EMAS Environmental Statement for Copenhagen International School, Denmark.
Copenhagen International School
Table of Contents
3List of Abbreviations
1.Introduction42.Environmental Policy43. Roles and Responsibilities53.1. Management and Administration53.2. Faculty53.3. Students53.4. Parents54.Whole School Approach64.1. Energy Audit64.2. Air Quality Audit64.3. Maintenance Audit64.4. Eco-Mapping75.Exemplars of Good Practice75.1. Events75.2. Curriculum85.3. Notable speakers85.4. Communication105.5. Food105.5.1. Cafeteria105.5.2. Green House105.6. Professional Development116.Accreditation Agencies117.Waste and Energy117.1. Electricity usage117.1.1. ECO-Driver117.1.2. Lights127.1.3. Computers127.1.4. Photocopiers127.1.5. Renewable Energy137.2. Recycling137.3. Water usage137.4. Paper Usage147.5. Heating (District)147.6. Electronic Waste147.7. Organic Growing158. Transport158.1. Bicycles158.2. Lift-share158.3. Public Transport158.4. Transport for Professional Development169. Maintenance169.1 Cleaning169.2 Chemicals169.3 Hazardous materials1610.Summary of Key Goals16Energy:16Air Quality:16Maintenance Audit:17Eco-Mapping Audit:17Food:17Professional Development:17Electricity:17Heating:17Appendix 1.18Appendix 2.21Appendix 3.51Appendix 4.52Appendix 5.71Appendix 6.77Appendix 7.89
List of Abbreviations
CIS - Copenhagen International School
COP15 - 15th Conference of the Parties
DP - Diploma Program
EEA - European Environmental Agency
EMAS - Eco-Management and Audit Scheme
FSC - Forestry Stewardship CouncilIB - International Baccalaureate KK - Kbenhavns Kommune
MYP - Middle Years Program
PAC - Performing Arts Center PYP - Primary Years Program
Copenhagen International School (CIS) is an International Baccalaureate (IB) World School offering the three educational programmes of the International Baccalaureate. Students from 50 nations, aged between three and eighteen attend CIS. As one of the founding members of the IB Diploma Programme, CIS enjoys an international standing among international schools worldwide.
There are 600 students and 120 staff working at the school. The parent body consists of corporate executives, diplomats and NGO workers, some of whom are highly influential in their respective field.
An environmental agenda has been gaining prominence over the past year or so. This is primarily due to two factors. Firstly, a conscious decision by the management of the school to have sustainability and the environment as a focus for students and staff at CIS. In the current climate, it is unethical for a school, responsible for shaping the citizens and leaders of tomorrow, to turn away from this critical issue. Secondly, we have a dedicated team of staff (teachers and management) and parents, with the energy, enthusiasm and ideas to carry such an agenda through the school.
Copenhagen International School (CIS) is committed to educating its students and staff about climate change and sustainability, and to establish habits that promote clean living.
The greening of CIS involves many groups comprised of students, teachers and parents. The groups all fall under the umbrella Go On Green. The CIS environmental policy as defined by the goals of Go On Green and includes:
1. To promote a sense of responsibility for the environment through raising environmental awareness of the teachers and staff, students, and parent community.
2. To reduce the amount of energy and water consumed and ensure all uses of energy and water are as efficient as possible.
3. To reduce the amount of fossil fuels consumed.
4. To report on C02 emissions relating to energy consumption and transport under the direct control of CIS, with the aim to reduce C02 emissions year after year.
5. To reduce, re-use and recycle waste with a firm commitment to the prevention of pollution.
6. To comply with all relevant environmental legislation achieving the legal requirements as a minimum standard (ISO:14001).
7. To improve and achieve our environmental objectives through an ongoing continual process of defining standards, collecting data, evaluating performance and identifying areas for improvement.
8. To continually monitor the use of energy, water, fossil fuels, and paper, in order to comply with reduction targets.
9. To research, evaluate and implement environmental best practice.
10. To work to ensure that suppliers, contractors and sub-contractors are aware of and comply with our environmental policy.
3. Roles and Responsibilities
3.1. Management and Administration
The management and administration personnel at CIS have the overarching responsibility for implementing and ensuring the continuing development of the EMS system within the organization. It is through the clear, coordinated and structured approach to good housekeeping that has been fully supported by the leadership team, which has given way to such a successful implementation of the EMAS concept at CIS. The acknowledged efficiencies that are possible to pursue by having a functioning EMS is one of the key drivers behind the rationale of implementing this system. From August 2010, each member of the CIS administration will have their key roles and responsibilities outlined on their personal website portal page. 3.2. Faculty
The faculty at CIS is fully committed and supports the required steps that must be maintained in order for he EMAS system to be fully operational. This has been made possible through the continued efforts of the greening committee who have presented numerous talks and sessions to the faculty on the implementation steps and process required for the EMAS concept to have a solid grounding. Thus, this is naturally expressed in the classrooms and throughout the school where teachers share their knowledge and understanding of key concepts with the students. From August 2010, each member of the CIS faculty will have their key roles and responsibilities outlined on their personal website portal page.
Each student at CIS has the responsibility to limit their ecological impact on the natural environment through being aware and conscious of the results of their actions. This transforms into careful consideration when selecting means of transport, paper use, food types and pre-packaged products to name but a few. Each areas of the schools students will have their individual roles and responsibilities documented on the inside cover of their school diary from August 2010.
3.4. ParentsThe parents of students at CIS are duly expected to ensure that all children are aware of the environmental responsibility that is entrusted to them while attending CIS. It is expected that parents will promote and encourage good housekeeping practices when at home or at school so that students have a reinforced role within the wider school community. Parents themselves are encouraged to take an active role in promoting active caring for the natural environment and the conservative use of natural resources.
4.Whole School Approach
4.1. Energy Audit
In 2009 we conducted an Energy Audit (Appendix 1). The main recommendations were: Reduce to overall energy consumption of both electricity and heating.
Insulate areas that are currently un-insulated.
4.2. Air Quality Audit
In 2010 we conducted an Air quality audit. The main recommendations were: - Ensure adequate ventilation to all rooms on the basement level especially the staffroom.
- Carryout the necessary maintenance to avert the foul odor on the basement corridor.
- Install a ventilation system on the D-floor for the Technology room.
4.3. Maintenance Audit
In 2009 we conducted a Maintenance Audit (Appendix 2). The man recommendations were: The replacement of the main school building roof due to the hazardous impact posed by its state.
Replacement of the wooden windows of the main school building.
Restore the faade of the main building where plaster is falling off.
Check dampness in basement areas where water appears to be entering from outside.
This activity was carried out as part of the EMAS challenge within CIS where a group of dedicated students, staff and a parent completed an eco-mapping project school wide during a weekend. This was used as the starting point for gaining an insight of behavioral and common practices throughout the school (Appendix 4.) The main recommendations were:
Monitor energy use by conducting a quick check of each classroom at the end of the school day to ensure that all equipment is switched off.
Monitor all radiator thermo valves at the end of the school do to ensure that none of these are set above the 3 mark.
Establish a organized facility for the storage of products and goods in the boiler rooms area.
Install plastic recycling bins in main meeting areas of the school grounds and buildings.
5.Exemplars of Good Practice
UN Day Focus on Climate Oct 23, 2009 MYP students focused on a number of whole day activities specifically related to the environment in preparation for the COP15 summit in December 2009. Two teams of environmental professionals from the European Environmental Agency (EEA) and Kbenhavns Kommune (KK) attended CIS to work alongside MYP students and staff in order to guide their projects and decision making processes. This gave the students the opportunity to experience integrated environmental learning and how their decisions affect their natural surroundings.
CIS Climate Conference Dec 7-10, 2009 Spanning the period of four days CIS implemen