seameo-japan esd award
TRANSCRIPT
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SEAMEO-Japan ESD Award
Submission Form of 2016 SEAMEO-Japan ESD Award Theme: Saving Energy
The last day for submission of entries: 25 November 2016
PART I: Details of Your School
1. Name of your school: SJK (C) PULAI
2. Full address: SJK (C )PULAI, KANGKAR PULAI, 81300 JOHOR BAHRU, JOHOR.
3. Postcode: 81300
4. Country: MALAYSIA
5. School’s telephone number (country code+city code+telephone number): 607-5272630
6. School’s fax number (country code+city code+fax number): 607-5273017
7. School’s email Address: [email protected]
8. Name of the Head Master/Principal/School Director: Mdm LEE BOH DAN
9. Name of the Teacher Coordinator: (Ms or Mr) Ms CHENG XUI CHEIN, Ms LIM XIN YI
10. Email address of the Coordinator: [email protected] & [email protected]
11. School website (if available): [email protected]
12. Educational level (Such as Grade/year 1-6 or Grade/year 6-12): YEAR 1- 6
13. Total number of teachers in your school: 58 Teachers
14. Approximately number of teachers participated in planning and implementing this school’s
programme for saving energy: 18 Teachers
Cheng Xui Chein
Lim Xin Yi
Ho Fung Huey
Tan Hwee Yin
Tee Jyi Gaw
Tiong Hua Ling
Pang Sing Kat
Ho King Hung
Heng Cheng Ling
Ng Bee Kun
Lee Mee Siah
Chong Chiaw Ying
Chong Mui Yoong
Liew Wai Ling
Lau Yu Shen
Chang Sook Min
Lee Lai Ching
Chai Mei Li
15. Total number of students in your school: 899 Students
16. Approximate number of students participated in planning and implementing this school’s
programme for saving energy: 899 Students
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PART II: Information about the School’s Programme 1. Title of the school’s programme
Energy Conservation through Sustainable and Low Carbon School Culture Programme
2. Summary of the programme (one half-page of A4 sheet size)
Energy conservation through sustainable and low carbon school culture emphasizes on creating learning
environments which inculcate pupils’ creative and critical thinking skills and foster innovative green
practices and empower the pupils to disseminate knowledge and ways on low carbon lifestyle actively to
wider community. This is to enable our school can move towards a simple lifestyle with minimum emission
of carbon dioxide that can coexist with the rich and diverse nature. This programme has started since 2001
and emphasizes on conserving few aspects of the environment such as soil, water and electricity. This
programme has also received tremendous supports and cooperation from various parties like parents,
teaching and non-teaching staff and many communities around the school. Our school has embedded the
concept of sustainability and low carbon in everything we do. For example, we have consistently
incorporated the go-green concept in the school activities such as Chinese New Year Classroom Decoration,
Lantern Festival, Leadership Camp, Teacher’s Day, and Sport Day. In order to promote behavioural and
attitude change, we carried out many activities related to environmental education and environmental
awareness every year. Among the green projects and initiatives are Bioenzymes project, Eco-garden ,
Monthly recyclable collection competitions, Electricity Conservation ,Water Conservation and 3R’s
practices (Reduce, Reuse, Recycling). Lastly, our school also created many networks with various parties to
promote Education for Sustainable Development (ESD).
3. Background information or reasons why the school created this programme
The school strongly believes in the power of formal and informal education to build a sustainable and low
carbon school culture by conserving water, electricity and practice 3R’s which are reuse, reduce and recycle.
This is because the school aims to become an interactive platform that scaffolds the pupils and school
communities with the knowledge, attitudes and 21st century skills they need to live a greener and simpler
lifestyle. As such, the school has planned and developed various strategic action plans on sustainability and
low carbon practices. The significance of reducing energy consumption is to reduce carbon emissions and
cut school managing costs. Thus, the school can generate some income through recycling program, pass the
savings and reinvest in other energy saving initiatives.
Another imperative reason is the school would like educate our future generation in living and practicing a
sustainable and low carbon life style through cross-curriculum and curricular activities. For instance, the
school emphasizes on increasing pupils’ awareness on energy conservation and appointing the pupils to take
the lead in promoting energy efficient practices and behaviours with their parents and other school
stakeholders. From here, the pupils can share their experience and knowledge with their parents on simple
actions to go green. All of these will result in making a small change in life practices in order be part of the
sustainable and low carbon society. As such, we hope to make a small contribution to Malaysia’ pledge to
reduce carbon dioxide intensity by 40% by the year 2020 during the 15th United Nations Climate Change
Conference in Copenhagen.
Lastly, we would like our pupils to look up and internalise our school green motto which is “Close to
Nature”. We hope to nurture global-minded young generation with high citizenship values which is in line
with Malaysia National Philosophy of Education which is to produce holistic individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and
devotion to God. We are inculcating values like accountability, respect and love for nature in each and every
pupil. This is because we want our pupils to hold firm on the belief that “We do not inherit the earth from
our ancestors, we borrow it from our future generation” and develop their competencies to live sustainably.
By this way, our pupils will be able to cherish the gift of nature and do their best to conserve and preserve it
through continuous and on-going initiatives. This means the pupils are aware that the actions taken today
with the future in mind. All these fundamental reasons form the backdrop of this program.
4. Objectives/goals of the programme
a) To cultivate values, norms of behavior and codes of conduct of pupils and communities members to
become active contributor of sustainable and low carbon school culture.
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b) To prepare the pupils to become global citizens who practice low carbon life style of achieving a
sustainable future
c) To disseminate knowledge on low carbon practices to pupils, parents and other school communities.
d) To develop pupils 21st century skills such as problem solving skill, collaboration skill, leadership
skill, critical and creative thinking skill through environmental education.
e) To support the use of education through continuous effort in creating an eco-friendly school culture.
f) To strengthen the cooperation and collaboration with various parties to held eco-friend activities in
conserving and preserving the environment
g) To inculcate a sense of ownership to safeguard the environment among individuals through reducing
own carbon footprint.
h) To instill love and appreciation of mother nature
i) To educate pupils and school communities on how waste management affect climate change
j) To promote energy efficiency and conservation to save school’s expenses
k) To provide extra income from recycling program and energy- saving programs
5. Period of the time when the programme was/has been started
“Close To Nature” is our school’s green motto. Our school was involved in the green project - Energy
Conservation through Sustainable and Low Carbon School Culture Programme since 2001.Monitoring and
follow-up is still going on. All the “Saving Energy” projects are now implemented and sustained as a yearly
programme of the school Nature Lovers Club and school communities.
6. Activities (Actions and strategies of implementation)
The lists of on-going activities as below have been implemented to develop a low carbon and sustainable
school culture.
1) Bioenzymes project
The bioenzymes project is carried out to help the environment as the food waste can produce methane- a
greenhouse gas 20 times more than CO2 which causes the climate change. The school communities are
encouraged to bring fruit peels to produce bioenzyme. Food waste can be treated as a source of renewable
energy as it can be used to produce natural fertilizer by giving back its nutrients to the soil. Our school has
prepared some bins for the pupils to segregate the food waste and ease the process of collecting food waste.
Making bio-enzyme program was introduced to replace the use of chemical cleaning agents and chemical
fertilizer Correspondingly, the concerted effort with Universtity Technology Malaysia and AIESEC in
orgainising few events like Home-composting workshop, two bio-enzyme talks with school children and
visitors from 9 other schools. Parents are exposed to the procedure of making eco-enzyme using ratio of
1:3:10 which are 1 ratio of brown sugar, 3 ratio of organic waste and 10 ratio of water during Parent-
Teachers Association (PTA) meetings too. All these ways are beneficial in raising pupils and public
awareness on 21st
century sustainable school culture. The teacher had also organized few bioenzyme talks to
share information and importance of bioenzymes in promoting sustainable lifestyle and safeguarding the
environment. Some pupils also involved in a sustainable food waste composting workshop outside the
school to enhance pupils’ knowledge on home-composting. Our school is desired to include the community
to experience and move forward together in practicing eco-lifestyle. The bioenzyme and composts made by
the pupils will be used as natural fertilizers for the plants in the school eco-garden.
2) Eco-garden project
The school created an eco-garden with the collaboration among pupils, parents and teachers to plant take
care and harvest various herbs and plants. Every herb and plant is labeled with its scientific name and
teacher will teach pupil about the use of herbs as spice or traditional medicine. There are different kinds of
vegetables and fruits planted in the eco-garden such as cabbages, pineapples, papayas, ladyfingers, eggplants
and chinese chives. The pupils are in charge of planting, taking care and harvesting the corps themselves.
The parents and NGO like Mardi are involved in providing the plants seedlings. 1 pupil 1 plant is another
meaningful and successful project initiated by pre-school whereby the parent and preschoolers will plant a
sunflower together. The pre-schoolers and parent will take care of the sunflower together until it is sprouted,
budded and blossomed. The teacher also donated the sunflowers seed kernels to the visitors which came for
benchmarking at the school. Not only those, the parents and teachers join effort to beautify the surrounding
of eco-garden such as making few minions flower pots using the old tyres. The parents from special
education also involved actively in making a robot statue using the used materials like old toys and old
flower pots. The school communities also drew a minion mural using the bottle caps to depict love towards
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nature theme.
3) Monthly recyclable collection competitions
Besides, our school has implemented several actions to reduce the energy consumption through waste
management programme. To illustrate, the solid waste such as papers, plastics, cans, tins and aluminum are
recycled. There are many recycling bins around the school compound that labeled as ‘paper’, ‘plastic’ and
‘tin and aluminium’. All the school community members are encouraged to bring their recyclable materials
collected and sell them to the local recycling collecting agent at scheduled times. The monthly recycling
competition held has created positive impacts on reducing the solid waste around the school as the pupils are
trained to sort the waste and throw into the recycling bins. This can help to minimise the waste that sent to
the landfills and develop pupils’ recycling habit. The income generated from the recycling collection will be
used to buy some gift to award the classes that collected the most recyclable materials. We also will carry
out ‘Do it yourself’ activities by using the recyclable items collected during their Art, Life skill and RBT
classes. The pupils will also reuse some raw materials to make handicrafts like bookmarks, key chains,
pencil holders and lanterns. For example, the pupils will design own special lanterns using compact Discs
lanterns, cooking oil bottles or plastic bottles and carry them during Lantern festivals.
4) Electricity Conservation
Furthermore, the school has worked hand in hand with the pupils, teachers and non-teaching staffs on the
pledge in reducing the electricity consumption. The school has launched several practical and feasible
policies like “Switch on the fans in the classroom after 9.50am” and “Switch off the electrical appliances
during recess and after school”. The pupils practice reducing the electricity by following these policies
meticulously. To further explain, the pupils will switch off the computers projectors and visualizers during
recess and after school automatically to decrease energy consumption. This can further promote pupils’
behavioural change as they will be more aware and will volunteer to turn off the lights and fans when they
are leaving the classroom. This simple switching off appliances can save energy consumption and cut down
the needless energy losses. The uses of window to provide good air ventilation and eliminate extra energy
use.
5) Water Conservation
The saving water usage policy was introduced starting from year 2006. All the toilets in the school were
equipped with buckets to flush the toilet. Not only that, the school also practiced “The bottle in the tank
method” to adjust the amount of water used per flush and create a low flush toilet. This is because research
done by Federation of Malaysia Consumers Association (FOMCA) and Energy, Green Techology and Water
Ministry (KETTHA) reported that the highest percentage among all activities, 26% of water usage in a
household is from the toilets. Thus, we can reduce our school water usage efficiently by adopting this
method. Besides, the pupils have made some hanging flower pots under 1 pupil 1 plant programme using 1
litre plastic drinking bottles to decorate the classroom and surrounding of the school compound. The
hanging eco-flower pot can prevent the breeding of mosquitoes effectively and does not need watering all
the times.
6) 3R’s practices (Reduce, Reuse, Recycling)
The school implements a “No polystrenes and plastics” campaign whereby the school canteen operator is
forbidden from using polystyrene containers in packing food for the pupils. Hence, they replaced the
biodegradable polystyrene with brown kraft wrapping papers. This move can prevent the contamination of
The pupils also educated to bring their own reusable plastic food container and tumblers. The switch has
helped to increase parents’ awareness of a real and sustainable solution to the country’s waste problem as
well as forming new habits among the pupils. The ban of using Styrofoam containers and straws by the
canteen administrators since Year 2006 has transformed the school into a low-carbon school.
Moreover, the school has promoted on simple way to reduce individual’s carbon footprint by
encouraging the pupils to come to school by bus, walking or car-pooling. This can help to reduce the air
pollutants released by the vehicles. The project has received good support and feedback by the parents as
they are willing to fetch the pupils who live in the same neighbourhood. Inevitably, this helps to increase
energy efficiency by shrinking the burning of fossil fuels.
7. Teaching and learning approaches that the school applies for teaching “Saving Energy”
We have incorporated environment sustainable development (ESD) principles across the curriculum
through subjects like Moral, English Language, Malay Language, Mandarin Language, Science, Arts and
Life skill. By advocating learning by doing and experiencing concept, pupils can learn to become the
carbon-conscious communities of low carbon practices. To illustrate, we create many opportunities for
Experiential learning to happen in and out of the school. (see further information in attachment#1 )
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1. Project-based learning
We incorporated project based learning in the subject. For instance, the “Onion Planting” project is
one of the Year 5 RBT Projects. We trained our children for planting vegetables for their own consumption.
The objective for this project is to cultivate pupils’ interest towards growing own plants. Besides that, we
also trained them to understand and appreciate the source of food. Learning outside of classrooms through
this activity can helps pupils to bring the content knowledge learnt into real life application. Our school is
committed to protecting and improving the environment by recycling commonly used materials such as
mixed paper, cardboard, plastic, glass, containers and aluminum or tin. Therefore all members of the school
must comply with the recycling requirements in this policy. In our teaching and learning process, we always
use with recyclable things through Visual Art Subject. To illustrate, the pupils use various recycling
materials to make lanterns during lantern festivals. They used plastic container, tin and CD to design
different types of lanterns. All the lanterns were made for their own used in lantern festival. In the other
way, they do not need to buy new lanterns but design their own lanterns. (see further information in
attachment#2 )
2. Inquiry-based and hands-on learning
Besides, teacher integrated inquiry-based and hands on learning to educate our pupils to use the energy
wisely, conserve energy and use it efficiently. For instance, teacher conducts the lessons in and outside of
the classroom to teach the pupils on how to identify type of things can be recycled and separate recyclable
items according to the categories. By this way, the pupils will get more knowledge about recycle, reuse and
reduce throngh educational programme. We hope to increase pupils’ understanding and concern about
environmental issue through the teaching activities. Teacher also imparts knowledge on the importance of
bio-enzymes in conserving energy. For example, bio-enzyme can replace chemicals fertilizer and chemical
cleaning products. The use of bio-enzyme can make the soil richer and have more nutrients. The pupils are
also given opportunities to produce own bio-enzyme. This hands-on experience will help pupils to inquire
and explore other uses of bio-enzymes. The pupils will also share the information with their parents and
many household families around our school have their own small garden to plant some vegetables, herbs and
fruits. Thus, the pupils can use the bio-enzyme that they produced to improve the soil qualities of their
garden.
3. Student – centred learning – contextual learning . (see further information in attachment#4 and #5)
Not only that, we connect our core curriculum beyond the classroom with various meaningful and
purposeful activitities. A meaningful programme named Programme Eco-life Challenge had been organized
by SJKC Pulai on 22 May 2016, 25 May 2016 and 21 June 2016. This programme was being held
successfully with the joint partnership with Kiko Network, IMELC Company, all the teaching staffs and
some volunteering parents in SJKC Pulai. We appreciated for their time, commitment and effort invested in
this programme. The cycle of the programme started from preliminary learning session, practical session and
reflective learning session. The aim of the programme was to enhance pupils knowledge on climate change
and low carbon life style and ensure pupils adopt 3“S” which are ‘Save’, ‘Select’ and ‘Switch’ in combating
climate change.
On 22 May 2016, the CEO of IMELC and all the volunteered parents gathered in the school for the
preparation of the programme. The parents were very active and earnest for the programme. Even though
some of them felt very nervous, but they still worked together to do the rehearsal and worksheets. This is
because they wanted to give the best presentation and information to the children. The pupils are taught on 3
“S” on low-carbon lifestyles. For example, the parents will share few measures on saving electricity and
water, teach the pupils to read the bills, select electrical appliances with energy-rating label, use energy-
efficient LED light bulbs and switch our lifestyle and social system by thinking about the environment.
On 25 May 2016, all the pupils from year 4 were being separated into three groups and joined this
programme. The pupils were enthusiastic with their “new teachers” which are the parents and engaged
actively through the presentation Iskandar Malaysia Eco-life Challenge with the attractive PowerPoint slides
and interesting group activities. All the pupils were required to transfer the new information about the low
carbon life through the eco-life challenge questionnaire and module. The pupils learned the consequences of
pollution and climate change through this programme.
On 21 June 2016, a reflection session was being held in the school to review and explain the result
of eco-life challenge assignment to the pupils. A hands-on group activity on the cause and effect of low
carbon lifestyle was carried out under the guidance of the volunteering parents and teachers The pupils are
also required to suggest the ways of decrease the carbon dioxide in our environment. The pupils also need
to present their ideas in group in front class. Indirectly, this can increase pupils’ skills like soft skill, team
working skill and problem-solving skill. Through the activities, the pupils able to learn and understand more
about the true meaning of low carbon practices and connect it to their daily life.
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4. Experiential learning The pupils gained knowledge and skills through home-composting, clean our plate workshop conducted by
UTM and AIESEC. The pupils, parents and teachers are exposed to the process of making composts using
3:1 ration of carbon to nitrogen. They are given opportunity to experience and make own garbage compost
using compost bin sponsored by UTM. For example, the pupils put a layer of brown, dry, carbon materials
like dried leaves across the bottom of the compost bin. Then, the pupils layer several inches of dried leaves
around the pile to create a doughnut hole which serves as a bio-filter and reduce the smell of the food scraps.
After that, the pupils put all the nitrogen materials which are the food waste inside the “doughnut hole”. The
pupils also add the compost catalyst which is the Effective microorganisms (EM) to the pile. Dr. Lee also
explained the activation process of EM using molasses and non-chlorinated water. Then, the compost bins
are left at the shady place near the canteen for fermentation. The group members take turns to release the
gases once in the month. Later, the pupils will combine the garbage compost with the soil in eco-garden.
5. Discovery learning- The pupils experiment and utilize the recyclable items to make creative arts works.
This can improve pupils’ critical and creative thinking skills and widen pupils’ imaginary skills. For
example, the pupils created bookmarks, lanterns, toys and plastic flowers for Teacher’s day using recyclable
items.Moreover, Natural lover club also involved in training pupils to become school eco rangers through
activities such as tending the eco-garden and taking care of the composting. The pupils are empowered to
learn on how to maintain and sustain the development of bio-enzymes like bringing the fruits peels once a
week and extract the multi-purpose environmental fluid after 3 months in air-tight plastic bottle. By
engaging pupils into these activities, the pupils will be more aware of the possible actions to safeguard the
environment responsibly.
8. Brief information of related activities that the school participated in the community and shared
school practices to the community.
Our school participated in few outreach programme to share eco lifestyle practices. For instance, our
has been working closely and collaboratively with our Parents Teacher Association to plan, run and monitor
many green- projects in our school namely “No polystyrenes and plastics” project, “carpooling” project and
“eco-garden” project. The projects are successful due to the commitment and cooperation given by the
parents. Not only that, we have few main school events participated by the teachers, parents and pupils like
Sport Day, Leadership Camp, School Unit Uniform Camp that promote the concept of going green. During
the Parent-Teachers association (PTA) meeting, Dr. Lee Chew Tin, one of the members in PTA has been
invited to share about garbage enzyme home-composting to the parents in our school. She has shared with us
all the information and knowledge regarding garbage enzyme and home-composting by reaching out to the
community through talk, meeting and workshops. In brief, Parents Teacher Association has played a very
important role to share composting practices to the community.
Besides, eco-life challenge is another school activity that showed that the school participated in the
community. The parents worked with the IMKIKO network CEO, Mr Ir Fu Yee Woei to share and
disseminate 3S ecolife style to the pupils. The benchmarking visit from the Japanese researchers, district and
state officers, other iconic schools were a good platform for the school to share and showcase our green
practices. Thus, we hope other school will adopt and carry out the green practices in the own school to
reduce carbon emission. We also shared our green actions with the experts by actively and continuously
participating in Johor Sustainable and Low Carbon Exhibition for 3 years. (see further information in
attachment#5)
Moreover, we involved in various talks and workshop organized by University Technology of Malaysia
such as “Oh My Tree workshop”, “Effective Microorganisms” and “Home-composting”. We also went to
MARDI to increase our knowledge on planting. The visit to Feed for Our Love Ones (FOLO) further
increased the school communities’ understanding and knowledge on composting better and deeper.
9. Engagement of partners (Please provide the name of your partners in this programme and their
roles/contributions)
Name of Partners Roles and Contributions
Malaysian Nature Society (MNS) Providing knowledge
Buddhist Tzu Chi Merits Society
Malaysia
Environmental Awareness Workshop in 2010
Sokka Gokai Malaysia Seeds of Hope: “Visions of Sustainability, Steps Toward
Change” Exhibition in conjunction with Johor state Earth Hour
Event in 2011
University Technology Malaysia (UTM) Professional consultation, give talk and workshop
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“Sustainable Food Waste Composting Workshop”, Clean Our
Plate project
AIESEC Workshop
“Sustainable Food Waste Composting Workshop”, Clean Our
Plate project
KIKO Network Provide EcoLife Challenge programme including management,
training and equipment
Malaysian Agriculture Research and
Development Institute (MARDI) Johor
Provide seedling of pineapple and vegetables
Edutech Computer Centre (M)
Sdn Bhd
To donate the old computer to others schools in 2009.
Estalco Sdn Bhd Waste management solution to reduce hassles and cost
Southern Waste Management
Environment Sdn Bhd
Recycling collecting agent.
Yat Hing Trading
Thean Boon Leong
Recycling collecting agent.
RICOH Company
To reuse over or recycle the laser cartilage in an
environmentally friendly way
Malaysian Plastics Manufacturer
Association
Provided 2 sets of Nature Lovers CDs and Recycle Bins to
school
Canteen administrator Enforced pupils to segregate their meal leafovers in 2010
Help to collect kitchen waste for composting
Parent Teachers’ Association Provide a bridge to rely information and provide additional fund
Incentive Rewards for the programme, involve in volunteering
services, providing expertise
The School Board Cash Fund
10. Resources used for implementation
The resources used for the implementation the recycling program in school include the following:
i) Human resources from the local agencies and committee members (PTA, canteen committee, 3K, PIBK-
KSIB, building & infrastructure) as well as the administrators, teachers, non-teaching staff, students and
parents volunteer are responsible for the recycling program.
ii) Finance support from the PTA’s fund, donation, profit of monthly recycling and also the monetary gain
from competition help to fund the recycling program at any time.
iii) Expertise essential for the program such as talk and workshop from expert UTM (Associate Professor
Dr. Lee Chew Tin) and community expertise (UTM-AIESEC) provide the information and advice for
implementing the recycling program in school.
iv) Equipment provided by MARDI, UTM-AIESEC, KIKO NETWORK and PTA to help the program
running smoothly in school.
v) Time implementation for the recycling program is incorporated in the school co-curricular activities
which is compulsory in the Malaysian education syllabus (PdP).
11. Monitoring and evaluation mechanisms and summary of results
Monitoring and evaluation mechanisms:
A) A few strategic plans with intended key performance indicators are produced in order to serve as a
backbone of the activities that has been implemented. (see further information in attachment #3).
B) Committee members -4K committee, Canteen Committee, Parent-teachers Association committee and
Natural Club Lovers committee to monitor the progress of the programme constantly. There have been many
meeting and discuss the committees in running various green actions plans in order to monitor and evaluate
the programme systematically. For instance, the committee has come out with a chart for monthly recycling
program and the most cleanest and conducive class competition. This is to increase pupils’ competitiveness
as they can check their standing among the classes through the chart. After that, the committee will come out
with the written reports for future reviews. There will be a post mortem meeting after the activity to reflect
the effectiveness of the programme through strengths, weaknesses, threats and opportunities (SWOT)
strategies. The teachers will brainstorm together various suggestions for improvement of the programme.
(see further information in attachment #3)
C) Visiting records from other schools during PIBK benchmarking program and visitors from various
countries like Japan, China, Taiwan and Indonesia through AIESEC’s home-composting workshop and Eco-
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life challenge.
D) checklist to survey the conditions of the toilets, classrooms and special room from the aspects of
windows, wiring , water piping, ceiling, curtains and walls are distributed to the teaching staffs and non-
teaching staffs. These are crucial in helping the school to detect any leaking in the toilet or the school water
pipes. (see further information in attachment #3)
E) Ecolife Challenge programme module- This module are created under Low Carbon Society Blueprint
for Iskandar Malaysia 2025 and collaboration with IMKIKO LLP (Malaysia) and KIKO Network (Japan).
The targeted groups of Year Four and Year Six are required to complete the questionnaire of eco-life
actions. Not only that, pupils are required to work with parents to collect, check and compare the utility bills
like water bills and electric bills to find tangible evidences of adopting eco-lifestyle. Some parents will also
share ideas and thoughts with the pupils on saving water and electrical tips like reuse the water to wash
vegetables to water the plants, turning off the tap when brushing their teeth and do not open the door of
refrigerator too often and make sure the door seal is tight.
Summary of results:
Bio-enzyme and garbage enzyme
In this program, we replace chemical cleaning products and chemical fertilizer with decomposition of food
waste and fruit peels. The advantages are to converse energy by reducing carbon footprint and maintain a
natural and sustainable lifestyle. So, the students are taught to use and make eco-enzyme. School janitors use
bio-enzyme to mop the floor and clean the toilets in the school. For example, we use natural cleaning agent
to clean drain, clear blockage of toilet bowls, mop the floor and clean bird’s dropping on the floor.
3R Program ( Monthly Recycling Program )
In this program, we advocate “no rubbish in the class”. Recycling bins are placed around the school
compound. So pupils carry rubbish and recycle them according to the recycling bins like paper, plastics and
food waste. From this program, we can conserve environment by eradicating open-burning practices and
save energy by reducing the landfill. Every pupil is taking charge of the class cleanliness and collecting the
recyclable items. The class with the highest collection of recyclable items and the cleanest class will be
awarded.
School Culture – Lantern Festival , Sport Day
We reuse the recyclable materials for decoration such as paper plate, aluminium tin, paper cup, newspaper
etc. Besides, we also modify broken items and make it into teaching aids and beautify the landscape of
school. During Sport Day, we sell green products like fresh vegetable and handicrafts from recyclable
materials from parents. We also produce bookmarks and key chain using bottle caps as souvenirs to school
visitors.
School Electricity and Water Usage
Through water and electric conservation programme, we can see the usage of school electricity and water
are decreased. The students are taught to switch off the fans and lights when they are not inside the
classroom. They are also encouraged to open the windows for good ventilation. Each of class appointed one
pupil to in charge of switching on the fans after 9.00a.m. and switching off the computer during recess. The
students are also encouraged to use water buckets to save water usage. This can be proven in bill reduction.
12. Achievement from the saving energy efforts
No Events Organiser(s) Date Achievement
1 Bengkel latihan Modul Kecekapan
Tenaga Dan Tenaga Diperbaharui
Sekolah Rendah Peringkat Kebangsaan
2010
CETREE Universiti
Sains Malaysia
18/10/2010-
22/10/2010
Certificate of Participation
2 Seeds of Hope: “Visions of
Sustainability, Steps Toward Change”
Exhibition in conjunction with Johor
state Earth Hour Event in 2011
Soka Gokkai
Malaysia
1/7/2011 Certificate of Appreciation
3 Heroes of Nature 2.0
Mekong Valley Biodiesel Expedition
2013
Universiti Teknologi
Malaysia (UTM)
6/4/2013 Certificate of Appreciation
4 1 Malaysia Environmental Education
Camping Programme For Primary
Sekolah (National Level)
Ministry of
Education
(KTM)
24/6/2013-
28/6/2013
Certificate of Participation
5 Malaysian Space Seeds Mass
(Earth Experiment) Competition
-MASS2013
ANGKASA 7/11/2013 Champion
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6 Iskandar Malaysia Ecolife Challenge
Competition 2014
IRDA - Certificate of Participation
7 UNESCO Associated School Network UNESCO,
PPD Kulaijaya
26/2/2014 Certificate of Appreciation
8 Innovative Challenge Mega Magazines
Recycling Competition
Yeo’s dan The New
Straits Times Press
(Malaysia) Berhad
26/6/2014 Prize for excellence,
Best Team
9 Iskandar Malaysia Sustainable and Low
Carbon Schools Exhibition 2015
IRDA 7/2/2015 Gold Medal,
Best Presentation (Primary
School)
10 Johor Sustainable and Low Carbon
Schools Exhibition 2016
Universiti Teknologi
Malaysia
20/2/2016 Gold Medal,
Best Team & The Best of
the Best (Primary School)
11 Innovative Teachers (Group Category) District Education
Departement
22/5/2016 Certificate of Appreciation
12 Iconic School- Initiative For Parents and
Communities Involvement (District and
State Category)
JPN Johor
PPD Kulaijaya
19/10/2016 Certificate of Appreciation
13 Setting Up Natural Lover Club
PPSPPA - Certificate of Appreciation
14 Appreciation Award for supporting the
Nature Conservation in Malaysia
WWF - Certificate of Appreciation
13. Benefits/Impacts/ positive outcomes of the programme to students, school and the wider
community
Impacts to students
The pupils can develop and hone various 21 century learning skills such as problem-solving skill, creative
and critical thinking skills and decision-making skills through this programme. This is because the pupils
involve actively in conserving energy through various green projects. The pupils can enhance their soft skills
as well by interacting and sharing their experience and knowledge on various aspects such as segregations of
recyclable items according to the colour of recycling bin and ways to produce own bioenzyme as natural
cleaning agent with their families members and relatives. In the long run, the pupils will value the waste as
wealth and have many creative and innovative ideas on how to modify the recyclable items into handicrafts.
Impacts to school
The programme has helped the school to create a greener, cleaner and conducive school by practicing
various green actions. This programme has increased the opportunity for the school to strengthen their
networks with more government and non-government agencies. This is in line with one of the shifts in
Malaysia Education Blueprint (2016-2025) whereby every school is encouraged to develop good partnership
with parents, community and private sector at scale by engaging them in supporting pupils’ learning. In this
matter, the dedicated stakeholders can contribute more resources and expertise in transforming the school
into a more sustainable school. Not only that, the school can produce many first –class minded young
leaders with high global citizenship values and are ready to lower carbon footprint to mitigate global issues
such as climate change and pollutions. This can be achieved as the school integrate the environmental
education into classroom learning through core subjects like Science, English, Living Skills Subject, Arts
and Moral and cocurricular activities. The school can also save money by conserving water and electricity
and purchasing the chemical fertilizer. The school can gain some profits from selling the recyclable items
which can be used as a fund to carry out other saving energy projects and buying brown sugar for making
bioenzyme. This program also enhanced school reputation as our school has also become an exemplary and
benchmarking low carbon school for other schools and organization such as Japan KIKO network and
AIESEC.
Impacts to wider community
The programme has outreached to the wider community and increases their awareness on the benefits of
reducing energy consumption and ways to practice low carbon lifestyle. Even through it needs some time for
the community to break their old habits and adopt new eco lifestyle; it is a good move to educate the
community to be committed in salvaging our mother nature gradually. After a period of time, the love
towards environment will be fostered among the community members and the community is more ready to
reduce emissions of carbon dioxide from energy use. For instance, the parents are willing to contribute their
time, efforts and commitment to support the school’s green projects. The continuous and tremendous
support from the parents can further drive our school towards greater nature conservation in Malaysia.
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14. Plan for sustainability and plan for the future
Plan for sustainability:
The school will continue to promote and practice all the existing green projects to conserve energy, water
and electricity. This programme is an on-going and continuous effort to think, plan and implement various
green projects in developing a low carbon and sustainable school culture. This programme will be further
improvised and modified in order to reach out to more community. Hence, the community can understand
and internalize the true value of go- green activities and recognize that everyone is accountable to shrink
own carbon footprint. By opting for eco-lifestyle, the school communities are lowering the carbon footprint.
All the little significant green actions help in the fight against climate change and global warming.
Plan for the future:
Our school plan to carry out hands-on Science project like planting vegetables in the school. Every class has
to adopt a designated land and make it as edible eco garden. This kind of experiential learning project
enables pupils to appreciate the gift of the natural and understand how the food comes from and is grown.
On top of them, the pupils can observe and record the cycle of life like seedlings, germination and flowering
process firsthand. When the pupils will learn many Scientific knowledge, gardening skill and life skill in the
process of taking care and nurturing the young seedling. For example, the pupils can start with plants that
are easy to grown such as lettuce, green onions and ladyfingers. The pupils can use bioenzyme made as the
fertilizer of the plants. The research also indicates that edible eco-garden could contribute to the reduction of
greenhouse gases emissions. Later, the school can teach the pupils to cook their own corps. We hope the
school garden project can be another beneficial education tools in imparting the value of sustainability and
aware of global issue like hunger, famine and climate change.
Moreover, the school will create more linkage and partnership with many different other government and
non-government society in carrying out more workshops and green initiative to transform the school into a
more sustainable school. We also to join venture with University of Teknologi Malaysia (UTM) to expand
our environmental movements to a higher level.
Lastly, we would like to implement EM Mudballs project which are fun and easy to make. It is an ideal
activity for the young children and school communities. The mudballs are made of dried mud into which
Effective Microorganisms solution have been kneaded. The EM mudballs can be thrown into the polluted
rivers and lakes nearby the school to improve the water quality of the rivers and lakes. We can further
educate the pupils on the important of bioremediation of EM mudballs like the growth of beneficial
microbes can breakdown the environmental pollutants and solve contaminated water problem.
15. List of supporting documents (Maximum of 5 documents) such as a copy of the school
operational plan or school management plan, action plan, learning/ teaching materials, lesson
plans, samples of student worksheet, manuals, etc.
If the supporting documents are in the local language, please provide a brief description in English
language.
Document 1) Lesson Plan, Materials & Students Works
Document 2) Video Teaching & Learning
Document 3) Evaluation Programme
Document 4) Report Activities of Nature Lovers Club
Document 5) UTM Exhibition & EcoLife Challenge
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16. Photos related to the activity/programme (Maximum of 5 photos with captions in English)
Bioenzyme and Garbage Enzyme
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Reduce, Reuse and Recycle (3Rs) Programme
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Incorporate green concept in various school activities
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Eco garden
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Eco-life challenge programme