Remco

In small groups identify a selection of 5 job roles, products and services that have emerged in recent years. Produce a presentation that shows the extent to which one of these innovations addresses environmental and/or social concerns and suggest improvements.

Divide the learners into two groups. Each group researches green economy benefits and challenges. Then the teacher organises a debate in which one group advocates for the transition towards a green economy while the other advocates for the contrary. Since groups do not have a pre-assigned position, they both should be aware of the pros and cons of a green economy and be able to understand and question the other’s arguments.

Students identify a business or organisation within their community in which they are involved. In groups or individually, they should explore as many ways as possible in which the organisation might save money and/or grow its business while also having less impact on the environment. Choose one of these ideas and take steps to promote or implement it. The students should reflect on any changes that took place as a result of their action either within themselves or within the organisation(s) concerned.

Students brainstorm ways to improve energy efficiency in their institution/home/workplace. Groups then share and critique suggestions. Whole group consider proposals and choose a few key to work towards. Identify some key steps needed to achieve these goals. Plan these steps ie who, where, when and how.

In small groups develop a business idea that has environmental and/or social benefits. Prepare a sales pitch to present to the rest of the group. The group’s role is to critique your idea while you defend it on social, environmental and financial grounds.

In groups, students select an environmental conflict related to energy e.g. from https://ejatlas.org. Groups then choose an artistic way to communicate or explain the chosen conflict (song, role-play, drawing…). They are asked to identify the main actors involved in the conflict as well as their main roles and positions and their potential feelings. Groups then devise a script, practise and then perform in front of each other and receive feedback.

In small groups choose a job role. If possible, visit, shadow and interview someone working within that role. Produce a poster that shows the extent to which the job is impacted by, or influences, wider social and/or environmental issues.

Collectively design a semi-structured interview on energy use and energy poverty (e.g., how do you understand energy poverty? What are the main causes and implications?). Divide the class into groups. Each group locate a local expert on energy poverty from a different discipline: economics, sociology, health, etc. (the teacher can identify these experts in advanced or it can be part of the task) and conduct the interview. Groups then produce a ppt summarising the findings. Groups present ppts and learners discuss the different responses and compare and contrast. Class then discuss the benefits and challenges of multi-, inter- and transdisciplinary work.

In small groups choose 2 job roles. Select 2 contrasting values, one intrinsic (e.g. helpfulness, honesty, responsibility) and one extrinsic (e.g. recognition, influence, success). Discuss how the job roles would be influenced by each of your chosen values.