Infographic: visual stimulus - making links to their own wardrobes (in resources below)

CBS News report on Youtube - Factory Collapse

Compare and contrast labour laws in Ireland vs. Bangladesh, for children specifically

2.2 Appreciate how differences in social position and power in society affect capacity for action

3.1 Economic approaches to sustainable development. Capitalism and circular economy - doughnut economics

Swap Shop - it could begin at Christmas Jumpers to start small and build up from there

Thinking and solving problems

Being Creative

Communicating

Working with others

Participating in society

• Analyse - Answer comprehension Qs on the infographic

• Recognise

• Consider

• Compare - create a chart to compare labour laws

• Design

• Investigate - research template perhaps

  
  

  
  

https://webapps.ilo.org/infostories/en-GB/Stories/Country-Focus/rana-plaza

https://cleanclothes.org/campaigns/past/rana-plaza

https://www.theguardian.com/world/2023/apr/24/10-years-on-bangladesh-rana-plaza-disaster-safety-garment-workers-rights-pay

https://www.youtube.com/watch?v=ISj8BECf40Q

https://www.tbsnews.net/economy/bangladeshs-global-market-share-clothing-exports-rises-79-675394

Factory Working Conditions in Indonesia: The Garment and Textile Industry - Factory Working Conditions - reading piece

Research task:

Find out which brands they wear/popular brands are produced in Indonesia.

Investigate labour laws / breaches of human rights law within Indonesia in terms of fast fashion.

Research what a day in the life might look like for a teenager working in a factory in Indonesia .,

Actions

Survey their year group about attitudes and behaviours relating to buying clothes.

After survey - peer teaching to other classes about alternative options - 2nd hand shops/buying less/swapping with friends/buying more sustainable clothing.

Organise a sustainable fashion show with clothes from charity shops / ethically sourced clothes. Or get a mannequin with a cool outfit from charity shops displayed next to posters/info about fast fashion.

in society affects capacity for action

2.3 outline and identify root causes of climate injustice

2.4 examine the impact and effectiveness of a personal

behaviour in reducing negative consequences on the

environment; compare to collective actions that aim

to achieve wider systemic transformation through

addressing root causes

3.1 outline the following economic approaches to sustainable development, including at least one positive and one negative aspect: circular economy

Applied Learning Tasks 4

Being creative

Thinking and solving problems

Working with others

Communicating

Cultivating wellbeing

Participating in society

Managing learning and self

LO 1.6-Illustrate how biodiversity loss is occurring due to a

number of main drivers

LO 1.7 Demonstrate using secondary data, the evidence for human induced global warming

Before the scheme of work

Students have an understanding of

LO 1.3 Explain the greenhouse effect

LO 1.4 Explore activities causing the enhanced greenhouse effect

sustainable development

Applied Learning Task 2.1- Explore meanings and principles of climate justice

Applied Learning Task 2.3- Explain the role political and economic systems have

on sustainable behaviour and actions

Applied Learning Task

Working with Others

Communicating

Being Creative

Literacies and numeracy

Cultivating Wellbeing

Thinking and Solving Problems

• Evaluate- (ethical

judgement) collect and examine evidence to make judgments and appraisals; describe how evidence supports or does

not support a judgement; identify the limitations of evidence in conclusions; make judgments about the

ideas, solutions or methods

• Recognise - identify facts, characteristics or concepts that are critical (relevant/appropriate) to the understanding of a

  situation, event, process or phenomenon

• Describe develop a detailed picture or image of, for example a structure or a process, using words or diagrams where

  appropriate; produce a plan, simulation or model

https://agrica.de/wp-content/uploads/2021/01/GIZ_Climate-risk-profile-Chad_EN_final.pdf

https://docs.google.com/presentation/d/1mfg-PBW-Xmd_UxDNEo4tvGJZKJAzormf0DupfXgFWUU/edit?usp=sharing

https://www.theguardian.com/world/2020/sep/24/chad-halts-lake-world-heritage-status-request-over-oil-exploration-unesco

Impact of deforestation global warming

Effects on indigenous populations of the Amazon

Map reading to illustrate the level of deforestation

Debate between logging industry, ecological NGOs, government agencies and community workers

L.O. 1.6 illustrate how biodiversity loss is occurring due to a number of main drivers

L.O. 2.1 discuss the concept of sustainable development

L.O. 2.2 appreciate how differences in social position and power in society affects capacity for action

ALT 2.3

Explain the role political and economic systems have on sustainable behaviour and actions

ALT 2.2

Research an action that addresses or causes climate change and unsustainable development

Communicating

Literacy & numeracy

Outline

Identify

Illustrate

Discuss

Appreciate

1.6 Illustrate how biodiversity loss is occurring due to a number of main drivers

Applied Learning Task 1.2 Discuss how values relating to nature can vary between people and across time

Illustrate: use examples to describe something

Explore: observe, study, in order to establish facts

Photo Stimulus