SDG ideabox
In this SDG ideabox you will find a list full of inspiring ideas to get started with the SDGs at your school. You can narrow down the list by using the filters below. Use the Control key to select multiple options and than click on "apply" to start. the filter.
Do you have a good idea of your own? Let us know at mos@vlaanderen.be and your idea might be included.
SDG | Level | Description | Target audience |
---|---|---|---|
SDG 3: Good health and well-being | Action | Arrange the space in the classroom and on the playground so it meets the needs of everyone’s well-being: e.g. silent space, calm zone, chill out zone, adventure ... | Secondary education |
SDG 3: Good health and well-being | Action | Organize a first-aid course at school. | Secondary education |
SDG 3: Good health and well-being | Action | Organize one mile a day or 10 000 steps a day. | Primary educaton |
SDG 3: Good health and well-being | Action | Organize one mile a day or 10 000 steps a day. | Secondary education |
SDG 3: Good health and well-being | Action | Organize a compliment day. | Primary educaton |
SDG 3: Good health and well-being | Action | Organize a compliment day. | Secondary education |
SDG 3: Good health and well-being | Action | Teach outside. Participate in ‘Buitenlesdag’ (outdoor class day). | Primary educaton |
SDG 3: Good health and well-being | Action | Teach outside. Participate in ‘Buitenlesdag’ (outdoor class day). | Secondary education |
SDG 3: Good health and well-being | Action | Turn your school into a ‘green school’ with cozy green spaces where it’s nice to spend time. | Primary educaton |
SDG 3: Good health and well-being | Action | Turn your school into a ‘green school’ with cozy green spaces where it’s nice to spend time. | Secondary education |
SDG 3: Good health and well-being | Action | Support the smoke-free generation and work together towards a smoke-free future. | Primary educaton |
SDG 3: Good health and well-being | Action | Support the smoke-free generation and work together towards a smoke-free future. | Secondary education |
SDG 3: Good health and well-being | Action | Organize a peer-to-peer mediation and teach kids and youngsters the skills to resolve conflicts themselves. Peer-to-peer mediation means mediation among equals. | Primary educaton |
SDG 3: Good health and well-being | Action | Organize a peer-to-peer mediation and teach kids and youngsters the skills to resolve conflicts themselves. Peer-to-peer mediation means mediation among equals. | Secondary education |
SDG 4: Quality education | Policy | Students gain knowledge and skills necessary to improve sustainable development, among other things through education in sustainable development and sustainable ways of living, human rights, gender equality, improving a culture of peace and nonviolence, global citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development. | Primary educaton |
SDG 4: Quality education | Policy | Students gain knowledge and skills necessary to improve sustainable development, among other things through education in sustainable development and sustainable ways of living, human rights, gender equality, improving a culture of peace and nonviolence, global citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development. | Secondary education |
SDG 4: Quality education | Policy | Use the donut education model by Rob de Vrind 2018. (Inspired by the economic donut model by Kate Raworth and the model by Arjen Wals and Heleentje Swart). The donut model says that good education, learning for sustainable development is fine as long as it draws attention to climate change, loss of biodiversity, water-soil-air pollution, fine particles, ozone-layer depletion, deforestation, the N-P cycle, acidification and fishing out of the ocean and chemical pollution (including plastics). That is the ecological ceiling. | Primary educaton |
SDG 4: Quality education | Policy | Use the donut education model by Rob de Vrind 2018. (Inspired by the economic donut model by Kate Raworth and the model by Arjen Wals and Heleentje Swart). The donut model says that good education, learning for sustainable development is fine as long as it draws attention to climate change, loss of biodiversity, water-soil-air pollution, fine particles, ozone-layer depletion, deforestation, the N-P cycle, acidification and fishing out of the ocean and chemical pollution (including plastics). That is the ecological ceiling. | Secondary education |
SDG 4: Quality education | Action | Participate in the ‘World Teachers’ Day’. Not only do the teachers get a little more attention that way, but the entire school will also be made aware about the accessibility to quality education. | Primary educaton |
SDG 4: Quality education | Action | Participate in the ‘World Teachers’ Day’. Not only do the teachers get a little more attention that way, but the entire school will also be made aware about the accessibility to quality education. | Secondary education |
SDG 4: Quality education | Policy | Establish differentiating and inclusive education. | Primary educaton |
SDG 4: Quality education | Policy | Establish differentiating and inclusive education. | Secondary education |
SDG 4: Quality education | Policy | Professionalize in EDO (education for sustainable development) and 21st century skills. | Primary educaton |
SDG 4: Quality education | Policy | Professionalize in EDO (education for sustainable development) and 21st century skills. | Secondary education |
SDG 4: Quality education | Policy | Create a tutoring policy. | Primary educaton |
SDG 4: Quality education | Policy | Create a tutoring policy. | Secondary education |
SDG 4: Quality education | Policy | Organize pedagogical study days. | Primary educaton |
SDG 4: Quality education | Policy | Organize pedagogical study days. | Secondary education |
SDG 4: Quality education | Policy | Give teachers pedagogical support. | Primary educaton |
SDG 4: Quality education | Policy | Give teachers pedagogical support. | Secondary education |
SDG 4: Quality education | Policy | Focus on student participation. | Primary educaton |
SDG 4: Quality education | Policy | Focus on student participation. | Secondary education |
SDG 4: Quality education | Policy | Create a policy for new teachers starting out and interns and good support/follow-up with e.g. a coach or a godfather/mother. | Primary educaton |
SDG 4: Quality education | Policy | Create a policy for new teachers starting out and interns and good support/follow-up with e.g. a coach or a godfather/mother. | Secondary education |
SDG 4: Quality education | Policy | Focus on dual learning (internships in partner companies). | Secondary education |
SDG 4: Quality education | Policy | Evaluate the development of personal talents (not just knowledge). | Primary educaton |
SDG 4: Quality education | Policy | Evaluate the development of personal talents (not just knowledge). | Secondary education |
SDG 4: Quality education | Policy | Take part in an education project or network that crosses country borders. That can be trough a distanced exchange like eTwinning, but a real-life exchange is also a possibility, like an Erasmus+ or a bit closer with ‘Buurklassen’. It gives the students and teachers an idea of what the education system is like in different countries and helps break stereotypes. | Primary educaton |
SDG 4: Quality education | Policy | Take part in an education project or network that crosses country borders. That can be trough a distanced exchange like eTwinning, but a real-life exchange is also a possibility, like an Erasmus+ or a bit closer with ‘Buurklassen’. It gives the students and teachers an idea of what the education system is like in different countries and helps break stereotypes. | Secondary education |
SDG 4: Quality education | Policy | Focus on empowering youngsters and marginalized groups. | Primary educaton |
SDG 4: Quality education | Policy | Focus on empowering youngsters and marginalized groups. | Secondary education |
SDG 4: Quality education | Klas | Organize a fascinating learning environment in which amazement, experiential education and learning through discovery, research and design play a central role. | Primary educaton |
SDG 4: Quality education | Klas | Organize a fascinating learning environment in which amazement, experiential education and learning through discovery, research and design play a central role. | Secondary education |
SDG 4: Quality education | Klas | Connect subject-related, class-related and interclass-related activities to sustainability. | Primary educaton |
SDG 4: Quality education | Klas | Connect subject-related, class-related and interclass-related activities to sustainability. | Secondary education |
SDG 4: Quality education | Klas | Give students a say in the lesson topic choice. | Primary educaton |
SDG 4: Quality education | Klas | Give students a say in the lesson topic choice. | Secondary education |
SDG 4: Quality education | Klas | Create a meaningful context and real-life learning. | Primary educaton |
SDG 4: Quality education | Klas | Create a meaningful context and real-life learning. | Secondary education |
SDG 4: Quality education | Klas | Use system thinking and the holistic approach to work out subjects. | Primary educaton |
SDG 4: Quality education | Klas | Use system thinking and the holistic approach to work out subjects. | Secondary education |
SDG 4: Quality education | Klas | Execute a case-study on the education system and the accessibility of education (for example registration for primary education) in selected communities or countries. | Secondary education |
SDG 4: Quality education | Klas | Develop a project based on research: “What is a sustainable school?” | Secondary education |
SDG 4: Quality education | Action | Organize a talent show. | Primary educaton |
SDG 4: Quality education | Action | Organize a talent show. | Secondary education |
SDG 4: Quality education | Action | Organize projects across different subjects. | Primary educaton |
SDG 4: Quality education | Action | Organize projects across different subjects. | Secondary education |
SDG 4: Quality education | Action | Take a moment for the ‘International Day of Education’. | Primary educaton |
SDG 4: Quality education | Action | Take a moment for the ‘International Day of Education’. | Secondary education |
SDG 4: Quality education | Action | Create partnerships between schools, universities and other education institutes in different regions of the world (South and North, South and South). | Primary educaton |
SDG 4: Quality education | Action | Create partnerships between schools, universities and other education institutes in different regions of the world (South and North, South and South). | Secondary education |
SDG 4: Quality education | Action | Plan and execute an SDG-project at a school or university, or for the local community. | Primary educaton |
SDG 4: Quality education | Action | Plan and execute an SDG-project at a school or university, or for the local community. | Secondary education |
SDG 4: Quality education | Action | Celebrate UN World Youth Skills Day (July 15), International Literacy Day (September 8) or World Teachers’ Day (October 5) or participate in the Global Action Week for Education. | Primary educaton |
SDG 4: Quality education | Action | Celebrate UN World Youth Skills Day (July 15), International Literacy Day (September 8) or World Teachers’ Day (October 5) or participate in the Global Action Week for Education. | Secondary education |
SDG 4: Quality education | Action | Organize SDG days on a local, regional and national level. | Primary educaton |
SDG 4: Quality education | Action | Organize SDG days on a local, regional and national level. | Secondary education |
SDG 5: Gender equality | Policy | Follow a gender inclusive policy (e.g. gender neutral toilets). Be conscious of gender stereotypes. Give kids the right example by making equal decisions in class and at school. | Primary educaton |
SDG 5: Gender equality | Policy | Follow a gender inclusive policy (e.g. gender neutral toilets). Be conscious of gender stereotypes. Give kids the right example by making equal decisions in class and at school. | Secondary education |
SDG 5: Gender equality | Policy | Screen the handbooks on gender. | Primary educaton |
SDG 5: Gender equality | Policy | Screen the handbooks on gender. | Secondary education |
SDG 5: Gender equality | Policy | Organize extra training for teachers. | Primary educaton |
SDG 5: Gender equality | Policy | Organize extra training for teachers. | Secondary education |
SDG 5: Gender equality | Policy | Strive for a social mix in classes and among the teachers. | Primary educaton |
SDG 5: Gender equality | Policy | Strive for a social mix in classes and among the teachers. | Secondary education |
SDG 5: Gender equality | Policy | Use students as role models. | Primary educaton |
SDG 5: Gender equality | Policy | Use students as role models. | Secondary education |
SDG 5: Gender equality | Klas | Teach about gender and gender stereotypes. | Primary educaton |
SDG 5: Gender equality | Klas | Teach about gender and gender stereotypes. | Secondary education |
SDG 5: Gender equality | Klas | During teamwork, make sure there is enough gender diversity. | Primary educaton |
SDG 5: Gender equality | Klas | During teamwork, make sure there is enough gender diversity. | Secondary education |
SDG 5: Gender equality | Klas | Work out projects with (nearly) all boys classes together with girls classes (from other schools or campuses). | Primary educaton |
SDG 5: Gender equality | Klas | Work out projects with (nearly) all boys classes together with girls classes (from other schools or campuses). | Secondary education |
SDG 5: Gender equality | Klas | Inform your students about gender norms, anticonception, sexual violence and sexual rights, trafficking of girls and women. | Primary educaton |
SDG 5: Gender equality | Klas | Inform your students about gender norms, anticonception, sexual violence and sexual rights, trafficking of girls and women. | Secondary education |
SDG 5: Gender equality | Klas | Analyze how stereotypical male and female images are rooted in our history, our culture and our daily life. | Primary educaton |
SDG 5: Gender equality | Klas | Analyze how stereotypical male and female images are rooted in our history, our culture and our daily life. | Secondary education |
SDG 5: Gender equality | Klas | Discuss child marriage and inequality between boys and girls. Maybe use a talking film or a documentary to get the conversation started. | Primary educaton |
SDG 5: Gender equality | Klas | Discuss child marriage and inequality between boys and girls. Maybe use a talking film or a documentary to get the conversation started. | Secondary education |
SDG 5: Gender equality | Klas | Make sure gender and LGBT topics are discussed in class. Consult www.schooluitdekast.be for more information. | Primary educaton |
SDG 5: Gender equality | Klas | Make sure gender and LGBT topics are discussed in class. Consult www.schooluitdekast.be for more information. | Secondary education |
SDG 5: Gender equality | Klas | Invite speakers who have experienced violence because of their gender identity or sexuality. | Secondary education |
SDG 5: Gender equality | Klas | Invite a speaker who breaks through gender stereotypes at work: a female CEO, a male child carer etc. Look into your own network for people who might want to talk about their journey to inspire others to go their own way. | Secondary education |
SDG 5: Gender equality | Klas | Do roleplaying games where you go into inclusion and identity based on gender roles. | Secondary education |
SDG 5: Gender equality | Klas | Work together with groups from other parts of the world where there are other conceptions about gender. | Secondary education |
SDG 5: Gender equality | Klas | Spend a day working in a traditionally female or male job (switch work). | Secondary education |
SDG 5: Gender equality | Klas | Research how different natural dangers and disasters influence women, girls, men and boys differently. | Secondary education |
SDG 5: Gender equality | Action | Organize a relationship day where you discuss all kinds of relationships under the LGBT umbrella. | Secondary education |
SDG 5: Gender equality | Action | Spend time discussing Equal Pay Day, National and International Women’s Day and International Day against Homophobia and Transphobia, ‘coming out day’. | Secondary education |
SDG 5: Gender equality | Action | Organize an Equality day. | Primary educaton |
SDG 5: Gender equality | Action | Organize an Equality day. | Secondary education |
SDG 5: Gender equality | Action | On May 17, hang up a rainbow flag for the International Day against Homophobia and Transphobia. Participate in Purple, a big LGBTQ+ school campaign around the world. The + in LGBTQ+ means that everyone is included, regardless of someone’s sexuality or gender identity. | Primary educaton |
SDG 5: Gender equality | Action | On May 17, hang up a rainbow flag for the International Day against Homophobia and Transphobia. Participate in Purple, a big LGBTQ+ school campaign around the world. The + in LGBTQ+ means that everyone is included, regardless of someone’s sexuality or gender identity. | Secondary education |
SDG 5: Gender equality | Action | Participate in the ‘Week van de Lentekriebels’ (Week of spring fever). It’s the perfect moment to engage around sexual health and resistance at school. | Secondary education |
SDG 5: Gender equality | Action | Develop a project based on research: “What’s the difference between inequality and equality and how does that apply to the working world?” | Secondary education |
SDG 6: Clean water and sanitation | Policy | Keep the meter readings. Record water waste and leakages and repair them. | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Keep the meter readings. Record water waste and leakages and repair them. | Secondary education |
SDG 6: Clean water and sanitation | Policy | Collect rain water and use it for example to water plants, flush the toilets. | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Collect rain water and use it for example to water plants, flush the toilets. | Secondary education |
SDG 6: Clean water and sanitation | Policy | Check the quality of water fountains. | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Check the quality of water fountains. | Secondary education |
SDG 6: Clean water and sanitation | Policy | Take the water policy into account during renovations. For example: check and renew filters, energy-savings button, water collection, purification, water pipes, water outlets ...) | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Take the water policy into account during renovations. For example: check and renew filters, energy-savings button, water collection, purification, water pipes, water outlets ...) | Secondary education |
SDG 6: Clean water and sanitation | Policy | Choose ecofriendly cleaning products. | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Choose ecofriendly cleaning products. | Secondary education |
SDG 6: Clean water and sanitation | Action | Pay attention to the importance of clean water. Organize something around World Water Day (March 22) or World Toilet Day (November 19). | Primary educaton |
SDG 6: Clean water and sanitation | Action | Pay attention to the importance of clean water. Organize something around World Water Day (March 22) or World Toilet Day (November 19). | Secondary education |
SDG 6: Clean water and sanitation | Policy | Prepare a plan to guarantee water safety in the midst of climate change: e.g. dealing with social and economic pressures caused by frequent waves of drought, so water shortages--and by flooding, so too much water. | Primary educaton |
SDG 6: Clean water and sanitation | Policy | Prepare a plan to guarantee water safety in the midst of climate change: e.g. dealing with social and economic pressures caused by frequent waves of drought, so water shortages--and by flooding, so too much water. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Research your own water footprint. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Research your own water footprint. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Research groundwater shortage/water availability, the worldwide water cycle and the water distribution and water use efficiency. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Teach about the importance of water-related ecosystems. Teach about the plastic soup. Have students go out and research. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Teach about the importance of water-related ecosystems. Teach about the plastic soup. Have students go out and research. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Teach about the effects of pollution, dumping and emissions of dangerous chemicals and materials on the quality of water. Have students go out and research. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Teach about the effects of pollution, dumping and emissions of dangerous chemicals and materials on the quality of water. Have students go out and research. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Make students aware of indirect water use/virtual water. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Make students aware of indirect water use/virtual water. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Together with the students, research and study activities and programs related to the water and sanitary facilities, like: water extraction, desalination, water efficiency, wastewater treatment, recycling and reuse techniques, water patents, landscaping for groundwater recharge, and integrated water resources management. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Inspect the water quality at home, at school, in the neighborhood. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Inspect the water quality at home, at school, in the neighborhood. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Teach little kids and students about water/toilet hygiene. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Organize a water debate: get students to debate about solutions for the worldwide water challenges and how we can work to be more conscious of our water use/behavior. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Organize a water debate: get students to debate about solutions for the worldwide water challenges and how we can work to be more conscious of our water use/behavior. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Develop themes about water and sustainable development (e.g. water and gender, water and inequality, water and health, water and cities, water and energy, water and food security, water and disaster risk reduction, water and climate change, water and the green economy, water and jobs). | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Develop themes about water and sustainable development (e.g. water and gender, water and inequality, water and health, water and cities, water and energy, water and food security, water and disaster risk reduction, water and climate change, water and the green economy, water and jobs). | Secondary education |
SDG 6: Clean water and sanitation | Klas | Make a themed book on water in your class. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Organize excursions to local water infrastructures. | Primary educaton |
SDG 6: Clean water and sanitation | Klas | Organize excursions to local water infrastructures. | Secondary education |
SDG 6: Clean water and sanitation | Klas | Develop a project based on research: “Which human activities are possible without water?” | Secondary education |
SDG 6: Clean water and sanitation | Action | Catch the water of a leaking faucet for a certain amount of time to show how much water goes to waste. | Primary educaton |
SDG 6: Clean water and sanitation | Action | Catch the water of a leaking faucet for a certain amount of time to show how much water goes to waste. | Secondary education |
SDG 6: Clean water and sanitation | Action | Participate in Worldwaterday@school, https://www.wereldwaterdagatschool.be/ | Primary educaton |
SDG 6: Clean water and sanitation | Action | Participate in Worldwaterday@school, https://www.wereldwaterdagatschool.be/ | Secondary education |
SDG 6: Clean water and sanitation | Action | Develop a concept for local sustainable water use and supply, based on success stories. | Secondary education |
SDG 6: Clean water and sanitation | Action | Develop school partnerships between schools in neighborhoods with water excess or scarcity. | Primary educaton |
SDG 6: Clean water and sanitation | Action | Develop school partnerships between schools in neighborhoods with water excess or scarcity. | Secondary education |
SDG 6: Clean water and sanitation | Action | Plan an awareness campaign or a youth project on water and the importance of it. | Secondary education |
SDG 6: Clean water and sanitation | Action | Develop projects on invisible, indirect water, like how much water in a liter of beer, a kilo of beef, a T-shirt, etc. | Primary educaton |
SDG 6: Clean water and sanitation | Action | Develop projects on invisible, indirect water, like how much water in a liter of beer, a kilo of beef, a T-shirt, etc. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Don’t waste energy. Promote reuse and repair at school. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Don’t waste energy. Promote reuse and repair at school. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Do the energy bookkeeping. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Do the energy bookkeeping. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Do the energy bookkeeping. Use e.g. the CO2 calculator for help (https://www.scholenvoorminderco2.be/) | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Do the energy bookkeeping. Use e.g. the CO2 calculator for help (https://www.scholenvoorminderco2.be/) | Secondary education |
SDG 7: Affordable and clean energy | Policy | Make an energy audit, in function of the energy measures that need to be taken for both technical and rational energy use. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Make an energy audit, in function of the energy measures that need to be taken for both technical and rational energy use. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Connect to green electricity, adjust the boiler properly, do relightning, insulate, use thermostatic fittings, purchase solar panels ... | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Connect to green electricity, adjust the boiler properly, do relightning, insulate, use thermostatic fittings, purchase solar panels ... | Secondary education |
SDG 7: Affordable and clean energy | Policy | Combat energy waste by adjusting the standard settings e.g. lighting, computers etc. after a certain hour. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Combat energy waste by adjusting the standard settings e.g. lighting, computers etc. after a certain hour. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Choose an energy contact person to report defects and difficulties. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Choose an energy contact person to report defects and difficulties. | Secondary education |
SDG 7: Affordable and clean energy | Policy | With new builds and renovations, the BEN norms are taken into account (BEN = bijna-energieneutraal = nearly zero energy). | Primary educaton |
SDG 7: Affordable and clean energy | Policy | With new builds and renovations, the BEN norms are taken into account (BEN = bijna-energieneutraal = nearly zero energy). | Secondary education |
SDG 7: Affordable and clean energy | Policy | Work with cities or cooperatives for buying solar panels. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Work with cities or cooperatives for buying solar panels. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Look at the school’s energy policy as an educational opportunity and take it. You can use e.g. the CO2 calculator (https://www.scholenvoorminderco2.be) and the MOS energy cases for this. | Primary educaton |
SDG 7: Affordable and clean energy | Policy | Look at the school’s energy policy as an educational opportunity and take it. You can use e.g. the CO2 calculator (https://www.scholenvoorminderco2.be) and the MOS energy cases for this. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Create a repair place at school. | Secondary education |
SDG 7: Affordable and clean energy | Policy | Create a repair place at school. | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Organize school visits to power plants, a solar panel park, a wind farm, geothermal plants, tidal plants, energy cooperatives, energy suppliers ... | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Organize school visits to power plants, a solar panel park, a wind farm, geothermal plants, tidal plants, energy cooperatives, energy suppliers ... | Secondary education |
SDG 7: Affordable and clean energy | Klas | Teach about the dependance of non-renewable energy sources like oil (peak of oil production and energy security). | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Teach about the dependance of non-renewable energy sources like oil (peak of oil production and energy security). | Secondary education |
SDG 7: Affordable and clean energy | Klas | Look at the advantages of renewable energy. | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Look at the advantages of renewable energy. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Turn your students into energy detectives, work with the MOS-energy case and the CO2 calculator. Let them calculate the advantage of the solar panels at school and the reduced CO2 emissions. | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Turn your students into energy detectives, work with the MOS-energy case and the CO2 calculator. Let them calculate the advantage of the solar panels at school and the reduced CO2 emissions. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Investigate the most recent techniques related to renewable energy and have ethical discussions with the advantages and disadvantages of energy types and projects. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Experiment with technologies for renewable energy. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Stimulate sustainable energy as a subject for research assignments (like an integrated test/project, STEM projects, projects around research competences ...). | Secondary education |
SDG 7: Affordable and clean energy | Klas | The students keep the meter readings and calculate the school’s energy use with the MOS CO2 calculator. Together with the students you can formulate actions to decrease the energy use. Execute these actions. | Primary educaton |
SDG 7: Affordable and clean energy | Klas | The students keep the meter readings and calculate the school’s energy use with the MOS CO2 calculator. Together with the students you can formulate actions to decrease the energy use. Execute these actions. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Reflect on and discuss your own energy use. Rank for example the reasons for energy use from “energy use for meeting basic needs” (e.g. for cooking) to “energy use for a luxury lifestyle” (e.g. heating a pool). | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Reflect on and discuss your own energy use. Rank for example the reasons for energy use from “energy use for meeting basic needs” (e.g. for cooking) to “energy use for a luxury lifestyle” (e.g. heating a pool). | Secondary education |
SDG 7: Affordable and clean energy | Klas | Make a repair corner in your class. | Primary educaton |
SDG 7: Affordable and clean energy | Klas | Make a repair corner in your class. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Develop a project based on research: “How are energy and human well-being connected?” | Secondary education |
SDG 7: Affordable and clean energy | Klas | Lead a group project on how much energy is needed to produce our daily needs, like bread, cereal etc. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Execute scenario analyses for future energy production, delivery and use. | Secondary education |
SDG 7: Affordable and clean energy | Klas | Study the energy efficiency and sufficient energy use. Which countries have an energy shortage, which have a surplus? Import and export of energy ... | Secondary education |
SDG 7: Affordable and clean energy | Klas | Study the effects and problems of energy production, delivery and use on the environment (e.g. climate change, grey energy). | Secondary education |
SDG 7: Affordable and clean energy | Klas | Discuss the role of the public and private sector in securing the development of low carbon emission solutions. | Secondary education |
SDG 7: Affordable and clean energy | Action | Start a cooperative with e.g. parents to purchase solar panels. | Primary educaton |
SDG 7: Affordable and clean energy | Action | Start a cooperative with e.g. parents to purchase solar panels. | Secondary education |
SDG 7: Affordable and clean energy | Action | Organize a smart energy day at school. | Primary educaton |
SDG 7: Affordable and clean energy | Action | Organize a smart energy day at school. | Secondary education |
SDG 7: Affordable and clean energy | Action | Contact MOS and develop a climate trajectory or climate clang. | Primary educaton |