Using these resources
This page brings together the resources used throughout the Carbon Literacy Course for teachers, along with links to relevant New Zealand Curriculum connections. It is intended to support ongoing professional learning, classroom planning, and confident teaching about climate change and sustainability.
These resources may be used to revisit course content, support teaching practice, and guide further exploration. Please note that some materials are owned by their original authors or organisations and may not be copied, adapted, or redistributed beyond educational use without permission. Please retain attribution wherever appropriate and refer to the original source for any specific copyright or licensing conditions.
*Please note that resources in bold are used directly in the CLT course. Those not in bold, are additional resources.
Module 1: Climate Science 101 – How the Earth is changing and why it matters
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| Climate History and Science | Earth’s climate has always changed, but current warming is happening much faster due to human activity | Science (Nature of Science): Understanding about science, Investigating in science | VIDEO: Climate vs Weather (Trend and variation) |
| The Atmosphere and Climate | The atmosphere traps heat and makes life on Earth possible | Physical Science (Yr 9): Earth Systems | WEBSITE: The Climate Dictionary, an everyday guide to climate change (UN) |
| Greenhouse Gases and the Enhanced Greenhouse Effect | Scientific evidence shows that recent global warming is primarily caused by human activities, particularly the burning of fossil fuels. | Physical Science (Yr 9): Earth Systems | |
| Carbon and the Carbon Cycle | Carbon naturally cycles through the atmosphere, oceans and ecosystems. | Physical Science (Yr 9): Earth Systems
Physical Science (Yr 10): Carbon Cycle |
VIDEO: What is the Carbon Cycle? |
| Measuring Carbon | Carbon dioxide equivalent (CO₂e) helps compare different greenhouse gases. | Physical Science (Yr 10): Carbon Cycle, Gather & interpret data, Use evidence | VIDEO: How Scientists Measure Carbon Dioxide in the Air |
| Methane and Nitrous Oxide | Different greenhouse gases trap heat at different rates. | Physical Science (Yr 10): Carbon Cycle
Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity |
ANIMATION: Carbon Dioxide Pumphandle |
| Cases of increased GHG | Population growth, economic activity and energy systems reliant on fossil fuels are major drivers. | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity | VIDEO: Causes and Effects of Climate Change |
| Global effects of increased GHG | Increased greenhouse gases are warming the planet and affecting oceans, ice, weather and ecosystems. | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity | ANIMATION: The Climate Spiral (Global temperature change)
INTERACTIVE: Global ice viewer ANIMATION: Global Maps (inc. fire, snow, land surface temp, rainfall etc.) |
| Regional effects of increased GHG | Climate change is already affecting Australia and New Zealand through heatwaves, extreme weather, ecosystem changes and sea-level rise. | Geography (Yr 7): Rivers & glaciation
Geography (Yr 10): Future Planning Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity |
VIDEO: Great Barrier Reef Report 2025
VIDEO: Tuvalu fights to keep maritime boundaries as sea levels rise (The World) |
| Climate Change Projections | Climate projections use scientific models and emissions scenarios to show a range of possible future climate conditions, helping communities and decision-makers plan for climate risks and adaptation. | Science (Nature of Science): Critique evidence, Use evidence
Geography (Yr 10): Future Planning |
VIDEO: New Zealand Climate Change Projections (UN) |
| El Nino – Southern Oscillation | Natural climate cycles such as ENSO influence regional weather patterns and interact with long-term climate change. | Physical Science (Yr 9): Earth Systems – ocean currents | VIDEO: How climate change is affecting Australian weather (The Climate Council) |
| Forecast for the Future | Future weather patterns may include more frequent heatwaves, heavier rainfall and flooding, illustrating how climate change could affect daily life if emissions continue on current pathways. | Science (Nature of Science): Gather & interpret data, Use evidence
Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity Geography (Yr 10): Future Planning |
VIDEO: Forecast from the Future (NIWA New Zealand) |
Module 2: The Carbon Economy: Emissions, Inequality and Economic Impact
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| The Carbon Economy: Emissions, Inequality and Economic Impacts | Economic activity produces greenhouse gas emissions, and climate change increasingly disrupts economic systems | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity | VISUALISATIONS: Climate Watch. PPTs, graphs etc. on emissions and emitters. |
| How Climate Change Disrupts the Economy | Climate change affects how we work, where we live, what we build and how economies function. | Economic Activity (Yr 10): International Development | |
| Which Sectors Produce the Most Emissions? | Most global emissions come from three sectors: energy, agriculture/land use and industrial processes. | VISUALISATION: World Greenhouse Gas Emissions by Gas and Sector 2021 (Climate Watch) | |
| Energy and the Fossil Fuel Economy | Modern economies rely heavily on fossil fuels, making energy systems the largest source of greenhouse gas emissions. | Physical Science (Yr 10): Carbon Cycle
Geography (Yr 10): Future Planning |
VIDEO: What is the Carbon Cycle? |
| Measuring Carbon | Carbon dioxide equivalent (CO₂e) helps compare different greenhouse gases. | Physical Science (Yr 10): Carbon Cycle | VIDEO: Olympic Cyclist Vs. Toaster: Can He Power It?
VIDEO: Global Energy Production by Source 1860 – 2019 VIDEO: Fossil Fuels and CO2 VISUALISATION: Fossil fuel consumption, 2024 (Our World in Data) VISUALISATION: CO2 emissions per capita (Our World in Data) |
| Why Emissions are high in our region | Fossil fuel electricity, carbon-intensive lifestyles and fossil fuel exports contribute to Australia’s high emissions. | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity | INTERACTIVE: The Carbon Map |
| Carbon Inequality | Wealthy individuals and countries produce disproportionately high emissions while vulnerable communities face the greatest impacts. | Geography (Yr 9-10): Sustainability
Economic Activity (Yr 10): International Development |
INTERACTIVE: Illustrating the gap between the global extreme poor and global emissions (World Bank) |
| The Cost of Climate Inaction | Climate inaction will cause significant economic damage, costing trillions globally and affecting livelihoods and infrastructure. | REPORT: IPCC Sixth Assessment Report (Mitigating Climate Change) | |
| Climate Policy and Global Cooperation | Global cooperation and climate policy are essential for coordinated emissions reduction. | Geography (Yr 10): Future Planning
Economic Activity (Yr 10): International Development |
VIDEO: The Paris Agreement – in 97 seconds |
Module 3: Climate Change in Context
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| Historical Drivers of Climate Change | Industrialisation and fossil fuels transformed society but created new environmental risks. | History (Yr 7): Global History: The Industrial Revolution History (Y11–13): Interpreting significant change over time, Using evidence and contested narratives | LESSON PLAN: Does a few degrees warmer really matter that much? |
| The Great Acceleration of Human Activity | Economic growth and consumption increased dramatically after 1950. | History (Yr 7): Global History: The Industrial Revolution Geography (Yr 8): Population Growth | LESSON PLAN: The Great Acceleration (OER PROJECT) VISUALISATION: The Great Acceleration (GLOBAIA) |
| Colonialism and the Global Economy | Climate change is rooted in historical economic systems. | History (Yr 8): Global History: European Imperial Expansion History (Yr 9): NZ History – Changing land use History (Y11–13): Constructing and contesting narratives | VIDEO: Is Colonialism To Blame For Climate Change? (Earthrise) |
| Historical emissions | Climate change today is shaped by historical emissions built up over centuries. | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity | VIDEO: Total carbon dioxide emissions by country since 1750 | Bar Chart Race |
| Total global emissions by country | A small number of countries account for the majority of global emissions today. | INTERACTIVE: The Top 10 GHG Emitters Contribute Over Two-Thirds of Global Emissions (World Resources Institute) | |
| Global Overshoot | Humanity is currently using ecological resources faster than the planet can regenerate. | Biological Science (Yr 10): Ecosystems – Environmental impacts of human activity Geography (Yr 9-10): Sustainability | WEBSITE: Earth Overshoot Day (Global Footprint Network) |
| Planetary Boundaries | Human activity is pushing Earth systems beyond safe limits. | Physical Science (Yr 9): Earth Systems Earth & Space Science (Y12 & 13): Earth’s systems, Climate science, Environmental change | WEBSITE: Planetary Boundaries (Stockholm Resilience Centre) Includes video and graphic resources. |
| The Global Carbon Budget | The remaining carbon budget is limited, meaning emissions must decline rapidly this decade. | ANIMATION: Global Carbon Budget Hourglass (University of Exeter) | |
| Why Every Degree Matters | Small increases in global temperature lead to significantly greater climate risks and impacts. | Geography (Yr 10): Future Planning | WEBSITE: Climate Action Tracker (New Climate Institute)
VISUALISATION: Emissions Pathways to 2100 (New Climate Institute) VIDEO: What’s the difference between 1.5°C and 2°C of global warming? (Cosmos Magazine) VISUALISATION: Impacts at 1.5C and 2C of Warming (Climate Council) |
| Climate Tipping Points | Some climate changes may become irreversible if thresholds are crossed. | WEBSITE: Global Tipping Points Includes reports, interactive maps & visualisations. | |
| Regional Impacts | Climate change is already affecting ecosystems close to home | VIDEO: Leading scientists warn Australia’s ecosystems are facing collapse (ABC News)
VIDEO: ‘It’s going so fast’: The decline of New Zealand’s glaciers (Guardian Australia) |
|
| Climate and Human Health | Climate change affects physical and mental health. | Health and Physical Education: Hauora, Mental Health Health Education (Y11–13): Personal and community health and wellbeing, Global health challenges, Critical and ethical decision-making | VIDEO: Climate change and health – Extreme weather events |
| The ‘Doughnut’ | A sustainable future must meet human needs while staying within planetary boundaries. | WEBSITE: Doughnut Economics Action Lab (Kate Radworth) | |
| Young people and climate anxiety | Emotional responses to climate change are widespread and reflect legitimate concern about the future. | Health and Physical Education: Mental Health Health Education (Y11–13): Mental health, Community wellbeing | WEBSITE: Climate Anxiety Toolkit (Climate Council) WEBSITE: How to support students with climate anxiety (Reach Out) WEBSITE: Climate Resources Hub (UNICEF NZ) |
| Active Hope | Hope is not passive optimism but something we practice through action. | Key Competencies: Managing Self, Participating and contributing | WEBSITE: 2040 Regenerators (+ documentary) |
| From Sustainability to Regeneration | Regenerative approaches aim to restore ecological and social systems rather than simply reduce harm. | Education for Sustainability: Thinking for the future, Whole-school approach | VISUALISATION: Regenerative Development (Regenesis Institutite)
VIDEO: Imagine for 1 Minute (Conservation International) |
Module 4: Educators as Climate Leaders
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| Why Schools Matter | Schools influence climate action through education, culture and the behaviours students carry into the future. | Education for Sustainability: Whole-school approach Key Competencies: Participating and contributing | |
| Teaching through Climate Change | Climate change provides a real-world context for learning across environmental, social and health topics. | Education for Sustainability: Teaching and assessment, Whole-school approach | VISUALISATIONS: Climate Visuals (Climate Outreach)
WEBSITE: Classrooms for Climate Justice. Includes a collection of resources for classroom use. |
| Climate Change Impacts | Climate change can disrupt learning environments and increase risks to school communities. | VIDEO: Ōtorohanga primary school flooded (NZ Herald) | |
| Education and the SDGs | Education plays a central role in achieving sustainable development and climate action. | WEBSITE: The Sustainable Development Goals (UN) | |
| Spheres of Influence: What can schools do? | Whole-school approaches can embed sustainability into learning and everyday practice. | COURSE: Climate Reality Youth Programs INTERACTIVE: How Bad Are Bananas? The Big Carbon Footprint Game | |
| Case Studies from Australasia | Schools across Australasia are already embedding sustainability into learning and school culture. | ARTICLE: Wellington City Council – Kids Enhancing Tawa Ecosystems (KETE) CASE STUDY: Hauraki Plains College (NZ) CASE STUDY: Monbulk Primary (Aus) CASE STUDY: Wyndham Tech School |
Module 5: Communicating Climate Change
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| Why Communication Matters | Clear communication helps people see climate change as relevant, solvable and connected to their lives. | English (Yr 9–10): Textual and Critical Analysis English (Y11–13): Analysing and creating texts | VIDEO: The most important thing you can do to fight climate change: talk about it (TED) |
| Debunking Climate Myths | Simple factual explanations are more effective than repeating myths. | English (Yr 9–10): Textual and Critical Analysis Science (Nature of Science): Critique evidence Earth & Space Science (Yr 13): Examine the validity of information | WEBSITE: The Debunking Handbook WEBSITE: Myth busters – the facts on climate and energy (UN) |
| Climate Denial | Climate denial is rarely about science alone and is often linked to ideology, identity or economic interests. | English (Yr 9–10): Textual and Critical Analysis | VIDEO: Five Characteristics of Science Denial (The University of Queensland) INTERACTIVE: Cranky Uncle Game (to understand science denial) |
| Climate Delay | Many arguments now acknowledge climate change but delay action through distraction or false solutions. | ARTICLE & VISUALISATION: Discourses of climate delay | |
| Greenwashing and Its Impact | Greenwashing can make harmful activities appear environmentally responsible. | English (Yr 9–10): Textual and Critical Analysis | INTERACTIVE: Airport Tracker – Aviation emissions uncovered WEBSITE: A teacher’s guide to Greenwashing |
Module 6: From Awareness to Action
| Topic | Key Message | NZ Curriculum | Resources |
|---|---|---|---|
| What is Net Zero? | Net zero means reducing emissions as much as possible and removing the remainder. | VIDEO: What is Net-Zero? WEBSITE: For a livable climate: Net-zero commitments must be backed by credible action (UN) | |
| The Big Three | Climate action can be understood through three linked strategies: reduce emissions, strengthen carbon sinks and transform systems. | WEBSITE: WWF Classroom | |
| Reducing Emissions: Sources and Sinks | The biggest climate opportunities are concentrated in a few key systems, and many solutions already exist. | Biology (Y12 & 13): Ecological systems Earth & Space Science (Y12 & 13): Environmental change | WEBSITE: Project Drawdown, includes:
|
| Pathways to Net Zero | The safest pathways rely on rapid emissions cuts, systems change and only limited use of removals. | VISUALISATION: Illustrative Mitigation Emissions Pathways (IMPs) and net zero CO2 and GHG emissions strategies (IPCC Report) | |
| En-ROADS Simulation | No single solution is enough, combinations of systemic actions are needed to reach climate goals. | INTERACTIVE: The En-ROADS Climate Solutions Simulator (Climate Interactive) | |
| Climate Solutions Already Underway | Large-scale solutions are already being implemented worldwide. | VISUALISATION: 11 countries leading the charge on renewable energy (Climate Council) | |
| Transform Society | Governance shapes the speed and scale of climate action, and public pressure helps drive political change. | Business Studies (Y11–13): Decision-making and responding to change Geography (Y11–13): Sustainability, Human and physical environments | |
| Individual Carbon Footprints | Personal emissions are shaped by transport, food, energy and consumption, but also by the systems around us. | VISUALISATION: Carbon emissions per-capita by country (Visual Capitalist) INTERACTIVE: WWF Carbon Footprint Calculator INTERACTIVE: FutureFit Carbon Footprint Calculator (Auckland Council) | |
| Reduce meat and dairy consumption | Shifting towards more plant-rich diets is one of the most effective individual actions for reducing emissions. | WEBSITE: What foods create the most & least greenhouse gas emissions? VIDEO: Why beef is the worst food for the climate. INTERACTIVE: Planet-based diet calculator (WWF) | |
| Reduce consumption and waste |
Buying less, reusing more and reducing waste can lower emissions linked to materials and production. | VIDEO: ACTS of Connection Webinar: Fast Fashion | |
| Individual choices to reduce your contribution to the climate | Not all actions are equal, focusing on high-impact actions matters most. | VISUALISATION: Personal choices to reduce your contribution to climate change WEBSITE/VIDEOS: Stay Tuned to our Planet (STTOP). Includes YouTube series and free education program for youth | |
| The Ripple Effect of Action | Key Competencies: Participating and contributing | WEBSITE: Australian Association for Environmental Education (AAEE) WEBSITE: cool.org WEBSITE: Enviroschools WEBSITE: Sustainable Coastlines VIDEO: Becoming a student of change (VUW) FILM: High Tide Don’t Hide (The Rebel Film Collective) |
