Global Learning London

Physical

Curriculum planning

Climate Change
Consider the impact of pollution on health:investigate levels of pollution in the air for several cities and consider the impact on the lives of children living there, e.g. in Beijing where in many schools, outside play and physical education is cancelled due to dangerously high pollution levels;Investigate cities where global sporting events are held and how this can bring both benefits and harm to people and environment.
Clothes
After a study of the conditions for some clothing workers, groups of pupils plan and perform a contrasting dance or performance that shows scenes from a fashion show catwalk juxtaposed with a factory scene where the garments may have been produced
Energy
Pupils know that their choices have consequences on physical health as well as the environment, e.g. they learn that by walking to school they can reduce energy use and carbon footprint and improve their health and fitness levels;investigate how traffic emissions aggravate common childhood conditions such as asthma.
Food
Within PE lessons and as part of science work, pupils learn about the importance of leading a healthy, active lifePupils understand that proper nutrition impacts on health and the ability to perform well in sportPupils show through movement and dance how food chains and webs are interdependent
Health
Within PE lessons and as part of science work, pupils learn about the importance of leading a healthy, active life;Pupils understand that proper nutrition impacts on health and the ability to perform well in sport.
Millennium Development Goals
Explore concepts of fair play: ‘Leave no one behind’
Learn about rules, fairness and inequality in the context of sport: negotiate and play by rules so no one is left out or disadvantaged;Investigate what is fair and unfair at varying levels;Investigate what ‘goals’ mean in sport and in the MDGs.
Refugee
Learning about rules, fairness and inequality in the context of sport, pupils negotiate and play by rules so that no one is left out or disadvantaged, and make the connections with what is fair and unfair at national and global levels;Pupils investigate athletes who have fled their countries and overcome barriers to reach the top of their sports, eg Fabrice Muamba from the DCR.
Trade
Organise a Fairtrade Olympics event in a PE lesson (groups representing 6 representative countries). You could keep the distribution of resources (like PE equipment) different. Ensure time is spent discussing who makes the rules, who makes trade rules, which countries have most influence, the ideals behind the Olympics and their similarities with Fairtrade, and ‘level playing fields’. Allow plenty of time to debrief from the activity.
Transport
Pupils know that their choices (and the choices of others) have consequences on their physical health as well as the environment, eg they learn that by walking to school they can reduce energy use and their carbon footprint and improve their health and fitness levels;Pupils investigate how traffic emissions aggravate common childhood conditions such as asthma.
Waste and Recycling
Pupils consider their physical surroundings and ways in which it can be improved, both inside school and in the local area; they share their ideas with decision makers, making reference to reducing waste.
Water
The importance of hydration for a healthy active lifeAbout water’s physical properties through hands-on experiments and water play areas in EYFS and KS1.