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E.Y.E Project Charter

Tue 14 Jul 2015

What’s a Charter?

It's simple. Each school that attends one of our events gets an opportunity to influence the contents of this 'charter'. It's essentially a list or 'agenda' that all schools plan to follow if they are members of the E.Y.E. Project. The original charter was first agreed by all participants at the very first Eco Summit held at Worthing Town Hall in 2008 and has recently been updated and agreed at the 8th Worthing & Adur Eco Summit held at Shoreham College.  


The E.Y.E. Project Charter Key Objectives:

The Charter covers the following areas and gives suggestions to member schools on each of these topics:
Eco Schools Programme – Aim to sign up to the Eco-Schools Programme
Energy – Investigate how to reduce energy
Water – Reduce water use
Waste/Litter – Investigate how to use resources more wisely
Biodiversity / School Grounds – Encourage involvement in the natural environment
Transport / Healthy Living – Promote best practice in sustainable transport
Global Perspective – Consider how decisions made on a daily basis impact on the local and global community
E.Y.E. Project Acrostic
A new E.Y.E. Project Acrostic has been developed to highlight to pupils the importance of being Eco Young and Engaged.

The new E.Y.E. Project Charter (revised July 2015):

All E.Y.E. member schools should take a proactive approach to sustainability and:

1). Aim to sign up to the Eco-Schools programme as soon as possible.

o    1a) Form an Eco-Committee

o    1b) Produce an Eco-Code (mission statement demonstrating schools commitment to improving environmental performance)

o    1c) Focus on the Eco Schools 9 key topics of Energy; Water; Waste; Litter; Biodiversity, School Grounds, Healthy Living; Transport; Global Citizenship

2) ENERGY. Investigate how to reduce energy, by for example:

o    2a) promoting to all staff and students the importance of conserving energy

o    2b) cutting CO2 emissions by generating more energy from renewables and/or reducing loss

o    2c) only switching on computers when necessary for use;

o    2d) researching the potential for solar panels;

o    2e) turning down heating thermostats by a minimum of 1o Celsius ;

o    2f) developing  better systems for monitoring the use of energy;

o    2g) documenting and reporting unnecessary usage of energy;

o    2h) only replacing broken light bulbs with energy efficient light ones;

o    2i) considering the use of motion sensor lighting systems;

o    2j) insulating and draft proofing (and closing doors) to reduce heat loss.

3) WATER. Reduce water use, by for example:

o    3a) repairing leaks and dripping taps;

o    3b) considering use of water butts for watering school gardens

4) WASTE / LITTER. Investigate how to use resources more wisely, by for example:

o    4a) developing initiatives to reduce food packaging, and use of disposable plastic bags and bottles;

o    4b) using recycled stationery and equipment;

o    4c) ensuring mechanisms are in place for collecting and recycling paper, cans and plastic;

o    4d) reducing the amount of litter;

o    4e) keeping uncollected lost property for no longer than 3 months before giving it to charity;

o    4f) ensuring that second-hand, good quality school uniform is available at cheaper rates;

o    4g) considering how recycled and recycled materials can be integrated into school equipment;

o    4h) reducing use of paper by promoting the use of USBs/emailing of homework.


5) BIODIVERSITY / SCHOOL GROUNDS. Encourage involvement in the natural environment, by for example:

o   5a) working with other organisations to develop a conservation area to which pupils can contribute;

o   5b) promoting ecosystem services through eco clubs such as growing food / planting native trees / planting flowers for pollinators / compost making.


6) TRANSPORT / HEALTHY LIVING. Promote best practice in sustainable transport, by for example:

o   6a) encouraging pupils and teachers to walk or use public transport for their journey to school;

o   6b) encouraging the take up of cycling proficiency tests;

o   6c) providing bike sheds.


7) GLOBAL PERSPECTIVE. Consider how decisions made on a daily basis, impact on the local and global community, by for example:

o   7a) promoting Fairtrade products in schools where possible;

o   7b) encouraging liaison between schools, the local community and local businesses to ensure a joined-up approach to environmental issues;

o   7c) participating in the creation of a local Eco-Forum through which best practice and creative thinking can be shared.


If you have any comments about the Charter we would love to hear from you.


To view the E.Y.E. Project Charter Key Objectives as a PDF document click here.

To view the new version of the Charter (July 2015) as a PDF document click here.