HASTI PUBLIC SCHOOL & JR.COLLEGE ,DONDICHA*
BLOG NO.215
Our chairman sir Hon’ble kailasji jain always advocates and supports that “We all have an obligation as citizens of this earth to leave the world a healthier, cleaner, and better place for our children and future generations”
Therefore at Hasti Public school Dondaicha we always focus on what are we going to pass on to the next generation.
As teachers, we have a great responsibility: to try to improve the world around us and make it a better place for future generations. By encouraging our students to analyze and understand the importance of acting in a fair and sustainable way.
We often ask ourselves what kind of world we are going to leave to new generations, but perhaps the question should be what kind of people we are going to leave to our world*? Making this world a better place is in their hands.
At our Hasti school working with the SDGs allows us to approach our classes in a different way. For example, it *allows us to focus more on student competencies.
The focus of learning about the SDGs is not on memorizing statistics or concepts, but on reflecting and thinking critically.
Likewise, the curriculum becomes more transversal. We plan to work on different topics in an interdisciplinary way and connect them with other areas of study in the curriculum. *For example, when working on SDG 12: Responsible production and consumption, we propose a project in which students to carry out different activities such as:
• analyzing and comparing the impact of various products through life cycle analysis,
• calculating the individual and school ecological footprint,
• organizing and designing an awareness campaign, and creating digital or physical promotional material to be distributed in the school.
This way they’ll work on knowledge and skills from different subjects. We’ll be able to implement active methodologies such as Project-Based Learning (PBL) and, by doing so, we create learning situations that invite children to reflect, interact, and find solutions to real problems. And, at the same time, we will be enhancing other knowledge not only related to the SDGs*, but also to other areas or subjects.
In the end, it’s about putting our learning to work to bring about positive change in our environment. Because *learning about the SDGs and their impact goes beyond learning concepts and ideas. learning about SDGs means activating collaborative and supportive attitudes. This is how students develop valuable skills for their personal and professional development while doing their bit for a better world.
When it comes to learning about the SDGs in our classes, we think and propose to act the most effective way that is to work on them through real and authentic situations. To achieve this, we work on some guidelines ;(to help awaken their motivation and get them involved from the word go).
Emotions are a good place to start a session
For our class to get really engaged with the SDGs? * we propose to Start with content that stirs their emotions, moves them, and highlights the importance of taking action* One of the most effective ways to move people is through storytelling.
First we need to choose the SDG you want to work on, ( see the list of 17 SDGs given at the end as recapitulation task) then come up with a short story and characters, and bring them to life*. Let them tell their story and the problems they face. To do this, you can use a breakout like this one, which we think is great
for SDG 15: Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss
we need to start with something simpler that shows the impact of human behavior on society and the planet at a glance, using a flashcard we propose to use it to work on SDG 9: Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.
We need to Choose two images of the same place: one that illustrates what the place looked like in the past, and one that shows what the place looks like now, after being industrialized. Let your class look at and analyze the images and debate on this .
Learn through research
We propose to Use a visual resource like a timeline. This one is perfect for working on SDG 13: Take urgent action to combat climate change and its impacts. They can refer to the information as many times as they need.
In SDG 14: Conserve and sustainably use the oceans, seas, and marine resources for sustainable development. We Create real materials and encourage them to share their work with the world around
There are 17 sustainable development goals (SDGs) to transform our world;
• Goal 1: End poverty in all its forms.;
• Goal 2: Zero Hunger.
• Goal 3: Health.
• Goal 4: Education.
• Goal 5: Gender equality and women’s empowerment.
• Goal 6: Water and Sanitation.
• GOAL 7: Affordable and Clean Energy
• GOAL 8: Decent Work and Economic Growth
• GOAL 9: Industry, Innovation and Infrastructure
• GOAL 10: Reduced Inequality
• GOAL 11: Sustainable Cities and Communities
• GOAL 12: Responsible Consumption and Production
• GOAL 13: Climate Action
• GOAL 14: Life Below Water
• GOAL 15: Life on Land
• GOAL 16: Peace and Justice Strong Institutions
• GOAL 17: Partnerships to achieve the Goal
Now after having worked on the SDGs with our classes , it’s always good to reinforce what you’ve learned with a thematic quiz we propose to Prepare 17 questions (one for each goal), students can discuss each answer as a group and test their knowledge while having fun. * *YOUR FEED BACK ,suggestions, remarks & ,ideas for modification , will enhance the reading value .you may suggest different activities for incorporating SDGs in our school curriculuim *. please do visit our web site *
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