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ICE BREAKER:
Q1: Think of a time in the last several years where a change happened to YOU.

How did they feel?

How did they adjust to the change?

What lessons did you learn so you can implement a change you want to make?

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ICE BREAKER:
Q1: Think of a time in the last several years where a change happened to YOU.

How did they feel?

How did they adjust to the change?

What lessons did you learn so you can implement a change you want to make?

# data[].attributes.body
ICE BREAKER:
Q1: Think of a time in the last several years where a change happened to YOU.

How did they feel?

How did they adjust to the change?

What lessons did you learn so you can implement a change you want to make?

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How to use this Padlet:
We will post key instructions under each school in  this Padlet. Click on the ' + ' to add a post, comment, audio recording of your discussions and ideas or draw,  use gifs, images or like what others shared.

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ICE BREAKER:
Q1: Think of a time in the last several years where a change happened to YOU.

How did they feel?

How did they adjust to the change?

What lessons did you learn so you can implement a change you want to make?

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STORY TELLING: You are now a movie director of a TV SHOW.

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STORY TELLING: You are now a movie director of a TV SHOW.

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ACT 1: Create a character who lives in a relatively uneventful world.

TIP:
Give the character a name, a lifestyle and a predictable daily  routine.

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STORY TELLING: You are now a movie director of a TV SHOW.

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STORY TELLING: You are now a movie director of a TV SHOW.

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ACT 1: Create a character who lives in a relatively uneventful world.

TIP:
Give the character a name, a lifestyle and a predictable daily  routine.

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STORY TELLING: You are now a movie director of a TV SHOW.

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STORY TELLING: You are now a movie director of a TV SHOW.

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ACT 1: Create a character who lives in a relatively uneventful world.

TIP:
Give the character a name, a lifestyle and a predictable daily  routine.

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Moving from London to Cornwall and adjusting from city lifestyle

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coming back to school after lockdown

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Changing the way we learn and the environment we are in. Going from  the classroom to home and then back again.

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Moving schools

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Joe is 17 and lives in Cornwall. He is studying engineering and attends Explorers (Scouts) weekly. He also likes going to the gym and keeping fit. He has a dog and a cat- waffle and george.

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Sarah is 43 year old mother of 3 who works as a cashier in a local fruit and vegetables shop. She only buys her produce from this local shop and only eats red meat twice a month. She runs 3x a week with her children and her kids get a bus to school. Her husband and her only have one car.

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Ella - single mum of 1 - lives in st Ives - vegan for 5 months - 28 - synchronised swimmer - has a pet rock named Tim - plays the harp -

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Sarah’s village is flooded

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An asteroid lands near where Gina and 4 of her grandchildren live!

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Sarah lives near the sea and when her village flood she notices the vast amount of plastic litter in the flooded village

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Joe experiences flooding in local community and can no longer cycle to college.

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A major iceberg falls in the ocean, causing the sea level to rise subsequently flooding sams local town

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Gina will -
Contacting the authorities immediately. Sound an alarm to get everyone out of their houses! Get her and her family to safety and away from the consequential fires caused by the asteroid

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Joe and friends start a hashtag to highlight the issue #SaveWaffle and #SaveGeorge. He also speaks to the local council and helps to deliver sandbags. He works with peopleon his course to design a flood defence system as he is an engineer . Joe supports with a new system to support remote communities with their shopping during floods. He also writes to local MP to ask for support in organising fund-raisers.

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Help in the community, seeking out people who need refuge , and finding suitable places for them to live safely

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Make people aware of what impact an asteroid can have. Also having an action plan that everyone is aware of in case of reoccurrence.

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Law that mean that people can’t build new houses on land anywhere that is less than 15 metres from the sea, in case of inevitable erosion and flooding

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#SAVEGEORGE #SAVEWAFFLE

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#SAVEGEORGE #SAVEWAFFLE PLEASE

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#SAVEGEORGE #SAVEWAFFLE PLEASE

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#SAVEGEORGE #SAVEWAFFLE PLEASE

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#SAVEGEORGE #SAVEWAFFLE PLEASE

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Contact celebrities and important people with a large following, people that will be listened to. Gina is not the best with technology but has a Twitter and Facebook account and her children have Instagram and snapchat thing like that so spread across many platforms.

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Joe would need to move his hashtag towards a campaign which reaches more people. He could set up a petition to reach parliament and use the animals to engage people's empathy. He could try to get celebrity backing and encourage people to share the problems their communities face. He hopes to organise local protests too.

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Create a masot that becomes known with the campaign and spreads awareness without using too many words.

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They make the issue personal and relatable. This is similar to many famous authors such as Dickens, who advocated for social change through his stories. Through the story we can also use rhetorical appeals such as ethos, logos and pathos.

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Give a real life scenario and makes people sympathise and realise it’s real and make a change

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The stories create empathy

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WORKSHOP 2

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WORKSHOP 2

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WORKSHOP 2

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Making alternative choices for plastic more accessible for a range of people

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PAPER-PLASTIC, You can recycle pure plastic but not paper-plastic as it is a combination of paper and plastic

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Disposable masks, covid tests (LFT), paper/plastic straws and plastic bags, chewing gum

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We could ensure that reusable products are chosen. Masks can be washed an worn again, coffee cups can be refilled. Canvas bags can be used instead of plastic. We could choose to refill tubs rather than buy from a supermarket. We could use glass milk bottles from the milkman. We could buy fresh produce from a green grocers and avoid those in plastic packaging.

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The government could give rewards for fishing nets being returned to a facility for recycling them and turning them into clothing for refugees. This would reduce the amount of fishing nets in the sea and give incentives for recycling and collecting he pollution

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The government could give rewards for fishing nets being returned to a facility for recycling them and turning them into clothing for refugees. This would reduce the amount of fishing nets in the sea and give incentives for recycling and collecting he pollution

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Our Student Council members, share with our peers in assembly, town council and local primary schools. We could work with Surfers Against Sewage.

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We’ve got an eco comité and an annual detox festival (an eco based festival) planned for this Friday

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We got out school canteen to use biodegradable cutlery (made from potato starch)

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We got out school canteen to use biodegradable cutlery (made from potato starch)

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Persuasion through anecdotes

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You could make electricity to power a building by connecting electric bikes at the gym to a generator to make electricity whilst cycling

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REWARD NOTEBOOK CARE because it would encourage people to look after their books as they contain plastic

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Harry Kane, RNLI, Local MP, cartoon character to engage families

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Rick Astley can help by acknowledging people that we will never be able to give up plastic but we can reduce it

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Stops killing wildlife, removes pollution, makes sure the food we eat is clean and plastic free, keeps beaches clean and usable, makes them attractive to tourists, affects human health, encourages more sustainable living

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Which country produces the most plastic pollution, and where does it go?

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Which country produces the most plastic pollution, and where does it go?