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