Global Learning London

Literacy, Language and Communication

Curriculum planning

Literacy, Language and Communication

Climate Change
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.…

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Knowledge and Understanding

Curriculum planning

Knowledge and Understanding of the World

Climate Change
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.…

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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.

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Creative

Curriculum planning

Creative

Climate Change
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.

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PSHCE

Curriculum planning

Personal, Social, Health, Citizenship and Economic Education

Climate Change
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.…

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Mathematical and Scientific

Mathematical, Scientific and Technical

Climate Change
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.…

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Climate Change – Curriculum planning

Curriculum planning

Climate Change

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.…

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Clothes – Curriculum planning

Curriculum planning

Clothes 

Literacy, Language and Communication
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

Knowledge and Understanding of the World
research historical dress from a variety of cultures and if possible, through school library services or local museums, visit, borrow and try some on, investigating the significance of styles, designs and fabrics;

examine different kinds of religious clothing, are able to name the item and which religion it might be associated with;

use locational knowledge to research which countries are the major suppliers of British clothing by surveying labels in their garments and at home.…

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Energy – Curriculum Planning

Curriculum planning

Energy

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.

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Food – Curriculum planning

Curriculum planning

Food 

Literacy, Language and Communication
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.

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Health – Curriculum Planning

Curriculum planning

Health

Literacy, Language and Communication
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.

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Refugees – Curriculum planning

Curriculum planning

Refugees

Literacy, Language and Communication
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.

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