David Alcock and Alex Standish are presenting an interesting look at the recent pupil protests down in London in a couple of weeks if you are able to make it.
It's a little too far on a school night for me, but looks to be really useful.
Get your tickets for the event here.
How should teachers, parents and politicians respond to child protests over climate change? Do young people have a point that more needs to be done? Should pupils be be encouraged to protest? Or are they being naïve and need to learn more about a complex problem?
Climate change is taught in school lessons in the sciences, geography and technology. The protesters are wrong to say it is not on the national curriculum – but is it being taught in sufficient depth? Is there a lack of balance in the way it is being taught? Where does the line fall in, for example, the geography curriculum between taking account of the dismal climate predictions for the world, and addressing trends showing social, economic and environmental progress in developing countries like China and Indonesia?
It is clear that the child protesters are genuinely frightened by the prospect of global warming. It is a concerning development and one that the education community needs to recognise. If pupils are left with the impression that there is no hope for a better tomorrow, how should teachers respond?
Here's another recent tweet from David, which is linked to his hopeful agenda.
It's a little too far on a school night for me, but looks to be really useful.
Get your tickets for the event here.
How should teachers, parents and politicians respond to child protests over climate change? Do young people have a point that more needs to be done? Should pupils be be encouraged to protest? Or are they being naïve and need to learn more about a complex problem?
Climate change is taught in school lessons in the sciences, geography and technology. The protesters are wrong to say it is not on the national curriculum – but is it being taught in sufficient depth? Is there a lack of balance in the way it is being taught? Where does the line fall in, for example, the geography curriculum between taking account of the dismal climate predictions for the world, and addressing trends showing social, economic and environmental progress in developing countries like China and Indonesia?
It is clear that the child protesters are genuinely frightened by the prospect of global warming. It is a concerning development and one that the education community needs to recognise. If pupils are left with the impression that there is no hope for a better tomorrow, how should teachers respond?
Here's another recent tweet from David, which is linked to his hopeful agenda.
Read this, act now! The dangers of urgency. @AlexStandish9 @SteveBrace @citizenjoesmith @GeoBlogs @sh_hinchliffe @DeutscheKath @sapinker https://t.co/JcpZFhDvw6 pic.twitter.com/vEpZuHIKt1— David Alcock (@DavidAlcock1) June 9, 2019
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