Remco

Group work. In groups of 3-4 investigate innovative forms of education, teaching and learning from a holistic perspective, i.e. include students’ academic, social, cultural and physical development and consider the environmental, economic and social dimensions of sustainability.
Draw a flipchart where you present your findings to the class. Discuss the various ideas presented and think of the possibilities and what it would take to implement these ideas.

Students consider others in their school or environment that need support. Students work in groups and develop ideas that will help. The groups present their ideas. All the ideas are discussed and analysed on the basis of specific indicators (not labelling, feasible to apply, time needed, benefits for all). Students decide which ideas are appropriate and develop a timeline plan, having identifying the steps needed, for their implementation.

General idea: to find and analyse innovations that can be effective tools to end hunger – or have already come to fruition in the last decade.
Clarifying the concept of innovation, making high scores for the hottest innovators based on different criteria.
Planning and justifying innovation awards.

Game-example: Mission 1.5

Mission 1.5, which launched worldwide on February 13, 2020, will give them a direct way to communicate to their governments the change they want to see.
The campaign is based around a mobile game that educates people about climate policy and provides a platform for them to vote on the solutions they want to see happen. The votes will then be compiled and analysed by researchers at the University of Oxford before being delivered to government leaders and climate policymakers.

The game, developed by UNDP with partners, was beta-tested in September 2019 and 1.25 million players voted. It is launching in all six of the UN’s official languages, and more languages will be added as the campaign progresses throughout the year.

Mission 1.5 uses mobile gaming technology in an entirely new way. Instead of just a website, the game is delivered through ads in some of the most popular video games in the world.

Students research policies and manifestos for political parties in their countries. In what way does each party propose to end poverty, in their own country and worldwide.

Students consider:

• How is ‘poverty’ defined in that country?
• How does this definition relate to worldwide standards?
• What are the implications of living according to the national definition of ‘poverty’?
• What is the opinion of political parties in your government on poverty? Do they want to reduce it? If so, how? Do you agree with that solution?
• In small groups choose the political programme that you consider to be the most effective and discuss why.
• Discuss ways of making thee program even more effective. What criteria do you use for ‘effectiveness’?
• If possible, discuss the outcome of your research with a representative of a political party.

Homework: Individually, go to What Can You Do? and look at the section wcydo (What Can You Do?). Think of 4 possible actions that you can take and discuss these with your friends and family. Identify steps that you could take soon and set target deadlines.

Organise a round table discussion regarding “Health as a Public Good”. Invite doctors, people from insurance, people from public and private sectors, patient associations, students, representatives from vulnerable groups, etc. The discussion is expected to reveal the different aspects and interests of the various parties on the issue.

Game-example: helping to developing

Eco is a community-based game; the players develop laws, government, and an economy to determine the success of their world. The developers need extensive playtesting to get the balance of our core features just right. Learners could collect experiences about participation and the transdisciplinary work.

Students conduct group research into an environmental issue, looking for solutions e.g. nitrate pollution in The Netherlands.

Students start by considering and comparing their own actions, beliefs and viewpoints and then research those of others.

Students propose different solutions and for each consider impact, advantages, possible problems/challenges, cost (and to who), practicalities of implementation, time scale.

Students write an advisory report to the government, based on their conclusions. If possible, they arrange a meeting with politicians (local, national and or higher) in which they present and discuss the report.

Split students into groups of 3 or 4. Ask each group of students to draw a large outline or silhouette of a person. Ask them to think about what qualities and characteristics an educated person might have. Students should write these in the silhouette of the person.

Next ask them to draw a big circle around the silhouette of the person to represent the world. Students should now discuss what the qualities and characteristics of a world full of educated people would be and write these down.

Students can also add pictures and symbols to their drawing. Ask groups of students to share their ideas.

With students in pairs, ask them to think about the opportunities that could open up as a result of getting quality education. Ask them to come up with a list of five opportunities to share with the class.

Students discuss different responses to bullying e.g. intervene, just look, leave, report the incident to the school manager. The responses are classified in a table and they are discussed to see what values and beliefs underpin each behaviour and how these behaviours can have a positive or negative impact on students’ life and the school’s wellbeing.