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  I n groups or pairs, pick a goal which
you can introduce the 17 Sustainable is most important to them and then
Development Goals to your class. design their own logo or poster
promoting the goal.
Watch the introductory animations from
the World’s Largest Lesson:  Tweet about the Global Goals and
http://worldslargestlesson.globalgoals.org what they mean to them. Tweet
@TheGlobalGoals #globalgoals
After they have watched it, pupils can do
one of the following activities.  I n groups or pairs, pick a goal and
research what it means for people in
 Draw a happy face and then write down
their community. Ask them to agree
or draw anything they think will make
on 5 steps they can take to work
the world a better place for people to
towards this goal. This is a good way
live in. Share their ideas. Explain that
of reminding them that the SDGs are
the 17 Sustainable Development
for all countries all over the world.
Goals (SDGs) are trying to make the
world a better place for everyone,
but particularly the poorest and most For further ideas visit: http://
vulnerable people around the world. 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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 Curriculum grid
Sustainable Development Goals: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Literacy xx xx xx xx xx xx
Numeracy x x x x x
Health & Wellbeing xxx xx xxx xx xx x x
Social Studies xxx xx xxxx xx xx xxx x
Science xx xx x x
RME x x x x x x
Expressive Arts x x
Technologies xx xx x xx xx

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EXPERIENCES
AND OUTCOMES
These are the EARLY LEVEL
main overarching As I explore the rights to which I and
experiences and others are entitled, I am able to exercise
these rights appropriately and accept
outcomes for the responsibilities that go with them.
the resource. I show respect for the rights of others.
HWB 0-09a
For the specific
experiences Through contributing my views, time
and talents, I play a part in bringing
and outcomes about positive change in my school
by activity, and wider community. HWB 0-13a
please visit the I explore and appreciate the wonder
resource online. of nature within different environments
and have played a part in caring for
www.scotdec.org.uk/resources the environment. SOC 0-08a

To help care for the environment,

I reduce, re-use and recycle the
resources I use. TCH 0-06a

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FIRST 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 consider ways of looking after my
school or community and can encourage
others to care for their environment.
SOC 0-08a
I can contribute to a discussion of the
difference between my needs and wants
and those of others around me. SOC 1-16a
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
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
SECOND LEVEL
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
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
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
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
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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.
Take it further
Targets > Use the Comparing Young Lives resource
 No one lives in extreme poverty. to investigate poverty and inequality
 Reduce by half the number of people around the world. www.oxfam.
living in poverty of any kind. org.uk/education/resources
 Social protection such as unemployment
benefits, free housing and health care for > The Child Poverty Action Group, UNICEF
people who need it most. and Save the Children work in Scotland to
improve the lives of children and young
 Give people the chance to own property,
people living in poverty. Find out more
run businesses and take part in the
about the work of these organisations.
economy, so that they have a chance
This might include finding out about local
to earn money and contribute.
foodbanks and how they can be supported.
 Housing and infrastructure can cope with
disasters so that the poorest people are
no more negatively affected than others
in society.

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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 breast-
feeding 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

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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.
Targets
 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.
 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.
Take it further
> 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
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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.  Protect and restore water-related eco-
This is causing unnecessary disease and systems, including mountains, forests,
death. Although huge strides have been made wetlands, rivers, aquifers and lakes.
with access to clean drinking water, lack of
sanitation is undermining these advances. Take it further
If we provide affordable equipment and > Keep a water usage diary and compare it
education in hygiene practices, we can stop with the water usage of a young person in
this senseless suffering and loss of life. Malawi. www.scotdec.org.uk/resources

Targets > Investigate ways of making dirty water

 Ensure access to clean water for all. cleaner with the Ditch the Dirt STEM challenge
 Ensure all have access to sanitation from https://practicalaction.org/schools
(safe sewage disposal and good waste
management) and public health > Hold a Water Week in your school
education on healthy hygiene habits. using Oxfam’s dedicated resources.
 Monitor water quality to reduce www.oxfam.org.uk/education
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.

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GOAL 7
AFFORDABLE AND
CLEAN ENERGY
Summary
Renewable energy solutions are becoming  By 2030, expand infrastructure and
cheaper, more reliable and more efficient upgrade technology for supplying
every day. Our current reliance on fossil fuels modern and sustainable energy services
is unsustainable and harmful to the planet, for all in developing countries.
which is why we have to change the way we
produce and consume energy. Implementing Take it further
these new energy solutions as fast as possible > Use the Smoky Homes project to
is essential to counter climate change, one explore the issues faced by the 3 billion
of the biggest threats to our own survival. people globally who cook on open fires or
traditional stoves; or take the STEM Wind
Targets Power Challenge where pupils design and
 Ensure access for all to affordable, reliable build a simple wind-powered machine
and modern energy services through new that can lift a cup off the floor. Both
infrastructure and better technology. activities can be found at Practical Action.
 Promote energy efficiency and https://practicalaction.org/schools
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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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
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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  Ensure that people who leave one
very small group of people. This often leads country to live in another benefit
to financial and social discrimination. In from laws to protect them.
order for nations to flourish, equality and
prosperity must be available to everyone Take it further
– regardless of gender, race, religious beliefs > Discover the journey of chocolate from
or economic status. When every individual bean to bar, from Ghana to Scotland
is self-sufficient, the entire world prospers. with Pa Pa Paa. The web-based resource
includes photos, case studies and illustrates
Targets the difference Fairtrade can make.
 Provide support for people living in www.papapaa.org
poverty to have access to support for
rapid and sustainable economic growth. > Alternatively, explore issues of fairness,
 Ensure laws and practices do not equality and community through tax
discriminate against any group, but fairness using a ‘Philosophy for Children’
rather listen to people’s needs and the approach from Action Aid. www.
input of those who are affected. actionaid.org.uk/school-resources
 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.

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GOAL 11
SUSTAINABLE
CITIES AND
COMMUNITIES (See separate A4 folded worksheet)

Summary
Half of humanity, 3.5 billion people, live in  Increase resilience to disasters.
cities today, and this number will continue to  Ensure monitoring of waste
grow. Because the future will be urban for the management and air quality.
majority of people, the solutions to some of  Prepare communities to manage
the greatest issues facing humans – poverty, their resources properly and
climate change, healthcare, education to tackle climate change.
– must be found in city life. We need new,
intelligent urban planning that creates safe, Take it further
affordable and resilient cities with green > Connect to a topic on Houses and Homes.
and culturally inspiring living conditions. Have a look at Fàilte Malawi for ideas.
www.scotdec.org.uk/resources
Targets
 Ensure all have access to safe, good > Use Action Aid’s resources on Brazil
quality housing and basic services. and India to explore life in big cities
 Provide safe, organised transport that around the world. www.actionaid.
is not harmful to the environment and org.uk/school-resources
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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GOAL 12
RESPONSIBLE
CONSUMPTION
AND PRODUCTION
Summary
Our planet has provided us with an abundance  Keep the public informed and educated,
of natural resources. But we have not utilized and provide the tools to live in harmony
them responsibly and currently consume with nature for sustainable lifestyles.
far beyond what our planet can provide.
We must learn how to use and produce in Take it further
sustainable ways that will reverse the harm > We all use clothes, food and technology
that we have inflicted on the planet. every day. Find out more about where they
came from, who made them and what
Targets impact they have on the environment with
 H alve the amount of global food waste per Scotdec’s Active Global Citizens resource.
person, by individuals and companies. www.scotdec.org.uk/resources
 E nsure that international agreements
for handling harmful chemicals are met, > Visit www.zerowastescotland.org.uk
taking care of the air, water and soil. and use their school resources to explore the
 R educe the generation of waste through issue of food waste.
the three Rs: Reduce, Reuse and Recycle.
 E nsure large companies’ practices > Link to the Waste Minimisation topic for
are responsible, open and Eco-schools. www.eco-schools.org.uk
environmentally sound.

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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 change-
related 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 Take it further

A flourishing life on land is the foundation > Develop a rainforest topic which focusses
for our life on this planet. We are all part of on the African rainforests of the Congo basin
the planet’s ecosystem and we have caused and the ancient Caledonian forests of Scotland
severe damage to it through deforestation, using www.ourforestourfuture.org.uk
loss of natural habitats and land degradation.
Promoting a sustainable use of our ecosystems > Investigate the local and global issues
and preserving biodiversity is not a cause. It is surrounding climate change and sustainable
the key to our own survival. development through trees and forests with
this resource:
Targets www.forestsforthefuture.co.uk
 Protect and conserve ecosystems
(for example, deserts and > With younger pupils you can read or watch
rainforests) by respecting signed The Lorax by Dr Seuss.
international agreements.
 Reduce deforestation and plant > Go outside and explore a local forest
more trees in order to reforest. or woodland.
 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.

20
GOAL 16
PEACE AND
JUSTICE
Summary
Compassion and a strong moral compass is  Ensure all children are given an
essential to every democratic society. Yet, identity, including birth registration.
persecution, injustice and abuse still runs  Ensure all people have free
rampant and is tearing at the very fabric of access to information.
civilisation. We must ensure that we have  Strengthen institutions to prevent
strong institutions, global standards of justice, violence, terrorism and crime.
and a commitment to peace everywhere.
Take it further
Targets > Many of these issues relate to human
 End violence in the world and rights. If you are working towards a RRSA or
related death rates everywhere. exploring Children’s Rights in the classroom
 End the abuse, exploitation, there are many ways you can explore SDG
trafficking and all forms of violence 16 and make connections with many of
and torture against children. the other goals. UNICEF has lots of high
 Ensure that everyone has equal access to quality (and mainly free) resources to
justice in their country or internationally. help develop this. www.unicef.org.uk/
 Combat crime and corruption in any form. rights-respecting-schools/resources
 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.

21
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.
Targets
 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
 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.
Take it further
> 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, Eco-
schools 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, Indoor games At least one healthy
participating in youth meal a day
organisations)

A quiet place with

An internet connection Two pairs of properly
enough room and light
and laptop fitting shoes
to do homework

Books at home The opportunity to

A mobile phone (not including have friends home
school books) to play and eat

Some Outdoor play

new clothes equipment (bicycle,
i.e. not all roller skates)
second-hand

23
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.’
Maria, the Philippines
‘Sometimes I only
have enough money
to buy food for the
baby. Then I have
nothing to eat.’
Annie, England
‘I did not have
breakfast this
morning. The shops
are full of food, but
I have no money to
buy anything.’
John, England
www.oxfam.org.uk/education/resources/making-a-meal-of-it
24
‘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.’
Silvia, Peru
Anthony was driven
from his land by
fighting. ‘My house,
my sugar cane and
my orange trees
were all burnt.’
Anthony, Kenya
‘My husband lost his
job. There’s not much
food now. It’s two weeks
since we had meat.’
Marinalva, Brazil
Adapted from
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-to-
date with latest fashion styles

25
WORKSHEET FOR GOAL 15
LIFE ON LAND
A World without rainforests cards

Rainforest plants are

used to make medicine Rainforests pump
to help find cures heat from the
for diseases. If the hot regions of
forests are destroyed the world to the
we lose the chance to cooler regions, and
discover important without them the
new medicines. climate will change.

When the forest is cut Tree canopies

down the people who provide shade,
live there lose their cooling the
homes, livelihoods environment
and way of life. around them.

More than half of the Forests protect the soil

world’s animal species from the rain. Without
live in the rainforest. them the soil is washed
When the forest is away into the creeks
destroyed species die and rivers and can
out and important cause flooding.
biodiversity is lost.

26
Forests absorb and The rainforests
store carbon. When have evolved over
the forest is cleared millions of years
the carbon is released and once they have
as carbon dioxide been cut down it
which contributes to takes many years
climate change. for them to regrow.

Trees are cut down

People living in and to plant soybeans
around the rainforests and palm oil trees.
depend on fresh water Chemicals sprayed
to grow their crops and onto these trees pollute
stay healthy. As the the rivers, kill many
forest is cut down the of the fish, destroy
water supply falls as people’s crops and can
the rainfall decreases. 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) A Scotdec Global Education Resource
Nicki McGregor (Pentland PS)
Nicola Mathison (Pentland PS)
www.scotdec.org.uk
Stephen Digan (Craiglockhart PS )

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