In September when the Goals were agreed schools across the world began to teach children about this new plan for people and planet. Children responded positively to the idea and educators enjoyed taking part in an inclusive global initiative. The contribution of all educators is truly valued and to be celebrated. The aim is to connect students with this ambitious global plan and to encourage their support for it. They can take action in support of the Goals in a local way. World's Largest Lesson Take part anytime from the 18th September and don't forget to share it with us here.
Each film is introduced by a celebrity that children recognize, in one of 10 languages. You can view all the different introductions here.
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These two films are an easy way to establish the context for the Goals and to give children some idea of actions they can take to support the Goals. The films are included in a number of "off the shelf" lesson plans that you can find at http: If you do not have access to the internet you can download the scripts for the films here and turn them into a story for your class.
Some educators have turned them into plays and replaced the actions of the 6 children with those from their own country. Three more films that are useful in the classroom to establish a rationale and principles for the Global Goals are here. Crowd sourced across the world and featuring figures well known to all.
Bringing the 17 Goals to life. A humorous take on the need for and value of having a good plan. Produced by Richard Curtis and Project Everyone. We only have one home and we need to look after it. A beautiful view of the world we live in that expresses what we need to change and protect. Produced by Project Everyone and Global Citizen. Comics can be a new and different way of explaining concepts to children and young people.
They support early readers or those who have difficulty reading. Comics require readers to not only passively receive information, but also interact with the text and images to construct meaning, and that is the key to the magic. Words and pictures work together! There are two different guides to the goals catering for students of different age and ability. Both guides share the detail of the Goals in an appropriate and easy to understand way.
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Students can use them for research into the Goals, for producing presentations or understanding some of the complex interdependence between the Goals. The posters are very effective if printed large scale and displayed in a classroom or around a school. They are an engaging way to help young children understand the complexity of the Goals. Many of our lesson plans contain activities and games for students to complete or take part in.
They are an easy way to establish the context for the Goals and get children thinking about how this connects to their local context. In addition to these, other educators can provide inspiration for your activities and you can find these in Part 4 and on Facebook. You can also set up action projects for the Global Goals that take a day, a week or longer. There are over 30 lesson plans available to use. All lesson plans have been created by school teachers and experts in development education and global citizenship from across the world. All lesson plans follow a consistent framework.
Age group and time guides are provided along with learning objectives. Here you will also find tools including icons, logos and other visuals that you can include if you wish. At a simple level you can use the Global Goals as the frame or purpose for all the service and philanthropic work a that takes place in a school or youth organisation. Using the structure of invent, innovate and campaign encourage students to use their learning from across the curriculum to work on ideas that will contribute to Goals progress.
Find out about local science prizes and challenges and encourage students to enter. Issue them with a challenge yourself that links to a specific goal or group of goals. Or simply use the frameworks here help child led action projects to come to life. Invite Guest Speakers Set up a call with a guest speaker i. Have a Lesson with Others Arrange a call with a class , somewhere else in the world, that is focused on the same topic i. For added engagement, this call could begin with a Mystery Skype to determine the location of the other class. Take a Virtual Field Trip Take a virtual field trip via Skype to visit a place connected to the goals i.
Collaborate on a project Set up a project with another classroom or sign up for this one. Share your ideas and experiences with others and contribute to discussion about the TeachSDGs movement. View Goals topics on our Voices for the Global Goals Flipgrid and ask students to respond to questions prompted by young Goals activist.
Use to summarise learning, practise public speaking and share ideas. Become part of the World's Largest Lesson Living Archive Put yourself on the map and become part of the story uniting a generation to change the world by Upload images or experiences to inspire other educators with your work.
Connect with like minded educators on Twitter. Encourage your students to share their own project work and pledges for the Goals and explore those of others. Help us see how far the mission to spread the Goals has travelled here. When I connect learning to activities that help my students contribute to the Global Goals their experience helps build this belief in themselves. They can see that their actions are valued and matter. After working with the global goals Mareike has developed a 7-step plan to bring the goals into your schools.
Below you can find some further inspiration and resources on top of everything you learnt on this course so far! Please also read the submission specific instructions the important points are that you submit your lesson plan here at Microsoft Educator Community and start your lesson plan name with "SDG - Goal [ ] ".
Download the Global Goals Poster. All our lesson plans featured by the World Largest Lesson have a consistent structure. You can follow this if you like. Consider a different setting for your lesson or a different student grouping. Can you invite someone in from your wider community to take part. Perhaps a local leader? Or someone whose work connects them with a Goal. What will they remember that they will share with their family? Can you give them a task to do at home? Could you give them the goals to stick on their fridge right away? Try and make a direct connection between the Global Goals and your students' lives.
The Goals can seem an abstract concept so the more personal we can make the Goals the more students will engage in them. Use activities and challenges to make students think and see differently. Ask them what they think and listen to their views and ideas. Empower your students by showing them they can do something to personally contribute to the Goals right away - They could make pledges to turn off the light when leaving the classroom, or not waste any food that lunchtime.
They could write to their local government representative or even the head teacher to voice their support or ask for a change in their community. Don't forget if you use any images of videos in your lessons they must be license free or open source. We welcome lesson plans that relate to any of the Goals. World's Largest Lesson focuses on their attention to the theme "food" in and would love to inspire you to think about the goals that specifically connect to food. Start your lesson plan title with the following: SDG - Goal [ ].
Even if you create a lesson plan in your own language, please start the title consistently with the SDG - Goal [ ]. Naturally, replace "[ ]" with the Goal number to which your lesson plans links to. For example, a lesson about solar power in Finnish would look like this: Please sign in with your Office or Microsoft personal account. The course supports teaching in both formal and informal learning settings. It does not assume a given level of knowledge or experience of either the United Nations, International Development, or the Sustainable Development Goals.
It can be referred to in whole or used in parts depending on relevance After you have completed this course will be awarded a badge and points on Microsoft Educator Community. Understanding the Sustainable Development Goals. What is the United Nations? What is sustainable development? Four dimensions of sustainable development. What are the Sustainable Development Goals?
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You or your students may recognise the icons and logo for the MDGs. There's no point only going half way is there? Why do the Sustainable Development Goals matter? A unified and unifying plan of action The SDGs focus global development efforts on common objectives. Universality The SDGs concern each and every one of us. Focus on Goal 4: What can you do? Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
How will progress be monitored and reviewed? In addition to these formal processes Frequently asked questions about the Global Goals from Educators and Students. Materials available for introducing the Global Goals to children and young people. Why and when to take part? A creative toolkit for you: If you are limited in time, ask students to watch them at home with their parents and come to school ready with questions, thoughts and ideas Turning the viewing of both films into a full lesson by stopping at key points, asking questions to check understanding and discuss key points raised Watching both films and asking children to develop and pitch their own ideas for inventions, innovations and campaigns in support of the Goals to a panel made up of teachers and students.
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The World's Largest Lesson animated films - part 2. Every Planet Tells a Story. Emma Watson Gender Equality Project. All lesson plans are open-source and thus you are able to amend them as you wish. Helping children and young people to partake in Child-led action projects. Share what you achieve with us on social media so we can let the world know!
Frameworks for action projects. Something for all ages. Click on the link below to see additional materials for younger children years old. For older students check out the lesson plans. Best practise from educators around the World. Take inspiration from other educators. Use Skype in the Classroom to open up the World for your class. Life on Land Collaborate on a project Set up a project with another classroom or sign up for this one.
Use Flipgrid to Speak up for the Goal. Use to summarise learning, practise public speaking and share ideas Grid Code: Make your mark on the Goals. Embedding the global goals in your classroom. Create and share your own World's Largest Lesson for Build a flexible infrastructure and promote comprehensive, sustainable manufacturing and innovation promotion.
Reducing inequality within States and between States and each other. Cities and sustainable communities. Make cities and human settlements inclusive, secure, flexible and sustainable. Responsible use of resources. Ensure sustainable consumption and production patterns. Action to combat climate change and its impacts.
Sustainable and sustainable use of oceans, seas and marine resources for sustainable development. Sustainable use of land. Protect, restore and promote the sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and restore land degradation and halt loss of biodiversity.
Promoting peaceful and inclusive societies for sustainable development, providing access to justice for all and building effective, accountable and inclusive institutions at all levels. Partnership for Sustainable Development. Strengthening the means to implement and revitalize the global partnership for sustainable development. With its overall aim to develop cross-cutting sustainability competencies in learners, ESD is an essential contribution to all efforts to achieve the SDGs, enabling individuals to contribute to sustainable development by promoting societal, economic and political change as well as by transforming their own behaviour.
ESD can produce specific cognitive, socio-emotional and behavioural learning outcomes that enable individuals to deal with the particular challenges of each SDG, thus facilitating its achievement. In short, ESD enables all individuals to contribute to achieving the SDGs by equipping them with the knowledge and competencies they need, not only to understand what the SDGs are about, but to engage as informed citizens in bringing about the necessary transformation.
It acts as a convener, catalyst, and communicator working across all sectors of American society. Partnership was conceived at a November "Open Space" gathering held in Washington, DC that included almost participants from a diverse range of sectors including K and higher education, science and research organizations, conservation and environmental NGOs, faith communities, living institutions, youth advocacy organizations, government agencies and others.
A subsequent strategic planning retreat on the campus of Gettysburg College in Pennsylvania gave shape to the emerging Partnership. An "Interim Steward" would provide ongoing facilitation and leadership. Participants decided that the Partnership would not design or implement programs of its own. The Partnership supports its vision and mission through periodic conference calls, in-person meetings and events, and its website.
Action and Sector Teams remain key operational components of the Partnership, carrying out a range of activities in support of its mission and vision. Action Teams are responsible for planning and carrying out joint activities that support the entire partnership e.
Sector Teams focus on the needs of their own sector e. The Disciplinary Associations Network for Sustainability and the Higher Education Associations Sustainability Consortium are networks of national higher education associations integrating information about our urgent sustainability challenges and solutions into education. The Decade and the U. Partnership provide international and national context for such efforts, helping to promote and strengthen education for sustainable development in the United States.
Education and sustainable development are two sides of a single coin. Their human goal is to build human beings and develop their capacities to achieve sustainable development in an efficient and equitable manner in which life choices are available to people. Therefore, education is the heart of development and its solidity and that the success of development in any society depends very much on the success of the educational system in this society.
Education is therefore the key to progress, the instrument of renaissance and the source of strength in societies. Therefore, there is a close relationship between education and sustainable development so that development can not achieve any step unless qualified manpower is available and therefore the process of education is the basis of the process of sustainable development.
Hence, the learning process is closely related to sustainable development, namely, investment in human beings and human beings. This has led to a radical shift in educational development thinking, which focuses on the development of human capacities and the importance of education as the focus of real development and human capacity development.
Where Chinese wisdom says: If you want to invest for one year and the wheat flour and if you want to invest for ten years tree sap and if you want to invest life and flourish in people. Therefore, education is the one that pushed man to the heart of the development process and the slogan of no development without human beings and therefore the comprehensive sustainable development is no longer dependent on physical capital onlyBut the most important need is the presence of a trained and qualified workforce capable of producing more and more.
Sustainable Development Strategy for organizations in Canada is about the Government of Canada finding ways to develop social, financial, and environmental resources that meet the needs of the present without compromising the ability of future generations to meet their own needs in Canada. A Sustainable Development Strategy for the organization needs to be developed that establishes the Sustainable Development goals and objectives set by the Auditor General Act of Canada and provides the written policies and procedures to achieve them. Sustainable Development is based on responsible decision-making, which considers not only the economic benefits of development, but also the short-term and long-term, Canadian environment and environmental impacts.
The private sector plays an increasingly important role in environmental and sustainability education.
How can the development goals be achieved?
In recent years, as the seriousness of problems such as climate change and hazards to the environment have received more emphasis, corporate environmental responsibility CER and sustainability education has been discussed more frequently. Nearly half of respondents to the GreenBiz survey whose companies have no current program believe their company will begin educating employees in the next two years. There are a variety of organizational models for employee environment and sustainability education programs.
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For example, Cisco employees live and work in a Web 2. Some companies aim to raise environmental literacy among their employees so they can contribute to environmental improvements both at work and in the community. A number of other reports have been published by the NEEF detailing the benefits of sustainability education in corporations and provide some examples and case studies of how corporations embed sustainability education into their operations.
Professional organizations often produce their own standards and best practices lists. The North American Association for Environmental Education [28] has produced a detailed "Guidelines for Excellence" in educational programming. The Educating Africa Award [42] for Entrepreneurship in Education Awarding educational projects in Africa that are entrepreneurial, self sustainable and creating impact. The Walmart corporation offers a program for employees focused on sustainability education that includes the skill sets of EfS. From a political point of view you can say that the idea of sustainability comes from two different trends developed after the Second World War, which can be related to when colonial powers ended their occupation.
Within the first trend, it was noticed that the former colonies suffered from social and economical problems like poverty and lack of food. The United Nations therefore arranged several conferences where solutions to these problems were outlined. The resources would come to an end because of the future economical growth and increase in population. A first attempt to discuss these trends could be seen during the United nations Conference on the Environment in Stockholm The first conference concerning environmental education EE was held in Tbilisi in and it resulted in the Tbilisi declaration.
The definition of sustainable development was stated in this report and it is still ubiquitous. It is about safeguarding and efficient use of existing nature resources. Investment in management of human, social and physiological resources is also crucial parts of sustainable development. Democratic values permeate the society and the citizens feel that they can influence the development, and that they have the will of taking that responsibility for doing so. The principles underlying sustainable can be separated into a social, economic, and ecological dimension.
The economic growth is used to be seen as a requirement for development. No country can achieve a sustainable economic growth if the environment is worsened, if the prosperity is not fairly distributed and if growth of the human resources has not taken place. Therefore, the economical dimension means that economical growth shall carry on with: The social dimension points out the importance resources, power and influence are fairly distributed and that people can feel security and can participate. The social dimension is therefore a requirement for economic growth. The environment dimension means that considerations are taken for the social and economical development.
These three dimensions are integrated with each other as they are interdependent and mutually reinforcing. The implication of this is that sustainable development to a large extent is about politics In a UN conference, also known as Earth Summit, was held in Rio de Janeiro. The most famous agreement from that meeting is the Agenda 21, a plan of action for sustainable development. Two major differences from earlier conferences were:.
Education is critical for promoting sustainable development and improving the capacity of the people to address environment and development issues. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development and for effective public participation in decision making. In the year the United Nations Millennium Declaration was adopted, which emphasizes that a global development demands a comprehensive view.
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It contained eight goals that should promote a global development. There are broad school-networks and strong relationships between schools and out-of-school-education. Global Education in Germany "Global Learning" is a special entry to ESD which emphasises the relationships between north and south in a globalized world and discusses injustices between the different parts of the world, partly with reference to the postcolonial discussion. A climate-friendly school is a school that uses education for sustainable development ESD to promote a culture of sustainability in which students, staff and families hold shared values and beliefs about the importance of taking action for a more sustainable society.
Taking care of the environment and contributing to reducing climate change is an integral part of this. Climate action means different things to different schools. For other schools, it is about addressing issues directly affecting them. TVET systems are progressively expected to provide education for sustainability as part of their core curricula. Sustainability requires that those working in these sectors have the requisite technical knowledge to make these industries more sustainable.
TVET systems often have a regional or international variations along with language skills needed for labour mobility. TVET systems are able to provide education for sustainable development and global citizenship, and for meeting the demand for an integrated approach to skill types and diverse fields of study. It is all about empowering learners of all ages to become proactive contributors to a more just, peaceful, tolerant, inclusive and sustainable world.
Both GCED and ESD help learners understand the interconnected world in which they live and the complexities of the global challenges faced. Climate Change Education CCE is grounded in the holistic approach of Education for Sustainable Development ESD which incorporates key sustainable development issues such as climate change, disaster risk reduction and others into education, in a way that addresses the interdependence of environmental sustainability, economic viability and social justice.
It promotes participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. ESD concerns the core of teaching and learning and should not be considered as an add-on to the existing curriculum. Mainstreaming ESD requires integrating sustainability topics into the curricula, but also sustainability-related intended learning outcomes. The Maurice Ile Durable policy was introduced in with the objective of making Mauritius a world model of sustainable development by Education is one of its five pillars, with a multi-stakeholder working group put in place to integrate ESD into all levels of education.
The goal is to reorient the education system towards sustainability, build capacity at all levels and strengthen awareness of key issues. In Togo , the educational policy framework Lakalaka is grounded in national culture and includes a new, ESD-oriented curriculum entitled Quality Education for a Sustainable Future. Finland is reforming the national core curricula for pre-school and basic education to support and promote sustainable development and well-being following the value basis of education, where the necessity of a sustainable way of living and eco-social understanding is emphasized.
The aim is to support all students in developing the knowledge, skills, values and attitudes that promote their ability to understand the importance of a sustainable future. In Manitoba , ESD is a priority action area of the government and has been embedded in the overall purpose of primary and secondary education. This statement is included in the mission of the provincial Ministry of Education and Advanced Learning.