Describe the number of pupils directly and indirectly involved.

• Global Leaders is open to all Year groups, and we currently have around 30 students from Year 8-11 work directly/indirectly on projects
• Eco Group has around 10 member from KS3
• The whole school is informed and invited to take part in activities during the assemblies

 Write a few bullet points about the long-term legacy of the project on the school, consider climate education, pupils developing skills and the running of Climate conferences.

• We are continuing to embed a global curriculum and are working to include the sustainable development goals across the curriculum. 
• New projects are regularly being discussed during meetings.
• Impact on the International School Award
• students are becoming more aware of climate issues and critically thinking about issues.
• continuing to develop links with climate organisations across the world and in our own community.

Behaviour change – has there been a shift in the behaviours of the school and wider community as a result of the project eg- walking more, different diets, energy efficiency, less consumption.

• more students ride a bike to school.
• plastic free in school with recyclable products/packaging from the canteen
• more energy conscious about turning off lights and equipment
• use recycled paper across all the school
• awareness of littering - this has been significantly reduced

Pupils voice and Action- are your pupils able to raise issues and share their views on this topic with greater confidence because of the work done?

• Students are more conscious of climate issues and can talk more confidently about the changes and impacts
• confidence in public speaking

• Reduce the amount of paper being thrown away. Increase the amount of paper being recycled.

• Ensure less rubbish goes to landfill, including: recycling done properly/less waste being put in the wrong bins.

• Reduce the amount of meat being consumed by students and staff.

The groups have found the sheets useful, and have been carrying out investigations and speaking to different groups in school:

• We have been designing a survey to ask students about challenges with regard to transport.

• Students wanted to focus on improving the school environment-by reducing the amount of litter around the site and then moving onto how we can reduce waste.

• We have been preparing to speak in assembly.

• Our groups has shared a Powerpoint about climate change with tutor groups, also talking about litter around school site.

• We're thinking about No-meat Mondays and are going to seek out student feedback before we implement this school-wide.

School/organization: Le Partenariat

1. Briefly describe the activity you delivered in your classroom, including the ages of children/young people (200 words maximum):

It is a 2-hour activity where participants are divided into six teams, each group represents a different country, and moves around a large planisphere-shaped board. The students were between 11 and 12 years old.

The players travel around the world answering questions thanks to a pedagogical guide: they develop their knowledge on water supply and sanitation techniques, to be able to accumulate a maximum of points, and manage the access to water in their own country. At the end of the round, a reflection is initiated on the inequalities in relation to this resource, and on the possibilities of action (individual and collective) of each one.

2. How did the activity addressed climate change? (200 words maximum):

In the first part of the activity, the groups should report the main information about water in their countries, such as consumption, main use, and in particular the problems and consequences of climate change on water.

3. What was a success? (You can share small stories, if you like) What was the impact on the pupils/school? (200 words maximum):

The activity worked very well and we were able to discuss water issues in the world, in France (especially with the drought) and in our daily lives (become aware).

School/organization: Le Partenariat

Email (optional): ctetart@lepartenariat.org

1. Briefly describe the activities that the teachers involved in the I Can project have developed in their schools(200 words maximum):

I have worked with two teachers involved in the I-CAN project. They are both very involved in climate related issues in their school and lead a lot of activities linked with awareness raising and climate.

They both used some of the activities from our Climate Action Guide with their pupils. They delivered these activities with a different point of view as one of them is an English teacher while the other one is a biology teacher. They also used the UN Climate Conference model and organized conferences with small groups and whole classes.

In addition to the activities they discovered thanks to the I-CAN project, they implemented a lot of activities such as an exhibition linked with the protection of oceans, awareness raising campaigns at school to avoid food waste or promote recycling.

They gave much importance to collaborative work and invited pupils from different levels and ages to work together. They were all between 11 and 14 years old.

2. How did the activity addressed climate change?(200 words maximum):

The activities implemented by teachers contributed to raise awareness about climate change among the pupils but also among teachers and school leaders. In continuation of these activities, some pupils participated in concrete climate actions at school such as planting trees and flowers, creating an exhibition on plastic pollution damages or organizing a competition between classes in order to determine which one is the most sustainable.

Finally, the pupils implemented actions in order to have a wider impact outside of school through the organization of “Clean Walks”, the creation of awareness raising videos or the writing of poems aimed at alerting people to the issues linked with pollution and climate change.

3. What has been the impact of these activities on the young people and their teachers?(200 words maximum):

The impact of these activities on the young people and their teachers were very positive. Indeed, the use of participative and innovative methodologies were much appreciated and are a real source of motivation.

The material provided to teachers through the I-CAN project gives them confidence in delivering activities related to climate change.

Young people are generally very interested in topics linked with climate change and they really felt that participating in such activities or events made them even more active and empowered.

School/organization: Collège de l’Europe Ardres, France

Email (optional):  nathalie-julien.piquet@ac-lille.fr

1. Briefly describe the activity you delivered in your classroom, including the ages of children/young people (200 words maximum):

This activity was delivered to 3 classes of about 25 students (14 years old).

The students were divided in 2 groups: one was the head of an oil company and the other was part of an environmental protection association.

They first had to research about oil and plastics and then write a speech to convince the other group. The last part was a debate during which they had to make propositions.

The instructions were:

GROUP 1

You are the head of an oil company. You have to convince the public that the use of oil cannot be abandoned in favor of renewable energy. You have to write a speech to defend your point of view.

Your text should answer the following questions:

- What is oil? Under what conditions is oil formed? (steps)

- For what human activities are oil and its derivatives used?

- What problems would mankind face if it was decided to stop using oil or its derivatives (at least 3 reasons in different fields: employment, health, tourism, transport, agriculture, etc.)?

GROUP 2

You are a member of an environmental protection association. You have to convince the public that the use of oil must be abandoned in favor of renewable energies. You have to write a speech to defend your point of view.

Your text should answer the following questions:

- What is the impact of oil exploitation on the climate?

- What are the consequences of its use on the environment and human health?

- What solutions exist to replace it (3 examples are expected in different areas)?

2. How did the activity address climate change? (200 words maximum):

This activity addresses climate change because it deals with fossil fuel and its consequences on environment and on people.

It is a good way to make students debate, argue and try to find solutions.

3. What was a success? (You can share small stories, if you like) What was the impact on the pupils/school? (200 words maximum):

It was a success for some students because they really wanted to convince the others and were fully involved in the activity. They were able to make links between problems, consequences and solutions. They realised that such issues are very complex and have a lot of consequences on various sectors.

School/organization: Collège de l’Europe, Ardres (France)

Email (optional):  nathalie-julien.piquet@ac-lille.fr

1. Briefly describe the activity you delivered in your classroom, including the ages of children/young people (200 words maximum):

The activity is based on “Arbre Educlimat”: https://educlimat.fr/wp-content/uploads/2021/03/01_Guide-danimation-LArbre-Educlimat.pdf (in French)

Here are the main steps of the activity:

1- Energy sources available for human activities: define energy and then classify the cards depending on the type of energy (fossil, renewable and fissile)

2- The greenhouse effect: read a text on greenhouse effect and try to draw a scheme

3- Classification of human activities according to their impact on the greenhouse effect

4- Climate change and its consequences: students had to find out the consequences for people, the environment and biodiversity                            

5- What individual and collective actions can be put in place at school, at home?

This activity was delivered to 3 classes of about 25 pupils (14 years old).

2. How did the activity address climate change? (200 words maximum):

Students had to find out the consequences of climate change on people, on the environment and on biodiversity. They also had to find individual and collective solutions (at home or at school).                  

3. What was a success? (You can share small stories, if you like) What was the impact on the pupils/school? (200 words maximum):

They were fully involved in the activity and it’s a good way to make links between causes and consequences.

School/organization: Collège Paul Eluard, Cysoing

1. Briefly describe the activity you delivered in your classroom, including the ages of children/young people (200 words maximum):

We organise several things during a year. We had conferences with 60 students (2 classes). They gave introductory speeches in English. Then worked on being a global citizen. 

Furthermore, we exchange letters with a school in England, who wrote to my students to explain climate change. Her students wrote back with their views.

They have held a week of activities in May based on the Global Goals. This includes a friendship day and a Climate Day.

2. How did the activity address climate change? (200 words maximum):

This whole activity allows us to talk about social justice, respect and therefore the respect for our environment, our planet. By defining what a global citizen is, we begin discussions to finally talk about climate change and action.

3. What was a success? (You can share small stories, if you like) What was the impact on the pupils/school? (200 words maximum):

It has been easy to engage students with the issues. They find it more difficult to talk with others, particularly outside school. It is hard to get volunteers to take part in actions outside

4. Any other comments:

Link to the padlet : https://padlet.com/mrstardieux/i-can-project-coll-ge-paul-eluard-cysoing-jvs49wetvcbc 

One of the teachers Caroline  Fraser commented that:

‘’ The pupils loved the experience of conference and valued the research tasks, two of the pupils who attended have learning challenges and it was especially valuable for them to have their work valued.’’

As a result of the conference ‘’These pupils joined with the School Council and collaborated to organise our clothing swap, running the event  and utilising me to mainly carry things! 

This event was so successful that the pupils are holding another in the summer term.’’  

She added a final  comment: ‘’Thank you very much for the invitation to join your project - it was thoroughly enjoyable and such a valuable learning experience. ‘’

1. Briefly describe the activity you delivered in your classroom, including the ages of children/young people (200 words maximum):

 The climate game activity was delivered to a class of 30 pupils aged 13 to 14. They attended   a large comprehensive in Sefton, Merseyside called Chesterfield High School. It was delivered as part of a unit of work exploring the impact of climate change on people.

 This activity is a role play ‘game’ that gives young people the opportunity to act as if they are in someone else shoes and enables them to focus on a key element of climate justice which is ‘inequality’. It has a simple methodology and is flexible so it was easily adapted to the needs of  this group.

 Pupils worked in 14 pairs, each given a climate game role card, this described a person somewhere in the world. The pair had to imagine what this person’s life would be like and how it was affected by climate change. They spent a few minutes thinking about the life of the person on the card. The pairs then had to stand up along one wall of the classroom. A statement would be read to the group and the pairs had to decide how their character would behave in this situation. If they felt, they agreed with the card situation they had to take a step forward. If they disagreed, they stood still. At the end of hearing the 15 scenarios the pairs were spread all around the room.

2. How did the activity address climate change? :

 This activity supports young people as they explore the wide range of unequal impacts that people experience because of the climate emergency. It enables conclusions to be developed about the complex inequalities that are part of the climate emergency and increases their understanding of climate justice.

 The young learners enjoyed the activity, they were soon thinking as their role required and having conversations putting themselves in the shoes of others life experiences. What was very striking was the visual nature of the activity. At the end of the game the pairs were spread over the classroom which clearly showed the differential impact of climate change and how it really does impact groups such as women differently. The activity enables learners to critically engage with others lived experiences. They seemed better able to have detailed conversations and critically engaged in the climate justice aspect of the climate emergency. Many pairs were passionate about their decision making and soon got into playing their role and began to question other pairs about their positioning and could see that some privileged lives were hardly touched at all.  The pair playing the wealthy male lawyer hardly moved at all whilst the female slum dweller in a large city in Southeast Asia moved more often as did some of the other characters.

3. What was a success?  What was the impact on the pupils/school? : 

I would recommend this activity for a class that doesn’t always find discussions easy. This will facilitate them thinking as someone else and ensure that they feel more confident to speak out. It builds confidence, empathy and self-esteem and could be develop in different ways depending on the size and nature of the group.

The classroom teacher who introduced the activity felt that it increased motivation and enthusiasm for understanding all aspects of climate change. They commented that:

‘’ I feel motivated to continue learning about embedding social justice issues within the curriculum because its important, and I am excited to utilize the wonderful resources and ideas available to me from the I Can project.’’.

They are now keen to ‘open conversations with my colleague son how they could teach climate justice in their subjects.’.

Referring to the I Can project, and the resources developed in IO1 AND IO2 the teacher added that:

‘’ I have enjoyed taking part in the I Can project as it has provided me with greater knowledge of what I can do as an educator to inform younger generations about climate issues and how they are impacted by them and what they can do to make a difference. I see it as an essential right that they are given the tools and information to protect their future and understand climate justice. ‘’

4. Any other comments: The teacher also commented that the experience of using a range of new resources and approaches in the classroom had increased their own professional competence and led to a new role in a school putting this focus at the center of their curriculum. Being open to new participatory classroom methodologies can be very empowering for teaching professionals.

 This climate change activity focuses on the learners’ making connections between climate change, climate justice and the SDGs. It was used in a workshop with 40 student teachers to introduce them to the I Can project and to help them understand more about the SDGs and climate justice.

 The intention was to build their critical thinking skills and get them considering how to integrate an active methodology into their own classroom teaching. It was delivered as part of a module on ‘Global Learning’.

 The students worked in groups of 3 to 5 students.

They were firstly asked to consider the question ‘What do we all need to have a good life’? What rights do you think everyone should have? This led to a detailed discussion.

Each group was then given a set of ICONS, one for each SDG and asked to compare their initial discussion ideas with these targets. They then got given a set of climate connection cards, they read each one and decided which SDG it related to.

These were then placed in a diagram, of their own design, on the table.

They soon realized that 1 connection often linked to more than 1 SDG, so their diagrams grew, developed, and got more complicated. 

 2. How did the activity address climate change? :

This activity revisited the 17 universal sustainable development goals , these can be seen as a helpful list of social, economic and environmental rights and targets. conversation with some hard thinking going on.  They were then reminded that the SDGS are all interconnected and dependent on each other.  It addressed climate change and climate justice by giving the learners the opportunity to realize how complicated the connections are between the impacts of climate change and the interconnectedness of the SDGs.  It also deepened their understanding of the problems people face in different parts of the world.

 3. What was a success?  What was the impact on the pupils/school? 

 At the end of the practical activity the students had an excellent discussion and went into depth on the consequences of climate change and its impact across the planet on peoples’ lives.

All the groups moved around the classroom and examined other groups diagrams as these were all different. The conversations that happened as they examined each diagram helped to strengthen understanding and enabled the students to begin to feel more confident about voicing their views and ideas. It also showed that there are different ways to approach an issue and that its multi layered and complicated.

 Taking part in this and similar activities had a powerful impact on the students’ thinking and in the long term may influence their future approaches to teaching climate change / climate justice. Many felt more confident about using a similar methodology in a classroom with pupils and showed a ‘desire and passion to initiate changed thinking in the future relating to their teaching of climate change.’

The university lecturer observing this workshop stated that they considered:

 " is the single most important thing affecting us all, and the way to move forward is through education.’’

4. Any other comments:

Students made comments at the end of the workshop about its impact on their thinking:

• I felt I had a " deeper understanding on teaching about the climate crisis" 
• ‘’I was hoping to have a deeper and more meaningful understanding of what is happening around the world and that has happened’’

Quite a few students talked about their need to ‘understand their roles as educators within this crisis’. They thought the workshop  might ‘’support them with combating climate anxiety in their future pupils and felt strongly  that there was a need for teachers to give young people information on the climate crisis and that they needed to understand how to best embed this into their own lessons.’’

 The workshop and this activity based on I02 impacted by as one student put it : ‘ building my confidence in including climate justice issues within lessons. This has been met by better understanding the language used around climate justice and practical ideas for activities to use with a range of ages.’’

 Other students felt that the activity within the workshop had ‘Increased  their teaching skills to promote critical thinking, debate, and discussion on complex and controversial issues’

‘’I feel a lot more aware and informed now after taking part so I am glad that I have been fully engaged in it, I have a better understanding of key issues and am beginning to identify ways in which I can best communicate this information to the children I will be teaching’’

 A university lecturer involved in the session also commented that: ‘’One of the aims of the teaching activity was to build empathy and promote critical thinking, debate and discussion.  The workshop certainly encouraged this amongst the student teachers’’ and went on to say:

 ‘’They are now able to see that different methodologies can support pupils with a better set of vocabulary regarding the climate topic that will enable them to develop oracy and open discussion amongst their peers both in the classroom and outside the classroom. This may transfer into discussions with family about making changes such as recycling, using less cars and walking, reading more than watching tv.’