Remco

Ask students to:

Discuss:

Individual task. Draw a timeline from now onto the next 10 or 20 years. Set milestones, think of goals you want to achieve in life.
What does it take to get there?
What are the obstacles that you could be confronted with?
How could you overcome those obstacles?
What environmental/climate challenges could occur that might affect your ability to achieve these goals?
How could you ensure that you progress in a way that supports and promotes sustainability?
What possible detours could you take?
What forms of education do you need to get to these milestones?
Share your findings with a partner and exchange your ideas and give feedback.

The class is divided into small groups. Each group studies a different real life problem- based scenario for people’s wellbeing (discriminations, bullying, inequalities, diseases e.tc.) and try to come up with at least six different solutions/ways forward.

Consider the values underpinning each solution and what might compromise the solutions. As a whole group, discuss the solutions proposed and the related values for health and wellbeing.

General idea: Students need to make responsible decisions about their own food and shopping and consumption habits that are in the interests of sustainable agriculture.

Game-example: Ethica – The Ethical Finance Game

The Ethica game on ethical personal finance is an educational game making players aware of the social and environmental impact of investments and businesses.

The game is an example of an educational roleplay and board game. It uses approaches to both financial literacy and education for sustainable development.

It aims to educate young people in responsible and sustainable financial personal behaviour, financial literacy and financial management using a roleplay and board game.

Links

Students select a poverty reduction project to support e.g. through fund raising and then use a project-based approach for this and by doing so learn how to act ‘in a cautious and timely manner, even in situations of uncertainty’.

Useful Source: Charley Gilkey, Start Finishing: How to Go from Idea to Done, USA 2019.

Work in pairs. Read through the infographic on education, skills and jobs, and discuss strategies to achieve these proclaimed changes if the SDGs are applied. Come up with 2-3 different strategies and present at least one to the class.

Students reflect on their lives and list example actions and decisions that, if taken, can impact positively or negatively on the wellbeing of self and others (A R2).

Game-example: Farmers 2050

They can learn about the game teaching teens about agriculture and sustainability. How will we sustainably feed 9 billion people by the year 2050? A question that is becoming mainstream in agriculture yet something most youth have never considered. One of the most powerful ways we can share our stories about agriculture is to engage teenagers with a tool they enjoy – video games.

Real farmers from across the world show the player what they are actually doing on their farms. From a dairy producer in Nova Scotia, to a potato grower in Alberta, advocacy is embedded throughout the game.

Feeding the world responsibly is essential and we must communicate to the world all of the innovations, best practices and opportunities there are in the industry. Farmers 2050 supports those efforts and it’s a lot of fun to play.

Students choose a project as described in Action competence and set up a system for managing the finances, agreed actions, record meetings, etc.

Watch films that give insight into education around the world. See, for example:

Discuss differences and what they show about education e.g. opportunities it provides, challenges it presents, differences in access.