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Resources include:

Fiction and non-fiction texts and excerpts

Laptops for students to research

Eco-friendly stationary that is recyclable or bio-degradable

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Acting on Climate approaches to climate teaching

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Acting on Climate approaches to climate teaching

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Being optimistic about the future for students can help them to reduce their own anxieties around the language of a 'crisis'.

Making personal connections with the students and their own stories can help them relate to climate change as a current issue that they can make an impact in.

In their teaching pack, they also lay out three teaching principles regarding climate change:

Principle 1: Be ready to listen and adapt…

Principle 2: Resist starting with facts and figures…

Principle 3: Explore and respond imaginatively and creatively to already existing green spaces.

Acting on Climate Website: Acting On Climate

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Consolidating research from the fiction and non-fiction texts. Including opportunities for students to express their own personal responses to climate change which will then lead onto Phase Two.

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Enquiry Q: Who is responsible for climate change?

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Enquiry Q: Who is responsible for climate change?

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Using different pedagogies over the series of lessons

Phase 1: Using critical pedagogy to engage with non-fiction and fiction texts

Phase 2: Social-constructivism - students are empowered to construct and develop their understandings of climate change through sharing their own experiences and linking to the community

Phase 3: Dialogic teaching- students engage in a structured debate informed by their critical understanding and shared experiences

Encouraging metacognition through reflection on practices that can be enacted on individual and systemic levels

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Alex M, Charlie WB, Jack A, Bella H, Katherine H

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Class - Year 9 Students

Subject - English

Class demographic: English Classes / Mixed Classes

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Video outlines what our future world could look like if we continue to do nothing about climate change.

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During Phase 2, students would be able to create a physical artefact which consists of information surrounding their local communities.

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Acting on Climate Research (EARTHSTORIES)

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Acting on Climate Research (EARTHSTORIES)

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Young people bringing in images from their own lives and then connecting their own experiences to the land - Connection to our Land Activity 2.

Confidence raises with this pedagogy of bringing the topic into students' lives naturally as a jumping off point for learning.

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Teaching pack with activities to help engage students with the climate crisis, through play (to avoid students' anxieties being raised amid the growing crisis). Teaching through play allows students to safely and constructively engage with difficult concepts.

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Article- Huge plans to tackle climate change in Coventry

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Article- Huge plans to tackle climate change in Coventry

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Huge plans to tackle climate change in Coventry | ITV News

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A six-year strategy for the city drawn up by the council got backing from political groups this week | ITV News Central

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Phase 1 - Fiction and Non-Fiction Introduction

Phase 2 - Student Experiences / Local Community / Student Impact on the wider world.

Phase 3 - Debates with a competition at the end.

Debate Q: Who is responsible for climate change?

Reflection at end of the Week

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Developing the city’s first “net zero neighbourhood”

Boosting household recycling rates through campaigns and behavioural change projects

Trialling a community food growing project

Using more land in the city for nature conservation

Creating a re-use hub for construction waste

Installing more electric vehicle and bike charging points

Other schemes are already happening or have previously been announced and are being developed. These include:

Planting 360,000 trees across the city by 2032

Delivering the city’s first Very Light Rail route

Using more energy efficient street lighting

Retrofitting social homes and improving uptake of this in private housing

Decarbonising projects through a partnership with E.ON

Boosting battery-making and recycling at ‘Greenpower Park’

Building sustainable urban drainage systems

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Debate - Who is responsible for climate change?

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Debate - Who is responsible for climate change?

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The Government

Large Corporations (e.g. oil companies, fast fashion, airlines)

Young People/Students

The Older Generation

Global Organisations (e.g. the UN, climate summits, international law)

The school itself (can be aimed at headteacher/ SLT)

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A. Role Summary

Who you are, what you do, and your general influence on climate change.

B. Arguments For Your Responsibility

Why others blame you. Include statistics or quotes.

C. Arguments Against Your Responsibility

Why you believe someone else is more to blame, or what you’ve already done to help.

D. Word Bank:

Emissions

Policy

Responsibility

Accountability

Sustainable

Carbon footprint

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A school with a diverse background. A higher proportion of PP students where the conversations may not be happening at home.

Accessible for all ability groups, and could work well mixed classes too as most of the activities are group work.

This learning sequence is also designed to link with the local community as well (local councils or other relevant organisations) so the learning outcomes will be able to help link any school with their community.

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How can students take what they have learnt over the week into their own lives? What would they like to see change for their school / local communities?

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Students planning of key points and arguments that they can use for their debates can form evidence of their learning, in preparing for their talk in the debate. This is also a key opportunity for Oracy in students discussion / debating skills.

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Students' reflections at the end of the week will allow them to consider who is responsible for climate change - perhaps with recommendations for what they could change. This could take the form of a letter.

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Webpage- Coventry City Council 'Climate Change'

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Webpage- Coventry City Council 'Climate Change'

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The Coventry City Council website provides online services, information and advice for residents, businesses and visitors.

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Post-Debate Task: Write a Persuasive Letter

Purpose:

To persuade the group you believe is most responsible for climate change to take action.

Audience:

One of the groups from the debate who YOU think is the most responsible

1. Address and Greeting

Dear (name of organisation)...

2. Introduction

State your purpose and briefly explain your view.

Example sentence starters:

"I am writing to express my concern about the role your group has played in causing climate change."

"After participating in a class debate, I believe that your group holds the greatest responsibility because..."

3. Main Argument

State your first reason clearly and back it up with an example or evidence.

Example sentence starters:

"One of the main reasons your group is responsible is..."

4. Supporting Argument

Give a second point to strengthen your case.

Example sentence starter:

"In addition to this..."

5. Counterargument

Recognise what they might say in their defence – and respond.

Example sentence starters:

"Some people may argue that..."

6. Conclusion

Sum up your position and ask for specific change.

Example sentence starters:

"In conclusion, I urge you to..."

"It is time your group took more responsibility by..."

"Future generations are depending on your actions."

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How to discuss and debate guide for KS3 English students - BBC Bitesize

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Learn how to express your point of view, listen and defeat your opponent in debate with this guide for KS3 English students aged 11-14 from BBC Bitesize.

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Phase 1:

Identify and summarise key facts and viewpoints from a range of fiction and non-fiction texts relating to climate change.

Analyse how language and structure are used to present different perspectives on environmental issues.

Phase 2:

Reflect on personal and local experiences related to climate and environmental change.

Create an informative and persuasive poster, using visual and written techniques to effectively raise awareness.

Phase 3:

Understand different perspectives on responsibility for climate change, including governments, corporations, and individuals.

Develop and present arguments, using evidence to support viewpoints in a debate.

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Revisiting Debates on Oracy  Classroom Talk   Moving Towards a Democratic Pedagogy 