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Share your Resources for Strand 1 and 2 LO Action/Assessment here

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Share your Resources for Strand 1 and 2 LO Action/Assessment here

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Share your Resources for Strand 1 and 2 LO experience here

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Share your Resources for Strand 1 and 2 LO experience here

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A brilliant game where various factor have to be taken into consideration to reach net 0 by 2050- early decisions can have an impact later on. I did it in teams, giving each a different 'advisor'

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Connected to 9 grounds

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https://www.oco.ie/itsyourright/13-plus-years-old/

Interactive page with buttons for various children's rights in age-appropriate language

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Children's rights are important. They are things you should be able to do and things you should have so that you can be alive, have the best childhood possible and grow up to be the best person you can be. It is the OCO's job to make sure you know your rights and it is the Government's job to make sure you get your rights.

Click on each of these circles to learn more about your rights through videos, pictures, audio and short facts.

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Children's rights are important. They are things you should be able to do and things you should have so that you can be alive, have the best childhood possible and grow up to be the best person you can be.

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Howdy, here's what I've got going on so far if anyone wants to nick :D

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3.11 investigate how individuals or groups have used the law to bring about change in society​

3.12 explore the role of different media in generating information and news and assess the pros and cons of each

3.13 examine case studies of the use of digital or other media in one of the following: • a social justice movement • a political election or referendum • a criminal investigation • an environmental movement

Resources
(1.28 mins): https://human-rights-channel.coe.int/asset-the-european-convention-on-human-rights-how-does-it-work-en.html​

​

​https://www.climateireland.ie/#!/tools/sectors

Simplified Version of the European Convention for the Protection of Human Rights​

https://www.echr.coe.int/documents/simplified_conv_eng.pdf

Main Activity
1) Access the Case File via: https://naturaljustice.org/wp-content/uploads/2022/03/Neubauer-et-al.-v.-Germany.pdf​

​

2) Consider the Legal context of the case and the violation of human rights argument under (Basic Law and the European Convention on Human Rights)​

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3) State two reasons why this case is a potentially ground-breaking case for future climate action

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https://www.youtube.com/watch?v=ywrZPypqSB4&feature=youtu.be

Learning Outcomes in focus
3.12 explore the role of different media in generating information and news and assess the pros and cons of each

2.11 examine a campaign for change in the area of sustainability and assess reasons why it has or has not been successful

What is the Carbon Footprint Calculator?

When was this concept introduced?

Why would BP promote the  Carbon Footprint Calculator?

Access the Carbon Footprint Calculator and see what it reveals

WWF Footprint Calculator

Based on the findings, what actions would you consider changing?

Individual/Group Extension Task for students - Research and Discussion

Is the Carbon Footprint Calculator and example of Greenwashing or something else?

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Learning Outcomes

2.11 examine a campaign for change in the area of sustainability and assess reasons why it has or has not been successful

3.12 explore the role of different media in generating information and news and assess the pros and cons of each

Resources
https://www.youtube.com/watch?v=GcTAfE8njD0&feature=youtu.be

Potential 3-2-1 activity for students

Watch the video

Identify three examples of greenwashing that you have experienced

Select two examples that surprised you

Create one aspect of greenwashing that you would like to find out more about?

What other ways could you use this resource with your students in CSPE?

Does this resource stimulate any ideas for activities or assessments/actions?

1) Read the Article

Here are the 7 sins of greenwashing (rte.ie)

Considering the 7 sins individually and collectively, brainstorm any activities you could design to support active learning in your classroom?

2) Listen to the Audio Clip

https://www.rte.ie/radio/radio1/clips/22125849/

How could you use this audio clip or sections of it with your students?

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1.4 access and interpret numerical data showing local and global distribution of basic resources and patterns of inequalities ​
2.1 communicate how they are connected to and dependent upon eco-systems, people and places, near and far

Resources
1) Photographs

2)
https://ourworldindata.org/​

https://www.gapminder.org/​

Activity 1
Selection of images from different geographic locations showing the effects of storms, fire or drought.
Cards with the names of the country are also provided.

Step 1 - Students have to identify and match the photographs with the geography locations
Step 2 - Students undertake a group discussion to establish the common connection. Ideas are shared via an electronic or real white board (idea wall/Thinking Wall)

Activity 2 - Depending on access the technology. Students access 'Our World in Data' maps showing CO2 emissions and another map showing 'vulnerability to poverty'. Students focus on how they are interpreting the maps. 3-2-1 activity (3 pieces of information you have garnered, 2 conclusions you have reached, 1 question you would like to research further)

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LO: discuss sustainability strategies that individuals, communities, businesses, agriculture and governments can employ to address climate change

Theme: Coastal Communities

Activity:

1. Creating our ecosystem- each group take 1 plant, animal or business and create 3 slides to teach the class about it ( species of plant and animal, fishermen, tourism, transport). Include threats, what they rely on. Build broad picture of interdependence.

1. Watch Eco-Eye: Ireland’s Big Blue (Kahoot)

3. Debate:

‘The government should pay for all fishing and water tourism to pause for two years to allow coastal biodiversity to recover’

4. Sustainability in Irish coasts means… speech to the Dáil with possible solutions.

These activities support a student-led development of the idea of interdependence and the complexity of the issue of sustainability of coasts. The Eco Eye episode (20 mins) outlines challenges and possible solutions from several angles.

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L0 2.3, 2.4 -

1. Think pair share consider an average day in your life, what services do you rely on that have an environmental impact. e.g- bus/car, lighting, heating etc...

2. in response to the clips from the blue planet bbc series, research 3 behaviours that could be replaced with less environmentally impactful ones.

3. create a visual representation (poster or graphic etc...) which demonstrates a comparison between old behaviours and your newly proposed improved behaviours with their environmental impact. include data (like what is found in in the kids guide to saving the planet) to support this comparison.

These three activities based around personal environmental impacts will hopefully serve to prompt students into considering how their behaviours can have influence over the climate crisis and will inspire personal reflection as well as encourage use of student research skills.

stimuli
https://www.natgeokids.com/ie/discover/science/nature/how-to-save-the-planet/

Blue planet series

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Here at National Geographic Kids, we know how much our readers want to make a positive difference to our world! So, read on to find out how to save the planet...
1. Be a habitat hero!

All over the world, wild places are in trouble. As the human population has increased, we've taken over more and more land for our homes, farms, factories and roads.

In the rainforest, around 80,000 acres of trees are cut down every day to make way for farming, or to provide wood for industry. In other countries, habitats like grasslands, underwater habitats, and wetlands are also at risk - and so are the animals and plants that live there.

Luckily, lots of people are working hard to protect these precious places, and you can be one of them!

So, how can you help save our habitats?
- Stand up against deforestation, by avoiding foods that contain unsustainable palm oil.

- Keep your local habitats safe by sticking to the paths.

- Make your garden wildlife-friendly by setting aside space for nature! You could build a bee hotel, have a log pile, or even create a pond.

- If you own a cat that goes outdoors, put a bell on its collar so that vulnerable wildlife can hear it coming and make their escape!

2. Reduce, reuse, recycle!

We live in a ' throwaway culture', where many of our things aren't built to last. Each year, every house in the UK produces about 1 tonne of waste - that's about the same weight as a great white shark!

What's worse, is that 60% of what we throw away, is actually recyclable! That's why it's super important to check the label on every piece of rubbish, to make sure you're putting it in the right bin.

Check out our article on the circular economy to find out more about this wasteful culture...

Even better, you can avoid throwing things away altogether, by buying fewer things, taking better care of the things you have, and finding ways to repair or reuse things that are old or broken.

So, how can you reduce your waste?

- Before you throw something away, stop and think about what else it could be used for! For example, rather than using disposable paper towels to clean up in the kitchen, why not turn old clothes or bedsheets into cloths? Then, you can use them over and over again!

- Ask a grown-up if they can teach you to mend small rips in your clothes, so that they last longer! And if you really have to get rid of something, see if you can give it to charity instead.

- Fight plastic pollution by using reusable water bottles, bringing reusable bags with you to the shops, and always taking your rubbish home with you.

- Take your plastic prevention one step further by checking out our ten top tips, learning how to makeplastic-free gifts, and reducing plastic waste in school too!

3. Be a green eater!

In the past, people thought that we could take whatever we wanted from the planet, without any consequences! Now, we know that's not true. If we keep taking as much as we want, whenever we want, our planet's resources could one day run out.

That's why it's important that we try to live sustainably. Issues like overfishing, water scarcity (when there's not enough clean water to go around),and climate change are all affected by our lifestyle choices. Thankfully, there's lots we can do to help.

Around the world, we eat a whopping total of 360 million tonnes of meat and 156 million tonnes of fish every year. That's an astonishing amount!

If we could all cut down, just a little bit, it would take the pressure off natural ecosystems, and ensure that these animals - and their habitats - have a healthy future.

So, how can you become a green eater?

- Talk to your family, and ask if you could all try some vegetarian or vegan meals. There are loads of meat-free and plant-based recipes available online, or you can try our veggie pasta bake!

- Know where your food comes from! When you're in the supermarket, ask a grown-up to help check things like tins of tuna for signs that they've been sustainably fished, like the blue MSC label. These will have been sourced responsibly, in a way that helps protect fish populations.

4. Keep an eye on what you use!

Our daily lives require an amazing amount of water and energy. In countries like the UK, Australia, or the USA, these things are available at the push of a button or turn of a tap - but sadly, that's not the case for everyone...

Around the world, 2.5 billion people have no (or unreliable) access to electricity. Plus, 4.2 billion struggle to access clean water every day, which they need for drinking, bathing, washing, growing crops and rearing animals. That's why those of us that have access to these precious resources should be careful not to waste them.

So, what can you do to save energy and water?

- Go on a vampire hunt! Household appliances that are unnecessarily left on standby are known as 'vampire devices' as they sneakily suck up lots of electricity! Make sure they're all turned off at the wall, to stop them wasting power.

- On a sunny day, hang things outside to dry! This saves energy that would have been used on the dryer.

- If you can, try cycling, walking, or using public transport to get out and about, rather than using the car.

- Turn off any dripping taps, and make sure you don't run them for longer than necessary. Turn the taps off while brushing your teeth, and take short showers of four minutes or less!

5. Be a planet advocate!

The real secret of how to save the planet? Sharing your knowledge with others, and helping them to become eco-heroes too! Whether it's spectacular habitats, cool creatures, or eco-friendly living, don't be afraid to speak up and tell others about your planet passions! It takes lots of people working together to make change happen - so share, share, share!

Now, get out there and save the world - you can do it!

Thanks to Markus Spiske; Sabine van Erp; Surfing Croyde Bay; Louis Reed; Eutah Mizushima; Boudewijn Huysmans; Nareeta Martin and Abigail Keenan for the images used in this article.

What's your top tip for other kids learning how to save the planet? Let us know in the comments below!

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How to save the planet: a guide for kids! - National Geographic Kids

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Here at National Geographic Kids, we know how much our readers want to make a positive difference to our world! So, read on to find out how to save the planet... All over the world, wild places are in trouble. As the human population has increased, we've taken over more and more land for our homes, farms, factories and roads.

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Following on from the article by Andrew J Martin, the topic of motivation students to a topic within the college can also be brought down to the secondary school. In addition a relatable subject on COVID has been mentioned. The main point made in this article reflects the process and values of the subject and student. If school children are going to begin to be engaged in a subject maybe start with how they value said subject and how they process this and build up and into your topic from there.

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No university or college educator would dispute the important role of motivation in their students' academic development. Motivation is alive and well - or unwell - in every student and every class, from undergraduate to doctoral level. Motivation is also generally easy to recognise; it's pretty obvious when a student is motivated and when a student is not.

But from here, things get murky. Is motivation one thing, or many things? Is it all good, or are there negative aspects to motivation? How do we assess students' motivation? How do we sustain motivated students? How do we support unmotivated students?

The motivation and engagement wheel

More than 20 years ago, I developed the "motivation and engagement wheel" (below) as a way to represent the major parts of seminal motivation theories in educational psychology. The aim was to develop a model that could be easily communicated by educators to students, be readily understandable by students, help educators and students separate the helpful from the unhelpful, and be a basis for measuring students' motivation as well as a source for targeted and concrete help for students.

Motivation and Engagement Wheel (reproduced with permission)

The wheel has four overarching themes, each comprising specific motivation (and engagement) factors. I have sometimes referred to these as the "good" (positive motivation and engagement), the "bad" (negative motivation) and the "ugly" (negative engagement) of motivation. This is because the positive motivation and engagement factors generally yield benefits for students' academic development (for example, learning and achievement), the negative motivation factors tend to impede students' academic development and the negative engagement factors tend to have markedly adverse effects on students' academic development.

How do we boost the good and reduce the bad and the ugly?

Students' motivation can be improved and sustained. There are a few steps involved. The first is knowing that motivation is multidimensional and knowing its key components - the wheel is helpful for this.

The second step is knowing where a student sits on each part of the wheel. This can be ascertained informally through getting to know the student a little better and observing how they go about their studies. It could involve having a conversation with the student about where they think they sit on the wheel, or a discussion with other educators who know the student. It could even involve formal assessment of the student using a survey tool such as the motivation and engagement scale that I developed and validated to assess students on each part of the wheel.

The third step is to decide what specific components of the wheel will be the focus of educational support. This will in large part depend on the previous (second) step and initially will focus on just one or two components of the wheel, as it is important that educational support is focused and achievable. If several parts of the wheel need attention, educators may choose to focus on "low-hanging fruit" (a part where quick success can be achieved), a part of the wheel that the student is interested in or a part that is a significant and immediate barrier to the student's academic functioning.

The fourth step is to implement strategies that are proven to effectively address the specific component of the wheel. To give a sense of sample strategies, I will select one "good", one "bad", and one "ugly" part. In guiding my selection, I will focus on parts of the wheel that I believe should be on educators' watchlist in the age of Covid: valuing (good), uncertain control (bad) and disengagement (ugly).

A motivation watchlist in the age of Covid-19

"Valuing" is how much students believe that what they learn at university is useful, relevant, important and interesting. In numerous ways, Covid-19 has put students' valuing of university under pressure. For example, students may question the usefulness of engaging with and learning at university if there is a chance that assessment tasks may be cancelled, classes are called off or they start worrying about the jobs they are studying for (such as jobs in the arts or tourism that are under threat, or jobs in front-line health where essential workers are under huge stress).

"Uncertain control" is when students do not feel a great deal of agency or influence in their university studies, they develop a view that their efforts will not lead to desired outcomes or they feel a sense of helplessness in their academic life. Covid has presented students with all sorts of external pressures that are beyond their control. There has been a lot of external "stuff" piling up on students such as lockdown, isolation, illness, rapid shifts in and out of remote learning and insecure work. This can reduce their sense of personal control and agency.

Disengagement is when students give up and detach from university, reduce their efforts and withdraw their participation. There are typically many factors that play into disengagement, but as relevant to this discussion, low valuing and uncertain control are two potential culprits. When a student sees no relevance and usefulness in university and when they genuinely believe they have little or no control over their academic life, is it any wonder they are at risk of disengagement?

Bringing these ideas together, a couple of practical strategies are indicated.

One is to bring greater certainty and control into students' academic lives, so they can be confident that their efforts are worth it. For example, amid the uncertainty of Covid, educators might emphasise three parts of students' lives that they do control: effort (how hard they try), strategy (the way they try, such as how they present their work, study strategies they use and so on) and attitude (what they think about themselves, their instructor).

Another is to develop alternative ways students can value university. For example, if the usefulness of a subject is difficult to demonstrate, educators can harness what is referred to as "intrinsic" value such as setting a fun activity, arousing students' curiosity, injecting some humour into the lesson and bringing some variety into content, assessment and teaching methods.
Andrew J. Martin If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the THE Campus newsletter. is Scientia professor and professor of educational psychology in the School of Education at UNSW Sydney, Australia.

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How to use the 'motivation and engagement wheel' to keep students on board

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No university or college educator would dispute the important role of motivation in their students' academic development. Motivation is alive and well - or unwell - in every student and every class, from undergraduate to doctoral level. Motivation is also generally easy to recognise; it's pretty obvious when a student is motivated and when a student is not.

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https://it.pearson.com/aree-disciplinari/english/motivation/encouraging-positive-student-engagement-and-motivation.html#

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https://www.edutopia.org/article/to-increase-student-engagement-focus-on-motivation/

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Teachers can motivate middle and high school students by providing structure while also allowing them some control over their learning.

A 2018 Gallup study found that as students get older, they become less engaged, or " involved, enthusiastic, and committed." The study contained some alarming findings: In fifth grade, most students (74 percent) report high levels of engagement with school. However, by middle school, only half of students are engaged, and by high school the number of engaged students shrinks to about one-third.

Student engagement continued to be a pressing concern for parents and educators during and after the pandemic. Approximately half of parents (45 percent), 77 percent of administrators, and 81 percent of teachers said that keeping students engaged was difficult during remote learning. In addition, 94 percent of educators considered student engagement to be the most important metric to look at when determining student success. Gallup found that students who are engaged with school not only report achieving higher grades but also feel more hopeful about their future.

Student motivation

Engagement and motivation are separate, related, but often confused. Motivation is the driving force that causes a student to take action. Engagement is the observable behavior or evidence of that motivation. Motivation is necessary for engagement, but successful engagement could also help students to feel motivated in the future.

In my book The Independent Learner, I discuss how self-regulated learning strategies help students to increase their motivation and willingness to engage in learning because they create feelings of autonomy, competence, and relatedness. According to research by Ryan and Deci, these are the three components that facilitate motivation:

Autonomy is a "sense of initiative and ownership in one's actions."

Competence is a "feeling of mastery" and a sense that with effort a student can "succeed and grow."

Relatedness is when the school setting "conveys respect and caring" that results in the student feeling "a sense of belonging and connection."

Motivating students in the classroom

It is important not to confuse engagement with entertainment. In an EdWeek survey, researchers found that the entertaining activities that teachers expect to engage students are not necessarily working. While the majority of teachers who had increased their use of digital games assumed that games would engage students, only 27 percent of students reported feeling more engaged when digital games were involved. In addition, 30 percent of students said learning was actually less engaging.

So what creates engagement? Gallup found that students who strongly agreed with the following two statements were 30 times more likely to report high levels of engagement with school:

My school is "committed to building the strengths of each student."

I have "at least one teacher who makes me excited about the future."

In other words, engaged students recognize that they have the support of caring adults who are willing to partner with them in their learning.

Not all classrooms create these conditions. Controlling classrooms lower autonomy and motivation and increase student frustration. In controlling classrooms, students avoid challenges because they are afraid of failure. They work toward external rewards or to avoid possible anxiety or shame caused by mistakes. The teacher controls the answers and learning materials and uses language like "should" or "have to," and students feel pressured to behave and achieve.

In contrast, creating classroom environments where students feel autonomy, competence, and relatedness helps students to maintain motivation and increase their engagement in school activities. Classrooms that foster motivation and increase engagement are high in structure but low in top-down control. These classrooms have the following qualities.

Supportive: Teachers support autonomy by listening and attempting to understand and respond to students' perspectives. They look at what a student can currently do and where they need to go to reach the standard or objective, and they help the student by building scaffolds or supports to bridge the gap. This makes achievement toward grade-level content possible, even for learners who are not quite there yet.

Personal and individualized: Students feel like they are able to customize their assignments in order to explore their own interests. Students can also be taught to make their own connections to what they are learning through creating their own hooks for a lesson.

Recognizing students' unique qualities and special talents, getting to know what interests students and incorporating these interests into lessons or assignments, and reaching out to parents with a note or email when a student does something well are all strategies that I use to make learning personal and increase relatedness in the classroom.

Structured and goal-oriented: When teachers give students strategies, provide frequent feedback, and show them how to use those strategies effectively, students are motivated by observing their own progress. Teachers can provide a rationale or standard and guide students in setting short-term mastery goals for each required task. They can also help students to align their daily actions and effort with the results they are hoping to achieve by making a process plan.

I have found that when students graph their own progress or use their process plan as a checklist, this makes growth visual and allows students to see the steps they are accomplishing each day toward their goal. In addition, clear expectations, consistency in classroom structure, clear rules, and set routines are all important.

Collaborative: Teachers provide students with choices and opportunities to partner with the teacher in their learning experiences and show ownership in the tasks that are assigned to them. When teachers encourage students to begin to make choices and take responsibility for their own learning, students see a purpose in school activities.

One way to do this is through using self-assessment to prompt reflection on strategy use. I have students analyze their graded assignments to decide what strategies to keep and what to do differently next time. When students see errors as a signal that they need to reflect on the process and learning strategies they used, they realize there are no real mistakes, just opportunities for learning.

Although the pandemic has been difficult, the majority of students (69 percent) report feeling hopeful about the future. Students who are hopeful and engaged are less likely to get suspended or expelled, have chronic absenteeism, skip school, or drop out of school. When educators put effort into the goal of creating a school environment guided by student engagement, motivation, and autonomy, students can see their own growth. This creates an excitement for learning that helps students to maintain hope for the future even through difficult circumstances.

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To Increase Student Engagement, Focus on Motivation

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Teachers can motivate middle and high school students by providing structure while also allowing them some control over their learning.

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https://gpseducation.oecd.org/revieweducationpolicies/#!node=44131&filter=all

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What is the difference between Engagement and Motivation?
Share some of your findings and support with references/hyperlinks

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Create and Share potential 3 Learning activities
In your post outline the following:
Learning Outcome in focus (what aspects) - What is the purpose of the learning?
What topic or theme is being explored?
Resources/Stimulus - What will engage and support the learning?
Methodology/Activity - How will they learn?

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K- what is development, examples-ghost estates, transport
S-
V-

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Knowledge - metacognition, self - management. Process v product.

Skills - question, think, identify, strategies, resolve, plan

Values - agency, change

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Knowledge- root causes of poverty- social, cultural, economic/ local and global contexts

Skills- data analysis, research, communication

Values- an understanding of the broad range of causes of poverty in local and global contexts and of their own privilege

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Knowledge: sustainability strategies, strategy, communities and cultures, climate change, individual

Skills: discuss, plan, strategise, debate, understanding of social constructs, communicate, share

Values: democracy, personal agency, bias-why, participation within society

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K- poverty causes, difference between local (developed) and global (developing) poverty. Socioeconomic factors, systems
S- comparative, analysis, considering, commutation
V- appreciation for privilege,

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Knowledge - select a campaign for sustainability. What is a campaign? How to quantify success?

Skills - research, question, critique, argue, evaluate

Values - proactively v passivity.

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Knowledge - identify and select a relevant challenge to explore.

Skills - research, selection, critique.  Define challenge. Discuss, compare, create.

Values - empathy, empower, belief

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Knowledge: visual representation, ecological footprint, data, presentation

Skills: create, devise, depict, define, analyse, reflect, visualise, represent, build upon development and eco systems, research

Values: ecological awareness, responsibility, self evaluation,

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Values- empathy, cultural awareness, desire for equality, motivated active citizens

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K- poverty, inequality, cultural context, mitigation measures

S- research, analysis, comparison skills, identification, interpreting data,

V- cultivating a desire for equity/equality, empathy, motivation for change

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Knowledge - research project requiring the selection of a global issue. Geographic knowledge. Interdependence.

Skills - research, collation, distillation/selection. Data analysis. Identify and  Create and generate solutions. explore Challenges. Practical solution development

Values - Empathy, awareness, equity, empowerment

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Knowledge: definitions of development, sustainability, context of sustainability, consequences

Skills: consider, devise, analyse, create, reuse, responsibility, realistic scope of action

Values: sustainability good, ethics/morals of sustainability, personal responsibility

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Knowledge - Select relevant individuals - organisations. Identify impact - topic - climate justice, rights, environmental action
Concept if power and influence

Skills - research, select, argumentation - evidence

Values - bias - prejudice - nuance

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Skills- research, analysis, comparison skills, identification, interpreting data

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Learning Outcome 2.1

Knowledge - Geographical knowledge of places, food production, energy production, biodiversity and climate systems, SDGs
Skills - Research, group communication, questioning, collating information, presenting ideas (multiple modes)
Values - Awareness/Empathy, Responsibility, interdependence

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GET UP AND GOALS! - Global education Time

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Resources Big ideas on global issues Teaching and learning units Distance Learning Geo-history textbook Toolkit for sustainable and global schools The Assessment Library

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Teach and learn with The Times: Resources for bringing the world into your classroom

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All Resources - WorldWise Global Schools

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A library of resources for teachers covering a range of dev ed themes and subjects, suitable for junior, senior, and transition year students.

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Resource Title

Summary

This primary schools and Fairtrade action guide has a focus on cocoa, child labour, child poverty and climate change.

Primary Education and Fairtrade share a common purpose in promoting the well-being of individuals, communities and ultimately the planet. They seek to achieve this through developing awareness and critical understanding of patterns and trends in society (in this case as regards trade and consumption), debating their merits and demerits, exploring alternatives and choices. This action guide seek to encourage imagination and practical action on how the world can be made better in simple and yet far-reaching ways.

Description

We've all eaten a chocolate bar, but how many of us have eaten a Fairtrade chocolate bar? What does fairly traded chocolate look like? Fairtrade is about better prices, decent working conditions and a fairer overall deal for farmers and workers in developing countries. Fairtrade uses a two-pronged approach to work with farmers to become more resilient to climate change, whilst at the same time giving consumers, retailers and traders the opportunity to reduce their carbon footprint.But with just six percent of the world's cocoa currently being Fairtrade, we can't secure better incomes and better livelihoods for farmers on our own."

This guide for Senior Primary Education:

explores development issues with a focus on cocoa and chocolate including child poverty, child labour and climate change

offers a series of everyday actions that build further on previous successes

introduces the international Sustainable Development Goals agenda

links with the Fairtrade Fortnight campaigns, Fairtrade schools and beyond

offers 6 activities linked to senior primary learning outcomes and a set of action activities

lists a range of support materials including videos

This action guide integrates with the senior primary curriculum areas Geography, Mathematics and Social, Personal and Health Education.

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Bitter or Sweet? A primary schools and Fairtrade action guide on chocolate, extreme poverty, child labour and climate change - DevelopmentEducation.ie

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We've all eaten a chocolate bar, but how many of us have eaten a Fairtrade chocolate bar? What does fairly traded chocolate look like? Fairtrade is about better prices, decent working conditions and a fairer overall deal for farmers and workers in developing countries. Fairtrade uses a two-pronged approach to work with farmers to become [...]

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The circular economy is a system where materials never become waste and nature is regenerated. In a circular economy, products and materials are kept in circulation through processes like maintenance, reuse, refurbishment, remanufacture, recycling, and composting. The circular economy tackles climate change and other global challenges, like biodiversity loss, waste, and pollution, by decoupling economic activity from the consumption of finite resources.

The circular economy is based on three principles, driven by design:

Underpinned by a transition to renewable energy renewable energy circular economy circular economy Energy derived from resources that are not depleted on timescales relevant to the economy, i.e. not geological timescales. and materials, the A systems solution framework that tackles global challenges like climate change, biodiversity loss, waste, and pollution. It is based on three principles, driven by design: eliminate waste and pollution, circulate products and materials (at their highest value), and regenerate nature. is a resilient system that is good for business, people, and the environment.

In our current economy, we take materials from the Earth, make products from them, and eventually throw them away as waste - the process is linear. In a circular economy, by contrast, we stop waste being produced in the first place.

We must transform every element of our take-make-waste system: how we manage resources, how we make and use products, and what we do with the materials afterwards. Only then can we create a thriving circular economy that can benefit everyone within the limits of our planet.

A way to transform our system

What will it take to transform our throwaway economy into one where waste is eliminated, resources are circulated, and nature is regenerated?

The circular economy gives us the tools to tackle climate change and biodiversity loss together, while addressing important social needs.

It gives us the power to grow prosperity, jobs, and resilience while cutting greenhouse gas emissions, waste, and pollution.

How the circular economy works

Get the basics or explore the circular economy in detail.

Circular economy principles

A circular economy is based on three principles, all driven by design.

Circular economy examples

See the circular economy in action with these case studies from brands, businesses and policy makers.

Working with nature to make food last longer

Apeel is a company that has come up with an innovative way to eliminate single-use shrink wrap plastic packaging on fresh fruit and veg, while at the same time tackling food waste.

Apeel is a layer of edible, plant-based coating applied to fresh products that mimics and enhances the natural defences of fruit and vegetables. This slows down the two main things that cause spoilage - water loss and oxidation.

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Definition and principles of the circular economy model. Find out why it's much more than recycling and how companies are creating circular economy products.

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Task:
Discuss each of the four Learning Outcomes
What knowledge, skills and values are being developed for each LO?
Identify, find and share suitable topics and resources to support the learning for specific LOs

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Task:
Discuss each of the three Learning Outcomes
What knowledge, skills and values are being developed for each LO?
Identify, find and share suitable topics and resources to support the learning for specific LOs

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Task:
Discuss each of the four Learning Outcomes
What knowledge, skills and values are being developed for each LO?
Identify, find and share suitable topics and resources to support the learning for specific LOs

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Everyone?

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A person who is conscious of their membership of the global community and understands their responsibility to the common global good

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A conscious and active member of a global community

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Someone who is part of a global community and is aware of their place in the world. They accept what they are a part of and a knowledge responsibility

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Strand 2: Global citizenship. In this strand, students explore issues of poverty, inequality and sustainable development and look at ways to bring about effective change.