Catalyst

In 2004 and 2005 it was determined that students at Dawson Park Primary School  were lacking in two main areas, respectively: the ability to work together cooperatively in small groups and; Science, most specifically the ability to inquire and investigate scientifically. The effectiveness of scientific investigations is impacted greatly by the ability of students to work well in small groups.

Taking a long-term view, the trend our school population had been exhibiting at the time had dire implications for these children’s contribution towards the sustainability of our community in to the future. Children continuing these traits in to adulthood would not be achieving their potential with regards to creating a sustainable society. They also would not be the self-confident questioning people a strong and healthy democratic society requires.  

School Culture 

In order to facilitate an environment of mutual respect and cooperation the Tribes approach to cultural development in schools was adopted. Since that time teachers have attended ‘Tribes’ PD’s and a Tribes teacher has been trained up.

Kooda Cornwall and staff from the Indigenous Heritage Unit of CALM (now DEC) came and spoke with Year's 5-7 students about the local dreaming story and his experiences as one of the ‘stolen generation’. This widened children’s’ sphere of awareness and fostered respect for others and the land.

Interactions between students, and between students and teachers have improved dramatically, reflected in regular surveys we perform.

Particularly dramatic behaviour management issues were dealt with via several means:Attendance of school representatives at a BMAD pilot (2005); specific intervention by Challis SPER; several teachers attended the Classroom Management Instructional Strategies PD’s offered at District level; the establishment of a BMAD committee that oversaw the development of a whole school behaviour management policy and its implementation and; personal intervention through counselling by administration staff. 

Today across the school the 5 Tribes Agreements (Mutual Respect, Attentive Listening, Personal Best/Responsibility, Right to Pass, Appreciations/No Put Downs) are combined with the Three Rights (Right to be safe, Right to teach and learn, Right for our property to be looked after) to simplify communication of our school’s expectations.  The result has been effective changes made across the school with regard to personal behaviour and the choices children are making. 

Children now enjoy more rewarding learning experiences across the school. Academic gains are being made in Science as students are now more engaged in learning. In 2005 teacher Mr Richard Joyce provided DOTT release and a complete Science program for all classes from Yr 1-7. In 2006 Mr Joyce worked in a tandem-teaching role and provided Science support for teachers including common tasks each term. In 2007/08 Mr Joyce has the role of Science support now concentrating on monitoring and assessment as well as improving Science teaching throughout the school and Forrestfield cluster. Mr Joyce was a 2nd Round Finalist in the Premier's Teacher of the Year Awards, 2007.

Sustainability action planning

Staff at Dawson Park Primary School and Forrestfield Senior High School, part of the Australian Sustainable Schools Initiative (AUSSI), support whole-school approaches to education for sustainability. 

School staff support has been instrumental in forming partnerships with community organisations and experts from other government departments and non-government organisations.  School staff commitment and dedication to sustainability projects influences students and contributes to their opportunities for community-based experiences and volunteer activities. All projects are reviewed and success is determined by learning outcome achievement in addition to progress achieved for the natural environment.

Teaching and learning

Curriculum Links:

Values 4. Social and civic responsibility; 4.1 - Participation and citizenship; 4.2 - Community; 4.4 - Contribution; Social and Civic Responsibility, Participation and Citizenship Values 5. Environmental responsibility; 5.2 - Conservation of the environment; 5.3 - Sustainable development;

Science (Investigating; Life and Living);

Society and Environment (Place and Space);

Technology and Enterprise (Information)

Activities

Revegetation and Propagation Efforts

Students from both the primary and the secondary school participated in the collection of seeds, established a systematic weed removal program, learned and practiced plant propagation techniques and then planted-out the creek bed and surrounding environment with natural vegetation.

Yongar Reserve

In conjunction with community groups, local government and a strong “learning for sustainability” approach from DawsonParkPrimary School a partnership was struck with Forrestfield Senior High School to revegetate parts of the Crumpet Creek area within Yongar Reserve, Saltana Rd, High Wycombe. 

Crumpet Creek links the Darling Ranges to the Swan River and forms part of a unique and significant wetlands area bordering on a national park and nature walkway. The creek forms a natural corridor for wildlife up and down the escarpment. Poison Gully and Woodlupine Creek (or drain!) are the only other natural runoff sources for the airport wetland.  With the loss of natural environment at Woodlupine Creek the importance of both Poison Gully and Crumpet Creek cannot be underestimated. In conjunction the airport wetland holds great environmental and indigenous cultural heritage value.  The aim:  To select, grow and plant a new over-storey and understorey made of creek line rushes, sedges local bottlebrush, wattles, kangaroo paws and other local varieties of trees and flowering shrubs. 

Stage 1:         Weed control program

Stage 2:         Seed collection and plant propagation

Stage 3:         Revegetation and rehabilitation

Stage 4:         Ongoing monitoring and upkeep 

The Kalamunda Shire recognised our efforts with signage unveiled in 2006 and our adoption of a second reserve Quenda Hollow for revegetation. 

Quenda Hollow

The Southern Brown bandicoot (also known by its Noongar aboriginal name of Quenda) is one of W.A.'s most endearing medium sized mammals. We are lucky to have several living adjacent to the school owing to our proximity to an A Class Reserve.  These creatures visit our school regularly with some classrooms having to keep their doors closed during the day so they don’t visit during lessons! The children love them and they are cared for by several of the more conscientious in upper primary – the Quenda Team! Next to our oval is a large area reticulated and mowed by Kalamunda Shire. With other recreational areas available locally and our revegetation success at Yongar Reserve the Shire has expressed interest in our adopting this area for revegetation. 

Even with our small army of volunteers this will be a 10-year plus project covering a range of outcomes for the children of the school. During and after that the area will offer a wealth of research opportunities for students from primary to tertiary education and beyond. We really appreciate the support and confidence in us, shown by Kalamunda Shire staff.  It has been proposed that we name the area Quenda Hollow in honour of our frequent guests – or should we say hosts. 

Airport Corporation Wetlands

In conjunction with several other local primary schools in 2006 and 2007 we planted approximately 17,000 native plants at the Airport Wetlands to: increase the native bush buffer on drier ground surrounding this area and; revegetate previously neglected areas of wetlands. The Airport Corporation has funded transport and supplied all plants, materials and human resources required to make this happen. This is set to continue again in 2007 with the Airport Corporation also making small grants to the primary schools involved to encourage local environmental preservation and rejuvenation. Many thanks to teacher Marion Stoker at Maida Vale P.S. (also a FOTE board member) for liaising and catalysing this particular project. 

Propagation

Men of the Trees have erected on our site a shade house capable of propagating 3 000 seedling pots each year. 
A new fence has been installed to improve security at our shade house area. Funded by the Airport Corporation and a Telstra Community Grant the fence has allowed us to install a second shade house increasing our capacity to over 6 000 native seedlings each year. As a result of our ongoing success we have approval from the Shire to revegetate a second reserve (Quenda Hollow), currently an open field, neighbouring Dawson Park PS. 

The school has extended reticulation to the second shade house and the ground area in between to create a permaculture garden. The school canteen has said they will purchase vegetables the children grow. Dawson’s Garden World in Forrestfield has committed to supplying seedlings for the garden once everything is ready to go. 

Other Environmental Initiatives

Nesting Boxes

A donation of timber from Bunnings Welshpool has enabled us to provide FSHS the opportunity to build nesting boxes for local native birds and mammals. The result is 16 boxes for a variety of ‘locals’ that will be installed in trees at both campuses and Yongar Reserve.  A big thank you goes to the Year 8 boys who gave up lunchtimes to build them. Thanks also to Nick Dyer at Chelsea Painting Services for the paint used to extend the life of the boxes. 

Frog Friendly Environment

Owing to interest amongst staff and students at Dawson Park PS we have created in 2007 a frog friendly environment, in a shaded, well-treed area near the Kindy.   

Clean Up Australia Day

Students at Dawson Park PS participate in Clean Up Australia Day by collecting and measuring the volume of rubbish from our school grounds and the neighbouring Reserve areas. These are being compared with other schools in our cluster through our Forrestfield Cluster Science Initiative – part of our ASISTM project. 

Package Free Lunch Days

Each Term at Dawson Park PS we have package free lunch days to encourage an ongoing reduction in the amount of packaging that goes to landfill. The class with the least packaging by weight wins a prize – Mr Joyce provides a free DOTT period to the teacher and a fun environmental activity for the children for an hour. This really works! 

Worm Farm

Worm farms have begun to produce fertilizer. We have 5 fridges available for the expansion of our fledgling worm farms. Fruit and vegetable scraps brought to the shade house area are supplied to the worms with the excess being composted. Fluid drained off is used for native plants (sparingly!) and on gardens around the school. We have over 5 x 9 litre buckets of pure worm castings ready for treating soil in the permaculture garden. 

FOTE Group

The Friends of the Environment (FOTE) group includes specialists from the Department of Agriculture and Food, Conservation and Land Management, Naturalists Club and teachers and administrative officers from the Department of Education and Training, private schools, Seedwest, Friends groups and others.  The objectives of FOTE are to strengthen links between local AUSSI schools and the community. FOTE is a vehicle to educate educators in responsible and sustainable means of protecting and rejuvenating our natural environment through: 

1. Providing monthly networking opportunities;
2. Providing regular seminars of topical importance;
3. Providing structured PD learning opportunities. 

Philosophy & Ethos

Dawson Park Primary School and Forrestfield Senior High School staff provides all students with opportunities to contribute to the sustainability of their local environment and inspire students to become leaders, decision-makers, environmental and societal advocates for their school and the wider community. 

The Revegetation Story

Planning: began in 2005   

1. strategic plan to revegetate and rehabilitate Crumpet Creek wetlands;
2. gather information and technical expertise;
3. engender enthusiasm to participate;
4. establish a work plan.

Actions:

1. developed seed nursery on campus;
2. provided professional development and resources for staff to incorporate environmental education into curriculum;
3. gained support from local government, Shire of Kalamunda;
4. acquired financial support from Telstra Community Grants & Perth Airport.

Results:

1. completed first revegetation of wetlands areas;
2. established continuous learning for sustainability educational pathway for students;
3. strengthened collegiate ties between participating primary and high schools;
4. established partnerships of cluster schools (Forrestfield and Bibra Lake) that can be expanded for future projects.