| Overview |
| General background - market economy |
| General background - carbon trading |
| Brief notes on "comments on the Stern Review by leading economists" and links to them |
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| Overview |
| Basic science of Carbon including the carbon cycle |
| Photosynthesis & Respiration |
| Combustion - Energy production from carbon based fuels - the science |
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| Overview |
| Energy production from carbon based fuels (technology) |
| Alternative sources |
| Innovation and development |
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| Overview |
| Forest, Ice and Ocean |
| Land usage and impact on climate |
| Developing nations, including political aspects |
| Social change, population and industry |
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| Overview |
| Lesson plans, guides and pedagogy |
| Activities, tasks and assignments |
| Questions & Discussions |
| Software, Web 2.0 tools and data including images etc |
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| Glossary of terms, acronyms etc |
| Links to relevant sections in main National curriculum, GCSE and GCE syllabuses |
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| Introduction
Has Stern caused a storm with his review on the economics of climate change, and if so, why? Informed and different responses to these questions require a wide knowledge and understanding, demand serious thinking and evaluating and introduce many other questions en route. This complex, topical, political and emotive area therefore provides rich study opportunities in many curriculum areas.  This
resource consists of a number of key sections on the Stern Review, the science,
geography, economics and technology backgrounds to the review and the wider
contexts necessary to understand the issues. It also provides sections on
aspects of pedagogy and study itself; promoting the opportunities to develop
research and thinking skills and to use these to evaluate e.g. by reasoned
argument. To support this two further sections offer comprehensive links
to resources and activities, and to glossaries and study programmes. Sections
are easily navigated through the context sensitive menus (left hand panels).The resource is designed as a series of some forty “articles” (central panels) which act as frameworks or guides to illustrate areas for more detailed focus and which are elaborated through over three hundred and twenty external links (right hand panels). Some of the “articles” may deliberately prompt disagreement, ask questions or leave areas of uncertainty in an effort to stimulate further research via the external links, which are themselves only starting points, given the massive amount of work which has been and is increasingly the focus of much research in many countries. There is no single route through the resource; the Stern Review is taken simply as a central hub from which different journeys may be taken. Content in the “articles” has been written for an “adult” audience in keeping with much of the reference material in the links, and this should be seen as a challenge to students to check their comprehension on the path to higher order thinking. Similarly whilst the resource may be useful to students or teachers there are no separate sections for each. Indeed it is hoped that students will not be deterred from pursuing links in e.g. the pedagogy section. Students in the 14-19 age range need to develop increasing responsibility for their own learning, which includes gaining knowledge of the learning process itself. |
 • "We have the time and knowledge to act but only if we act internationally, strongly and urgently" Sir Nicholas Stern |
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P7 MenuMagic dwt Control Layer -Do Not Alter
