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Provides guidance on using the pack optionally alongside existing schemes of work, emphasizing interrelated, holistic learning across biology, chemistry and physics rather than siloed coverage. Includes aims such as identifying specification coverage, linking biology and chemistry content, highlighting overarching physics themes, proposing a “big question”, classroom activities and available online resources. 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Learners are asking to be taught about more than just the causes and effects of climate change. They want to learn about what solutions are being researched and how they can develop a sense of agency so that they can take action in their own lives.  \nSustainability and Climate Change content currently sits across the Combined Science specification, with different aspects being covered in different sciences. Each aspect is usually then taught in the context of that science. This means that the content may be taught in a siloed way so that learners are not always making the necessary connections across the sciences to get a holistic picture of the topic. As a result, despite science being a core subject, not all learners are sure that they have learnt about climate change in science at school.  \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 needs to 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 adapt to pre-existing schemes of work. In this resource we aim to help by explicitly exemplifying the links between the biology and chemistry content in the Trilogy specification. Physics themes (eg 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:  \n• identify the sustainability and climate change content in the specification  \n• identify links between biology and chemistry sustainability and climate change content for biology and chemistry teachers  \n• identify the overarching physics themes that can be linked to the biology and chemistry specification points listed  \n• suggest a ‘big question’ to help bring ideas together in lessons  \n• suggest teaching activities  \n• suggest online resources if available.  \nHow to use this resource  \nUse of this resource is entirely optional and supports the Trilogy specification. We’ve designed the information in this pack for you to use alongside your scheme of work with as much or little adaptation to the scheme as you choose. It is written so that biology and chemistry teachers can see the links to the other sciences and bring that content together into their lessons. Most of the sustainability and climate change content sits in biology and chemistry, so we have suggested teaching activities for these lessons. Energy concepts are fundamental to most chemistry and biology climate change content, so we’ve provided a list of linking specification points for physics teachers to be able to make the connections for learners in lessons.  \nThe activities and resources described are suggestions only. Some of the resources are aimed at learners and some are for teacher background reading. We have tried to provide something for every specification point that can help generate ideas for lessons.  \nYou can use this resource in a number of ways, depending on the aims of the department. For example:  \n","cbCairnzkUZXQKq0","https://ap.wps.com/l/cbCairnzkUZXQKq0","pdf",442070,32,"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","[{\"question\":\"What is the purpose of this sustainability and climate change resource booklet?\",\"answer\":\"It supports teachers with teaching the sustainability and climate change elements of the GCSE Combined Science: Trilogy specification, offering ideas and activities to make learning more connected and action-oriented.\"},{\"question\":\"How does the booklet encourage cross-science understanding?\",\"answer\":\"It explains that learners need to see how ideas taught in biology, chemistry and physics are linked, and it aims to exemplify links between biology and chemistry while using overarching physics themes to connect with many points.\"},{\"question\":\"How can teachers use the resource in different ways?\",\"answer\":\"Use is optional: individuals can reference and link across sciences, departments can plan simultaneous biology and chemistry teaching with cross-referencing, co-plan class and homework activities, or build a stand-alone sustainability and climate change module using the provided specification links.\"}]","Sustainability and climate change - Resource booklet | PDF",1792462369,81]