Prepared by: Murray McMillan

Position: Classroom teacher

Date submitted: 18th December 2009
 Solar Electricity Data
Total kWh of electricity generated by solar panels since installation: 1394 kWh
electricity generated (April –December 2009).

Tonnes of CO² saved since installation: 0.247 tonnes of CO² saved (April –
December 2009).

Comparison with previous year’s electricity bill:

 Student and Staff involvement in Schoolgen
 Our school has an enviro-group, and while this group does not focus
primarily on the Schoolgen programme it covers many issues within its
scope.

 This year our school did not set up a lead Schoolgen team. However, it is an
initiative we would like to explore in 2010.

 This year a number of studies relating to Schoolgen were completed by our

school’s 3 home groups.

Firstly, throughout term 2 the junior and middle home groups completed a
study based on Solar Energy. Aspects of the Schoolgen programme that
were utilised for this study include: ‘Harnessing Solar Energy’, ‘How
Tuatara Use Energy From The Sun’, and ‘Schoolgen Data What Does It tell
Us?

The Senior home group completed a study based on Solar Energy and Solar
Power. Units of the Schoolgen programme that were utilised for this study
included: ‘Photovoltaic System Technology’.

There were many positive learning outcomes that were generated from
engaging with the Schoolgen programme. Some of these outcomes included
a greater awareness of energy usage and exploring ways to conserve energy
both at home and at school. The programme aligned well with the
environmental philosophy at CTMS, and throughout the teaching of the unit,
the students displayed a high level of engagement. It supported the students
to realize how finite our natural resources are. It made students aware
howextensively animals and birds and their environments are impacted and
killed by the different ways energy is generated by humans e.g. wind, hydro
generation, wave generation in the sea, burning of fossil fuels. The
programme has also provided an opportunity to respond to energy
conservation within the school environment.
 Educational Highlights
 One of the projects undertaken by a year eight student included …
To begin he watched a number of video clips on …Information that he
collected was presented to the senrior home group, he presented a power
point presentation on his project to the senior home group.

 All three of our home groups used the resources relevant to their teaching
levels. Outlined below are the particular Schoolgen resources utilised: For
levels 1-2‘Harnessing Solar Energy’, ‘How Tuatara Use Energy From The
Sun’, and ‘Schoolgen Data What Does It tell Us? For levels 3-4…
 As part of our technology study in term two we looked at ‘energy efficiency’
where we used the Schoolgen resources. We found the student inquiry
‘Designing an Energy Efficient House’ resource particularly useful as it
supported the learning objectives of the technology unit. The main focus of
that study was examining energy sources, how energy is used and energy
efficiency.
 Data collected from the solar panels was used in the middle school
numeracy lessons when examining trends and probability.
 The students at Clifton Terrace Model School have displayed an increase
awareness of energy issues relative to their understanding. They have
improved their understanding of different energy sources e.g. solar panels,
and the necessity of reducing their energy usage.
 This year we did not run separate educational streams for particular groups
of students.
 We have found the Schoolgen teaching resources very useful. Notably, the
explicit links to curriculum with practical learning opportunities and the
scientific background provided to teach the resources. The content within
the resource manual hold a lot of information useful to designing good
questions to challenge very able senior students. The references given to
search for further supporting information was helpful for teachers and
students. However, there were major science and chemistry concepts in the
units designed for levels 3 and 4 that could be further developed in terms of
their explanation for teachers who do not have a specific background in
science. It would be helpful to have an even higher level of science and
technology within the units to support a programme for gifted and able
students at a year 8 level. With supporting documentation and
understanding for teachers. Practical resource packs to accompany the units
would also be beneficial e.g. PV cells in different forms and a solar to
examine. We suggest Schoolgen provides ongoing support to help shape the
resources to suit the learning needs of the students. This issue was raised at
a recent Schoolgen workshop attended by myself so I understand you may
already be aware of this issue.
 Communication Highlights
 On the 9th April 2009 local newspaper, ‘The Wellingtonian’, printed a story
about the launch of the Schoolgen programme at our school. Below is a
copy of the story.

 Periodically our community is kept informed through our weekly school

newsletter about the students’ involvement with the Schoolgen programme.
The community was advised about the programme’s links to the curriculum
and the educational merits.

 We are currently in the process of updating our school website and do not
have any information related to Schoolgen or the solar panels presented on
there. Highlighting our involvement with the Schoolgen programme and our
use of solar panels on our website is an initiative to be developed for 2010.
 Key Milestones and Reflections
 In March 2009 our solar panels were installed. This helped to raise
awareness amongst the students about the role and potential of solar panels
and also helped to raise wider awareness about energy efficiency in our
community.

 I recently attended a Schoolgen workshop in November 2009. I found this

particularly useful as it gave me a chance to network with other schools in
the Schoolgen programme and share ideas. The presentations on energy
were insightful and have added depth to my understanding of energy issues.
I found it particularly helpful to touch base with the Schoolgen programme
coordinators as this helped me to build confidence and ideas for the 2010
school programme, and address any questions I had.

 We were fortunate that the Hon Nick Smith, Minister for the Environment,
attended the official launch of our school’s, Schoolgen programme. During
the launch the students had an opportunity to ask the Minister questions
relating to environment issues. Below are some examples of the questions
directed to the Minister:

1. Is your work building/office eco-friendly? If it is, what makes it that? If

not, why not?
2. What do you do in your house to improve our environment?
3. Do you have any idea what our country will look like if we keep on
going the way we are in 20 years? What would be the major changes?