Working with Schools
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Working with Schools |
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More and more children are demanding a fairer future, and insight from their teachers into what is happening in the world. We can provide a range of highly interactive, fun and creative activities that will capture children’s enthusiasm. Our activities can be tailored to your current project or theme. We would be happy to visit your school and discuss possibilities with you. We have worked successfully with schools on a number of projects, including FairTrade art, a Recycle-club and assemblies on waste and recycling. We are a not for profit organisation and so ask for a donation to cover our basic costs (see below for suggested amounts). For further information, or to book a session, please contact us, or fill in the online form below. Links schoolchildren doing their bit School Assembly Topics include Recycling and Waste, Living more Lightly, Climate Change and Global Warming, Fair Trade and more. ½ 20 minutes Suggested Donation: £25 Sustainable Living Activity Sessions Topics include Recycling and Waste, Living more Lightly, Climate Change and Global Warming, Fair Trade and more. ½ 2 hours Suggested Donation: £50 ½ Half day Suggested Donation: £75 ½ Full day Suggested Donation: £125 ½ After School Club Suggested Donation: £50 Eco Foot Printing Session Measuring our ‘Eco Foot Print’ on the world and looking at ways to reduce it! ½ 3 hours Suggested Donation: £75 Staff Inspiration Sessions on Sustainability ½ 1 hour Suggested Donation: £25 Curriculum Our activities fall under the following curriculum headings:
Key Stages We are able to work with all key stage groups; our activities are able to be adapted depending on the age range. Child Protection AfSL has a policy for working with children and young people. While carrying out activities in your school, we will also comply with your school’s policy. 4 December 2005 |
Action for Sustainable Living, St Wilfrid's Enterprise Centre, Royce Road, Hulme, , M15 5BJ.Email: [email protected] Tel: 0845 634 4510 Fax: 0870 167 4655. |