Here are some of the ways that Primary teachers could incorporate the Awards into core subjects:

  • Creative arts: Students can use their creative skills to design or build their green innovation. Students may like to use recycled materials to create their entry or build a small scale model of a larger idea.

  • Geography (within HSIE): Invent something new, or apply an existing invention in a new environment, or put to a new use. Students may like to demonstrate how the needs of people around the world could be better met, in terms of access to electricity, lighting, building materials, or fuel. Students could also show how water or waste could be better managed to improve quality of life and minimise the impact on the environment.

  • Science and technology: Teachers may wish to incorporate the Green Innovation Awards into the teaching of basic sciences including chemistry and physics.


Here are some of the ways that High School teachers could incorporate the Awards into core subjects:


  • Chemistry- reactions involved in making biofuels

  • Engineering- construction of an innovation

  • Physics- looking at the potential to convert one type of energy to another

Design and Technology:

  • Design and construction of a Green Innovative Idea.


  • Looking at the demographics and needs of a region or country and addressing this through a Green Innovation.

    For example:

    Brazil has been experimenting with the use of pressure plate technology installed under soccer fields in Favelas in Rio de Janeiro. When player run across the grass the pressure plates depress and this allows kinetic energy to be converted to light the fields.

    Looking at an innovation such as this could help students to understand the topography of Rio de Janeiro, the existence of favelas, the population of Brazil, the economic situation in the country, the importance of soccer to the nation etc.

    They could also look at other regions of the world where this could be applied.

    Another example is the use of gravity lights in parts of Africa to replace the use of toxic Kerosene lamps in homes.

    When we consider Innovations to be applied in our region, we are often looking to invent something that is better for the environment, but using renewable energy in other parts of the world often allows people to have access to electricity of lighting where remoteness or financial status would otherwise prevent this.


  • In 2018 students from Trinity Catholic College took out the Secondary School Category with their business plan for recycling PET plastics within their school into 3D computer filament.

  • The scope of the Green Innovation Awards is broad, this enables students to focus on different aspects of Green Innovation as long as it fits within the general outline of the awards.

  • We encourage commerce students to present a business plan for their Green Innovation looking into the many costs of setting up and running a business on an ongoing basis.


  • Design a green innovation to solve a real world problem.