Children look at streets around the school, houses, shops and street furniture. Compare today with the 1940s. Use old photos of home town/village or city as resources. Children produce a leaflet showing how their street has changed between then and now.

Children read the description of a fictional tourist town, they consider the way the town is dependent upon the tourist industry that surrounds the Coral Lake. A proposed new bylaw aims to change things – what effects will this have? Children hold a town meeting.

Children consider the different types of erosion, water, wind, glacial, sea and soil. In groups each with a different type of erosion children research for information and then draw cartoon strips explaining how the types of erosion occur.

Children consider ways in which we use the land and how it has changed since WW2. The four main ways are human land use, industrial agriculture, deforestation and urban sprawl. Children help decide the future of the imaginary Grousebrook Valley in the Peak District NP.

In the past landowner’s have not wanted people to have access to their land. Children look at how the introduction of National Parks and Access to the Countryside Act 1949 has changed this. Children annotate a map showing ‘right to roam’ areas, trails, etc.

New arrivals in Britain should be made to feel welcome. Think about children moving to a new school from another part of Britain or from another country. Children create posters or write leaflets to welcome newcomers to their school.

Explain that some people come to Britain as asylum seekers or refugees to escape from problems in their home country. Use The Arrival by Shaun Tan to empathise with people coming to Britain. Children draw part of one of short stories from Give me Shelter.

Read the poem Windrush Child by John Agard and get children’s reactions. Give brief history of SS Windrush’s journey to Britain in 1948. Children either mark the journey on a map or answer questions about photographs to do with Caribbean immigration on the Windrush.

Read some poems from We are Britain by Benjamin Zephaniah and ask what these children have in common. Discover where in the world children in the class came from originally – locally, elsewhere in Britain, another country? Write poetry about each other in BZ style.

What do we mean by Britain? Establish which countries make up the United Kingdom, Great Britain and the British Isles. Discuss again the different peoples who make Britain what it is today. Children make jigsaw of British Isles showing different peoples.

Narrowing the focus, children discover more about the features of a Goli mask used in all-day festivals of the Baulé peoples. Children carry out an investigation into stylistic elements of the mask and their meanings and purpose.

Applying their knowledge of Mozambique batik, children plan and design a wall hanging. Children sketch their designs bearing in mind the techniques of batik and the need for clear, simple images.

Focus on the beautiful batik found in Mozambique. Explore the visual and tactile elements, including use of colour and pattern. Children use sketchbooks to copy and explore sections of these designs concentrating on composition and subject matter.

Children consider arguments for and against fairtrade. They plan to set up a fairtrade tuck shop to raise awareness. Design and make posters to advertise the tuck shop and explain some of the issues surrounding fairtrade. Some children organise the stock and accounts.

Through playing the Christian Aid Chocolate Trade Game (need internet) children come to understand, in a fun way that world trade rules are unfair to developing food producing countries. They think about human causes of food security issues.

In 2010 the eyes of the World will be on South Africa and a country where once no sports teams visited will be a focal point for 32 teams and their fans. Children find out more about the 9 host cities and create tourist guides for each.

Zooming in on South Africa, children are introduced to the incredible beadwork of the Ndebele people of KwaNdebele. Through web images children explore the history of this craft and investigate its key visual elements.

Take a trip back in time to introduce art of icon painting from ancient kingdom of Ethiopia. Children explore features of this art form and consider how they were painted and their purpose. They copy small areas of icons to capture style elements.

Children consider arguments for buying fair trade produce and look at relevant websites including Christian Aid and Oxfam. Children think about how fair trade does not address causes – unfair trade rules and greedy practices. How can we campaign to change these?

Children learn how much of the food we buy in supermarkets is produced in African countries. They discuss this in the light of their knowledge of fair trade and write a letter to the local supermarket to discuss the issues.