MANAGEMENT IN NSW SCHOOLS

Transcription

1 MANAGEMENT IN NSW SCHOOLS

2 MANAGEMENT IN NSW SCHOOLS

3 Landscape management in NSW schools Preamble This manual is designed to assist NSW school principals in environmental management throughout their schools. The manual provides management strategies to reduce the cost of landscape maintenance while providing workable solutions for improvements to school grounds. It should be used in conjunction with the Environmental Education Policy for Schools, Department of Education and Training,

4 Contents 1. Introduction 2. Landscape management in NSW schools 2.1. What is landscape management? 2.2. Why adopt a landscape management approach in your school? 2.3. What curriculum benefits are possible from the landscape? 3. Planning your school s landscape 3.1. Setting the context 3.2. Steps to a landscape management plan 3.3. Elements of a landscape audit 3.4. Planning your school landscape 3.5. What are the characteristics of each zone? 4. Rules and regulations: what you need to know 4.1. Safety and emergency access 4.2. People with disabilities 4.3. Pools and ponds 4.4. Local environment plan 4.5. National Parks and Wildlife Act 4.6. EPA pollution licences 4.7. Heritage 4.8. Playground equipment 4.9. Shade 5. Safety considerations 5.1. Security 5.2. Shade 5.3. Access 5.4. Harmful and irritant plants 6. How to incorporate ecological sustainability into the school landscape plan 6.1. Thermal comfort 6.2. Water management 6.3. Recycling 7. Minimising maintenance 8. Case studies 8.1. Establishing a school environment area 8.2. A landscape project 8.3. Examples of successful projects in NSW schools 9. Sources of information 9.1. Useful contacts : Possible sources of funding 9.2. Useful contacts : Materials at minimal cost 9.3. Web sites 10. Appendices List of harmful and irritant plants Zone planning considerations School plant palette Checklist for school landscape plan Establishing a school environmental area Landscape management in NSW schools 5

5 6 Landscape management in NSW schools

6 1 Introduction Since the introduction of the Greening of Schools Program and the Environmental Education Curriculum Statement (now the Environmental Education Policy 2001), which was released in 1989, environmental education has evolved in response to a concern for the quality of the environment at global and local levels. At the global level there is concern for the greenhouse effect, ozone depletion, air pollution, water pollution, soil degradation, deforestation, population explosion, waste management, including toxic waste, and loss of biodiversity. What we do locally has an impact globally. It is therefore important to improve the quality of the local environment with landscaping, to satisfy functional and aesthetic needs, while promoting environmental awareness and sensitivity among students and communities. One of the major components of the School Environmental Management Plan is the management of school grounds, in particular the landscape: Adopting the principles of ecologically sustainable management to the built and natural environments (Environmental Education Policy for Schools, p.18). The landscape of schools also plays a large role in providing a positive environment for students, teachers and the community. Landscape management in NSW schools 7

7 2 Landscape management in NSW schools 2.1 What is landscape management? Landscape management is the systematic approach taken in order to control and minimise land degradation through the principles of ecologically sustainable development. The management of school grounds is more than a mere beautification process. It involves activities that link directly to the curriculum and the whole-school plan and demonstrates the principles of ecologically sustainable development. 2.2 Why adopt a landscape management approach in your school? The benefits of good landscape management include: (a) helping define spaces and activities (b) assisting in climate control (c) improving the management of surface water (d) improving students behaviour and attitudes (e) providing shelter from the sun (f) enhancing the school s public image and parental perceptions of the school. 2.3 What curriculum benefits are possible from the landscape? The school grounds can be used: (a) as learning areas (b) to enhance and achieve the objectives of environmental education (c) to identify and implement long-term strategies to rehabilitate areas of degradation. 8 Landscape management in NSW schools

8 3 Planning your school s landscape 3.1 Setting the context The school landscape should create a distinctive and attractive environment. It should integrate the grounds and buildings so that the school becomes part of the community. The opportunity to create outdoor learning spaces that stimulate the senses, sight, hearing, touch and smell should also be explored. 3.2 Steps to a landscape management plan EXECUTIVE COMMITMENT AND LEADERSHIP COMMITTEE ESTABLISHED AIMS DEVELOPED LANDSCAPE AUDIT TO COLLECT DATA LANDSCAPE CONTEXT ESTABLISHED LANDSCAPE ZONES IDENTIFIED PLAN IMPLEMENTED EVALUATION EDUCATION AND COMMUNICATION PARTICIPATION AND OWNERSHIP AGREED DIRECTION VALIDATION AND VERIFICATION DESIGN PRINCIPLES PLAN FORMULATED POSITIVE ACTION REVIEW AND REWARD Landscape management in NSW schools 9

9 3.3 Elements of a landscape audit To fully assess the impact of the range of elements that need to be considered when undertaking a landscape audit it is an advantage to map their "location" on a number of school plans. These plans can then be overlaid to highlight conflicts, competing demands and, more importantly, opportunities. NEW TREES Tie and stake where necessary. Hessian wind protection may be required until the plants are established. Resources available to schools to assist with the landscape audit process include: The CD Hands on Learnscapes, a curriculum support package from the Department of Education and Training; SCRAP s school grounds assessment process. Local councils also undertake various audits. The elements to be considered are: TOPOGRAPHY varying degrees of slope erosion geology (rocky areas) WEATHER areas exposed to strong winds areas protected from strong or cold winds areas sheltered from rain areas of shade in summer and winter HYDROLOGY drainage swales creeks boggy areas ponds VEGETATION trees (types and species) remnants of native vegetation gardens or landscaped areas grassed or turf areas (species) species and extent of weeds BUILDING STRUCTURES buildings shelters BBQ areas seating fences retaining walls HERITAGE buildings memorial plaques etc. past use by Aboriginal people significant trees 10 Landscape management in NSW schools

10 historical plantings bush food plants SERVICES water pipes sewer pipes electricity or data cables gas lines stormwater pipes CIRCULATION AND ACCESS areas of erosion paths pedestrian desire lines VIEWS attractive or interesting unsightly ZONES public entry street frontage assembly play social boundary services special function out of bounds. Note: A reminder checklist can be found in Appendix Planning your school landscape School grounds consist of areas that have different functions and hence have different landscaping requirements. These areas can best be described as zones and include: Public entry zone Street frontage zone Assembly zone Play zone Social zone Services zone Out of bounds zone Special zone. FERTILISING Use a complete fertiliser for lawns with an N:P:K ratio 10:4:6 once a year in September or October, followed by a sulphate of ammonia lawn food between November and March. Each zone should be assessed within the context of the whole school, and projects should not proceed as isolated activities. At the planning stage these zones should be sketched out onto a school plan (school plans are available on the DET Intranet, AMS on the Web). Details of what to include will be finalised as the design develops. Landscape management in NSW schools 11

11 3.5 What are the characteristics of each zone? PUBLIC ENTRY ZONE FUNCTION Promote the public image of the school Provides the focus and direction for visitors to the school. LOCATION This zone provides pedestrian entry for members of the public from the street to the administration building. PLANNING The public entry zone is one of the most important areas within the school landscape. It serves many purposes: It identifies to visitors the point of access; It advertises the presence and standards of the school; It sets a theme for the landscape design. This is an intensively utilised area with considerable movement and activity. The landscape design must allow for a high level of use, with robust materials and generous spaces. STREET FRONTAGE ZONE FUNCTION Promotes the public image of the school Integrates the school with its surrounding context Delineates and defines the edge of the school Directs visitors towards the entrance of the school. LOCATION This is the major street frontage and is the one on which the public entry is located. PLANNING The street frontage zone is a very public aspect of the school landscape. It is visible at all times, and its design and maintenance advertise the presence and standards of the school. The street frontage can assist the school s integration with its surroundings by relating to other frontages in the area. This is a linear zone with points of high activity e.g. vehicle entry, major and minor pedestrian entry points. The landscape design should be simple and effective and should identify the school from a distance. 12 Landscape management in NSW schools

12 ASSEMBLY ZONE FUNCTION Provides seating and shade to the perimeter Accommodates large gatherings of students Provides for informal games Offers alternative spaces for learning to occur. LOCATION This zone should be generally central to the school. PLANNING The zone is a hard-paved, high-use area. It is multifunctional and may form a gathering space able to accommodate the whole school, provide space for informal games and include perimeter seating and shade. PLAY ZONE FUNCTION Allows for recess and lunchtime activities Is used for formal games and sport May be used for informal physical activity. LOCATION This zone contains free play areas, playing fields and games courts. In high schools it may also contain batting practice nets and open space. PLANNING The play zone is one of the main school areas for active formal and informal recreation. It needs to provide expansive open areas for running and games as well as some shaded seating on the periphery. This zone receives the most intensive use from students, and pathways to these areas should be planned carefully to minimise erosion. SOCIAL ZONE FUNCTION Provides seating Permits outdoor learning Allows for passive recreation Provides places for eating Allows for socialising. LOCATION This zone may generally be located in courtyards between buildings and at the perimeter of assembly and play zones. Landscape management in NSW schools 13

13 PLANNING Social zones can have a variety of surfaces and functions. Landscape treatment can provide shade and improve thermal comfort within buildings. It can also be used to identify entrances to buildings, frame views, or restrict access where required. The landscape treatment should locate suitable surfaces and plants to support the intended function of the specific social zones. BOUNDARY ZONE FUNCTION Provides a visual break to neighbouring properties Delineates and defines edge of the school Reduces impact of traffic noise Stops balls from rolling onto the road. LOCATION This is usually the boundary fence of school excluding the main entry frontage. PLANNING The relationship of the school and its environment will vary with each site and impacts go both ways. School boundaries are typically fenced and can be landscaped to fulfil specific functions. Boundaries can incorporate buffer zones to reduce noise, protect sensitive environments or screen unwanted views. Depending on the nature of the boundary treatment, this zone may vary in levels of use. Some sites may require a buffer zone which restricts student access. The needs of each boundary should be identified and addressed accordingly within the school landscape plan. SERVICES ZONE FUNCTION Provides screening to utility areas. LOCATION This zone includes carparks, bicycle racks, service roads, bulk waste pads, LPG tank enclosures. PLANNING The infrastructure within the services zone supports the day-to-day functioning of the school and because of its form may require screening. In planning the landscape treatment of this zone, care should be taken to ensure that casual oversight by neighbours and passers-by can still occur. 14 Landscape management in NSW schools

14 SPECIAL FUNCTION ZONE FUNCTION Contains specialised areas to improve sensory perception Provides seating Promotes learning play Provides for cultural activities Protects nature reserves Incorporates learnscapes Includes school environment areas. LOCATION This zone is site-specific but may include free play areas and courtyards. PLANNING The special function zone occurs where a school desires a particular type of landscape experience, for example, a sensory garden, a bush food garden, a nature reserve, wetlands or a planned environment for students with special needs. This zone provides a different experience for students. Extra maintenance is sometimes required for this zone. OUT OF BOUNDS ZONE FUNCTION Provides low maintenance areas because of minimal student access. LOCATION The locations of the out of bounds zones are site-specific and can include boundary fences, behind buildings, between buildings, along the front fence and car parks. Note that the out of bounds zone can overlap with other zones, such as services, boundary and street frontage. PLANNING This is a zone where students are not permitted to play, because of potential risk or lack of supervision. This zone should require minimal resources to maintain. Note: Refer to Appendix for zone planning considerations. Landscape management in NSW schools 15

15 4 Rules and regulations: what you need to know The following information is included as a guide only. Appropriate professional advice may be needed in specific circumstances. 4.1 Safety and emergency access Care must be taken to avoid landscape plantings that adversely affect the safety and access of people in and out of buildings. Of particular importance are: providing safe means of escape during an emergency providing clear access for the fire brigade to buildings or external fire hydrants minimising bushfire hazards. 4.2 People with disabilities Any new work at a school must consider the requirements of people with disabilities. These include access to the school site, buildings and outdoor facilities. Walkways and paths must have a gradient of not less than 1:20 with a width of at least 1350 mm. Ramps must have a gradient of at least 1:14 and have hand and guard rails (Seek technical information from your Asset Management Unit.) Grates should be positioned so that wheels do not get caught. Balustrades are required on levels that exceed 300 mm above the level below it. The balustrade must be at least 1 metre high and not allow foot or toe holds, i.e. vertical not horizontal features such as rails. 4.3 Pools and ponds Check with your local council for specific requirements. 4.4 Local environment plan Check with your local council, particularly with regard to: size of the development before a Development Application has to be submitted any vegetation preservation orders that might exist habitat of threatened species (flora and fauna) heritage and conservation orders relating to the site rights of way and easements over the site control of noxious weeds and plants areas prone to bushfires. PRUNING Best time for pruning is just after flowering. 16 Landscape management in NSW schools

16 4.5 National Parks and Wildlife Act Native plants are protected under the National Parks and Wildlife Act. A licence is needed from the National Parks and Wildlife Service (NPWS) to pick certain plants. 4.6 Environmental Planning Authority pollution licences Licences and approvals may be needed for water discharge. 4.7 Heritage Approval is needed from the Heritage Council under the Heritage Act to demolish, damage, remove or alter an item of heritage. There are also restrictions that can be placed on works that expose relics without consent. For Aboriginal relics and places, a licence is needed from the NPWS to damage, deface or remove any relics or places on the site of any works. Under the National Parks and Wildlife Act, there is a duty to notify NPWS of the discovery of such relics and places. 4.8 Playground equipment Refer to: Safety guidelines for the installation and maintenance of fixed playground equipment in schools, Department Education and Training, (available on the DET intranet). 4.9 Shade Refer to: Sun shade in schools, Department Education and Training, (available on the DET intranet). AERATION When a lawn in constant use becomes compacted, it may need to be spiked to improve aeration and drainage. Landscape management in NSW schools 17

17 5 Safety considerations The following strategies are intended as a simple safety checklist for schools when planning a landscape project. 5.1 Security (a) Understand and implement any council requirements. (b) Views into the site from nearby residential properties (where privacy is not affected) and roads provide informal supervision. Avoid hedges and other kinds of mass screening. 5.2 Shade (a) Locate trees and plantings to provide shade to seating areas. (b) Use broad, spreading plants which provide dense shade. (c) Provide built structures that blend with the buildings and landscape to provide shade. (d) Ensure that plantings or structures which provide shade do allow warmth and light from the winter sun to enter buildings and spaces. 5.3 Access (a) Minimise requirements for steps so that areas are easily accessible for people with disabilities. (b) Set shrubs back from pathways so that plants do not obstruct walkways. (c) Avoid future paving problems by selecting and locating appropriate species that do not have invasive root systems. (d) Set trees at least 3-5 metres back from buildings and security fences to make access by intruders difficult i.e. Minimise the ladder effect. (e) Planting boxes and retaining walls must be set back at least 2 metres clear of building eaves and covered ways to stop access to roofs. 18 Landscape management in NSW schools

18 5.4 Harmful and irritant plants (a) Limit the use of plants known to exacerbate hay fever and respiratory diseases. (b) Restrict to low use areas plants that are known to cause eczema and hives. (c) Use low-allergy plants in areas that have high student contact. (d) Avoid the use of species prone to dropping of limbs. (e) Limit the use of species prone to drop fruit especially near pathways. (f) Minimise locations of organic matter near areas of prolonged student activity. Note: Refer to Appendix 10.1, List of harmful and irritant plants, and 10.3, School plant palette. Landscape management in NSW schools 19

19 6 How to incorporate ecological sustainability into the school landscape plan The benefits to be obtained from a good school landscape are encapsulated in the following definition of ecologically sustainable development: Using, conserving and enhancing the community s resources so that ecological processes on which life depends are maintained, and the total quality of life, now and in the future, can be increased. 6.1 Thermal comfort The school landscape and buildings should work together to maximise thermal comfort and energy efficiency. (a) Locate plantings to provide summer shade and winter warmth. (b) Locate suitable windbreak species if required. 20 Landscape management in NSW schools

20 6.2 Water management (a) Maximise use of plants that require minimum water. (b) Plant boggy areas with species that have high evapotranspiration rates. (c) Utilise endemic species that have adapted to the local conditions. (d) Cut turf a little longer to reduce evaporation. Save water: Mulch 6.3 Recycling (a) Use plants that provide a natural mulch or weed suppressant in areas of low use. (b) Chip pruned vegetation to use as mulch where possible (do not use weed species). Landscape management in NSW schools 21

21 7 Minimising maintenance (a) Design access ways wide enough to accommodate the number of students expected to use them. (b) Make slopes as shallow as possible to avoid erosion. (c) Design turf surfaces in large, simple areas, avoiding narrow corners. (d) Keep vegetation clear of building edges to improve chances of termite detection. (e) Use termite-resistant materials. (f) Select turf species for the level of wear expected (slow-growing for low-use or no-use areas, fast growing for high-use areas). (g) Ensure adequate setbacks for turf of at least 500 mm from rooflines (especially on the southern side). Most turf will not survive in shade or under building overhangs that deflect rainwater. (h) Space plants and trees to allow access for mowers. (i) Set trees a minimum of 5 metres back from buildings and 3 metres from paving to avoid damage by roots. (j) Design garden beds that are simple in shape. (k) Locate and protect garden beds to direct pedestrian movement. MOWING Mow to not less than 30 mm high once the lawn has put on good growth in response to the fertiliser. (l) Identify pedestrian desire lines and incorporate these pathways into the landscape design plan. (m) Ensure an adequate zone of mulch around trees in grass. (n) Use seating as barriers to trees and garden beds. 22 Landscape management in NSW schools

22 8 Case studies 8.1 Establishing a school environment area Outdoor nature classroom The staff, students and community at Parklea Public School (opened in 1996) have developed an outdoor nature classroom funded by the Eco Schools Grant Program. The objectives of the program are: to create an outdoor classroom to be used for environmental education throughout the curriculum WATERING to give students an opportunity to participate actively in improving the quality of their environment Soak the soil to 100 mm in depth. to regenerate part of the land into natural bush area using indigenous plants to provide a food source for native birds through the planting of nectar-producing trees to reduce the amount of non-play grassed areas that required mowing. The projects undertaken have been: An area of 170 square metres located at the front of the school was selected. Staff, students, parents and the community provided labour for the building of this project. The Environmental Committee organised and designed the project. A one-metre-high mound of garden mix was laid and sculptured into a semi-circular shape to define the area. This area was planted with Federation Star flannel flowers (planted as part of the Federation celebrations), grevillea ground covers (to attract the birds) and mulched. Bush rocks were used to prevent erosion of the mound and to prevent mulch going into stormwater drains and onto paths. Cumberland Forest species were selected and planted. Bench seating was purchased. The space has been used by the school. Aspects of follow-up work have been included in the school management plan to ensure the progress of the project. The project has been a resounding success. Many classes use the area for a variety of activities, e.g. studies of birds, mini-beasts and their environment, and sketching of plants. A dramatic increase of bird species has been observed as plants grow and bloom. Aesthetically this area has improved the school entry and street frontage. Landscape management in NSW schools 23

23 8.2 A landscape project Arbors environmental endeavours For twelve years the students (K-6), teachers, parents and community members of Jasper Road Public school, located in Baulkham Hills, have been involved with a program of developing an environmentally friendly school. The program is led by a group of twelve senior students called the Arbors. The objectives of the program are: to improve the general environment of the school and local creek and bushland areas, developing areas that are attractive, functional and have educational value to directly involve everyone in the school in a series of projects which develop pride and ownership over their endeavours to provide avenues for senior students to develop skills in leadership, organisation and planning, and to gain knowledge to develop further recycling of paper and some waste (worm farms), and to introduce energy and water conservation to spread the message to other local schools and encourage their participation. The projects undertaken have been: shade house for germinating seedlings and potting trees, producing over 60,00 trees for schools and community use over twelve years wattle grove olive grove dry creek bed fern garden (with frog pond) butterfly garden walk and wheel playground bush tucker garden worm farms water and energy conservation informing and training students from other schools a senior class linking in with a year 8 class at Model Farms High School participation in Murder under the Microscope. One of the greatest challenges has been to coordinate the activities to avoid doing too much at once or inadequately. The school and community have great pride and ownership of the school because of their involvement. The project has been hugely successful, providing a pleasant and environmentally friendly learning environment and a positive learning experience for the students. MULCHING Lay 75 mm thick mulch a few centimetres from tree stems to reduce evaporation. 24 Landscape management in NSW schools

24 8.3 Examples of successful projects in NSW schools SCHOOL PROJECT CONTACT DETAILS Jasper Road Public School arborists group: walk and Telephone: School wheel playground Lewisham Public Meeting place on Codigal land connecting Telephone: School school and community Malabar Public Terraced bank seating area and bush garden Telephone: School Manly Vale Public Aquatic pond Telephone: School Parklea Public Extensive tree planting, nature walk and Telephone: School outdoor classroom St Marys North Public Regenerating Cumberland Forest trees Telephone: School Teven Tintenbar Public Rice farm Telephone: School Windsor Park Public Creating an outdoor learning area Telephone: School WEEDING Keep grass 500 mm away from stems of young trees. Landscape management in NSW schools 25

25 9 Sources of information 9.1 Useful contacts: Possible sources of funding The Environmental Protection Authority (EPA) Environmental Trust The EPA administers a number of grant programs, which provide money for community groups and councils. Programs include: Eco Schools: The amount allocated is fixed at $1500. Stormwater: Information on the environmental trusts is available on the Department of Environment and Conservation NSW web site: or the EPA web site: The Natural Heritage Trust The Natural Heritage Trust funds projects of an environmental nature from a number of programs aimed at various areas of the environment. Programs within the Envirofund listed on their Internet site cover: Bushcare Program Landcare Program Rivercare Program Coastcare Program. The internet site is For information on the Envirofund go to: or ring the hot line on freecall or Envirofund Catchment management trusts Various catchment management trusts fund projects that impact on the nature of drainage within their catchment. Bush regeneration is a common project supported by these trusts. Trusts that have funds available are: The Upper Parramatta River Catchment Management Trust The Hunter River Catchment Management Trust The Hawkesbury-Nepean River Catchment Management Trust Trusts outside the Sydney area may have funds available on request. The internet site of the Sydney Catchment Authority is: Catchment management boards Various catchment management boards throughout NSW may have some funding available for small projects. 26 Landscape management in NSW schools

26 Municipal councils Some councils may provide some funds to support projects being undertaken by community-based organisations and schools. Aboriginal Student Support and Parent Awareness Program (ASSPA) ASSPA funds help improve educational opportunities for indigenous preschool and school students and aim to increase parental participation in their children s education. Funds are paid to school-based committees for the following categories: non-remote indigenous preschool or primary student non-remote indigenous secondary student remote indigenous preschool or primary student, and remote indigenous secondary student. The official guidelines for ASSPA can be obtained from the Department of Education, Science and Training site: Useful contacts: Materials at minimal cost Municipal Councils Municipal councils will normally supply limited numbers of trees for landscaping projects. Wholesale nurseries Damaged stock at wholesale nurseries is usually discarded. In some instances this stock is available to schools. Local quarries Blue metal quarries can often supply crusher dust at minimal cost. Crusher dust can be used in high-traffic areas. Men of the trees This volunteer organisation can supply seedlings and help plant them on weekends in return for a donation to offset their costs. Phone or Further information about the organisation can be found at: motthomepage.html Landcare There are a number of local landcare groups that have bush regeneration skills and could help schools with their projects. For further information on local landcare groups phone the Information Management Officer on or contact Greenhouse Parks Program The Greenhouse Parks Program (GPP) is supported by SCRAP and assists schools to reduce their greenhouse gas emissions. The GPP provides software and action plans for waste reduction programs and activities. It also supports in-service activities for teachers and provides indigenous trees for schools. For further information phone or contact [email protected] Landscape management in NSW schools 27

27 9.3 Web sites Web site Organisation Programs Department of Education and Training Department of the Environment and Heritage The National Trust Environmental Protection Authority, NSW Environmental Trust Environmental Management Strategy which acknowledges the importance of school grounds. Sun shade information. Playground equipment guidelines. Environment and heritage grant programs and funding. Helpful hints on bush regeneration. Eco Schools Grants Stormwater Environmental Protection Authority, NSW Environmental Trust Waste reduction Natural Heritage Trust Australian Trust for Conservation Volunteers Department of Infrastructure, Planning and Natural Resources National Parks and Wildlife Services Burke s Backyard National Heritage Trust programs Bushcare program Coastcare program Landcare program Rivercare program Envirofund Practical conservation projects Catchment management Natural resource and native vegetation management National parks and wildlife conservation National Parks Centre (general enquiries) or [email protected] School Learnscape Trust Landcare New South Wales SCRAP Helps schools plan and fund landscape projects. Emphasis on the involvement of students, staff and community groups in planning the landscape to have a curriculum focus. Their services are not government funded. Useful information on developing school grounds. Help schools with bush regeneration projects. Programs on biodiversity and sustainability. 28 Energy management in NSW schools

28 10 Appendices 10.1 List of harmful and irritant plants Hay fever and respiratory diseases Acacia spp, acer spp, alnus, betula, callitris glaucophylla, casuarina equisetifolia, coprosma, cupressus macrocarpa, cupressus sempervirens, davidsonia pruriens, fraxinus, grevillea Robyn Gordon, grevillea robusta, hedera helix, lagunaria patersonia, ligustrum spp, liquidambar styraciflua, melaleuca leucodendron, melia azedarach, morus spp, olea spp, platanus spp, populus deltoides, rhus spp, salix babylonica, ulmus spp. Eczema and hives Anigozanthus spp, brachychiton populneus, cordyline australis, cordyline stricta, eucalyptus pilularis, grevilea Poorinda Firebrand, grevillea Robyn Gordon, grevillea sericea. Toxic: must not be used in schools Angels trumpet, arum lilies, castor oil plant, crepe jasmine, daphne, deadly nightshade, english yew, golden chain tree, hemlock, lily of the valley, native loquat, oleander, poinsettia, rhus, white cedar. Species prone to dropping limbs Corymbia maculata, erythrina spp, eucalyptus camaldulensis, eucalyptus citriodora, eucalyptus maculosa, eucalyptus mannifera, eucalyptus regnans, eucalyptus rubida, eucalyptus saligna, eucalyptus viminalis. Landscape management in NSW schools 29

29 10.2 Zone planning considerations ZONE ENTRANCE STREET ASSEMBLY ACTIVE PASSIVE BOUNDARY SERVICES OUT OF SPECIAL FRONTAGE BOUNDS FUNCTION Microclimate wind, aspect, heat, glare wind, aspect, heat, glare wind, aspect, heat, glare windbreak localised shade wind, aspect, heat, glare windbreak heat and glare from paving windbreak wind, aspect, heat, glare Context Biodiversity Recovery Pedestrian movement Shade Winter solar access frame or screen views medium opportunity to administration building to waiting and gathering areas to buildings views, character of suburb medium opportunity to entrance points to waiting and gathering areas to buildings noise, thermal comfort in buildings low to nil opportunity define with planting to seating areas to buildings views, noise, impact of activities medium opportunity free, random movement to localised areas not required noise, thermal comfort in buildings low opportunity consider desire lines to seating areas to buildings noise, views, security high opportunity potentially restricted access if required to buildings views, noise, impact of service medium opportunity potentially restricted access select shade tree species carefully not required noise, views, security high opportunity potentially restricted access thermal comfort in buildings to buildings noise, thermal comfort in buildings medium opportunity provide wheelchair access to seating areas to buildings Fixtures (seating, bubblers, bins) Water Erosion Surface low requirement consider additional if required high potential coloured concrete low requirement sufficient hosecocks for maintenance medium potential turf, planting high requirement consider additional if required high potential coloured concrete medium requirement quick coupling valves high potential hardy turf species high requirement consider additional if required medium potential varied not required sufficient hosecocks for maintenance low potential turf, planting not required sufficient hosecocks for maintenance medium potential paved not required sufficient hosecocks for maintenance low potential turf, planting medium requirement consider additional if required high potential varied Solar glare avoid avoid avoid not applicable avoid not applicable avoid not applicable avoid 30 Landscape management in NSW schools

30 10.2 Zone planning considerations cont. ZONE ENTRANCE STREET ASSEMBLY ACTIVE PASSIVE BOUNDARY SERVICES OUT OF SPECIAL FRONTAGE BOUNDS FUNCTION Allergenic plants* low level medium level low level low level low level high level medium level medium level low level Stormwater avoid ponding avoid ponding avoid ponding consider swales consider garden beds for collection and infiltration consider swales, need for on-site detention consider garden beds for collection and infiltration consider swales consider garden beds for collection and infiltration Lighting Signage Refer Schools to Facilities Standards integrate school sign with landscape design Refer Schools to Facilities Standards minor Refer Schools to Facilities Standards not required Refer Schools to Facilities Standards not required Refer Schools to Facilities Standards not required Refer Schools to Facilities Standards not required Refer Schools to Facilities Standards minor Refer Schools to Facilities Standards not required Refer Schools to Facilities Standards brief specific Maintenance high level medium level medium level high level medium level low level low level low level medium level * High level: Plants which are known to cause allergic reactions may be used, as these zones will not have frequent student use. Medium level: Plants which are known to cause allergic reactions in some people may be used with care, as students have only periodic contact with these zones. level: Plants which are known to cause allergic reactions should not be used as students have frequent contact with these zones. Landscape management in NSW schools 31

31 10.3 School plant palette This palette contains a selection of plants that have proven consistently successful in school landscapes over the last ten years. It is intended to form a guide to the types of species that perform well in a typical school environment i.e. low maintenance, durable, safe and attractive. At the beginning of every school design, research must be undertaken into plants of the area, both exotic and native, which are suited to local conditions. Check with local authorities as to undesirable species in terms of weediness and toxicity and desirable characteristics of longevity, vigour, safety and the ability to fulfil the design function for which they are intended Checklist for school landscape plan Have you ensured that all areas of planning and preparation are being covered and that they comply with guidelines set out in the whole school environmental management plan? Cost? How will the project be funded? Can the cost of a project be reduced by obtaining materials from other sources at no cost? Is there access to utilities i.e. plumbing/electrical? Are you using what you already have to the best advantage? How can maintenance be reduced? Do you need boundary fences to the back or sides of the property? Is vehicle entry or the driveway wide enough? Is the project going to increase the possibility of mud or slippery areas? Have safety and supervision issues been examined? Is the area accessible to people with disabilities? Will heavy vehicle and emergency vehicles need access through the area? Have all relevant rules and regulations been observed? Will the project enhance the image of the school? 32 Landscape management in NSW schools

32 10.5 Establishing a school environmental area Part of the environmental education curriculum can involve setting up a natural area with zones for plant families or groups, each having a diversity of Australian species. It may be possible to set up a rock pool with running water and a series of tracks, widened at intervals for study sites. The layout This will be determined by the site and area available. A diagrammatic layout for a small area is shown below. Zone 1 Zone 2 Zone 3 Legumes wattle, cassias Protaceae banksias, hakeas Myrtaceae eucalypts, bottlebrushes, paperbarks, tea trees Curved tracks are more interesting Follow contours to avoid erosion Fences are usually needed to prevent the area becoming a general play area. The rock pool Locate in sunny area. Need variable depth no greater than 30 cm to one metre. Line with plastic, then seal with cement. Use stones to provide hiding places for animals. Some water plants need soil to survive. Add water from established pool to introduce natural organisms. Plants Choose plants that are easy to grow in the area. Consult with the local nursery or State Forests for suitable species. There are sufficient species within each family to ensure that suitable plants can be chosen for any region. Landscape management in NSW schools 33

33 School plant palette Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Trees Acmena smithii Lillypilly Medium, evergreen tree Spring to mid summer Closed forest Hedges, shade, windbreak, screen Entrance, Street frontage, Passive, Boundary Salt tolerant, protect from harsh winds 20 m Moderately vigorous Prefers reliably moist loams but adaptable Full sun Backhousia citriodora Lemon Scented Myrtle Medium, evergreen tree Late spring summer Closed forest Flowering shade tree, screen Boundary Water during dry periods 10 m Vigorous, Long lived Prefers fertile, well drained soil but adaptable Full sun, part shade Banksia integrifolia Coast Banksia Medium, evergreen tree January to June Coastal front line Foliage contrast, dappled shade Entrance, Street frontage, Passive, Boundary, Services Very hardy 20 m Moderately vigorous, long lived Sand to heavy soils, well drained Full sun Banksia serrata Old Man Banksia Medium, evergreen, small tree or shrub Dec to June Dry open forest, heath, coastal hind dunes Shade, soil binder, bird attracting Entrance, Street frontage, Passive, Boundary, Services Tolerates short drought and mild frost front line, salt and wind tolerant 15 m Moderately fast Adaptable - sand to clay Full sun Casuarina glauca Swamp Oak Medium, evergreen tree May to Aug Alluvial flats along coastal streams Attracts birds, screen, windbreak Boundary, Active Tolerates short drought and moderate frost 20 m Fast growing, long lived Very adaptable Full sun 34 Landscape management in NSW schools

34 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Trees Elaeocarpus reticulatus Blueberry Ash Large shrub or small tree October to December Sheltered forests rainforest margins Attracts insects and birds, screen, flower display All Salt tolerant m Fast Very adaptable Full sun, part shade Eucalyptus haemastoma Broad-leaved Scribbly Gum Small, evergreen tree Autumn to Spring Woodland/ Open Forest/ Heath Shade, bark contrast Medium Boundary, Active Drought tolerant 15 m Moderate, long lived Shallow, infertile sandy soil on sandstone Full sun, Eucalyptus microcorys Tallowood Tall, evergreen tree August to October Open forest Shade or screen for large scale plantings Medium Boundary Water in dry periods 40 m Moderate Moderately to highly fertile Full sun, part shade Eucalyptus punctata Grey Gum Medium, evergreen tree December to April Open Forest Woodland Decorative bark Medium Boundary Hardy to 35 m Moderate to medium fertility, transition between sandstone and shale Full sun Eucalyptus sideroxylon Mugga Iron Bark Medium, evergreen tree April to October Woodland/ Open Forest Attractive bark, shade Medium Boundary, Active Hardy 35 m Moderate Clayey or gravelly soil of Cumberland Plain Full sun Landscape management in NSW schools 35

35 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Trees Eucalyptus tereticornis Forest Red Gum Tall, evergreen tree August to November Open situations, slopes, hillsides. Dry forest or woodland Large scale plantings Medium Boundary, active Hardy to 50 m Moderate Well drained moist alluviums, clay subsoil Full sun Jacaranda mimosifolia Jacaranda Medium, deciduous tree Mid spring to early summer Brazil Flowering shade tree Assembly, Passive, Entrance Mild drought tolerance, requires wind protection 15 m Vigorous Prefers rich, well drained soil Full sun, Lophostemon confertus Brush Box Medium, evergreen tree Spring early Summer Coastal forests WSW Common street tree, shade, insect and bird attracting Medium Entrance, Boundary, Active Hardy 20 m Very vigorous long lived Moderately to highly fertile Full sun to deep shade Melaleuca linariifolia Flax Leafed Paper Bark Medium, evergreen tree October to Decmber Swamps Attracts birds, shade, windbreak Medium Boundary, Active Salt tolerant, drought tender 10 m Vigorous, long lived Prefers fertile, well drained clay soil but adaptable Full sun, part shade Prunus cerasifera 'Nigra' Purple Leafed Plum Medium, deciduous tree Late winter to spring. South Western Asia Flower and foliage contrast, small shade tree Passive, Assembly, Entrance Frost hardy, needs water in dry periods, needs wind protection 8 m Moderately vigorous Moist well drained Full sun, wind protection 36 Landscape management in NSW schools

36 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Trees Pyrus ussuriensis Manchurian Pear Medium, deciduous tree N/A South Western Asia Deciduous shade tree Assembly, Passive Frost hardy, needs water in dry periods 10 m Moderately vigorous Moist, well drained Full sun Syzygium australe Brush Cherry Small, evergreen tree January to April Rainforest Shade tree Entrance, Street frontage, Passive, Boundary, Services Tolerates short drought 8 m Fast Littoral sands Part shade Tristaniopsis laurina Water Gum Medium, evergreen tree December to January Closed forest Flowering shade tree Entrance, Street frontage, Passive, Boundary, Services Moderately drought tolerant m Moderate Prefers moist, fertile soil but adaptable Full sun, part shade Ulmus parvifolia Chinese Elm Medium, deciduous tree Late Summer to Autumn China, Korea Shade tree Medium Assembly, Passive, Entrance Hardy 15 m Moderately vigorous, long lived Deep, moist, well drained Full sun Landscape management in NSW schools 37

37 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Shrubs Agapanthus orientalis Lily Of The Nile Tufted shrub Late Spring, early Summer South Africa Brazil Habitat contrast, border, groundcover Medium Assembly, Passive, Entrance Moderately hardy, salt and pollution tolerant 800 m Vigorous Very adaptable, moderate drainage Full sun to deep shade Banksia robur Swamp Banksia Tall shrub with large, spreading, leathery leaves January to July Swamp areas, drainage lines, heath Mass planting, foliage contrast Medium Assembly, Passive, Entrance Moderate Hardy 2 m Moderate Sandy loan Full sun, part shade Banksia spinulosa Hairpin Banksia Medium, shrub April to July Woodland, Open Forest Screen Medium All Hardy 3 m Moderate, long lived Sandy loam / clay loam, well drained Full sun, part shade Dianella caerulea Flax Lily Tufted shrub October to February Forestcoastal heath Edging, mass plantings All Hardy once established 600 m Moderate Sandy Full sun, part shade Dodonaea triquetra Common Hop Bush Tall shrub July to October Open forest on slopes and ridges Screen, foilage colour contrast, sandy soil stabiliser Medium All Hardy 3 m Vigorous Sandy Full sun 38 Landscape management in NSW schools

38 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Shrubs Doryanthes excelsa Gymea Lily Large,tufted shrub August to November Open forest Groundcover, specimen plant All Hardy 2 m Show to moderate Deep sandy Full sun, shade Gardenia floribunda Gardenia Medium shrub Late spring to early summer, spot flowering till late autumn Africa, Asia Fragrant gardens, borders, hedges Passive, Assembly, Entrance Damaged by hot western sun, frost tender 1.5 m Moderately vigorous long lived Prefers well drained acidic, but adaptable Part shade Hemerocallis sp Day Lily Tufted shrub Summer, Autumn, spot flowering China, Korea Mass plantings, tubs Assembly, Passive, Entrance Hardy 1 m Vigorous High in organic matter, moist Full sun Juniperus communis 'Hibernica' Irish Jupiter Small upright, coniferous shrub n/a Cool climates avenues, hedges, screens Assembly, Passive, Entrance Hardy and frost tolerant 2 m Slow Adaptable Full sun Juniperus conferta Shore Jupiter Evergreen, coniferous shrub n/a Coastal sand dunes Ground cover, spill over Medium Assembly, Passive, Entrance Hardy front line salt and wind tolerant 300 mm Moderates to vigorous, long lived Sandy to clay soils, moderate drainage Full sun Landscape management in NSW schools 39

39 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Shrubs Lomandra longifolia Spiny-headed Mat-rush Tufted shrub August to December Rainforest to sand dune Mass plantings Medium All Very hardy 800 mm Fast Adaptable Adaptable Murraya paniculata Orange Jessamine Tall shrub Mid to late spring spot flowering Malay Peninsula Hedge, screen Assembly, Passive, Entrance Frost tender, needs water in dry periods 3 m Vigorous long lived Moist, well drained, fertile Part sun, part shade Phormium tenax New Zealand Flax Tufted shrub Grown for attractive foilage New Zealand Colour and habit contrast, borders Assembly, Passive, Entrance Needs water in summer 2.5 m Vigorous, long lived Tolerant of most soils, prefers moist, well drained Full sun, part shade Poa labillardieri Tussock Grass Tufted shrub March to April Coastal dunes Grass groundcover Medium Boundary Needs water in dry periods 1 m Fast Adaptable, prefers moist alluvial Full sun Themedia australis Kangaroo Grass Tufted shrub Septto March Open forest Grass, groundcover Medium Boundary, Services Hardy 300 mm Fast Prefers heavy clay Full sun 40 Landscape management in NSW schools

40 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Groundcovers and Climbers Ajuga australis Austral Bugle Spreading mat October to January Open forests on Wianamatta shales Groundcover All Hardy 300 mm Fast Clay Full sun, part shade Doodia aspera Prickly Rasp-fem Spreading mat n/a Open forest Mass planting, groundcover Medium All Needs water in dry periods 400 m Medium Wellcomposted Shade Gazania spp Gazania Spreading mat Summer Tropical Africa Colourful groundcover Assembly, Passive, Entrance Frost tender, moderately hardy 2.00 mm Fast Prefers sandy loam Full sun Kennedia rubicunda Dusky Coral Pea Evergreen climber July to November Cumberland Plain Woodland Groundcover, bank binder, bird attracting Passive Assembly Hardy 4 m Very vigorous, long lived Sandy loam, added organic matter Full sun, light shade Trachelospermum jasminoides Star Jasmine Evergreen, twining climber Late spring, early summer China, Korea Climber, spillover, groundcover Passive, Assembly, Entrance Frost hardy, needs water in dry periods 9 mm Slow to moderate Well drained, high organic content Part sun, shade Landscape management in NSW schools 41

41 School plant palette cont. Guidance on core plants known to be successful in the school environment. To be supplemented with site case specific plants. Photo Species Common Name Form Flowering Habitat Key Allergy Ideal Hardiness Mature Growth Soil type Light Period Function rating* Zone(s) of Height Rate Requireuse ments Groundcovers and Climbers Viola hederacea Native Violet Spreading mat September to December spot flowering Damp, shaded Groundcover Passive, Assembly, Entrance Hardy 150 mm Vigorous Moist, well drained Part sun, part shade Turf Pennisetum clandestinum Kikuyu Coarse texture n/a n/a Groundcover Active Hardy n/a Fast All Full sun, part shade Cynodon Couch Fine texture n/a n/a Groundcover Medium All Hardy n/a Fast Well drained Full sun Stenotaphrum secundatum Buffalo Coarse texture n/a n/a Groundcover, Shaded areas Moderate with good recuperation. Frost tender, salt tolerant n/a Medium Prefers alkaline, sandy loam Shade tolerant * Allergy rating High level: plants which are known to cause allergic reactions in many people Medium level: plants which are known to cause allergic reactions in some people level: plants which do not normally cause allergic reactions 42 Landscape management in NSW schools

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