here the rigth answers to the climate test.

Anna

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

• We have now developed a student Global Leaders leadership group who regularly meet to discuss key climate ideas and also work on delivering whole school assemblies such as for Earth Day and World Youth Day.
• I have delivered the information to the Bolton Learning Partnership MFL and Geography HUB and we will be leading a COP in the summer term.
• Sustainability Uniform group who work on collecting old school uniform and redistributing it amongst our community
• Written letters to school abroad about climate issues
• Prom dress / suit hire initiative
• Begun to develop our sustainable Science and Chaplaincy gardens
• Set up an Eco-Group and developing their work to become Green Blue Peter Badge owners
• Launched whole school activities on sustainability
• taken part in a COP with Rainford consortium
• Taken part in an on-line COP
• Taken part in a Justice and Peace forum post COP 27
• looking at delivering more work to the whole staff as I have already worked with a small cohort of individual staff
• Arranging a trip to visit Newcastle University to look at sustainability
• Global Dimension Team across the staff
• working with climate charities and organisations across the world

• 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