The BMW CleanEnergy resource is linked directly into key areas of study for Science, Geography, Environmental Studies, PSHE/PSE/PSD and Citizenship (12-16 year olds).

Jump to England and Wales, Scotland or Northern Ireland.

Key curriculum areas in England and Wales

Jump to Scotland or Northern Ireland.

Science

Sc2 Life processes and living things

Living things in their environment – Adaptation and competition

5 a) about ways in which living things and the environment can be protect, and the importance of sustainable development

Sc3 Materials and their properties

Classifying materials – Elements, compounds and mixtures

1 c) that the elements are shown in the periodic table and consist of atoms, which can be represented by symbols

1 e) how elements combine through chemical reactions to form compounds with a definite composition

Changing materials – Chemical reactions

2 i) about the possible effects of burning fossil fuels on the environment

Sc4 Physical processes

Energy resources and energy transfer

Energy resources

5 a) about the variety of energy resources, including oil, gas, coal, biomass, food, wind, waves and batteries, and the distinction between renewable and nonrenewable resources

5 b) about the Sun as the ultimate source of most of the Earth's energy resources and to relate this to how coal, oil and gas are formed

5 c) that electricity is generated by means of a variety of energy resources

Conservation of energy

5 d) the distinction between temperature and heat, and that differences in temperature can lead to transfer of energy

5 e) ways in which energy can be usefully transferred and stored

5 f) how energy is transferred by the movement of particles in conduction, convection and evaporation, and that energy is transferred directly by radiation

5 g) that although energy is always conserved, it may be dissipated, reducing its availability as a resource.

Geography

Knowledge and understanding of environmental change and sustainable development

5 a) describe and explain environmental change and recognise different ways of managing it

5 b) explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives

6 j) Environmental studies, including

  i) how conflicting demands on an environment arise

  ii) how and why attempts are made to plan and manage environments

  iii) effects of environmental planning and management on people, places and environments

 

Also relevant to:

Geographical enquiry skills

Knowledge and understanding of places, patterns, processes, environmental change and sustainable development

Themes

Humanities (key stage 4 only)

PSHE/PSE

2 f) to recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel

4 a) Take responsibility

4 c) Participate

4 d) Make real choices and decisions

4 g) Consider social morals and dilemmas

4 i) Prepare for change

Key curriculum areas in Scotland

Jump to England and Wales or Northern Ireland.

Environmental Studies – Society, Science and Technology

Science

Conversion and transfer of energy

• Give examples of energy being converted from one form to another
• Name some energy resources
• Explain the difference between renewable and non-renewable energy resources

Materials from Earth

• Describe some features of the structure of the atom
• Describe what is meant by an element
• Describe some characteristic features of the periodic table
• Describe the effect of burning fossil fuels
• Give examples of simple chemical reactions, explaining them in terms of elements and compounds

Social Studies

Developing Understanding of human-physical interactions: land use, resources and change

• For a selected land use, change or industrial process, describe possible effects, good or bad, on the landscape/environment

Developing understanding of human –physical interactions: environmental issues and sustainability

• Describe some methods used and reasons for conserving major resources (e.g. energy)
• Explain why conservation of natural resources is important both in a local and a global context

Technology

Give examples of the interplay between the use of materials, the environment and finance

Key curriculum areas in Northern Ireland

Jump to England and Wales or Scotland.

Environment and Society (Geography)

Objective 2 – Developing pupils as Contributors to Society

• Develop and understanding of how people in different places interact with their environment
• Investigate the causes and consequences of an environmental event making the news and evaluate how it is reported in the media
• Research and debate ethical issues in geography

Objective 3 – Developing pupils as Contributors to the Economy and Environment

• Investigate the impact of conflict between social, economic and environmental needs both locally and globally
• Explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally,
• Research and manage information effectively to investigate geographical issues, using Mathematics and ICT where appropriate;
• Show deeper geographical understanding by thinking critically and flexibly, solving problems and making informed decisions,

Science and Technology: Science

Objective 2 – Developing pupils as Contributors to Society

• Investigate how the media (internet, television, radio, newspapers) help inform the public about science and science related issues
• Explore some ethical dilemmas arising from scientific developments

Objective 3 – Developing pupils as Contributors to the Economy and the Environment

• Investigate a product of economic importance to determine the science behind it
• Investigate the effects of pollution and specific measures to improve and protect the environment

Science and Technology: Technology and Design

Objective 2 – Developing pupils as Contributors to Society

• Explore technical inventions and designs that have met a social need cost-effectively
• Opportunities must also be provided to explore issues related to: Cultural Understanding and Ethical Awareness

Objective 3 – Developing pupils as Contributors to the Economy and the Environment

• Pursue design solutions using environmental friendly materials and energy sources
• Identify product needs and pursue sustainable harmonious design solutions in a local outdoor/indoor context.

Learning for Life and Work: Local and Global Citizenship

Key Concept – Human Rights and Social Responsibility

Investigate the principles of social responsibility and the role of individuals, society and government in promoting these

Key Concept – Democracy and Active Participation

Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation