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Can I Make a Difference?

This program encourages students to think critically about their environment, asking questions and taking action to make a positive impact. Through fieldwork and mapping exercises, students will analyze and compare data, and develop global citizenship awareness. The program also integrates other subjects like citizenship, science, RE, numeracy, and literacy.

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Can I Make a Difference?

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  1. Can I Make a Difference?

  2. Our Wonderful World Thinking Enquiring What do we want to know? What questions will we ask?

  3. Who is responsible?

  4. “CAN I MAKE A DIFFERENCE?” Geographical skills Fieldwork & valuing personal experiences of place visit a choice of internal & external locations around the school, take photos use senses to determine own perception of each site & record analyse & compare own/class data Mapwork represent class feelings on school plan – affective mapping Global citizenship awareness of our environmental responsibilities Use of geographical vocabulary Key Questions What is our world like? – awe & wonder at complexity of environments How is our world changing? –children’s received perceptions from adult world What is our school environment like? How would we like to seeit change? Who is responsible for our environment? Planning – using big ideas Changes in scale – from global to local Individual interpretations of place through the emotions Environmental quality - How do we change places for better or worse? Links with other curricular areas Citizenship – developing confidence & responsibility, preparing to play an active role as citizens Science – variation in species & habitats RE – different religion’s views of the World & its creation Numeracy – data handling, collection of real data, appropriate presentation methods & analysis of data sets Literacy – textual clues to ‘hidden’ meaning or moral conveyed in a story / poem Aspects of ESD Individual perception of environmental quality Recognition of man’s ability to change, improve & sustain the environment Resources Stories / poems: Wonderful Earth by Nick Butterworth & Mick Inkpen Green Poems edited by ‘Grandad says’ & ‘We must protect the countryside’ Dinosaurs & all that rubbish by Michael Foreman School plan & clipboards Digital cameras

  5. How do we feel about places? Everyone should learn how to put the books back properly. Make more space. Boring & unfriendly Can we have a gardening patch?

  6. How can we look after ….?

  7. Ideas for Change New chairs & carpet Paint around the whiteboard Old & defaced furniture, messy walls Plant flowers around the door Make a ‘welcome’ sign – designed by us. Boring & unfriendly Have recycling bins for composting food. Have mats for wiping shoes at all entrances. Stop the tap from dripping. We don’t like sitting on a dirty floor. Drinking water tap won’t turn off. We’re not allowed in there when the grass is wet. There’s not much to do. Make a stepping stone walkway Have a canopy or willow sculpture.

  8. Making Decisions Decision: We studied all the outcomes of the review & voted for: Water to be our main focus – minimising waste & better provision of drinking water School grounds & litter to be on-going projects Y5/6 Eco-Reps to be involved in creating our Action Plan of what needs to be done & how we can go about it (extract from Eco-Committee meeting)

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