Circular Economy Solutions

Overview

Unit: Waste Wise: Sustainability in Action
Lesson: 6 of 6
Duration: 45 minutes
Class size: 1 student (can be adapted for small groups)
Subject: Other – Sustainability & Citizenship focus, aligned to National Curriculum for England
Age group: Year 5 (ages 9–10)

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National Curriculum Links

Key Stage 2 – Science & Citizenship

• Science:
  • Working Scientifically – Ask relevant questions and use different types of scientific enquiry to answer them.
  • Living things and their habitats – Recognise the impact of human activity on the environment.
• Citizenship (aligned to PSHE and Citizenship curriculum):
  • Understand and value the concepts of sustainability and resource conservation.
  • Recognise their role and responsibilities in protecting the environment.

Links to English

• Develop spoken language skills by participating in discussions and articulating ideas clearly.
• Organise ideas logically, including use of visual organisers (mind maps) to support cognition and memory.

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Learning Objectives

By the end of this lesson, the student will:

1. Explain what a circular economy is and how it differs from a linear economy.
2. Understand the connection between circular economies and waste reduction.
3. Propose at least one innovative, sustainable solution to waste problems in their community.
4. Use a mind map to visually organise ideas effectively.

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Success Criteria

• I can explain the concept of a circular economy in my own words.
• I can describe how a circular economy helps reduce waste.
• I can suggest a realistic idea that helps my community reduce waste.
• I can organise my ideas using a mind map.

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Resources

• Whiteboard or paper for mind mapping
• Markers or coloured pencils
• Images or simple diagrams illustrating linear vs circular economy (dyslexia-friendly fonts and colour contrasts)
• Prompt question cards (to scaffold discussion)
• Template for community project proposal (simple, structured layout)

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Lesson Structure

1. Starter (5 minutes)

Activity: Recap on waste and sustainability

• Briefly discuss previous lessons: “What have we learned about waste and ways to be sustainable?”
• Display simple images contrasting linear economy (make-use-dispose) vs circular economy (make-use-recycle-reuse).

Teacher notes:
Focus on key vocabulary: linear economy, circular economy, recycle, reuse, reduce. Personalise for the student by asking how they see waste in their home or local area.

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2. Introduction to Circular Economy (10 minutes)

Explain:

• Define circular economy: An economic system aimed at eliminating waste and the continual use of resources.
• Emphasise recycling, repairing, reusing instead of throwing away.
• Give relatable examples: clothes, electronics, packaging.

Dyslexia support:

• Use clear, dyslexia-friendly font on visuals.
• Speak clearly and check understanding by asking the student to explain the concept back in their own words.
• Use a mind map to visually represent the idea: central bubble ‘Circular Economy’ with branches like ‘Recycle’, ‘Reuse’, ‘Repair’, ‘Less Waste’.

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3. Main Activity: Brainstorm Sustainable Solutions (15 minutes)

Task: Using a mind map, the student brainstorms at least 3 ideas to reduce waste in their community.

Possible prompts:

• How could we reuse things instead of throwing them away?
• What could we recycle better in our local area?
• Are there ways to repair things so they last longer?
• Could a new system or project help reduce waste?

Differentiation:

• For diverse learners or if the student is working alone, discuss each prompt first to scaffold thinking.
• Offer some example ideas to help stimulate creativity (e.g. community swap shop, repair café, composting scheme).
• Encourage the student to draw or illustrate ideas on the mind map if verbal expression is challenging.

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4. Develop a Proposal (10 minutes)

Task: Choose one brilliant idea from the brain map to develop into a simple community project proposal.

Steps:

1. Name the project.
2. Explain what it does.
3. Identify who will benefit.
4. Outline how it reduces waste.
5. Mention any help needed to make it happen.

Teacher role:

• Guide the student through each section with questions.
• Use a structured template to maintain clarity and focus.

Extension activity:

• If time allows or for homework, the student could create a poster or short presentation pitching their project to others.

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5. Plenary and Reflection (5 minutes)

• Ask the student to summarise the circle economy concept and their project idea aloud.
• Discuss why reducing waste is important for the planet and community.
• Check if the student met the success criteria.
• Provide positive feedback and encouragement.

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Assessment

• Formative: Observe student’s ability to describe circular economy and generate creative solutions.
• Mind map and project proposal serve as evidence of understanding and application.
• Use questioning during plenary to assess comprehension.

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Additional Notes for the Teacher

• Since this is a one-to-one setting, tailor questioning and pace carefully.
• Be positive and patient, scaffold with visuals and examples.
• Reinforce vocabulary frequently.
• Use a multisensory approach to support memory and engagement (talk, write, draw).

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Summary of Differentiation and Accessibility

Strategy	Description
Small group/one-to-one talk	Scaffold ideas with questioning and discussion.
Visual mind maps	Organise and clarify thinking, aid memory and dyslexia.
Structured proposal template	Helps focus ideas, reduces cognitive load.
Dyslexia-friendly fonts	Clear print materials; use colours to separate sections.
Multi-modal input	Combine speaking, writing, drawing.
Extension activity	Develop project for advanced learners with wider impact.

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This final lesson effectively consolidates Year 5 pupils’ understanding of sustainability, aligns tightly with the National Curriculum’s emphasis on scientific enquiry and citizenship, and inspires lifelong responsible attitudes toward resource use.