Literacy, Language and Communication
Take on other roles and debate issues, e.g. as a citizen of a country at high risk of flooding due to climate change and sea level rises, or a farmer in a drought region;Talk and write about their opinions, and explain their views, on this topic and inform others about what they find out;
Read fiction and non-fiction books and picture books relating to climate change and the effects on people and planet.
debate the issue of Fairtrade cotton and clothing, articulate and justify answers, arguments and opinions for ‘throwaway culture clothes’ vs. labels with ethical policies;learn how to be critical consumers by critically investigating the language of advertising that tells us to buy products yet hides the conditions under which they are made and the environmental impact
investigate non-fiction texts on renewable energy initiatives such as solar and wind power as cross curricular study on energy;Through visual literacy, pupils debate and discuss energy and how it is sourced, eg photographs of oilfields, miners in China, wind turbines, hydro-electric power in Europe;
Pupils talk and write about their opinions and explain their views on energy, e.g. energy production, consumption and access.
Present, dramatise, debate and discuss learning on the theme of food, food choices or lack of food, or Fairtrade;Select and use appropriate register to communicate about issues, e.g. writing letters about food banks or persuasive texts to encourage children to eat more fruit;
Analyse advertisements/ images/ media stories from multiple perspectives e.g. adverts for ‘junk’ food, or NGO adverts about poverty and hunger;
Use mother tongue and/or MFL to investigate vocabulary related to food or cultural traditions related to food, e.g. celebration events.
Pupils select and read non-fiction texts on health and medicine and present their learning in various oral and written forms, using the appropriate register to communicate, e.g. persuasive texts to encourage children to eat more fruit and vegetables or to exercise more, or role-play e.g. calling the GP, responding in an emergency situation and simple first aid;Analyse advertisements/ images/ media stories from multiple perspectives e.g. adverts for unhealthy foods, NGO campaigns about health and vaccinations.
|Millennium Development Goals
Present, dramatise, debate and discuss aspects of MDGs:Investigate media news stories from different points of view: comparing language and register;
Analyse advertisements/ images/ stories from multiple perspectives e.g. NGO adverts;
Recognise the importance of all languages and promoting language learning and diversity;
Investigate which regions speak the same languages and why.
Through the study of texts such as The Colour of Home or The Arrival, children are able to empathise with the experiences of refugees;Investigate media news stories discussing refugee and immigration issues from multiple perspectives;
Recognising the importance of all languages for personal and community identity of language and language learning, promoting its use and development.
Pupils present, dramatise, debate and discuss learning on the theme of trade and fairtrade, taking into account wider perspectives including those around sustainability and carbon footprints;Select and use appropriate register to communicate about issues after a study, e.g. writing letters about trade justice and fairtrade;
Pupils critically investigate the language of advertising that tell us to buy products, yet hides the conditions under which they are made or grown or produced, learning how to be critical consumers.
Pupils investigate non-fiction texts about transport and consider the wide range of transport types across the worldPupils debate and discuss transport and its benefits and problems, and debate and write about their opinions, explaining their points of view;
Pupils research the benefits of a Walk to School initiative or other effective ways to reduce their ‘transport footprint’.
|Waste and Recycling
debate the issue of waste and how the world’s richest people produce the most waste, giving well-structured descriptions and explanations for different purposes, including expressing feelings;read fiction books to discuss issues of waste and the environment, e.g. The Paper bag Prince;
investigate the language of advertising that tells us to buy products yet hides the conditions under which they are made and the environmental impact
Present, dramatise, debate and discuss water themes, including use of poetry / drama;Analyse advertisements/ images/ stories from multiple perspectives e.g. adverts for bottled water, NGO adverts about water availability in developing countries;~ Create persuasive texts, e.g. multimedia texts about saving water at home or school;
Keep a water use diary to support work in geography, followed by a comparative text in another child’s shoes.