Click on the purple boxes to view curriculum information for each Pod activity.
Students design and a cycling handbook containing local information and safety advice, including maps and other visual elements.
Students discuss, debate and write about safe, environmentally-friendly transport. They campaign to improve sustainable transport in the local area.
Students produce a report for the school / local council recommending how local roads can be made safer. They make a cycling handbook containing local information and safety advice.
Students plot their routes to school on a local map, identifying areas that may be dangerous to pedestrians or cyclists. They campaign to make roads safer and persuade more people to cycle to school.
Students create a display or posters communicating information about the habitats and bugs in the school grounds.
Students discuss, debate and write about conserving and promoting biodiversity. They campaign to increase awareness of biodiversity in the local area.
Students study local habitats and organisms, recognising how we can improve the environment or damage it, and how they can help to manage environments sustainably.
Students design and conduct a survey of bugs in the school grounds. The data is collated in a spreadsheet or database and analysed.
Pupils collect evidence about common bugs and their habitats. They learn how animals are suited to the environment in which they are found.
Students discuss and debate patterns in temperature, understanding how they affect individuals, communities and the sustainability of the environment.
Students discuss what affects our climate year on year. They analyse data and discuss possible reasons for temperature changes.
Students analyse past temperature data sets. The data is represented on a chart and patterns in the data are discussed.
Students research, debate and write about different energy sources, understanding how they affect individuals, communities and the sustainability of the environment.
Students hold a formal debate of the issues surrounding energy sources, then plan and produce a poster or leaflet communicating facts about an energy source.
Students research and debate renewable and non-renewable energy sources. They form arguments about how we can produce the UK’s energy sustainably.
Students design a new, environmentally-friendly toilet for the school, including creative elements such as the décor.
Students improve the sustainability of the school by researching and implementing ways of reducing the amount of water flushed in toilets.
Students design a new, environmentally-friendly toilet for the school, including water-saving features.
Students discuss the environmental impact of wasting water, suggesting and implementing environmentally-responsible solutions such as water saving devices.
Students survey how many times the toilets are flushed each day. They calculate the total volume of water flushed each day and how much could be saved using water saving devices.
Students design and produce communication materials, incorporating visual elements, that persuade people to switch electrical devices off when they’re not being used.
Students improve the sustainability of the school by persuading people to conserve energy by switching electrical devices off when they’re not being used.
Students consider how to persuade the rest of the school to stop using ‘standby’ mode. They discuss the effectiveness of various communication types, then produce campaign materials. These could include a play.
Students research and assess the environmental consequences of using ‘standby’ mode, and consider ways to positively change people’s behaviour.
Students produce multimedia materials, such as a screensaver, that remind people to switch electrical devices off when they’re not being used
Students use electrical usage data to calculate how much energy and money UK schools might save if they stopped using ‘standby’ mode. The calculation should be broken down into simple steps.
Students improve the sustainability of the school by promoting the use of re-usable water bottles to conserve natural resources such as water and plastic.
Students consider the negative environmental consequences of bottled water production. They work together to design a re-usable water bottle to use at school.
Students hold a discussion about the environmental consequences of buying bottled water. The outcomes can be recorded.
Students conduct a ‘taste test’ experiment to compare bottled waters with tap water. They could record the results using a spreadsheet.
Students understand the implications of producing waste and communicate their analysis to the wider school community.
Students research how much waste is produced in their school. They examine the major sources of waste and identify ways to reduce them.
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Students improve the sustainability of the school by promoting the use of rechargeable batteries.
Students research what happens to batteries when they are thrown away. They research whether batteries can be recycled locally, and run a campaign to persuade the school to recycle batteries.
Students research the potential environmental consequences of using disposable batteries. They discuss how using rechargeable batteries could help to conserve natural resources.
Students survey which devices in school use batteries, and how many they use. They estimate how many batteries the school may use in a year. They calculate the ongoing cost of disposable and rechargeable batteries.
Students produce posters and stickers, incorporating visual elements, encouraging people to turn off lights when they are not in use.
Students improve the sustainability of the school by promoting turning off lights to conserve energy.
Students research, plan and write a multimedia presentation encouraging fellow students to turn off lights when they are not in use.
Students discuss the possible environmental impact of leaving lights on. They suggest ways in which we can live in a more sustainable way.
Students put together a multimedia presentation encouraging fellow students to turn off lights when they are not in use. They can incorporate film if appropriate.
Students estimate / audit how many light bulbs are in the school. Using base data and breaking the problem down, they calculate the energy and money UK schools could save if they didn’t leave lights on unnecessarily.
Students produce posters, incorporating visual elements, to promote wind power in the school.
Students improve the sustainability of the school by promoting a wind turbine as a sustainable energy source.
Students research and consider the benefit and cost of installing a wind turbine at school. They write a report of their findings for the headmaster and produce posters to promote wind power in the school.
Students examine the benefits and feasibility of installing a wind turbine in the school grounds. They consider and survey public opinion of wind turbines. They educate others about the benefits.
Students study electricity consumption in their school and how to manage it, helping to understand how to manage environments sustainably.
Students design and conduct a school electricity survey. The data is collated in a spreadsheet or database and analysed and displayed.
Pupils collect evidence around energy usage and consumption. They plot their results onto a graph to monitor their results.
Students produce posters, incorporating visual elements, to tell others about insulation methods and promote heat efficiency.
Students improve the sustainability of the school by promoting energy conservation through simple insulation methods.
Students discuss ways of saving money on heating at school. They research insulation methods and report on their findings to others, including written texts.
Students research and assess the feasibility and cost-effectiveness of insulation methods. They communicate to others how good insulation can help us to live in a more sustainable way.
Students research and consider different methods of insulation. They investigate the current method of insulation in the school and recommend changes that could be made to improve heat efficiency.
Students produce posters, incorporating visual elements, promoting ways to make the school more energy efficient.
Students improve the sustainability of the school by promoting ways to make the school more energy efficient.
Students discuss ways of keeping warm. After an experiment about energy conservation, they interpret the data to produce posters promoting heat efficiency
Students research and discuss the environmental consequences of wasting energy, and consider ways to make the school more energy efficient.
Students conduct experiments to discover how and where energy is conserved. They identify the energy source, how it is transferred and ways of reducing wasted energy.
Students produce posters, incorporating visual elements, to tell people about wind power.
Students raise awareness of sustainable energy by promoting a wind turbine as a renewable energy source for the school.
Students investigate how wind turbines work. They make a model of a wind turbine, including an electrical circuit, to demonstrate how energy can be generated.
Students research the benefits of wind power. They survey public opinion about wind turbines and produce texts to communicate their findings to others.
Students research the benefits of wind power. They consider and survey public opinion about wind turbines. They educate others about the benefits.
Students explore wind turbines as a power source and develop a view on the implications of their use. They make a model of a wind turbine, including an electrical circuit, to demonstrate how energy can be generated.