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Open days have been held inviting people to view the work pupils and staff have carried out and a newsletter is circulated to families and locals providing updated information on the initiatives that have been put in place. The positive visual impact one gets when entering the premise is immediately apparent, providing an uplifting environment for teaching and learning for those staff, students and visitors who enter the compound five days a week.

Samoa Primary School intends to showcase to the Samoan Government and other Primary Schools in Samoa that having a "green" integrated approach to school curriculum and daily life will produce better rounded students. They hope it will be adopted by more schools and be included in national policy.

Samoa Primary is one of the few non-government run primary schools in the country, that was born out of an initiative in 2004 by three primary school teachers to establish a school with a unique curriculum that balanced and encouraged both Samoan and English languages from as early as pre-school until Year 8. This has been integrated into the project successfully, ensuring all students can participate.

Students as well as employees have taken home skills and knowledge they have learnt throughout this initiative, creating their own gardens at home from which they supply much of their own food with any excess being sold (generating an income for the family), and recycling and reusing practies have been dispured ensuring their livelstyles are not damaging to their surrounding environment.

The engagement from the students, both male and female was vital. To ensure this was achieved, each class was given the responsibility of creating and maintaining their own garden, giving them something to work towards over a prolonged period of time. The following year, as the children move up academic year-groups they become responsible for a new garden, teaching the children to be accountable for not only their own actions, but those of other students, who?s garden they will be maintaining.

The school will continue to work towards producing a vegetable soup once a week for the children made from products they have sustainably grown on the campus. When the project was complete, they still relied on a few bought products, however, due to the upscaling of the school vegetable garden, they are reaching vegetable self-sufficiency.

This project has many feasible activities that can be replicated easily and efficiently, particularly integrated climate awareness in the curriculum, both in the classroom and outside, using gardens that are maintained by the different year groups.

This project has the characteristcs to last many decades, with dedicated teachers and staff instilling key environmental values in the children they teach, and is diffusing key knowledge and good practices throughout the students which is reaching their communities benefitting livelihoods outside of the school premises.

Women have played a vital role throughout the project design and implementation. The three school co-principles and all other staff, both male and female, have been actively engaged throughout, along with all the students (boys and girls). Both adults and children have benefitted from this project, whether that be through understanding about recycing/re-using organic and inorganic waste materials to create flowerbeds/KHG to produce vegetables, learning about renewable energy, or