LWC Case Study Teacher on the I Can Project/ Activity Five The Climate Game [ Io2 chapter 2] : Steph Gawne / Chesterfield High School

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 [ went to Oxford University and lived in a large house] 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.