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Guidance focuses on identifying relevant specification content, linking biology and chemistry themes, mapping physics overarching ideas, and providing suggested teaching activities plus supporting online 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resource 4  Specification map 5  If you’re teaching biology 6  If you’re teaching chemistry 13  If you’re teaching physics 20  Appendix 1: Cross reference of specification points for 23 separate sciences and Synergy combined science  \nAppendix 2: Climate Change content in AQA GCSE Trilogy: 26 Combined Science identified by the Royal Meteorological Society (RMetS)  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723) . Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n2  \nIntroduction  \nTogether with the Royal Meteorological Society (RMetS), the professional and learned Society for weather and climate, we’ve created this resource to support teachers teach the sustainability and climate change elements of AQA GCSE Science specifications.  \nDespite science being a core subject, not all learners are sure that they’ve learnt about climate change in science at school1, which is why we want to help. Sustainability and climate change content currently sits across the GCSE science subjects, with different content taught separately in biology, chemistry and physics.  \nTeachers have asked us for resources to help teach this content in a better way. Learners also want to be taught more than just the causes and effects of climate change – they want to learn about what solutions2 are being researched and how they can take action in their own lives – this resource should help you do this.  \nLinking content  \nFor learners to fully understand sustainability and climate change issues, they need to see how the ideas taught in chemistry, biology and physics are linked. To get learners to appreciate the overarching ideas, the content should ideally be taught in an interrelated, holistic way so that they can understand the interplay between the three sciences in the causes of climate change, the solutions being developed and how to work towards a sustainable future.  \nFeedback from teachers tells us that they are looking for impactful ideas that can easily be adapted to pre-existing schemes of work, and those teachers that have trialled this resource have found it useful. We aim to help the teaching of the relevant content by explicitly exemplifying the links between the biology and chemistry content in the GCSE science specifications (see Appendix 1 for cross references to the relevant specification points in separate sciences and Synergy combined science) . It should be noted that physics  \nthemes (e.g. energy and EM spectrum) are treated differently as they are seen as fundamental and overarching, and can thus be applied to most of the biology and chemistry specification points listed.  \nWe’ve written this resource to:  \n1. Identify the sustainability and climate change content in the specification  \n2. Identify links between biology and chemistry sustainability and climate change content for teachers of biology and chemistry  \n3. Identify the overarching physics themes that can be linked to the biology and chemistry specification points listed  \n4. Suggest a ‘big question’ to help bring ideas together in lessons  \n5. Suggest teaching activities  \n6. Suggest online resources if available.  \n1Despite around half of school leavers (54%) saying they have had education on climate change in the past year, confusion and misunderstanding prevail | Royal Meteorological Society ([rmets.org](rmets.org)) 2Teach the Future: Campaign for climate education  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723) . Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n3  \nHow to use this resource  \nThis resource can be used in a variety of ways to support the GCSE Trilogy Combined Science specification (see Appendix 1 for other specifications) . We’ve desi","cbCaiolIDmTfr9oG","https://ap.wps.com/l/cbCaiolIDmTfr9oG","pdf",1337375,41,"English","# Contents\n## Introduction\n## How to use this resource\n## Specification map\n## If you’re teaching biology\n## If you’re teaching chemistry\n## If you’re teaching physics\n## Appendix 1: Cross reference of specification points\n## Appendix 2: Climate Change content in AQA GCSE Trilogy","[{\"question\":\"What is the main purpose of this GCSE Science climate change and sustainability resource?\",\"answer\":\"It supports teachers in teaching the sustainability and climate change elements of AQA GCSE Science specifications, including the solutions being researched and ways learners can take action.\"},{\"question\":\"How does the resource recommend teaching links between biology, chemistry, and physics?\",\"answer\":\"It encourages an interrelated, holistic approach so learners understand the interplay between the three sciences for causes, solutions, and progress toward a sustainable future.\"},{\"question\":\"What types of teaching activities and resources does the pack include?\",\"answer\":\"It provides suggested teaching activities and resources for each specification point, including materials for learners and teacher background reading, plus online resources where available.\"}]","Climate Change and Sustainability in GCSE Science - How to use this resource | PDF",1792464921,103]