Students begin by identifying the country of origin of several well-known dishes. They will then complete examples of modifying recipes using the unitary method. Accompanying differentiated worksheets then give students the opportunity to practise this work at their own level. Name and describe what all humans share in common. Positive appreciation of differences between communities and cultures.

Relationships in an ecosystem, the interdependence of organisms in an ecosystem, including food webs. How organisms affect, and are affected by, their environment, including the accumulation of toxic materials. Describe how a species’ population changes as its predator or prey population changes. Explain effects of environmental changes and toxic materials on a species’ population. Combine food chains to form a food web. Develop an argument about how toxic substances can accumulate in human food.

Students are able to make the link between patterns of human consumption and Climate Change They can explain the processes that cause climate change, name some of the activities that are responsible and make the connection between these and things that they consume Students can explain what a Carbon Footprint is and describe practical things people can do to reduce their carbon emissions Students are aware that people in wealthy Minority World countries have much bigger footprints – and that individual people reducing their footprint is an important part of the collective effort to slow Climate Change

Students match the names of common chocolate bars to pie charts of their ingredients, and discuss how different proportions are shown in the diagrams. They then draw their own pie charts for different chocolate bars with varying numbers of sectors. Students discuss the companies/manufacturers involved in selling chocolate and discuss how businesses interact. Students then look at the production of chocolate from farmer to consumer, and create a pie chart to show how much they think each “person” in the chain receives. They then are given a role and asked to justify their share of the profits before completing another pie chart based on what they think fair shares of the price of a bar of chocolate should be. Finally, the actual percentage shares for each player in the cocoa chain are revealed and students create another pie chart to reflect this. They then discuss what their three pie charts together show. Understand that individual actions are important as part of making a difference globally. Know that some ‘players’ in global production chains benefit more than others. Explain Fairtrade as an example of action to address poverty and inequality.

Listening, Reading, Writing and Speaking Skills enhanced Use of authentic resources. Read literary texts in the language (such as stories, poems, letters) to stimulate ideas, develop creative expression and expand understanding of the language and culture. Using reading skills to translate pictogram. Translations skills French to English and English to French. Listening to authentic text and looking out for key fact. Dictionary skills. Students understand that food / drink are basic needs which are not enjoyed in equal measure by all humans Students know some key facts about hunger throughout the developed and developing world. Students can identify countries / continents where hunger is very prevalent. Students understand some of the main causes for hunger and can identify what is being done to try to improve the situation.

Students begin by revising the basic rules of Standard Form and when it is used. They are given a variety of formats and asked to explain which ones are written in Standard Form. Students are then given some text with several numbers written in Standard Form to convert into ordinary numbers within the context of a brief text about changes to forest area globally over a 25 year period. Next, students perform calculations to consider whether countries have lost or gained forest. Finally, students are asked to consider afforestation that has taken place and current trends within the climate change debate. They are asked to consider the advantages and limitations of afforestation world record attempts, all using Standard Form. This lesson includes a slide that can be printed for students, which contains practice questions using all aspects of Standard Form (including calculations and converting “near misses” into Standard Form) Explain why the protection & renewal of carbon sinks are essential strategies to slow climate change. Students can explain the importance of people participating in collective action on climate change and give examples of successful collective actions.

Working with climate specialists and teaching professionals, we have created a set of free resources for teachers to help increase confidence in teaching issues related to climate change. Resources include - summaries of the key issues, learning outcomes, a suite of lessons and a whole school framework for teaching a climate curriculum. How can young people help to shape the future? Do you want to be part of creating a new future? We are told so many things about Climate Change. The United Nations is warning that it is a systemic threat to human and other life forms, which can only be solved by global collaboration. We know for certain, it will touch every aspect of the life of young people currently in school in the UK, and, every young person across the world. Climate change has become a Climate Crisis. One way out of the crisis is to make sure young people are ‘climate literate’ and equipped to address it. We hope that these resources will help.

Students describe how photosynthesis is the key process for food production Students can explain that photosynthesis is the process which produces biomass for life Students make decisions based on the evidence and arguments, work with data which shows distribution of results, identify patterns and trends in data, making inferences and drawing conclusions. Students describe some of the biological factors affecting levels of food security and know that food security is having enough food to feed a population. Students describe biological factors which threaten food security including: increasing birth rate; changing diets in developed countries means scarce food resources are transported around the world; new pests and pathogens that affect farming; environmental changes that affect food production, such as widespread famine occurring in some countries if rains fail; the cost of agricultural inputs; conflicts that have arisen in some parts of the world which affect the availability of water or food.

Students will understand the interdependence of organisms in an ecosystem, including insect pollinated crops. They can describe the importance of plant reproduction through pollination in human food security. They can describe reproduction in plants and label flower structure. They know that some plants are wind and insect pollinated. Students know that hunger and malnutrition are issues in all countries of the world. Students understand how food security is connected to other global issues. Students can explain wider environmental issues that affect access to food and water. Students can explain how and why climate change affects some places and communities more than others e.g. people in the majority world. Students can describe in simple terms the connection between climate change and migration

Students will - Explore relationships in an ecosystem and the interdependence of organisms in an ecosystem, including food webs and how organisms affect, and are affected by, their environment, including the accumulation of toxic materials. Students can name some different consequences of climate change and how these affect people, animals and plants. Students can explain how and why climate change affects some places and communities more than other e.g. people in the majority world.

Name ways in which humans reduce the amount of land available for other animals and plants. The decay or burning of the peat releases carbon dioxide into the atmosphere. Explain the ecological impact of the destruction of peat bogs, and other areas of peat to produce consumer products. Including the destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal and microorganism species that live there (biodiversity). Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Students can explain why the protection and renewal of carbon sinks are essential strategies to slow climate change and name some different types. Students can provide examples of how mass production processes can lead to the degradation of natural resources.

Learning objectives: (AQA ks3) Students will know that Scientists have evidence that global warming caused by human activity is causing changes in climate. (AQA ks3) Use a diagram to show how carbon is recycled in the environment and through living things. (AQA ks3) Describe how human activities affect the carbon cycle. Students can explain that human actions such as burning fossil fuels are causing today’s climate change. Students are able to make the link between patterns of human consumption and Climate Change. Students understand that action on climate change is taking place worldwide at different levels: individual, collective and governmental. They can explain why action on all of these levels are important to address climate change.

Describe how fuel is oxidised electrochemically within a fuel cell to produce a potential difference. The overall reaction in a hydrogen fuel cell involves the oxidation of hydrogen to produce water. Explain how Hydrogen fuel cells offer a potential alternative to rechargeable cells and batteries. Evaluate the use of hydrogen fuel cells in comparison with rechargeable cells and batteries. Write the half equations for the electrode reactions in the hydrogen fuel cell Students can give examples of new technologies that could help in the fight against climate change and can assess their advantages and disadvantages. Students understand how national, international and individual actions can have a positive impact on global challenges.

Students will: Apply functional Maths skills to make calculations in real life contexts. Students understand that generally higher income countries have much higher greenhouse gas emissions than lower income countries. Students can describe practical things people can do, individually or collectively, to reduce greenhouse gas emissions.

Students understand that the earth’s resources used to facilitate current production processes are finite. Students understand that the scientific consensus is that humans burning fossil fuels is causing today’s climate change.

Students are introduced to direct and inverse proportion and practice calculating this. They find out about the context of factory workers producing T shirts in Bangladesh and work out the effects on the workers of different decisions made by the company selling the T shirts in the UK, affected by consumer decisions. Students then consider ethical issues connected to the sale of a particular design of T shirt. Students understand some of the consequences of outsourcing production processes to lower income countries. Describe how consumer’s decisions can have an impact on global issues.

Students describe how photosynthesis is the key process for food production Students can explain that photosynthesis is the process which produces biomass for life. Students make decisions based on the evidence and arguments, work with data which shows distribution of results, identify patterns and trends in data, making inferences and drawing conclusions. Students describe some of the biological factors affecting levels of food security and know that food security is having enough food to feed a population. Students can describe how consumer’s decisions can have an impact on global issues. Students know that the world produces enough food to feed everyone, but that many are underfed. Students can identify some top causes of global hunger. Students can explain why the protection & renewal of carbon sinks is an essential stratetgy to slow Climate Change, and name some different types.

Please [click here for free resources for teachers to help increase confidence in teaching issues related to climate change. Resources include - summaries of the key issues, learning outcomes, a suite of lessons and a whole school framework for teaching a climate curriculum. How can young people help to shape the future? Do you want to be part of creating a new future? We are told so many things about Climate Change. The United Nations is warning that it is a systemic threat to human and other life forms, which can only be solved by global collaboration. We know for certain, it will touch every aspect of the life of young people currently in school in the UK, and, every young person across the world. Climate change has become a Climate Crisis. One way out of the crisis is to make sure young people are ‘climate literate’ and equipped to address it. We hope that these resources will help.

Students firstly examine the definition of the word ‘prophecy’. The definition is broken down further with each key word being examined thus ensuring a clear understanding of the term. Using this understanding, students then consider how it might feel to be a prophet and how a prophet may be seen by others, making notes in and around a person outline. Students are then introduced to some prophets (3 religious prophets from Judaism / Christianity / Islam; 2 modern-day, non-religious prophets). Students may wish to add notes to their person outline, using information from the case studies. They then further explore whether it’s always easy to be a prophet: Greta Thunberg is looked at as an example of how acting in a prophetic way (speaking out about what you believe to be the truth that you think that mainstream society is not acting on) can bring challenges and attacks. Students consider whether speaking out about climate change might be called prophecy for our times, and why this is often an unpopular message for people to hear due to the lifestyle changes it may force them to consider. Students are then introduced to a range of ‘speaking out’ scenarios and are asked to consider whether they would find it easy to speak prophetically (to voice a truth that may be unpopular). This is discussed as a whole class before ending on two final reflection questions: – What do I think needs speaking out about in Students can explain the significance of the threat that Climate Change poses to life-forms on earth. They are aware that the speed of change is exceeding most scientific forecasts Students know that what individuals and the global community as a whole do now, will determine the probable future in terms of life on Earth.

Please click here - set of free resources for teachers to help increase confidence in teaching issues related to climate change. Resources include - summaries of the key issues, learning outcomes, a suite of lessons and a whole school framework for teaching a climate curriculum. How can young people help to shape the future? Do you want to be part of creating a new future? We are told so many things about Climate Change. The United Nations is warning that it is a systemic threat to human and other life forms, which can only be solved by global collaboration. We know for certain, it will touch every aspect of the life of young people currently in school in the UK, and, every young person across the world. Climate change has become a Climate Crisis. One way out of the crisis is to make sure young people are ‘climate literate’ and equipped to address it. We hope that these resources will help.

Starter: 2 citations de Nelson Mandela (bell work) Grande-Bretagne: l’essor des banques alimentaires – multiple choice reading comprehension. Une mère célibataire anglaise – reading comprehension Au Royaume-Uni, un million d’enfants souffrent de la faim pendants les vacances scolaires – running dictation and discussion. Students understand that all humans have the rights outlined in the Universal Declaration of Human Rights (Right to an adequate standard of living). Students know that poverty exists to a greater or lesser extent in all countries. Students can explain the difference between absolute and relative poverty. Students can give examples of the structures that cause and perpetuate poverty. Students can describe examples of action to address poverty on a global, national and local level.