Sustainable and Climate Resilient Facilities

Policy

This policy sets out schools’ responsibilities to reduce their environmental impact, apply environmentally sustainable design principles and increase climate resilience when planning new or upgraded facilities or undertaking maintenance.

Summary

• In accordance with the Building Quality Standards Handbook (BQSH), school facilities must be designed by project consultants to promote environmental sustainability and to consider and respond to current and future climate change impacts.
• Schools can reduce the environmental impact of their operations by taking action to reduce their net energy, water consumption and material waste production.
• Schools are required to consider biodiversity when undertaking facilities management.
• Schools are encouraged to consider additional environmentally sustainable design initiatives or climate change adaption strategies on an individual project basis especially when planning, constructing and maintaining facilities. These may include installing renewable energy systems, preferencing the use of natural grass, and certification to environmental rating systems such as the Green Building Council of Australia’s Green Star rating tool as outlined by this policy.
• Schools are encouraged to consider installing renewable energy solar or wind systems. These systems must be purchased up-front, and schools must comply with the School-funded Capital Projects policy if they wish to install a renewable energy system, including completing the School asset drawing changes checklist (PDF).
• The Installation of solar and wind energy in schools chapter in the Guidance tab sets out the installation requirements for renewable energy systems in schools.
• Installed solar systems must be appropriately insured as per the Insurance for Schools policy.
• For advice on planning a renewable energy project strategies, schools can contact the Victorian School Building Authority (VSBA) at VSBA.Green.Energy.Programs@education.vic.gov.au

Details

Victoria’s climate is changing due to global warming, and this will impact on schools and their facilities. Victoria is likely to experience a decrease in average rainfall, an increase in heatwaves, an increase in dangerous fire weather and an increased length of bushfire seasons.

Climate change is likely to have various impacts on schools, including:

• increasing hazards relating to physical and psychological health and safety of learners and staff, such as thermal comfort and increasingly hot days
• impacting learning outcomes and productivity (both short and long term)
• lost learning days due to illness or disruption, particularly for those with underlying disabilities/health conditions
• limiting opportunities for physical exercise and outdoor education
• increasing psychological harm due to loss of life in the community, loss of property and natural environment, or increased uncertainty about the future
• damage to assets, buildings and facilities.

For the purpose of this policy, climate change resilience and adaptation measures includes anything that reduces the likelihood of these impacts or assists schools to manage them.

Sustainable facilities can reduce the environmental impact and long-term operating costs of running a school and help to reduce Victoria’s net greenhouse gas emissions. Embedding climate change adaption measures across the facilities lifecycle can lead to greater climate resilience, increased longevity of school facilities and reduced vulnerability.

This policy assists schools to address climate change risks and impacts during:

• facilities design
• facilities maintenance
• facilities management.

Facilities design

School facility designs by project consultants, including facilities upgrades and new facilities, must:

• promote environmental and economic sustainability and contribute to emissions reductions
• consider and respond to current and future climate change impacts to help future-proof the quality of learning environments and especially, the safety and comfort for staff and students
• apply environmentally-sustainable design principles, as required under the BQSH and other relevant policies.

The BQSH includes a range of environmentally sustainable design specifications which schools must comply with. Some of these include:

• natural shade must be used as a major element of shade provision within a school, wherever possible, mixed with other (built) shading solutions
• use of light coloured roof materials must be selected to reduce overheating.

Schools can also consider seeking an assessment or certification to environmental rating systems such as the Green Building Council of Australia’s Green Star.

The BQSH also contains a number of design specifications which schools can consider implementing at any point in time, depending on the school’s local context and what environmental hazards are expected to cause the greatest impact to increase the climate resiliency of their facilities and mitigate the impact of those hazards.

For example, schools who have identified an increasing risk of extremely hot days as part of their Emergency and Critical Incident Management Planning, could consider the following strategies to increase the school’s thermal comfort and sustainability of facilities into the future:

• installing solar and wind energy, which can be incorporated into school design at many school sites
• built shade throughout school sites, given that natural shade can take considerable time to develop
• use of vegetation to reduce the ‘heat island effect’
• incorporating wetlands into school design at any school site as a water-retaining basin for salvage of stormwater and reuse in landscape watering
• wherever possible, installation of natural ventilation should mean that both windows and doors should open to the exterior to enable cross-ventilation of the space
• installing air conditioning. Schools can find information on how to do this in the BQSH (section 5.8.2 Cooling).

The VSBA can assist schools with understanding these requirements and identify appropriate design specifications to increase resilience. Schools can contact the VSBA at vsba@education.vic.gov.au or 1800 896 950.

Facilities maintenance

Well maintained facilities are more resilient to the changing climate. Regular maintenance helps ensure that buildings are structurally sound, weatherproof, and equipped to manage extreme conditions such as heatwaves, heavy rainfall, and high winds. There are a number of regular maintenance activities schools must complete to maintain their facilities:

• develop and maintain a 5-year School Maintenance Plan to help budget schedule and manage the maintenance of their facilities, as set out in the School Maintenance Plans and Rolling Facilities Evaluation policy
• ensure buildings are well maintained as outlined in the Buildings and Grounds Maintenance and Compliance policy and the Workplace Safety Inspections policy including:
  • regularly conducting maintenance checks on temperature controls (including HVAC systems and ceiling fans) and ensure any faulty equipment and systems are repaired quickly
  • regularly conducting roof inspections and clear gutters to help rainfall to drain more quickly and prevent water damage
  • regularly inspecting and maintaining stormwater drains, grates and channels to help rainfall drain more quickly and prevent water damage
  • regularly inspecting building foundations and structural beams to ensure repairs are done promptly
  • engaging an arborist to conduct routine tree assessments and remove any high-risk trees that may cause damage during storms.

Completing these regular maintenance activities is key to helping reduce the impact or preparing for the impacts of a changing climate. Schools are encouraged to contact the School Maintenance Plan team for further assistance in understanding their routine maintenance activities.

Email: maintenance.plan@education.vic.gov.au
Phone: 03 7022 2212

Facilities management

When undertaking facilities management, schools must consider the impacts on biodiversity. Further information on how to make these considerations can be found in the Biodiversity duty guidance in the Tree and Vegetation Management policy on PAL.

As part of the department’s responsibility to reduce environmental impact and build climate resilience, the department encourages schools to:

• consider the Environmental Sustainability in Schools – infrastructure and facilities chapter and develop their own Environmental Sustainability Plan
• review the case studies available in the Environmental Sustainability in Schools – infrastructure and facilities chapter and consider if any of the actions are applicable when designing or upgrading school facilities
• participate in the Victorian Government‘s Schools Water Efficiency Program (refer to the Resources tab for more information)
• participate in the ResourceSmart Schools initiative (refer to the Resources tab for more information)
• regularly check utility bills to ensure water or energy wastage is not occurring and that waste collection agreements reflect the amount of waste being collected (refer to the Benchmarks for utility usage guidance chapter for more information)
• reduce energy and water consumption by considering more efficient replacements for assets at end of life (refer to the Gas Heater Management policy for further information)
• install renewable energy systems such as solar panels and wind turbines (refer to the Installation of solar and wind energy in schools chapter in the Guidance tab for more information)
• recover energy and water costs incurred by community users of school facilities through joint-use and hire agreements (refer to the Community Use of Schools – Community Joint Use Agreements policy for more information)
• raise awareness amongst school leaders, teachers, students and the community about sustainable design and operation of buildings (refer to the Environmental Sustainability in Schools policy for more information)
• employ sustainable principles in purchasing goods and services and consider environmental impact when assessing value for money
• take a whole-of-life approach to assessing the environmental impacts of goods and services and encourage suppliers to meet high standards of environmental performance and resiliency
• use natural grass rather than synthetic turf where appropriate (refer to the Use of synthetic turf chapter of the Guidance tab for more information
• meet the requirements listed in the use of synthetic turf guidelines if using synthetic turf in small spaces (only where grass is difficult to establish and maintain).

Resources to help schools implement these actions are available in the Resources tab.

Related policies

The following policies contain guidance in relation to managing identified risks or impacts of climate change. Some of these are:

• Buildings and Grounds Maintenance and Compliance – outlines maintenance activities schools must complete to maintain their facilities, and increase their climate resilience
• Emergency and Critical Incident Management Planning – provides schools with guidance to develop their Emergency Management Plan. Emergency Management Plans can be used to document site-specific hazards and threats as well as the actions that can be taken to mitigate them, including extreme weather events, or projected climate specific hazards, for example, extremely hot days
• Environmental Sustainability in Schools – provides suggested activities for schools to reduce their environmental impact and apply environmentally-sustainable design principles
• Managing and Reporting School Incidents (Including Emergencies) – provides information on school evacuation, temporary closures or modified timetables in emergency circumstances including in extreme weather conditions
• Managing Extreme Heat – provides guidance on how to prepare for periods of extreme heat and school’s obligations under the Occupational Health and Safety Act 2004 (Vic)
• Shade Sails – provides guidance for how schools can construct and manage shade sails to mitigate the impact of heat or heavy rainfall
• Student Dress Code – outlines that all student dress codes must include health and safety considerations and schools can consider as part of their response to the weather related impacts of a changing climate
• Sun and UV Protection – outlines schools’ responsibilities to consider creating shade, modifying highly reflective surfaces and using appropriate sun protection
• Ventilation and Air Purification – provides guidance on how to ventilate indoor school spaces, maximise the use of outdoor spaces and operate air purifiers to improve indoor air quality and the possible risk of extreme heat

Other related policies:

• Procurement – Schools
• Procuring Low-Value Construction Works or Services
• School-funded Capital Projects
• Tree and Vegetation Management

Relevant legislation

• Climate Action Act 2017 (Vic)
• Flora and Fauna Guarantee Act 1988 (Vic)

Guidance

This guidance contains the following chapters:

• Benchmarks for utility usage
• Solar and wind energy systems overview
• Installation of solar and wind energy in schools
• Solar energy
• Wind energy
• Use of synthetic turf
• Definitions

Benchmarks for utility usage

Maximum usage level per student per year

Mains water

Primary or secondary school = 4 kilolitres

Energy (electricity kilowatt-hours (kWh) and gas gigajoules (Gj))

Primary school = 250 kWh, 0.4 tonnes CO₂, and 0.9 Gj
Secondary school = 400 kWh, 0.6 tonnes CO₂, and 1.4 Gj

Waste

Primary or secondary school = 0.3 m³

Solar and wind energy systems overview

These guidelines are designed to ensure schools implement solar and wind energy systems correctly.

In summary:

• Schools are permitted to install solar and wind energy systems.
• Before installing a solar or wind energy system, schools must comply with the department’s School-funded Capital Projects policy.
• All renewable energy systems must be purchased up-front.
• Schools must ensure solar and wind energy systems are installed to the appropriate standard by a qualified provider using relevant accredited installers and approved components where applicable.
• Maintenance of the solar power system must be conducted by a Clean Energy Council accredited installer to ensure compliance and safety standards are met.
• Before installing a wind energy system, schools must check with their local council to see:
  • if they need a building permit
  • that the proposed system complies with relevant planning scheme requirements.

Installation of solar and wind energy in schools

The department encourages schools to install solar and wind energy systems where appropriate. When done correctly, these systems can:

• reduce the school’s net greenhouse gas emissions
• reduce the school’s electricity bills
• increase energy resilience during power outages
• create opportunities to teach students about sustainability.

Depending on current government schemes, schools may earn credits for purchasing a solar or wind energy system. These credits can reduce the upfront cost of the system. Schools may contact their local council for more information.

Schools can estimate how long it will take for the system to pay for itself by comparing their current annual utility running costs with the cost of the system and the savings estimated to be produced. They may also need to include other considerations such as feed-in tariffs and credit rates.

Solar energy

Overview

Schools are permitted to install solar energy systems.

Investment in a solar power system has immediate environmental benefits and potential for medium and long term financial benefits if the system that is installed is of high quality, of an appropriate size and is adequately maintained.

Installation considerations

A solar power system is a complex electrical system and requires certain conditions to be met before a school may be deemed suitable to have solar installed.

Solar panels must:

• comply with Australian standards AS 5033
• be installed by New Energy Tech Consumer Code (NETCC) accredited installers
• use Clean Energy Council (CEC) approved panel and inverter components.

Installers must also adhere to the Victorian School Building Authority's (VSBA) Solar Power System Performance Specification guidelines (DOCX).

A NETCC accredited installer will be able to assess a school and recommend a suitably sized solar power system with consideration to these conditions:

• electrical mains switchboard capability of connecting with additional systems
• buildings of sound structure
• permanency of building(s)
• available suitable roof surface
• suitable building orientation
• suitable building included in the school’s entitlement, and in good condition (rated 2.5 or better by Rolling Facilities Evaluation)
• suitable roof angle, pitch or tilt
• roof free of significant overshadowing from other structures or objects
• the building is not designated as the school’s shelter-in-place
• identifying a suitable location for the inverter(s)
• shelter-in-place and bushfire considerations
• obtain relevant engineering certifications as required by the electricity distributor and performance specifications (for example, electrical, structural, BCA compliance).

When considering installing solar panels, a school must check whether the roof to which they plan to attach the panels is under warranty or within the defect liability period. If so, the school must install the solar panels collaboratively with the roof provider, ensuring that the installation does not void the warranty. Alternatively, ensure that the panels come with appropriate roof integrity warranties.

Solar power system sizing

A solar power system can reduce a school’s expenditure on electricity by reducing the school's reliance on purchasing electricity from the grid, which is generated from sources such as coal power plants. At times where the system is generating more power than is used by the school, such as weekends and during holidays, this excess can be fed back to the grid and the school will receive a credit. Increasing the use of renewable energy decreases the amount of emissions that a school creates.

Generally, the peak hours of electricity usage at a school are similar to the times of the day when solar energy is most available. Larger solar power systems absorb and generate more electricity, but the credit for it being fed back into the grid may be relatively low (much lower than it costs to purchase), so the financial benefits for the school may not always increase along with the size of the system.

Purchasing solar power systems

In the first instance, schools should contact the VSBA at VSBA.Green.Energy.Programs@education.vic.gov.au for advice when purchasing solar panels.

Solar power systems must be purchased up-front. Under the Education and Training Reform Act 2006 (Vic) (ETRA 2006) schools and school councils do not have the power to enter into hire purchase, lease as a payment plan, loan agreements or rental agreements with a third party who installs the equipment at the school site.

Additionally, schools must not enter Power Purchase Agreements (PPAs) with solar power providers to install systems and purchase the electricity output.

The Greener Government School Building Program offers interest-free loans for eligible schools to install solar power systems. Schools can email VSBA.Green.Energy.Programs@education.vic.gov.au for more information and to determine if they are eligible.

Quotations

School must follow the relevant Victorian Government procurement processes outlined in the Procuring Low-value Construction Works or Services policy and the School-funded Capital Projects policy.

Each potential installer must provide a written quotation clearly outlining the following inclusions and costs:

• a list of the equipment being installed, including where relevant, the quantity, size, make and model
• warranties for all installed equipment, including for manufacturing and performance where applicable
• costs for electrical works required before using the system, or any measures required to restrict unauthorised access to the system
• grid protection, for systems larger than 30 kW (where required)
• labour costs
• details regarding solar feed-in credits (if any), as the administration of these at installation is generally done by the installer
• any monitoring apparatus that are included.

Quotations received from installers may also include an estimate of the financial and environmental impacts of the system.

How to calculate financial and environmental savings

As most financial savings will come from reducing the amount of power schools need to purchase, schools can estimate how much this will be by calculating how much electricity the solar power system will generate and multiplying this by the current electricity rate (c/kWh). For example, a 50 kW system might expect to see savings around $10,000 to $20,000 depending on the energy usage profile of the school or a 30 kW solar power system may generate 20,000 kWh of electricity per year, which multiplied by an average electricity rate of $0.27/kWh gives a saving of $5,400 for the year.

It is important to note that the Feed-in Tariff (FiT) is not a reflection of the actual savings from solar, rather the FiT is just a credit on the excess electricity fed back into the grid and not used on-site firstly.

For each kW capacity of solar panels installed, a school could estimate the system to reduce the emission of approximately 1.6 tonnes of greenhouse gases per year.

Installation procedures and requirements

Schools can provide this Solar Power Systems Performance Specifications (DOCX) document to their installer for the full list of standards and requirements that must be met.

Schools must use NETCC accredited installers. Accreditation requires the technician to be a licensed electrician, complete a training course and continue ongoing professional development.

Every installation carried out by an accredited installer is required to meet the following Australian Standards:

• AS/NZS 5033 Installation of photovoltaic arrays
• AS/NZS 4777 Grid-connections of energy systems via inverters
• AS/NZS 3000 Electrical wiring rules
• AS 1768 Lightning protection
• AS/NZS 1170.2 Wind loads.

Installation should be arranged outside school hours so that students are not on-site. It is preferable that installations are conducted during school holidays so as not to endanger students or cause interruptions to school operations. The installer must always follow required safety standards and barricade the working area to ensure the safety of any person in the area.

Post-installation considerations

After the system has been installed, the installer must provide the school with:

• a maintenance manual for the system
• a list of the installed equipment
• an electrical diagram and photographs of the system
• a Certificate of Electrical Safety
• a Structural Certificate from a structural engineer.

Refer to Appendix J of the Solar Power Systems Performance Specifications (DOCX) document for a full list of required information to be provided at completion of a solar installation.

The installer is also required provide training on the basic operation of the system, and how to operate the monitoring system.

The system must be appropriately insured as per the Insurance for Schools policy. The solar power system must be added to the School Asset Management System plan (refer to the Repurposing and Renaming School Spaces policy).

Monitoring and maintenance

The department encourages schools to regularly check their solar power data monitoring system to confirm their system is working properly. At any sign of reduced performance or issue, schools should have their system inspected by a NETCC accredited installer.

Maintenance of the system must be conducted by a NETCC accredited installer to ensure compliance and safety standards are met. Maintenance generally consists of cleaning of the panels and inspection of electrical components. Please note that rain does not clean solar panels, and may leave dirt residue which will impact the performance of the solar panels.

As there are no moving parts to solar panels, maintenance is relatively minimal and therefore costs are generally low depending on the size of the system.

The performance of solar power systems decreases slightly over time. Most quality systems are guaranteed to last at least 25 years, and to operate at no less than 80% of their original capacity at 25 years. A system may still have useful life beyond 25 years, however the solar power cells will continue to reduce in efficiency over time.

System issues

If there are concerns with a solar power system or in the event of issues or faults with the system, schools must leave the system alone and contact the installer for advice and rectification.

If the installer is not available, please contact the VSBA’s Sustainability and Environment Unit at VSBA.Green.Energy.Programs@education.vic.gov.au for further advice.

System decommissioning

Schools are responsible for removing systems they have purchased. Disposal of the system is to be conducted in compliance with Environment Protection Authority (EPA) e-waste Requirements at an EPA authorised facility to sort, store or recover specified e-waste.

Refer to the Solar Victoria website and EPA website for more information about priority waste and permissions.

Wind energy

Schools are permitted to install wind energy systems on suitable sites. Choosing and installing a wind turbine can take several months. Schools must consider the following factors before installing a wind energy system.

Suitability of the school site for a wind turbine

Unlike solar panels, not all school sites are suitable for wind turbines. It is essential that a site has sufficiently strong and consistent winds at the turbine location and low turbulence in the wind. Sites in rural or coastal locations are typically less sheltered and therefore more suited to wind turbines. An annual average wind speed of at least four meters per second is generally considered necessary to make a wind turbine viable. For detailed information about Victoria’s wind resources, schools can consult the Victorian Wind Atlas, produced by Sustainability Victoria. The Bureau of Meteorology is also a useful resource.

Permission for schools to construct wind turbines

Section 16 of the Planning and Environment Act 1987 (Vic) permits schools to construct wind turbines on their site on behalf of the Minister for Education without a planning permit. Schools must, however, check with their local council if a building permit is required, and that the proposed wind turbine complies with relevant planning scheme requirements. The department encourages schools to consult neighbours to make them aware of any proposed plans.

Available wind turbines

Schools should contact a wind turbine installer to help identify the most suitable wind turbine for their site. The department encourages schools to purchase wind turbines from an established and reputable manufacturer, to ensure they will provide maintenance support for the life of the wind turbine.

Amount of wind energy to be generated

Schools can estimate the amount of electricity a wind turbine can generate using a ‘power curve’ that can usually be supplied by the manufacturer, and site wind data. Additionally, the contract for the supply and installation of the wind power system should include an estimate of the average annual electricity output (in kWh).

Use of synthetic turf

The department strongly encourages schools to use natural grass rather than synthetic turf where appropriate. The reasons for this include:

• climate resilience: open space with natural grass can improve resilience to extreme weather events, such as bushfires, floods and heatwaves, by improving air quality and reducing temperatures and flood risk in urban areas, while sequestering carbon dioxide from the atmosphere
• heat: natural grass mitigates the urban heat island effect, adding a passive cooling effect, particularly in summer. Synthetic turf generally absorbs, rather than reflects sunlight, causing the emission of heat. The impact of higher heat can be severe, with children more at risk than adults for developing heat stress and skin injuries (such as blisters and burns)
• sustainability and environmental impact: synthetic fibres in synthetic turf can break off, polluting waterways, especially after periods of heavy rainfall or flooding
• waste: synthetic turf is difficult to recycle and reuse and it is likely to end up in a landfill and not breakdown. Natural grass surfaces on the other hand are naturally renewing and regenerating
• biodiversity: natural grass can be home to local ecosystems and small-scale biodiversity and these spaces can help to support local fauna and flora in the area. Synthetic turf hinders this, and will remove a local ecosystem that would otherwise support insect and bird life in the area
• injury: synthetic turf creates a slightly greater risk of abrasiveness on skin and a higher injury rate due to reduced shock absorption
• connection to nature: spending time in nature is proven to reduce symptoms of stress, anger, depression, and fatigue and lead to increases in happiness. Replacing natural grass with synthetic turf reduces connection to nature, and the associated feelings of relaxation and restoration
• drainage: if installed without adequate drainage, synthetic turf can cause water to pool on the surface during heavy rainfall. This can lead to problems both with the turf itself and the underlying foundation, as well as creating a breeding ground for bacteria, mosquitoes and other insects.

While use of natural grass is encouraged, schools may consider using synthetic turf in small spaces only where grass is difficult to establish and maintain (due to constant shade, for example).

When using synthetic turf the following requirements must be met

• Fit-for-purpose and durable:
  • the turf effectively serves the intended function, whether that is aesthetic or functional, for example, can withstand the level of foot traffic, environmental conditions or moisture levels
  • the materials are long-lasting and able to maintain their integrity and appearance despite regular use and exposure to the elements
• A minimum 19 mm pile length
• A minimum 1,000 g/m² pile weight
• Sand-filled
• Well-drained

It is recommended that schools instead consider and preference other hard landscaping options, shade-loving indigenous ground cover plants, permeable pavers, or a combination thereof wherever possible.

Design of grassed areas

Natural grass can also encounter issues like becoming muddy or too dry, which can reduce its usability. Therefore, when developing
general grassed areas and sports playing fields, it is recommended that schools consider the following:

• site conditions such as tree shade and slope
• regional weather and climate patterns
• rainfall data and available water, fertiliser, and labour for maintenance
• drainage design, particularly in winter
• how often the area will be used, and during which seasons the area will be used (grass wears quicker in winter).

When selecting turf species, it is recommended that schools consider species that provide a full uniform turf coverage, are drought tolerant, hard wearing and show good recovery potential.

For further detail on sports playing fields design and turf selection, schools can refer to the Building Quality Standards Handbook (BQSH).

Definitions

Inverter
An inverter converts energy captured or generated by a renewable energy system into electricity which can be used by the school. The energy output from photovoltaic cells is direct current (DC), like that of a battery, and needs to be converted into alternating current (AC), like the electricity that comes out of a wall outlet. This is then useable for lighting, computers, refrigerators, or heating and cooling systems.

Renewable energy
Renewable energy comes from resources that are continually replenished including sunlight, wind, rain, tides, waves and geothermal heat. Developments in renewable energy technology have led to increased usage in households, businesses and public sector organisations, including schools.

Savings
Energy from the solar power system is produced without emission of greenhouse gases, reducing the school’s environmental footprint. The system also enables a school to purchase less power from the grid, resulting in a saving on utilities costs. At times when a school is using less energy than is being generated, the excess energy is fed back into the grid, and the school receives credit from their energy provider for this contribution.

Solar energy systems
Solar panels convert sunlight into electricity. An increasing number of Australian homes, businesses and schools are installing solar photovoltaic (solar PV) systems, referred to as solar panels.

Solar PV systems are popular for a number of reasons, including:

• positive return on investment
• low visual impact on buildings
• electricity generation
• they are silent, with no moving parts
• low maintenance.

Wind energy systems
Wind energy systems are designed to capture the wind throughout the day and night to generate mechanical power or electricity. Wind energy systems produce the same general benefits as solar energy systems, but can only be installed on school sites with sufficient exposure to wind.

Resources

Solar Power Systems Performance Specification

Technical specifications outlining the standards required for suppliers to meet when installing a solar power system. This document is to be provided to solar installers at the beginning of any procurement or quotation arrangements to ensure that systems quoted and installed are compliant within schools:

• Solar Power Systems Performance Specification (DOCX)
• Solar Power Systems Performance Specification (PDF)

Sustainability and Environment Unit

The Sustainability and Environment Unit (SEU) serves the Victorian School Building Authority (VSBA) by advising, overseeing, managing and implementing environmental sustainability initiatives in government schools.

SEU oversees and manages the Greener Government School Buildings Program and also provide guidance and information to schools looking to install solar power systems in schools.

Get in touch with the VSBA’s Sustainability and Environment Unit at VSBA.Green.Energy.Programs@education.vic.gov.au

Greener Government School Buildings Program

The Victorian Government has established the Greener Government School Buildings (GGSB) program to improve the energy efficiency of school buildings, and reduce operating costs and greenhouse gas emissions.

The program offers interest-free loans for eligible schools to install solar panel systems. Energy efficiency and sustainability program activities can link with school curriculum and resources, helping schools and the department learn more about the best ways to reduce energy consumption and save schools money on their utilities bills. The Victorian School Building Authority will use the program results to help develop school and department policies, as well as the design of future environmental sustainability programs.

Email VSBA.Green.Energy.Programs@education.vic.gov.au for more information about the GGSB program.

Schools Water Efficiency Program

The School Water Efficiency Program (SWEP) provides data loggers to all Victorian schools. The program allows facility managers, teachers and students online access to up-to-date water consumption information. They can use this information to identify when excessive water consumption occurs.

To register for this program, please visit: Schools Water Efficiency Program.

ResourceSmart Schools

ResourceSmart Schools is a Sustainability Victoria program that provides practical support to reduce resource use, make cost savings, integrate sustainability into the curriculum and share learnings beyond the school gate.

The program offers access to a network of experts throughout Victoria to help embed sustainability in schools.

To register for this program, please visit: Sustainability Victoria ResourceSmart Schools.

Biodiversity Duty

Schools can access further information on their biodiversity duty through the Biodiversity Duty guidance chapter in the Tree and Vegetation Management policy.

Building Quality Standards Handbook

The Building Quality Standards Handbook sets the minimum quality criteria for all building projects, including new construction, refurbishment and maintenance works.

Victorian School Building Authority

• vsba@education.vic.gov.au
• 1800 896 950