Activities

Short description

Starting with a “real-world” problem of unsustainability (also in continuity with the two previous activities), make a micro background research (explorative) divided by small groups which apply different disciplinary point of views and produce a brief report and PowerPoint to illustrate the main features of the problem. Presentation of PowerPoint. Discuss the specific point of view used by each group and the partial and specific analysis of the problem. Identify elements of contradiction, overlapping, and complementarity. Establish collectively a report structure that takes into account all disciplinary contributions and acknowledge the value of the interpretative inputs that have arisen from the discussion.

Short description

The activity takes place outdoors. Locate a path or a space with trees or other lateral supports of varying height, possibly even with cover (e.g. a pergola). Distribute different kinds of small objects (small toys, coloured papers, small non-organic waste items) into partially hidden but visible areas at different heights. Divide students into small groups, invite them to walk through space once and finding objects as they go. Make a ranking of the groups based on the items they have collected. Ask the groups to discuss how objects have been found and which one were most easily found (looking up, down, side, coloured, strange ones, etc.). Ask them to plan a new observation by assigning roles within the group and repeating it. Identify the difference in results achieved.

Group discussion and substantiate the need for more people collaborating and taking different points of view.

Short description

Small groups study different models of sustainable development and consider which they prefer, any limitations/criticisms and try to create an alternative model. Plenary – short presentation on knowledge and how it is provisional, contingent and contestable.

Short description

Pairs/small groups analyse texts underlining examples of facts, opinions and assumptions. Whole group share and discuss. Reflect on own responses to texts e.g. do we look for things that confirm our opinions?

Short description

Prepare materials that illustrate the types of issues as mentioned above. Give each small group a set of materials that focuses on one of the above issues. Ask each group to study their materials to see what they notice. Whole group – report back what they have noticed. Plenary discuss the need to be alert and to evaluate sources.

Short description

Using any devices you have with you, do a quick search to see what you can find out about the demographic of a local town – what is the size of the population and how is it broken down in terms of age?

Using this information, make some predictions about the future needs of the town. Consider aspects such as traffic/parking; health; housing; education; appropriate leisure facilities.

Short description

In groups.
Choose a facilitator
Facilitator: guide your group to

Short description

Individuals read the handout and decide on a charity. They are paired with someone who chose a different charity and have to agree on ONE charity between them. They then join another pair who chose a different charity to them and try to agree on ONE charity to support. 

In plenary discuss whether this was easy or not. What made it difficult? 

We are driven by our values – sometimes even positive values conflict with each other. 

Handout used in UK setting: Considering Your Values

Your school has a reputation for making small donations to a variety of good causes so when an elderly neighbour of the school passed away, she left a donation of £4,000 to the school with the condition that half should go to the school and half should go to a charity in order to make an impact. 

The headteacher is aware that to make an impact, this sum should be paid to one charity.

All staff and pupils were invited to suggest their favourite ‘good cause’ and a number of suggestions were made. 

The Head finds it impossible to choose from the top four preferred charities so you have been asked to make a decision because you have no personal connection with any of the listed charities. 

The Head’s only guidance is that the school should be “seen in a good light among parents and the public” for making this donation.

Your task is to choose one charity from the list below and then rank the others in order of priority. Explain why the other charities were not selected.

  1. The local animal rescue centre – their urgent need for more animal housing has been highlighted in the paper recently.
  2. Oxfam – towards their recent, high profile appeal following a massive earthquake in Malawi.
  3. The local hospice – caring for terminally ill patients with a reputation for its special care of cancer patients.
  4. The NSPCC – for a specific campaign to help with the assessment, support and monitoring of children returning home from a period in care.

Short description

In your assessment groups, please allocate as many of these roles as possible, (starting from the top):

You make up the governing body of a local educational institution.

Government policy is to take the institution out of local authority control and make it a ‘free’ school, meaning you are able to decide for yourselves its future direction.

Task A

Task B

Plenary reflect on the different experiences