CARBON LITERACY FOR LOCAL AUTHORITIES

TRAINER GUIDE

Local Authorities - Detailed trainer guide This guide will provide you with all the information you need in order to carry out the CL4LAs activities. Please note that it is not meant to be read as a script but to be used as a guide for the activities. This guide will provide instructions to every section of the training, including what to do when learners are entering the room and how to wrap up the session. Highlighted in orange- optional content (under trainer discretion whether to include or ​ not) Highlighted in blue- customisation needed by trainer/organisation ​ Highlighted in yellow- to be updated by CLP. ​

Preparing for your session

Setting up the room

Please arrive to the room at least 30 minutes before the session starts. This is to ensure you have enough time to set up and prepare for the session (please refer to the Preparation checklist below). You may need to move the tables around to ensure the layout is suitable for the training. The most appropriate layout for CL4LAs is the “Café style” layout, i.e. tables organised in groups in order to encourage discussion and teamwork amongst the participants. Example of Cafe Style

Layout

Preparation checklist

1 House keeping Done

Will there be a fire drill today?

What is the evacuation procedure? (where do you leave the building, where do you congregate?

Who is the first aider and what is their contact number

Where are the toilets? Male, female and disabled toilets

Where can learners buy something to eat in the break?

Preparing your session

Load up ‘Climate Change: The Facts’ https://www.youtube.com/watch?v=q9WyLPgyuqo

Arrive around between 30-60 minutes before the session to prepare!

Is the PC and Projector working?

Do you have all materials for each activity?

Have you put up the Taking Action Posters on the wall? (If applicable)

Have you put up the training outline so learners know when the break is due?

Have you put up the ground rules on the wall?

Are the tables in an appropriate layout?

1 Please ask the building’s receptionist as they should be able to answer your queries. CL4LAs Part 1

Learners entering the classroom

Lead and co-trainer (if applicable):

● Greet learners as they enter the room- make them feel welcome!

● Make sure the register is going around the room.

● Provide each learner with a nametag

● Show them where the tea and biscuits are (CL4LAs part 2 only)

● Ask learners to complete the pre-course survey (CL4LAs part 1)

Completion of pre-course survey

Material: Slide with link to survey, slips with survey links. Learners can use their smartphones or laptops for this.

Timing: 15 minutes

Purpose of activity: Learners to complete the pre-course survey so we can compare the results with the post course survey, i.e. has there been an increase in confidence etc.

Please note that you do not need to wait until the workshop starts for learners to fill out the survey. This also gives participants something to do whilst they are waiting for the workshop to begin.

If there are some latecomers, you can let them complete the survey whilst you do the initial welcome.

Activity 1. Introduction to CL4LAs course

Material: Slides

Timing: 5 minutes

Purpose of Welcome participants, provide background to CL project and overview of the activity: training (both part 1 and 2)

Preparation: You may want to spend some time drafting a script for yourself using the bullet points below. Once you have worked out what to say, it would be useful to transfer your points to flash cards.

● Welcome the participants ● Housekeeping: Fire alarm, nearest emergency exit, toilets ● Introduce yourself

What is Carbon Literacy ● The CL project is a large-scale education programme originating in Manchester. Appropriate for the world’s first industrialised city, it now aims to become the word first carbon literate city. ● CL stems from the notion of a low carbon culture and to foster citizens who understand the scale of the problem and feel empowered to take action on climate change as well as support and accept climate mitigation policies. ● Carbon Literacy is defined as: An awareness of the carbon costs and impacts of everyday activities and the ability and motivation to reduce emissions, on an individual, community and organisational basis” ● The CL project plays an important role in Greater Manchester’s Climate Change Strategy. The project has now spread beyond Manchester, and CL training is now being delivered across the UK as well as France and the Netherlands.

Carbon Literacy Project Training ● Participants must attend a ‘day’s-worth of learning’. The training must first have been accredited by the Carbon Literacy Project to show it meets the ‘Carbon Literacy Standard’. ● To receive certification you will be filling out a short assessment form designing and committing to your specific actions. ● Important to emphasise that Carbon Literacy training requires active participation and input from learners.

Carbon Literacy Infographic ● Project overview ● So far, over 11,000 people are carbon literate.

Why Carbon Literacy in our organisation & sector? EXERCISE 5 mins. In pairs – discuss the points on the board and how Carbon Literacy feeds into them.

Ask learners to feedback one value each to the room, pick a pair from each table until you’ve gone through the list:

What are *organisational* values / Purpose? Big influence in the public sector- changes we make are felt in society Duty/ Moral / Ethical imperative- Climate change is having the greatest impact on the most vulnerable here and abroad, so social justice element to tackling it Political/social will- Climate change is one of the most important issues we face Government/sectoral targets BUT The urgency is driven by the science, not politics or values Financial Savings- the business case To be the best!- Loyalty & Pride – staff recruitment & retention

Tackling the Climate Crisis in our sector ● Insert quote; 'Strong inspirational quote from the Leader or CE of your Local Authority, that says this is an emergency/crisis, that resolving it benefits everyone in your area, and that it's everyone's job to act on it...' ● This should be someone that participants value the opinion of, a respected figurehead in your sector. ● This figure head can change depending on the sector/group being delivered to.

Who’s in the room?

● Ask learners to introduce themselves to their table (name+ job role) ● Tell them one thing you know for certain about climate change ● Tell them one thing you’re not so sure about climate change ● Alternatively, you can ask each person to introduce themselves to the whole group

NB; a word on addressing the emotional aspect of CL training. Many learners often experience a shock when they first learn about the scale and nature of the climate crisis. It is important to let learners know that they can come and talk to you as the trainer at any time during the training and that there will be frequent breaks if they’d rather speak in private. Also good to emphasise that the beginning of the training is the problem section (scary part) however part 2 is solutions where learners are empowered and discover how changes can be made to address the issue.

Carbon Bingo Icebreaker

Material: Slide 9

Laminated print outs of activity sheets

x 8-9 Wipe-able markers

Wipes

Timing: 20 minutes

Purpose of A good way of everyone getting to know each other and understanding activity: actions they and others could take to reduce their carbon footprint.

Each person needs just one sheet so print (or hand out laminates and whiteboard pens) and distribute.

● Ask learners to go around the room introducing themselves and finding out if anyone does any of the activities on their sheet. ● When someone has done something, write their name below the activity. ● You can only have a persons name once (including your own) on your sheet. ● The first person to fill in their sheet wins.

Day overview

Material: Slides

Timing: 5 minutes

Purpose of Inform learners on the structure of the training as well as learning activity: objectives.

There are 2 slide formats depending on which language you prefer, delete the other one.

● Provide an overview of the training and briefly cover what you will do in today’s session.

Terminology Important to highlight to people the scale of the problem we’re facing and that we are in a planetary emergency- and so this should be reflected in the language that is used. ● Levels of CO2 in the atmosphere have risen so dramatically from human activity. Emphasis needed that the climate crisis is no longer a future problem – we need to tackle it now, and every day matters.

● Increasingly, climate scientists and organisations from the UN to the Met Office are changing their terminology, and using stronger language to describe the situation we’re in.

● The United Nations secretary general, António Guterres, talked of the “climate crisis” in September 2018, adding: “We face a direct existential threat.” The climate scientist Prof Hans Joachim Schellnhuber, a former adviser to Angela Merkel, the EU and the pope, also uses “climate crisis”.

● In December 2018, Prof Richard Betts, who leads the Met Office’s climate research, said “global heating” was a more accurate term than “global warming” to describe the changes taking place to the world’s climate

Activity 2. Climate Change the facts- film & post screening discussion

Material: Slides Film link; https://www.youtube.com/watch?v=q9WyLPgyuqo Timing: Film; 57 minutes, discussion; 15 minutes

Purpose of Film shows climate science basics. activity: Discussions highlight key learning points and take away messages from the film Learners are asked to discuss questions posed at the beginning of the film. Group size: Pairs or groups of 3 Ask the participants to turn to the person next to them and share their thoughts of the film (and let them know they will be sharing their thoughts with the group in 5 mins):

● How did the film make you feel? (Participants only need to share this with the rest of the group if they feel comfortable to do so) ● What was / were identified as the major cause(s) of climate change? ● Who / what will be affected by climate change & how? ● What solutions are proposed (individual to global)? ● What’s the take home message? ● Do you have any questions?

Ask at least one pair per table to share their thoughts. You can expand on points by saying, does anyone agree/disagree.

If you feel like something is not covered, try to ask a question about it. Remember to thank participants for sharing their thoughts before moving on to the next activity.

Weather vs climate

Material: Slide 1 set of Greenhouse Gases & Sources cards/group

Timing: 2 minutes

Purpose of Basic definition of the difference between weather and climate. activity: Important that learners understand that extreme weather is a result ​ ​ of changes in the climate. ​ ​

● Weather is basically the way the atmosphere is behaving, mainly with respect to its effects upon life and human activities. The difference between weather and climate is that weather consists of the short-term (minutes to months) changes in the atmosphere. Most people think of weather in terms of temperature, humidity, precipitation, cloudiness, brightness, visibility, wind, and atmospheric pressure, as in high and low pressure.

● Weather refers to short-term changes in the atmosphere, however climate describes what the weather is like over a long period of time in a specific area. Different regions can have different climates. To describe the climate of a place, we might say what the temperatures are like during different seasons, how windy it usually is, or how much rain or snow typically falls.

● A good analogy to use; Weather is your what you’re wearing, climate is what’s in your wardrobe. Your wardrobe changes over time but your outfit changes daily!

● Also good to use a local example e.g. it’s unusually sunny here in Manchester today but the climate and this time of year is usually cold and wet.

The Greenhouse Effect

The scientific explanation: ● Energy from the Sun is transmitted through space and reaches Earth. ● Some energy is reflected back into space, from clouds and icecaps and other shiny surfaces ● The energy that isn’t reflected passes through the atmosphere and is absorbed by the Earth surface. ● The earth warms up and emits infrared radiation, which can be absorbed by greenhouse gases. ● Greenhouse gases then re-emit the heat energy - into space and back to Earth. The heat is effectively trapped and warms the Earth – causing the greenhouse gas effect. The greenhouse explanation: 1. Greenhouse gases occurs naturally in the Earth’s atmosphere. They trap the heat and energy from the sun. Which ensures the earth is warm enough to sustain life. Humans have been increasing the concentrations of green house gases, and essentially increasing levels of heat and energy in the earth’s atmosphere, causing an increase in global temperatures. 2. You could think of this process as adding extra blankets to the world to help learners understand.

Greenhouse gases and their sources

Material: Slides 1 set of Greenhouse Gases & Sources cards/group Timing: 20 minutes

Purpose of Introduce the greenhouse effect, introduce the greenhouse gases and activity: their sources

Task: Learners are asked to match the greenhouse gases with the correct source. Group size: 4-6 participants per group 5 minutes: Explaining the greenhouse effect

We are going to explore the greenhouse gases and the greenhouse effect in a bit more detail.

10 min: Presentation and Activity- Greenhouse gases and their sources What are the main greenhouse gases and what are their sources? ● Seven main greenhouse gases are included in international climate change legislation (The Kyoto Protocol).

● The greenhouse gases we are going to focus on are Carbon Dioxide (CO2) ​ ​ Methane (CH4), Nitrous Oxide (N2O) and a group of 4 Fluorinated gases (F-gases). ​ ​ ​ ​ ● When we use the term carbon or greenhouse gases, we actually mean carbon dioxide equivalent. ● All greenhouse gases are not created equal and some are more potent than others. I.e. the ability to trap heat in the atmosphere and the length of time they stay in the atmosphere differs between the greenhouse gases. This is also known as their Global Warming Potential. ● In order to compare the greenhouse gases with each other, we use a metric

measure called CO2 equivalent (CO2-eq) in which we convert the amounts of the ​ ​ other gases into the equivalent of carbon dioxide. ● To do so, we multiply a gas GWP with its mass. For example, the GWP of Methane is 28, so emitting one tonne of Methane is the equivalent of emitting 28 tonnes of Carbon Dioxide. The GWP of Nitrous Oxide is 265, so emitting 1 tonne of Nitrous Oxide is the equivalent of emitting 265 tonnes of Carbon Dioxide. ● From now on when we use the term carbon or greenhouse gases, we actually mean carbon dioxide equivalent. Explain that the purpose of the activity is to match the greenhouse gases with their main sources. ● Hand a pack of greenhouse gases and their sources to each group. ● Give the participants 5 minutes to complete the task. ● Circulate amongst the groups and use guiding questions to lead participants towards the right answer. Note: Many of these activities release more than one type of GHG, but in this activity learners should state the main GHG which each particular action emits the greatest proportion of. Feedback: ● Ask one group to feedback on Carbon Dioxide. ● Show the correct answers and expand wherever applicable. ● Ask next group to feedback on Methane and repeat the process. – see table below for details.

3. Answers: Greenhouse gases and their sources ​ Carbon Dioxide: ● Burning of oil, coal and gas (fossil fuels). (This also produces small amounts of ​ Methane and Nitrous Oxide) ● Manufacture of cement; The cement industry account for 8% of global ​ greenhouse emissions. There are two main reasons why cement is a significant source of carbon emissions. In order to make clinker, limestone (the main ingredient in cement) needs to be heated in a kiln to high temperatures (calcinated). Carbon dioxide becomes a waste product of this process. This accounts for 50% of cements carbon emissions. Another 40% of the emissions stems from the fossil fuels needed to heat the kiln to high degrees required for the calcination process. The final 10% comes from the fuels needed for the transportation and mining of materials. ● Deforestation: When trees are logged or burned they release their carbon into the ​ atmosphere therefore contributing to the carbon emissions.

Methane: ● Decay of organic waste in landfills ● Livestock (belching etc) ● (Also, leakage during extraction and transport of natural gas is a significant source.)

Nitrous oxide: ● Excess Synthetic fertilizers: Synthetic fertilisers contains nitrogen, when too much fertilizers are applied to the soil, microbes will convert the excess Nitrogen into Nitrous Oxide.

● Livestock (manure)

F-gases (fluorinated gases) ● Refrigeration ● Aerosols This is a group of 4 gases (hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), sulfur hexafluoride (SF6) and nitrogen trifluoride (NF3). They are manmade and have been used as a replacement for ozone depleting gases called Chlorofluorocarbons (CFC’s). The F-gases are a classic example of how we create one problem whilst solving another. Whilst the F-gases are not a threat towards the ozone layer, they are really potent

(10-10,000 times more potent than CO2) greenhouse gases and contributes toward global ​ ​ warming.

Greenhouse gas emissions in the UK Discuss These are the main sectors in the UK of domestic emissions. ​ ​ Excludes lifecycle emissions from bioenergy grown overseas, the UK’s share of ​ international aviation and shipping, plus the CO2 generated when making goods that are imported into the UK.

This last factor is particularly important to note, as the past few decades have seen a dramatic rise in exports of consumer goods from countries such as China, which has a very coal-intensive electricity generation mix.

Can use this slide as a discussion point with learners… ● Do any of these statistics surprise you? ● Why do you think transport is the largest? etc.

Could also make this into a game- show one slide with blocks and percentages showing ​ only. Give learners the 7 titles and ask them to put them in the right places- could use a ​ framework to hand out/cards. Then show next slide with all information showing to see the correct order.

*This only applies for sessions where the days worth of training is split up into 2 half days. If training is a full day, carry on to page 19. Wrap up CL part 1

Material: Slides

Timing: 5 minutes

Purpose of activity: Wrap up today’s session and prepare learners for part 2

Give a quick recap of what you have covered today as well as brief overview of part ​ 2:

● The basics of climate change; the greenhouse effect; greenhouse gases and their sources and the impacts of climate change. ● The film and our discussion has also touched on the actions we need to take (from societal to individual level) in order to combat climate change. (Feel free to give a couple of examples from the film). ● Climate action will also be the main focus of part 2. ● Give a brief overview of the themes covered in part 2 if you wish.

Homework: ● Tell learners before attending part 2, please ensure you have calculated your carbon footprint using WWF’s carbon footprint calculator: https://footprint.wwf.org.uk/#/ and screenshot/print your results and bring to the next ​ session. ● It is a quick and easy way to get an overview of your own carbon impact.

Thank the participants for their input and attention.

CL4LAs part 2

Introduction to CL part 2

Material: Slides

Timing: 5 minutes

Purpose of the Welcome participants, provide background to CL project and activity: overview of todays session

Preparation: You may want to spend some time drafting a script for yourself using the bullet points below. Once you have worked out what to say, it would be useful to transfer your points to flash cards.

Lead trainer: ● Welcome the participants ● Housekeeping: Fire alarm, nearest emergency exit, toilets ● Introduce yourself Intro to CL (what, why, future opportunities) ● Provide a brief recap ( Overview of training ● Provide a brief recap of what was covered in part 1: o In part 1 we covered the basic science of climate change, and how we will be affected by watching the documentary Climate Change the facts o We also explored the sources of greenhouse gases through a game in which you had to match the greenhouse gases with their sources ● Provide an overview of what you will cover in today’s session:

o In today’s session we will focus on how we can act on climate change from a global/international level down to an individual level

Around the World Material: Slides

Timing: 10 minutes

Purpose of This activity gives the participants an opportunity to explore the activity: climate justice dimension (responsibility and vulnerability to climate change) and it also give the participants an opportunity to introduce themselves to each other. Task: Once the participants have been given a Country footprint card, they are asked to line up from the country with the highest to the lowest carbon footprint. Group size: One large group – all learners working together. Ensure your cards are shuffled before giving each participant 1 card. There are two parts to this activity, ensure you start with the Carbon footprint side of the card and then move onto the vulnerability side afterwards.

Carbon footprint per country (5 min) ● Ask participants to line up from the country with the highest carbon footprint to the country with the lowest. ● Once lined up – ask learners to introduce themselves to the person on each side of them ● Ask the learners to read out their country name and the size of the footprint from highest to lowest. ● Ask the learners what they notice about the countries with high and low footprints (i.e. what do the countries with high carbon footprint have in common? What do the countries with lowest carbon footprint have in common? ● Key points: Industrialised countries have high carbon footprints whilst less developed countries have low carbon footprints. Vulnerability: (5 min) ● Ask the students to turn their cards over their cards and explain what we mean with vulnerability. ● Ask the students to read out the rank of their card. ● Ask the students what they notice (if guiding is needed ask: “What countries are most / least vulnerable to climate change?”) ​ ● We can see that the countries with the least impact are those most vulnerable. Further info: About vulnerability: ● Vulnerability to climate change takes into account Exposure, Sensitivity;, Capacity to adapt: To read more, please go to: https://gain.nd.edu/our-work/country-index/methodology/ ● The least vulnerable country in the world is Switzerland and the most vulnerable country in the world is Niger. ● If participants want to know more, you can direct them to www.climatewatchdata.org About the cards: ● The colour theme of the cards matches the vulnerability decile (i.e. dark blue = the 10% of countries least vulnerable to climate change; dark red = the 10% of countries most vulnerable) – see colour scale on vulnerability cards. ● The size of the footprint picture on the card is scaled (by area) to match the carbon footprint.

The scientific consensus

Material: Slides Timing: 10 minutes

Purpose of activity: Making learners aware of the scientific consensus behind the nature and severity of the climate crisis. It’s rare now to encounter climate change denial but still very important to emphasise the credibility of the science.

Why are we so confident about the science?

● The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. ● Global collaboration of scientists to create climate targets and limits. ● It was established in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Programme (UNEP). ● Through the IPCC, thousands of experts from around the world synthesize the most recent developments in climate science, adaptation, vulnerability, and mitigation and synthesise it into major 'assessment' reports every 5–7 years.

The IPCC; Intergovernmental Panel on climate change

● This is from the Fifth Assessment Synthesis Report. Infographic summarising the 2014 report on ‘Impacts, Adaptation, and Vulnerability’. Shows the true weight of the climate science and expertise behind climate change. ● This is a massive [possibly the biggest ever] scientific project of its kind… peer reviewed science which means that if what they say is alarming then it really is alarming. ● 195 governments accept and approve final summary- shows that the days of climate denial and skepticism are long gone.

The scientific consensus on climate change…

● The personnel in this example are interchangeable depending on audience.

Temperature impacts

These are averages- temperatures have already increased to this in some areas of the world. Can make animated- click through box by box.

Emission trajectories

● This is where our current pledges are putting us on track for… ● Good resource for showing what trajectories we are on and how much action needs to be taken. Discuss the difference between current policies and pathways that we need to be on. ● Go through from top to bottom, no climate policies (i.e. catastrophe), current policies (business as usual) (if you think that we’re doing enough now, current policies put us on a trajectories to 3.1-3.7 C- see previous slide…), pledges (still over shooting by at least half a degree), and then the pathways we need to be on. ​ ​ ● Shows the gap between where we are and where we need to be to avoid the worst effects of the climate breakdown.

Climate change impacts in “your local area”

Material: Slides

Timing: 5 minutes

Purpose of activity: Bringing climate change and its impacts to where the learners are at.

Statement; Though it can be hard to pinpoint whether climate change intensified a particular weather event, the science is clear —climate change increases the likelihood of extreme weather events. This means... hotter heat waves, drier droughts, bigger storm surges and greater rainfall.

Find a few local (or regional) examples of extreme weather events… E.g.

● Flooding ● Storms ● Wildfires ● Heat stress/ Heat waves

Report on…

● Impact- damage to residents, houses, businesses, infrastructure etc. ● Link to past weather events in the area- increasing flooding events? ● Any discrepancies e.g. time of year- Saddleworth fires in February, 2019.

Case study example- Saddleworth moorland fire

● An area of around 1.5 square kilometres was burning on Saddleworth Moor near Marsden after Britain saw its hottest winter day on record in February 2019. ​ ● West Yorkshire Fire and Rescue said it was one of the biggest moorland fires they’ve ever had to deal with. ● One report at the time said "At present it is estimated that an investment of more than £200,000 in restoring this special habitat has been lost," the conservation charity trust said. The deployment of the helicopter itself costs the trust £2,000 per hour.

As well as stating the facts and impacts make sure you engage learners in reporting on these events.

- Does anyone remember X event? Was anyone involved/heard about it?

Climate change impacts continued

Material: Slides

Timing: 5 minutes

Purpose of activity: Bringing climate change and its impacts to where the learners are at.

Hotter summers, what’s the issue? Important to address the issue of UK citizens thinking some extra hot weather in the summer is a good thing. It’s much more serious than some extra pleasant weather...

● The UK could experience warmer, drier summers in the future. While that may bring ​ ​ some benefits, it could mean increased risk of drought, and extreme events such as the 2003 heatwave could be the norm by the end of this century. Heatwaves could also heighten pressure on healthcare services, because older populations are more vulnerable to extreme heat, and impact on transport, as higher summer temperatures bring the threat of rail buckling and associated travel delays.

● The UK could also face threats to its water security and supply. Declining summer ​ ​ river flows, reduced groundwater replenishment and increased evaporation could all contribute to water loss, which could result in water shortages and restrictions on usage. The government estimates that 27-59 million people could be living in areas affected by water supply deficits by the 2050s, even before considering increasing populations and rising water demand.

● All this leads to lower yields & increased pests - insects can migrate further north ​ ​ as temperatures increase. In turn leads to... - Increased food bills- much of the food purchased in the UK is part of global supply chains- On average, food is 11% of household expenditure - Food bill for an average family could rise by 9% by 2050 due to climate change - Greater impacts on low income households - spend a larger proportion of average household expenditure (16%) on food.

Climate breakdown related fatalities Headline points about how climate impacts are affecting us now in real time in the UK. This isn’t a future far away problem. ​ ● Discussion point of how air pollution is becoming an increasing problem in society and our healthcare system. ● Same with heatwaves and the stress they are putting on our healthcare. ● Arnold Schwarzenegger quote (former governor of California)

Health reasons: Cold Homes Cost the NHS more than a billion £ every year ● Can refer back to hotter summers what’s the issue slide- more extreme weather is affecting vulnerable people in both seasons. Climate impacts are exacerbating pre-existing societal issues. An added strain to our public services.

*How’s everyone feeling break* The role of local councils

Material: Slides

Timing: 10 minutes

Purpose of activity: Highlighting how climate breakdown affects councils and the local communities that they serve. There are serious impacts to be considered but also many opportunities!

It’s about creating resilient, self reliant, healthy and prosperous communities.

Why should we do anything? ● The Public Sector – 2% of UK emissions but an empowered public sector can catalyse action across society. ● Make better use of our powers in areas like procurement, planning, housing, education and transport to help drive reductions elsewhere in society. ● We have the opportunity, knowledge and skills. ● We look after the finances of towns/boroughs – have to spend it wisely.

What role do Local Authorities have? ● These are some of the roles that Local Authorities have in their work and communities. Worth reminding learners about the vast influence, potential and reach that they have. Can add jobs/roles/areas to this list

It’s about prevention and adaptation Read through slide... ● Avoid future costs & improve resilience of council services– prevent & adapt to extreme weather. ● Recent winter flooding caused an excess of £250 million infrastructure damage e.g. bridges, road and drains ● Floods in 2013/14 ~ £1.3bn worth of damage- a similar flood in 2050 would be much worse ~ £2.2bn with population rise and ineffective adaptation. ● This is about how climate impacts will directly affect local authorities- how it will impact learners jobs, livelihoods and communities- better to act and prevent climate change now, than pick up the bill later.

It’s not just about the climate... Read through slide… ● The annual energy bill for public-sector buildings in just England and Wales is more than £2 billion. ● Investing in cost-effective energy efficiency measures, savings ≈ £860 million a year. ● Low carbon and renewable energy activities generated £43.1 billion turnover in 2015, accounting for 1.3% of total UK nonfinancial ● turnover. ● Importantly, every taxpayer pound that is saved= ● more into public-facing services.

Co-benefits video Short video on how climate action sits within Local Authorities.

Opportunities in our area ● Please be aware these datasets are from research conducted in 2014/2015 so data won’t be completely representative to today ● The slide example is for Leeds ^ ● Select your area and capture the statistics. ● Can use all data or just a few sets e.g. Jobs, domestic energy bills. ● Highlights how climate action is an opportunity which can unlock money & jobs in ​ ​ communities. ● Talk through datasets.

Activity co-benefits

Materials: Slide

or their is a video on co-benefits (slide 51) if you are short on time

Preparation: Each group receives statistics cards, climate change risks cards and solutions cards.

Timings: 20-30 minutes

Purpose of Make learners aware of the co-benefits of climate action. Even if there activity: wasn’t an imminent risk of climate change and extreme weather, implementing these solutions would lead to a better world.

Task: Based on Ashden toolkit- https://www.ashden.org/programmes/co-benefits & MMU climate ​ Slides: change risks game.

Using the example - Health & well-being Each table is given a challenge category e.g. Health & well-being- with ​ ​ stats- general societal issues surrounding category, such as...

Air pollution deaths Cold home deaths Mental health challenges Obesity NHS challenges Extreme weather impacts- e.g. flooding, loss of homes/possessions

They are then given climate change risks and should discuss how ​ ​ these risks could exacerbate their challenges e.g. Unstable energy prices > increased fuel poverty.

Then given potential solutions…. ​ ​ (https://policy.friendsoftheearth.uk/print/pdf/node/70) examples of ​ ​ solutions https://www.theccc.org.uk/wp-content/uploads/2012/05/LA-Report_final. pdf E.g. Increased active travel Increased retrofit Community energy project Skills and training for low carbon sector Sustainable connected public transport to all areas Installing EV charging points

Then… list all solutions that would address their given challenge & climate change risks. Each group presents to the room, each person in the group takes a solution and explains how it addresses challenge.

E.g. Increased community energy projects address how we can tackle fuel poverty and the risk of unstable energy prices.

Adaptation slide could be added in here The policy position

Material: Slides

Timing: ~ 1 hour

Purpose of activity: This section breaks down the policy from the international level all the way down to the local level that Local Authorities operate at. Brings a sense of unity and ambition; shows that we are working together to tackle such a big issue and everyone has their part to play.

International; The Paris Climate Agreement (COP21)

● In December 2015; A deal was made between nearly 200 countries on the need to cut greenhouse gas emissions to attempt to limit the rise in global temperatures to less than 2C at the climate change summit in Paris after two weeks of intense negotiations. The deal united all the world's nations in a single agreement on tackling climate change for the first time in history.

Summary of COP 21 ● To keep global temperatures "well below" 2.0C (3.6F) above pre-industrial times and "endeavour to limit" them even more, to 1.5C. ● Reaching a peak in greenhouse emissions "as soon as possible" - achieving a balance between output of man-made greenhouse gases and absorption - by forests or the oceans - "by the second half of this century". ● To review each country's contribution to cutting emissions every five years so they scale up to the challenge. ● For rich countries to help poorer nations by providing "climate finance" to adapt to climate change and switch to renewable energy. ● The next COP is December 2020 in Glasgow.

Brief explanation of report and why it’s important…

● In October 2018 IPCC (scientists mentioned earlier) produced a special report on the impacts of global warming of 1.5 °C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty.

Key findings Read slide; ● Limit global warming to 1.5°C to avoid a climate crisis. ​ ● Halve CO2 emissions by 2030 and reach net zero by 2050. ​ ● Rapid and deep emissions cuts in all sectors, a wide portfolio of mitigation options and a major upscaling of investments- decarbonise the global economy. ​

Key findings 2 Read slide; Report clearly links lifestyle choices with warming. Rapid changes must take place in four key parts of society: ● Energy generation ● Land use ● Cities ● Industry Quote by Prof Jim Skea. ● “The more we are prepared to make changes to behavioural patterns that reduce greenhouse gas emissions, the less we would need to rely later on more difficult options that we don't yet fully understand like carbon dioxide removal,”

● To summarise this report into one key finding was that, if we are going to have a ​ ​ reasonable chance of keeping warming to 1.5 degrees, we have just over 10 years to cut global emissions by 50% based on 2010 levels. We then have another two decades (until 2050) to reach zero net emissions.

Our carbon budget Useful slide to visualise targets we’ve just quoted.

We have already burned through a large portion of our carbon budget, and recently at an alarming rate. It is clear from the report that if emissions continue unabated, even with countries’ current climate commitments being fully implemented, we blow through the budget in just about a decade’s time for a likely chance of limiting warming to 1.5°C. Doing so would expose the world to even more severe heat waves, sea level rise, extreme rainfall and other climate impacts. The IPCC makes it clear that we can no longer emit at our carbon-intensive rate if we are to avoid the worst climate impacts. We must instead rapidly turn around our emissions trajectory.

National; UK Climate Change Act 2008

● The UK was one of the first countries to recognise and act on the economic and security threats of climate change. The Climate Change Act, passed in 2008, committed the UK to reducing greenhouse gas emissions by at least 80% by 2050 when compared to 1990 levels.

● As of June 2019, a new government plan was announced to cut greenhouse gas emissions in the UK to almost zero by 2050. The actual terminology used by the government is "net zero" greenhouse gases by 2050.

Net zero emissions What do we mean by net zero emissions?

● In many sectors of the economy, technologies exist that can bring emissions to zero. In electricity, it can be done using renewable and nuclear generation. A transport system that runs on electricity or hydrogen, well-insulated homes and industrial processes based on electricity rather than gas can all help to bring sectoral emissions to absolute zero.

● However, in industries such as aviation the technological options are limited; in agriculture too it is highly unlikely that emissions will be brought to zero. Therefore some emissions from these sectors will likely remain; and in order to offset these, an equivalent amount of CO2 will need to be taken out of the atmosphere – negative emissions. Thus the target becomes ‘net zero’ for the economy as a whole.

There are 2 processes we can use to take CO2 out of the atmosphere;

1) Afforestation; Plants absorb CO2 as they grow, (through photosynthesis). Two of the easiest and most effective approaches for negative emissions, then, are afforestation – planting more forest – and reforestation – replacing forest that has been lost or thinned. 2) Technical options include BioEnergy with Carbon Capture and Storage (BECCS).

● BECCS is an untested technology however. Although there is a large and growing industry for bioenergy and available technology for CCS, they have not been combined and tested at scale and many potential issues need to be examined before assuming this technology will be an option for the future. The amount of land needed to grow the biomass to power this technology is currently unfeasible. We should not ​ rely on a technological solution as we will end up overshooting current carbon budgets.

UK progress The Committee on Climate Change is an independent non-departmental public body, formed under the Climate Change Act to advise the United Kingdom and devolved Governments and Parliaments on tackling and preparing for climate change.

● We’ve reduced domestic emissions by 40% from 1990 levels. ● However, these are all domestic/ internal emissions. ● Emissions from international aviation and shipping have long been excluded from national targets. ● If we take into account trade & aviation (consumption based emissions), our progress is much lower. ● This shows we have to be much more ambitious with decarbonising.

National Targets for Public Sector

Government’s 2017 Clean Growth Strategy; ● The public sector will need to cut its current emissions levels in half over the next 15 years. ● To provide £255 million of funding for energy efficiency improvements in England and help public bodies access sources of funding. ● Carbon reporting and energy saving become routine activities in public sector ● Currently voluntary- likely to become mandatory; review post election.

Regional Policy There are two-tier local authorities (e.g. County councils, District councils), Unitary authorities, Metropolitan authorities, and Combined Local Authorities that your council may be part of... what are their plans?

*Insert regional policy here*

Overview slide of policy Regional plans (actions / targets per year that you’re aiming for as a region, not just a council) – show the pathway to 2050, cross-organisational collaboration – updates and figure out speed of change.

E.g. example here is the GM 5 year environment plan (already signed-up, don’t have to reinvent) – task & target oriented (use as plan can keep referring back to in course)

It is down to the authority whether to include regional and local policy or just local, shows greater momentum of climate action and opportunities for collaboration however.

Local Climate Strategy * Insert your authorities local climate plans/ strategies/ targets/ legislations here*

Scale of the challenge for councils. A very clear message about the scale of the challenge for councils (their carbon budget and zero carbon target date) and hence the need for their urgent action.

Tyndall Carbon Budget Tool & Aligning *authority* with the Paris Climate Change Agreement Use this tool to look at your Carbon budget for your local authority. ​ ​ Lots of useful information but we recommend using the graph as well as the 3 recommendations before the results (see next slides). These next few slides may seem a bit information/target heavy, but important for learners to understand these are the paths we are planning to embark on as defined by the science in their specific authority- emphasis that these targets aren’t far away at an international level, they are local and plans need to be implemented.

It’s an Emergency!

Carbon budgets lead onto, ‘what’s our response?...’ Over 270 Local Authorities have declared climate emergencies. These headlines be changed- add in organisations/authorities that have declared authorities closer to your audience scope.

What is a Climate Emergency? On 1 May 2019, the motion passed by the UK Parliament to declare ‘an environment and climate emergency’.

To “increase the ambition of the UK’s climate change targets under the Climate Change Act 2008 to achieve net zero emissions before 2050, to increase support for and set ambitious, short-term targets for the roll-out of renewable and low carbon energy and transport, and to move swiftly to capture economic opportunities and green jobs in the low carbon economy while managing risks for workers and communities currently reliant on carbon intensive sectors.”

Over half of councils declare ‘Climate Emergency’

245 out of 408 local authorities in the UK have declared a climate emergency. 149 of these have set a target of reaching zero emissions by 2030 or earlier. Have we?

What does a Local Authority Climate Emergency declaration include?

If your local authority has declared a CE, can use this slide/part of the course to discuss what’s in yours and what action has currently been declared.

If not- all declarations are different... but general principles are;

● Zero Carbon date ≈ 2030- this can be informed by the Tyndall centre target recommendations- using *2030* as example date. ● A working Group, chaired by Cabinet member/Committee chair, involving as wide a participation from local community as possible, to report within 6 months, or at least in time for their recommendations to be funded in the next budget cycle. ● Climate Emergency Action Plan Interim targets and action plan. ● A call to Government to provide the necessary policy changes and funding available. ● Whilst rapidly reducing our contribution to climate change we also need to prepare for its impacts on the city. ● Make the Council’s activities net-zero carbon by 2030 ● Ensure that all strategic decisions, budgets and approaches to planning decisions are in line with a shift to zero carbon by 2030.

S.C.A.T.T.E.R.

● SCATTER is a local authority focused emissions tool, built to help create low carbon local authorities. ● Standardise greenhouse gas reporting and align to international frameworks, including the Paris Climate Agreement. - Routes to achieve the Tyndall carbon budgets ● Funded by BEIS core cities. ● Scenario mapping across core sectors- transport, energy, buildings, natural infrastructure. ● Can be used alongside Tyndall

Renewable technologies ● Youtube video to watch ● There are many misconceptions about renewable technologies such as their current cost and capacity to replace fossil fuels. It’s important to address these points as renewables have become an extremely viable solution now due to their decreased costs and improved technology. ● Good place in the course to show learners that the big scale changes we need in society are completely possible to achieve.

The renewable energy transition

Some key points in these articles to read out... ● Renewable energy will be cheaper than fossil fuels in two years, according to a new report by IRENA. ● Experts predict that investment in green infrastructure projects will lead to decreases in the cost of energy for consumers. ● Continuous technological improvements have led to a rapid fall in the cost of renewable energy in recent years, meaning some forms can already comfortably compete with fossil fuels. ● “Turning to renewables for new power generation is not simply an environmentally conscious decision, it is now – overwhelmingly – a smart economic one.” ● The current cost for fossil fuel power generation ranges from around 4p to 12p per kilowatt hour across G20 countries. ● By 2020, IREA predicted renewables will cost between 2p and 7p, with the best onshore wind and solar photovoltaic projects expected to deliver electricity by 2p or less next year.

*Lunch break*

A message from the future

Material: Video https://www.youtube.com/watch?v=d9uTH0iprVQ ​ or can use co-benefits video from earlier on if didn’t use https://www.youtube.com/watch?v=7qR-ZgJ5oww

Timing: 7.5 min

Purpose of the activity: Good to bring learners minds back into the room and focus on the topic after the break- this is right before the personal carbon footprints section as.

● Welcome the participants back after lunch ● Play video ● Can discuss with group after or move straight on to personal carbon footprints

Trainers can use another resource here, but it is good to use material which is grabbing and visual after a long break to re-motivate learners ahead of the following section.

Personal Carbon Footprints

Material: Slides. Devices/ wifi information if learners haven’t already completed this activity as pre-course work.

Timing: 5-10 mins

Purpose of the activity: Shows learners which areas of their lives are the most carbon intensive- where actions need to be taken to reduce their CF.

Your Carbon Footprint- WWF calculator If the session is split into 2 sections, learners will have done carbon footprints in part 1. Bring out for discussion in this section. If it’s a full day of learning ask learners to complete the WWF carbon footprint calculator. Note; learners will need internet and device to do this activity. This activity can be completed as pre-course work if learners won’t have a device on the day (smart phone, laptop) or if the trainer can’t provide devices for them. Takes ~ 5 minutes to complete online.

If some learners have completed the calculator and some haven’t, ask learners who have already completed it prior to the course, to sit with each other and discuss their results. After completing the calculator, ask learners to discuss their results with the person next to them. ● Which area of your life is the most carbon intensive? ● Why do you think that this area of your life is the most carbon intensive? ● Which area of your life is the least carbon intensive? ● Why do you think that this area of your life is the least carbon intensive?

Let learners know that it’s okay if they are unsure on the second and fourth questions as they will be covered in the following section.

Activity: Carbon footprint of everyday things

Materials: Slides Everyday things cards

Preparation: Each table/group has a set of cards

Timings: Explanation: 5 minutes

Activity : 10 minutes

Feedback: 5 minutes

Purpose of This activity is aiming to get learners thinking about every items and their activity: carbon footprint, and how this has an impact on global emissions. In order to understand this fully participants will need to recognize what key

factors cause high emissions within products and with this knowledge they will be able to make low carbon lifestyle choices.

Task: Give out the cards – one pack per group. The learners will be asked to order their cards from highest carbon footprint to lowest carbon footprint.

Once orders the groups will need to feedback to the rest of the room where discussion can take place.

Group size: 4-5 people around each table. – this is flexible and can work from 2 – 8 people in a group.

Trainer Script: This activity we are going to explore the carbon footprint of these everyday items on the table. It is important that when assessing and looking to reduce our carbon emissions we consider all the physical things we consume as well as all the services we pay for. Almost everything has a carbon emission attached to it!

You will have 5 minutes to order these cards from the item you think has the lowest carbon footprint to the highest. It is important to use cradle to grave thinking here and consider all parts of the products life cycle.

We will then feedback to the rest of the room with our orders of cards and our reasons for this order.

Source: “How Bad are Bananas” by Mike Berners-Lee Lowest to Highest:

Banana (80 gr of CO2 e): Since bananas are an exotic fruit one would believe that they have a high carbon footprint. However, this is not the case! There are three main reason for why bananas have a low carbon footprint: 1. They grow in natural sunlight so no need for heating up greenhouses. 2. They are transported by boats rather than airfreighted. 3. They come in their own packaging. However, it is worth bearing in mind that despite being a good low carbon choice, there are a range of social (including low wages and poor working conditions) and environmental issues (water pollution caused by pesticides, destruction of tropical forests) associated with banana plantations. This is why it is important to always buy Fair Trade and Organic bananas.

Cafe Latte (340gr of CO2 e): The majority of the carbon emissions comes from the milk used to make the Café Latte. Milk counts as a high carbon product due to all the methane that the cows burp up when ruminating and from producing the food needed to keep the cows alive.

A cheeseburger (2.5 kg of CO2 e): The main ingredients contributing to the relatively high carbon footprint of a cheeseburger are the beef and the cheese. As a principle, animal products are more carbon intensive than vegetables. As mentioned previously, a key point is the methane associated with belching cows. Meat consumption also raises the demand for deforestation (i.e. forestland needs to be cleared in order to provide more land for growing animal feed) and when trees are chopped down, they release their stored carbon dioxide into the atmosphere.

Computer (720 kg of CO2 e): The manufacturing of a computer is a complex process which involves a range of aspects including mining and transporting minerals and creating complex components. For example microprocessors are created in high tech processes that requires an incredibly clean environment. In addition to this, the computer needs to be assembled and transported to the shop.

Car: An average 5 mile congested commute by car every working day for a year (4.8 ​ tonnes of CO2 e): When driving in queues, the fuel consumption roughly doubles per mile. In addition to this, when you add your car to a queue, you make other cars wait a little bit longer. Mike Berners-Lee uses the queuing theory to explain this :” …the extra emissions that you force everyone else to produce (…) is about equal to the extra emissions that you produce yourself as a result of having to queue instead of being able to drive straight through” (Berners- Lee: 2010:107).

Carbon Footprint of Food Material: Slides Food footprint cards Timing: 10 minutes

Purpose of activity: The purpose of this activity is to encourage participants to reflect on the carbon emissions sourced from food. This should also prepare participants for the action planning section later on in the session. Task: Participants are asked to rank the carbon footprint of food items from highest to lowest. Group size: 4-5/group – can be flexible with larger groups if needed. Trainer Script: The purpose of this activity is to explore the carbon footprint of food, similar to the carbon footprint of everyday items but instead we will focus on 8 different common food items.

Each table has a set of cards, you will need to order the cards from highest to lowest carbon footprint per average portion. (based on CO2 equivalents). ​ ​ You will have 5 minutes to do this then we will feedback to the rest of the room to discuss answers.

Circulate amongst the groups whilst they are carrying out the activity. You can ask some of the groups to explain their reasoning, just to check that they are on the right track. If they seem lost, consider asking them questions to guide them (and remind them of what they’ve learnt earlier on in the session) to the right answers. Eg. ● What greenhouse gases are associated with meat? ● What are the sources of the greenhouse gases? Feedback ● Let the groups feedback to the rest of the room – see if the groups have any similarities/differences, discuss these. ● Show the group the right answers on the slides- and the carbon footprints of each (Kg). (Learners will not be given the footprint in Kg to order, they are just for the feedback part). ● Show the overview of the different carbon footprints of different diets Here is an explanation of the amount of meat the meat eater diets contain ● High meat eater = more than 100 g meat/day ● Medium meat = 50–99 g meat/day ● Low meat eater = up to 50 g meat/day. ● As a term of reference, a Big Mac contains 90 grams of beef!

Key points: ● Cows and sheep are ruminants, they have the highest emissions due to the methane they emit when burping – due to differences in their digestive systems. ● Pigs are not ruminants, as such they have a lower footprint ● Lentils and pulses have the lowest footprint.

● It is useful to note here in order to consume a low carbon diet, it’s important to check the label to see where the item has come from, has it been transported by aircraft? ● For other environmental concerns shopping organically and purchasing in season and local fruit and veg is always the best way to have minimal environmental impact when making dietary choices.

Activity: Lifetime of a Cuppa

Materials: Slide Whiteboard

Tea/Toast handouts.

Preparation: Ensure each group has a handout (tea OR toast) A3 paper or a white board on their table.

Timings: Explanation – 5 minutes Activity – 10minutes Feedback – 5minutes Total – 25minutes NB: This activity is optional and can be cut if there isn’t enough time. ​ Purpose of The purpose of this activity is to explore the carbon emissions of everyday activity: essential things that we use and need.

The aim is to identify the cradle to grave carbon cost of this everyday staple, this gets learners thinking about their consumption habits and how everything has a carbon cost associated with it.

Considering the overall life cycle impact of each product may help learners make low carbon choices such as long life, locally sourced products, made out of sustainable materials.

Task: During this task the learners need to explore what goes into making their chosen items (cup of tea or a slice of toast for example). From the sourcing

of the raw materials to the factory, the transport and the consumption of that item are all phases of the items life that need to be considered.

This is to help learners understand the cradle to grave carbon costs of ​ ​ everyday work essentials.

The groups need to come up with ‘storyboard style’ posters to reflect everything from the sourcing of raw materials to the disposal of the product, considering the carbon costs for each part of production.

The groups will then have to ‘pitch’ their storyboards to the rest of the group – each has a maximum of 2 minutes to do this.

Group size: Groups of 3 or 4 people each – depending on room size. Lead trainer - In your groups you each have an item (tea or toast ), this activity is Script: about considering the carbon costs of your item. - We are trying to fully understand what goes into making the everyday products we use at work. – as we all know tea and toast is an essential staple!

You need to consider all the life stages of your item such as:

Where does the tea come from, how is it grown, collected?

How is the tea transported to the factory, how is it processed in the factory, packaged?

How do we make the cup of tea in the station, is energy involved, any other items?

Is there any waste once the tea has been drunk?

- You have 10 minutes to come up with a ‘storyboard’ style poster for your item, you will then have to hold up your storyboard and feedback to the rest of the group. - Ensure you consider each part of the production of your item.

Additional notes: (Talking points)

● Remember these are just examples of everyday essential items – feel free to change ​ ​ these to more specific appropriate items to consider the carbon cost of. A good resource for learners if they want some more follow up information is: Mike Berners-Lee’s book – How bad are banana’s - which essentially breaks down the carbon cost of all items including an email! ● Some facts about Tea and Toast : Cup of Tea: Takes around 30 litres of water is required for tea itself, 10 litres for a small dash of milk and a further 6 litres for each teaspoon of sugar. This means that a simple cup of tea with milk and two sugars could actually require 52 litres of water – enough to fill my kettle more than 30 times. Slice of Toast (Hovis) : breakdown of how Hovis is making changes to reduce their impact here (pull some key points if you are limited on time) ​ ● Raw materials 44% - This makes up less than half of the carbon footprint, this is because ​ the crops used to make this are local and they use natural fertilizers ● Processing 23% - The Hovis factories are replacing older, less efficient ovens with new ​ ones, which will reduce the carbon footprint considerably when baking the bread. Hovis are taking steps to reduce the amount of electricity used in factories, for example changing to energy efficient lighting. ● Home 21% - How do we collect our emergency loaf ? - Via car, walking, bicycle? ​ ● Distribution 4% - Hovis vehicles have been redesigned to reduce their footprint ​ (aerodynamics), they have also been working hard to deliver their ingredients via train to reduce road travel and trained their drivers to drive in a way which is more eco-friendly ● Disposal 4% - Hovis looked at their waste, they introduced smaller loaves option. ​ ● Packaging 2 % - The Little BIG Loaf range uses packaging made from 100% recycled ​ virgin food packaging material. Feedback: 10 minutes for discussion – showing of posters ● Let individuals stand up and explain their story board to the rest of the group. ● be sure to allow the rest of the group to pitch in if they have any additional idea’s

The Carbon Footprint of Travel

Material: Slides

Timing: 5 min

Purpose of the Make learners aware of the difference in carbon footprints of different activity: modes of transport.

Grams of CO2 per passenger km chart Let learners read through this graphic and ask them what they think. e.g. ● The difference between rail and flight ● The difference between 1 passenger in a car and 4

The carbon footprint of flying ● How large the carbon footprint of a flight is- why it makes a big difference when a flight has empty seats etc.

CO2 flight map graphic ● Optional slide but helps people to visualise what a big chunk flying is of their carbon footprint as well as emissions inequality. Could split this slide into 4, show maps in sequence to show flights increasing in distance & emissions.

Quiz: How car dependent are we?

Material: Slides Whiteboards & pens; one per table/group

Timing: 5 min

Purpose of Make learners aware of the impact of driving and how car dependent we are the activity: as a society/in the UK.

In tables ask learners to write down the answers on their whiteboards and then hold them up when asked. 1. In 2017, what percentage of UK GHG emissions were made up of from road transport? Answer; 20%.

Why do you think that number is so high in the UK? Discuss why we are so reliant on our cars in the UK. Why don’t we use public transport more?

2. How many journeys nationally between 1-2 miles are taken by car? Answer; 60%

What kind of journeys are between 1-2 miles? Discuss short journeys- to the shops/running errands, the school run, to work?

3. In Greater Manchester how many journeys of 1km or less are taken by car? Answer; 33%

This question can be changed to a question relating to high driving statistics in your local authority if desired. If not it’s fine to highlight that there are plenty of areas of the UK which are heavily dependent on car usage e.g. Greater Manchester

Slides: Personal actions to reduce your carbon footprint

Material: Slides

Timing: 5 min

Purpose of the Introduction to personal actions section activity:

● Now we’ve learnt about what actions and choices make up our personal carbon footprint it’s time to think of how we can address them. ● There are 4 main areas in our lives where we can make big changes to reduce our carbon footprints, which are...

Domestic/ Energy use (our energy supplier, the energy efficiency of our house and the appliances we use) Food Transport/ Travel Resource Consumption/ Waste (what we buy, use, waste)

● We will address them in the following section…

Graphic slide- personal choices to reduce your contribution to climate change

● Let learners read through graphic. ● It is important to stress the impact that actions have i.e. recycling and saving energy light bulbs are much lower than people might realise. ● Leads on to the next slide about addressing big ticket items- we are the past the ​ ​ point of every little helps!

The problem with plastic

● Most of us have heard by now of the issues surrounding single use plastics, partly fueled by the success of the BBC’s Blue Planet II series. It’s easy to see why so many people consider ocean plastics one of the greatest threats to the environment. Although plastics can entangle birds, fish and marine mammals, plastic pollution is not as great a threat to oceans as climate change or over-fishing.

● Plastic is an important environmental problem, but even if it was solved, you’d still be left with the even greater challenge of climate change and carbon emissions.

● Large corporations also often use plastic as a way of distracting stakeholders by running campaigns to tackle plastic pollution without addressing their carbon footprint or energy intensive activities.

● Campaigns have related to stopping using plastic straws etc. when in reality they make up ~ 4% of marine plastic pollution. A significant chunk is from discarded fishing gear- a lot of animals such as turtles and whales get trapped and die.

● Large-scale fundamental lifestyle changes are needed to tackle the root causes of climate change, and while reducing use of plastics is a good start, it does little to reduce our overall carbon footprint. Swapping plastic bottles for reusable water bottles is obviously a step in the right direction, but if that’s accompanied with a lifestyle of high meat and jet-setting.. There’s much more action to be taken.

This is a good place to tell learners that actions relating to plastic often aren’t strong enough for certification.

Activity: Reducing your personal Carbon Footprint

Materials: Slides

Coloured pens/pencils.

1 X A3 sheet of paper per group.

Preparation: Give each group a sheet of A3 and some coloured pens.

Timings: 5 minutes to introduce activity ​ 10 minutes to complete the activity

15 minutes to feedback – discussion should be encouraged here (hence the extra time) Total - 30minutes

Purpose of activity: The purpose of this activity is to highlight where people can make individual changes to their personal lifestyles in order to reduce their carbon footprint. These can be take home ‘quick wins’ to reduce their impact and live a more conscious low carbon lifestyle. This activity also gets groups working together as a collective which is great for coming up with effective ideas. ● Actions that individuals can take should be realistic, personal and achievable, all with significant carbon saves.

Task: Each group has a different lifestyle poster being: Domestic/energy use, ​ Food, Transport/Travel and Resource consumption/waste.

Each group will need to brainstorm on a plain sheet of paper ways reduce the emissions related to their lifestyle section. They will have 10 minutes to do this. Once finished 2 representatives from the group will have to present their poster to the rest of the room – each given 2 minutes. This is a good time for the room to start exploring for themselves and open discussion should be encouraged here.

Top Tip – it is useful if groups use different colour pens to highlight the different categories. Eg.

- Carbon emission source (GHG’s). (Green)

- Actions to reduce emissions. (Yellow)

- Benefits/barriers of taking action. (Blue)

Group size: 4-5 in each group

Trainer Script: This activity is going to look at how we can make individual changes to our personal emissions. The aim is to identify some realistic personal actions to take away in order to look towards a less carbon intensive lifestyle. Therefore, we have 4 different lifestyle categories and we want to identify potential changes within those categories, with an aim to reduce our personal carbon emissions.

Each group/table has a different lifestyle section, we have; Domestic/energy use, Food, Transport/Travel and Resource consumption/waste.

In your groups you are going to have 10 minutes to brainstorm the sources, actions to reduce emissions and any benefits and barriers of taking action on your own posters. – you can be as creative as you like as long as the key messages come across! – it may be helpful to use different colours for each to make it clear to see. You will then have 2 minutes to present your poster back to the rest of the room.

Remember we only want to be focusing on individual changes in our ​ lifestyles at home rather than at work – as this is something we will come onto later in the session.

● Make sure you circulate amongst the groups and help participants that are stuck. ● It is likely that participants will write down plastics and recycling ​ related actions on the Resource Consumption and Waste ​ Generation poster, if this occurs, be sure to explain that plastics are an important environmental issue but are not significant contributors to greenhouse gas emissions. (this is a common issue with our certification process at the project – so be sure to address this!)

● Can use post-its to stick on poster to save paper.

Additional notes: (Talking points)

Some examples of discussion points: feel free to change these to personalise them to the group. Domestic/Energy Food Transport/Travel Resource Consumption/Waste Use Sources of Carbon dioxide CO2, Methane, NOx CO2, NOx CO2, Methane Carbon (GHGs): Burning of fossil Flights – biggest contributor. Incineration of our waste. fuels to provide The Meat and dairy Biodegrading of non-organic waste. energy in our industry. Individual car use (work Importing of a lot of goods from homes commute) china – fast fashion, single use Transport of foods by items. Construction of aircraft (demand for Commuting to work every homes (concrete) tropical/ out of season day items) Actions to Choosing a green Reducing meat and Choosing to take public Buying long life, well made products reduce energy provider. dairy intake transport will last instead of cheap items that emissions: will break. Retrofitting homes Choosing to eat in Investing in an electric (double glazing, season, local foods. vehicle Sustainably shopping – being solar panels, aware of the sources of items. upgrading boiler Cycling systems and Correct composting and waste insulation) Not taking flights disposal. *Careful with plastic here* Benefits/Bar Long term Contributing to a Cycling contributes to a Cost barriers. riers of benefits, often healthier lifestyle healthier lifestyle. taking reduction on costs May be difficult to source items action: of bills, green Doesn’t appeal to Public transport enables you ethically energy can be everyone. to do work or leisure whilst cheaper. commuting We don’t always have time and May be costly, not often order online for ease. always affordable. Some people have to fly for work or to see family.

Cost barriers.

Feedback: 5 minutes for discussion – showing of posters ● The trainer should then feedback to the rest of the room the sources, actions and benefits/barriers to each lifestyle category and allow discussion to take place. ● Feedback each section with the corresponding slides following the poster presentation i.e. domestic/ energy use presentation followed by domestic/ energy use slide(s) to re-inforce/ cover any missed points. (Slide 105)

Further Resources: This section will be expanded to help trainers with offering solutions if they wish to e.g. information on changing energy providers to a renewable tariff. https://footprint.wwf.org.uk/#/ - a carbon footprint calculator where you can identify areas to ​ improve and the quiz gives suggestions on changes. https://bigcleanswitch.org/ - a green energy comparison site to find the cheapest renewable ​ provider in your area. http://www.eatlowcarbon.org/ - a quiz and tips on how to reduce carbon emissions of your diet. ​ https://www.sustrans.org.uk/national-cycle-network/?gclid=Cj0KCQiAoIPvBRDgARIsAHsCw0-rs6 YANj5dOOAfLQms2Di7v5LPRK4xSfiO3TxN6X_EztJE9omXZQsaAtsbEALw_wcB – national ​ cycle network website where you can get advice on cycling, and find safe cycle routes. https://www.cyclescheme.co.uk/ - UK government cycle to work scheme. ​

Final slide on use your voice ​

Using your voice as a consumer, a customer, a member of the electorate and an active citizen, will lead to changes on a much grander scale. ​

Tell your Member of Parliament, local councillors and city mayors that you think action on climate change is important. A prosperous future for the United Kingdom depends on their decisions about the environment, green spaces, roads, cycling infrastructure, waste and recycling, air quality and energy efficient homes. Ultimately, steps to reduce carbon emissions will have a positive impact on other local issues, like improving air quality and public health, creating jobs and reducing inequality.

Support climate action- Join a social movement or campaign that focuses on environmental ​ activities or gets everyone talking about climate change action e.g. Youth Strike 4 Climate, greenpeace, Extinction Rebellion.

Talk to people- Conversations are a great way to spread big ideas. ​ As you make these positive changes to reduce your environmental impact, share your experience with your family, friends, customers and clients. Don’t be a bore or confrontational. Instead, talk positively, and be honest about the ups and downs.

Emissions at work

Material: Slides

Timing: 5 min

Purpose of the Make learners aware of how work emissions can be tackled both by activity: addressing their organisational footprint as well as emissions that are under the council’s influence.

Emissions at work- introduction slide Explain how emissions at work can be split into 2 main areas; 1. Our organisational footprint- this relates to our estates, how people travel to work, food the canteen serves etc. (feel free to change these examples) 2. Emissions under our influence- as a Local Authority- influence how communities, towns, cities etc. are run.

Our organisational footprint These are the main areas which make up a Local Authority’s Carbon Footprint. ● Buildings ● Waste ● Energy ● Procurement ● Vehicle emissions ● Water use

If your organisation has data on your organisational footprint, this could be made into an activity e.g. guess carbon footprint of our own estates?

If not, run through that these are the main areas which make up a LA’s CF. Obviously important to cover but there should probably be more focus on the following slide- ‘emissions under our influence’.

Emissions under our influence

These are the 4 sectors highlighted by the CCC where local authorities have the most influence/decisions are impactful on emissions. https://www.theccc.org.uk/wp-content/uploads/2012/05/LA-Report_final.pdf

1. Buildings (residential, commercial & public) Buildings energy efficiency measures. There is scope for local authorities to lead or to participate in programmes to improve energy efficiency and encourage behaviour change in both the residential and non-residential sectors. Furthermore, through planning and building control functions, local authorities play an important role in enforcing energy efficiency standards in new buildings and building extensions.

2. Waste Although the landfill tax is determined nationally, local authorities are key to encouraging waste prevention and supporting the diversion of waste from landfill, via policies and strategies for reducing overall levels of waste generated, implementing separate food waste collection systems, and facilitating recycling centres and energy from waste plants.

3. Energy Local authorities can further champion renewable energy generation within their communities through direct investment in projects. There is scope to reduce emissions by a further 30% in 2020 on 2010 levels (46% on 1990 levels), mainly through investment in renewable power generation and end-use energy efficiency improvements (e.g. through more efficient appliances and lighting).

4. Transport There is a crucial role for local authorities to design and implement local sustainable transport plans. Measures such as parking charges or congestion charging can have an impact on consumer behaviour (e.g. resulting in the rationalisation of car journeys and the purchase of low emission vehicles). In addition, local authorities have an important role to play in supporting investment in electric vehicle charging infrastructure, and in ensuring that new residential and office developments are designed to encourage the uptake of sustainable transport options.

Leads on to next activity.

Activity: What does a Zero Carbon *Local Authority* look like?

Material: Slides, flipchart paper, pens

Timing: 20 min

Purpose of activity: Explore how a Zero Carbon Local Authority would look like. (This is also a vital component of their Carbon Literacy certification). Group size: 5/group

Ask learners draw out what a zero carbon building/waste/energy/transport sector would look like on flipchart paper. Make them aware that they will be reviewed by another group afterwards, so make sure that if drawing aren’t clear, they have annotations and can be understood. ● Buildings (residential, commercial & public) ● Waste ● Energy ● Transport

It might be useful for learners to discuss first... What does this system currently look like, how can it be decarbonised? What does a zero carbon ______system look like? How would it run?

Walk round the groups, if learners are stuck ask them questions. How is this system currently run? How is it being powered? If they are really stuck relate it to an example in their job/lives e.g. what waste is their in your life? How does that system currently work? How can it be decarbonised?

After learners have finished the flipchart drawing, redistribute them to a different group. Each group is given another group’s diagram and should discuss and write down...

● What key actions/changes are highlighted? ● What can Local Councils do to support proposed vision/changes? ● What can you do in your profession/department to support them? ● What do government and businesses need to do to support proposed vision/change? ● What are the barriers? ● How could they be overcome?

Ask each group to present the poster- describe the zero carbon system, and then run through the points on the slides.

● Once all groups have fed back, summarise the key points of how a Zero carbon World would look like. (Please find the key points on next page) Make sure you highlight the other benefits of a zero carbon world.

Useful resource for ideas of action LA’s can take in the 4 sectors mentioned; pg 30 https://www.theccc.org.uk/wp-content/uploads/2012/05/LA-Report_final.pdf

What does a Zero Carbon *Local Authority* look like

Buildings Waste Key actions: Key actions: Existing buildings are retrofitted Encouraging reducing in the local New buildings meets net-zero carbon community standards Separate collection of waste for recycling Waste-to-energy schemes Co-benefits: Warmer homes- increased health and Co-benefits: wellbeing With rising levels of landfill tax, recycling may provide economic benefits for local authorities

Energy Transport Key actions: Key actions: Local renewable energy generation Public transport provision Local parking standards Co-benefits: Generating new jobs, cheaper energy bills Co-benefits: Reduced congestion & air pollution Revenue generation

Climate action in practice:

Material: Slides 121-128, videos (links in slide notes)

Timing: 20 minutes

Purpose of the Make learners aware of what other Local Authorities are doing to act activity: on climate change. The case study slides come after the zero carbon world activity so that learners envision their own solutions first. These are then re-enforced by the following case studies which show that innovative, forward-thinking solutions are possible and have been implemented already.

There is a case study for each of the sections covered in the previous activities. Feel free to use different examples.

Buildings; Energiesprong homes, Nottingham

Background; ​ There is an ambition in the UK to ensure that all buildings are low or zero-carbon buildings by 2050. However, a study by the Association for the Conservation of Energy found that the UK is amongst the highest in Europe for fuel-poverty and has one of the most energy-inefficient housing stocks on the continent.

There is scope for local authorities to contribute to buildings sector emissions reductions through programmes and measures to improve energy efficiency (in particular in the residential sector) and investment in district heating.

To reach net zero by 2050, the government must take urgent action to improve the energy efficiency standards of buildings and households.

● 10 homes in Sneinton, Nottingham became the first Energiesprong houses in the UK in 2019. ● Delivers net zero energy performance to existing houses in under a week, without residents moving out, at an affordable cost. ● Upgrades homes with a new exterior, fitting the outside of the building with new walls, windows, a solar roof and new electrical heating systems. ● Drastically reduce household energy bills and make the homes warmer.

Vimeo video to follow.

Waste; Love Food, Hate Waste Campaign

Background; Emissions from waste are predominantly (90%) methane (CH4), a greenhouse gas which arises as biodegradable waste decomposes in landfill in the absence of oxygen.

● Waste emissions have fallen by 70% since 1990, driven by the UK landfill tax which has diverted waste from landfills, in accordance with EU Landfill Directive targets. ● Scope for additional reduction exists through further diversion of waste from landfill, using this either for recycling, composting, or for production of energy.

Food waste campaign; ● Pilot campaign in West London- avoidable food waste decreased by 14% in just six months- for every £1 invested up to £8 was saved.

If all the changes in this campaign scaled up... ● West Londoners would have saved £14 million & 20,000 tonnes of greenhouse gases would have been prevented. ● The reduction in the amount of avoidable food waste is equivalent to 5,250 tonnes (of food) per annum for households in West London. ● Assuming a total disposal cost of £106.50 per tonne the reduction unavoidable food waste would save the boroughs of West London £559,000 per annum in disposal costs (including gate fees and landfill tax).

Reference: http://www.wrap.org.uk/sites/files/wrap/West%20London%20LFHW%20Impact%20case%2 0study_0.pdf Video on following slide

Energy; Enfield Council (London)

● An example of a Local Authority renewable energy scheme is the Enfield council in North London’s retrofit project of ground source heat pumps. The project serves 400 flats in eight tower blocks in Enfield. ● Ground source heat pumps (GSHPs) use pipes that are buried underground to extract heat from the ground, which is then used to heat radiators, underfloor or warm air heating systems and hot water in your home (as shown on diagram).. ● England’s largest shared ground loop array heat pump programme, replacing electric heating for Enfield Council, delivered in less than a one year and while residents remained in their homes. ● Saving tenants potentially £450 – £700 per year in heating and hot water costs, giving nearly £9 million in collective lifetime bill savings over the 40 year system lifetime.

Transport; Nottingham City Council

Youtube video (link in slide comments)

Or as an alternative case study for smaller authorities, London Borough of Waltham Forest video https://youtu.be/h7-sqmJjPY4 ​

Our progress:

Material: Slide

Timing: 5-10 minutes

Purpose of the Make learners aware of what is currently going on in your organisation activity: already.

* This section needs to include examples of what your organisation is currently doing specifically to decarbonise & any progress it has made so far.*

● In tables ask learners to write down any actions, campaigns or initiatives that they are already aware of to reduce carbon/increase climate action in your organisation- ​ brainstorming activity 2 minutes quickfire. ● Followed by slides listing examples you have researched; examples can refer back to previous sectors- building/waste/energy/transport, as well as any others. ● If little progress has been made before this can be stated- inspires urgency! ● Statistics are useful in this section as they show progress little/lots on how your organisation is doing on its carbon journey e.g. % reduction of carbon in estates from 1990 baseline.

Action Planning

NB; There are 2 pathways for the action planning stage of the course. If the learners are all from many different departments at different job levels then choose the mixed group slides. If learners are from a couple of different departments or similar job areas e.g. mainly procurement/estates then choose the departmental group pathway. Slides may need reordering/deleting accordingly. The prioritising actions activity is run slightly differently for the departmental pathway (see below).

Activity: Spheres of Influence Material: Spheres of influence Poster (1/group) Pens Slides Timing: 10 minutes

Purpose of This activity helps participants to think about all those that they can activity: encourage and persuade to take action on climate change and reflect on why it is so important to engage with all of those within your sphere. This activity encourages participants to think outside of the box in terms of who they can influence to take action. Ultimately this activity empowers the participant by highlighting the wide range of people (many of which may be in decision making positions) that they can influence. By influencing others, you are maximising the impact of your low carbon actions. In addition, you are sending out a message that climate change is important to those in your sphere. This in turn helps to normalise climate action and therefore brings us one step closer towards a low carbon culture and the transition towards a low carbon society. Task: Using a spider diagram for guidance, learners are asked to identify stakeholders that they can influence to take action on climate change. To prepare: Reflect on your own sphere of influence. Group size: 5-6/group 10 minutes brainstorming: Carbon Reduction ● Introduce purpose of activity. ● Ask participants why they think it is important to influence others to take action on climate change. ● Hand out spider diagrams to each group. ● Ask participants to discuss in their group why it is important to influence and other people and draw a mind map of everyone they can influence and how they might influence them. ● During activity, engage in conversation and gently prompt to include any missing groups (friends, family, colleagues, other students, lecturers / the university, politicians (local and national) etc. Encourage staff to think about who they can influence through their role at Man Met. Please see example of actions below:

Who How Family Encourage them to walk/ cycle. Go on low carbon holidays together Friends Encourage them to walk/ cycle. Go on low carbon holidays together Workplace Implement a low carbon action plan in your office. Politicians Write to your MP to tell them you care about climate change Sign online petitions Social media Share climate change articles/ petitions

Activity: Actions to reduce carbon Material: Action Plan Posters (Travel & Transport, Energy Use, Food & Drink, Resource Consumption & Waste Generation) Post-it notes (one colour/group) Pens Blutak Timing: 15 minutes Purpose of activity: This activity helps participants identify potential actions to reduce the carbon footprints of their personal lives and workplaces. It focuses on the actual carbon reductions that participants can take as an individual and group. This activity will also get the participants up and walking which can be nice after a full day of training! Task: With the help of the posters with guiding questions, participants are asked to discuss and brainstorm ways in which they can reduce the carbon impact of their personal lives (students & staff) and workplace (staff). To prepare: Before the session: Reflect on actions you could take in your own life and where these would fit on the ease and effect matrix. On the day: Put up the posters during the break before the activity (they are likely to fall down if you put them up at the start of the session). Group size: Split participants into groups of 4-5. 10 minutes brainstorming: Carbon Reduction ● Ask each group to stand next to a poster each. ● Give them two minutes to brainstorm as many carbon reduction ideas as possible using the questions on the poster as a guidance. ● The participants have to write down their actions on post-it notes and stick these on the white spaces of the poster. ● Highlight that they need to think about both actions they can do on their own as well as actions they can do with others. ● Encourage staff to consider actions that they could take in the workplace, alone or with colleagues. ● Once the two minutes are up, ask the groups to move clockwise to the next poster and repeat the brainstorming process. Repeat this until every group has had the chance to brainstorm at each poster (as such identified actions for the main areas of carbon reduction in their workplace). ● Make sure you circulate amongst the groups and help participants that are stuck. ● Ensure that the groups know not to answer the prompt questions on the posters, but to use them for ideas on where action could be taken. ● It is likely that participants will write down plastics related actions on the Resource Consumption and Waste Generation poster, if this occurs be sure to explain that plastics are an important environmental issue but are not significant contributors to greenhouse gas emissions.

Activity: Departmental opportunities Materials: Slides Paper for brainstorming ideas Pens Preparation: Paper on each table A little background on what departments are in the room. Timings: 10 minutes for effectiveness slides 5 minutes to introduce activity 10 minutes to explore 10 minutes for pitches Total : 35 minutes Purpose of To get groups in similar departments working together to create activity: work related goals they can set to reduce their carbon emissions, specific to their department.

Task: The departmental groups will need to brainstorm and then pitch their most effective actions to the rest of the room, with the room voting on a winner at the end and encouraging them to highlight benefits/barriers to the potential actions Group size: However, many are in each department – this will vary depending on who’s in the room. Can range from 3-9 Trainer Script: Departmental Planning: This activity looks at exploring what can be done in each department – you will be working together as a group looking at the particular running’s of your team and how these can be reduced in the order to save emissions. You will have time in your group to come up with some carbon reduction interventions and actions you can make at work – you must then pitch your best action to the rest of the room and we will then decide on a winner with the most effective work related action. – be sure to balance out any barriers with benefits and ensure your actions are realistic in regard to finances and people power etc! Your pitch should last no longer than 2 minutes followed by some quick fire questions from the audience. – keep the thoughts on the board in mind when discussing your work related actions (slide 127). Additional notes: (Talking points) ● Examples should highlight the most carbon intensive actions of each department but be realistic enough to be actually implemented ● Examples may be: (do not give these away but along these lines) Scenario 1 : busy office, 1000’s of computers left on overnight, group pledge to dedicate ​ a staff member each day to be on ‘switch off’ duty for all the electrical devices and ensure all hardware is shut down properly Scenario 2 : Procurement, pledge to create a ‘sustainable supply chain’ check list which ​ every goods and service has to go through, pitch this too higher management in an attempt to make this compulsory for the purchase of any goods or service Scenario 3: Events, you could have a ‘green events team’ who are dedicated to ensuring ​ events are as green as possible with low carbon catering, bring your own cup schemes and having an ‘event drop in skype’ (to avoid unnecessary travel)

Action planning part 2 Prioritising actions and developing an action plan Material: Ease/Effect posters Action plan templates (1 per group) Blutak Timing: 45 minutes

Purpose of activity: Create an action plan.

Task: Participants are asked to use an ease/effect matrix in order to decide which actions to prioritise. Following on from this, they will pick 2-3 high priority actions (at least one individual and one group action) and develop these into an action plan. To prepare: For mixed group pathway; Stick one Ease/Effect poster on the wall next to each “Poster with guiding questions” (Travel & Transport, Energy Use, etc). Put up the posters either at the beginning of the day or at the beginning of the afternoon session.

For departmental planning; Stick one ease/effect poster up at the front for learners to come and put their actions on.

Group size: Keep the participants in the same groups as earlier on in this activity.

Prioritising actions: 15 minutes ● Explain that you will now focus on selecting actions for the action plan by using an ease effect matrix. ● At each station, the participants will have to add the post-its with actions they identified earlier in the activity to an Ease/Effect matrix. I.e. they need to consider how easy and effective they think the actions are and place them accordingly on the matrix. ● This is a quite intuitive activity, however the participants can consider a set of criteria such as in the table below (if you think it is applicable). For further explanation of the Ease/Effect matrix, please see next page.

Ease Effect ● Technical feasibility ● Potential carbon savings (low, medium or high) ● Resource requirements: no cost, low cost, medium cost or high cost? ● Impact on the organisation’s performance and reputation ● Stakeholder opinion of option (support or resistance?) ● Its overall strategic priority (low, medium or high) ● Expertise within the organisation. ● Timescale (short, medium or long term)

● Expertise within the organisation

● Will the option save/cost money and time?

● After 2 minutes, they need to move on the next station and repeat the process.

● Once they have prioritised all their “Carbon Reduction” actions, they need to do the same with their “Spheres of influence” actions. (They can use their final station for this).

If the departmental opportunities pathway was used before coming onto this section ask each group to write down their ideas on post it notes. Each group take turns coming up to the front and putting their action on one ease effect matrix and explaining why they are putting it in the section they are ​ ​ putting it in, ask learners how it relates to other actions that have been emphasised.

Final slide of prioritising actions Good place to stress that actions in the easy and effective top right box in the matrix should already have been done- we are in an emergency! These shouldn’t be used in people’s action plans as it is a given that they will be done with immediate effect. i.e. switching to a renewable energy provider.

Developing an action plan: 30 minutes

10 minutes: Pledging an individual and group action

● Tell participants that you will now pick at least one individual and one group action from they can pledge to commit to. They can pick any actions from the ease effect matrix as they by now have seen the actions from all other groups or any other actions they can think of. ● Points to consider: The actions need to come from the “high priority” boxes on the Ease /Effect posters. The participants should be able to implement the actions. ● Hand out the action plan template. The purpose of the action plan is to break down the action into step-by-step tasks and allocate responsibility for each task. ● Go through the Taking Action: Why is your action pledge important? & Making your ​ action smart slides ​ ● Explain individual and group action as per slide. ● Ask participants to spend the next 5 minutes to complete their pledge sheets. Tell them they are welcome to pledge more than one action if they wish. ● Once everyone has completed their action plans (and if there is time left), ask each group to share one of their actions with the rest of the group.

Important: When staff are pledging their actions, they must both be related to their workplace! ​ Unless they can justify that an action at home/in their personal life will save more carbon than a workplace action.

Keeping up the momentum… ● You have a green light to try new things ● Managers should be supportive with new initiatives ● Talk about your actions & how to implement them in your ‘About You’ appraisal ● Share ideas with colleagues & in team meetings ● Keep in touch with each other to share your experiences (try google hangouts) ● Share success stories over the intranet – email ______with details of what you’ve been doing

13. Communicating and influencing action on climate change

Material: Flip chart paper, Coloured pens PowerPoint Case studies Timing 30 minutes

Purpose: In order to take action on climate change, we need to get other people on board. In order to do this we need to be aware of strategies for influencing and communicating action on climate change. The purpose of this activity is for learners to reflect on what different approaches can be used to influence others to act on climate change. By giving each group a different case study, it will demonstrate that you need to use a different approach depending on which audience you wish to communicate with.

Task: Based on the case study their group has been given, learners are tasked to come up with a plan on how to communicate and influence action on climate change and then present this to the whole group.

Additional For more information on the communication techniques in the mini lecture, please see information page 32-34 in the trainer handbook! :

Group size:

Split learners into 4 groups. If they are already sitting in 4 groups after previous activity, you can let them stay where they are. If needed, ask some learners to move to ensure the groups are the same size.

10 minutes: introduce the activity

Trainer: Use the PowerPoint slide and pose the question: ​ - Why is it important to be able to communicate and influence others in terms of climate change?

Some answers might be: “We can’t act on climate change on our own, we need to get others along.” ​ “You need support with implementing actions in your home.”. ​ ● Go through mini lecture in the slides

10 minutes: Carry out the activity: Hand out case studies

- You will all be handed a case study of a time when you need to be able to influence or communicate action on climate change.

- Discuss what approaches would be suitable for communicating/ influencing your case study to take action

- Would any of the approaches above work well/not well?

- Decide what approach or strategy you would use

- Create a poster with the strategy (remember to put your name on the poster)

- Present to the rest of the group

● Tell learners they have got 10 minutes to complete the activity (they actually have 15 but by telling them they have got 10 they will stay more focused)

● Notify each group when they have 5 minutes left and also notify each group when the time is up.

Walk around the groups to ensure everyone is working on the activity and help learners that are stuck.

10 minutes: Present to the rest of the group:

Lead trainer:

● Tell each group they have got 2 minutes to present their strategy

● Ask them to go to the front of the room to present

● When they are presenting their posters relate back to the communication strategies you have just talked them through. I.e. “That is a good example of adjusting your message to your audience”

● Make sure you give them encouraging feedback.

14. Wrap up: Final thoughts and questions Post course assessment & evaluation

Material PowerPoint Slips with links to post course questionnaire

Timing: 15 minutes Lead trainer:

● Tell learners that the last thing remaining is the post course questionnaire. Let them know that it is important for them to fill out the post course form since that is how they will gain their CL certificate.

● Once they have completed their forms ask the learners to turn to their neighbour and share “what is the main thing they will take away from today.”

If time allows- ask everyone to share what they have learnt. If you are very short of time, ask one participant/table to share.

● Thank them for their participation in the workshop

● Encourage the learners to take home their Individual/Group pledge handout and Future job role handout! The Individual/Group pledge handout will help them to remember the pledges they have made.

Optional slides Adaptation:

Material: Slides

Timing: 5 min

Purpose of the activity: Inform learners about how a certain level of adaptation is necessary as 1 degree of warming has already occurred.

● Adaptation is the practice of seeking to lower the risk posed by the consequences of climate change. Adaption is needed to deal with the global changes that will already happen due to climate change.

● 1°C of warming has already occurred since pre-industrial era; adaptation is needed to deal with the global changes that will already happen due to climate change.

This could mean:

● Average summer temperature increases in the South East of England, of 2.3°C (by the 2040s). ● A 13% decrease in average summer rainfall in the South West. ● An increase of 10% in average winter rainfall in the North West by the 2040s, with increases in the amount of rain on the wettest days.

Local Authorities need to prepare and protect communities against the extreme weather climate change will bring.

● Practices include; ● Defences against rising sea levels ● Improving road surfaces to withstand hotter temperatures ● Drainage systems to help with flooding ● ‘Green infrastructure’ creating more green spaces and ● tree cover; helps to counteract extreme heat in urban areas ● Drought resistant plants and shrubs

Divestment:

Material: Slides

Timing: 5 min

Purpose of the Can be used as an interesting discussion point in the training- potential debate activity: although it is a contentious issue so be careful it doesn’t derail the flow of the training too much.

● Divestment; do we have a moral imperative to remove investments in fossil fuels and put them into renewable technologies instead? Is it even sensible or secure to keep investments in fossil fuels companies anymore? ● Can frame this more as an investment in renewables as opposed to ‘divestment’ which can be seen as a more politically loaded term.