Case study
Orkney runs on its own wind
The islands generate more electricity than they use, and have spent a decade solving the storage problem in public.
Sustainability
State of the Planet
Why this programme matters
This programme exists because the subject is taught in fragments — a bit in geography, a bit in science, a news story now and then — and learners assemble those fragments into something either hopeless or dismissive.
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How a session works
Each session is designed to be run without prior expertise. You introduce, learners explore on ITZA, and you facilitate what comes back. Nothing here assumes you have taught the subject before.
Teachers on what changed
How a session works
Every session runs the same shape, so the twelfth feels as familiar as the first. You introduce, learners explore independently on ITZA, and you facilitate what comes back.
Open with the big question — ten minutes, no right answers yet- Learners explore the material on their own device
- Come back together and put the thinking to work
- Close on one idea worth carrying to the next session
The Deep Dive
Four topic threads, each opening with something you probably did not know, and each ending somewhere concrete you can use on Monday. Read them in order or dip in — every topic stands on its own.
Solar was the most expensive way to make electricity within living memory. It is now the cheapest in most of the world.
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The essentials
The essentials
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- Where primary energy comes from today, and how that has shifted since 2010
- Why cost curves, not treaties, have driven most of the change so far
- What grid storage has to solve before the next step
Real world
Where this shows up
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Case study
A grid that pays you to wait
Demand shifting turned a supply problem into a timing problem, and households into part of the infrastructure.
Case study
The cost curve nobody forecast
Every major agency underestimated solar deployment for fifteen consecutive years. The reasons are instructive.
Future skills
Future skills
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Curriculum context
Curriculum context
Connects to Sciences and Social Studies at third level, and recurs in sessions 6 and 9.
Bring it into the room
Ask the class to name one thing in the room that depended on the last hundred years of this topic. Then ask what replaces it.
Where this lands in the sessions
The reading above is the background; these are the sessions it turns into classroom time. Each one stands on its own, so pick the one that fits where the class already is.
You do not need to have read the whole topic to run any of them.
The Sessions
Ready to move on to the next step?
View the sessionsHow the programme builds
How the programme builds
Four topic threads run across twelve sessions. Each is introduced once and then recurs, so learners meet every idea at least twice at increasing depth.
