Global Learning London

Water – Curriculum Planning

Curriculum planning

Water

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.
Knowledge and Understanding of the World
~ study a contrasting non-European country, e.g. a study of Bangladesh, where climate change dangers are evident;
~ study lives of significant individuals who improved things for the better e.g. Kenyan environmental activist Wangari Maathai;
~ examine different religious beliefs and other sources of wisdom that remind us that that we have a responsibility to look after the earth through stewardship, respect and acknowledgement of interdependence.
Physical
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.
Creative
~ Pupils respond to the issue of climate change through creating their own art as a response to what they have learnt. Visual representations, including photography, can be used to develop their interest and skills, for example through photo journalism i.e. National Geographic;
~ Pupils develop their own imaginative and creative ways of expressing their commitments to the environment locally, nationally and globally, which can be shared with the school community and more widely.
Personal, Social, Health, Citizenship and Economic Education
~ Pupils 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 like climate change;
~ They learn how to make more confident and informed choices about the environment; to take more responsibility individually and as part of a greater whole;
~ They learn that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.
Mathematical, Scientific and Technical
~ problem solve using real life data including software e.g. comparing CO2 levels for different countries or changes through time;
~ explore examples of human impact (both positive and negative) on environments, e.g. the negative effects of deforestation;
~ develop a critical understanding of technology’s impact on daily life and the wider world, and work together to design and building a sustainable solution to a problem, e.g. a flood-proof way to grow food.