Sustainable Development Goals Booklet

Sustainable Development Goals Booklet

International Day of Education To invest in people, prioritise education

In September 2015, countries adopted a set of goals – the Sustainable Development Goals (SDGs) – with the aim of ending poverty, protecting the planet, and ensuring prosperity for all. Education plays a significant role in achieving these goals through increased engagement with global issues from leaders, teachers, children, and the community.

The International Day of Education is an annual event celebrated on January 24th that recognises the importance of education for all people. It is a day to celebrate the progress that has been made in education around the world and to re-commit to the goal of achieving universal access to quality education. It is an opportunity to recognise and support the work of teachers, students, and education professionals and to promote better education policies that will support students and teachers. This occasion allows us to reflect on the importance of education in helping to build a better future for everyone.

Our International Curriculum units contain a wealth of opportunities to find out about and act on issues related to sustainability, such as climate change, equality, conservation, nutrition, and poverty whilst developing the Personal Learning Goals, international mindedness, and global competence.

Education is a fundamental human right and it can help to reduce poverty, increase economic growth, and empower individuals to reach their full potential.

International Curriculum The International Curriculum has been created by teachers, for teachers. It facilitates learning for children aged 2-14 years old and is learned and taught in over 1,000 schools and more than 90 countries. The International Curriculum is complemented by the ICA's school Accreditation and Professional Development services, which support over 15,000 teachers and leaders globally.

The International Early Years Curriculum develops curious, creative, and reflective learners, who enjoy their learning and are well-prepared for their subsequent learning experiences. It is currently improving early learning in over 60 countries, and its holistic approach provides a firm foundation for the transition to school beyond the early years, enabling schools to exceed the expectations of local or national curriculum frameworks. The IEYC represents the beginning of a child’s learning journey with the International Curriculum, providing the ideal starting point for children moving on to the IPC and IMYC, or alternative curriculum

The International Primary Curriculum (IPC) is a well-researched and comprehensive approach to learning, tailored for children aged 5-11. It promotes their holistic development, focusing on their global knowledge, social awareness, and drive to make a difference in the world. The IPC is based on educational research and the latest insights from neuroscience. It includes four pedagogical paradigms, along with guidance for activities that help students connect with previous knowledge and support memory.

The International Middle Years Curriculum (IMYC) is an impressive program designed to meet the needs of 11-14-year-olds. It draws on brain-based research and progressive teaching methods to give students a stimulating learning journey that focuses on Knowledge, Skills, and Understanding. The IMYC helps students gain the skills necessary for success in the future, plus it can be tailored to fit each school's unique environment. It has comprehensive units and an online, interactive planning tool, making it the ideal way to equip students with the skills and knowledge necessary to achieve success in life.

The Lost Food Project WRITTEN BY MS PEARLINE SILVANATHAN FROM STRAITS INTERNATIONAL SCHOOL The Sustainable Learning Goals symbolises the main issues that we are facing around the globe as we strive for a better future.

Within the IPC, learners are given the opportunity to develop their global competence through interesting and exciting challenges that are linked to the Sustainable Development Goals.

At Straits International School, Rawang, while working on our Year 3 unit ‘Different Places, Similar lives’, we came across the international task that highlights two learning goals: know about organisations that help others and be able to associate cause and effect related to global events and/or issues.

The children first researched organisations that help people in need in Malaysia. We came across a few of them and contacted

issue, we need to start now, and the best place is

them. We were lucky enough to get a

from school where children are given to

response from one of the global charities

opportunity to learn and understand what is

‘The Lost Food’. They were very happy to

happening around us.

come to our school to share what they do during our Key Stage assembly.

After this talk, we started the ‘Clean your plate challenge’, where we paid attention to how much

It was interesting to hear about the numbers

food the children eat and waste. We took some

and information that was shared with us.

pictures of the bin to help them see how much

Almost 1/3 of food produced in the world is

we waste. We continued this process for three

either lost or wasted. In Malaysia 3000

weeks, and we could slowly see some changes

tonnes of edible food is thrown away each

where children started to take smaller amounts

day. This is enough to feed 10 million people.

of food, checking the time before going for a

this organisation help rescue an average of

second round, encouraging each other and

10 tonnes of ood per week from going to the

becoming more aware of how much they really

landfill but unfortunately it is still not enough.

need to eat and understanding the concept of

To be able to help and support this global

‘what we want, and what we really need’.

To be able to help and support this global issue, we need to start now.

To keep the momentum going, we continued this process by carrying out ‘The Food Drive’ where the children rescued some of the food items that they don’t need or are nearly expired in their own homes. The Year 3s helped to organise the items into different categories to see what type of food were being donated the most. It was then donated to the lost food charity.

Learning experiences like this are something that our children will always remember, and I hope these little things that we do in school can inspire them to do more in the future for a better world. I truly appreciate ideas like this!

Stories to Learn the World WRITTEN BY MICHELLE PARKES FROM EARTH CUBS Eco-anxiety is on the rise, especially amongst young children. As the global conversation around climate change intensifies, children are increasingly exposed to information about environmental challenges, from melting ice caps to deforestation. This heightened awareness, coupled with a growing realisation of the potential consequences for their future, has led to a surge in eco-anxiety - a psychological distress related to ecological concerns. Teachers and parents are grappling with ways to address and alleviate this ecoanxiety, recognising the importance of fostering resilience and empowering children to be part of positive environmental change. change education to children all over the world.

Adding to this, teachers are encountering

Educating and inspiring the next generation of

significant challenges in incorporating climate

global citizens with the UN’s Sustainable

change education into their curricula. Despite

Development Goals at

the urgency and relevance of the topic,

the heart of everything we do. Using award -

educators often face constraints such as

winning educational storytelling, our mission is

limited time, standardised testing pressures,

to make planet - saving exciting, entertaining

and competing academic priorities. The

and achievable. Entertaining videos filled with

subject's inherent political and controversial

cool characters, real -world footage, planet -

nature can also make educators hesitant to

saving heroes and positive stories from all over

broach the topic for fear of potential backlash

the world to inspire and excite kids. Since our

from parents or administrators. In fact, 70% of

launch in 2020, we’re now in over 6,500 schools

UK teachers indicated they had not received

in 126 countries. Striking a balance between

adequate training to educate students on

entertainment, education, real-world action and

climate change.

technology, creating a world full of colour, crazy characters and fun, that allows kids to explore

It was in this environment that Earth Cubs was

environments which are exciting and fun, while

founded. We wanted to find a way to bring key

tackling challenging environmental subjects in a

environment, sustainability and climate

positive, meaningful way and not spiking ecoanxiety.

Earth Cubs places its foundational focus on five key competencies—Sustainability Literacy, Compassionate Empathy,

Earth Cubs Key Competencies

Systems Thinking, Change Leadership, and Contemplation—as the bedrock for

Sustainable Literacy means to LEARN

nurturing young minds into conscientious

Learn about the world, the challenges it faces

global citizens. These competencies empower

and how to look after it!

Earth Cubs to foster a deep understanding of sustainability challenges and the UN's 17

Systems thinking means to THINK

Sustainable Development Goals. While Earth

Understand how nature and humans are all

Cubs emphasises these core competencies, it seamlessly integrates with various international curricula such as the UK Curriculum,

interconnected.

Change leadership means to DO

US Curriculum, and IPC Curriculum.

Get involved and have real impact.

For instance, in alignment with the UK National

Contemplation means to TELL

Curriculum, Earth Cubs covers relevant subject areas specified by the Department for Education, Similarly, Earth Cubs tailors its content to correspond with NGSS topics for the US Curriculum and aligns with the International Primary Curriculum from the ICA, ensuring an amalgamation that upholds Earth Cubs' fundamental competencies while integrating seamlessly into diverse international educational frameworks.

This approach equips Earth Cubs with a robust foundation rooted in sustainable global citizenship while accommodating and enhancing learning experiences across various educational systems worldwide.

70% of UK teachers indicated they had not received adequate training to educate students on climate change.

Share stories to spread the word Compassionate empathy means to LOVE The more we know, the more we care.

We firmly believe that these competencies encapsulate the knowledge and skills essential for an Earth Cub to effectively engage in sustainability education.

You can sign up for a free account to access all the Earth Cubs resources here.

Check out our latest video, One World, One Ocean where Shane the Shark explores the wonders of one ocean. Sharing fascinating facts and insights about marine life.

To help you bring this into the classroom, we’ve also created lesson plans for different ages that you can access here.

We also have an amazing video covering the Global Goals. Great for a whole school assembly or classroom learning.

Growing & Greening a Sustainable School Culture WRITTEN BY MEAGHAN WILSON FROM PANYADEN INTERNATIONAL SCHOOL AND CATHERINE COPELAND, CLIMATE ACTION SCHOOLS, TAKE ACTION GLOBAL

At the centre of any sustainable school

By involving students in these initiatives, the IPC and

culture is a clear vision and mission that

Climate Action Schools empower them to be part

values environmental stewardship.

of the solution and foster a sense of environmental

Schools must embrace a vision that

responsibility. Panyaden’s initiatives include a vast

integrates ecological principles into all

recycling program, a rainwater collection system, a rice-

aspects of their education and school

field lifecycle system and eco-friendly buildings. From

ecosystem. This vision should go

an operational perspective, by implementing effective

beyond the superficial, aiming to instill

waste reduction systems and prioritising recycling and

in students a deep understanding of

composting schools can significantly reduce the

the interconnectedness between

amount

human actions and

of waste sent to landfills. This not only benefits the

the environment.

environment but also sets an example for students to follow in their personal lives. Students at Panyaden are

Panyaden International School in Chang

involved in composting and gardening, meatless meal

Mai, Thailand has sustainability at its

days and food waste reduction programs.

heart, from the rainwater collection system to the bamboo buildings designed to having a low carbon footprint.

Sustainable schools set ambitious goals to become carbon-neutral or even carbon-negative. They establish greenhouse gas reduction targets, implement energy-efficient practices, and explore renewable energy options.

Additionally, they promote sustainable transportation by encouraging students to walk, cycle, or carpool to school.

Growing and greening a sustainable

professional development certification to train all

school culture is a multifaceted

teachers in learning about climate action education.

endeavour that involves embracing a

Climate Action Schools encourage community

mission of environmental stewardship,

engagement and collaboration. Schools forge

aligning financial

partnerships with local organizations, governments,

and policy decisions with ecological

and businesses to create a network of support for

principles, and actively participating in

sustainability initiatives. This community involvement

the sustainable development goals as

allows schools to access additional resources and

well as in climate action education

expertise, amplifying the impact of their efforts.

such as in the Climate Action Schools program.

In October 2022, Panyaden began its journey with

Sustainability is at the forefront of

Climate Action Schools. Through the CAS audit, the

Panyaden’s organisation, but also their

primary students identified that bamboo is their

educational vision. “By offering a

signature species and IMYC students began

Genuine Values-based Education for a

composting projects. Becoming part of the CAS

Sustainable Planet, our vision is to see

community helped to provide some focus and

that our children excel academically,

guidance to teachers and students regarding

enrich their physical, social, emotional

sustainability. In the primary, the CAS initiative was

and intellectual well-being and develop

highlighted and presented in several staff meetings.

a caring and compassionate understanding of the environment, to

The CAS framework allowed the community to

benefit themselves, the people they

recognize the strengths and areas for growth

meet and the planet.”

providing a common goal including a focus for

(https://www.panyaden.ac.th/academi

learning.

c-programme) As a new partner of the ICA, the emergence of the Climate Action Schools (CAS) program (by Take Action Global) has become a significant driving force in growing and greening sustainable school cultures. In 2022 CAS completed their first school year with 100 member schools in their first cohort chosen from around the world. The outcomes have been hugely impactful for the students, teachers and school community. The program is led by a designated and trained school Climate Champion and provides

Schools must embrace a vision that integrates ecological principles into all aspects of their education and school ecosystem.

Students also learn to understand their

IPC/IMYC field trips/projects

environment through field trips, service -

Year 1 Organic farm and composting

learning projects, and being part of the

Year 4 visit to hydroelectric plant,

community. In addition to curriculum

sustainable bamboo city design

integration, schools can establish

Year 5 Making brooms from recycled bottles

environmental clubs or student-led

Year 6 visit to solar energy centre, solar

initiatives that engage students directly

panel, and rainwater pond cleaning

in sustainability efforts. These groups can

Year 7 organic farm and composting

organize tree planting drives, waste reduction

Year 10 animal welfare and habitat

campaigns, or even establish school gardens

restoration

to promote the connection between food and the environment. Such activities foster a

By integrating sustainability into the curriculum,

sense of ownership and responsibility,

empowering students to take action, and

empowering students to actively contribute

pursuing environmentally friendly practices,

to a greener school environment.

schools can play a vital role in nurturing a

Examples include:

sustainable future. Through these collective efforts, we can foster a generation of

Service Learning and Climate Action

environmentally conscious individuals who will,

School projects

as Panyaden International School’s vision

Composting

exemplifies, “develop a caring and

Planting trees and gardening

compassionate understanding of the

Repurposing clothing

environment that will benefit themselves, the

Animal welfare

people they meet and the planet.”

Students in Action: Feeling Confident, Empowered and Becoming Agents of Learning WRITTEN BY NADJA LUND, ESTER BERNING, FRANCESCA RADOCHINSKAYA FROM THE FUTURASKOLAN INTERNATIONAL SCHOOL OF STOCKHOLM In Spring 2022, we had to write a proposal for

However, we received much more positive and

an action plan as part of our Exit Point for the

respectful feedback the second time we

unit Responsibility. This was a challenging task

presented. This is what we wanted to achieve,

because we wanted to come up with a really

and we did it! Our experience when presenting

good plan that nobody else had thought of. We

to the entire middle school was overall

wanted our presentation to be impactful and

positive. However, we all felt nervous and

educational. After a lot of planning and

apprehensive about the possible negative

discussion, we decided to focus on feminine

judgments and comments but were pleasantly

hygiene because we found this topic isn’t

surprised by the positive reactions from

spoken about enough. We wanted people in

students. We also found that presenting makes

our school to talk about the topic more freely

us feel more confident in our communication

and comfortably, which can be complicated

skills, it enables us to be our own agents in

when a school is international. Our proposed

making decisions and understanding the

plan took a lot of discussion and research. We

benefits of those decisions. As part of our

wanted our slides to include informative and

project, we also created an informational video,

reliable research. When we gave the

which was shown in each mentor class. The

presentation the first time, to just our

purpose was to educate our fellow students

classmates, we received some uncomfortable

and spread awareness about women's hygiene

reactions that included laughing.

and menstruation.

The process had two steps: first, the students

In conclusion, taking action like we did in our

were given a questionnaire, asking questions

feminine hygiene project, which included

that were later explained in the video; then, we

presenting it in an assembly, makes students

interviewed two nurses in order to get reliable

feel empowered in their communication skills

responses. The video shows the importance of

and boosts one's confidence, especially when

learning about menstruation and also shows

presenting to

appreciation for the subject.

a big crowd. We felt empowered by what we had accomplished, and that allowed us to

Our final project was creating a period product

present assertively and this presented us

box and a bag. These consisted

with new opportunities to grow the

of pads, tampons, and sanitary napkins.

menstruation project.

In other words, they included everything a girl would need if she got her period unexpectedly. This will be very beneficial for most girls because then they don't have to go around and ask other students or teachers for menstruation products when they are in need of them. We placed the box and bag in easily accessible places around the school.

Taking action, makes students feel empowered.

Sustainability and Biodiversity at JFK International School WRITTEN BY ​STEPHANIE WALMSLEY FROM JOHN F KENNEDY INTERNATIONAL SCHOOL IN SWITZERLAND

John F. Kennedy International School is a

These various activities are designed to help

school community that encourages and

students discover biodiversity, gain

supports its students to participate in an

a real understanding of our natural habitat

outdoor, active and sustainable educational

through practical projects, and raise

lifestyle. The school advocates real-life

awareness of its preservation. This year, JFK

learning opportunities regarding local and

grade 8 and 9 students have been directly

global sustainability and encourages students

involved in the envisaged eco-hotel. Students

to understand the individual role that they

Stella and Salma from JFK explain the project

can play in improving our ecosystem. As part

on camera here.

of reaching the UN 2030 Sustainable Development Goals within its International

JFK students develop creativity, problem-

Primary Years (IPC) and International Middle

solving and develop team building skills. This

Years (IMYC) Programmes, the school made

links back to our IMYC sustainable goals and

an active choice to support the Votre Cercle

future unit work. The students can reflect on

de Vie sustainable project in nearby Chateau

their learning in their learning journals following

d’Oex, Vaud.

all workshops, developing deeper thinking skills and reflective learning.

One of the goals of this collaboration is to bring the children closer to nature and to

For both Votre Cercle de Vie and John F

understand the importance of the different

Kennedy International School, it is very

actors for the balance of biodiversity.

important to educate students and raise

Planting fruit trees, discovering permaculture

awareness, especially among the younger

vegetables, learning about bees and rare

generation, who will help to "build the world of

animals, or making cheese themselves are

tomorrow", a more sustainable world.

just some of the experiences JFK students have had at the biodynamic farm.

Supporting our Youngest Learners in Developing an Understanding of Global Competence and International Mindedness WRITTEN BY JENNIFER PARTINGTON FFROM THE BRITISH INTERNATIONAL SCHOOL CHICAGO, LINCOLN PARK With an innate natural inquisitiveness, children are never too young to be exposed to these topics. As adults, it is important for us to support them in developing positive attitudes on their road towards an understanding of these two concepts. By looking further into the International Early Years Curriculum (IEYC) Units, our classroom environment, and the local community of our schools, it soon becomes apparent that Global Competence and International Mindedness are achievable by our youngest learners. Within your classroom, start simply by ensuring you have both a globe and a world map displayed, which are easily accessible to the children, these The words Global Competence and International

tools alone can immediately capture the

Mindedness appear huge concepts when

students’ curiosity and be referred to

considering their usage for Early Years children.

during discussions and conversations.

They sound quite difficult concepts and so far advanced that we wonder how our youngest

Next, consider the setup of the classroom.

learners can begin to comprehend what they are.

The nature of the Early Years very easily

hen broken down to reflect the learners’ level of

allows opportunities for us to consider

understanding, we talk about it meaning looking at

how the environment reflects our

the diversity around us, developing a curiosity for

community, ensuring it is inclusive of

others and their culture, and having an

others and exposes children to a wealth

understanding and acceptance of differences.

of tools, materials, and cultures.

Are the visuals and resources used inclusive and diverse? This classroom setup is sometimes referred to as the ‘mirror theory’.

That is because we are allowing the children to reflect on themselves and their own experiences, whilst also providing an insight into the identities, experiences, and motivations of others. This supports students to move towards having wider perceptions of

Are you representing the celebrations of the families at your school and in the community?

the world around them. Many of the IEYC Units naturally allow plenty of openings to begin to plant seeds for the growth of Global

concept of Global Competence and an

Competence. The Unit, ‘To the Rescue’, gives

understanding of International Mindedness.

children a chance to recognize and thank a

Another successful idea we have used at BISC-

hero in their own community while ‘Animal

LP alongside the Unit, ‘This is Me!’ is to ask the

Rescuers’ could open an opportunity within

children to compile a ‘Chatter Box’. Into this,

the community to adopt or support an animal

pupils are encouraged to put objects such as a

shelter as the children learn about animal

flag, their favorite toy, a book, or something that

care at home and further afield. One of the

celebrates them and gives opportunities to

newer Units, ‘The World Around Us’ gives us a

show their peers an insight into themselves.

chance to delve into considering how we care

Using the boxes as a prompt and tool supports

for our neighborhood and the wider world

their confidence to show and tell others who

through recycling and composting activities.

they are.

At the British International School, ChicagoLincoln Park, the IEYC unit ‘This Is Me!’ has been successfully used within our Foundation Stage classes for a number of years. It naturally lends itself to supporting ideas towards developing Global Competence as we nurture children’s natural curiosity and spark their interest in inquiring about the world beyond themselves. For example, this academic year we launched the idea of a collaborative whole school topic based on some of the concepts from this IEYC unit.

Across the school, children learned about where we are all from, made links with world languages, and went on to explore how many different countries and languages are represented throughout our school community. The discussions explored throughout the two initial weeks were invaluable in introducing learners to the

It has been wonderful to hear children talking and interacting with each other, referring directly to the objects or photos, sparking comments such as “I remember when I saw some fireworks too” or “I have the same colors on my flag”. This begins to open the door to questions and curiosity as the children start to connect who they are as individuals with others and their families.

Look for further opportunities in your celebrations and festivities calendars to

stories written by authors of different

encourage international-mindedness. Are

backgrounds, incorporating characters from a

you representing the celebrations of the

range of settings and even bi-lingual texts? Some

families at your school and in the

examples include, ‘What is a Refugee’ by Elise

community? Are there links that can be

Gravel, ‘Bedtime Bonnet’ by Nancy Redd, and ‘The

made to expose children to other

Color of Us’ by Karen Katz. These have all given the

festivities around the world? At BISC-LP,

children an opportunity to see the diversity

we provide the children with opportunities

amongst

to be open and connect with the world all

us all, touching on our similarities and differences,

through the academic year. Our Values

as well as world topics.

curriculum, which goes alongside our IEYC units, ensures that we celebrate months

The Nursery children at BISC-LP explored the text

that are key to our school and community

‘Hair Love’ by Matthew A. Cherry. They found

setting. These include Black History Month,

words to describe their own hair such as

Lunar New Year, and Pride Month. We also

“splashy”, “soft”, “shiny” and, “it feels like butter”.

invite parents and members of the

This led them to carefully think about how their

community to come along and share their

hair makes them unique. To further their

knowledge with us.

explorations, they participated in activities such as braiding, as is done culturally. This particular

Sometimes there might be a sensitive

story sparked wonderful conversations and

topic happening in your community or in

allowed meaningful links to be made by our

the news, that even our youngest learners

youngest children, celebrating their differences

may be aware of. This can pose a

and supporting their understanding of cultural

challenge as to how we approach the

diversity and identity.

subject to support their understanding, whilst still being sensitive to how much

Providing small but meaningful opportunities for

they are exposed to. Stories and books are

children to engage with the world will successfully

a very effective way to support children’s

provide them with the positive values, skills,

understanding of difficult topics and can

knowledge, and attitudes that we wish to nurture

help to develop empathy towards others.

in order for them to be able to navigate global

Do you expose your children to a range of

issues later in life.

Breaking boundaries: Teaching children the importance of living in a sustainable world WRITTEN BY TATIANA POPA FROM HETRITAGE INTERNATIONAL SCHOOL

Delivering the best opportunities Heritage International School is an institution

projects that would not only benefit the

where educational programmes get beautifully

student but also the environment.

intertwined to deliver the best of opportunities to our disciples. We aim to develop the whole

How we began tackling Climate change

child here that will become a responsible

This year has been marked by important

citizen of the world, have a global view of

events for the future of our planet. The COP26

things, and will thrive in a diverse, colourful, and

conference in Glasgow is one such example.

sustainable world. Heritage is the first and only

Climate change is a topic discussed and

school in Moldova that is part of Fieldwork

acted upon in many spheres of our lives, and

Education, offering the International Primary

no single person can affirm that it is being

Curriculum for our younger students. The

tackled enough. As the Climate Action Project

curriculum offers educators the possibility to

country ambassador for Moldova, I spent the

involve students in many global collaborative

summer of 2020 promoting this important

environmental project in the news media, on radio channels, getting official support from the Ministry of Education, as it was launched that summer in Moldova. In our first year, there were around 120 Moldovan educators and approximately 300 teachers who joined this global initiative in 2021.

We contacted the Minister of Environment and President Maia announced a nationwide treeplanting campaign, inviting schools, students, and educators to be part of the movement.

Using the International Primary Curriculum to create awareness As a school community, Heritage International School found it instrumental to have the right academic paths to integrate the Climate Action Project into everyday lessons, be it in primary, through the IPC or English lessons, Science,

This year, our students wrote messages to

English, Biology, Civic Education, or other subjects

world leaders, asking for climate education

in secondary. Our students learned about the

in schools and for actions to be taken

causes and consequences of climate change,

globally. These messages were exhibited

they did research and shared with classrooms

on a huge wall in the Blue Zone at COP26

around the world, as well as with educators in

conference in Glasgow, with the help of

global webinars, such as one for COBIS about

the World’s Largest Lesson. How proud we

sustainability projects at our school. The IPC

all were! They also interviewed family and

curriculum offered a hands-on approach that

friends, did research, and then shared

allowed students to be creative when exploring

findings with classrooms worldwide. In

the world around them, their outcomes are

tackling climate change, our students

tangible, beautiful, and impactful. They created

learned that sustainability starts with small

courses of action, planted trees, designed flyers,

steps, that’s why we implemented some

shared with the community, wrote articles in the

changes in the school. We organised 'Stop

Heritage Globe newspaper, and our teachers

Plastics' flash mobs, and 'Fridays for

shared the project during international

Future' silent strikes, we banned the use of

conferences.

plastic cups in the school, only offering fresh water, and invited students to bring

How our Climate Action Project soared

in their reusable bottles. Furthermore, we

I was selected by a group of Heritage students to

made a school survey and introduced

speak live in front of tens of thousands of

meat-free Mondays, so we show more

attendees at the Climate Action Day 2020, one

care for the planet. Also, we introduced

team from each continent. Six Heritage students

the Earth Project app for the school which

represented Europe at the big event, speaking

calculates our carbon footprint and avoids

about their findings in the project and the climate

the use of plastic every week. Heritage

situation in Moldova.

students understand that it must be an

Our hard work paid off our school received this prestigious award

overall commitment with everyone involved to make visible change.

Winning the Climate Action Project School of Excellence award After two years of hard work in the Climate Action Project, we were thrilled to be selected among the 250 schools in the entire world to receive the title of Climate Action Project School of Excellence. With 2.7 million students and teachers in the project, our hard work paid off - after thorough evaluation, our school received this prestigious award, announced by Cartoon Network during the Climate Action Day 2021 webinar.

Heritage International School shares its commitment to making the world a better place for everyone now, but also for future generations, and this award received in November 2021 only showcases our actions taken daily at our school.

More Articles VISIT OUR WEBSITE FOR MORE ARTICLES SHOWCASING OUR SCHOOL COMMUNITY’S HARD WORK TO CONTRIBUTE TO THE SUSTAINABLE DEVELOPMENT GOALS

Different Places, Similar Lives - Shaping Teaching and Learning from the Cultures of Finland Written by Wesley Possible from Boothferry Primary School in Yorkshire UK.

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Hands-On Learning and the SDGs Written

by Jacqueline Harmer, head of the International Primary Curriculum (IPC), featured on Edutopia.

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Enhancing Global Competency with the Jinseki International School Written by Mirdori Fowler from Jinseki International School

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