Global Warming and Climate Change — OCN London Apprenticeship Assessment Qualification Health & Social Care Revision

    This subtopic explores the scientific principles of global warming and climate change, including their anthropogenic causes and environmental consequences,

    Topic Synopsis

    This subtopic explores the scientific principles of global warming and climate change, including their anthropogenic causes and environmental consequences, with a particular focus on how these changes affect human health and social care services. Learners will examine mitigation strategies from individual to global levels, linking environmental stewardship to professional practice in health and social care settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Global Warming and Climate Change

    OCN LONDON
    vocational

    This subtopic examines the definitions, causes, and environmental impacts of global warming and climate change, with a specific focus on their relevance to health and social care. Learners explore local, national, and international climate actions and develop personal strategies to reduce their carbon footprint, recognising the profession's role in promoting environmental sustainability for public health.

    18
    Learning Outcomes
    37
    Assessment Guidance
    40
    Key Skills
    18
    Key Terms
    45
    Assessment Criteria

    Assessment criteria

    OCNLR Level 1 Award in Skills for Professions in Health and Social Care
    OCNLR Level 1 Certificate in Skills for Professions in Health and Social Care
    OCNLR Level 2 Certificate In Skills for Professions in Health and Social Care
    OCNLR Level 2 Extended Certificate in Skills for Professions in Health and Social Care
    OCNLR Level 2 Award in Skills for Professions in Health and Social Care
    OCNLR Level 2 Diploma in Skills for Professions in Health and Social Care
    OCNLR Level 2 Extended Certificate in Skills for Further Study in Health and Human Sciences
    OCNLR Level 2 Certificate in Skills for Further Study in Health and Human Sciences
    OCNLR Level 2 Diploma in Skills for Further Study in Health and Human Sciences

    Topic Overview

    The OCNLR Level 2 Diploma in Skills for Further Study in Health and Human Sciences is designed to equip students with the essential academic and practical skills needed to progress to Level 3 qualifications in health, social care, or human sciences. This diploma covers core topics such as human anatomy and physiology, health and wellbeing, communication in care settings, and research skills. It provides a foundational understanding of how the human body works, the factors that influence health, and the ethical and professional standards required in health and social care environments.

    This qualification is particularly valuable for students who wish to pursue careers in nursing, midwifery, allied health professions, or social work. By combining theoretical knowledge with practical application, the diploma helps learners develop critical thinking, independent study skills, and the ability to work effectively in teams. It also introduces students to the importance of evidence-based practice and the role of research in improving health outcomes.

    Within the broader context of Health and Social Care, this diploma serves as a stepping stone to more advanced study. It aligns with the UK's healthcare workforce needs by preparing students for further training and eventual employment in a sector that demands both compassion and competence. Mastery of these skills not only supports academic progression but also fosters a deeper understanding of the social determinants of health and the importance of person-centred care.

    Key Concepts

    Core ideas you must understand for this topic

    • →Homeostasis: The body's ability to maintain a stable internal environment, including temperature regulation, blood glucose control, and fluid balance.
    • →Person-centred care: An approach that respects the individual's preferences, values, and needs, ensuring they are active partners in their own care.
    • →Effective communication: Verbal and non-verbal techniques, active listening, and the use of appropriate language to build trust and rapport with service users and colleagues.
    • →Research methods: Understanding qualitative and quantitative approaches, ethical considerations, and how to evaluate sources of information for reliability and validity.
    • →Anatomy and physiology: Basic structure and function of major body systems, including the cardiovascular, respiratory, digestive, and nervous systems.

    Learning Objectives

    What you need to know and understand

    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • Define global warming and climate change and distinguish between the two concepts.
    • Identify the primary anthropogenic and natural drivers of global warming.
    • Explain the effects of climate change on ecosystems and human health, particularly in social care settings.
    • Describe key local, national, and international policies addressing climate change.
    • Evaluate personal lifestyle choices and propose strategies to minimise carbon footprint.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • Define global warming and climate change, explaining the key differences.
    • Analyse the main human activities that contribute to greenhouse gas emissions.
    • Evaluate the environmental effects of climate change, including on weather patterns and ecosystems.
    • Examine the health and social consequences of climate change, particularly for vulnerable populations.
    • Compare local, national, and international initiatives aimed at reducing carbon emissions.
    • Propose practical ways individuals in health and social care roles can reduce their carbon footprint.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly differentiating between global warming (long-term heating of Earth's surface) and climate change (broader shifts in weather patterns).
    • Credit demonstration of understanding human causes, such as fossil fuel combustion and deforestation, alongside natural causes like volcanic activity.
    • Expect discussion of at least two environmental impacts (e.g., rising sea levels, extreme weather events) with clear links to health and social care settings.
    • Reward accurate identification of a local initiative (e.g., community recycling schemes) and a national/international agreement (e.g., Paris Agreement) with basic explanation.
    • Look for a personal action plan mentioning specific, measurable steps (e.g., reducing meat consumption, using public transport) and reflection on challenges.
    • Award credit for clearly defining global warming as the long-term increase in Earth's average surface temperature and climate change as broader shifts in weather patterns, including precipitation and extreme events.
    • Expect identification of key human activities causing greenhouse gas emissions (e.g., burning fossil fuels, deforestation) and their role in the enhanced greenhouse effect.
    • Look for evidence of understanding environmental impacts such as rising sea levels, extreme weather, and biodiversity loss, with specific links to health impacts like heatwaves affecting vulnerable care clients.
    • For local/national/international action, credit examples such as recycling schemes, government carbon targets, and global agreements like the Paris Accord.
    • Award marks for practical personal reduction strategies like reducing energy use, sustainable transport, and waste reduction, demonstrating application in care environments (e.g., minimizing single-use plastics in care settings).
    • Award credit for accurately distinguishing between global warming as long-term temperature increase and climate change as broader shifts in weather patterns.
    • Award credit for citing a range of causes, including fossil fuel combustion, deforestation, and agricultural practices, and linking greenhouse gases like CO2 and methane to the enhanced greenhouse effect.
    • Award credit for describing environmental impacts such as sea-level rise, extreme weather, and biodiversity loss, and connecting these to specific health and social care consequences, e.g., displacement, food insecurity.
    • Award credit for identifying key international agreements like the Paris Agreement, national policies such as carbon budgets, and local initiatives, showing understanding of their relevance to health protection.
    • Award credit for proposing realistic, evidence-based personal actions (e.g., reducing energy consumption, sustainable travel, dietary choices) and evaluating their potential impact on climate change mitigation.
    • Award credit for clearly differentiating between 'global warming' (the long-term rise in Earth's average surface temperature) and 'climate change' (broader shifts in weather patterns and extremes), using examples relevant to health and social care, such as increased heat-related illnesses or the spread of vector-borne diseases.
    • Award credit for identifying at least two significant human causes of greenhouse gas emissions (e.g., burning fossil fuels, deforestation, agricultural practices) and explaining their link to health impacts like respiratory conditions from air pollution or food insecurity.
    • Award credit for describing specific environmental impacts (e.g., melting ice caps, more frequent extreme weather events) and connecting them to direct and indirect health and social care consequences, including injury, mental health issues, displacement, and increased demand on healthcare systems.
    • Award credit for accurately outlining one international agreement (e.g., the Paris Agreement), one national policy (e.g., the UK Climate Change Act 2008), and one local initiative, explaining how each aims to protect public health and reduce carbon emissions.
    • Award credit for proposing at least two practical personal actions (e.g., reducing meat consumption, using public transport, minimising energy waste) and justifying their contribution to climate change mitigation, with consideration of how these actions can be modelled or promoted in health and social care roles (e.g., advising service users, implementing sustainable practices in care settings).
    • Award credit for clearly defining global warming as the long-term rise in Earth's average temperature and climate change as the broader set of alterations in weather patterns and natural systems.
    • Evidence must include identification of at least two human activities that release greenhouse gases, such as burning fossil fuels and deforestation, with explanation of the mechanism.
    • Assessors should look for a description of at least three specific environmental impacts, with reference to how these affect human health (e.g., heatwaves causing dehydration in elderly patients).
    • Credit is given for explaining the role of a specific local initiative (e.g., council recycling scheme), a national policy (e.g., UK Climate Change Act), and an international agreement (e.g., Paris Agreement).
    • Candidates should realistically suggest at least three personal lifestyle changes, with justification of how they reduce carbon footprint, such as using public transport to cut emissions.
    • Award credit for accurately distinguishing between global warming and climate change, using scientific terminology (e.g., greenhouse effect, radiative forcing).
    • Look for evidence of identifying at least two human activities contributing to greenhouse gas emissions and two natural factors.
    • Marks should be given for linking climate impacts to health outcomes relevant to social care (e.g., heat-related illnesses, increased prevalence of vector-borne diseases, respiratory issues from air pollution).
    • Assess ability to outline key actions from the Paris Agreement or a relevant local initiative, such as a council’s climate emergency plan.
    • Credit demonstration of a personal action plan with measurable targets and reflection on its relevance to a health and social care role.
    • Defines global warming and climate change accurately.
    • Explains the main causes, including human activities.
    • Describes the impact on the environment.
    • Identifies local, national, and international actions.
    • Suggests ways to reduce personal carbon footprint.
    • Award credit for accurate and distinct definitions: global warming refers to the long-term rise in Earth's average surface temperature, while climate change encompasses broader shifts in weather patterns, precipitation, and extreme events.
    • Look for clear identification of primary causes: combustion of fossil fuels (coal, oil, natural gas), deforestation, agricultural practices, and industrial processes, explicitly linking each to greenhouse gas emissions (CO2, methane, nitrous oxide).
    • Expect evidence of understanding environmental impacts: rising sea levels, increased frequency/severity of extreme weather (floods, droughts, heatwaves), ecosystem disruption, and consequent effects on human health (heat stress, vector-borne diseases, food/water insecurity).
    • Assess knowledge of multi-level action: ability to name international agreements (e.g., Paris Agreement), national policies (e.g., net-zero targets), and local initiatives (recycling schemes, active travel plans), with examples of how these relate to health protection.
    • Check for practical, realistic personal impact reduction strategies: reducing energy use, adopting sustainable transport, dietary changes (e.g., reducing meat consumption), and minimizing waste, with explanation of how these actions contribute to health co-benefits.
    • Award credit for accurately defining both terms and distinguishing between them with examples.
    • Credit for identifying at least three specific causes, such as burning fossil fuels, deforestation, and agriculture.
    • Look for evidence of understanding environmental impacts beyond temperature rise, e.g., sea-level rise, extreme weather events.
    • In health and social care context, credit for linking climate change to health issues like asthma, heatstroke, or infectious diseases.
    • For personal impact reduction, award credit for practical, feasible strategies relevant to a care setting, e.g., energy conservation, sustainable travel.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always anchor answers to health and social care contexts: for instance, mention how extreme heat affects elderly clients or how floods disrupt care services.
    • 💡Use specific, local examples where possible—cite a nearby recycling programme or a council's climate strategy to show applied knowledge.
    • 💡For personal impact questions, structure responses with clear, achievable goals and discuss potential barriers to show critical thinking.
    • 💡Remember to distinguish between mitigation (reducing emissions) and adaptation (preparing for impacts) when discussing actions—this demonstrates deeper understanding.
    • 💡When describing international actions, name actual agreements (e.g., Kyoto Protocol, Paris Agreement) and briefly state their aims to show factual accuracy.
    • 💡In assessments, always define terms precisely and use examples to illustrate your understanding—don’t assume the assessor will infer meaning.
    • 💡When discussing impacts, make explicit links to health and social care: e.g., how climate change increases health inequalities, affects service delivery, or requires adaptation in care plans.
    • 💡For actions, be specific: rather than 'recycle more,' explain how you can implement a recycling initiative in a care home or reduce energy consumption in a clinical setting.
    • 💡Use current statistics or case studies where possible to strengthen your answers, showing awareness of recent developments (e.g., UK government Net Zero targets).
    • 💡In assessment responses, always link climate change effects to specific health and social care scenarios, e.g., heatwaves leading to increased hospital admissions among the elderly.
    • 💡Use case studies to strengthen arguments, such as local flood impacts on care homes or international climate migration.
    • 💡For personal reduction strategies, prioritize actions that align with professional roles in health and social care, such as promoting active travel among service users.
    • 💡When discussing policy, demonstrate awareness of ethical dimensions, like equity in climate responsibility.
    • 💡Use the distinction between 'global warming' and 'climate change' as a framework to structure your answers, ensuring definitions are precise and linked to health-related examples.
    • 💡Whenever an assignment asks about impacts, always connect environmental changes to human health and social care contexts, such as how flooding can disrupt home care services or increase infectious disease risks.
    • 💡Refer to specific policies and agreements by name (e.g., the Paris Agreement, NHS Net Zero targets) to demonstrate depth of knowledge and an understanding of the professional landscape.
    • 💡When discussing personal impact reduction, frame your response from the perspective of a health and social care practitioner: consider how you would advise a service user, manage a care setting, or advocate for sustainable practices within your role.
    • 💡Always link environmental concepts back to your future role in health and social care; for instance, discuss how heatwaves increase hospital admissions among vulnerable adults.
    • 💡Use specific UK-based examples, such as the NHS Net Zero plan or local authority recycling schemes, to ground your answers in vocational practice.
    • 💡When outlining personal reduction strategies, be realistic and quantify potential impacts, e.g., 'using a reusable water bottle prevents approximately 150 plastic bottles per year from entering landfill.'
    • 💡Structure longer written responses by first defining key terms, then systematically addressing causes, impacts, and actions at different scales.
    • 💡In assessments, pay close attention to command verbs: 'understand' requires explanation, while 'know' may need identification of facts.
    • 💡In written assignments, always connect climate change effects to specific health and social care scenarios, such as increased hospital admissions during heatwaves or mental health impacts after flooding.
    • 💡When discussing causes, back up points with scientific evidence and cite credible sources like the IPCC reports to demonstrate depth.
    • 💡For personal action plans, include SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound) to show practical application.
    • 💡Use case studies to illustrate local or national actions, such as flood resilience plans for care homes or the NHS Sustainable Development Strategy, to strengthen applied understanding.
    • 💡Use current data and examples from recent reports.
    • 💡Distinguish between mitigation and adaptation.
    • 💡Consider different perspectives on climate action.
    • 💡Use specific scientific terminology correctly: greenhouse effect, carbon footprint, mitigation, adaptation, and anthropogenic. This demonstrates a high level of understanding expected in a Level 2 vocational context.
    • 💡Integrate health and social care examples: discuss how heatwaves affect elderly and vulnerable populations, or how climate change exacerbates respiratory conditions (e.g., asthma due to increased allergens and pollution).
    • 💡When discussing actions, be specific and measurable: instead of 'use less energy', state 'switch to LED lighting to reduce household electricity consumption by 10%' or 'limit red meat to twice a week'.
    • 💡Cite credible sources or case studies if allowed: referencing a local council's climate action plan or a WHO report on climate and health can add depth and show initiative.
    • 💡Distinguish between individual, community, and governmental responsibilities clearly; failure to do so may make your response seem simplistic. For example, personal dietary changes vs. national investment in renewable energy both matter but operate at different scales.
    • 💡For assessment tasks, structure answers to demonstrate both scientific understanding and application to health and social care scenarios.
    • 💡Use case studies or current examples to illustrate the impacts and actions, making your response more concrete and credible.
    • 💡When discussing personal impact reduction, tailor strategies to a care worker's role, such as telemedicine to reduce travel or sustainable procurement practices.
    • 💡Use specific examples from health and social care settings to illustrate your points. For instance, when discussing communication, refer to how a care worker might use Makaton with a service user who has a learning disability.
    • 💡Always link your answers to the principles of care, such as dignity, respect, and confidentiality. Examiners look for evidence that you understand the ethical framework underpinning practice.
    • 💡When explaining physiological processes, include the correct terminology (e.g., 'vasodilation' rather than 'blood vessels get wider') and describe the feedback loop clearly.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing weather with climate, leading to misinterpretation of long-term trends.
    • Focusing solely on natural causes while ignoring the overwhelming scientific consensus on human activity as the primary driver.
    • Listing environmental impacts without connecting them to human health, such as the spread of vector-borne diseases or heat-related illnesses.
    • Assuming that climate action is only a government responsibility, overlooking the role of individuals and health professionals.
    • Providing vague personal actions (e.g., 'recycle more') without explaining how to implement or measure them in daily life.
    • Confusing weather (short-term atmospheric conditions) with climate (long-term patterns).
    • Believing that global warming means everywhere gets hotter uniformly, ignoring regional variations and extreme cold events.
    • Overlooking the role of natural greenhouse gases and not distinguishing the enhanced greenhouse effect from the natural greenhouse effect.
    • Failing to connect climate change to health and social care, such as increased respiratory illnesses from air pollution or heat stress in elderly clients.
    • Students often confuse global warming and climate change as identical terms, rather than seeing global warming as a component of climate change.
    • A frequent error is attributing climate change solely to natural processes without acknowledging human industrial and agricultural contributions.
    • Many overlook the disproportionate health impacts on vulnerable groups, such as older people, children, and those with chronic illnesses, which is key in a Health and Social Care context.
    • Students may list personal actions without explaining how they reduce greenhouse gas emissions or may suggest unrealistic changes.
    • Confusing weather with climate, leading to statements like 'it's cold today, so global warming isn't real'.
    • Assuming global warming means every location will become uniformly hotter, ignoring regional variations and increased extreme cold events.
    • Underestimating the health impacts, focusing only on environmental damage and overlooking direct effects like heatstroke, asthma exacerbation, or the mental health toll of climate anxiety.
    • Believing individual actions are insignificant and failing to recognise how collective behaviour change, especially when advocated by health and social care workers, can lead to substantial reductions in carbon footprints.
    • Not recognising that the health and social care sector itself contributes to emissions (e.g., through energy use, waste, transport) and that professionals have a role in making services more sustainable.
    • Failing to differentiate between global warming (temperature increase) and climate change (broader climate pattern shifts) often results in vague answers.
    • Citing only natural causes or volcanic activity while ignoring anthropogenic greenhouse gas emissions is a common oversight.
    • Many learners neglect to connect environmental impacts directly to health and social care contexts, such as linking air pollution to respiratory illnesses.
    • When discussing actions, students may only mention international treaties without recognizing local community or personal responsibility.
    • Providing unrealistic personal changes (e.g., 'stop using electricity entirely') instead of feasible, sustained behaviour modifications.
    • Confusing global warming with climate change, treating them as synonymous rather than understanding global warming as a subset of climate change.
    • Overlooking the role of natural factors like volcanic activity and solar variations in climate processes.
    • Focusing only on environmental effects (e.g., melting ice caps) without linking to human health and social care implications, such as displacement of vulnerable populations.
    • Assuming that only large-scale policy changes matter, ignoring the cumulative impact of individual actions and professional responsibilities.
    • Providing vague or non-specific personal reduction strategies, e.g., 'use less energy' without specifying how.
    • Confusing weather with climate.
    • Overlooking natural causes alongside human ones.
    • Failing to provide specific examples of impacts.
    • Confusing weather (short-term atmospheric conditions) with climate (long-term patterns), leading to flawed arguments like 'a cold winter disproves global warming'.
    • Assuming global warming means uniform warming everywhere, failing to grasp that some regions may experience cooling or more extreme cold snaps due to disrupted atmospheric circulation.
    • Incorrectly attributing the enhanced greenhouse effect to the ozone hole, rather than to the accumulation of anthropogenic greenhouse gases trapping heat.
    • Overlooking the difference between natural climate variability and human-induced change; not recognizing that current rapid warming is distinguishable from past natural cycles.
    • Providing vague personal actions without clear rationale or practicality, e.g., 'stop using plastic' without connecting to fossil fuel reduction or acknowledging systemic barriers.
    • Confusing weather with climate, leading to misconceptions about variability versus long-term trends.
    • Assuming all greenhouse gases are equally harmful or ignoring methane's potency.
    • Overlooking the differential health impacts on vulnerable groups such as the elderly or those with pre-existing conditions.
    • Believing individual actions are insignificant compared to industrial emissions, thus discounting personal responsibility.
    • Misconception: Health is solely the absence of disease. Correction: The World Health Organization defines health as a state of complete physical, mental, and social wellbeing, not merely the absence of illness.
    • Misconception: Communication in care is just about talking. Correction: Effective communication also involves active listening, observing body language, and adapting to the needs of individuals with sensory impairments or learning disabilities.
    • Misconception: Homeostasis means the body is always in a fixed state. Correction: Homeostasis involves dynamic equilibrium, where the body constantly adjusts to changes through feedback mechanisms (e.g., sweating to cool down).

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of human biology, such as the names and locations of major organs.
    • •Familiarity with the concept of health and wellbeing, including factors like diet, exercise, and mental health.
    • •Some experience of group work or independent study, as the diploma requires collaborative projects and self-directed learning.

    Key Terminology

    Essential terms to know

    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • Anthropogenic causes of climate change
    • Environmental and health consequences
    • Local to global action frameworks
    • Personal carbon footprint reduction
    • Climate justice and social care
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • 1. Understand what is meant by ‘global warming’ and ‘climate change’.2. Understand the causes of global warming and climate change.3. Understand the impact of global warming and climate change on the environment.4. Know about local, national and international action regarding climate change. 5. Understand how to reduce personal impact on climate change.
    • Distinguishing global warming and climate change
    • Anthropogenic greenhouse gas emissions
    • Ecosystem and biodiversity disruption
    • Health impacts of climate change
    • Policy frameworks for climate action
    • Individual carbon footprint reduction

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