Our workshops can focus on: Sustainability, food production, climate change, the BT Young Scientist Competition.

Relevant Statements of Learning (SoL):

• SOL 9. The student understands the origins and impacts of social, economic, and environmental aspects of the world around her/him.
• SOL 10. The student has the awareness, knowledge, skills, values and motivation  to live sustainably.
• SOL 13. The student understands the importance of food and diet in making healthy lifestyle choices.

Relevant Learning Outcomes: 

• ‘Science in Society’ & ‘Sustainability’
• Students will collect and examine data to make appraisals about ideas, solutions or methods by which humans can successfully conserve ecological biodiversity.
• Students will collect and examine evidence to make judgements on how human health can be affected by inherited factors and environmental factors, including nutrition and lifestyle choices.

Specific topics of interest: Sustainable and ethical generation and consumption of electricity, conservation of biodiversity vs global food production.

Our workshops can focus on: Trade justice, ethical consumerism, Social entrepreneurship, The Global Goals 2030, Sustainability, circular economies.

Relevant Statements of Learning: 

• SOL 7: The student values what it means to be an active citizen, with rights and responsibilities in local and wider contexts.
• SOL 9: The student understands the origins and impacts of social, economic, and environmental aspects of the world around her/him.

Relevant learning outcomes: 

• Students will evaluate their consumer choices, understanding how their choices impact positively and negatively on their community and the wider world.
• Students will examine the extent to which an organisation can impact on the economy, people and environment in which it is based.

Specific topics/ key terms of interest: Students will use numerical and graphical data to analyse and problem-solve. Inspire curiosity and innovation. Understanding the benefits to shop wisely and ethically.

Photo-journalism, social media, use of video and story, political artists such as Ai Weiwei and Banksy, ‘art-ivism’.

Statements of Learning:

• SOL 3: The student creates, appreciates and critically interprets a wide range of texts.
• SOL 8: The student values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change.

Relevant learning outcomes:

• Students will demonstrate their knowledge and understanding of visual culture to create and critique their role in the development of their own or others’ work in art, craft or design.
• Students, through their own creative ideas and work, will demonstrate that their Visual Art work can be used to reflect the needs, hopes and ideals of their wider communities or society as a whole.

Specific topics of interest: ‘Visual culture and appreciation recognises that the modern world has become a more visual place encompassing a wide range of visual stimuli such as architecture and urban design to advertising, new media, the internet, fine art, craft, design, photography, fashion and more. Non-text-based cues and images are visually read at a much faster rate than text-based messages. At times, bombarded with images, students need to understand and decode these visual messages, as well as the visual culture of other societies too. This knowledge and understanding needs to be communicated using language familiar to the students but also the critical and visual language associated with the three strands of art, craft and design.’

The strand of 'Responsible Family Living' and the aim of 'sustainable living' are particularly relevant to Global Citizenship Education.

Of particular relevance within the new JC curriculum for Home Ec' are the Statements Of Learning:

• Has the awareness, knowledge, skills, values and motivation to live sustainably.
• Makes informed financial decisions and develops good consumer skills.
• Understands the origins and impacts of social, economic and environmental aspects of the world around him/her.

Relevance of course rationale:

• "Home Economics education develops students’ essential life skills and personal independence. It supports the development of students who are critical, creative thinkers and encourages students to be problem solvers capable of making ethically and socially responsible decisions." 
• "Enabling students to become responsible and have a caring attitude towards other individuals, family members, society and the environment is integral to this strand." (Responsible Family Living)