17 Activities for
Primary Schools
A Scotdec Global Education Resource
SCOTDEC IS A GLOBAL LEARNING CENTRE, BASED IN EDINBURGH,
WORKING TO PUT GLOBAL CITIZENSHIP AT THE HEART OF
EDUCATION. OUR VISION IS THAT YOUNG PEOPLE IN SCOTLAND
ARE ABLE AND MOTIVATED TO CHALLENGE INEQUALITY –
CREATING A FAIRER FUTURE FOR ALL. WE ASPIRE TO WORK IN AN
INCLUSIVE AND PARTICIPATORY WAY AND HAVE A CREATIVE AND
RESPONSIVE APPROACH TO LEARNING.
FIND OUT MORE ABOUT OUR WORK AT
WWW.SCOTDEC.ORG.UK
THE SUSTAINABLE
DEVELOPMENT GOALS
AND SCOTLAND
The Sustainable Development Goals (SDGs)
were agreed by United Nations member states
in 2015. Scotland became one of the first
countries in the world to adopt the 17 goals
which aim to:
 eradicate extreme poverty
 reduce inequality
 combat climate change
These incredible aims will only be met by
2030 if we all contribute. Education plays
a central role in achieving the targets of
the SDGs. Securing young people’s
entitlement to Learning for Sustainability
within the curriculum will enable us to meet
SDG4 Quality Education, target 4.7.
Learning for
Sustainability
Learning for Sustainability seeks to develop
the knowledge, skills, attitudes, values and
practices needed to take decisions which are
compatible with a sustainable future in a
just and equitable world. Embedded within
the Standard for Career-Long Professional
Learning, it supports teachers in actively
embracing and promoting principles and
practices of sustainability in all aspects of
their work.
The Sustainable
Development Goal
postcards
These postcards are designed to teach
primary-aged children about the Sustainable
Development Goals and to discover ways to
address the issues in their own communities
and further afield. Each postcard has an
activity for introducing a goal. This booklet
gives a summary of each goal and ideas for
exploring it further in the classroom. The
activities will help children to develop key
elements of Global Citizenship including:
 deepening their understanding of
sustainable development
 exploring the global connectedness
between local communities and the
wider world
 considering issues from different
perspectives and reflecting on their
own values
 taking informed and reflective actions
as responsible global citizens.
For more information on the
Sustainable Development Goals
visit globalgoals.org
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GETTING STARTED
Here are some suggestions of ways
you can introduce the 17 Sustainable
Development Goals to your class.
Watch the introductory animations from
the World’s Largest Lesson:
http://worldslargestlesson.globalgoals.org
After they have watched it, pupils can do
one of the following activities.
 Draw a happy face and then write down
or draw anything they think will make
the world a better place for people to
live in. Share their ideas. Explain that
the 17 Sustainable Development
Goals (SDGs) are trying to make the
world a better place for everyone,
but particularly the poorest and most
vulnerable people around the world.
 I n groups or pairs, pick a goal which
is most important to them and then
design their own logo or poster
promoting the goal.
 Tweet about the Global Goals and
what they mean to them. Tweet
@TheGlobalGoals #globalgoals
 I n groups or pairs, pick a goal and
research what it means for people in
their community. Ask them to agree
on 5 steps they can take to work
towards this goal. This is a good way
of reminding them that the SDGs are
for all countries all over the world.
For further ideas visit: http://
worldslargestlesson.globalgoals.org
 Draw a single comic frame image
showing themselves using their
superpower. Add into a speech
bubble ideas on how they can
help achieve the SDGs.
"The UN's Sustainable Development Goals offer a vision of the world
that I believe people in Scotland share... I am delighted to confirm that
Scotland has become one of the first nations on Earth to publicly sign
up to these goals and provide international leadership on reducing
inequality across the globe...We need to grasp the opportunity that
following this path offers to create a fairer Scotland and a better world
both now and for generations to come"
Nicola Sturgeon, First Minister of Scotland (July 2015)
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Technologies
Expressive Arts
RME
Science
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Social Studies
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1 2 3 4 5 6 7 8
Health & Wellbeing
Numeracy
Literacy
Sustainable Development Goals:
Curriculum grid
EXPERIENCES
AND OUTCOMES
These are the
main overarching
experiences and
outcomes for
the resource.
For the specific
experiences
and outcomes
by activity,
please visit the
resource online.
www.scotdec.org.uk/resources
EARLY LEVEL
As I explore the rights to which I and
others are entitled, I am able to exercise
these rights appropriately and accept
the responsibilities that go with them.
I show respect for the rights of others.
HWB 0-09a
Through contributing my views, time
and talents, I play a part in bringing
about positive change in my school
and wider community. HWB 0-13a
I explore and appreciate the wonder
of nature within different environments
and have played a part in caring for
the environment. SOC 0-08a
To help care for the environment,
I reduce, re-use and recycle the
resources I use. TCH 0-06a
4
FIRST LEVEL
SECOND LEVEL
As I explore the rights to which I and
others are entitled, I am able to exercise
these rights appropriately and accept the
responsibilities that go with them. I show
respect for the rights of others. HWB 1-09a
I can discuss the environmental impact
of human activity and suggest
ways in which we can live in a more
environmentally friendly way. SOC 2-08a
I can consider ways of looking after my
school or community and can encourage
others to care for their environment.
SOC 0-08a
Having analysed how lifestyle can impact
on the environment and Earth’s resources,
I can make suggestions about how to live
in a more environmentally friendly way.
TCH 2-02a
I can contribute to a discussion of the
difference between my needs and wants
and those of others around me. SOC 1-16a
Through contributing my views, time
and talents, I play a part in bringing
about positive change in my school
and wider community. HWB 2-13a
Throughout all my learning, I take
appropriate action to ensure
conservation of materials and resources
and consider the impact of my actions
on the environment. TCH 1-02a
As I explore the rights to which I and
others are entitled, I am able to exercise
these rights appropriately and accept the
responsibilities that go with them. I show
respect for the rights of others. HWB 2.09
Through contributing my views, time
and talents, I play a part in bringing
about positive change in my school
and wider community. HWB 0-13a
5
GOAL 1
NO POVERTY
(Worksheet on page 23)
Summary
Eradicating poverty is not a task of charity, it
 Support countries with high levels
is an act of justice and the key to unlocking an
of poverty to put in place development
enormous human potential. Still, nearly half
programmes that will enable them
of the world’s population lives in poverty, and
to end poverty.
lack of food and clean water is killing thousands  Get governments to agree to spend
every single day of the year. This goal is about
more money on programmes and
giving everyone in the world a chance to
projects that work to end poverty.
prosper and live a productive and good life.
Targets
 No one lives in extreme poverty.
 Reduce by half the number of people
living in poverty of any kind.
 Social protection such as unemployment
benefits, free housing and health care for
people who need it most.
 Give people the chance to own property,
run businesses and take part in the
economy, so that they have a chance
to earn money and contribute.
 Housing and infrastructure can cope with
disasters so that the poorest people are
no more negatively affected than others
in society.
6
Take it further
> Use the Comparing Young Lives resource
to investigate poverty and inequality
around the world. www.oxfam.
org.uk/education/resources
> The Child Poverty Action Group, UNICEF
and Save the Children work in Scotland to
improve the lives of children and young
people living in poverty. Find out more
about the work of these organisations.
This might include finding out about local
foodbanks and how they can be supported.
GOAL 2
ZERO HUNGER
(Worksheet on page 24)
Summary
Hunger is the leading cause of death in
the world. Our planet has provided us with
tremendous resources, but unequal access and
inefficient handling leaves millions of people
malnourished. If we promote sustainable
agriculture with modern technologies and
fair distribution systems, we can sustain the
whole world’s population and make sure that
nobody will ever suffer from hunger again.
Targets
 Ensure everyone can eat all year round.
 Ensure no one is malnourished, and
that children, pregnant and breastfeeding women and old people
all have the food they need.
 Increase production by small food
producers.
 Ensure farming isn’t harming the
environment and that farming
methods can cope with the needs
of climate change and disasters.
 Spend more money in supporting
farming and food production
in developing countries.
 Make sure food is traded
fairly around the world.
 Make sure that food markets allow
people to get the food that has been
produced while it’s still good. Also make
sure there’s a steady supply so that
prices can be stable and predictable.
Take it further
> Find out more about where your food
comes from and who produced it. Food Tales
from the World’s Largest Lesson has ideas
for investigating food and waste. http://
worldslargestlesson.globalgoals.org
> Food for Thought from Oxfam Education,
has resources for learning and thinking about
and taking action for a fairer food system.
For younger pupils there is Our food, Our
World. www.oxfam.org.uk/education
7
GOAL 3
GOOD HEALTH
AND WELLBEING
Summary
Over the last 15 years, the number of
childhood deaths has been cut in half. This
proves that it is possible to win the fight
against almost every disease. Still, we are
spending an astonishing amount of money
and resources on treating illnesses that are
surprisingly easy to prevent. The goal for
worldwide Good Health promotes healthy
lifestyles, preventive measures and modern,
efficient healthcare for everyone. We should
also remember the importance of protecting
our mental health and wellbeing.
Targets
 Reduce the number of women
dying in childbirth.
 Prevent the deaths of new-borns
and children under five years old.
 End epidemics such as HIV / AIDS
and other diseases such as malaria,
hepatitis and waterborne diseases.
 Educate people on prevention
and abuse of drugs and alcohol as
well as mental health issues.
 Halve global deaths and injuries
from road traffic accidents.
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 Provide information about
family planning, sex education
and reproductive health.
 Ensure that everyone can get the
healthcare they need, including accessible
and economical medicines and vaccines.
 Substantially reduce the number of
deaths and illnesses from hazardous
chemicals, air, water and soil
pollution and contamination.
Take it further
> Extend the postcard activity to see
how long it takes to get your hands
properly clean (wash all the paint
off). Only give some pupils soap.
> Use the Stop the Spread STEM challenge
from Practical Action. Pupils design, build
and test a model of a hand washing device
that can capture and dispense water for
hand washing and learn about how to
stop the spread of infectious diseases:
https://practicalaction.org/
schools
GOAL 4
QUALITY
EDUCATION
Summary
A good education impacts on the life chances
of young people all over the world and
enables them to participate fully in society.
It is the key to prosperity and opens a world
of opportunities, making it possible for
each of us to contribute to a progressive,
healthy society. Learning benefits every
human being and should be available to all.
 Spend more money on scholarships
which allow people in developing
countries and Small Island Developing
States to go through higher
education in other countries.
 Increase the number of teachers
everywhere, especially in
developing countries and Small
Island Developing States.
Targets
Take it further
 Ensure everyone can access school for free.
 Ensure everyone can access nursery and
is looked after so they can go to school.
 Ensure everyone can access further
education and training for work.
 Ensure more people have the skills
they need for decent work.
 Ensure equal access to education
for women, people of all races,
disabled people, and children who
are, for example, refugees.
 Ensure all young people and most
adults can read and write.
 Education includes teaching people how
to look after each other and our planet.
 Make better places to learn.
> Explore the issues raised in On the
Way to School using the resources on
the Oxfam Education website.
> Find out more about the annual Send
My Friend to School campaign which
advocates for the right to education
for all children. Classroom resources
and action ideas can be found on their
website. www.sendmyfriend.org
> Explore the right to education and
the way it impacts on life chances with
Scotdec’s Pants to Poverty resource:
www.scotdec.org.uk/resources
9
GOAL 5
GENDER EQUALITY
Summary
Gender bias is undermining our social fabric
and devalues all of us. It is not just a human
rights issue; it is a tremendous waste of the
world’s human potential. By denying women
equal rights, we deny half the population
a chance to live life at its fullest. Political,
economic and social equality for women will
benefit all the world’s citizens. Together we
can eradicate prejudice and work for equal
rights and respect for all.
Targets
 End all forms of discrimination against all
women and girls everywhere.
 End all forms of violence against all
women and girls, including trafficking and
sexual and other types of exploitation.
 End all practices and traditions that may
impair the physical, mental and sexual
health of women and girls.
 Recognise and value unpaid care work and
promote shared domestic responsibilities.
 Encourage women and girls to have equal
opportunities to be heard and to have real
opportunities to participate in all political,
economic and public spheres.
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 Protect women’s rights to sexual and
reproductive health.
 Promote policies and laws to ensure
gender equality including reforms to
give women equal access to ownership
and control over land and other forms
of property, financial services, inheritance
and natural resources.
Take it further
> Visit www.intofilm.org for film
resources including the ‘Bechdel Test’, used
to analyse how women are represented in
film and a guide to He Named Me Malala.
> Get involved in the Gender Equality
project #FromWhereIStandwith
the World’s Largest Lesson.
http://worldslargestlesson.
globalgoals.org
GOAL 6
CLEAN WATER
AND SANITATION
Summary
One in three people live without sanitation.
This is causing unnecessary disease and
death. Although huge strides have been made
with access to clean drinking water, lack of
sanitation is undermining these advances.
If we provide affordable equipment and
education in hygiene practices, we can stop
this senseless suffering and loss of life.
Targets
 Protect and restore water-related ecosystems, including mountains, forests,
wetlands, rivers, aquifers and lakes.
Take it further
> Keep a water usage diary and compare it
with the water usage of a young person in
Malawi. www.scotdec.org.uk/resources
> Investigate ways of making dirty water
cleaner with the Ditch the Dirt STEM challenge
from https://practicalaction.org/schools
 Ensure access to clean water for all.
 Ensure all have access to sanitation
(safe sewage disposal and good waste
> Hold a Water Week in your school
management) and public health
using Oxfam’s dedicated resources.
education on healthy hygiene habits.
www.oxfam.org.uk/education
 Monitor water quality to reduce
contamination. Prevent chemicals or
contaminants being thrown into the water.
 Improve water use, developing greater
resources for its reutilisation.
 Raise awareness among communities
to ensure they play an active
part in improving their water
management and sanitation.
11
GOAL 7
AFFORDABLE AND
CLEAN ENERGY
Summary
Renewable energy solutions are becoming
cheaper, more reliable and more efficient
every day. Our current reliance on fossil fuels
is unsustainable and harmful to the planet,
which is why we have to change the way we
produce and consume energy. Implementing
these new energy solutions as fast as possible
is essential to counter climate change, one
of the biggest threats to our own survival.
Targets
 Ensure access for all to affordable, reliable
and modern energy services through new
infrastructure and better technology.
 Promote energy efficiency and
encourage the development of
technology that wastes less energy.
 Increase the use of renewable
energy sources globally compared
with other sources of energy.
 Work together to research and
develop renewable and other
clean-energy resources.
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 By 2030, expand infrastructure and
upgrade technology for supplying
modern and sustainable energy services
for all in developing countries.
Take it further
> Use the Smoky Homes project to
explore the issues faced by the 3 billion
people globally who cook on open fires or
traditional stoves; or take the STEM Wind
Power Challenge where pupils design and
build a simple wind-powered machine
that can lift a cup off the floor. Both
activities can be found at Practical Action.
https://practicalaction.org/schools
GOAL 8
DECENT WORK
AND ECONOMIC
GROWTH (Worksheet on page 25)
Summary
Economic growth should be a positive force
for the whole planet. This is why we must
make sure that financial progress creates
decent and fulfilling jobs while not harming
the environment. We must protect labour
rights and once and for all put a stop to
modern slavery and child labour. If we
promote job creation with expanded access
to banking and financial services, we can
make sure that everybody gets the benefits
of entrepreneurship and innovation.
Targets
 Offer opportunities for safe, creative work
that motivates people’s development.
 Ensure our natural resources are respected
and protected in economic activities.
 Promote decent work and safe working
environments for all: men and women,
youth, people with disabilities, and
migrant workers.
 Reduce the proportion of youth not in
employment, education or training.
 Prevent and end forced labour and child
labour in all forms.
 Protect labour rights and promote
safe and secure working environments
for all workers, including migrant
workers, women migrants and
those in precarious employment.
 Devise and implement policies to promote
sustainable tourism that create jobs and
promote local culture and products.
 Increase Aid for Trade support for
developing countries but, in particular,
in Least Developed Countries.
 Globally, take actions to give
more jobs to young people.
Take it further
> Find out more about life as a worker in the
clothes industry using Scotdec’s Active Global
Citizens resource www.scotdec.org.uk/
resources. Younger children can use Oxfam’s
Go Bananas resource to explore similar issues
www.oxfam.org.uk/education
> Go on to explore the role Fairtrade
plays in improving working conditions.
www.scottishfairtradeforum.org.uk
13
GOAL 9
INDUSTRY,
INNOVATION AND
INFRASTRUCTURE
Summary
A functioning and resilient infrastructure is
the foundation of every successful community.
To meet future challenges, our industries
and infrastructure must be upgraded.
For this, we need to promote innovative
sustainable technologies and ensure equal
and universal access to information and
financial markets. This will bring prosperity,
create jobs and make sure that we build stable
and prosperous societies across the globe.
Targets
 Develop sustainable and resilient
infrastructure to support economic
development and human wellbeing.
 Provide small businesses with
access to credit and technical
support for their development.
 Ensure the companies promote
sustainable development and do
not harm the environment.
 Allocate resources for research into
the improvement of technology which
addresses each country’s specific needs.
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 Ensure all have access to the internet
and new technologies, especially those
living in Least Developed Countries.
Take it further
> Find out more about the science
behind the ‘Spaghetti Structures’
activity. https://learning-resources.
sciencemuseum.org.uk
> Use Oxfam’s Stories from Haiti to explore
the resilience and challenges faced
by those caught up in the devastating
earthquakes in 2010. www.oxfam.org.
uk/education/resources
> With older pupils you could explore
the concept of ‘technology justice’
and the global right to access
sustainable technology https://
practicalaction.org/schools
GOAL 10
REDUCED
INEQUALITIES
Summary
Too much of the world’s wealth is held by a
very small group of people. This often leads
to financial and social discrimination. In
order for nations to flourish, equality and
prosperity must be available to everyone
– regardless of gender, race, religious beliefs
or economic status. When every individual
is self-sufficient, the entire world prospers.
Targets
 Provide support for people living in
poverty to have access to support for
rapid and sustainable economic growth.
 Ensure laws and practices do not
discriminate against any group, but
rather listen to people’s needs and the
input of those who are affected.
 Facilitate orderly, safe, regular
and responsible migration
and mobility of people.
 Empower and promote the social,
economic and political inclusion of
all, irrespective of age, sex, disability,
race, ethnicity, origin, religion
or economic or other status.
 Ensure that people who leave one
country to live in another benefit
from laws to protect them.
Take it further
> Discover the journey of chocolate from
bean to bar, from Ghana to Scotland
with Pa Pa Paa. The web-based resource
includes photos, case studies and illustrates
the difference Fairtrade can make.
www.papapaa.org
> Alternatively, explore issues of fairness,
equality and community through tax
fairness using a ‘Philosophy for Children’
approach from Action Aid. www.
actionaid.org.uk/school-resources
15
GOAL 11
SUSTAINABLE
CITIES AND
COMMUNITIES (See separate A4 folded worksheet)
Summary
Half of humanity, 3.5 billion people, live in
cities today, and this number will continue to
grow. Because the future will be urban for the
majority of people, the solutions to some of
the greatest issues facing humans – poverty,
climate change, healthcare, education
– must be found in city life. We need new,
intelligent urban planning that creates safe,
affordable and resilient cities with green
and culturally inspiring living conditions.
Targets
 Ensure all have access to safe, good
quality housing and basic services.
 Provide safe, organised transport that
is not harmful to the environment and
is also specifically designed to serve
children, women and vulnerable people.
 Engage communities in discussions and
planning for improvement of their cities.
 Strengthen efforts to protect and
safeguard the world’s cultural
and natural heritage.
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 Increase resilience to disasters.
 Ensure monitoring of waste
management and air quality.
 Prepare communities to manage
their resources properly and
to tackle climate change.
Take it further
> Connect to a topic on Houses and Homes.
Have a look at Fàilte Malawi for ideas.
www.scotdec.org.uk/resources
> Use Action Aid’s resources on Brazil
and India to explore life in big cities
around the world. www.actionaid.
org.uk/school-resources
GOAL 12
RESPONSIBLE
CONSUMPTION
AND PRODUCTION
Summary
Our planet has provided us with an abundance
of natural resources. But we have not utilized
them responsibly and currently consume
far beyond what our planet can provide.
We must learn how to use and produce in
sustainable ways that will reverse the harm
that we have inflicted on the planet.
 Keep the public informed and educated,
and provide the tools to live in harmony
with nature for sustainable lifestyles.
Take it further
> We all use clothes, food and technology
every day. Find out more about where they
came from, who made them and what
impact they have on the environment with
Targets
 H alve the amount of global food waste per Scotdec’s Active Global Citizens resource.
www.scotdec.org.uk/resources
person, by individuals and companies.
 E nsure that international agreements
> Visit www.zerowastescotland.org.uk
for handling harmful chemicals are met,
and use their school resources to explore the
taking care of the air, water and soil.
issue of food waste.
 R educe the generation of waste through
the three Rs: Reduce, Reuse and Recycle.
> Link to the Waste Minimisation topic for
 E nsure large companies’ practices
Eco-schools. www.eco-schools.org.uk
are responsible, open and
environmentally sound.
17
GOAL 13
CLIMATE
ACTION
Summary
Climate change is a real and undeniable
threat to our entire civilisation. The
effects are already visible and will be
catastrophic unless we act now. Through
education, innovation and adherence to our
climate commitments, we can make the
necessary changes to protect the planet.
Targets
 Strengthen resilience and adaptive
capacity to climate-related hazards
and natural disasters in all countries.
 Address climate change issues in
governments’ agendas and allocate
resources to combat climate change.
 Improve education, awareness-raising
and human and institutional capacity on
climate change mitigation, adaptation,
impact reduction and early warning.
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 Support effective climate changerelated planning and management in
Least Developed Countries and Small
Island Developing States, including
focusing on women, youth and local
and marginalised communities.
Take it further
Climate change is a complex issue.
These resources are all useful for developing
a classroom topic on the issue:
> Windows on the World from Christian Aid
www.christianaid.org.uk/resources
> Floating Gardens Challenge from Practical
Action https://practicalaction.org/schools
> The Climate Change challenge
from Oxfam Education www.oxfam.
org.uk/education/resources
GOAL 14
LIFE BELOW
WATER
Summary
Healthy oceans and seas are essential to
our existence. They cover 70% of our planet
and we rely on them for food, energy
and water. Yet, we have managed to do
tremendous damage to these precious
resources. We must protect them by
eliminating pollution and overfishing and
immediately start to responsibly manage
and protect all marine life around the world.
Targets
 Prevent and significantly reduce
marine pollution of all kinds, in
particular from land-based activities.
 Sustainably manage and protect
marine and coastal ecosystems.
 Effectively regulate fishing, overfishing
and other destructive fishing practices.
 Minimise and address the impacts
of ocean acidification, including
through enhanced scientific
cooperation at all levels.
 By 2030, increase the economic benefits to
Small Island Developing States and Least
Developed Countries from the sustainable
use of marine resources, including
through sustainable management of
fisheries, aquaculture and tourism.
 Provide access for small-scale artisanal
fishers to marine resources and markets.
 By 2020, conserve at least 10%
of coastal and marine areas.
Take it further
> Take on the plastic challenge at
your schools and make your school
free of single use plastic. www.
mcsuk.org/plastic-challenge
> For young pupils join Finn the Fortunate
Tiger Shark and his Fantastic Friends
and find out about ocean plastics with
these activities and film clips www.
bethechangebooks.org/resources.php
> Use the film My Dad the Fisherman
from the Marine Stewardship Council and
the accompanying teaching resources
to explore the issues relating to fishing
and sustainability. https://20.msc.org/
learn-about-ocean-sustainability
19
GOAL 15
LIFE ON LAND
(Worksheet on pages 26-27)
Summary
A flourishing life on land is the foundation
for our life on this planet. We are all part of
the planet’s ecosystem and we have caused
severe damage to it through deforestation,
loss of natural habitats and land degradation.
Promoting a sustainable use of our ecosystems
and preserving biodiversity is not a cause. It is
the key to our own survival.
Targets
 Protect and conserve ecosystems
(for example, deserts and
rainforests) by respecting signed
international agreements.
 Reduce deforestation and plant
more trees in order to reforest.
 Combat desertification, restore
degraded land and soil.
 Ensure conservation of mountain
ecosystems, including their biodiversity.
 Protect and urgently prevent the
extinction of endangered species:
stop uncontrolled hunting and
trafficking of protected species of
flora and fauna. Involve indigenous
communities in this process.
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Take it further
> Develop a rainforest topic which focusses
on the African rainforests of the Congo basin
and the ancient Caledonian forests of Scotland
using www.ourforestourfuture.org.uk
> Investigate the local and global issues
surrounding climate change and sustainable
development through trees and forests with
this resource:
www.forestsforthefuture.co.uk
> With younger pupils you can read or watch
The Lorax by Dr Seuss.
> Go outside and explore a local forest
or woodland.
GOAL 16
PEACE AND
JUSTICE
Summary
Compassion and a strong moral compass is
essential to every democratic society. Yet,
persecution, injustice and abuse still runs
rampant and is tearing at the very fabric of
civilisation. We must ensure that we have
strong institutions, global standards of justice,
and a commitment to peace everywhere.
Targets
 End violence in the world and
related death rates everywhere.
 End the abuse, exploitation,
trafficking and all forms of violence
and torture against children.
 Ensure that everyone has equal access to
justice in their country or internationally.
 Combat crime and corruption in any form.
 Ensure citizens are consulted and their
governments make decisions with
the interest of children and adults in
mind. For example, children and young
people must be consulted before a law
is passed which affects their lives.
 Ensure all children are given an
identity, including birth registration.
 Ensure all people have free
access to information.
 Strengthen institutions to prevent
violence, terrorism and crime.
Take it further
> Many of these issues relate to human
rights. If you are working towards a RRSA or
exploring Children’s Rights in the classroom
there are many ways you can explore SDG
16 and make connections with many of
the other goals. UNICEF has lots of high
quality (and mainly free) resources to
help develop this. www.unicef.org.uk/
rights-respecting-schools/resources
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GOAL 17
PARTNERSHIPS
FOR THE GOALS
Summary
The Global Goals can only be met if we
work together. International investment
and support is needed to ensure innovative
technological development, fair trade and
market access, especially for developing
countries. To build a better world, we need
to be supportive, empathetic, inventive,
passionate, and above all, cooperative.
 Engage with the organisations and
individuals who have been working
for many years on the various topics
related to the SDGs. Involve them in
the process of achieving the goals.
 Ensure states improve their data
and statistics management to be
able to assess their progress towards
the achievement of the goals.
Targets
Take it further
 Help ensure all countries have met
these goals by 2030. The SDGs should
be present in national plans and each
state will decide which issues are
most pressing in their country.
 Each state should ensure that it allocates
its resources in order to achieve the SDGs.
In addition, developed countries should
commit to supporting achievement of
the goals in less developed countries.
 Respect countries’ policy decisions,
provided they are consistent. For example,
you cannot create rules for the protection
of natural resources and give permission
for their exploitation at the same time.
22
> Partnership for the goals is all about
taking action and encouraging children
and young people to find their voices as
active global citizens. Useful organisations
which can help you include: Fairtrade
Foundation (Fairtrade Fortnight) UNICEF’s
Out Rights campaign, Send My Friend’s
annual Global Education campaign, Ecoschools Big Spring Clean and Big Picnic.
> Visit www.scotdec.org.uk/
resources for a young person’s guide
to creating a campaign.
WORKSHEET FOR GOAL 1
NO POVERTY
What is normal? What is necessary? cards
Regular leisure
activities (swimming,
playing an instrument,
participating in youth
organisations)
Indoor games
At least one healthy
meal a day
An internet connection
and laptop
Two pairs of properly
fitting shoes
A quiet place with
enough room and light
to do homework
A mobile phone
Books at home
(not including
school books)
The opportunity to
have friends home
to play and eat
Some
new clothes
i.e. not all
second-hand
Outdoor play
equipment (bicycle,
roller skates)
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WORKSHEET FOR GOAL 2
ZERO HUNGER
Why are people hungry worksheet
‘We had a small piece
of land where we
could grow rice to eat.
But it was taken by a
company growing fruit
to sell abroad.’
‘We grow a little
coffee to earn money
for food and clothes.
But we are paid very
little for it and so we
cannot buy much.’
Maria, the Philippines
Silvia, Peru
‘Sometimes I only
have enough money
to buy food for the
baby. Then I have
nothing to eat.’
Anthony was driven
from his land by
fighting. ‘My house,
my sugar cane and
my orange trees
were all burnt.’
Annie, England
‘I did not have
breakfast this
morning. The shops
are full of food, but
I have no money to
buy anything.’
Anthony, Kenya
‘My husband lost his
job. There’s not much
food now. It’s two weeks
since we had meat.’
Marinalva, Brazil
John, England
Adapted from
www.oxfam.org.uk/education/resources/making-a-meal-of-it
24
WORKSHEET FOR GOAL 8
DECENT WORK AND
ECONOMIC GROWTH
Role cards, one per group
Cotton grower
Small family farm, hard
physical work planting and
picking cotton, bad weather
conditions can damage
harvest, responsible for
family income
Cotton weaver
Long tricky process,
highly skilled job,
repaying loans on
expensive machinery
needed to weave cotton
Cotton buyer
Could lose money buying
and selling cotton as
price goes up and down,
has to pay to transport
fresh picked cotton to
the cotton weaver
Shop owner
Must pay rent for building,
pay staff to work in shop,
shop fittings, advertising,
price reductions
Factory owner
Responsible for quality
control of clothes, paying
factory workers, profit is
invested in keeping up-todate with latest fashion styles
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WORKSHEET FOR GOAL 15
LIFE ON LAND
A World without rainforests cards
Rainforest plants are
used to make medicine
to help find cures
for diseases. If the
forests are destroyed
we lose the chance to
discover important
new medicines.
Rainforests pump
heat from the
hot regions of
the world to the
cooler regions, and
without them the
climate will change.
When the forest is cut
down the people who
live there lose their
homes, livelihoods
and way of life.
Tree canopies
provide shade,
cooling the
environment
around them.
More than half of the
world’s animal species
live in the rainforest.
When the forest is
destroyed species die
out and important
biodiversity is lost.
Forests protect the soil
from the rain. Without
them the soil is washed
away into the creeks
and rivers and can
cause flooding.
26
Forests absorb and
store carbon. When
the forest is cleared
the carbon is released
as carbon dioxide
which contributes to
climate change.
The rainforests
have evolved over
millions of years
and once they have
been cut down it
takes many years
for them to regrow.
People living in and
around the rainforests
depend on fresh water
to grow their crops and
stay healthy. As the
forest is cut down the
water supply falls as
the rainfall decreases.
Trees are cut down
to plant soybeans
and palm oil trees.
Chemicals sprayed
onto these trees pollute
the rivers, kill many
of the fish, destroy
people’s crops and can
cause health problems.
Trees absorb carbon
dioxide and release
oxygen and purify
the air we breathe.
Without the trees of
the rainforest our air
will be more polluted.
From
www.ourforestourfuture.org.uk
27
© Scotdec
ISBN 978-1-899136-10-0
Written by
Kate Allen & Charlotte Dwyer (Scotdec)
With thanks to
the schools and teachers who tried out all the activities
and advised on the content of the pack:
Elizabeth Stephen (Deanburn PS)
Laura Beattie (Deanburn PS)
Nicki McGregor (Pentland PS)
Nicola Mathison (Pentland PS)
Stephen Digan (Craiglockhart PS )
A Scotdec Global Education Resource
www.scotdec.org.uk
Design by creativecontext (07952 184 166) with thanks adapted from and inspired by The Global Goals
"Be the change that
you wish to see
in the world"
Mahatma Gandhi
In September 2015, 193 world leaders
agreed to 17 Global Goals for Sustainable
Development. If these goals are completed,
it would mean an end to extreme poverty,
inequality and climate change by 2030.
If these goals are to be achieved children
and young people everywhere need to know
about them and feel inspired to take action.
We hope this resource will provide a starting
point and inspiration to find out more about
the goals and empower children and young
people to feel they can make a difference.
A Scotdec Global Education Resource
www.scotdec.org.uk