|Literacy, Language and Communication
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.
|Knowledge and Understanding of the World
Pupils learn that our non-renewable energy sources are finite and that we need to lower our energy uses and find greener alternatives;
look at future timelines to consider when non-renewables will run out (i.e. within 50-75 years- during their lifetimes),
Pupils understand that energy in unfairly distributed and what that might mean for families here and overseas e.g. an inability to boil water, lack of power in health clinics.
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.
Linking to the expressive arts, pupils develop their own imaginative and creative ways of expressing some of their own commitments to the environment, helping others locally, nationally and globally.
|Personal, Social, Health, Citizenship and Economic Education
Pupils learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues;
Pupils learn how to make more confident and informed choices about the environment; to take more responsibility, individually and as part of a greater whole;
|Mathematical, Scientific and Technical
Pupils explore examples of human impact (both positive and negative) on the planet, for example, the negative effects of fuel extraction in the Arctic;
Pupils learn safe ways to use electricity and that we need to consume less of it, as with all energy;
Pupils collect, analyse and present data using a range of sources that compare energy statistics or carbon emissions, e.g. investigating what percentage of UK energy is sourced from renewables, number of households living in fuel poverty in the UK