The document outlines a curriculum focused on sustainability and renewable technologies for students at St. James the Great School in Suffolk, presenting a structured nine-session framework that encourages collaborative learning and group presentations. It includes tasks ranging from research on sustainable practices to designing posters for a new school building, utilizing ICT skills and promoting critical thinking. The program aims to build students' knowledge in environmental sustainability while developing interpersonal skills and preparing them for real-world applications.

1. St James the Great, a school in Beaumont Primary, in Suffolk Small scale hydro plant
Croydon
‘All learners are entitled to experience a traditionally broad Scottish curriculum
that develops skills for learning, skills for life and skills for work, with a
sustained focus on literacy and numeracy, that encourages an active, healthy
and environmentally sustainable lifestyle and builds an appreciation of
Scotland and its place in the world.’
Building the Curriculum 3
Sustainability and renewable technologies in schools

2. Interactive buttons, please click on
which session you would like to visit
Overview Session 4
Session 1 Session 2 Session 3 Groups present
question time
Splitting class into Continuing
STEM ambassador from peers +
the five ‘main’ research and
in to contextualise feedback from
renewable presentation +
and inform pupils teacher and
technologies and small tasks.
on project. pupils (small
sustainability
task).
groups– research
proposal + small
Rationale tasks.
and vital Session 5
Lesson setting up
information and using
renewable
Assessment
Sustainability technology and
sustainable
developments.
Evaluation
Session 6
Session 9 Session 8 Session 7 Pupils will use
Begin new ‘mysusthouse’ for half
case study, new Carry on with the lesson, then they
school build. proposal (big proposal in the
same groups (big will be setting
task, case study, themselves SMART
new school build). task, case study,
new school build). targets and using
technical drawing
equipments to plan a
layout page.

3. Click here to see lesson plan
Session 1 Task
Teacher input
The teacher will introduce the project and a STEM ambassador would work through their slide show as a
brief summary of what the next nine weeks basis of what to do, but if the pupils asks questions, this may
holds for the pupils. There is a teacher’s slide open up avenues of interest that he would happily change
show provided (interactive link below). Pupils the focus of the lesson to accommodate their knowledge and
will be placed in five groups; these are the interests. The ambassador will speak about sustainability on
groups they will work in throughout this a very general basis as to allow pupils to develop knowledge.
project. The STEM ambassador will be At the end of the slide show there is a task set to the groups.
introduced and then their slide show will be This focuses on what their prior knowledge of sustainability
put on. It is important that the teacher is, what they have learnt today and group work. They will be
manages behaviour and possibly asks the choosing a case study, e.g. A building that they know of and
STEM ambassador some questions if the will discuss what sustainable factors are included in that
pupils need some more detail. building and what else could be done to make the building
more sustainable.
Closure Plenary
At the end of the lesson the pupils participate in summarising what they have learnt within the 3 groups which were
made clear to the pupils at the start of the lesson.
Thank you letter Letter from STEM
Lesson STEM sent from me to
PowerPoint ambassador’s ambassador to
the Dean of University post
PowerPoint Caledonian lesson
University

4. Sessions 2-3 – small task
Teacher input Task
At the start of the lesson the teacher may In these groups they will then be told that they are to research
want to discuss behaviour and what is their topic using ICT and produce a presentation by using
expected from the pupils when completing traditional hand drawing skills and ICT skills, e.g. a poster
group work. A discussion should also take which they will be presenting in lesson four as a group to the
place for what five sustainable factors will rest of the class, informing them of important facts and
be research further. This class chose wind, information on their respective technology (Literacy, Health
solar, insulation, transport and energy and Well being, Technologies and Energy ). In the hope that
saving devices. The pupils will be split up peer to peer teaching and group working will be utilised to its
into five groups (this process is up to the full potential and the class will learn about the main
classroom teacher. By doing it in this renewable technologies and areas of sustainability. During
manner it allows differentiation in a natural these presentations they are to draw on case studies that have
way without obvious intervention from the been successful to help them convey their ideas. This task will
teacher and allows the pupils to work on be over three lessons including the presentation. This is a
team working and social skills so vital to small task that will develop the skills needed for the final big
professional life. The slide show (included task. There are small tasks that will be included within this
on the next slide) will guide you through task, shown on the next pages, that all pupils will take part in.
the first part of the class. There will be an exemplar put on the board of the kind of
product that the pupils will be looking to produce although it
won’t be too descriptive as not to channel and limit the pupils’
creativity. Along with thinking prompts and roles for the pupils
Closure Plenary to uptake.
The teacher will round up the lesson by reviewing the pupils’ work during the day and asking open questions at
the end of the lesson.
By pairing mixed ability children together “studies have shown
that whilst the tutee will learn new information the tutor also learns
new skills and information” (Schaffer, 2006:210).

5. Sessions 2-3 - Small tasks
After the introduction pupils will be split up into Research Task
their groups. They will then take part in short tasks
that are interactive, engaging and educational. The research task is then introduced. They will be told that they
are making a presentation page using a mixture of ICT and
Small task draughtsmanship skills . At this point they can be shown the
exemplar page (interactive link below), which the teacher will go
Each group will be given a set of cards, with onto discuss with the pupils the positives and negatives aspects of
different types of sustainability on them (Appendix the poster.
B in lesson two, interactive link below). The pupils
will arrange these in order of importance (using Each group will be given their sustainable topic cards (interactive
the ‘triangle of importance’). They will be given link below). There are two sets of cards (differentiation). It is up to
time to go around the tables and have a look at the teacher which cards they decide to give out to which groups.
the other groups’ thoughts. Throughout this task
the pupils will realise that, in fact, for a sustainable Towards the end of the lesson there is time to analyse the groups’
future there are many elements that need to performance (verbally and written work).
change rather than just introducing renewable
technologies. So to help the process the teacher Then the pupils are asked open questions related to the success
can ask the pupils, ‘In a perfect world, what shape criteria (found in the assessment link on the overview)
would we have instead of a triangle?’ The answer
is a circle with sustainability in the middle.
.
Group name
cards Lesson three
Pupils
plan
working on
Exemplar
Lesson two Lesson two Sustainability Pupils small task
presentation
plan PowerPoint cards page working on Lesson three
big task Cue cards PowerPoint

6. Session 4 Lesson plan
Feedback forms
Group name
cards
Lesson
PowerPoint
Feedback
Summary
Teacher input Task
Teacher will start the lesson using the PowerPoint The pupils will then present their posters. Their poster
provided (Interactive link above) to discuss the will be pinned up at the front but also the poster can be
lesson objectives and success criteria with the projected on to the SMART board by a visualise or
pupils. The teacher will then given the pupils two alternatively by taking a photo of the posters before hand
minutes to think about the presentation skills they (see PowerPoint). The pupils are given five minutes each
will need to use. The teacher will then work around to speak; during this time the whole group should play a
the tables taking suggestions of these skills. These part in the presentation, if possible.
will then be written up on the white board through
a discussion with the pupils. When the pupils are Pupils that are observing should be listening and writing
presenting the teacher may wish to be looking at down any questions that they wish to ask. At the end of
the assessment criteria and the success criteria the presentation the pupils are allowed to ask questions.
(included in assessment section). At the end of the It is important that the pupils are aware this is a key stage
presentations it is advised to share your thoughts of what would happen in the ‘real world’. All groups will
and discuss with the pupils your views if they have now provide peer feedback using the feedback slips
completed or are on their way to completing (interactive link above). At the end of the lesson pupils
certain objectives. will receive all the feedback on their presentation and
use these to produce to write comments on the feedback
Closure Plenary summary (Interactive link above).
The teacher will also give feedback to the class regarding general feedback about the presentations and the
learning objectives, focusing on positive and constructive feedback. Also a brief summary of what the class will
be doing next lesson (see next slide)
Homework Homework pupils’ work
with answers

7. Session 5
Lesson plan Group name Responsibility Cue cards
cards cards
Lesson Pupils
PowerPoint Task working on
Teacher input investigations
The teacher will start the lesson by being reflective on Pupils will choose a responsibilities when completing these
the presentations from the last lesson then a discussion investigations. These responsibly will allow the pupils to
of the lesson objectives and success criteria (Found on carry out the investigations in a controlled manner and
PowerPoint above). The teacher will introduce the four include all pupils in the group by allowing them to utilise
responsibilities which each group will get: facilitator, their strengths (differentiation). The pupils will be given cue
scribe, includer and a reader- pupils will choose a role cards which have tasks on them and instructions for setting
for themselves. The teacher will then explain that the the investigations up. The pupils are to work through and
pupils will be doing three investigations (a group per ask for support when required (problem solving skills). The
investigation) and the other two groups will be pupils in their groups will be undertaking three
completing the ‘mysusthouse’ game on the computers. investigations each and playing an online sustainability
The teacher will need to be available to help pupils if ‘game’ which focuses on environmental impact and
they are struggling (differentiation cards included financial impact of their building. This lesson is a great
(included in cue cards). The teacher may wish to use an interdisciplinary element of the project which could be
online timer on the board to allow the pupils to see carried out in Science.
how much time they have left on each task. The The 3 different investigations are focusing on: wind power
teacher will need remind pupils that they only have ten (1), insulation (2) and solar power (3).
3
minutes on each task.
Closure Plenary
The teacher will ask the groups questions regarding the
experiments to see if the correct answers have been
obtained and to consolidate information. A short discussion
2
should also take place to allow the pupils to know what is happening 1
during the next lesson (see next slide).
A Curriculum for Excellence states that “there is a clear recognition of the importance of play and
active learning experiences." (Scottish Government: 2008)

8. Session 6 Lesson plan Group name tags Lesson
PowerPoint
SMART target
forms
Teacher input Task
The lesson will start with a recap of last week’s investigation (see The pupils will then make their own SMART
PowerPoint above). Open questions are used to consolidate targets on interpersonal skills that they want to
knowledge and gets the pupils to think creatively, evaluate and work on and will be assessed against at the end
analyse scenarios (Bloom’s taxonomy revised). The first task for the of the project. The class have a quick discussion
lesson is to explain the importance of evaluation in the wider world about what amenities are and the groups write a
on a professional and personal level. The pupils are then explained short list of amenities they need for their
what the acronym SMART stands for. The second task of the lesson building and a possible way of achieving these
is when the pupils get introduced to the big task (case study) at sustainably. The pupils will also be producing
which point they get shown the architect’s drawing and simple SMART targets for themselves to work on for the
concepts explained to them. They will then see a simplified CAD of final presentation. The final task of the lesson is
the building at which point they learn about CAD and different for the pupils individually to use technical
drawing views. The building is split into five areas and each group is drawing tools to design a layout of the final
given an area they will be in charge of making sustainable. During page. They use short hand graphic
the final task of the lesson the teacher is to show the pupils how to communication icons to represent different
use the drawing equipment to draw a page layout (see lesson plan, features which they would use in 4th years in
shown above). their final submissions.
Closure Plenary
The teacher will review the lesson, asking pupils
open questions. The teacher should try make
as many links between the pupils’ work and
real life scenarios when they will be using the
skills developed during the lesson.

9. Session 7
Lesson 7 Lesson 7 plan Cue cards Group name tags
PowerPoint
Teacher input Task
Lesson seven will start off with a discussion of the The pupils will start making their final presentation posters.
lesson objectives and success criteria; the teacher will In this they will all have to work together as a team and may
then recap the previous lesson (refer to PowerPoint). need to complete problem solving tasks to get their posters
The teacher will then introduce the big task which is looking good. They will be in charge of what ideas they want
the new school building. The PowerPoint guides you to use on their section of the building (shown in PowerPoint
through areas to talk about including the different attached). This allows the pupils to be as creative as they
areas of the school the pupils will be in charge of; like. Each group will be given a cue card to help them work
different computer aided drawing views of the new through the task without the teacher limiting their
school building (simplified), the limitations e.g. Time creativity. The pupils will need to apply prior knowledge as
on the project, what type of information they may well as research new material for their posters. This is
wish to show on the posters, using a specification effectively a case study scenario where they can apply other
(may wish to use the magazine provided as an case studies to help them produce the most sustainable
exemplar), exemplars. The pupils will be given cue building as possible. It is important that the pupils know
cards for this task also. This allows for differentiation they will be presenting their final ideas to a panel of
between the groups and promotes the autonomous professionals during session nine. The pupils will also see
learner. Meanwhile the teacher can support certain the medium they will be presenting their data on which is
pupils whilst overseeing the project. foam board cut up into five shapes that all come together to
Closure Plenary make one completed presentation poster.
The teacher will give feedback on the progress of the pupils. It is also important that the teacher makes (general)
reference to how the pupils are doing on their formative feedback and that during the next lesson they will be
spoken to individually, to discuss their learning and progress.
Within the principles and practices for technologies it says “The technologies provide frequent
opportunities for active learning .... to continually develop, use and extend skills that are
essential components for life, work and learning.” (Scottish Government: 2009: 2)

10. Session 8 Lesson plan Lesson 8
PowerPoint
Cue cards Group name tags
Teacher input Task
During the previous lesson the pupils started the final task The pupils will continue with their final presentation
of making presentation posters for parts of the new school. posters. In this they will all have to work together as a
Lesson eight will start off with a discussion of the lesson team and may need to complete problem solving tasks
objectives and success criteria; the teacher will then recap to get their posters looking good. They will be in charge
the previous lesson (refer to PowerPoint). The PowerPoint of what ideas they want to use on their section of the
guides you through areas that the pupils might need a quick building (shown in PowerPoint attached). This allows
recap (keep short as the pupils are limited for time) on the pupils to be as creative as they like. Each group will
including the different areas of the school the pupils will be be given a cue card to help them work through the task
in charge of; different computer aided drawing views of the without the teacher impinging any ideas on them,
new school building (simplified), the limitations e.g. time on limiting their creativity. The pupils will need to apply
the project, what type of information they may wish to show prior knowledge as well as research new material for
on the posters, using a specification (may wish to use the their posters. This is effectively a case study scenario
magazine provided as an exemplar), exemplars. The pupils where they can apply other case studies to help them
will be given cue cards for this task also. This allows for produce the most sustainable building as possible. It is
differentiation between the groups and promotes the important that the pupils know they will be presenting
autonomous learner. Meanwhile the teacher can support their final ideas to a panel of professionals during
certain pupils whilst overseeing the project. The teacher will session nine. The pupils will also see the medium they
also circulate around the class speaking to pupils individually will be presenting their data on which is foam board cut
to see what learning objective they are yet to achieve so up intofive5 shapes that all come together to make one
they can try to complete them in the remaining lessons. completed presentation poster.
Closure Plenary
The teacher will give feedback on the progress of the pupils. The teacher will also remind pupils that
if their posters are not completed they are to come in n during their own time (lunch/after school) to
complete them, as they will be presenting to a professional panel next week

11. Session 9 Task
Teacher input
The pupils will be presenting their research projects to the
The teacher will introduce the panel of professionals. At the class and a panel of professionals involved in the new school
start of the lesson the lesson objectives and success criteria building. The pupils will be drawing on prior knowledge and
are discussed along with key skills that we are looking for skill whilst also developing new presentation skills during
from the pupils e.g. presentation skills. This is a good the presentation. At the end of each presentation the pupils
opportunity to highlight all the tasks the pupils have are reminded of the feedback slips they completed after
completed during this project (see PowerPoint, interactive presentation four (focus on positive and constructive
button below). The order of the presentation is announced feedback). All the other groups will take part in providing
and a quick discussion about respecting other groups as well feedback in between presentations and the group which just
as encouraging them. The panel will also provide feedback presented will review their SMART targets set in session six
using the feedback slips (interactive link below) and make a to see if they have achieved them. At the end groups will be
small presentation at the end, focusing on elements of the provided with the feedback from their presentations and
presentations which impressed them. they are to complete the feedback write ups and from this
see if as a group they have addressed there SMART targets.
If there is time left at the end of the lesson the pupils are to
set themselves new SMART targets, which are achievable in
Closure Plenary all lessons
At the end of the lesson the teacher is to address the lesson objectives and provide feedback on the presentations. The
teacher will then return to the success criteria. By using open questioning the teacher can gauge how much learning has
taken place. On the final slide there are some pictures of the pupils completing tasks throughout the course.
pupils’ Feedback forms pupils’ work
working
Lesson 9 plan Lesson 9 Group feedback SMART target
PowerPoint Group name tags write ups forms

12. Support
Decisions by the pupils
Teacher may suggest ideas but it is important there is a compromise that the pupils are happy with.
1. which renewable technology they want to research further
2. which media sources to take research data from
3. how to present the proposals
4. what role each group member takes
5. how they decide what technology is best suited, e.g. majority wins
6. class rules, e.g. acceptable behaviour
Responsibilities of the teacher
Teacher will set boundaries for this project which will allow it to run smoothly, efficiently and successfully.
The teacher must keep control of aspects such as:
1. ensuring that behaviour is acceptable
2. managing resources
3. organising STEM ambassador
4. ensuring groups work effectively and team-work is used
5. continually drawing links to industry
6. keeping the pupils on topic

13. Useful websites
STEM - www.stemscotland.com
www.energysavingtrust.org.uk
www.solarcentury.co.uk
www.solar4schools.co.uk
www.nigelsecostore.com
www.naturalinsulations.co.uk
www.sustainable.co.uk
www.technologystudent.com/energy2/wind8.htm
https://secure.glowscotland.org.uk