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Contents

School water audit

A step by step guide to improving water

efficiency in schools

School water audit © Water Corporation 2018

Reproduction of this work in whole or part, by any means, except as provided by the Copyright Act 1968 as amended and in regard to use by Western Australia schools participating in the School water audit, is prohibited without the prior express approval of Water Corporation.

ISBN 1 74043 916 3

Water Corporation

John Tonkin Water Centre

629 Newcastle Street

Leederville WA 6007

watercorporation.com.au/teachers

2796.2015©

1

Introduction ...............................................................2The school water audit ...................................................... 2Why conserve water? ......................................................... 2Factors affecting water use at school ...................... 3Personal water use at school ......................................... 3Total school water use ....................................................... 4

Part 1: How much water does your school use? ............ 5The Water Meter .................................................................... 5 Find the water meter ................................................... 5 Learn to read the meter ............................................. 5 Daily meter reading ..............................................6 Water use patterns .......................................................6 Graphing water use ..............................................6The water bill ............................................................................7 Looking at your bill .......................................................7 Explore your water bill .........................................7 Interview school principal ................................8

Part 2: Where does your school use water? ................. 9Work together .........................................................................9Create a map of your school ..........................................9Indoor water use .................................................................10 Toilets .................................................................................10 School water audit .............................................. 11 Toilets at school ................................................... 11 Taps ..................................................................................... 11 Investigate leaking taps .................................. 12

Contents

Drinking fountains ..................................................... 12 Drinking fountain survey ............................... 12 School water audit .............................................. 12 Hand basins/sinks ..................................................... 12 Handwashing survey ........................................ 12 Showers ............................................................................ 13 School water audit .............................................. 13Outdoor water use ............................................................ 13 Waterwise gardens ................................................... 13 Interview school gardener ............................. 14 Irrigation .......................................................................... 15 Irrigation in the school grounds ................ 15 Pool ...................................................................................... 15 Investigate pool covers .................................... 15

Part 3: How can your school save water? ................... 16Extra water saving opportunities ............................ 16 Water saving checklist ..................................... 16Collate your findings ........................................................ 16 Water saving actions ........................................ 16 Write a report ........................................................ 16Educate your community ..............................................17Ongoing actions ..................................................................17 Ongoing meter readings .................................17Need more help? .................................................................17

Worksheets ........................................................................... 19

Curriculum links ..................................................................30

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School water audit

Where does your school use water?

How much water does your

school use?

How can your school save water?

Meter reading Water

billsWater use

survey

Interviews

Trendingwater use

Graphing

Interviews

Pool

Taps

Gardens

Oval Toilets

Surveys

Promote to community Interpret

data

Become a Waterwise

School

Ongoing actions

Water curriculum activitiesReport on

findings

2

Introduction

The school water audit Increasingly, schools across WA are becoming more aware of the water they are using.

A school water audit provides a fun and educational way to investigate ways that water is used every day, determine which areas of the school may be causing problems and to spread the message of water conservation. These investigations will help you minimise water loss by detecting leaks and faulty fixtures so they can be repaired as soon as possible.

This guide will help you understand where and how much water is being used in your school. It has been broken up into three parts; Part 1 looks at how much water you use in your school, Part 2 looks at where water is used in the school and Part 3 is about collating the information gained and reporting on it. Each part explains ideal practices and has a series of activities in blue a for you to complete.

There is an opportunity to reduce the school water consumption by more than 10% just by implementing the findings through this water audit. Search ‘school water audit’ at watercorporation.com.au and use the video together with this guide to encourage your students to become water detectives.

Why conserve water? Water is our most precious resource. Without it no plant or animal can survive.

Australia is the world’s driest inhabited continent and our climate is changing. The south west of Western Australia is predicted to become drier and because of rising population and urban demand, the need to save water and ensure sustainability will grow.

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Personal water use (litres per day)

25

20

15

10

5

0

Litr

es

Average daily water use

2xtoilet visits

2xhand washes

Drinkingwater

KEY: inefficient fixtures efficient fixtures

We all have a role to play, so by reducing our water use we can secure our water supply for generations to come. Water Corporation has been finding new ways to source and preserve our precious water, and we need schools to help by saving as much water as they can. This will save the school money and reduce the impact on the environment.

Factors affecting water use at school These include: • number of students, teachers and staff • size and layout of school grounds • swimming pool • scheme supply or self-supply

(from a groundwater bore) • use of recycled water • garden watering time/irrigation practices • gardening practices (e.g. mulching, soil

preparation, soil-wetting agents) • waterwise garden design (using native plants) • evaporative air conditioners • leaking fixtures or hidden leakages • cooling towers• water-efficient appliances (e.g. dual-flush

toilets, flow regulators in taps and showers) • behavioural practices (e.g. reporting and fixing

leaking taps) • type of specialised classes (e.g. gymnasium,

home economics, hairdressing, bricklaying) • cleaning practices • vandalism • use of school facilities after hours (community

group meetings/weekend sports).

Personal water use at school Personal water use is affected by the amount of water appliances the school has. This graph, based upon average daily water use per person at school, demonstrates the difference that water-efficient fixtures can make.

It is estimated that the average indoor water use per person at a school is in the range of 13–29 litres per day.

• Toilet use: 9–22 litres per person per day • Hand basin use: 3–6 litres per person per day • Drinking fountain use: 1 litre per person

per day

However, total water use per person per day is higher when other water use is taken into account (e.g. for washing paintbrushes, showering, swimming pool use, and participation in science or home economics classes).

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Total water use at schoolThe volume of water used per school for different purposes can vary a great deal, as shown by the pie charts, which shows water use at two different schools in the Perth metropolitan area.

Variables include the use of scheme water for irrigation, the use of dual flush toilets, the use of water by outside groups, and whether the school has a pool.

Urinal (18%)

Irrigation (8%)

Basin (7%)

Sink (5%)

Trough (2%)

Air conditioner (1%)

Leaks (1%)Other (3%)

Toilet (55%)

School A

Irrigation (42%)

After-hours use and non-school

use (15%)

Toilet (13%)

Sink (8%)

Basin (7%)

Urinal (5%)

Leaks (1%)Other (9%)

School B

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Part 1: How much water does your school use?

The first step in being able to reduce your water use is to understand how much water is being used in your school.

Prepare your students for the audit by researching water topics such as the location of your water source(s) and any local current water conservation measures in place. We may be able to come to the school to present this information.

The water meter Water coming into your school flows through the water meter. The water meter is read in order to calculate your water bill. The meter measures the volume of water passing through it and is the best tool to accurately measure the total amount of water used in a school. Reading your water meter and keeping a simple record of your water use can help you check for leaks to save water and reduce your charges. Hidden leaks in underground pipes waste a lot of water (and money) with some schools wasting over 12 million litres over a year.

Find the water meter Most schools will typically have a main water meter located close to the property boundary near the street. Large schools may have more than one meter. The area surrounding your water meter should be clear but beware of any dangerous insects or plants. If you can’t find your meter call the Water Corporation on 13 13 75.

Learn to read the meter The dial will look something like the picture below.

The numbers on the dial record how much water has been used since the meter was fitted. Read the numbers from left to right. The black numbers show kilolitres (1,000 litres) and the red numbers show litres.

So, the reading on this meter is 42,912 litres or almost 43 kilolitres.

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a Daily water meter readingUse the School water meter reading worksheet. This activity involves reading the school water meter over a 12-day period starting on a Monday and entering the readings.

Take a daily reading in the morning before class and again after school when all taps have been turned off (the gardener or cleaner might be able to assist with this). By subtracting these two figures, you’ll see the total day-time water consumption of your school.

If you notice that water is used between the end of one school day and the start of the next further investigation may be required. This volume should be recorded in the ‘After-hours water use’ column and added to the school’s total water consumption for the day. After-hours use of water might be from leaks, but it also may be legitimate water use such as watering the gardens or cleaning.

Record the total water consumption for the day by adding the day with the evening totals. Complete the rest of the information on the sheet to give you a good overview of the quantity of water used in your school.

Water use patterns Clear patterns may emerge by graphing daily meter readings over the year. For example, water use may be higher on Wednesdays. Analyse results and irregularities and students will be able to offer reasons (or predictions) about any patterns in the results. For example, Wednesdays may be sport days.

Water use can vary according to seasonal variations: increase with a growing school population, by leaks, failure of water fixtures, or a faulty irrigation system.

a Graphing water use Use the Analysing school water use worksheet to help understand the variables that affect water use at schools on a yearly and daily basis. The worksheet shows results for imaginary Clampton Primary School.

Then using your school’s annual water bills for the past three to five years, plot your yearly water usage totals on a large graph and keep it ongoing. Show the graph at school assemblies and display it in a prominent position.

Part 1: How much water does your school use?

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The water billLooking at your bill Water bills are issued every two months and will tell you how much water the school used and what it cost. Bills will also tell you the service charge and the amount of water used in the previous bill and in the same period last year.

Call Water Corporation on 13 13 75 if you need copies of your water bills.

a Explore your water bill Use your water bills to calculate:

• The cost of water (cents/kL): $ . . . . . . . . . . . . . . kL

• What is your annual water bill?: $ . . . . . . . . . . . . . . (add all six bills for the year together)

• Number of staff and students at the school: . . . . . . . . . . . . . . .

• Average daily water use for the period: . . . . . . . . . . . . . . . litres (back page of bill)

• Average water use per person for the period: . . . . . . . . . . . . . . . litres (take average daily water use and divide by number of people in the school)

• Is there any significant difference in water consumption for different billing periods: . . . . . . . . . . . . . . .

• If your school reduced water use by 10%, you could save $ . . . . . . . . . . . . . every year (divide your annual water bill amount by 10%). By spending money on water saving measures, you can get your money back through lower water bills.

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a Interview the school principal As the person responsible for making sure the school is operating efficiently, interview the principal to find out how water is managed in the school. Here are some sample questions to ask with some helpful information below each question.

• What should students do if they see water being wasted in the school? Make it a school wide responsibility to report leaking fixtures immediately.

• How do students learn about water conservation at school? Water topics feature strongly in the Australian Curriculum. We offer a range of water-themed incursions, tailored to curriculum requirements as well as a range of online lesson plans.

• Are the water fixtures in the school water efficient? WELS is Australia’s water efficiency labelling scheme that requires certain products to be registered and labelled with their water efficiency in accordance with the standard set under the national Water Efficiency Labelling and Standards Act 2005. See waterrating.gov.au

• Is there a rainwater tank in the school to harvest water? Rainwater tanks have long been a feature in rural areas in Western Australia. For well over 100 years they have provided storage to meet domestic water needs. Unfortunately, Perth’s weather patterns of wet winters and dry summers result in rainwater tanks being full or close to full for much of the winter and empty or close to empty for most of the summer.

While rainwater tanks can provide water for outdoor uses such as garden watering, greater savings can be made by using rainwater for flushing the toilets. This is because water is used inside the school more frequently throughout the year (as opposed to summer garden watering).

This ensures the tank is emptied regularly, allowing it to fill up more times during the year.

• How do you communicate waterwise messages to the community? National Water Week is a good time to learn about water conservation and raise awareness. Waterwise tips in the school newsletter as well as utilising the school website, Twitter, Facebook or other online tools are good ways to educate your community. Reporting facts and figures from this water audit would be useful as well as publicising how the school is going with its monthly water use.

• How do you monitor your water use? Regular monitoring of the school water meter can help to identify abnormal water use. If meters are not monitored, leaks resulting in the loss of huge volumes of water can remain undetected until the water account arrives. Establishing water use patterns over time will make it easy to identify spikes in your water use that need to be investigated.

• Is there a water management team to review water use in the school or is water efficiency part of the school development plan? Develop a long term vision for your school’s water management and communicate this with the school community. Meet regularly to review use and identify water saving opportunities. Consider involving students, teachers, administration staff and even parents.

• Is this a waterwise school? Many schools have become part of our Waterwise Schools Program which sends a clear message to the community about the importance of saving water. The program becomes an umbrella under which the whole school works towards a common purpose and generates positive publicity for the school. See watercorporation.com.au/education to find out if you are a waterwise school.

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Part 2: Where does your school use water?

Work together Form small teams to inspect all the places where water is used throughout the school. Each team will identify if the fixtures are leaking or damaged and record data such as the flow rate and the quantity of each fixture in their area.

Each team needs a folder that includes: 1. school map including the team’s unique area 2. 2 litre measuring jug (or similar) 3. pencil/or pen 4. stopwatch (most mobiles have one) 5. camera 6. clipboard 7. set of worksheets 8 screwdriver 9. marker pen 10. disposable gloves 11. plumbing/food dye.

Nominate a person to be responsible for time recording, record keeping and photography. It’s important that each team follows their assigned route correctly, does not waste the water used and remembers safety and appropriate behaviour.

The second step in being able to reduce your water use is to find out where water is being used in your school.

Create a map of your school You could use Google Maps or an equivalent online mapping system or students could create their own maps of the school. On the map, identify all water using fixtures in the school and circle different areas for each team to investigate. Make sure that all areas are large enough to obtain enough data, yet small enough to avoid walking long distances.

Include: • toilets (boys, girls, staff and accessible) • staffroom • wet areas • classrooms, including shared areas • kitchens • gym/pool/showers • change rooms • library • storage rooms • garden areas including oval(s) • boarding house • vegetable garden • drinking fountains • sick bay/room • water features/pond.

a School water audit Throughout the water audit, teams use the School water audit worksheet to record details about all the water fixtures in the areas where water is used in your school. A new form is used for each unique location on the map so each team may fill out a number of these audit worksheets.

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Toilets

FACT: Toilets often consume the largest amount of water in the school second only to irrigation.

Types of toilets There are different types of toilet cisterns. The type of cistern determines how much water is used. Older style single-flush toilets use 11-20 litres of water. Older-style dual-flush toilets use 9 litres per full flush and 4.5 litres per half flush. The most recent units use only 4.5 litres per full flush and 3 litres per half flush.

In boys’ and male staff toilets, there might be urinals operated through a sensor, push button or timer. Some might be waterless urinals.

Cistern volume It is recommended that those performing these tests wear disposable gloves.

The cistern volume can be worked out by following these steps:

1. remove cistern lid* 2. mark water level inside cistern 3. hold or turn off cistern water supply valve 4. flush toilet, using full flush (if required repeat

steps 3 to 5 for a half flush) 5. using measuring jug fill the cistern up to the

water level 6. record the number of litres used to refill cistern 7. turn cistern water supply valve back on 8. if required, repeat steps 3 to 5 for other

flush types. * Please note: cistern lids are often porcelain

and can break. You may need a screwdriver to remove the lid. Some cisterns are hidden in a duct.

Leaking toilets

FACT: A leaking toilet can waste up to 73,000 litres of water a year – so it’s important to check every toilet in the school.

There are two ways you can detect toilet leaks. The first is by placing plumbing or food dye into the cistern without flushing. After ten minutes check the bowl and if the dye has made its way into the bowl then the cistern is leaking. Obviously, this method can only be used between flushes to keep the water colouration separate. Some care should be taken when using this method of leak detection. There have been some reports that inappropriately selected dyes can leave a permanent stain on the porcelain of the bowl. Apparently, this is more prevalent where the porcelain is chipped or cracked thus making the outer surface permeable.

The other common method for detecting leaks is simple and involves laying a piece of toilet paper across the back of the (otherwise) dry toilet bowl. Any leak will show as a wetting of the paper. The rate of moistening will also give some (unquantified) indication of the size of the leak. Care should be taken when performing this test as it involves the tester placing his or her hands into the bowl itself.

a School water audit Investigate the cistern volumes, whether they leak and the type of toilet and enter these onto the School water audit worksheet.

Indoor water use

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a Toilets at school Use the Toilets at school worksheet, enter data collected during the audit to summarise how many toilets are at the school and whether they are single-flush or dual-flush. Conduct a survey to find out how many times the toilets at school are flushed during one day. Students can survey their own class, and estimate for other classes the number of times the single-flush or dual-flush toilets (half or full flush) were used on the previous day. Using all this data, work out how much water could be saved in a day, a week, a year, five years and 10 years if the school converted any single-flush toilets to dual-flush toilets. Also work out how much money could be saved.

Taps

FACT: Installing low flow taps and fixing leaks are quick and easy ways to save water in the school.

Flow rate The amount of water flowing every minute from a tap is called its flow rate and affects the amount of water used. Flow rate is measured in litres per minute and is measured using a measuring jug and a stopwatch. If the flow rate is too fast, water may be wasted. The flow rate is also affected by the type of device fitting. Certain types of taps such as push taps or automatic shut-off taps limit the time of the flow as they only release water for a set period. To measure the flow rate of a tap, turn the tap on full. Place the measuring jug under the tap for ten seconds. Turn off the tap and measure the water collected in the container. Multiply the amount collected by 6 to give you a litre per minute flow rate.

Leaking taps

FACT: A dripping tap can waste up to 10,000 litres of water a year. If you have multiple dripping taps throughout your school this can really add up.

a Investigate leaking taps Use the Leaking taps investigations worksheet to work out how much water is wasted if taps are left to drip at the different rates shown.

a School water audit Investigate the average flow rate, whether they leak and the type of tap and enter these onto the School water audit worksheet.

Total litres per minute Total for day Drip: (1 drop per second): 0.005 litres per minute = 7.2 litres

Steady drip: 0.08 litres per minute = 115.2 litres

Trickle: 0.27 litres per minute = 388.8 litres

Stream: 0.83 litres per minute = 1195.2 litres

Drip (1 drop per second) Steady drip

Trickle Stream

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Drinking fountains

FACT: Drinking fountains are a common source of leaks in schools.

Survey your school

a Drinking fountain survey Carry out a survey on drinking fountains at school to investigate:

• How many times do students use drinking fountains in one day (e.g. do a random sampling of 50 students)? . . . . . . . . . . . . . . . . times per person

• What is the average amount of time students spend at the drinking fountain? . . . . . . . . . . . . . . . . seconds

• On average how much water is consumed each time the drinking fountain is used? . . . . . . . . . . . . . . . . mililitres

• What is the volume of water used by students during the week? . . . . . . . . . . . . . . . litres

a School water audit Investigate the average flow rate, whether they leak and the type of tap and enter those onto the School water audit worksheet.

Use refillable water bottles Encourage students to fill bottles at the fountain to avoid unnecessary wastage.

Hand basins/sinks

FACT: Installing low flow regulators in taps can reduce water use by up to 50%.

Flow rates Hand basin taps are capable of flow rates up to 20 litres per minute, these rates are unnecessary for hand washing.

You don’t need a high flow rate to wash your hands so a flow rate of 1.7 litres per minute is best. If you need to fill up a sink, for example, a tap with a flow rate of 1.7 litres per minute will take a very long time so a tap with a low flow rate might not be suitable. We recommend that taps in sinks that need to be filled have a flow rate of no more than 7.5 litres per minute.

Survey your school

a Handwashing survey Find out:• What is the average amount of time spent

washing hands or for cleaning purposes (e.g. washing paintbrushes)? . . . . . . . . . . . . . . . . seconds

• What volume of water is used when students wash their hands or for cleaning purposes? . . . . . . . . . . . . . . . . litres

• Calculate how much water is used in your school every day for hand washing based on the above results . . . . . . . . . . . . . . . . litres

• Are the taps left running after students use them? Yes/No

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Showers

FACT: By switching to a water efficient showerhead you can reduce your shower water by up to half as well as reducing water heating costs.

Water efficient showerheads Retrofitting showers by installing Water Efficiency Labelling Scheme (WELS) rated 3 star or above water efficient showerheads or flow control valves in the water supply lines will reduce flow rates. It is an easy and inexpensive way to save water and in most cases the payback period is less than a year. This is most relevant in schools which have boarding houses or large sporting facilities with change rooms.

Reduce shower time Encourage students to reduce shower time. A 4-minute shower or less is best.

Flow rate To measure the flow rate of a shower, turn the tap on full. Place your measuring jug under the tap for ten seconds.

Turn off the tap and measure the water collected in the container. Multiply the amount collected by 6 to give you a litre per minute flow rate.

a School water audit Investigate the average flow rate, whether they leak and the type of tap and enter these onto the School water audit worksheet.

Outdoor water use

FACT: How water is used outside the school on gardens and ovals can have a big influence on your total school water use.

Waterwise gardens Principles of waterwise gardening include: • use of native plants • use of lawn varieties with comparatively

low water needs (couch, buffalo, saltene) • grouping of plants according to their

water needs • soil preparation to increase its nutrient

and water-holding ability (organic matter, soil-wetting agents, earthworms)

• correct set-up and maintenance of sprinkler systems for lawns and micro-irrigation for garden beds

• adjustment of automated and manual watering in accordance with the seasons

• mulching to reduce water evaporation (by up to 70%)

• using compost or slow-release fertilisers (use sparingly to reduce nutrient runoff into water environments).

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a Interview school gardener The first step in reducing outdoor water use is to enlist the support of the ground staff. Here are some sample questions to ask with some helpful information below each question.

• Is mulch used on the garden beds? Using mulch can prevent up to 70% evaporation in the garden. Mulch helps to regulate soil temperature, encourage worms and other beneficial soil life, and prevents evaporation. As they break down, they provide a slow, steady supply of nutrients to the plants’ roots. ‘Hard’ mulches provide a protective blanket to the soil, decompose relatively slowly, and only need topping up once a year. ‘Soft’ mulches (straw, seaweed, animal manures), applied to the ground beneath the plant, provide a rich source of plant food. Fruit trees and vegetables, especially, benefit from such mulches. We recommend adding around 5-10cm of waterwise mulch.

• Is scheme or bore water used on the gardens? Water supply for outdoor use can be from the scheme supply, a groundwater bore at the school, rainwater from tanks, or a mixture of these sources.

• Is the soil improved in any way? Good soil is the foundation of a waterwise garden and healthy plant growth, so the healthier the soil the more drought resistant your plants will be. Sandy soil, commonly found in WA, is very nutrient poor and doesn’t hold water well. Search watercorporation.com.au for a list of handy tips to improve your soil.

• What time is the irrigation operated? Only water once on your rostered watering day, between 6 pm and 9 am. Watering in the morning is best – water soaks into the roots and is available throughout the day. Find your watering days at watercorporation.com.au

A permanent winter sprinkler ban applies to all scheme and bore water users in Perth, Mandurah and some parts of the South West from 1 June to 31 August each year.

• Are there waterwise plants in the school gardens? Waterwise plants are perfectly adapted to our climate and need a lot less water and fertiliser than other plants. They have a good chance of survival with minimum water. Search watercorporation.com.au for a list of waterwise plants. Group plants with similar watering needs so that you can set your irrigation system to water each zone according to the needs of the plants in it.

• Is there a manual or automatic irrigation system? How often is it operated? How many stations are in the system? What is the total running time for the system?You can program an automatic system to switch irrigation valves (stations) on and off at specific times, making watering your gardens easy. These systems should always be serviced and regularly checked. Systems should also be adjusted according to the season. Check the recommended watering times for your sprinkler type and know your watering days.

• What types of sprinklers are used at school and where they are used? Big irrigation systems for use on lawns and ovals may use up to 500 litres per minute, while small systems for use on garden beds may use 60 litres per minute. There is great variation in water application rates between different sprinkler types. Spray-head sprinklers (used for small areas) apply water at a high rate. Gear-driven sprinklers (used for ovals and lawn) have a lower rate. To become more water-efficient, schools might need to reduce watering time and improve irrigation management practices.

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Irrigation

FACT: Irrigation commonly consumes the most water in schools.

Irrigation typically takes two forms; major irrigation of ovals, fields and large grassed areas, and minor irrigation of gardens, vegetable plots, and small grassed areas.

It is important that irrigation systems are regularly checked and maintained: e.g. fixing broken sprinklers, ensuring that sprinkler heads are not blocked, and checking the height of plants so that they do not interfere with the sprinkler stream. It is also important to ensure that irrigation controllers are set to watering regimes appropriate for the areas being watered, the seasons and current water restrictions. Remember a permanent winter sprinkler ban applies to all scheme and bore water users in Perth, Mandurah and some parts of the South West from 1 June to 31 August each year.

a Irrigation in the school grounds Use the Irrigation in the school grounds worksheet to investigate the grassed and garden areas at your school, how they are watered and what sprinkler type is used.

Pool

FACT: You can significantly reduce water use by also optimising your backwash activities and installing an efficient filtration system.

While some water loss is unavoidable through splash-out, overflow and evaporation, monitoring how much water you are topping up, will help detect leaks and higher than usual water use.

Pool evaporation Most people are surprised by what seems like enormous quantities of water that an average pool can lose through evaporation.

The main factors that affect evaporation rates from outdoor pools are: • pool surface area • the temperature of the water and air • humidity • wind.

In the Perth metropolitan area, the average daily evaporation rate during summer is 10 millimetres per square metre of pool area lost to evaporation which means a pool could lose its entire capacity in a year through evaporation.

Pool covers A pool cover will almost completely stop evaporation so helps you to save money on water and pool chemicals, and slows down deterioration of your pool. There are often rebates and grants for schools to purchase a pool cover.

a Investigate pool covers Research how much a swimming pool cover costs, how much that cost is reduced if you buy a waterwise pool cover (i.e. the rebate available) and how long it will take to recover the cost.

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Part 3: How can your school save water? The third step in being able to reduce your water use is to collate the findings of the investigations and develop solutions from the results.

Extra water saving opportunities To ensure that everything has been covered we have developed a checklist for schools covering the key opportunities to save water in the school.

a Water saving checklist Use the Schools water saving checklist (3 pages) to establish if there are any extra opportunities to save water.

Collate your findings

a Water saving actions Use the Taking action worksheet to summarise all the results from each team to create a list of leaks, broken or inefficient fixtures and wasteful practices for the whole school.

Collate the findings to write a report showing how water is used at the school with areas identified that are wasting water. Make sure the amount of money this wasted water costs the school is included.

a Write a report In the report include:

Introduction • name and location of school • number of students and staff at the school • date the audit was done and who

participated in it • why it is important to save water

(social/environmental/economic) • summary of the main findings of the audit. How much water your school uses • meter readings • water bill analysis • graphs.

Where your school uses water • summary of the audited areas • explain the ways that students and staff

use water • describe the activities that use the most water

(use pie charts if possible) • photos taken during the audit • observations of the water used at school.

How your school can save water • suggestions to reduce water consumption • short and long-term water saving targets • how much water and money can be saved • how much these improvements will cost.

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Educate your communityPresent the report to the P&C committee and the school principal. Share with different audiences the information gathered. Use methods such as rostered whole-class sharing, inter-class presentations, assembly presentations and community involvement.

Once improvements and upgrades have been implemented develop a media campaign to advertise your school’s new waterwise status.

• Posters • Leaflets • Video • Newsletters to parents • Press release to the local media • School website, Twitter, Facebook, Blog • Assembly items

Ongoing actions Water saving behaviours Here is a summary of all the key behaviours to reinforce in your school:

• Make your irrigation and landscaping water efficient

• Install low flow taps • Retrofit shower heads • Fix leaking toilets • Install automated flushers in urinals • Detect and repair leaks • Educate staff about water efficient

cleaning practices • Encourage behaviour change • Develop a water management plan • Install a data logger • Know your watering days • Make your operations water efficient • Minimise water loss from your pool or spa • Make your evaporative air cooler water efficient • Choose water efficient kitchen appliances • Attend one of our free training courses

Order promotional resources Water Corporation education team provides free stickers and posters to place around your school. We also provide official Waterwise Schools with shower timers and flow rate jugs. See watercorporation.com.au to order some resources for your school.

a Ongoing meter readings Use the Yearly school water use pattern worksheet to continue your water meter readings every month for the whole year.

Need more help? Water Corporation often runs free events and water efficiency training courses to help businesses save water. See watercorporation.com.au for further details.

If you spot a leak, let someone know

10808090_95mm_STICKER_Report_Leaks.indd 2 9/14/17 9:18 AM

A running tapcan waste 10 litres

of water per minute

10808084_95mm_STICKER_Running_Water_V2.indd 2 9/14/17 9:43 AM

watercorporation.com.au

Choose the half flush and save water

every time

10808079_A3_POSTER_Half_flush_V2.indd 2 9/14/17 9:58 AM

Shower as long as a four minute

song

watercorporation.com.au

10808077_A3_POSTER_Shorter_showers.indd 2 9/14/17 9:50 AM

Contents

Worksheet

Date of meter

reading

Temperature for the day

Reading at the start

of the day

Reading at the end

of the day

Water use for the

school day

After-hours water usage for

school day*

Total water consumption

for the day (kL)

M / / ºC kL kL

T / / ºC kL kL kL

W / / ºC kL kL kL

T / / ºC kL kL kL

F / / ºC kL kL kL

Weekend water use ▶ Friday’s

water reading (afternoon)

Monday’s water reading

(morning)

Total weekend water use

kL

Total school water consumption for week one

kL

M / / ºC kL kL kL

T / / ºC kL kL kL

W / / ºC kL kL kL

T / / ºC kL kL kL

F / / ºC kL kL

* This is the difference between the recording at the end of the day and the start of the next school day.

Total school water consumption for week two

kL

School information Reading resultsHow many students are at your school?

Volume of water used during the week (kL)

Water use per person (litres)

How many adults (teachers/ administration staff) are at your school?

WK1 kL L

Total people at your school WK 2 kL L

School water meter reading

Period of reading

Read the school water meter over the next twelve days to see how much water, in kilolitres (kL), is used from the scheme water supply. Record in the table below. Note: it is important to record at the same times each day.

© watercorporation.com.au/education

Worksheet

➊ What can you observe about yearly water use at Clampton Primary School?

➋ What can you observe about daily water use at Clampton Primary School?

➍ Why do you think water use has varied at this school over the period?

➌ What can you observe about daily water use at Clampton Primary School?

Analysing school water useComplete this worksheet to help you understand the variables that affect water use at schools on a yearly and daily basis.

10

8

6

4

2

94/9

5

95/9

6

96/9

7

97/9

8

98/9

9

99/0

0

00

/01

01/

02

02/

03

03/

04

04/

05

05/

06

06/

07

12 Yearly Water Use: Clampton Primary School

Year

ly w

ater

use

(kL)

Year

02:

00

03:

00

04:

00

05:

00

06:

00

07:

00

08:

00

09:

00

10:0

011

:00

12:0

013

:00

14:0

015

:00

16:0

017

:00

18:0

019

:00

20:0

021

:00

22:0

023

:00

24:0

00

1:0

0

Daily Water Use: Clampton Primary School

Dai

ly w

ater

use

(kL)

Hour of day

0.9

0.6

0.3

10

8

6

4

2

94/9

5

95/9

6

96/9

7

97/9

8

98/9

9

99/0

0

00

/01

01/

02

02/

03

03/

04

04/

05

05/

06

06/

07

12 Yearly Water Use: Clampton Primary School

Year

ly w

ater

use

(kL)

Year

02:

00

03:

00

04:

00

05:

00

06:

00

07:

00

08:

00

09:

00

10:0

011

:00

12:0

013

:00

14:0

015

:00

16:0

017

:00

18:0

019

:00

20:0

021

:00

22:0

023

:00

24:0

00

1:0

0Daily Water Use: Clampton Primary School

Dai

ly w

ater

use

(kL)

Hour of day

0.9

0.6

0.3

Water bills are issued six times a year in the Perth metropolitan area.


Worksheet

School water audit Location: Date:

Toilets Total Number:

Type of toilet Leakage? Cistern Volume Comments

➊ Dual-flush / Single – flush / Urinal YES / NO litres

➋ Dual-flush / Single – flush / Urinal YES / NO litres

➌ Dual-flush / Single – flush / Urinal YES / NO litres

➍ Dual-flush / Single – flush / Urinal YES / NO litres

➎ Dual-flush / Single – flush / Urinal YES / NO litres

➏ Dual-flush / Single – flush / Urinal YES / NO litres

➐ Dual-flush / Single – flush / Urinal YES / NO litres

➑ Dual-flush / Single – flush / Urinal YES / NO litres

Taps Total Number:

Type of tap Leakage? Average Flow Rate Comments

➊ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➋ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➌ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➍ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➎ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➏ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➐ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

➑ Twist / Push / Spring loaded YES / NO mL in 10 secs L/min

Drinking Fountains Total Number:

Type of fountain Leakage? Average Flow Rate Comments



Showers Total Number:

Type of shower tap Leakage? Average Flow Rate Comments




Worksheet

Toilets at schoolComplete the following toilet use survey to find out how much water is used for flushing toilets on a school day.

➊ How many toilets are at the school?

Boys’

Girls’

Other (staff, canteen, gardener)

➋ Are they single flush or dual flush

Please tick

✓Single-flush

Dual-flush

➌ How many urinals are at the school?

How are they operated?

Please tick ✓

Sensor

Push-button

Timer

Waterless

➍ How many litres of water would the school use for flushing toilets in one day?

litres

➎ How many litres of water would the school use for flushing toilets in one week?

litres

➏ Can the school do any more to save water used for flushing toilets? If no, why not? If yes, what can be done?

Single-flush Dual flushTotal volume

used for the daySingle flush toilets use 11-20 litres of water

Half flush Older dual-flush toilets use 4.5 litres per half flush: new ones use 3 litres

Full flush Older dual-flush toilets use 9 litres per full flush: new ones use 4.5 or 6 litres

No. of flushes No. of flushes No. of flushes

No. of litres used No. of litres used No. of litres used litres uses

No. of flushes No. of flushes No. of flushes

No. of litres used No. of litres used No. of litres used litres uses

Total litres usedNote: It is important to understand that while saving water is important, toilets should be flushed for hygiene purposes.


Worksheet

Leaking taps wastage for a dayHow much water would be wasted in a day with a dripping tap at the following rates?

Dripping tap Total litres/minute Total litres/day Buckets of water (Assume a bucket filled to the mark approximately 3.5 centimeters from the top holds 9 litres of water)

Drip (1 drop per second) =0.005 litres per minute

Steady srip =0.08 litres per minute

Trickle =0.27 litres per minute

Stream =0.005 litres per minute

My school investigationsInvestigate whether you have any leaking taps in and around the school. Did you find any?

Yes / No

If you found any, where were they and what type of leak did they have (drip, steady drip, trickle, stream)?

How can your school ensure that there are no leaking taps in and around the school?

Leaking tap investigations


Worksheet

➊ Does your school have a groundwater bore?

Yes / No

If yes, does the bore irrigate all of the school grounds.

Yes / No

➋ Does your school have a manual or automatic irrigation system?

Manual / Automatic

➌ How often is it operated?

➍ At what times of the day is it operated?

➎ If the system is automatic, how many irrigation/watering stations does your school have?

➏ What is the total running time for your school irrigation system?

➐ How much water does your school irrigation use? (use the information on the chart below to help you work this out)

Irrigation in the school groundsInvestigate the grassed and garden areas of the school to find out how they are watered and what sprinkler type is used.

Most schools use either spray-head sprinklers, gear-driven sprinklers or impact sprinklers. A typical flow rate for each of these types is shown below.

Sprinkler type Where in our school do we use this type of sprinkler? Flow rate (litres/minute)

Spray-head sprinkler (half circle) 4 litres/minute

Gear-driven sprinkler 25-60 litres/minute

Impact sprinkler 25 litres/minute

End of hose nozzle 25 litres/minute

Other

Notes: 1. If a school uses a different type of sprinkler, the flow rate can be tested by putting the hose on a nozzle into a 10 litre bucket and timing how long it takes for the water to fill the bucket. This can be entered into the table above. 2. Water pressure is significant in determining the sprinkler’s discharge and efficiency.


Worksheet

School water saving checklist

Understanding and managing your waterRecommended Action

Do you benchmark your water use?

Yes/No If No, use Water Corporation’s online benchmarking tool to compare your school’s water use with other schools of a similar size and in a similar climatic region. This tool will tell you which areas of your school are consuming the most water and therefore where there might be opportunities to make water savings.

Do you monitor and record your water use?

Yes/No If No, establish procedures so that a staff member is responsible for reading your meter daily, analysing water use and knows what to do if water use changes unexpectedly. Consider installing continuous monitoring such as a data logger, this will give you a detailed water use profile and highlight any leaks or anomalies.

Do you know where the water saving opportunities in your school are?

Yes/No If No, perform a water audit (refer to School Water Audit for information on how to complete an audit). Need more help? Consider engaging a waterwise water auditor to assist you with a comprehensive water audit of your school. An auditor will provide a list of recommendations for water savings specific to your school.

Do you have signs, posters or stickers around your school to encourage water efficiency and remind students to report leaks?

Yes/No If No, contact the Water Corporation Education team to receive stickers, posters and materials for your school or run a competition for students to develop your own waterwise posters and educational materials.

Have you checked for leaks? Yes/No If No, read your water meter last thing in the afternoon and first thing in the morning. If there is significant water use overnight you may need to investigate further. Consider creating a team of water monitors to check for leaks regularly (particularly before school holidays). Need more help? Consider engaging a Waterwise Plumber with leak detection services to assist if you have a leak.

Do you have a water management team to review water use?

Yes/No If No, establish a water management team and meet regularly to review use and identify water saving opportunities. Consider involving students, teachers, administrative staff and even parents, visitors and volunteers.

Have you developed a water management plan?

Yes/No If No, use the results of this checklist and your water audit to develop a water action plan, set goals for water savings and promote this throughout the school.

Have you installed sub-meters in high water using areas?

Yes/No If No, consider installing sub-meters in high water using areas (e.g. swimming pool) and monitor regularly to know accurately where water is used and identify any problems such as leaks or other anomalies


Worksheet

AmenitiesRecommended Action

Do you have water efficient showers?

Yes/No If No, install flow regulators to reduce flow to at least 9L/min or install WELS 3 star rated showerheads. Also consider shower timers or installing automatic shut off valves to reduce shower time.

Do you have water efficient taps in hand basins?

Yes/No If No, install flow regulators to reduce flow to at least 4.5L/min or install WELS 6 star rated tapware. Tip: If taps are used only for hand washing, consider a flow rate as low as 1.7L/min for super efficiency.

Do cleaners hose down amenity areas?

Yes/No If Yes, encourage cleaners to use a broom or mop to clean floors, if you must use a hose ensure it has a water efficient trigger nozzle.

Does your school have single flush toilets?

Yes/No If Yes, consider replacing single flush toilets with 6/3L or 4.5/3L dual flush models.

Does your school have dual-flush toilets?

Yes/No If Yes, check the flush capacity. Older 11/5.5L and 9/4.5L dual flush toilets can be replaced with new 6/3L or 4.5/3L dual flush models.

Do you have a single tank on the wall or urinal flusherette system?

Yes/No If Yes, ask maintenance staff to check the flow rate and flush timing. Over time wear will cause excessive flush volumes. Insert flow regulators into valve bodies to reduce flow.

Does your school have any cyclic flushing urinals?

Yes/No If Yes, replace with manually flushing urinals, automatic sensor units or ultra-low-flow or waterless urinals.

Does your school have automatic on-demand urinal sensor flushing systems?

Yes/No If Yes, regularly check that sensors are working properly and not detecting unrelated movement. Maintenance staff should check that the solenoids are operating correctly and replace them if they are faulty or worn.

Kitchens, art rooms and other areasRecommended Action

Are taps in kitchens and art rooms water efficient?

Yes/No If No, install 7.5L/min flow restrictors on kitchen/art room sinks or install WELS 4 star rated tapware. Tip: Pre-rinse spray nozzles in kitchens can use less than 6L/minute and make it easier to rinse and clean dishes(WELS 6 star rated).

Do kitchens have water efficient dishwashers?

Yes/No If No, replace your existing model with a water efficient model. You will save money through water and energy savings.

Do students/staff leave taps running?

Yes/No If Yes, install stickers to remind staff to turn off taps. Consider installing sensor taps or foot operated taps.

Are kitchen floors hosed down?

Yes/No If Yes, consider using mops or squeegees instead of hoses. If hoses must be used ensure they are fitted with trigger nozzles.

Is food ever defrosted under running water?

Yes/No If Yes, ensure all food is defrosted in a fridge or in a microwave if it is to be cooked immediately.

Are paint brushes washed under running water?

Yes/No If Yes, encourage students to use a bucket of water to clean brushes instead of running the tap.


Worksheet

Outdoor areasRecommended Action

Has appropriate staff completed the Water Corporation’s School Gardener Waterwise Course?

Yes/No If No, ensure appropriate staff complete the Water Corporation’s School Gardener Waterwise Training Course. Find details on watercorporation.com.au

Does your school use scheme water to irrigate gardens, ovals and other outdoor areas?

Yes/No If Yes, continue with this section.

Do you sub-meter your irrigation water supply?

Yes/No If No, consider installing sub-meters to determine water use and identify any leaks, and monitor regularly.

Do you improve your soils?

Yes/No Improving soil quality can improve plant growth and water retention. Refer to Water Corporation’s Guide to Water Efficient Landscape and Irrigation for Non Residential Facilities.

Do you use an alternate water source to irrigate your landscape?

Yes/No If No, consider using rainwater, bore water or greywater for irrigation.

Do you have waterwise plants in your garden?

Yes/No If No, consider replacing plants with waterwise variety that are better suited to our dry climate. Place plants with a similar water requirement together to avoid overwatering, this is known as hydrozoning. Need more help? Consider engaging a Waterwise Specialist to complete a waterwise garden makeover.

Is your irrigation system Waterwise?

Yes/No Engage the services of a waterwise garden irrigator to complete an audit of your irrigation system and make recommendations to improve water efficiency.

Do you have mulch on your garden beds?

Yes/No If No, use waterwise mulch to reduce evaporation and save water.

Do you have underutilised areas of lawn in your landscape?

Yes/No If Yes, consider replacing lawn in these areas with waterwise gardens to reduce water use.

Do you use pool covers? Yes/No If No, consider using pool covers to save water, energy and pool chemicals. Choose a pool cover with the Smart Approved WaterMark.

Do you use a hose to clean around the pool area?

Yes/No If Yes, use a broom or blower vac instead.

Is your pool backwashed on an as needs basis?

Yes/No If No, review backwashing scheduling to reduce to a minimum without compromising health and safety.


Worksheet

Location Water fixture Water issues (include calculation of leak wastage)

Water saving actions (can any saving be made here, if so, how?

Person responsible (and what priority)

Boys toilet 2nd hand basin Dripping tap (10 litres a day)

Mend Maintenance (now)

Art room Sink Washing paintbrushes under running water (each brush uses about 5 litres of water to wash)

Students to wash paintbrushes in bucket instead of under the running water

Teacher (after the painting activity)

Taking actionSummarise all the results that require actions from the water audit worksheets on this form.


Worksheet

Column graph showing water use (each month in kilolitres)

Autumn Winter Spring Summer

Kilo

litre

s

100908070605040302010

Mar Apr May June July Aug Sept Oct Nov Dec Jan Feb

Months

Record your first reading here:

Yearly school water use patternComplete the graph and it will show you how much water your school used in 12 months, as well as the seasons in which the most water was used. Compare seasonal volumes and decide whether your school uses more inside the school or outside in the garden.

How to record Example readings

Step 1 Make a record of your first reading on the first day of the month you wish to start recording, e.g. 1 March

2463 kL

Step 2 Take your second reading on the first day of the next month, e.g. 1 April 2499 kL Step 3 You can now calculate your water use for March by taking your first reading from your

second reading 2499 kL - 2463 kL

March = 36 kLStep 4 You can now graph your water use for March (36 kL). Look at the graph and notice that it has

numbers down the side, months across the bottom and seasons of the year at the top. Step 5 Take your third reading on the first day of the next month, e.g. 1 May 2524 kL

Step 6 To calculate April’s water use, take your second reading from your third reading 2524 kL - 2499 kL April = 25 kL

Step 7 Carry on in the same way with your graph, and at the end of the 12 months you will clearly see how much water was used in your school.

Compare this graph with the graph found on your My Water account.


30

WA Curriculum Links

Pre-primaryHumanities and Social SciencesKnowledge and Understanding - Geography: ACHASSK015The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs)

Knowledge and Understanding - Geography: ACHASSK014The representation of familiar places, such as schools, parks and lakes on a pictorial map.

Knowledge and Understanding - Geography: ACHASSK017 & ACHASSK016The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples’ places of significance

Year 1Humanities and Social SciencesSkills – Communicating and Reflecting:Reflect on learning and respond to findings (e.g. discussing what they have learned)

Skills – Questioning and Researching:Locate information from a variety of provided sources (e.g. books, television, people, images, plans, internet)

ScienceScience as a Human Endeavour – Use and influence of Science: ACSHE022People use science in their daily lives, including when caring for their environment and living things.

Science Inquiry Skills – Communicating: ACSIS029Represent and communicate observations and ideas in a variety of ways.

MathematicsMeasurement and Geometry – Location and transformation: ACMMG023Give and follow directions to familiar locations.

Year 2Humanities and Social SciencesSkills – Questioning and Researching: Locate information from a variety of provided sources (e.g. books, television, people, images, plans, internet).

Humanities and Social SciencesSkills – Communicating and Reflecting: Reflect on learning and respond to findings (e.g. discussing what they have learned)

MathematicsMeasurement and Geometry – Location and transformation: ACMMG044Interpret simple maps of familiar locations and identify the relative positions of key features.

ScienceScience Understanding – Earth and space sciences: ACSSU032Earth’s resources are used in a variety of ways.

Science as a Human Endeavour – Use and influence of science: ACSHE035People use science in their daily lives, including when caring for their environment and living things.

31

Year 3ScienceScience as a Human Endeavour – Use and influence of science: ACSHE051Science knowledge helps people to understand the effect of their actions.

Science Inquiry Skills – Planning and conducting: ACSIS055Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately

Science Inquiry Skills – Planning and conducting: ACSIS054With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.

Science Inquiry Skills – Processing and analysing data and information: ACSIS057Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.

Science Inquiry Skills – Communicating: ACSIS060Represent and communicate observations, ideas and findings using formal and informal representations.

Humanities and Social SciencesSkills – Questioning and Researching:Develop a range of focus questions to investigate.

Skills – Questioning and Researching:Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet).

Skills – Questioning and Researching:Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies).

Skills – Communicating and Reflecting:Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge).

MathematicsStatistics and Probability – Data representation and interpretation: ACMSP069Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies.

Year 4ScienceScience as a Human Endeavour – Use and influence of science: ACSHE062Science knowledge helps people to understand the effect of their actions.

Science Inquiry Skills – Processing and analysing data and information: ACSIS068Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.

Humanities and Social Sciences

Knowledge and Understanding - Geography: ACHASSK090The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably.

Skills – Questioning and Researching:Develop a range of focus questions to investigate

Skills – Questioning and Researching:Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet).

32

Skills – Questioning and Researching:Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies).

Skills – Communicating and Reflecting:Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge).

Year 5ScienceScience as a Human Endeavour – Use and influence of science: ACSHE083Scientific knowledge is used to inform personal and community decisions.

Humanities and Social SciencesSkills – Questioning and Researching:Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet).

Skills – Questioning and Researching:Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise).

Skills – Communicating and Reflecting:Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts.

Skills – Communicating and Reflecting:Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them).

MathematicsMeasurement and Geometry – Using units of measurement: ACMMG108Choose appropriate units of measurement for length, area, volume, capacity and mass.

Statistics and Probability – Data representation and interpretation: ACMSP120Describe and interpret different data sets in context.

Year 6MathematicsMeasurement and Geometry – Using units of measurement: ACMMG138Choose appropriate units of measurement for length, area, volume, capacity and mass.

Humanities and Social SciencesSkills – Questioning and Researching:Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map).

Skills – Questioning and Researching:Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet)

Skills – Questioning and Researching:Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise).

Skills – EvaluatingUse decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options)

33

Skills – Communicating and Reflecting:Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them).

Skills – Communicating and Reflecting:Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts.

Year 7Humanities and Social ScienceKnowledge and Understanding - Geography: ACHGK037The classification of environmental resources (renewable and non-renewable).

Knowledge and Understanding - Geography: ACHGK040Water scarcity and what causes it, why it is a problem and ways of overcoming water scarcity (e.g. recycling, stormwater harvesting and reuse, desalination, inter-regional transfer of water, reducing water consumption) including studies drawn from Australia, and one from West Asia or North Africa.

ScienceScience Inquiry Skills – Processing and analysing data and information: ACSIS130Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence.

Science as a Human Endeavour – Use and influence of science: ACSHE120Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations.

Science as a Human Endeavour – Use and influence of science: ACSHE121People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity.

MathematicsStatistics and Probability – Data representation and interpretation: ACMSP284Investigate techniques for collecting data, including census, sampling and observation.

Number and Algebra – Linear and non-linear relationships: ACMNA180Investigate, interpret and analyse graphs from authentic data.

Year 8ScienceScience Inquiry Skills – Processing and analysing data and inormation: ACSIS145Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence.

Science as a Human Endeavour – Use and influence of science: ACSHE136People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity.

MathematicsStatistics and Probability – Data representation and interpretation: ACMSP284Investigate techniques for collecting data, including census, sampling and observation.

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