| Overview |
| General background - market economy |
| General background - carbon trading |
| Brief notes on "comments on the Stern Review by leading economists" and links to them |
 |
| Overview |
| Basic science of Carbon including the carbon cycle |
| Photosynthesis & Respiration |
| Combustion - Energy production from carbon based fuels - the science |
 |
| Overview |
| Energy production from carbon based fuels (technology) |
| Alternative sources |
| Innovation and development |
 |
| Overview |
| Forest, Ice and Ocean |
| Land usage and impact on climate |
| Developing nations, including political aspects |
| Social change, population and industry |
 |
| Overview |
| Lesson plans, guides and pedagogy |
| Activities, tasks and assignments |
| Questions & Discussions |
| Software, Web 2.0 tools and data including images etc |
 |
| Glossary of terms, acronyms etc |
| Links to relevant sections in main National curriculum, GCSE and GCE syllabuses |
 |
|
||||||||||||||
|
||||||||||||||||||
National
Strategy “Pedagogy Pack” and other teaching and learning links This
sub section is not intended to make any formal link with the Secondary National
Strategy but is included to draw attention to some of the material which
the units in this pack make readily available, in particular in relation
to how pedagogy might support students’ responsibility for their own
learning, the development of thinking skills and contemporary approaches
to learning, particularly in the use of information and communication technologies.Various aspects of teaching and learning are covered in the units which give a useful and up to date background on current ideas and latest theories. Some units are particularly useful for example units on modelling, explaining, guided learning, questioning and generally most of units 5-16 (see link). For staff and students the “Summary of Research” sections in the units are particularly useful. Questioning whether oral or written is a key skill for teachers, and indeed should be developed by students. Asking the right question and indeed understanding questions is fundamental to learning. Research show that many questions are asked of students which relate to administration and management rather than understanding and moreover frequently insufficient time is given, before, during or after the question is asked. In order to develop higher order thinking in students, the design of questions requires higher order thinking by staff. Similarly, modelling and explaining should reflect considerable preparation by staff, and can provide good areas to ask students to emulate themselves to demonstrate understanding, perhaps as part of assessment for learning. Assessment for learning is a major area of development and links naturally with peer assessment and group work and in that sense is appropriate for this site’s potential for students to develop increasing responsibility for their own learning. A key part of assessment for learning, assuming guidance and direction are provided, is to share criteria in order to enable self and peer assessment on an objective basis and for students to become increasingly self managing and reflective. Assessment for learning thus also links to the ideas of higher order and critical thinking and inevitably involves the higher levels of Blooms’ taxonomy. |
 Units
1-20 of the National Strategy Pedagogy PackAssessment
for learningFormulating
Questions for Higher-Order Thinking (PDF) |
|||||
