GAS!

Enrol the students in a relevant real-world blanket role connected to their local environmentand establish the key skills, knowledge and values needed to take on this role. Begin getting to know your local place through research, attentiveness, linking in with existing projects or issues and speaking with local experts. Record and reflect on the students’ discoveries & progress throughout Chapter One.

Reply to the invitation to attend the PEEC performance of GAS! and then work with the students to unravel the story clues that begin arriving in the classroom. Think deeply about Billie, the central character of the story, through literacy, philosophy and drama and then prepare for the excursion by becoming familiar with the concept of climate change and learning about the human activities that contribute to it.

The students arrive at PEEC for GAS!, an interactive theatre-in-education performance about a young girl called Billie who is pondering her assignment question – What can we do about climate change? After the show, the students participate in four half-hour workshops exploring ideas presented in the show.

Back at school, the children recap the excursion day and then reflect on and continue the story. By also reflecting on their experiences so far, the students consider and articulate what they have learnt about themselves and their connection to place, and identify the skills that they have developed. What now?

The children work together to develop and implement an achievable, student-led project thatwill link them with the community and make life better in their place.