Sequence of Learning Activities:

^{(all sessions 1 hour long)}

Session 1: All students will watch a presentation on the Solomon Islands, giving them essential geographical, cultural and historical context. The end of this presentation will briefly introduce the threat of rising sea levels, flooding and other environmental problems the islands are facing as a consequence of climate change. This will include an AI generated time lapse of what could happen to the islands over the next 20 years. Students will then be given their brief for the day.

Session 2: This session will move to focus on the problems the islands are facing in more detail. This will again take the form of a presentation delivered to the whole group. Students will learn about what strategies have already been implemented to try to combat the problems and to what point these have been successful, as well as what the next steps could include.

Sessions 3&4: Students will work in language / subject groups completing research and creating a PowerPoint or other resource to use in their presentation. Students should focus on explaining what the threat is, why it is so important and their ideas to combat the threat. MFL students should make specific links with how France/Spain/Germany/China, (or another country in which their language is spoken), can contribute. This could include making links with the economy, strengths of a particular country, aid programs a country has been involved in in the past etc.

Session 5: During the final session of the day students will present their findings and suggestions to other groups. Either the resource or delivery must be in English, with the other being in the TL for MFL students, in order to facilitate understanding between groups. This will then be followed by a Q&A session in the form of a debate (in English).

• Students must engage critically with the information presented to them, discussing what has worked well in the past and any limitations.

• They will be also encouraged to debate with other groups, challenging what they have said and offering adaptations or further improvements.

Dialogic Pedagogy:

• Whole class discussion and debate, to include reflection.

• Within smaller groups, students must work together to create solutions and come up with many of the ideas and thinking themselves.

Activating Metacognition:

• Students must reflect on their own work and that of others, and work to improve this.

Collaboration

Research

Cinq îles Salomon disparaissent à cause de la montée des eaux du Pacifique

Jess H (French and Spanish)

Holly (French and Spanish)

Hannah (French and German)

Yali (Manadrin)

Jess P (Spanish)

During a Climate Change Day at Ashlawn School, A-Level MFL and Geography students will collaborate and learn about the Solomon Islands. This is an island nation in the Pacific Ocean which is at risk due to rising sea levels.

We want our students to learn about this nation and the threats posed by climate change.

Our students will then research what can be done and in their target language, they will present in a UN style debate persuading others to act on climate change.

We hope this day will inspire our students to be part of a global community which takes action on climate change.

Our focus group would be 20 A level students comprised of 4 French, 4 Spanish, 4 Mandarin, 4 German and 4 Geography students.

Environmental and social issues make up part of the GCSE and A Level syllabi of our chosen languages so our students should come to the session with a general awareness of the topic.

As our students have picked their A levels, they will come with a love for their subject which we hope we can use as a vehicle to engaging with real life climate change issues.

They may or may not be familiar with the Solomon Islands so we would present as if they had no prior knowledge.

https://en.wikipedia.org/wiki/Rugby,_Warwickshire

Independent research

Collaborating in a group to produce something

Working in their target language to research, present, create and discuss

Presentation and public speaking

Creativity - using their knowledge to produce a piece of artwork/piece of writing which aims to raise awareness of the issue

Knowledge

The history, culture, and traditions of the Solomon islands.

What life is like in the modern day for people in the Solomon islands.

How climate change is currently affecting the people living on the solomon islands.

Key issues related to climate change: land loss, food insecurity, displacement, loss of infrastructure, forced migration)

What has been done to try and help the Solomon islands in the past?

What is currently being done to help the people of the Solomon islands?

What needs to be done in the future to ensure a sustainable future for the people and to mitigate the effects of climate change?

How are different countries playing various roles in impacting climate policy?

Language specific information about France/Germany/Spain/China/US/UK and how they can help or what they have already done

https://www.telegraph.co.uk/global-health/climate-and-people/climate-change-soloman-islands-rising-sea-levels/

https://www.usip.org/publications/2023/11/climate-change-and-conflict-solomon-islands

https://unfccc.int/

Values

The importance of their role as an empathetic global citizen and of being informed of the way in which climate change is already having a huge impact in certain areas of the world, even if it may not be directly affecting them

Social justice - developing their understanding that they can work to make positive changes in the world by using their voice

Reflection - on how they can make changes in their own lives to impact the climate and how they can contribute to wider changes in the world, such as government policies

les Îles Salomon (French)

die Salomonen (German)

索羅門群島 (Chinese)

• Socio-emotional learning: Sharing feelings about climate change and disaster-related personal experiences.

• Inquiry learning: Investigating and inquiring through an Internet search.

• Small group discussions, projects, and friendly competitions.

• Research methodologies, addressing misconceptions.

• Interacting with scientists (inviting the parents)

• Implementing school or community projects.

• Using hope-based approaches, deal with climate anxiety and distress

• The evidence-based model proposed in the curriculum builds the gap between research and practice.

• Discussion sessions (in pairs, small groups and/or whole group): Small group and whole group brainstorming

• Milling activities: Milling around to swap or share information, going to view presentations of each other’s work and ideas.

• Surrogate experiential learning: role-plays; using drama, dance and song.

• Field experiential learning: Field visits to areas of environmental protection.

• Action and activist learning: Student engagement in community resilience building projects; tree planting; school gardening; and cleaning up the local environment.