International Climate Challenge

1 Key Concepts

Democracy and Justice

b: Weighing up what is fair and unfair

c: Considering how democracy, diversity, respect and freedom are valued by people with different beliefs, backgrounds and traditions

Rights and Responsibilities

a: exploring different kinds of rights and obligations and how these effect both individuals and communities

Identities and diversity: living together in the UK

c: Considering the connections between the UK and the rest of Europe and the wider world

d: Exploring community cohesion and the different forces that bring about changes in communities over time

2 Key Processes: Pupils should be able to ......

Critical thinking and enquiry

a: Question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems

c: Interpret, analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias

d: evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global)

Advocacy and representation

a: evaluate critically different ideas and viewpoints including those with which they do not necessarily agree

b: explain their viewpoint, drawing conclusions from what they have learnt through discussions

c: justify their arguments, giving reasons to try and persuade others to think again, change or support them

d: represent the views of others, with which they may or may not agree

Taking informed and responsible action

a: explore creative approaches to taking action on problems and issues to achieve intended purposes

b: research, initiate and plan action to address citizenship issues, working individually and with others

c: negotiate, decide on and take action to try and influence others, bring about change or resist unwanted change, managing time and resources appropriately

d: assess critically the impact of their actions on communities and the wider world, now and in the future, and make recommendations to others for further action

e: Reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves

3 Range and content. Study should include

a: political, legal and human rights and responsibilities of citizens

e: actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment

g: how information is used in public debate and policy formation including information from the media and from pressure and interest groups

h: the impact and consequences of individual and collective actions on communities, including the work of the voluntary sector

i: policies and practices of sustainable development and their impact on the environment

k: the UK’s relations with the world as a global community

m: the UK’s role in the world, including in Europe, the EU, the Commonwealth and the UN

n: the challenges facing the global community, including international disagreements and conflict, and debates about inequalities, sustainability and the use of the world’s resources

4 Curriculum opportunities: should provide opportunities for pupils to....

a: debate, in groups and whole class discussion, topical and controversial issues

c: work individually and in groups, taking on different roles and responsibilities

d: participate in both school based and community based citizenship activities and reflect on their participation

e: participate in different forms of individual and collective action, including decision making and campaigning

g: take into account legal, moral, economic, social, dimensions of different political problems and issues

h: take into account a range of contexts, such as school, local, regional, national, European, international and global, as relevant to different topics

i: use and interpret different media and ICT both as sources of information and as a means of communicating ideas

j: make links between citizenship and work in other subjects and areas of the curriculum

Curriculum aims ..... for all young people to become

Responsible citizens who make a positive contribution to society

Key Concepts

Competence

a: expressing complex ideas and information clearly

b: reading and understanding a range of texts including those found outside the classroom and responding appropriately

Creativity

d: using creative approaches to answering questions, solving problems and developing ideas

Critical understanding

b: assessing the validity and significance of information and ideas from different sources

c: Forming independent views and challenging what is heard or read on the grounds of logic, evidence or argument

d: analysing and evaluating written and spoken language to explore impact on audience

Key Processes

Speaking and Listening

Reading for Meaning

Range and Content

Speaking and Listening should be in...

A range of purposes, including explaining, informing, persuading, exploring and expressing ideas feelings and opinions. The stimulus should be drawn from real-life uses.

Reading: texts chosen should be

b: interesting and engaging, allowing pupils to explore their present situation

j: forms such as journalism, travel writing, essays, reportage, literary non fiction and multi modal texts including film and television

k: purposes such as to inform, explain, analyse, review, discuss and persuade

Curriculum opportunities

Speaking and Listening

b: use their speaking and listening skills to solve problems creatively and co=operate in groups

e: make purposeful presentations that allow them to speak with authority on significant subjects

f: develop speaking and listening skills through work that makes cross curricular links with other subjects

i: participate in debate, discussion, live talks and presentations, engaging in dialogue with experts, members of the community and unfamiliar adults

j: discuss issues of local, national and global concern

Curriculum aims... for all young people to become....

Responsible citizens who make a positive contribution to society

Importance of Geography:

• It explains where places are, ...how a diverse range of economies, societies and environments are interconnected.
• It builds on pupils own experiences to investigate places at all scales, from the personal to the global
• It encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives
• Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people...

Key Concept 6:Environmental interaction and sustainable development:

• a: understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change
• b: exploring sustainable development and its impact on environmental interaction and climate change

How Science Works

Data, evidence, theories and explanations

a: How scientific data can be collected and analysed

b: how interpretation of data, using creative thought, provides evidence to test ideas and develop theories

c: how explanation of many phenomena can be developed using scientific theories, models and ideas

d: that there are some questions that science cannot currently answer, and some that science cannot address

Communication Skills

a: recall, analyse, interpret, apply and question scientific information or ideas

Applications and implications of science

a: the use of contemporary scientific and technological developments and theri benefits, drawbacks and risks

c: how uncertainties in scientific knowledge and ideas change over time and about the role of the scientific community in validating these changes

Breadth of Study

Environment, Earth and universe

a:The effects of human activity on the environment can be assessed using living and non living indicators

b: the surface and atmosphere of the earth have changed since the earth’s origin and are changing