In Unit 2, Environmental and social responsibility, we will present examples of how you can link climate change with local environmental issues, environmental responsibilities and even community outreach projects. There are some examples of activities, but please remember to keep the curriculum-activated ESD process for engaging with climate change in your Life Orientation classroom in mind when engaging with these course materials. It is useful to focus on developing your solution-orientated teaching practices (Hoffman, 2021).
The activities are primary activities that engage learners and focus mostly on critical thinking and developing the competencies for learners to start asking questions and thinking for themselves. Learners need to engage with the subject knowledge and start-up stories and make sense of the topic through an active learning process by tuning in, finding out, working out and taking action.
When designing learning activities linked to the core knowledge above, it is essential to keep asking the following:
- Do the learning methods and activities being planned help learners to think about and evaluate the assumptions about climate change, society and knowledge?
- Do the methods and activities open up spaces for deeper deliberative learning processes?
- What knowledge and skills are learners being exposed to during these activities?