The theme of disasters is arguably one of the most interesting and engaging topics of this module. We are quite lucky in that Scotland is a relatively stable country in terms of extreme weather, and as such disasters tend to be more of a fascination than a real concern to children here. There are a multitude of hands on, practical experiments that can be done with children on a topic of disasters, making it an exciting and active area to cover. In the science workshop, we tried out some of these experiments, recreating volcanic eruptions with bicarb, vinegar and fairy liquid, and investigating which parts of the world are more at risk and which phenomena they are at risk from.
In the second input, we considered the political and economic aspects involved in this theme. Focusing on the four stages of a natural disaster – mitigation, preparation, response, recovery – we discussed the role of governments, NGOs, and international aid agencies. Looking at case studies to compare the differences between wealthier, developed countries such as USA and Japan, and poorer developing countries like Haiti and the Philippines, clear disparities can be seen in a nation’s ability to cope with a natural disaster.
This led on to a discussion on the importance of sensitivity when introducing this topic to children, particularly when thinking about images. Whilst powerful and great for sparking discussion, some images would be too graphic and distressing to show children. Whilst children will likely be exposed to some imagery in the media etc, it’s crucial to keep in mind that some visuals may be too close to home for some pupils and cause unnecessary anxiety, for instance children living in high-rise flats may be disturbed by the pictures of the recent Grenfell Tower fire in London earlier this year. There is a careful balance to be sought between protecting our pupils from worry and upset, and avoiding disempowering them and failing to provide them with the opportunity to explore this topic.
It’s also useful to remember that less “sensational” disasters should also be explored, such as flooding, sink holes and landslides as these are the types of disasters more likely to occur in the UK. Keeping the topic relatable is imperative to engaging the attention of pupils.
The direct study tasks for this theme enabled me to expand my knowledge of disasters and develop several skills; the micro teaching task encouraged me to think about how I would teach this topic in the classroom, whilst the tsunami forecast padlet extended my research skills and my knowledge of the procedures involved in preparing for and responding to a natural disaster. I was also able to develop my presentation skills, take part in group discussions, use criticality in my research and reflection and improve my academic reading abilities through the preparation and research for our group micro teaching task.
