AECI Eco-Schools Water Education Project 2020 - Modderfontein

YEAR ONE

learners who were encouraged to initiate their own vegetable gardens at home. This assisted the combat of food insecurity in the communities. Although the National School Nutrition Programme (NSNP) supplies school learners with daily meals, the AECI funded food gardens supplemented where there were shortfalls. This was important in combating malnutrition which affects attendance, attentiveness and learner performance. All schools received vertical gardens and learners were taught to identify the different seedlings they were working with. In addition to planting food crops, learners also planted herbs and medicinal plants. Teachers used this as an opportunity to teach learners about medicinal properties of plants and linked it to indigenous knowledge systems. As part of a showcase of best practices within the Eco-Schools programme, Modoupo Primary school was featured in a WESSA International School Programmes promotional video. Click here to watch the video or visit https://www.youtube. com/watch?v=Tz5GhFXfydo. We interviewed the school’s head girl, who is also the leader of the Eco-Club, and Mrs Lephalala, their Grade 4 Eco-teacher, who both spoke about their specific projects and the impact that the project have in the school, community and as a teaching tool. The AECI WESSA Eco-Schools project was also featured in the EnviroKids magazine Term 3, 2019 (Vol 40.3).

In year one, each school was provided with 3 wheelie bins for the collection of plastic, paper and cans to start recycling stations as a project. Throughout the recycling projects we have built a strong relationship with a local recycling collector who collected recycling at all 10 schools. The schools participated in a competition ran by the collector and through this competition learners were encouraged to contribute to the collection of recyclables and learn more about waste reduction in the process. To date 5 274 kgs of white paper has been recycled by the 10 schools over the 3 years. Schools received much needed stationary and supplies in return for the goods collected. The recycling campaign was more than just a clean-up of the schools. By engaging in recycling activities, teachers and learners were encouraged to consider the effects of their daily actions on the broader community and shifted their mindset around waste. The additional environmental project for the first year was the implementation of vertical gardens at each school. The gardens supported the schools’ kitchens and served as live demonstrations for

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