Climate/Future Teaching & Learning Sequence

After working through each module and having taken action, students are now encouraged to use their newfound media savvy to communicate their climate concerns.

 

“The only way that we can live, is if we grow. The only way that we can grow is if we change. The only way that we can change is if we learn. The only way we can learn is if we are exposed. And the only way that we can become exposed is if we throw ourselves out into the open. Do it. Throw yourself.”―C. JoyBell C.

 

Curriculum links

1: The cross curriculum priority area of sustainability.

Three key concepts of systems, world views and futures.

A. explores the interdependent and dynamic nature of systems that support all life on Earth and our collective wellbeing.

B. enables a diversity of world views on ecosystems, values and social justice to be discussed and recognised when determining individual and community actions for sustainability.

C. is aimed at building capacities for thinking and acting in ways that are necessary to create a more sustainable future. The concept seeks to promote reflective thinking processes in young people and empower them to design action that will lead to more a more equitable and sustainable future.

2: The General Capabilities of:

• Personal and Social Capability

• Ethical Understandings

• Critical and Creative Thinking

 

Teaching and Learning Sequence

Adapt these activities and their order to suit your specific situation.

 

1: Host an event to allow your students to showcase their learning about our climate crisis.

This may be a school conference, a stall at a community event, or a campaign around a local issue relating to climate change.

 

Encourage students to present the findings of their activities.  Use their learnings about media and persuasion to discuss and negotiate what needs to be communicated and how.

 

Aim to ensure people become involved by doing something.

 

Consider policy and invite political active citizenship.  You may need to personally invite local governance people to attend to and notice the students’ actions. Similarly, encourage the media to take actions of their own – but be prepared for how little control you will have over what is done in this space.

 

Encourage students to write about or represent  the issue in some way – exploring all of the influences and ways of knowing that lead to differing perspectives.  Remind students that there is not just one right way or truth in any issue.  Many people are implicated and involved for different reasons and with difference effect.

 

Consider digital technologies and social media use. 

 

Notes for Teachers

1. Read the relevant outcomes from cross-curriculum priority – sustainability and general capabilities.  Know what is being asked of your students through this learning engagement/opportunity.  How will you assess their achievement of the outcomes?

2. Make time to consider and discuss with colleague the opportunities around local issues.  Make the decision to take action with others support.

3. Trust your students and listen as they start their planning.  They will want to start out with BIG thinking. You may need to bring them to a more realistic sense of appropriate action.

4. Ensure students document the plans carefully and check these with colleagues and the leadership team.  Ensure you have support for your students’ actions. If you don’t have support, bring this to the students’ attention and change focus with them – so that you either get approval or change direction.

5. Enlist community support. For ideas and examples of schools and students learning about and working to achieve climate justice, check out this site. It is about schools in the U.S.A. but the information and actions are relevant everywhere.

 

Good luck!