A webinar from 17th Jan 2024 for educators interested in joining the SDG Teach In, taking place in March 2024. For more information visit https://www.sos-uk.org/project/global-goals-teach-in
So then a brief introduction to ssuk so ssuk stands for students organizing for sustainability UK um and we’re charity that launched um officially should I say in 2019 um we were part of the N us family with 550 student union members representing 7 million students now SS UK engages inspires and empowers
Students to lead on sustainability so as is a long-term investment in education today for a better future tomorrow now our mission is to get more students leading on learning about um and and just working towards sustainability and embedding sustainability in all types of Education right from earliest through to
Adult learning um and making sustainability more inclusive for everyone so learning never stops uh learning is lifelong we believe strongly in that and so um embedding sustainability through all forms and levels of learning is really important to us uh and and it just forms our whole
Theory of change really to just get more students leading on learning about sustainability and being empowered to take action for that uh and we do lots of work across different ranges um and levels of Education nurseries primary schools universities extracurricular volunteering opportunities and just lots of work and we just work on embedding
Sustainability into all those things so what is the SD teaching what’s it all about so essentially the sdd teach is going to view that for the entire month of March um this year lifelong and workplace learning facilitators teaching staff in universities colleges Schools staff in informal education settings be that
Youth groups or Scouts anything that anybody is able to learn from can pledge to include the UN sdg goals um into their training teaching learning assessment or development work um and essentially the campaign launched um um to I guess Propel um and allow kind of an entry point for people who really
Want to know how to um bring sustainability into their context into their field and just allow them an opportunity um to have something they can do to start that or to to to get to that start line and then we just provide the resources um to kind of encourage
Them to do that um and that creates change at all different levels because so many different um forms of UC ation and levels of Education can take part in the SD teaching and we can create change um across all those levels so you know here and now through education we can
Use campuses you know they can be sites of demonstration for what Society can be so being able to encourage students within those contexts to take part in the you know movement towards more sustainable world is really important and harnessing that power that students and staff have to create positive
Positive change um is something that’s really important so when we talk about education we’re looking at both formal and informal education so it doesn’t have to be just in a school or university setting um and really it’s just as I said a Gateway an entry point into engaging with sustainability that
Is accessible for everyone doesn’t mean you have to redesign an entire curriculum you know there’s no kind of bureaucracy involved it’s just something everyone that can kind of take part in and really enjoy and hopefully it can spark you know an inspiration to do more
To go further as we we as we’ll be encouraging people to do this year so why do we deliver the SGD teaching I’ve touched on that a little bit but according to the SOS UK 20120 to 2021 sustainable sustainability skills survey 91% of participant participants say they agree that their place of study
Should actively incorporate and promote sustainable development and 84% would like to see sustainable development actively Incorporated and promoted through all their courses so not just you know environmental specific courses 66% of students say that sustainable development is something they would like to learn more about so it means there’s
A demand for this uh and we are creating the supply that’s needed to meet that demand um and aside from believing that education plays a principal role in realizing a sustainable World um this survey also shows that there’s the interest to learn there’s the hunger
There to learn and that if that is there then students should be provided with that opportunity and that can be students in all walks of life so we’re going to start just with a little slider activity um which you can take part in by scanning this QR code or
Heading over to slider.com and type it typing in this number 1382 236 so the question we’re just answering is why is education for sustainable development an environmental learning important for everyone why is it important for us to learn about the environment for people to learn about sustainability and
Sustainable development um and I just want to hear your thoughts really quickly on that so yeah just give everyone a couple of minutes to fill that out if you want to drop anything in particular in the chat as well if you can’t access slider for any reason feel
Free to drop that in the chat too can see lots of people typing so that’s encouraging sh Wait to be flooded with a bunch of answers P um you might have to go on to the next page for it to show the answers because I think some people oh okay I thought it
Was people because people are still typing it it could be it could be I just I know I put an answer in and my answer hasn’t come up yet okay look at me oh there we go lot every day exactly lifelong learning so great lots of answers here
So it is our now and our future excellent yeah I love that um allow students to see what they can to see that they can play a role in a positive future to prepare people for the impact this can have on their life um everyone has a life on this planet sometimes as
Simple as that we have a responsibility exactly we all have a responsibility I really like that word we’re educating Future Leaders and decision makers who can make an impact so lots of amazing answers flooded in there and we will um I’ll kind of take a screen grab I guess
Of like these um excellent answers and include that when I share um the slides and everything after so we can all see our contributions as well um green skill jobs important you know need people in green with green skills in green jobs supports their curiosity um Etc so yeah excellent thank
You so much everyone so exploring the SGS we’re going to move on to that what are the SGS um many of you might already know but for those that don’t um the S the SGS stand for the sustainable development goals um and they’re a set of 17 Universal goals targets and
Indicators um that all UN member states will be expected to use to frame agendas and polit political policies from 2015 to 2030 um about sustainable about sustainable future essentially um so there there they’re quite specific targets um and they’re underpinned by 169 specific um more specific targets um
Which are then kind of underpinned by about two over 230 measurable indicators um so they just essentially outline a broad set of international objectives that are created to to encourage countries to participate in to to kind of you know ratify in order to create a more sustainable future for everyone um
So that’s kind of the framework of it um and I think one of the key things you can you can kind of summarize it to be is that it’s a framework to try and eliminate poverty and act on climate change to create a more just and sustainable future for
All so the sdgs do cover a broad um range and understanding of sustainability um and they can help us identify links um whether it be to our teaching learning and work and Lifestyles um so there you know they range from number one no poverty zero hunger you know good health and
Well-being quality education and you can see how they can all kind of interrelate and interconnect because I mean if you had no poverty you would have no hunger right so they kind of work together in that sense as well and number 17 is kind of the partnership for the goals it’s
Kind of the way in which we achieve all these 16 goals um and that partnership that is needed to create the that change so that’s the range of the goals now the interconnected Ness of these sdg goals um the sdg goals are interconnected um they impact one another progress on one will impact
Progress on another and because of this interconnectedness sometimes we have to actually be quite careful in the way we go about achieving a goal to ensure that we won’t have a negative impact on another goal um so we have to take a holistic approach when we’re looking at
You know the SGS and we have to take any action um in a way where you know we are assessing the synergies the interrelatedness and ensuring that you know if we do something it won’t as I said negatively impact another for example if we ban fishing to protect
Life Below water and reduce over fishing we have to consider well could that increase poverty or impact local livelihoods in one regard which might lead to increased poverty so we need to make sure that we are working out a balance when we are creating Solutions um not every solution is very simple
Unfortunately so we we have to always make sure we’re looking at potential and unintended impacts and when taking action and making sure we are actually harnessing the positive synergies and taking action and setting policies um in those contexts that help um and so I want you to kind of look at these 17
Goals and I can I can go back to that slide if you need to view them all and I want you to look at them and say actually which of these goals can I connect with personally which of these goals kind of jump out to me um and I
Want you to choose two goals that resonate with you and highlight any links and interconnections that you find with them um in this next slide though which again you can access by scanning this code um or typing in the number and these are these are the I’ll
Display those for one or two minutes before I go to the answers um beess I know I didn’t get a chance to scan the QR code I’ve put a link image in the chat as well maybe if we just stick on this just for a second
And then let’s go back no worries thank you for dropping the link in the chat box okay I can see lots of people typ in so I guess you’ve gotten a picture of these goals um and then I’ll go to the resp Say gender equality and education definitely go somewhat hand inand really um no poverty climate change and poverty climate change causes crop failure which causes poverty causes migration which can cause more poverty exactly life on land and no poverty resonate with me as nature is so important yet impacted by
Agriculture in many ways Life Below water and gender equ equality that’s an interesting one I’d love to know um what link you um Drew out from that Pati specialist and I’m teaching around this as well nice responsible consumption and production and life on landine yes I love that link um how we
Buy is made in a linear fashion and needs a circulation economy process to reduce pollution and waste contamination and reducing emission exactly excellent so yeah lots lots of late being drawn there um and really excellent to see thank you everyone for your contributions okay so why the SDS why
Have we decided to um kind of create the SD teaching or continue with it so the SGS demonstrate the links between social the environmental and the economic challenges right they serve as an effective conversation starter um and should help people to identify how sustainability is related to whether it
Be their interests their work their lifestyle their studies um and it’s important for us to highlight that it’s it’s necessary to critically engage with the SGS um and also try to understand perhaps what has been left out or what type of future they can create if they
Are all achieved by all countries for example so sustainability you can kind of say fors within or across all three spheres it comes under the economic the social the environment irental and even to a large extent the political spheres um that Society operates within um so the 17
Goals alone will likely not go far enough to create a better future but they are a start and we hope that through the S teaching Educators and Learners will be able to identify how you can contribute to solving some of the world’s greatest challenges and how you can encourage other young people or
Other colleagues for example to be part of that change that we need to see because we need everybody to do it in order for it to be effective you say little drops make an ocean so every person you know makes an impact is counting towards this future we want to
See so looking back to the 2023 sdg teaching who took part and what the impact was the 2023 campaign had the biggest reach ever seen with the SG teaching so far um we saw the highest number of Educators taking part with 1,284 was our final total I believe um
And that was really really encouraging and really great to see um we also saw the highest number of students reached and I use the word students Loosely because that includes you know workplace Learners you know training facilities things like that um and we saw the highest number of Institutions taking
Part as well since the campaign started in 2018 so we saw 1,200 uh one 121,000 sorry 9912 students and Learners reached through a range of lessons workshops tutorials training Etc and over 128 educational institutions took part um and that was really really great to see and something that I was
Particularly happy about was the global reach um so of course we know that we need sustainability and we need change across the world world right to ensure a better future for everyone and so seeing the impact across 21 different countries or or 23 sorry um different countries
Was really excellent because we saw that actually so many different countries as outside of just the UK are willing to take part are willing to start something and do something about sustainability and that’s really encouraging to see um that we had lots of different countries right from you know countries in the USA
Uh sorry the USA we had countries within Africa we had countries in Asia you know we just saw so many so much participation uh and that was really great um we also reached lots of different stages of Education 69% of pledges were made by Educators within higher education uh but 26% was within
Fur education and we had 1% within primary and secondary education so this year we really want to drive the impact of the SG uh and participation within primary and secondary education as well because Young Learners are so important to this story of sustainability and climate justice so we want to see you
Know a great number of primary and secondary Educators taking part um but we did see a good rise in every College involvement which is really encouraging so we’re getting there uh and we hope that in future years we’ll see even wider levels of participation especially from things like adult learning
Facilities or other learning skills providers as well so we had a leaderboards as well as part of the SG teaching and we normally have two leaderboards one that shows the top 10 institutions that has the highest number of Educators um that have pledged and one that shows the top 10
Institutions with the highest percentage of their students being reached through their pledges um and that’s always a nice bit of friendly competition and people are always really eager to know oh where are we on the leaderboard this week and and I think that just creates a a really nice healthy um competitive
Atmosphere um that allows people to really push you know Educators or their colleagues to really um get on board with the teaching and take part um and that’s really great to see so last year we had um Chesterfield College in the end come top of the leaderboard for the
Number of Educators pledging to take part followed very closely by Barnsley College um and then we had barnesley College take the top position for the highest percentage of students reached and they reached almost entirely their student population which is fantastic and what was really encouraging to see
Was number two um second place was a primary school which you know we celebrate because we’re really trying to get you know those younger levels involved as well so really excellent work um by everyone that took part last year it was really encouraging to see all the case studies and everything
Coming in um and that was fantastically encouraging so thank you everyone that took part last year if you’re on this call too thank you so just going to take a brief look at how educators kind of approached the campaign um and look at some case studies on you know different things
That Educators did we won’t look at too many there were so many I had to choose from so many great ones but had to had to choose just a few um so we actually saw um a big popularity with Goal 3 last year and which was about good health and
Well-being and lots of um Educators really wanted to do a lot of work on that goal um which I think is really great um because I think sometimes that can be missed as a really vital part of sustainability you know there’s a lot of climate anxiety out there um and
Focusing on health and well-being is a really important part of sustainability and sustainability of self as well so really important point to highlight there now we’re just going to look at some case studies so case study one was bar College industry week um so that this is
Their approach to the teaching so in conjunction with industry week held at the queue there was a new joint promotion of recycling and reading from the 6th of March many guest speakers and events were held to enrich the lives of students and improve their knowledge and employability um as part of the sdg
Pledge of the college industry week contributed to a range of initiatives including basic first aid as best as training mental health awareness advice and how to become self-employed and presentations from both the British Army and Wales uh weights construction as a complimentary promotion the English tutorial uh and
Library teams came together to reduce the love recycling love reading event um and they produced that for all all students at the cube the concept was to promote the ideas ideal of reduce reuse and recycle but with a focus on engaging students in reading for pleasure uh and
They covered S3 48 n and 12 so really great work lots of ss covered really fantastic thank you Barnsley College uh case study two uh is from the British School of Brussels science week um and the science we kind of followed on from a a practical action solar
Challenge project they did and this is their approach to the teaching and you can see lots of again lovely pictures of students taking part in the sdd teaching and learning about the goals which is really fantastic to see um so it says our learning about Sol solar energy was
Embedded in the sdgs as we considered how energy and lack of access to it affects life in developing communities across the world we also talked about the need for renewable sustainable and affordable Energy across the whole world and how climate life on land and in the water are affected also how health and
Education rely on access to energy the photo below shows up shows us making links between the goals especially thinking about how affordable clean energy relates to each of the 17 goals so I think that’s really great work you know we had them cover all 17 on the of
The goals which is great um and really Bor and really fantastic and I think it’s really exemplary and really great to see how they considered the effect of one thing across all of society and all of the goals and that’s really how we should be thinking about things um
Critically and holistically so fantastic work to um British School of Brussels um case study 3 is from Chesterfield College um from their sustainability exhibition fair and this is their approach to the teaching so students from all over the college work together to develop some amazing projects such as repaired mobility
Scooters um rainwater harvesting and materials developed to educate children about looking after their environment and hedgehogs um so really great that was led by Jonathan price uh which I think is really fantastic work um and one of the quotes is I was so impressed by their enthusiasm and how they
Presented their projects absolutely fantastic idea by the college uh and they covered quite a big range of the SGS as well um number 1 2 3 4 6 7 10 11 12 13 14 and 15 uh it’s lot of goals included in that work and I love that
This was so practical and allowed the students to actually build really really great skills green skills that they can take forward and take into their future um and hopefully that will spark something as well within the students to to to do more um um for sustainability within their communities so excellent
Work case study four um is the one from dunde and Angus College um from their Foundation appren in in business skills and they did some excellent work too covering goal 8 n and 12 so the purpose of this unit is to develop Learners understanding of contemporary business issues through investigation of small
And medium Enterprises and the business strategies appropriate for smmes at different stages of business life cycle a very practical module a very practical um representation um looking at the SGS within it um so all businesses journey through a life cycle but may deal with different with that differently at
Different stages of the cycle so the unit therefore kind of examines the increas in complexity facing businesses at the at these different stages and they kind of took the sustainability approach into the business life cycle one to link the Mission Vision and values with that of the sdg so a really
Important perspective to have for businesses going into the future and the final case study for today um is the University of derby um developing leadership and management module um and they looked mostly at goal five um and they were looking at um through their approach to teaching information on
Unconscious bias um mainly focusing on gender discrimination um and they were looking at gender equality um through that and the students kind of considered different articles to answer some seminar questions um and as part of their seminar activity they created presentations um which they brought answers to class with um and they did
That during um their weeks fives and six um and looked at sustainable development and the UN sdgs um as like a key component of gender equality and achieving that um through their work so really excellent work again by the University of derby um and I think having students um take part in
Something like this really pushes them to look for answers um and that’s really an excellent way to kind of get them critically engaging with the SG so excellent work University of dby now I’m just going to read a quote from one of the student sustainability offices at um UK University um and
They’ve said by starting conversations around social issues advertising available support in the students union and inviting people to start considering systems changed both in college and at home we can all begin to respond to climate change and other environmental issues and I think that’s just a really nice
Way to kind of sum up the case um studies and and the impact of them you know it’s all about starting those conversations and and and that response and making sure everyone is aware that they have a responsibility to this to this world because it’s our home and we
All have to make it better the future so now into SG teaching for 2024 Okay so we’ve kind of come up with with a title for it um as get started and go further and I guess the essence of that is just to have um a little bit
Of nuance um from previous years but also to highlight the fact that the campaign is growing um and we’re seeing more and more Educators take part um and more Educators take part con consecutively and so we want to really be able to make sure that they’re given
An Avenue through the SG teaching to do more and to go further um with it um so that’s kind of the focus um of the the new name title for this year um so where can I incorporate the SGS um especially if this is the first time you’re taking
Part you might still be a bit unsure and how you can kind of draw that into your work but there’s lots of ways you can do that don’t have to redesign the curricula you know you can do lots of work around maybe case studies um within your teaching and learning um you can
Organize a debate for example um or a discussion within your lesson or within your class or within your training encouraging that discussion um is really important it could be through group work um that you set a task for students um to come back to you on it could that
Group work could even be as part of CPD within training or within a workplace um you could also um show different forms of stimulation such as films plays uh or encourage um students to read a book short book um events you can have have an event um at your workplace or in your
Institution around the sdgs um or as I said earlier with CPD sessions um so you can do this and draw links through so many different ways um of your work um for example with case studies if you’re studying law for example and you’re and you’re kind of teaching CH you can use
An example of for example an example for example you can use an example of Labor Injustice um and Link that to you know good work and economic growth or even you know these current cases with people and communities have ens sued governments for not taking climate
Action um so that could be a focus for your Law class um and there’s also a very interesting pay to pollute campaign um that took the UK government to court um not too long ago so so just an as a brief example of case studies that could be you know
Used so this month this year during the teaching month we’re also going to have four kind of themes um over the four weeks of the teaching um week one is going to be focused around environment um and we’ll basically be sharing some comes around that um each week um some
Comes focusing on which SGS I mean they all kind of relate to the environment but which SGS in particular directly about the environment so for example protecting life on the Seas protecting life on land um and we’ll share some comms and some resources around that um
So watch out for our social media posts most especially and we normally do weekly emails to participants um and pledges and so that information will be included in that as well along with links to the resources that we um come up with for that week week two is going
To be a focus on society and week three on economy and then week four is going to kind of be the final week and we’re going to end with humanity and Equity being the focus of that um so as I said that will be reflected in the coms we kind of share
Both via email and on our social media and is just another way to kind of get people started um with the teaching especially for those that are new participants you know it might sometimes be a bit overwhelming there’s so many goals which one do I start with which
One do I incorporate so this is a little bit of a of another way to break it down into more bite-sized chunks um and get people started and engaging with these goals so um what are the next steps so the next steps are for Community Educators to kind of pledge to take part
In the teaching if you’re a lifelong or workplace trainer pledge to take but if you’re a teacher if you’re a lecturer if you’re a primary school teacher whatever level of Education you are um in your lifelong learning um Journey you can pledge to kind of take part in the
Teaching um and make an impact to the students and the Learners around you which is you know really important um so you can come up with an action plan um for the sdd teaching um which you can kind of use to frame your month even if you only choose to do sort
Of a week out of that month um you can you can you can kind of choose to do do that um as long as you’re you know using that time in that month to incorporate that work and we encourage you to get your students involved as well get let
Them have a think about things um let them tell you how they want to participate and engage with the SGS they can have ideas of how they feel the SGS linked to their learning or the work that they’re doing or the the modules that they’re on or a project they’re
Taken on at work if it’s you know in a workplace setting how do the SGS teaching um how do the SG goals link into that project or into you know the ways of working within your office for example so how can you incorporate that so it could be from them as well that
They can give those ideas um and that that you can use to kind of plan your month or your week within that month um looking at the relevance of different sdgs to you so how can you embed again relevant SGS through things like quizzes documentary research training sessions team exercises discussions Etc case
Studies as we mentioned before just a couple more examples there Michelle I see you smiling did you have something to add no okay and again if you’re a student you know make sure you share with Educators around you to take part to pledge um there’s a comes pack as well which can
Go out in the emails that students who if you’re on the call you can use to um encourage your workplace trainer or your CPD session organizer or your lecturer whoever it may be um to take part in this teaching and embed the sdgs into your ways of working or into your
Course or your program um or your module again so now onto the section about going further with the sdg teaching in 2024 so we’ve looked at how to get started looked at how to get involved um how to kind of incorporate that within our work let’s look at how to go further
Particularly for participants who have done this before or have done this a few times and are looking for a way to kind of take it that step further so one thing you can really do to kind of go further with the teaching um is to make sure you’re embedding the SGS or
Sustainability fully into your work so whether that be in an education setting looking at the formal curriculum as well as the informal curriculum and the subliminal curriculum I’ll just briefly go through what these are so formal curriculum is not the only space in education institutions um where students can you
Know learn from we also influence um other learning spheres that you can see um displayed um so we have to consider the different curricula you contribute to at your at your institution or within your role um so formal could be formal instruction assessments learning objectives for example uh you don’t need to redesign
That necessarily um it can just be the culture and values that students can identify um through that work um how can you kind of position that um with the sdgs in mind um so looking at the informal curriculum for example um you can have you know critical El Els of
That um that students can say okay this is um something we participate in in our school that’s not necessarily a part of the teaching on the formal curriculum and how can you incorporate the SGS um or the teaching within that structure within that sphere so that’s also
Something you can do there’s also um the subliminal curriculum so the learning by osmosis um students experience things within within the way way the school works for example the way the institution works and they’re exposed to different parts of the institution in that perspective so it could be you know
Incorporate into the work ways of working the way the institution is run so if you are looking at equality um in the as part of the sdg sdg teaching and if you’re looking at the equality goal how is that reflected in the way the university for example Works how is that
Incorporated in the way your workplace works so you could it’s really about going further to look critically about how you can incorporate the teaching or or the SGS into kind of that those deeper levels um of the way things work the culture um and and the value systems for
Example um so we recognize um as I said this is the seventh year for um for those that might not know it’s the seventh year of the teaching so as I said we recognize that it’s gone on um for a couple of years and people have
Been taking part um for those couple of years and and we want to as I said really expand this for it to be continually relevant in different contexts um so another thing that you can do to really take things further is um using the teaching as a platform or
Avenue to critically engage with the SGS um by considering their role within it and kind of empowering students to be agents of change in different context so educators can engage with other Frameworks within education for sustainable development otherwise known as ESD um or engage with the sdgs within
Another context of framework such as decolonizing education or engaging with the um the the concept of climate Justice or climate induced inequalities looking at intersectionality and how that kind of affects the sdgs or the impact of the SGS in different contexts um also looking at decarbonization of or
Climate activism and and the roles these can play or looking at things through that lens um within your teaching can be an another way to take that further particularly with maybe higher levels of education for example you might be looking for a way to take it from kind
Of the initial simply simple entry level uh approach of just um what are the SGS um how do they link to our work and if you want to take that further and say okay let’s look at for example this SG through a decolonizing lens and how does
That kind of change that framework or change the way we we we consider this or or think about this so really taking it further um to look at that um another thing that you can do to take things further is um so this is teach the teacher so it’s taking part in
Other programs within or outside of the SG teaching so maybe at the end of the SG teaching what do you do do you just kind of leave it in March and wait till next year or do you take it further um and continue working on sustainability education within your context um for the
Rest of the year so whilst the sdg teaching focuses on our efforts to engage Educators um you can also get your students involved directly um during the teaching or Beyond as I’ve said through another SOS UK Campaign which is called Teach the teacher and it’s a student Le climate education
Campaign which offers students the opportunity to be the driving seat to be at the Forefront of the change that they want to see so teacher teacher is a student Le Campa um student L climate education campaign that looks to empower young people to talk to their teachers
And kind of teach them I guess uh about climate change um because we we do find um in some of the research we do that there are many Educators that say they will love to um kind of equip their students with the knowledge to take action for sustainability and sustain
Able change but they don’t know how or they don’t have the skills to do that so this can be a really fantastic way to kind of Kickstart that by putting the students rather in the driving seat and enabling them and empowering them to kind of be the teacher so teach the
Teacher provides free training resources and support to secondary schools and college um college students um and gives them the means and the confidence to run a onehour climate change workshop with their teachers uh and this work shop kind of explores the basics of climate change climate Justice climate anxiety
And climate education and it offers young people the opportunity to be in the driving seat and at the Forefront of their education um students who run teach the teacher sessions I have said they gain valuable green skills and the opportunity sorry to seeing themselves as agents of change in their
Community teachers who attend the teaching session sorry the teach the teacher session um I’ll encourage to also sign a climate education pledge saying that they’ll take what they’ve leared and actually try and include that in their teaching going forward uh so for those teachers that make a pledge they’re
Given you know free access to our online teachers climate resource Library um which contains lots of lesson plans activities and resources that link the climate to the curriculum for a really wide range of subjects and and that just helps them integrate climate into their teaching going
Forward so we don’t just leave them at that starting point of learning from it about it from their students but we actually give them the resources and the means and the support to kind of go further with that and incorporate that into their teaching moving forward so
We’d love you to take part in teach the teacher if you know that applies to you within your context um so if you do you can if you want to you can find out more by either scanning the QR code or emailing my colleague Jack um and that’s
His email there at the bottom which will also be dropped in the chat box by my lovely colleague Michelle um and you can contact Jack if you want to find out more about teach the teacher opportunities um and yeah that’s another way that you can take things further
Either Beyond after the teaching um or during if you’re secondary school and that’s easily accessible to you that’s just basically what I’ve said in a nutshell but on the slide so that you also have that when I share um the presentation so education for sustainable development as a whole is
Fantastic and is really what is at the heart of the sdd teaching um and so it’s something that we really need to be delivering year round and not just during one month of the year as I’ve said so another great way to go further is just to explore other ways to take
ESD um you know beyond the teaching month and Beyond just you know the basics of the curriculum or the basics of um that month work that you’ve done and really embedding it throughout the year into what you do into the ways in which you work within your workplace
Within your um educational context um and we do run several campaigns programs and workshops um around ESD and we also provide consultancy um to support staff and students to lead on and learn sustainability within the education sector and you can find out more about the different um work we do
By clicking on the various icons below so responsible futures um is one of the um amazing campaigns that we also run teach the future similar to teacher teacher um and um Learning Academy um which is our Hub of Learning and Development and we provide a range of opportunities um that are designed to
Kind of deliver different education uh and sustainability you know whether it be webinars resources whatever it be um that are be spoke to what you require so if you do want to discuss like any additional support or any of these um that you can take part in beyond the
Teaching just contact us on hello sos.org which is another email that will be dropped in the chat box um and you can find out more about just what these campaigns and programs are about through our website as well or as by clicking on the icons just to get an idea of the
Different things we do and what you can do to take things further with ESD in your institution so sdgs and education for sustainable development curriculum mapping uh it’s a mouthful but it’s another one that we offer um at SOS UK and it’s a really really great support package um that enables students
Themselves to map the SGS across all their modules and courses is within the formal curriculum uh and it’s done through this student L audit and what this means is that actually it’s recognizing that they may be already pockets of good practice they may be already work that we do that links the
You know SGS to our learning so why not actually kind of formalize that and see where those links already exist and where they can be brought in um so the sdg curriculum mapping is a great way to kind of do that um as we’ve seen from the teaching you know there’s lots of
Universities colleges taking part student unions as well uh and they’re increasingly examining how they can M their teaching and learning onto the SGS as a way to kind of you know critically engage with them so there is you know demand for this and that’s why we have
Um this program and I think it’s another great way to kind of take things further following on from the teaching um and seeing how you the work within your institution um it Maps against the SD teaching and one of the really fantastic work we’re doing with Liverpool Guild um
This year will be actually taking the SG mapping and incorporating a decolonizing education criteria into that and that’s just a really fantastic step further to see actually we want to go further with our education for sustainable development and we want to incorporate decolonization into this and and map our
Work against this and see how we’re doing and what we can do more so another great way is introducing another context like decolonization into the work that you do now it might be helpful to think about the end gole of all this right so the outcome of students engaging with
The SGS um and the outcome of Staff engaging with them too you know staff students adults everyone can develop really fantastic sustainable skills you know we’re all about lifelong learning so what can we what can we learn from this what is the end goal you know considering ethical issues that are
Linked linked to your workplace or your course or your subject you know looking into the causes of inequality in the world um thinking critically about the information you’re presented you know you don’t just take things as at face value you learn those critical skills by engaging with the SG teaching um
Understanding how to create change and being empowered to do that um and challenging the way we do things the way we’re used to doing things um already and looking at a new way to do that in the future so there’s loads of complex skills that students staff and adults
Alike can all develop um by taking part in the sdt teaching um so I think that’s a really just a fantastic and key um thing to highlight you know and many more skills as well that are not necessarily included in all this that will be particular to the context to
Which you kind of bring the SD goals into what you do so what can I do next now we’re getting to the end of this here um so apologies that you’ve heard my voice for this long long um all you have to do now if you if I’ve convinced you enough but
Um yeah it’s pledged to take part in the SD teaching um and of course it’s completely free doesn’t cost anything and there’s lots of resources available to help you in that journey of participating you know if you pledge to take part in the SD teaching you just
Need to incorporate you know the scgs whether it be into your training your learning teaching assessment uh into an event whatever it is that you are taking part in you can incorporate the SG teaching into that um and that’s all that’s required for the pledge um we’ll also love you to encourage your
Colleagues to take part um particularly if you want to come top of the leaderboard you know you need lots of people in your workplace or your institution to be part of this um so it’s a great way to um get more support and we will be sharing a coms pack um
That has email templates and Graphics that you can share on social media to tell everyone you’re pledging and encourage others within your network to pledge as well and we will also be inviting um participants to share their experience um with a case study at the end of The Campaign um so we’ll send
Over some information about that at the end and it will be a chance for you to show how you’ve pledged what you’ve done and that can be a really great resource for somebody else who’s trying to participate in it in another year and they can see how they would like to take
Part um and and an example of what they can do so departments offices workplaces institutions primary schools whatever level you are at of learning you can take apart so finally we’re just going to have a question um which seems to come not be coming up but anyway I had a
Slight in questions so imagine that the slide is there I think somebody has accidentally filled out the RO wrong um poll there on slider but it was just a poll to throw in any questions you had at this stage um if you would rather on mute that’s welcomed as well if you
Would like to drop it in the chat box that’s welcomed as well um but yes if you have any questions or contributions at this stage that would be really welcomed and um you can either raise your hand or you can just unmute um and speak um and we can just learn together
Hello can you hear me yes hi thank you guys for this wonderful um presentation I just have a question um just to kind of think about some creative ideas of how to implement um some of these sggs into our curriculum for the month of March do you guys have some examples you
Can share I see you’ve got case studies but I’m wondering if there’s any other things that kind of help spark thinking about how to do it yeah so there’s a a Resource Bank on our website which I think Michelle might be able to drop a link to now and that’s
Got lots of lots of great resources um including examples of um what people have done to incorporate the SG teaching um and the SG goals into their work during the teaching um and also like specific examples on drawing um from the curriculum as well um so there that’s all within our resource um
Page um just to say as well we’ve got we’ve got a resource it’s quite old now but it might be quite nice to have a look at um called the a to zed of sustainability which is courses from a to zed so like a is like architecture
Zed might be like zoology um and examples of how um sustainability has been fitted into those um different disciplines so that could be although it’s a little bit old now it’s it was created about seven years ago um it might be a nice resource to look at to get a bit of
Inspiration yeah and if you um if you look through um those res I believe that’s linked on that Resource page isn’t it Michelle yeah so if you look through that um and you’re still like stuck with ideas or you’re still not sure in your particular context the best
Way to go about it feel free to drop me an email as well and we can kind of take it from that I have a question um I’ve never taken part in this before um so when you show the leader board and things like that how do we record the
Number of students that we’ve reached yeah so excellent question so essentially when you um fill out the pledge form there will be a question that asks um how many students um you estimate you will be able to reach um with your work on the teaching so it could be for example
Are you are you a teacher I’m not know but I’m hoping to get the teaching staff to pledge okay great so for example it could be the teaching staff when they fill it the form they could say okay I teach seven classes um a week with 30 students in
All seven classes so they multiply that and say yeah so this is the amount of students I estimate I’m going to reach within the teaching so it’s just based on essentially or if they’re doing an assembly um for example I don’t know do they do assemblies anymore I feel so old
But if they’re doing an assembly and they’re going to speak about the sdg goals and within the assembly and there’s 2,000 students you know that’s a reach of 2,000 um you know students that have that have kind of engaged with that work so yeah something like
That and if I did any work with the Student Union reps um obviously I wouldn’t be teaching them but would I count those ones yeah yes so anyone that’s learning or engaging with the work count so yeah brilliant I really like the idea of the curriculum mapping that’s the student Le
Order yeah is there a cost to that or is that free yeah so there’s a there’s a cost to that one um but we can send like a more specific email with um cost outlines um if you if you want to follow with I can
Follow up with an email to you um and I actually um also manage that project for some of our um institutions that participate along with other colleagues so you know we’d love to take part if you wanted to take part in that we’ve we’ve mostly done it with um higher
Institutions but I know we’ve done it with one or two Fe colleges as well um so yeah it would be really great to get more participation on that level as well thank you you’re welcome anyone else no speak now forever hold your peace okay great thank you well if you
Do think of any other questions um please feel free to drop me an email at bc. anoma s.org um we also have you know a recently posted article on the SD teaching which you can check out through the link here on this slide uh and you
Can learn more about the SG teaching by visiting our page um at SS UK um sdg teing and you can find out lots of information there too um and any contact information will also be listed there so please feel free to share your experience on social media using our
Hashtag sdd teing and when you do participate um and share things um leading up to and also during the teaching um and it would be great to see those and respond to those online as well well that’s all from me so I Michelle you had anything to
Add no no that’s that’s everything yeah thank you a huge thank you on behalf of everybody that stuck with us um bet great job great thank you so much everyone for participating and joining um today um and we hope to see your pledges roll in um thank you bye