Zero Waste Futures Incursion

Program Overview

Transitioning society into a Circular Economy sounds like a complex and overwhelming process, but in reality – it can be quite simple. This incursion provides an understanding of the linear V the Circular Economy and discusses the difference between the technical and biological nutrients that are upcycled to create new and innovative products such as clothing that absorbs odour made from coffee waste and windscreens that are being broken down to make carpet backing.

But getting these raw feedstocks can be problematic – so we share how some companies are approaching this and showing you how you via a hands-on activity, you and your school can be hub of local innovation in the communities to share waste streams to create diversity, new jobs and industries.

This new program for levels 7 – 10 goes beyond recycling and introduces students to innovation that’s transforming waste into worth.  It covers Science, Design and Technologies, Economics and Business as well as Civics and Citizenship, Critical and Creative Thinking as well as Ethical Capability for Levels 7 – 10.

The 2 hour program Covers the first 3 modules.  The 4 hour program covers all 5 modules

MODULE 1: What is a Circular Economy and why do we need it?
This module helps students to understand the difference between the circular economy and the linear economy, along with the technical and biological nutrients that become the raw materials or inputs for new products. It also introduces students to the concept of overshoot day, the 6th wave of innovation and what other countries are doing to fast track a circular economy.  Hands-on activities that help bring the learnings to life include a “waste and product matching activity” and a “brainstorming activity” to consider other items that could be made from the waste materials featured.

MODULE 2: Zero waste and closed loop systems
Students get an insight into the economic, social and environmental benefits of zero waste and closed loop businesses. We also take a deep dive into the challenges manufacturers can have obtaining waste materials as inputs as opposed to using virgin materials.  

MODULE 3: The light bulb moment
Students learn a simple yet very powerful way to disrupt the waste crisis to spark an innovation revolution to create new jobs and industries by utilising local waste streams.  Students will work in small groups to identify waste streams of various local businesses and how they can be shared, to create a zero waste community.  This promises to be major light bulb moment of how simple the process can be!

MODULE 4: Material options for common everyday products
Working in small groups, students will tackle questions such as: What materials is your product, and its packaging made of?  What natural resources are used to make these materials? Can you estimate how long it would take for this product to ‘break down’ in landfill? Can the item and its packaging be recycled once it has been used? If it can be recycled, what new items could it be turned into? Is there an alternative way this item could be made that would make it reusable or more environmentally friendly? Can you replace something with nothing?

MODULE 5: Food Waste and the Circular Economy
If food waste was a country, it would be the third biggest emitting country behind China and USA.  In this module we will look at how, where and why waste occur in our food chain, and work what can we do about it.  By the end of this module, students will be able to identify how to reduce food waste, the value of food waste, new options for food waste, and why burning waste i.e. waste to energy is not a smart option, especially if we are to provide resources for future generations. They will understand why soil health is important and how we can reduce stress on the human food chain by using a more natural source of protein for fish and poultry by upcycling food waste (maggot farming) using black soldier flies. 

All programs start with an introduction and end with a Call to Action allowing students to create a list of everyday actions that could be implemented to conserve either value virgin and or waste resources, that would then be shared with others either at home, at school or in the community.

Notes and Inclusions

Duration:  2 or 4 hour programs available.

Program timing considerations: Staff require 30 mins set up and 30 mins pack up, 15-minutes between groups to reset activities and a 30-minute break for lunch when more than 2 groups are booked. 

What to Provide: Car park, aid or trolley to help carry equipment to deliver program plus a multi-purpose room with data projector, access to the internet and big screen, floor space for activities and desks or tables so students can work in small groups.

Curriculum Links

Science as a Human Endeavour: Nature and development of science
Advances in technologies have enabled advances in science, while science has contributed to developments in technologies and engineering VC2S10H02
Sustainability: Interrelationship of systems
Sustainable patterns of living require the responsible use of resources; circular economies; maintenance of clean air, water and soils; and the restoration of healthy environments and habitats with ecological integrity. VC2CCPSIS2
Economic, social, environmental and cultural systems influence the sustainability of Earth’s systems. VC2CCPSIS3
Sustainability: World Views
Worldviews that are based on, but not limited to, the 4 pillars of sustainable development consider the intergenerational impact of current and future actions. VC2CCPSWV3
Sustainability: Responsible Design
Responsibly designed products and services aim to minimise the human impact on the environment and restore the quality, ecological integrity and diversity of economic, social, environmental and cultural systems. VC2CCPSRD1
Responsible design considers unexpected consequences that might impact individuals, communities and ecological integrity in the future. Creative, empathetic and innovative design is integral to the achievement of sustainable living.VC2CCPSRD2
Responsible design requires a recognition and appreciation of land custodianship, past practices, contemporary research and technological advancements, and balanced and informed decisions based on understanding possible interconnected economic, social, environmental and cultural impacts. VC2CCPSRD3
Sustainability: Futures Thinking
Sustainable futures thinking is based on informed views that consider possible and desirable futures. It leads to individual, community, organisational and political action that reduces risk. VC2CCPSFT1
Sustainable futures thinking creates desirable futures that value local, community, national and global equity and fairness across generations and into the future. VC2CCPSFT2
Sustainable futures thinking requires individuals to think creatively, seek information, identify a variety of possibilities, reflect and evaluate actions, and collaborate with and influence others as they work towards desired futures. VC2CCPSFT3
Design and Technologies: Technologies and Society
How people in design and technologies occupations consider ethical factors to design and produce products, services and environments. VC2TDE8S01
The impacts of innovation and the development of technologies on designed solutions for ethical considerations including sustainable living. VC2TDE8S02
Design and Technologies: Technology Contexts – Material and Technologies Specialisation
Analyse how characteristics and properties of tools, materials, systems and components can be selected, manipulated and combined to create designed solutions that are ethical. VC2TDE8C04
Design and Technologies: Creating Designed Solutions – Investigating and Defining
Explain needs or opportunities for designing, and investigate and select tools, materials, processes and components to create designed solutions. VC2TDE8D01
Design and Technologies: Creating Designed Solutions – Evaluating
Collaboratively develop design criteria that include ethical considerations to evaluate design ideas, processes and solutions. VC2TDE8D04
Economics and Business: Knowledge and Understanding – Work
The changing nature of work in contemporary Australia and predictions about the future of work. VC2HE8K06
Economics and Business: Knowledge and Understanding – Business and Entrepreneurship
The strategies and tactics used by businesses to create and maintain a competitive advantage, including entrepreneurship, marketing and public relations. VC2HE10K05

The Victorian Curriculum F-10 content elements are  © VCAA, reproduced by permission. Victorian Curriculum F-10 elements accurate at time of publication. The VCAA does not endorse or make any warranties regarding this resource. The Victorian Curriculum 2.0  F-10 and related content can be accessed directly at the VCAA website.