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Schools need to decide which opportunities to develop as explicit citizenship provision. In this unit pupils investigate the complexity of evaluating choices by considering values and scientific evidence together. A key subject for scientific investigation is the interaction between people and the environment, and how this differs both geographically and historically. By appreciating the wider impact of individual behaviours, pupils can begin to consider the need for changing lifestyles, now and in the future.
The unit meets some of the requirements for both citizenship and science at key stage 3. Aspects of the unit that are specific to science are set in this typeface. This unit links with the science programme of study and refers to the science scheme of work.
Taking a real local issue relating to the environment as a starting point, pupils consider the rights and responsibilities of different groups of people. They evaluate what should be done in a particular context and consider human values, distinguishing these from scientific evidence. In this context the notion of sustainability is introduced. Pupils are encouraged to empathise with viewpoints that are not their own, and to understand the importance of basic rules for discussion. Pupils also learn about how the media covers situations and the effect this can have on our understanding and opinion of events. By discussing power and authority, pupils learn how they themselves can influence decision-making.
Pupils are encouraged to consider the positive and negative effects of scientific and technological developments on the environment. They take account of others. views and understand why opinions differ. They evaluate the strength of the evidence they have collected. They select and use a wide range of reference sources. They communicate clearly the results of their research and explain its significance. They begin to appreciate the power and the limitations of scientific methodology. The specific science content will, however, depend on the issues that pupils investigate.
This unit uses energy resources - a key theme in the key stage 3 science programme of study - as an example. Any other environmental issue could be used as a focus, such as waste management, wildlife conservation, road-building, creating new housing on a greenfield site or food production. This unit could be taught in citizenship, or through science or geography. A non-science teacher could liaise with the science department to establish the most appropriate way of building on the science content in the key stage 3 programme of study.
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