ABSTRACT
Several years ago, I carried out some work with a group of 10- and 11-year-old students in a school in Leicester. The class I was working with included students from a wide variety of backgrounds. The school was committed to a curriculum which both reflected the diverse backgrounds of the students and which worked for a more socially just society, both within and without the school. In fact, for the first two weeks of every year the whole school explored the theme of ‘Respect’, using a totally cross-curricular approach to learning and teaching during that time. In working for social justice in this way, the school had adapted its curriculum to take account of teaching ‘as if the planet matters’.
