban heating, through creation of a healthy, water-sensitive urban forest and healthy ecosystem. This is also supported by the Victorian state-wide strategy Living Melbourne: our metropolitan urban forest.

Another term for Scope 3 emissions. Please see the definition above.

Another name for Green Walls. Please see the definition above.

Water Sensitive Urban Design

A solar-assisted heat pump is a technology for solar energy conversion that combines thermal energy collection and production with a heat pump. This combination allows for an efficient and high coverage of thermal needs. The main heat transfer fluid in a W-SAHP is water, while it can be different in other solar-assisted heat pump configurations.

Water sensitive urban design (WSUD) is an approach to planning and designing urban areas to make use of stormwater and reduce the harm the run-off can cause to our rivers and creeks. WSUD mimics the natural water cycle as closely as possible in order to reuse stormwater. Some examples of strategies are raingardens, sediment ponds, wetlands, swales, and rainwater tanks.

The Zero Waste Hierarchy describes a progression of policies and strategies to support the Zero Waste system, from highest, best and most sustainable, to the lowest use of materials.

2022

This Sustainability Plan was prepared by CERES Consulting for Camberwell Grammar School. This Plan is intended to guide sustainability action at Camberwell Grammar School between 2023-2026.

For further information, please contact:

CERES Consulting

e: consulting@ceres.org.au

w: https://ceres.org.au/consulting/

Sustainability Plan 2023 -2026

Camberwell Grammar School

Camberwell Grammar School Sustainability Plan 2023 -2026