The theme: This lesson asks a simple question: should we make polluters pay? In exploring this global citizenship question, students will encounter a wealth of cross-curricular learning experiences and outcomes with learning for sustainability at the heart. Teachers can curate a lesson by choosing from 24 activities covering numeracy, literacy, speaking and listening, creative expression, science, geography, critical thinking, mapped onto the curricula of England and Scotland and Wales. Learners will encounter concepts including the polluter pays principle established at the Rio Earth Summit in 1990 and the loss and damage fund established at COP27, and use images and data to understand how these ideas apply around the world. Structure: The activites are structured in four sections: Introductory stimulus | by encountering the Make Polluters Pay exhibition and forming personal responses, students begin to consider the themes of the lesson. Teacher explanation | a series of explanatory activities helps students formulate enquiries and understand the background issues such as climate change, loss and damage and the “polluter pays” principle. Developing understanding | a menu of activities help learners consolidate and deepen their understanding of the difference in responsibility for greenhouse gas emissions, evaluating who should pay. Conclusion and expression | students use their own judgement and creativity to express their views on a fair way to help people facing loss and damage. Why teach this lesson? In 2022, governments across the world agreed to establish a loss and damage fund to compensate those on the frontlines of the climate crisis. The term “loss and damage” describes the irreversible harm climate change is causing to people and communities. To this day the loss and damage fund remains significantly underfunded; this is why campaigners are on the streets chanting “make polluters pay”. Campaigners are calling for the fund to be filled with money from those that caused the climate crisis. Based on the “polluter pays principle”, the idea is to tax polluting companies, utilise this revenue to fill the fund and help those facing climate catastrophe. These lesson materials are based on an exhibition that has toured the UK and has helped people understand and engage with the issue of loss and damage. This exhibition uses examples from around the world to illustrate communities facing painful loss and damage alongside exemplifying voices that have inspired hope and lead to positive change in the face of the climate crisis. This lesson will enable cross-curricular learning of sustainability , unpacking the polluter pays principle which signifies an opportunity of hope and justice during difficult and uncertain times, discussing and evaluating the polluter pays principle can provide a starting point in helping to tackle climate anxiety among students.

Lesson 1 of 6 sample lessons from the Razor Wire & Olive Branches pack. This lesson uses map activities, sorting exercises and engaging visuals to introduce students to Palestine & Israel and some of the identities of the people who live there. This lesson starts with building up basic knowledge: Where are Palestine and Israel? What are they like? Who lives there? But even these simple questions can be deceptively simple, so learners will begin to explore the complexity of identity. We have also provided resources to assist in challenging Islamophobia and antisemitism as you embark on the topic. There will be more sample lessons to follow. "The Razor Wire and Olive Branch workshop really widened my knowledge on the current issues taking place in Israel and Palestine. " | Abigail, Year 9 This lesson is based on the larger Razor Wire & Olive Branches learning pack (2019), produced by EAPPI. “EAPPI (Ecumenical Accompaniment Programme in Palestine and Israel) brought a complicated international issue into the classroom in a way that made it entirely accessible to our young people.” | Alice Harlan, Year 11 lead The pack draws on the stories and the wealth of eyewitness experience from the human rights monitors of the Ecumenical Accompaniment Programme in Palestine & Israel (EAPPI). The resources are being released online to aid with online learning. Order the full pack from the Quaker bookshop.

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for age 14-18. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS: Reflect on how and why we remember past events Reflect on choice Students to work co-operatively to think about what peace means

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 11-14. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS : Reflect on how and why we remember past events Reflect on causes of conflict Students to work co-operatively to think about what peace means

Aim: To gain an understanding of drones and how they affect children’s rights. This circle time lesson explores the life of Aymel, a boy from the village of Dadal in Afghanistan. Pupils will learn about human rights and the effect armed drones had on Aymel’s life. The true story behind this lesson was shared by Raz, a member of the Afghan Peace Volunteers. This is Workshop 1 of Fly Kites Not Drones and can be run as one session or as two shorter sessions. See more at www.flykitesnotdrones.org Objectives to understand a number of rights from the UN Convention on the Rights of the Child to practise spoken language skills, listening and cooperation in their group to explore empathy with people from a different culture to understand what an armed drone is and be able to explain how it can affect children’s rights to recognise that a moral choice is made when a drone is used to attack people.