Curriculum making: e ffective enquiry and purposeful content.

1. Global learning examples D:Acritical look at sustainability in geography and across the curriculum. The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark: Sarum St. Paul’s Primary School, Salisbury John Gibbard School, Sharnbrook, Bedford.

2. Curriculum making: effective enquiry and purposeful content. The collaborative projects undertaken have been an integral part of our creative curriculum: • Go green – sustainable development • Olympics – social justice, values and perceptions • Rights, respect and responsibilities – Human rights • Fairtrade – Interdependence. Activities are differentiated to ensure that the needs of pupils are met whatever their ability or special educational needs. The children from our hearing impaired unit are fully involved in all our global learning although the concepts can been challenging for them as they are so abstract. Whilst they may develop a good understanding and knowledge of the world, some issues like Fairtrade and RRR are hard for them to understand because of the vocabulary and associated concepts. Pupils in Year 3 and 4 have recently had a homework project to find out about one of the following: Recycling; Pollution; Changes to our local environment; two contrasting environments; How we can help to protect our environment; What will our environment be like in the future?; Animals in our environment; A view from my window or Travel and the environment. They were invited to present their ideas in any way they chose.

3. Year 3 – Conservation Pupils were asked to create an information leaflet to advise the reader on ways to conserve energy. Through this topic pupils gained a greater understanding of climate change, interdependence, sources of renewable energy, sustainable development (at different scales) in order to prevent damaging the planet for future generations. They have written practical tips for their leaflet in order to help readers take action to conserve energy. Leaflets were shared with parents. During a visit from two teachers from our Indian partner school , pupils interviewed the teachers to gain a perspective of sustainable development from India.

4. Geography helps bring investigations together: • by using maps • opportunities to ask geographical questions (where is this place, what is it like, how do people & environment interact, how is it changing) • so developing critical understanding of conservation issues.

5. Positive reason for a supermarket such as more jobs Creative and critical thinking Negative reasons such as lots of traffic Y4 child’s work showing the application of issues learned in their Rainforest project to the local issue of the school’s wildlife area. Y2 work showing the ability to think about geographical dilemmas from different points of view.

6. In Key Stage 2 Citizenship is taught through an understanding of the rainforest environment and the various economic entities that work there. The children use secondary sources to research information on the economic activities that take place in the rainforest and then debate deforestation, taking the role of environmentalists, rubber tappers, zoo keepers, tourist officials and loggers. The children are encouraged to reflect not only on the global and moral issues concomitant with deforestation but also on the spiritual, social and cultural issues which help them to understand the experiences of working people in countries like Brazil and the decisions they have to take. Save the rainforest poster Rainfall graphs