WESSA Schools Programme Annual Report 2019/2020

SCHOOL PROJECTS Our food garden was developed and now supplement the school’s feeding scheme. Recycling not only helps fund raising, but guards against littering and pollution in- and outside the school. Tree planting beautifies the school and provides learners with shelter during lunch break. We have planted some fruit trees, which provide peaches for the learners. ENVIRONMENTAL PROBLEMS AND THEIR SOLUTIONS I was one of the educators on the Eco-Schools committee that was assigned to oversee these challenges, using skills attained through the programme. One of the first issues we tackled was waste management. Pollution was created by a lack of resources such as refuse containers but also by littering and illegal dumping near the school, which the wind would blow into the school grounds. The solutions started in the classrooms, where we explained about waste and its environmental impacts. Next, we took the learners to the polluted areas where they could observe the many linkages to their lessons as well as play an active role in keeping the area clean. Even though we still encounter some littering, this approach has helped change the learners’ attitudes greatly. One of the challenges with sustainable food gardening was that caterpillars would feast every night on the vegetable seedlings, mostly spinach, lettuce, and beetroot. Our groundsmen had little time to spare to work in the gardens and deal with these pests. Through the Eco-School

programme we received a caterpillar repellent, which has reduced the pest problem greatly.

communicator. It is also helping me to understand the value of these environmental aspects at our school as teaching resources. I see how much the learners enjoy being outside, in the garden and being active, which has further expanded their understanding and well-being. FUTURE PLANS AND WISHES We desperately need extra containers to help address the challenge of littering and to expand our recycling project. I also wish that the Eco-Schools Programme could be extended to the community in some form of “Eco-Community”. It could be part of a bigger plan because people often destroy, or damage, due to lack of knowledge or even a fear of taking responsibility. For example, a water pipe might burst in eMalahleni but people do not report it because they do not want to take the responsibility. Last,butnot least, theschool hasbeen transformed and the surroundings are eye-catching and neat. An Eco- Community Programme could help our community, particularly those homes neighbouring the school, to have a better understanding of what we are doing and what we are trying to establish.

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Our school principal came up with a concept

which has worked really well. Community members assist with sustaining the school’s food garden. In return they each have their own plots in which to plant their own food. This has allowed our school groundsmen to be able to focus on other school matters. Recently the school received garden resources from local corporates through the recognition of being the best environmentally friendly school. HOW HAS THE PROJECT AFFECTED ME? I have benefited personally and professionally through this programme. I have learned to manage my environmentally friendly food garden at home without many chemicals, often using my own compost rather than buy fertiliser. A big plus is that I am harvesting my own strawberries too! Professionally, the programme has changed my perceptions, as well as my leadership and management skills and I am now a better ”

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The programme has changed my perceptions, as well as my leadership and management skills and I am now a better communicator.

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WESSA Schools Programme | Stories of Change | 2019/2020 49