Developing activities
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Structuring activities
In developing our own Learning for Sustainability activities, we have chosen to use the following structure:
Activity name:
this is given at the top
Summary information
Age range: | given in years since key stages may vary. |
Curriculum links: | to indicate core and non-core subject links. |
Time needed: | in typical lesson session times with minutes indicated. |
Group size: | whole class, small groups, individual task. |
Setting: | location, e.g. classroom, computer suite, playground, etc. |
Key vocabulary: | to identify literacy, subject specific and ESD terms. |
Sustainability learning outcome(s): | what pupils will be able to do having taken part in this activity. |
Method: | identifies any specific techniques, e.g. circle time, etc. |
Preparation:
indicates what teachers need to know, or do, in order to facilitate the activity.
Resources needed:
lists what is needed in order to carry out the activity.
Procedure:
provides a step-by-step guide to carrying out the activity.
Cautions:
include if there are particular health and safety, race, culture or gender sensitivities, for example.
Extensions:
provides additional activities that relate to the core activity and which can be used to encourage more in-depth investigation or discovery. Some can be used as assessment strategies.
Evaluation:
to capture what has been learnt and encourage pupils to reflect on their own learning.
Taking the learning cycle approach
In developing activity sets to support Learning for Sustainability, we also try to consider how they might sit within the following learning cycle
The Activities section offers some ready-made activity sets. More will be added over time.
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