Which brand is best?
The criteria pupils use to assess a range of companies, producers and organisations whose products or services they may buy.
What would make most difference?
To what extent pupils understand their potential power as consumers and as agents for change – individually or as part of a bigger group; whether they consider the consequences of their actions and whether they are motivated enough by injustice to take action.
What Makes a Good Community?
What pupils consider to be important for the life of a community, the extent to which they take into account the needs of others.
How can I make world a better place?
What pupils think and know about actions they can take to make the world a more just and sustainable place
Which tomatoes would you buy?
What criteria shape pupils’ decisions about the products they buy? To what extent do ethical or environmental implications influence their behaviour as consumers?
To Build or Not to Build?
Explore pupils’ attitudes to environmental and social issues around their local area, and to what extent they can think critically and broadly about multiple viewpoints..
What questions can you ask?
Find out what pupils know and think about water security, climate change and the importance of water conservation, and how that knowledge impacts on their own behaviour.
Which energy for the future?
What pupils know and think about the impacts of energy production and consumption. Explore how pupils make choices about their own futures, the future of others and that of the planet.
What’s the best way to protect the environment?
What pupils think and know about the impact of our choices on the environment, the connections between local environmental actions and global impacts, and their own willingness to take action for the environment.
Fair or Unfair?
What pupils understand by the term ‘fair’ and how developed their understanding of justice is. Do they think injustice is inevitable?