Climate change in Wales: KS4 curriculum

Key Stage 4

Geography and Science statements are included below as they contain specific reference to relevant topics.

However, other subjects include themes which provide opportunities to study Climate Change in Wales:

GCSE Design & Technology and GNVQ Manufacturing and Engineering include finite resources, recycling, alternative products and the impact on the environment of manufacturing.

GCSE Welsh and Welsh Second Language ‘The World around us’, ‘Contemporary Issues’

GCSE Modern Foreign Languages ‘The World around us’

GCSE Religious Education ‘Our World’

The site gives the opportunity for students to:

The National Curriculum in Wales	Curriculum Cymreig	Education for Sustainable Development	Key Skills
Geography is an optional subject at GCSE. The following statements are taken from WJEC Geography spec A [Mainstream] and WJEC/OCR Geography spec B [Avery Hill]
Spec A
acquire the knowledge and understanding of the causes and effects of either river or coastal flooding.	X
evaluate schemes for control of either river or coastal flooding.[1A.6] (See River flooding Coastal flooding)	X
understand the arguments for and against the development of: (i)renewable (ii)non-renewable energy sources.
identify the physical, climatic, human, economic and social considerations in the location of wind farms.[1C.1] (See Renewable energy in Wales)	X	X
understand the cause, extent and effects of: (ii)global warming realize the significance and effects of values and attitudes in developing strategies for reducing the consequences.[1C.3] Link to 11-18 site map	X	X
acquire and apply the skills and techniques…including ICT, needed to conduct geographical study and enquiry			X
Spec B answer the following questions.
Unit 1 3.2 How can human activity change weather and climate? (See What causes climate change?)
7.2 Can both exploitation and conservation of ecosystems be managed in a sustainable way? (See Biodiversity)		X
8.1 How might the weather and climate cause changes in ecosystems and/or natural environments? (See How will climate change in Wales affect me?)
8.2 How and why might this be of international concern for stewardship and sustainability		X
8.3 What alternative solutions could be applied to manage the concern in a sustainable way? (See What can we do to reduce climate change?)		X
Unit 2
3.1 How can an excess of rainfall and /or water surplus cause flooding? (See River flooding and Coastal flooding)	X
3.2 What effect does this have on human activity? How can flooding be managed? (See Planning for flooding)
Unit 4
9.1 How do different economic activities damage the environment? (See What causes climate change?)
9.2 What conflicts develop between damage to the physical environment and the creation of wealth and job opportunities?
9.3 How could these conflicts be managed to conserve a sustainable environment? (See What can we do to reduce climate change?)		X
Science - How science works
All specifications address the following Skills, Knowledge and Understanding (i) data, evidence, theories and explanations (a) the collection and analysis of scientific data; (b) the interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories; (c) many phenomena can be explained by developing and using scientific theories, models and ideas; (d) there are some questions that science cannot currently answer, and some that science cannot address. (ii) practical and enquiry skills (a) planning to test a scientific idea, answer a scientific question or solve a scientific problem; (b) collecting data from primary or secondary sources, including the use of ICT sources and tools; (d) evaluating methods of data collection and considering their validity and reliability as evidence. (iii) communication skills (a) recalling, analysing, interpreting, applying and questioning scientific information or ideas; (b) using both qualitative and quantitative approaches; (c) presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools. (iv) application and implications of science (a) the use of contemporary scientific and technological developments and their benefits, drawbacks and risks; (b) how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions; (c) how uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes. WJEC SCIENCE SPECIFICATION, start teaching September 2006 [bold are suggested approaches not mandatory statements]
Chemistry 1
6. FUELS (f) explain the environmental effects of the combustion of fossil fuels and evaluate the social, economic and environmental impact (See What causes climate change? and How will climate change in Wales affect me?)		X
7. EVOLUTION AND MAINTENANCE OF THE ATMOSPHERE Why is the amount of carbon dioxide in the atmosphere increasing slightly and why are scientists worried about this? (d) know that there is debate in the scientific community on the issue of global warming and be aware that many scientists attribute the main cause of global warming to the increase in carbon dioxide in the atmosphere caused by the combustion of fossil fuels (See What causes climate change?) (e) examine and evaluate given data on global warming (See Past climate changes) (f) appreciate some effects and consequences of global warming (See How will climate change in Wales affect me?) (g) evaluate given data with regard to proposed solutions to the problem of global warming (See What can we do to reduce climate change? )		X
Physics 1
1. GENERATION OF ELECTRICITY What things influence the types of power stations we build? Who decides on whether to build wind farms? (a) discuss the factors which are involved in the decisions about the types of power stations, including commissioning and decommissioning costs, types of energy sources, fuel costs and environmental factors as well as personal views which are not scientifically based. (See Renewable energy in Wales) (b) be aware of the planning processes involved in the development of power stations based upon renewable resources, e.g. wind and wave farms. (See Decision making)		X
P1 3. HEATING AND THE HOME How much electrical energy do we use in the home? How much does it cost? What sort of heating is most economic to use? Is it worth installing alternative energy sources? (b) collect information, either directly or using secondary sources on the power ratings of domestic electrical appliances and use it to investigate the cost of using them. d) use data to compare the cost of different sources of domestic energy, including electricity, gas, oil and coal. (e) use data to explore the cost-effectiveness of introducing domestic solar and wind energy equipment, including fuel-cost savings and payback time. (See In our homes)		X
4. ENERGY, TEMPERATURE AND THE TRANSFER OF HEAT ENERGY (e) use data to compare the cost-effectiveness of different methods of reducing heat loss from the home, including loft insulation, cavity wall insulation, double-glazing and draught excluders and discuss the ethical issues surrounding controlling heat loss from the home. (See In our homes)		X
Biology 2
7. THE IMPACT OF HUMAN ACTIVITY ON THE ENVIRONMENT What effects do people have on the environment? Can science help to understand these effects? Can scientific knowledge be used to find alternative answers? Should environmental issues stop economic development? What agencies are involved in decision making? Does loss of species matter? (b) appreciate the need to collect detailed, reliable scientific information in order to assess the changes in species types and numbers and the use of such information as Environmental Impact Assessments prior to building developments. (c) explore information about the causes for the destruction of habitat and a reduction in biodiversity. Assess the need to balance the requirements for food, attitudes of people towards economic development and the needs of wildlife. (h) discuss the need for and issues surrounding sustainable development: the problem of increased consumption of resources and their continued supply; the problem of waste materials and recycling as a way of dealing with waste; use of degradable materials;development of Ecotourism. (i) discuss the issues surrounding the maintenance of biodiversity and investigate ways by which biodiversity and endangered species can be conserved, including the role of different agencies and State organizations (See Biodiversity)		X
Chemistry 2
3. THE PRODUCTION AND USE OF METALS (l) know that recycling steel saves 50% of the energy used in the extraction of iron and cuts down on the emission of greenhouse gases		X
PSE
know about the main global issues which pose a threat to the environment
know how to live and act sustainably and how to participate in collective decisions to live and act sustainably [PSE, knowledge/understanding]		X
have a sense of personal responsibility towards the environment and be committed to live and act sustainably [PSE, attitudes/values]		X

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