The curriculum areas of sciences, technologies, social studies, health and wellbeing and religious and moral education provide many rich opportunities to learn about climate change, renewable energy and sustainable development including moral principles which link to human responsibility for the environment. These issues feature prominently in a number of Curriculum for Excellence experiences and outcomes that set out the quality and nature of the learning experiences and what children and young people are expected to achieve between the ages of 3 and 15 (reference: Climate Change and Education in Scotland)

 

Sciences –Planet Earth

• By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential problems. SCN 3-04b
• I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b
• Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4-05b

 

Technologies –Technological developments in society and business

• I can analyse products taking into consideration sustainability, scientific and technological developments. TCH 4-05a
• To help care for the environment, I reduce, re-use and recycle the resources I use. TCH 0-06a
• I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. TCH 2-06a
• I can examine a range of materials, processes, or designs in my local community to consider their environmental, social, and economic impact. TCH 4-06a
• I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. TCH 2-07a
• I can identify the costs and benefits of using technologies to reduce the impact of our activities on the environment and business. TCH 3-07a
• I can present conclusions about the impact of technologies on the economy, politics, and the environment. TCH 4-07a

 

Social studies –People, place, and environment

• I can identify threats facing the main climate zones, including climate change, and analyse how these threats impact on the way of life. SOC 4-12a
• I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. SOC 4-12b

 

Health and wellbeing –Mental, emotional, social, and physical wellbeing

• I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 0-16a / HWB 1-16a / HWB 2-16a / HWB 3-16a / HWB 4-16a
• I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 0-17a / HWB 1-17a / HWB 2-17a / HWB 3-17a / HWB 4-17a
• I know and can demonstrate how to travel safely. HWB 0-18a / HWB 1-18a / HWB 2-18a / HWB 3-18a / HWB 4-18

 

Further Climate Change learning resources for schools-

https://education.gov.scot/improvement/learning-resources/a-summary-of-learning-for-sustainability-resources/

https://education.gov.scot/improvement/learning-resources/support-for-professional-development-in-outdoor-learning/

https://education.gov.scot/improvement/learning-resources/exploring-climate-change

https://www.wwf.org.uk/get-involved/schools/resources/climate-change-resources

https://www.oxfam.org.uk/education/resources/climate-challenge-7-11

https://teachingclimatechange.org.uk/resources

https://www.metoffice.gov.uk/weather/learn-about/met-office-for-schools/resources-for-7-11

https://climatekids.nasa.gov/