Page 9 - Copy of Climate Change and Sustainability Education report

Applicability for Learners: In order
for ALN learners to engage with

“For our learners, we have to taught material, the content has to
bring it more to life. So, we be applicable to them and based
have to make it a real living, on the world around them. Activities
breathing thing for them to also need to build on prior learning
actually buy into the idea”. and schemas. For example, if a
student has not yet learnt about
time, then they won’t grasp the
concept of the world changing over
time, or a plastic bag taking time to
degrade. However, when learners’ imaginations and sense of justice are captured by
what they are learning then they can be a powerful force for change.

Labelling: The resources should either (i) not be labelled with the progression step or
age of the child it was designed for, or (ii) have easily removable labels. This
recommendation aligns with Welsh Government direction for resources, but it will take
time to filter through to all providers.

Age and Stage appropriate: Resources
must be appropriate for the age of the
learners. Therefore, a range of "The more resources the
resources need to be created for each better, I say. Because while
progression and pre-progression step, that [activity they have
with content suitable for a wide range made this year] fits their
of ages. Images and content also need needs, every cohort is

to be age appropriate e.g. no primary- different moving forward.”
age images/topics in resources aimed
at secondary-age learners.
Experiential learning through school trips: Include a list of ‘tried and tested’ ALN-friendly
trips across Wales to facilitate access to experiential learning opportunities.

These recommendations address the current gap in appropriate CCSE resources for ALN
settings and support teachers by reducing preparation time, preventing burnout, and

increasing overall learner engagement and success in teaching the Curriculum for
Wales. These recommendations will streamline the planning process and reduce the
administrative burden.

We recommend that subject-knowledge experts create a bank of resources for

teachers in ALN settings. These resources should be interdisciplinary, tactile,
sensory, relevant to the learners’ lived experiences and appropriate for the age
and stage that the learners are working at. Creation of this resource bank would
mean that teachers’ expertise and limited time can be used to adapt resources

to the specific needs of their learners.

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