Transcript sustainable development booklet

Ruth Amos PGCE Science
November 2010
KS3 Science
Key Concepts
Scientific thinking
Applications and implications of science
Cultural understanding
Collaboration
Key Processes
Practical and enquiry skills
Critical understanding of evidence
Communication
Range and Content
Energy, electricity and forces
Chemical and material behaviour
Organisms, behaviour and health
The environment, Earth and universe
Curriculum Opportunities
http://www.globaldimension.org.uk/docs/exp
loring_gd_science.pdf
The new KS3 Curriculum
 Curriculum Opportunities
During the key stage pupils should be offered the
following opportunities that are integral to their learning
and enhance their engagement with the concepts,
processes and content of the subject.
The curriculum should provide opportunities for pupils to:
 research, experiment, discuss and develop arguments
 pursue an independent enquiry into an aspect of science of
personal interest
•use real-life examples as a basis for finding out about science
•study science in local, national and global contexts, and
appreciate the connections between these
•experience science outside the school environment, including
in the workplace, where possible
•use creativity and innovation in science, and appreciate their
importance in enterprise
•recognise the importance of sustainability in scientific and
technological developments
•explore contemporary and historical scientific developments
and how they have been communicated
•prepare to specialise in a range of science subjects at key stage
4 and consider career opportunities both within science and in
other areas that are provided by science qualifications
•consider how knowledge and understanding of science
informs personal and collective decisions, including those on
substance abuse and sexual health
•make links between science and other subjects and areas of
the curriculum
The Politics of Education…
‘I want to see the teaching of global
issues given more weight in our
schools and colleges - and already we
have taken steps to make issues like
globalisation, environmental
sustainability and citizenship a core
part of the curriculum.
For it is only through
education that we will foster citizens
with the conviction to speak out
against world poverty, that we will
find the creativity we need to tackle
climate change and that we will
produce the next generation of social
entrepreneurs.’
Gordon Brown, former PM, 2008
 explore and make sense of the big issues in the world;
 think critically and creatively about topical and
controversial issues;
 deconstruct issues and events and consider them from a
range of perspectives;
 communicate with people from a range of countries and
cultures;
 develop self-awareness and a positive attitude to
difference;
 argue a case on behalf of themselves and others;
 reflect on the consequences of their own actions now and
in the future;
 link learning to taking responsible action; and
 participate in society (QCA, 2007)
The 8 Key Concepts
 Conflict Resolution
 Diversity
 Sustainable
 Values and
Development
Perceptions
 Citizenship
 Human Rights
 Social Justice
 Interdependence
Possible Global Dimension
activities ..
 What have you seen going
on in school …?
 Yellow course booklet - SK
audits
 KS3?
 KS4?
 KS5?
Global issues for science and
learning strategies
 Sustainable development
 Climate change
Socio-scientific issues
(SSIs)
 Opportunities to explore
ideas and evidence
through small group
discussion
Argumentation activities
IDEAS project
Talk 2 Learn
Our Changing World.... Using
the News to Stimulate
Discussion in Science Lessons
The Times September 2009
‘Climate change has allowed the Northeast Passage to be
used as a commercial shipping route for the first time’
http://www.timesonline.co.uk/tol/news/world/europe/arti
cle6832885.ece
Climate Change
What is the evidence..?
What are some of the possible causes..?
Are there potential solutions..?
What do your students know? .... And how do they know it?
How can you stimulate interest / access what is happening?
http://news.bbc.co.uk/weather/hi/climate
Argumentation / Role Play
 ‘Carbon dioxide in the dock’ and other resources
 How do you use ‘off the shelf’ resources, and create your
own, effectively?
 Purpose?, design, adopting and adapting
 Putting it into action – LOs, differentiation, context
 Managing small group discussion
Think Global, Act Local..
 The global dimension in action
http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/keystage-3/science/programme-of-study/index.aspx?tab=5
 Look at local initiatives.. In Hackney...
http://www.growingcommunities.org/index.htm
 London 2012 – Most ‘Sustainable’ Olympic Games ever?
http://www.theviewtube.co.uk/ > Learn – Ruth’s
argumentation activity in an out-of-classroom context
Global Dimension Resources
The ASE website
www.ase.org.uk