Local Environmental Issues

Branston Junior Academy

When deciding on which topic to discuss the children used their increasing awareness of audience and empathy to select an appropriate issue. They wanted it to be meaningful to themselves as well as relevant to children of the partner schools, yet also choose a theme which inspired their imaginations. Alongside this there was a strong desire to present the work to the best of their capabilities therefore developing handwriting skills, a key focus of the curriculum.

After sharing the work between schools the children learnt that despite being thousands of miles away the communities not only shared congruous issues, but that children write about them using similar techniques. This discovery has helped them to appreciate the reasons behind the teaching of these specific writing skills rather than seeing them as isolated objective driven tasks.

Szkoła Podstawowa nr 9 im. Józefa Piłsudskiego w Zespole Szkół nr 3

The most important outcome of the fourth task was the opportunity to practise logical thinking and reasoning. Students decided on what environmental problems they would like to work on and then described it with the usage of specific vocabulary. Such a task allowed their environmental awareness to grow and help them understand the effects of their actions. It’s worth mentioning that pupils improved writing the description again. Another positive impact that the task has had on students is the chance to write an email with the solution for their environmental issues. It improved their writing abilities strongly and let them communicate with one another.

XIV Istituto Comprensivo Karol Wojtyla 
 

In order to prepare this task, children have been invited to reflect on the main problems concerning pollution in their town. They have prepared a list of words and problems and in three different groups have found information on  land, air  and water pollution. They have been invited to find subjects at home discussing with families, reading magazines, using the Internet. Then children have started writing short, direct sentences to focus people’s attention on the main problem. They have also been invited to think to their parents’ language when they want them to do something. The teacher has eliminated wrong words and has corrected   grammar mistakes.

During this task, we have produced two different kinds of words: Primary School has produced some works on pollution based on Internet, books and magazines, Secondary school has produced specific drawings   focused on the direct image of the problem they wanted to discuss.

During this task children have learnt to use the brief, direct language of persuasive text and have enriched their knowledge of specific language concerning pollution.

Ècole Marcel Lacoma 

Every class discussed diverse problems then shared its notices with those of its cycle.

- Realization of posters (on the sorting, the ecotourism) to reach out to the other pupils of the school.

- Organization of green brigades to keep the schoolyard clean.

Response to European colleagues.

We all went through a verbal phase before proposing solutions to our European correspondents. There were debates, note-taking by the children and again an organization of information for the realization of a response.