Evaluating the Impact of Policies

Evaluating the Impact of Policies

Lesson 4 of 4 in this unit

  • Secondary
  • Year 9 - 10
  • Science
  • Human Endeavour
  • Environmental
  • Energy
  • ...

Lesson summary

Students will analyse Australia’s policies that have led to clean energy adoption by participating in group research and developing a communication plan for a chosen clean energy policy.

Learning intentions:

Students will...

  • evaluate the role of policies and advocacy in science adoption
  • analyse the effectiveness of real-world examples of clean energy policies.

Success criteria:

Students can...

  • evaluate the impact of policies and advocacy on clean energy adoption
  • design an advocacy campaign to support or improve a clean energy policy.

Lesson guides and printables

Lesson Plan
Australia's Clean Energy Policies Factsheet

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

This lesson is designed to build students’ competencies in the following skills:

  • critical thinking
  • collaboration
  • communication
  • digital literacy
  • initiative
  • global citizenship

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 9, Science

Students learn to: 

  • analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society (AC9S9H03).

Year 10, Science

Students learn to: 

  • analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society (AC9S10H03).

Relevant parts of Year 9 Science achievement standards: Students analyse the different ways in which science and society are interconnected.

Relevant parts of Year 10 Science achievement standards: Students analyse the key factors that influence interactions between science and society. 

NSW Syllabus outcomes:

A student:

  • evaluates current and alternative energy use based on ethical and sustainability considerations (SC5-DIS-01).

General capabilities: Critical and Creative ThinkingDigital LiteracyLiteracyPersonal and Social CapabilityEthical Understanding  

Cross-curriculum priority: Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures

Level of teacher scaffolding: Low - the teacher will need to carefully explain activity instructions and facilitate group movement. However, the majority of the lesson is student-centred.

UN Sustainable Development Goals

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

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Additional Info

Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.

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  • Lesson 1 of 4
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Exploring Science Adoption Through History

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  • Year 9 - 10
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  • Year 9 - 10
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Advocacy to Adoption

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