Polluter Pays Principle

Overview

Unit: Waste Wise: Sustainability in Action
Lesson: 4 of 6
Duration: 45 minutes
Class: 1 student (1:1)
Age Group: Year 5 (9-10 years old)
Curriculum Links:

• Science: Year 5 – Human impact on environments and sustainability (National Curriculum for England, Science Programme of Study)
• PSHE & Citizenship: Legal responsibilities and community involvement (PSHE Programme of Study)
• English: Developing speaking, listening and writing for debate and persuasion (English Programme of Study - Spoken language and Writing)

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Learning Objectives

By the end of this lesson, the student will be able to:

1. Explain the polluter-pays principle and Extended Producer Responsibility (EPR).
2. Discuss who should be responsible for managing waste using evidence and clear reasoning.
3. Communicate reasons for their opinion effectively in a structured debate.
4. Write a persuasive letter suggesting how a local business can take responsibility for waste.

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Success Criteria

• I can describe the polluter-pays principle in my own words.
• I can identify who is responsible for waste under EPR.
• I can use sentence starters to express my opinion clearly during the debate.
• I can write a letter with suggestions for a business to manage waste responsibly.

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Resources

• Whiteboard or notebook
• Pre-prepared debate prompt cards (bullet points, dyslexia-friendly font)
• Sentence starters printed sheet (for writing support)
• Example letter template for extension task
• Visual poster explaining polluter-pays principle and EPR (simple diagrams)

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Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge about waste and responsibility

• Engage the student with a quick question: “Who do you think is responsible when rubbish is left on the street?”
• Discuss briefly to link with previous lessons about waste and sustainability.
• Show the visual poster explaining the polluter-pays principle (use simple, clear images and key words).
• Recap: “Today, we will learn who really should pay to manage waste.”

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2. Teaching Input (10 minutes)

Objective: Understand the polluter-pays principle and Extended Producer Responsibility (EPR)

• Explain key terms in simple language:
  • Polluter-Pays Principle: The person or company that creates waste should pay for cleaning it up.
  • Extended Producer Responsibility (EPR): Companies that make products should also be responsible for what happens to them when people throw them away.
• Use examples: packaging companies, manufacturers of electronics, supermarkets, etc.
• Show real-life examples or hypothetical case studies.
• Use questioning to check understanding: "What does the polluter-pays principle mean?" "Who should take care of waste from plastic bottles?"

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3. Main Activity: Debate (20 minutes)

Objective: Develop oral language skills and reasoning on waste responsibility

• Explain simple rules of the debate format: one person to speak at a time, use evidence, respect ideas.
• Provide dyslexia-friendly debate prompts on cards to guide argumentation. Example bullet points:
  • “People who make waste should clean it up.”
  • “Consumers should be responsible for what they throw away.”
  • “Businesses make lots of waste and should pay for collecting it.”
  • “Local councils should manage all the waste.”
• Support the student with sentence starters if writing notes, such as:
  • “I believe that…”
  • “One reason for this is…”
  • “An example of this is…”
• Teacher poses prompts first and models an example argument, then student responds. Encourage full sentences and reasoning.
• Reflect: After the debate, ask, “Who do you think should be responsible and why?”

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4. Plenary and Extension Task (10 minutes)

Objective: Consolidate learning & extension writing task

• Recap the polluter-pays principle and EPR using a mind map or short summary with the student.
• Extension: Invite the student to write a short letter to a local business (e.g., a supermarket or electronics shop), suggesting how they could take responsibility for their waste.
• Provide a letter template with sentence starters, for example:
  • “Dear [Business Name], I am writing to suggest that you…”
  • “One way you could help is…”
• Offer dyslexia-friendly reading and writing support materials as needed.
• If the student struggles, allow oral dictation or bullet-point notes.

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Assessment

• Informal ongoing assessment during questioning and debate, checking for understanding of key vocabulary and concepts.
• Review the letter for clear use of the polluter-pays principle and appropriate persuasive language.
• Use success criteria checklist to confirm objectives met.

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Differentiation Strategies

• For writing difficulties: sentence starters, bullet points, oral responses recorded by teacher.
• For extended thinking: research simple examples of real companies practicing EPR to inspire letter content.
• For dyslexia: bullet-point prompts, clear font, coloured overlays if needed, oral explanation of new vocabulary, break tasks into smaller steps.

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National Curriculum Links

• Science (Year 5):
  • Understand living things and their environments, including human impact (NC Science 5.1c)
  • Recognise how we can help protect natural resources.
• PSHE & Citizenship:
  • Recognise rights and responsibilities as a member of a community (NC PSHE 5.2e)
  • Understand laws and rules about the responsibility for waste and environmental protection.
• English (Year 5):
  • Participate in discussions and presentations, building on others’ ideas (Spoken Language)
  • Use persuasive language and sentence structures in writing (Writing composition Year 5)

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Teacher Reflection Notes

• How well did the student articulate their understanding of the polluter-pays principle?
• Was the student comfortable using sentence starters and debate prompts?
• Did the letter show evidence of reasoning and persuasive writing?
• What adjustments may be needed for next lessons (for example, more visual aids, extra vocabulary work)?

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This lesson plan intentionally blends environmental education with citizenship and English skills development, perfectly aligned with the National Curriculum for England and adapted for a 1:1 Year 5 setting. The use of debate supports speaking/listening skills and critical thinking, while the writing task provides purposeful literacy practice. Differentiation and dyslexia-friendly strategies ensure inclusivity and accessibility.