Sustainability

Wey Valley Academy is taking a whole institution approach to climate action planning and implementation. We are working to consider and progress actions relating to the following key questions:

How are we going to address decarbonisation?
How are we going to adjust the curriculum to promote sustainability knowledge?
What kind of knowledge and skills are students learning for the green energy sector?
How resilient is the building and site for upcoming climate change?
How can we improve biodiversity?
How can we help to create a nature corridor through the school site?
How can we involve students throughout the processes involved?
How can we leverage skills and knowledge from within other organisations to collaboratively find solutions to address sustainability within the academy?
How can students and staff from Wey Valley Academy support sustainability initiatives across the local community?

Staff have been working to assess current sustainability teaching within the curriculum and how this can be enhanced further. Alongside this, the site team as well as teaching staff have been contributing to a climate action plan audit. The key documents are available below. The documents remain live and further details are being added as various projects and work streams progress. Each section will show the upload date and will be replaced over time with updated and increasingly detailed versions.

CAP Audit Questions - November 2025

Energy & Carbon	Current situation	Aims for the future
General
Is energy data monitored by anyone at the academy? And actions or activities carried out? Receive and act on alerts?	Monitored by Finance Team.	Look into Zenergi app- investigate better way to monitor readings and produce plan on how we can effectively reduce our use
Does the academy have solar or other renewable technologies on the premises?	Roof fitted panels- Capacity 97 kWh
Do staff feel they are provided with advice and support to reduce energy consumption? What would they like to see change? What works well?	Yes, turn off lights signs up in classrooms
Where air conditioning capacity exceeds 12kWh, is a TM44 certificate in place?	2 x A/C units. Does not exceed 12 kWh
Is heating gas central heating? Electric storage heaters? Other? Combination?	Gas central heating	Trust estate team has looked at alternatives to gas but at present cost prohibited
Equipment and lighting
List equipment, condition, efficiency and general use of it.	Lighting upgrade in 2022-LED to whole school except Multi use games area(MUGA)
Is there over-provision of certain equipment lighting which is unnecessary? E.g. too many lights down corridors?	No
Is there the ability to zone/control power use in areas? E.g. multiple strips of lighting for large rooms/areas to allow unused areas to be switched off	Yes, in some larger areas. Cupboard lights ,mostly on timers	Addition of lighting sensors where practical
What automation/systems are used in relation to equipment, lighting and heating, including hot water? E.g. BMS, sensors etc.	BMS- Trend-Control panel requires updating in main boiler house	Look at updating control panel in the main boiler house. Look into more advanced management control and monitoring system
How many printers are available? Locations? i.e. have to walk to a 'printing station'	4 x large general use printer located as below. 2 x units in reprographics 1 x unit in staff room 1 x unit in the learning resource area Additionally there are 4 x small personal printers within the HR office, the Pastoral office, Humanities Office and the admin office.
Behaviors and attitudes
Is it common for teachers to use different classrooms? If so, do they have different attitudes/behaviours to theirs v others? E.g. switching off equipment either due to knowledge, or time	Teachers use a variety of classrooms. It is not always feasible for staff to have their own classroom. All equipment is broadly similar across the classrooms so staff are aware of how to switch off the equipment.
Do staff/students have good switch off habits in relation to lights, equipment, making use of natural light/power? List some observations good and bad	No	Introduce turn me off when not in use signage to light switches and raise awareness within school to save electric
Specialist e.g. labs, D&T, sports halls, art, performances, music
List equipment, condition, efficiency and general use of it.
Is specialist equipment being used often? Frequency?	Varies dependent on items
Outdoor areas
Is there other outdoor powered equipment other than lighting?	No
What is lighting used for? E.g. security, sports	MUGA and general evening usage for pedestrians, car parks	Look into LED or Solar powered alternatives
Kitchen, staff room and food tech area
What appliances are present? Wattage, usage, efficiency and condition e.g. seals,	Refrideration-Moffat black salad bar,Carvell single upright fridge, salad bar well, gram single uprigh fridge,Foster G2 Ecopro double upright fridge-All condition okay Cooking equipment- Falcon G3101 range, Falcon,Con ovens G2112/2 x 2,Falcon G3478 Steamer x2,Falcon Fryer G1860 x 2 nll condition fair Stotts Strathavon Range x 2-Condition poor Food tech ovens-8 x Food tech ovens-Hotpoint cooker HU1612(11000W) x 2, Hotpoint cooker HDM6719H2CXAJK(11000W) x 6,Stove intergral double oven x 1 ,Stove hob x 1,4 x micrwaves(1200W)
Which foods/meals are creating highest intensity energy consumption?	Unknown
Preparation behaviours - Pre/post lunch switch on, lids on pans, extractor use and cleanliness, are fridge/freezers close to hot areas/appliances?	Unknown
Are technology eco/efficiency settings made best use of? E.g. fan ovens, microwaves, dishwasher eco setting	Cooking appiances-
Is there a heat recovery device?	No
Hot water - kettle, hot tap or boiled water tanks?	Kettles
Is there an excess of appliances unecessarily? E.g. empty fridges in staff rooms	Reduced many of the areas using appliances but revisit would be useful. Most equipment is used
Waste Management	Actions	Actions
General facilities and compliance
Is there only one waste management company operating at the academy? Who?	No
If no, is a waste carriers license and/or reporting available for each other third party collecting waste from the academy?	Dorset Waste Partnership, Perrys & Biffa	Currently looking to employ Biffa to help deal with our more hazardous items
Are all waste movements documented with an annual season ticket or individual waste transfer notes?	Yes-DWP have annual license-Perrys supply individual
What waste segregation is available?	General/recyclable/food/glass
Are all waste storage areas clearly labelled? Inside, outside and large storage areas	Yes, but could be better	Resign main waste bin areas at front of car park
Do any staff members (most likely FM team) carry waste? Do they have the appropriate documentation?	School waste carrier license-Registration number CBDL164428
Is there a compliant storage facility for hazardous waste? E.g. fluorescent bulbs	N/A(LED lighting)
Behaviors and attitudes
Are measures being taken to reduce waste generated and promote its reuse or recycling?	Yes, several areas of the curriculum make use of reused or upcycled materials. This is certainly true in Performing Arts and Art when they are completing projects. Alternative Provision uses cardboard from the canteen as a weed suppressor in the Forest School area. Alternative Provision have also just secured 4 tonnes of soil from the Redlands redevelopment for use across the school site. The move to booklets will also help to reduce the amount of adhoc and wasted printing which occurs.
Do FM staff have appropriate level of awareness about their waste responsibilities? i.e. trained around legal aspects	Various levels of awareness through team	Source additional training to ensure all are aware
Is littering an issue? Are any measures taken to prevent?	Yes, with litter pick carried out by site staff twice daily to help combat this and also birds ransacking bins.
Are there classroom bins?	Yes
Is there a recycling bin option at every bin location?	No
Food waste and related
What packaging is used for food?
Are the catering staff aware of what is going in food waste? Pre/post cooking
Do they have a compost bin(s)?	No. Bin in place for food waste which is transfer each day into main food waste bin in main bin store
Would they have the space and upkeep for a compost bin? Or specialist food waste composter? (~2.5m)	Yes
Who empties the food waste bins in lunch hall? (Catering or Lunchtime staff or other) and how are they communicated with on new messages?	Not currently segregated
Specialist or ad hoc
Are there significant differences in waste movements at the end of term? Why? E.g. large increases from removal of displays, furniture throw out	Yes, staff encouraged to keep areas clear and tidy throughout the year and recycle waste to reduce end of term build ups. However end of summer term usually very busy with additional recycling waste
What happens during refurbishments? Waste planning/considerations, larger items etc.	Contractor remove own waste
Are batteries collected separately and recycled?	Yes
Are there any other separate specialist waste streams collected? E.g. via terracycle	Metal skip provided all year
Food	Actions	Actions
Provision
Is there a breakfast club? And/or does the academy provide breakfast during the morning?	Yes
If yes, is it run by the same caterers used at lunchtime?	Yes
Is there an afterschool club that provides food? Any further info	Yes, intervention sessions for GCSE subjects sometimes include the provision of snacks.
Is the school a fairtrade school or promote fairtrade products?
Who is responsible for purchasing staff room food/drink supplies?	Individually supplied by staff
Milk - school milk? Glass milk bottles?	N/A
Free fruit (primaries only), what options are popular/unpopular? How well is this received? Does this end up being wasted? Why? Are any steps taken to reduce this if so?	No
Engagement and behaviors
Any environmental sustainability links with catering? E.g. climate labelling, veggie option promotion
How do students view the menu and when do they make a decision?
Is the vegetarian option the first/top choice (menu positioning)? Is there enough vegetarian food if majority chose this?
Are cups/reusable bottles used/promoted?
What options do students have to buy/use packaged drinks? E.g. cans, plastic bottles
Are there vending machines available?	No
Are there water fountains available throughout school?	2 in the Gallery, 1 in the Canteen and 1 in the Gym for students. There is also a cold water dispenser in the main staff room.
Water Resource Management	Actions	Actions
Does the school have a swimming pool? Or temporary swimming pool?	No
Is the location of foul (sewage) and storm (runoff) drains known and any chemical/fuel activity kept a suitable distance away?	Yes
Are there any known issues with flooding? Details, examples.	No
Are measures being taken to reduce water consumption and promote rainwater capture?	Historical water usage report but nothing recently	Look into new survey of water usage
Are there any greywater facilities on site?
Are there any waterbutts on site?	No
Is there any signage/stickers around turning taps off?	Most taps on compression fittings to turn off themselves	Add signage to any non-compression taps in kitchens etc.
Are handwashing taps automated? Are these set to the appropriate time capacity?	Most taps on compression fittings to turn off themselves and are set
Are all toilets dual flush?	No
Are there showers? Are these used regularly?	Yes, as area also used out of school hours by gym clients
Are dishwashers/washing machines put on using eco cycle as default?	Not known	Check dishwashers
Are there any known leaks? Are these proactively monitored?		Check on water meter usage in conjunction with any water usage surveys as previously suggested in line 78
Travel	Actions	Actions
Is there adequate provision for bike storage? Safe, secure, size, quality etc.	Yes
Are there any regular travel surveys performed? Is it known the main types of travel used by staff and students?	Yes, Sustrans work with school through Mark Salmon(staff menber)links
Is there adequate provision of non-car transport? E.g. enough buses for those that want to travel this way, accommodating after school clubs
Are there suitable active travel routes? i.e. safe, connected, accessible
Is there any EV charging available?	Yes-4 x charging bays
Are there any sustainable travel apps/groups/platforms? E.g. car pooling, walking bus etc.
Is sustainable travel incentivised at all?	Sustrans work with school to promote bike usage occasionally	Check work place scheme incentives for staff
Procurement and purchasing	Actions	Actions
What are the key types of products purchased? E.g. stationary, paper	Staionary, paper, food cartons,toiletery items
Is there a central process around this or does everyone have the ability to order items?
Are there any take-back, direct consumer recycling schemes being utilised?	Not known
Is there a uniform bank/swap shop?	Yes, there is an area with uniform for students missing items. Year 11 leavers encouraged to donate old uniform
Other info
Biodiversity and Ecology	Actions	Actions
General maintenance and compliance
Is there a scale map of all outdoor spaces? Is anything ecology related mapped?	Yes map available but not ecology mapped	This will be mapped during the 'Learning for Life' element of the curriculum. Students will participate in the National Education Nature Park programme which includes ecology mapping.
Are there any known protected or invasive species present? (TPOs, birds, bats, reptiles, badgers, GCNs)	No
If yes, is there any biodiversity action/management plan in place?	N/A
Are controls in place adequate to prevent harm to protected trees or other species?	Tree survey in place with trees categorized
Are controls in place adequate to prevent spread of invasive species?	No
What does the current maintenance regime look like? Schedule, grass cutting, other maintenance including hard surfaces
Are any herb/pesticides or other chemicals used? Frequency? Type?	Yes, weed spray used by grounds contractors throughout growing season.
Quality
Is anything known about the quality or value of biodiversity on site? Or in the immediate boundaries?	No	This will be mapped during the 'Learning for Life' element of the curriculum. Students will participate in the National Education Nature Park programme which includes biodiversity mapping.
Are there any particular areas dedicated/assigned primarily for nature purposes?	Yes, forest school area
General assessment of biodiversity value	No	This will be mapped during the 'Learning for Life' element of the curriculum. Students will participate in the National Education Nature Park programme which includes biodiversity mapping.
Are there any potential areas for enhancement? i.e. no primary other uses (play)	Possibly	A project workingalongside Kingston Maurward College staff and students is being considered for the courtyard in the middle of the Science wing.
Describe what hard surfaced areas are used for any whether overused	Hard surfaces used for play areas and multi use games area ( MUGA) for play and sport. The car parks, paths and access roads are also hard surfaces.
Use and behaviors
Does the school have an allotment? Details on use and management.	Yes, within Forest school area.
Is there a forest schools or outdoor learning area?	Yes
Can the public access any of the outdoor space?	Areas for hire through outside sports company who run sports fields
Is there any current community use?	As above
Is there play equipment? Is there any connection to nature?	No
Adaptation and Resilience	Actions	Actions
Internal spaces/infrastructure
Is overheating of classrooms an issue?	No

External spaces/infrastructure


Digital infrastructure
Are you prepared remote learning? Availability of hardware?
Are you prepared remote learning? Are processes for learning and teaching are in place?
Individual resilience
Do you promote positive behavioural attitudes towards climate change to allow for the development of agency amongst pupils and staff leading to positive climate action?
Have behaviour change processes been considered for staff and students?

Health and Wellbeing
Is eco anxiety considered in health and wellbeing policies for both students and staff?


Curriculum and community	Actions	Actions
Staff capacity
Do staff feel equipped, prepared and trained to deliver climate education?
What do you consider are the barriers and challenges to transform your curriculum?
Informal curriculum
Do you go on any environmental related trips? Explain	Geography trips in Year 10 to Lyme Regis which cover coastal erosion, coastal management and the impacts of climate change on coastal environments. Upcoming World Challenge trip to Bali includes elements of coastal conservation and visits to rainforest areas. Alternative provision trips within the local area also frequently cover topics including the environment, recycling, nature, the food journey, gardening, natural planting, erosion and climate change.
Do you connect with any local community groups on environmental action or education? Which ones?	Students recently attended a beach clean led by Litter Free Dorset in April 2025.	Our website will promote local sustainability initiatives run by outside organisations such as Weymouth and Portland Marine Litter CIC, Clean Jurassic Coast CIC, Litter Free Dorset and RSPB.
Do you have a student centred eco club/team?		The National Education Nature Park programme will be used as the basis for sustainability sessions during the 'Learning for Life' section of the curriculum.
If so, who is involved, how often do you meet? General info/challenges
Are you working with any external informal curriculum organisations e.g. Eco Schools?
Formal curriculum
How well do you feel sustainability and climate change is embedded into the curriculum? Examples
Are you aware of the sustainability links made with specific disciplines?
Have you mapped your curriculum to climate and sustainability related subjects?
Leadership and policy	Actions	Actions
Leadership
What support is provided by the MAT?	The Sustainability Lead has met with the Trust's Estate Director on several occasions alongside the Principal and Site Manager. Other key stakeholders, including the Trust's Chief Education Officer, attended a meeting on 3rd March 2025 at Wey Valley Academy to initiate sustainability movements.	Sustainability Lead and Site Manager to continue to liaise with relevant members of the Trust's leadership team to discuss infrastructure, curriculum and funding issues.
What is each educationals setting responsible for?
Is progress on climate action reported at regular intervals?	No
Do you have a climate action working group?
Is climate action a regular agenda item?
Policy and Strategy
Are you aware of the links with OFSTED criteria?
Is sustainability and climate action integrated into the setting’s improvement/development plan?	Yes, school working towards more sustainable infrastructure
Does your setting have a sustainability/climate action policy?
Does your setting have a climate action plan?	No, this document represents the start of the process.
Are short-medium- and long-term goals incorporated into the climate action plan?	No	No, this document represents the start of the process.
Are SMART targets set which are realisable and addressing the needs of the each setting individually?	No	No, this document represents the start of the process.
Is the CAP reviewed at least annually?	No, this is the first version of CAP used by the academy.	The CAP will be published on the school website from July 2025 onwards. The CAP is a live document that will frequently be updated and reviewed by key staff. The published version will be periodically reissued on the website.
Does the CAP have SLT and Governing body sign off?	No, this is the creation of the first CAP.
Engaged staff
Do all staff know who the Sustainability Lead is?	Not all staff are currently aware. CALs have recently become aware due to the request to complete the Curriculum Sustainability Mapping document.	All staff to be informed of goals and expectations regarding sustainability once mapping has been completed. Staff will be directly sent this Climate Action Plan Audit Document as well as the Curriculum Sustainability Mapping Document once completed.
How prepared do staff feel to implement actions detailed in the CAP?
There is, or has been, a collective and collaborative partnership between staff and students in the creation of the CAP	CALs are currently completing a form outlining how environmental sustainability currently features in their subject areas. They have also been asked to outline how they intend to further this in the future.
What proportion of education staff are confident in climate change education and how to embed it within their subject?	Currently being assessed through a sustainability curriculum mapping document.
What proportion of education staff understand how their subject supports the transition to a green economy and green careers?	Currently being assessed through a sustainability curriculum mapping document.
What training is required for staff and has this been factored into CPD?
Communication
Is there a dedicated space on the educational institution's website for sustainability and climate action?	No	This Climate Action Plan Audit document and a sustainability curriculum mapping document will be shared on the website from July 2026 onwards. The intention is to also use this area of the website to promote local sustainability initiatives run by outside organisations such as Weymouth and Portland Marine Litter CIC, Clean Jurassic Coast CIC, Litter Free Dorset and RSPB.
Is the climate action plan available on the setting’s website and accessible/understandable to all stakeholders?	This document currently represents the start of the process.
How broadly is climate action and sustainability showcased across the setting? Internally to students and externally to parents and community

Curriculum Sustainability Mapping - November 2025

Subject area	Current sustainability learning and actions as of June 2025	Plans for integrating further sustainability learning and actions June 2025 onwards
English	Persuasive writing linked to sustainability and the environment. Recycling boxes in every classroom. Reading books repaired wherever possible. Boxes reused. Photocopying is more controlled now we have booklets.	I have concerns about the amount of paper we use - we're trying to merge booklets/use the most of the space on the page/print in black and white wherever possible.
Maths	Data analysis focused linked to conservation initiatives. Surveys/questionaires - conducting these so as to identify limitations and balance of ethics/validity/sampling. Petersen's "Capture Recapture" method linking to conservation initiatives.	Introduction of statistics GCSE that has a "Statistical Enquiry Cycle" in every paper that is often focused on sustainability initiatives. Continue to limit paper-based resources required within the department - no longer laminating anything and using/reusing poly-pockets if required.
Science	Sustainablity is strongly interlinked within the science curriculum. Throughout all year groups we cover topics on the impact of global warming and what can be done to reduce your carbon footprint, life cycle assessments of common produce, learn about the important of reduce, reuse, recycle and what each of those term means. In GCSE we cover ecoystems in depth which teaches the students impacts on different geological areas and how habitats are being destroyed due to an inflation of the human population and what can be done to reduce this.	Sustainablity is a big focus within our curriculum and the department runs sustainablity expeditions to give a handful of students first hand experience in how the world is changing and how they can support communities using the knowledge they have learnt. We would like to offer this opportunity to more students to enable them to experience sustainablity in the real world.
Geography	Covered throughout the course. This is covered in more detail in a separate document called 'Geog Sustainability Doc'. Summary below: Yr7 - resource management and climate and ecology science in the South America topic, pollution control in the Africa topic Yr 8 - climate action in climate change topic, sustainable materials, consumer choice and reduce,reuse and recycle in the my stuff and climate change topics Yr 9 - resource management and pollution control in rivers topic GCSE - resource management, sustainable development and sustainable transport in paper 2 topics. Climate and ecology science within paper 1 topics.	In geography we are always looking to add resources to our topics whether it is impacts of climate change on coral reefs in our Oceania topic or updated case studies across KS4 topics. The KS3 climate change topic already has a core focus on sustainability and we will contiue to adapt thse resources with up to date news and reports as we work through it. Resources wise, our move to booklets has reduced the amount of wasted photocopying which is a positive step. I would also like to reduce the amount of equipment that is constantly borrowed and often treated in a disposable manner - this is a whole school issue and I hope a drive on student owned equipment going forward will reduce the wastage in this area. Each of the geography staff are passionate about the subject and will bring their own knowledge of sutainability to individual lessons and classes. Good resources are shared so that all students can benefit. Any links with astudent transport and the encouragement of cycling/ scooting/ walking to school will be strongly supported by the department as well.
History	In Year 7, our medieval Baghdad topic includes how the city adapted to its environment (building, clothing, water management). In Year 8 we cover the Industrial Revolution and the impact of urbanisation and the impact of pollution in cities and public health. In Year 10, the Crime & Punishment course includes the consequences of resource scarcity, population increase and changing land use on society. In Year 11 we look at nuclear test ban treaties and the agreements to protect outer space during the Cold War.	I plan to include some work in Year 9 on protest movements in the 1960s and 1970s which will include the green and ecology movements. The Year 8 Industrial Revolution topic can have a stronger focus on the situation today, global heating and CO2 levels and why developing countries feel unjustly treated by countries which had earlier Industrial Revolutions.
Computing	SMART and sustainable farming - looking at water management and ways computer science can help when growing plants in different environments.
Physical Education	Recycling within P.E office, forest school on field,	Recycling within P.E office, forest school on field,
PSHE	In PSHE we explore being a global citizen, and the need for all to be aware of themes such as sustainability. As part of being a Rights Respecting school, we explore that environmental pollution and sustainability. In every PSHE classroom we encourage recycing, and resources are planned to ensure limited waste. Year 7 have explored how to volunteer in the local area, with ideas such as beach cleans. The curriculum students are encouraged to value and explore the nature when exploring themes such as wellbeing.	We are considering expanding the curriculum to explore sustanability more within the year 9 curriculum.
Art	in Art and Design we have introduced a Sustainable Sculptures project in the summer term with Yr 7, 8 and 9. Students are encouraged to analyse their recycling at home and in school and find plastics, card, paper that can be used to create their sculptures. We have recycling bins in the canteen for students to add to the resources. We consider how the environment is impacted by everything that we dispose of normally and strategise how to Reduce, Reuse and Recycle moving forward throughout the rest of the year.	Recycling from home and canteen in the Autumn and Spring term for specific materials.
Performing Arts	In Performing Arts we will consider the environment, the planet, recycling and upcycling . We will use upcycled props and objects within drama and dance.	To facilitate workshops and a drama performance around the environment and sustainability aimed at our KS3 students involving the Primaries (Year 6)
Design Technology	6 "R"'s are visitied at KS3 in theory. KS4 undertake independant research on Sustainability and assess the end of year projects through a life cycle analysis.	Woods recycling bins in lcasses to facilitate the reuse of wood where possible.
Modern Foreign Languages	The theme of environmental issues in the local area and in the world is covered in the GCSE course. Pupils are exposed to real life examples through texts and videos and issues are discussed in lessons.	We would like to introduce the topic of environment in our KS3 curriculum in the form of cultural knowledge lessons.
Philosophy and Ethics	Topic area on Environmental ethics already as part of curriculum in KS3	Booklets to be condensed into smaller chunks for KS3-less paper. Expanding Environmental ethics into KS4 for deeper understanding and exploring
Business Studies	Teach students the importance of a business working in a sustainable way, using renewable engery and recycled materials. Discuss the great many advantages to a business, such as increased sales, subsidies and grants.	Encourage students to be enterprising and sell unwanted clothes and other items on platforms such as vinted.
DEAR	Titles chosen that foster a love of the natural environment include 'The Explorer' and 'The Northern Lights'. We use some of our old, incomplete copies for art projects.	To facilitate workshops and a drama performance around the environment and sustainability aimed at our KS3 students involving the Primaries (Year 6)
Tutor	Within the Key Stage 3 PSHE programme delivered during tutor time, students engage in a dedicated sustainability module that focuses on how to be kind to the planet and make environmentally responsible choices. Through these sessions, students learn about issues such as climate change, recycling, reducing waste, and protecting natural habitats. The lessons encourage them to reflect on their own actions, understand the global impact of human behaviour, and consider practical steps they can take both in school and at home to contribute to a more sustainable future. This work is closely linked to our Rights Respecting School ethos, helping students to see sustainability as part of their wider responsibility as global citizens.	Weekly Focus Topics: Each week, focus on one sustainability theme — e.g. energy, waste, water, biodiversity, or food miles. Mini challenges: “Plastic-free day,” “Turn off the lights,” or “Walk to school week.” Discussion prompts: Use short articles, news clips, or Lyfta stories to spark conversation.
Alternative Provision	All of our courses involve teaching about the environment, recycling, nature, the food journey, gardening, natural planting, erosion and climate change. Cardboard from the canteen is used as a weed suppressor in the Forest School area. 4 tonnes of soil from the Redlands redevelopment has been given to the school instead of going to landfill. This will be used in the herb and flower sections of the Forest School area and will be used elsewhere around the school.	We have 2 grants to train staff across the school to include subject development learning in the outdoors which must include sustainability (Learning Through Landscapes) . All trips aim to recycle, reduce flying hours and we plan to increase time spent in the gardens, forest school and involving horticulture.
Assemblies		Assemblies focusing on sustainability are planned for 2026, with Litter Free Dorset already being contacted and additional initiatives being explored to raise students’ awareness of environmental responsibility. Students are also encouraged to engage with sustainability through the morning tutor time programme, which last year used Lyfta to promote global awareness, and through our ongoing UNICEF Rights Respecting School Silver Award work, which highlights awareness and responsibility for a sustainable future.
Careers	Students learn about different green careers, how jobs are becoming more sustainable. Green careers involve jobs that contribute to preserving or improving the environment, addressing climate change, and promoting sustainability. These careers span various sectors, including renewable energy, environmental engineering, sustainable construction, and conservation. They are increasingly important as the world strives for a greener future, with many new roles emerging in response to climate change and environmental challenges. Events planned in the academic year help students to deepen their understanding of environmental sustainability- such as Careers Fair, talks from employers. Employer Workshops, STEM Day. STEM roadshow, Work Experience.	As part of the new modern work experience, taking small groups of students to work visits and embedded workshops linked to environment, conservation and sustainability. Invite people in to give talks linked to their profession and who are in this sector.

Geography Sustainability Document - November 2025

	7	8	9	KS4
Resource Management	T2 – South America Topic		T5 – Rivers Topic	AQA GCSE Paper 2 “Resource Management – Energy” Topic
Pollution Control	T3 – Africa Topic		T5 – Rivers Topic
Nature Conservation
Climate Action		T2 – Climate Change Topic
Sustainable Development				AQA GCSE Paper 2 topic
Sustainable Transport				AQA GCSE Paper 2 topic
Sustainable Materials		T3 – My Stuff/ Climate Change Topic
Consumer Choice		T3 – My Stuff/ Climate Change Topic
'Reduce, Reuse & Recycle’		T3 – My Stuff/ Climate Change Topic
Climate & Ecology Science	T2 – South America Topic			AQA GCSE Paper 1 topic – Living World Topic

Summary of Topic Coverage

Topic Area	Covered in AQA 8035?	Where in Specification
Resource management	✅ Yes	3.2.3 in Paper 2; Paper 1 fieldwork too
Pollution control (air/water/soil)	✅ Yes	Urban sustainability; resource unit; climate change
Nature conservation & biodiversity	✅ Yes	Ecosystems and tropical rainforest sections in Paper 1
Climate science & action	✅ Yes	Paper 1 Climate Change; physical geography fieldwork
Sustainable development principles	✅ Yes	Urban sustainability & resource management
Sustainable transport	✅ Yes	Urban transport strategies in urban issues
Sustainable materials & consumer choice	✅ Yes	Waste/recycling; packaging; local sourcing
“Reduce, reuse, recycle”	✅ Yes	Included in urban sustainability module
Climate & ecology science	✅ Yes	Covered extensively across climate and ecosystems content