Poll: Should this bill be passed into law?
As many are of the opinion, Aye (17)
45.95%
Of the contrary, No (11)
29.73%
Abstain (9)
24.32%
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Jarred
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V652 - Sustainable Education Bill 2014, TSR Government



Sustainable Education Act 2014
An Act to ensure that all young people are being informed about the importance of being a responsible citizen and understand the real issues that face the next generation, in response to the harmful changes implemented by the current government and in light of climate reports.

1. Changes to the KS2 Curriculum
1.1. All pupils in KS2 will be taught about Climate Change as a specific topic, as a component of Geography/Humanities.
1.2. Pupils should understand the significance of the potential consequences of Climate Change.
1.3. Pupils should understand that the current scientific consensus is overwhelmingly in favour of the idea that the Climate Change we observe today is largely anthropogenic.
1.4. Pupils should understand the concept of a 'carbon footprint' and should know a few basic ways to reduce their carbon footprint, eg energy-saving lightbulbs and house insulation.
1.5. Pupils will not be expected to know the specific mechanisms of Climate Change.
1.6. Climate Change itself must be presented as a scientific fact.
1.7. It must be made clear that there is a scientific consensus with respect to anthropogenic climate change.
1.8. Teachers may educate students about the debate surrounding anthropogenic climate change, as long as 1.7 is adhered to.
1.9. A minimum of five hours is required to teach this topic, although schools may allocate more hours and/or use excursions/incursions to enhance learners' understanding.
1.10. This knowledge is not assessed through summative examinations.

2. Changes to the KS3 Curriculum
2.1. All pupils in KS3 are taught about Climate Change as a specific topic in Geography, as well as through the Sciences (specifically Chemistry).
2.2. The KS3 Climate Change curriculum is build on the background knowledge obtained from KS2.
2.3. Pupils are taught the basic mechanisms of Climate Change.
2.4. Pupils are taught that the climate has always undergone change, but the drastic changes that we see today and expect to see in the future is influenced by the activities of humanity.
2.5. Pupils learn a variety of ways that humans contribute to Climate Change, at regional, national, and international levels.
2.6. An emphasis is placed on the importance on sustainability, specifically with respect to the idea that our society at the moment is unsustainable and will not be able to continue in the current manner for good.
2.7. Pupils are given the opportunity to learn about the wider debate surrounding Climate Change, but specific attention are drawn to the fact that there is an overwhelming consensus on anthropogenic climate change. Pupils may discuss the reasons why there is so much inaction and lack of understanding in the public domain.
2.8. Pupils explore ideas how they can contribute to combating Climate Change.
2.9. Specifically, the emphasis should be on the socio-economic impacts and causes of Climate Change, rather than the science since this is covered in Science.

3. Changes to the KS4 Curriculum
3.1. Every GCSE Science specification must cover at least the basics of the causes of Climate Change, the debate (and consensus), the potential effects, as well as the meaning and implications of the concept of sustainability. This is to ensure that all learners are assessed on basic knowledge of Climate Change and sustainability since Geography is not compulsory at GCSE.
3.2. Each pupil needs only cover this topic once. That is, the topic appears in the Single Science and Double Science specifications, but only has to appear in the Chemistry specification in the Triple Science course.

4. Enforcement
4.1. Schools that do not ensure that the above points are adequately covered face the same action as with failures to teach all other elements of the National Curriculum.

5. Commencement, Short Title, and Extent
5.1. Articles 1-2 comes into force from September 2014.
5.2. Article 3 comes into force from September 2015 (to first be examined in Summer 2017).
5.3. The Act may be cited as Sustainable Education Act 2014.
5.4. The Act extends across all schools that are normally required to follow the National Curriculum.

Notes:
This Act aims NOT to increase the teaching of climate change, but just to ensure that it is taught. If it is already taught in a school, there would be no change, and in some cases there may be even less overlapping teaching of it under a more organised framework set out in this.

This Act is in response to the changes implemented by the Conservative Government with respect to the inclusion of Climate Change in the KS1-3 Curricula (and to a recent UN report on climate change). In the new revised National Curriculum, Climate Change will not be taught as a specific topic. There is not a single mention of Climate Change (or similar) in the KS2 curriculum. In Geography KS3, students will learn about climate systems but not about climate change, which is absolutely shocking given that Climate Change is arguably the most important geographical issue facing us at the moment. The KS3 Curriculum for Science includes references to how Carbon Dioxide is produced by humans and potential impacts it can have on the climate, but it is incredibly vague and goes into not nearly enough detail.

In practice, many schools will teach Climate Change in Geography at KS3 since it is an important foundation for the GCSE course (which does include Climate Change). However, the fact of the matter is that, with the new NC, Students will technically be able to pass through the state school system with next to no knowledge of anthropogenic Climate Change and its significance. This Act is necessary, at the very least, as a matter of principle. The future generation has to understand the crucial importance of sustainability and the impact of our lifestyles on the planet if our society is to have any longevity.

Sources:
Imperial College London
BBC
Letter from Elizabeth Truss MP
http://www.bbc.co.uk/news/science-environment-24296204
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chrisawhitmore
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No, once again I don't see the need to legislate the curriculum. The DoE is perfectly capable under current legislation of doing everything set forth in this bill.
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Baron of Sealand
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(Original post by chrisawhitmore)
No, once again I don't see the need to legislate the curriculum. The DoE is perfectly capable under current legislation of doing everything set forth in this bill.
The National Curriculum is legislated.
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The Ayes to the right: 17
The Noes to the left: 11
Abstentions: 9

So the Ayes have it, the Ayes have it. Unlock.
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